Review related literature- benito,pucol,bauzon,quising.

I. Introduction

Our topic is about the proficiency level of student about Information and Communication

Technology (ICT) of grade 11 learners from Kamora National High School, this literature review will

consider determined theoretical interpretations. As this literature review aims to bring forth a clear

understanding the relationship of ICT and learners, this is a literature review that focuses on the

continuing research about Information and communication technologies after 2000 since the selected

literature are from different sources. (The organization of the review is based on Chronological of

events) We the researcher will gain insight into the process of receiving knowledge and there by retain

it in the learning process.

II. Body

(Kai Hakkarainen,Liisa Ilomäki,Lasse Lipponen,Hanni Muukkonen,Marjaana Rahikainen,Taneli

Tuominen,Minna Lakkala,Erno Lehtinen, 2000) stated that “Our evidence from these students, often

highly involved in ICT, was that they were frequently developing prerequisites for productive

participation in a knowledge society, in particular, a positive disposition toward collaboration in

thinking and working. Yet the evidence for gender differences in ICT skills raises potential concerns for

equality. It is very encouraging that the gender difference in ICT facilitation for learning was not so

strong as that of ICT skills.”

(L du Plessis and G Janse van Rensburg, 2006) stated that "the English Proficiency module did

indeed fulfil its objectives in the short term with regard to the significant improvement in the learners'

English comprehension from Grade 8/9 to Grade 10/11, which is an improvement of 32%. Only three

learners improved to Grade 12, however, the rest continued with the Vocational English module in their

first year of enrolment for the diploma in ICT, providing them with a further opportunity to improve

their English skills over a longer period of time. The research team found that English comprehension is

a very important component for ICT modules, and recommends strongly that learners do an English

Proficiency module or have an appropriate level of English (such as Grade 12) before enrolling for an

ICT diploma. The language intervention program positively contributed to the success rate of learners

enrolled for Programming 1. ICT has been identified as one of the key pillars in the development and
availability of skilled manpower in SA. One of the concerns of the research team was the gap in the

base skills level and maturity of a great percentage of learners who wish to enter the ICT stream directly

from secondary school level. This research, however, emphasized the importance of English proficiency

for English second-language learners in the success of their first-year studies.

(Jing Lei, Yong Zhao, 2007) explored how technologies were used in a middle school and what

technology uses were most helpful in improving student learning outcomes as measured by GPA. The

results from this study suggest that, first, although spending some time on computers may help students

increase their learning outcomes, too much time on computers can be harmful. The comparison between

the frequency of most popular technology uses and that of technology uses that had positive impact on

student academic performance.

(MAIMUN aqsha, CHUA pei, 2009) stated that Feedbacks from the students’ showed majority

of them do not use ICT in language learning purposes. Hence, actions need to be taken to promote

students to use ICT in their language learning, because ICT could provide variety of learning

opportunity for the students. Study conducted by previous study had shown the success in using CALL

software in helping student improve their speaking skills and provide controlled interactive speaking

outside the classroom. Besides, in the experiment carried out by Williams also found that students who

use ICT achieved better results in communication, cooperation and in solving problems. Furthermore,

this study is relevant to research that conducted previously Kirdilog, Aykol and Gulsecen. This proves

the powerful of ICT in the learning environment. Perhaps, the Minister of Education can organize more

ICT campaign or seminar on ICT to give awareness to the students on the variety of exercises and also

information in the website. Besides, teachers in school need to play their role to keeps reminding

students to use ICT for searching for information or teacher can provide students with URL ask them to

search as one of the tasks. The finding also showed majority of the students have highly positive

attitudes towards the use of ICT in learning English. However, there were still a minimum number of

students’ holds negative attitudes towards the use of ICT. Therefore, it is essential for the teachers to

sustain and promote students’ attitudes because ICT could provide various benefits to them in their

language learning. When students have positive attitudes, they will try whatever means to use ICT for

their language learning. There are two main challenges identified faced by the students in using the ICT
for learning English which are lack of English proficiency and training on ICT. These pointed out, ICT

is more suitable for students with better proficiency level of English and equipped with technology

skills. However, the challenge faced by the students can be overcome if training is given to the students

on the appropriate ways to search for information using the ICT tool. study is beneficial especially to

the Minister of Education, headmaster, and school teachers to be made aware of the problems faced by

the students in using ICT for language learning. Hence, actions need to be taken in order to help the

students overcome their problems. Before the ICT can be successful integrated in students’ language

learning, teachers must at first changed the students’ perception and their attitudes towards the ICT.

Teachers could instill students’ confidence level on ICT through encouragement of using the ICT tools

and guide the students step by step on the way to use ICT meaningfully. Teachers could also inform the

students about the variety of benefits that ICT could provide to the students, so students will be made

aware of the resources they can use for learning. Perhaps, the Minister of Education, can organize a

course on the programs such as CALL or ICT guideline for the students.

(Schroeder, A., Minocha, S., & Schneider, C. 2010) stated that “Higher education institutions

are increasingly using social software tools to support teaching and learning. Despite the fact that social

software is often used in a social context, these applications can significantly contribute to the

educational experience of a student. However, as the social software domain comprises a considerable

diversity of tools, the respective tools can be expected to differ in the way they can contribute to

teaching and learning. In this review on the educational use of social software, we systematically

analyze and compare the diverse social software tools and identify their contributions to teaching and

learning. By integrating established learning theory and the extant literature on the individual social

software applications we seek to contribute to a theoretical foundation for social software use and the

choice of tools. Case vignettes from several UK higher education institutions are used to illustrate the

different applications of social software tools in teaching and learning.”

(Lucy Garcia, Miguel Nussbaum, David D. Preiss, 2011) stated that “The main purpose of this

study was to assess whether seventh-grade students use of information and communication technology

(ICT) was related to performance on working memory tasks. In addition, the study tested whether the

relationship between ICT use and performance on working memory tasks interacted with seventh-grade
students’ socioeconomic level and gender. 275 students recruited from 30 Chilean schools were

grouped according to their self-reported use of PC, the Internet, Chat and Video games. To assess

students’ working memory performance, they were tested with a digit span test and a visuo-spatial

measure. Only one of our two dependent variables reflected a relationship between specific profiles of

ICT use and working memory. Higher scores on the digits span test were related to those user profiles

combining PC use and video game play, that is, those identified as Full users and as PC and Console

Gamers. We did not find an interaction effect of gender and ICT use or an interaction effect of

socioeconomic level and ICT use. There are three possible explanations for these results: first, a

proclivity of students with higher working memory capacity to engage in technology use; second, an

impact on working memory of potential differences in multitasking; and, third, an impact on working

memory of video game play. However, these results must be interpreted cautiously since scores on the

GEFT, our visuo-spatial working memory measure, were not related to any profile of technology use.

As serious educational games become more regularly used at school, previous differences in video

game experience become growingly important. Future research must study whether the intended

benefits of serious educational games are being mediated by individual differences in previous exposure

to video games and other information and computer technologies, with independence of the

directionality of the relationship between video game play and working memory.”

(Irfan Naufal Umar*, Noor Afidah Jalil, 2012) stated that “As future leaders and workforce of

any nation, students need to be well trained in ICT. With the introduction of several ICT related

programs and initiatives in Malaysia, it is hoped that the school students are well equipped with the

necessary skills and knowledge. Issues such as gender differences in using ICT are no longer seen as a

problem in this country. However, the digital divide is still the main issue that needs to be addressed by

the education policy-makers. Therefore, the government needs to provide the best possible ICT service,

programs and trainings, especially to the students from rural areas. It is also hoped that the barriers

impeding the use of ICT in schools be reduced. Only then, the school students will be able to use ICT

skills at the optimum level and master these skills accordingly.”

(Yifat Ben-David Kolikant, 2012) stated that “today's students are often portrayed in the

literature as enthusiastic and wholehearted users of the Internet for school purposes, in contrast with
today's schools, in which the situation is of high ICT access and low use. Via interviews with 25 post-

primary students, this study examined student attitudes toward using the Internet for school purposes,

revealing the reasoning behind patterns of after school ICT use and underlying perceptions of learning,

the teacher's role and the desired role of ICT in schooling. Students were revealed to be ambivalent:

they considered the Internet to be easy to use, reducing workload and “fun”, but at the same time

“unreliable”, not “serious” enough, and not containing what they “need to know”. Thus, they primarily

used it for “unimportant” assignments such as routine homework. Students described their learning goal

as getting required “material” into their heads and saw the teachers as an (almost) exclusive authority

regarding this required body of information, in line with schooling's information-focused agenda and

teacher-centered practices. They were also less than enthusiastic about the integration of ICT into their

curriculum. Although there is no apparent disconnect between school and students, it is argued that

school should change in order to capitalize on the affordances of ICT and to better prepare students for

life in the knowledge age.”

(Syed Noor-Ul-Amin, 2013) stated that " The results provided by both the quantitative and

qualitative analysis of the literature obtained will be exposed especially regarding those aspects which

are related to ICTs for Education and ICTs in Education. ICTs for education refers to the development

of information and communications technology specifically for teaching/learning purposes, while the

ICTs in education involves the adoption of general components of information and communication

technologies in the teaching learning process. This literature review has sought to explore the role of

ICT in education as we progress into the 21st century. In particular ICTs have impacted on educational

practice in education to date in quite small ways but that the impact will grow considerably in years to

come and that ICT will become a strong agent for change among many educational practices.

Extrapolating current activities and practices, the continued use and development of ICTs within

education will have a strong impact on: ICT and teaching learning process; quality and accessibility of

education; learning motivation, learning environment and ICT usage and academic performance. The

adoption and use of ICTs in education have a positive impact on teaching, learning, and research. ICT

can affect the delivery of education and enable wider access to the same. In addition, it will increase

flexibility so that learners can access the education regardless of time and geographical barriers. It can
influence the way students are taught and how they learn. It would provide the rich environment and

motivation for teaching learning process which seems to have a profound impact on the process of

learning in education by offering new possibilities for learners and teachers. These possibilities can

have an impact on student performance and achievement. Similarly wider availability of best practices

and best course material in education, which can be shared by means of ICT, can foster better teaching

and improved academic achievement of students. The overall literature suggests that successful ICT

integration in education."

(Maxim Skryabin, JingJing Zhang, Luman Liu, Danhui Zhang, 2015) stated that “The main

contribution of this study is new knowledge about the relationship between national ICT development

and individual skills. The results of the present study showed that the national ICT level was a

significant positive predictor for individual skills among 4th and 8th grade students. Because the

positive effect of the level of ICT can be explained by the relationship between the digital divide and

the achievement gap, recommendations for bridging the digital divide should be given”

(Carlos Rodríguez Garcés,2017) stated that "The school, as a formal institution, is responsible

for enabling an environment where students, especially the most vulnerable, are able to enhance their

skills and abilities in the different areas of the school curriculum. However, the Education Quality

Measurement System (SIMCE) in Chile demonstrates poor and segmented levels of achievement, both

in the traditional learning sectors of language and mathematics and in the emerging ICT area.In the

language sector, one out of every two students presents serious difficulties in reading and understanding

different types of texts. In mathematics similar results are observed where students present little mastery

of arithmetic, algebra and geometry. The results of the ICT test do not differ in this regard. One in every

two students demonstrates a functional and rudimentary management of the technologies, with a

marginal use in the educational context. The scores obtained in the standardized tests of Mathematics,

Language and ICT, are conditioned by the students’ family socio-economic segment. As the incomes

scale descends the proportion of students with poor performance in the tests increases. This is an

expression of the difficulty the school has to install quality learning and compensate for the deficiencies

derived from the environment. It is observed that educational competencies in the ICT test are related to

school performance in the curricular areas of Mathematics and Language showing high and significant
correlations. However, these would not be sufficient determinant. Rather the family social and cultural

capital is the main structure of performance in the various tests applied. The analyzed Multivariate

Models report that, along with technological profile variables, socio-family attributes would have an

impact on educational achievement. The demonstrated level of ICT competencies for learning and the

technological equipment influences the probability of exhibiting poor school performance, both in

Mathematics and Language, as well as the more precarious socio-cultural profile. The family

socioeconomic group and having books at home are of special relevance in this matter. ICTs have the

potential to improve the quality and relevance of educational processes, but their real impact will

depend on the technological competencies installed in the agents and the pedagogical intentionality that

is systematically derived from it. Along with the use of communicative leisure, a less rudimentary

technological appropriation and educational function is required, a particularly relevant challenge in the

most vulnerable contexts."

(Farhad Waseel, Fadhilah Yusof,2019) stated that the university students in Kabul were not

sufficiently literate in the aspect of computer and ICTs. The university employers and MOHE

authorities are advised to take immediate actions for the increment of the ICT skills of the students. The

ICT skills are considered as the vital competencies for the 21st century, digital natives and fourth

industrial revolution. The integration of ICT in teaching and learning provides many positive

approaches, and pedagogical philosophies may be implemented as well, Furthermore, the percentage of

ICT usage related to their university work; ICT for education by students are very low, and this

confirms the previous studies results, that the low ICT literacy influence the achievements in higher

education and in especial in 21st century, as well. The study suggests the government authorities, to

increase the numbers of ICT training for students and provide internet access to the students. An

acquaintance in using internet and email communication help students to use online resources and web

pages in order to access and look through the vast amount of their preferred information. It will also

support student-based and autonomous learning. It also calls to equip the libraries with internet

connected computers and IT departments to create e-learning platforms for their universities. Currently,

only a few numbers of computers are available in the libraries at these largest public universities of

Afghanistan, as well as e-learning platforms are not available for students for post their works,
download materials and get access to the online recourses. These libraries will support students to get

access to the information’s upper highway. According to this study, the lecturers in these universities

are computer and ICT literate. Even though this is a good indication, but more efforts need to be done.

The training should be provided for the lecturers, and their skills should be updated day by day. Many

types of the research argue that if the instructors are not up-to-date in utilizing the ICT tools, so they

will not have the capacity to practice it in their courses and it will affect the achievement of learning

and teaching. Consequently, the students will be not prepared for the 21st-century aims, such as

innovations, technology, lifelong learning skills, and the skills for the fourth industrial revolutions. The

21st-century competitive world, in increasing and changing day by day, so the students are supposed to

be engaged and updated in respect of the significant skills. In order to integrate the ICT in teaching, the

higher education institutes should provide adequate technical support to the lecturers. In the meanwhile,

instructors should be aware of what fluctuations happening in the classes, so the effective methods of

teaching and learning could be applied by using the information and communication technologies.

Likewise, it will improve educational programs.

(Paul Nwati Munje and Thuthukile Jita,2020) stated that "the lack of ICT resources frustrates the

hopes and aspirations of learners and prevents them from enjoying the benefits associated with the

introduction of ICT tools into the classroom. The prevailing circumstances in the selected schools

indicate that the DBE needs to review its ICT-integration plans and policies concerning how it identifies

and attends to challenges faced by individual schools across the country. We, therefore, recommend

that the DBE should revamp its monitoring and evaluation mechanisms to identify and resolve

challenges related to ICT availability and usage in individual school contexts timeously. Our perception

is that such an approach will contribute to ensuring that existing resources do not remain unused or

underutilized, or become stolen due to security concerns. Such occurrences would mean a major

setback in the DBE’s endeavors to ensure that all children receive a quality education, in an era

where technology is increasingly becoming a teaching and learning mode of choice. Since the DBE

may not have enough capability to assist all schools across the country in all dimensions, we also

recommend that schools collaborate, through partnerships with communities, to ensure safer schools.

The nationwide vandalism and theft of ICT equipment in schools during the lockdown caused by
COVID-19 are due to porous security in schools with technological resources, thus validating the need

for measures such as those suggested. More research on ICT-related challenges around the country

is needed to provide a holistic picture of the problem to provide more data for government action

going forward."

(Adel Ben Youssef, Mounir Dahmani and Ludovic Ragni 2022) stated that "Digital technologies

offer a range of possibilities and means to support education transformation, which requires a holistic

view of technology-based education, the changes needed and an understanding of its effects. This study

assessed the most relevant determinants proposed in the literature related to the impact of ICT on

student performance. Our data allowed an assessment of a range of effects of ICT use on student

performance. Our large sample allows us to conclude that the use of ICT can improve students’

academic performance and confirm the findings provided in other studies [18,22,69,70]. This study is

novel in that it highlights that ICT-supported activities, such as collaboration among learners and

interactive learning, have a positive influence on student success. We showed that a high level of digital

skills has a positive influence on student performance and the probability of achieving a high grade.

Thus, the work/leisure balance enabled by ICTs and mobile Internet is improving students’ exam

success significantly. This effect is due, in particular, to the possibility for teachers to offer timely

help.The proposed model also draws attention to student interactions made possible by online forums,

communities of practice, interactive platforms, knowledge sharing and online help. All of these

practices can be interpreted as support that has positive external effects which enhance learning.

Furthermore, we showed that if teaching material is digitized and made available to students,

asynchronous forms of learning facilitate the adaptation of work rhythms compared to the rhythm of

traditional teaching. Asynchronous learning would allow students to organize their time and to be more

available for academic work, which, in part, might explain their better exam performance. We

highlighted, also, that using ICTs, which are considered to be educational innovations, can promote

certain forms of learning that result in the better assimilation of taught content. Our findings suggest

three main recommendations. First, the need for deep organizational change in universities. The

digitization of education is challenging and involves much more than just the provision of ICT

equipment. It also requires changes to teaching tools and the implementation of new organizational
practices driven by use of new digital technologies. Second, achieving digital transformation while

improving student success is a challenge for any university. Several factors must be considered to

achieve this transition, including higher education teachers’ knowledge, qualifications and attitudes

toward technology; institutional, organizational and administrative factors; and the adequate equipment

of teachers and students. However, the lack of appropriate digital skills is, among the other factors

mentioned above, the main driver of the digital divide and requires the implementation of appropriate

training. Third, age is a major variable; in the context of technology, there are gaps in digital abilities

between the so-called baby boomers, Gen X, millennials and Gen Z. Bridging these gaps will require

different types of training and ICT-upskilling programs. Our study has some limitations. For example,

we do not consider the role of higher education governance and incentive policies to increase the use of

ICT especially for incremental and generic innovations. Additionally, current assessments of teachers’

and students’ performance take little account of new uses of ICT, or the opportunities offered by

emerging technologies such as AI, the Internet of Things, the cloud and open government data. An

analysis of data from a survey on the use of ICT by students and teachers, as well as by different

countries and institutions, would help to better assess the dynamics."

(Ben Youssef, Adel, Mounir Dahmani, and Ludovic Ragni. 2022.) shared in his study that the

ICT-supported activities, such as collaboration among learners and interactive learning, have a positive

influence on student success. We showed that a high level of digital skills has a positive influence on

student performance and the probability of achieving a high grade. Thus, the work/leisure balance

enabled by ICTs and mobile Internet is improving students’ exam success significantly. This effect is

due, in particular, to the possibility for teachers to offer timely help. The proposed model also draws

attention to student interactions made possible by online forums, communities of practice, interactive

platforms, knowledge sharing and online help. All of these practices can be interpreted as support that

has positive external effects which enhance learning.Furthermore, we showed that if teaching material

is digitized and made available to students, asynchronous forms of learning facilitate the adaptation of

work rhythms compared to the rhythm of traditional teaching. Asynchronous learning would allow

students to organize their time and to be more available for academic work, which, in part, might

explain their better exam performance. We highlighted, also, that using ICTs, which are considered to
 be educational innovations, can promote certain forms of learning that result in the better assimilation of

taught content.”

III. Conclusion

This literatures contributes to our research study which is the proficiency level of Kamora

National High School on Information and Communication Technology. These reviews are from

legitimate sources and reliable authors and researchers. We had a difficulty in this research such as

finding literatures related to our research, summarizing those literatures and technical problems like low

signal. The only missing information is the literatures – studying about proficiency levels of students

regarding ICT. This RRL will benefit us, providing evidence that can be used in our research study.