Pampanga Colleges Inc.

Poblacion, Macabebe, Pampanga

The Effect of ICT Tools in Learners

Learning of Senior High School in
Pampanga Colleges

SUBMITTED BY:
Yumul, Richardson S.
Gutierrez, Janeri B.
Canda, Diana Mae D.
Carpio, Rica
Guintu, Deserie
Guintu, Patrick
Ibay, Nicole Luigi
Tubig, Krissel
Masangcay, John Carlo

SUBMMITED TO:
Mr. Emmanuel G. Flores
(Professor)
Table of Contents

Chapter I: Problem and its Background

Introduction.................................................................

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

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

Scope and Limitations of the Study......................................................…

Definition of Terms................................................…

Chapter II: Review of Related Literature

Related Study......................................................................

Hypothesis of the Study.......................................................

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Introduction
1.1 Background to the Study

Information and Communication Technology is one of the foremost

technologies among the emerging technologies that play an important role in
every sphere of human endeavour. It has witnessed a massive transformation
over the years which makes teaching and learning easier and more enjoyable,
and has changed the ways people live, learn, work, and play. Consequently, the
internet has been a vital tool to the present information society, and a world
without the internet is unimaginable (Adelakun et al., 2020). This study aims to
investigate the effect of ICT tools in learners learning in Pampanga Colleges.
According to UNESCO, Information and communication technology (ICT) is
defined as a technological and engineering discipline that uses scientific and
management techniques in information handling (Ratheeswari, 2018).

To overcome this problem, ICT’s are applied in education system. ICT’s refer
to technologies that provide access to information via communications. It is
alike to information technology (IT) (Khan, et al., 2015).

Wertlen (2014) explain ICT’s as a general period that describes some

technology that help to produce, influence, store, commune, and or disseminate
information. Information Communication Technology like video, television,
multimedia and software which combines text, sound, and colorful affecting
images can be used to provide challenges and reliable contents that will involve
the students in the learning process (Akude & Ajuzie,2011).

R.Raja (2018) says that technology makes study easy and more enjoyable. The
use of internet in education solves the problems of teachers and students in a
few minutes in spite of many hours. Internet provides up-to-date knowledge to
the teachers. The use of AV aids helps the better understanding for both
teachers and students.

Particularly in language learning, Kranthi (2017) stated that technology has

been used to assist and enhance the learning process. Teachers can integrate
various forms of technology to support their teaching, engage students’
motivation and participation in the learning process, provide authentic
examples of the target culture, and connect their classrooms. To enhance the
language learning experience, some technology tools enable teachers to
differentiate instruction, adapt classroom activities and homework assignments
in facilitating and mediating the language learning.
Technology is synonymous with the existence of “communication and
information”. Therefore, the term ICT (Information and Communication
Technology) exists. Nowadays, ICT has become an essential part of humans’
personal and social lives and also influenced humans’ professional career
(Golshan & Tafazoli, 2014). Mafuraga and Moremi (2017) also stated that in
educational aspect, ICT can lead to increased student learning and improved
teaching methods. However, the challenges in using ICT emerged such as lack
of experience of teachers with technology compared to students, lack of local
e-learning resources to administer real-time classes and electronic assessments,
lack of procedures for monitoring and evaluating ICT use, insufficient
equipment or provided facilities, inappropriate attitudes, insufficient training
and insufficient capacity building (Tonui, Kerich, & Koross, 2016)(Soussi,
2015)

1.2 Statement of the Problem

A study revolves on the problem itself that the researchers will tend to solve
all the way up to the end. As for this research its purpose is to identify the he
effect of ICT tools in learners learning of Senior High School in Pampanga
Colleges.

1. Do you agree that ICT tools has a big impact in your learning?
2. How do students perceive the integration of ICT tools in their learning
experience at Pampanga colleges?
3. What challenges do both students and educators face in effectively utilizing
ICT tools for teaching and learning in Pampanga colleges, and what strategies
are being implemented to address these challenges?

1.3 Significance of the Study

In Pampanga Colleges, where this study is being conducted the use of

technology in the classroom has become increasingly prevalent with an
emphasis on integrating ICT tools to enhance the learning experience of
students. Understanding the impact of these tools on student learning is crucial
for educators and policymakers alike, as it can inform decisions about how to
best utilize technology in educational settings.

This study is significant for the teacher, the students, the school and other
researchers, as described below:

The Students- This study is expected to give additional information and

advantages for the students using ICT In learning.
The Teachers – This study is expected to give obvious information for the
teachers regarding the effect of ICT in learners learning from the students'
opinion or feedback.

Future Researchers – it can be use as a future reference if their study is

connected within the coverage of the topic.

1.4 Scope and Limitations of the Study

This study is primarily focused on the Senior High School students in

Pampanga Colleges.

The collecting of data could be performed from the selected students of

Pampanga Colleges that are users of common technology.

This study would be completed through the use of 3 questionnaires to

the students as a survey and reference.

This study excluded some irrelevant and unnecessary information as the

researchers certainty to make this study focuses on the main objectives only.
This study does not cover the whole students of Pampanga Colleges on the
gathering data procedure. Although, the population is the whole PC Students
the researchers will be narrowing and selecting students that they see fit on the
criteria when they proceed on data gather procedure.

1.5 Definition of Terms

Information and communication technologies (ICT) - defined as a diverse set

of technological tools and resources used to transmit, store, create, share or
exchange information

Technology - the application of scientific knowledge to the practical aims of

human life or, as it is sometimes phrased, to the change and manipulation of the
human environment.

ICT tools - means to digital infrastructures like computers, laptops, printers,

scanners, software programs, data projectors, and interactive teaching box.

Disseminate -to spread or give out something, especially news, information,

ideas, etc.

Commune - to share your emotions and feelings with someone or something

without speaking
CHAPTER 2:

1.6 REVIEW OF RELATED LITERATURE AND STUDIES

According to the study conducted by Onyemauche U.C Mbnusi, C,E and Eze,
C.C entitled, “Effect of teaching and learning with ict tools” In this digital era,
Information Communication Technology (ICT) use in the classroom is
important for giving students opportunities to learn and apply the required
skills. Hence studying the problems and prospects related to ICT use in
teaching and learning can assist teachers in overcoming the obstacles and
become successful technology users. Therefore, the main purpose of this study
is to analyze teachers' perceptions of the problems faced in using ICT tools in
classrooms. A quantitative research design was used to collect the data
randomly from a sample of 100 secondary school teachers in Okigwe zone in
Imo, Nigeria. Evidence has been collected through distribution of a modified
survey questionnaire. Overall, the key problems and challenges found to be
significant in using ICT tools by teachers were: limited accessibility and
network connection, limited technical support, lack of effective training and
lack of teachers' competency.

It is hoped that the outcome of this research provides proper information and
recommendation to those responsible for integrating new technologies into the
school teaching and learning process. Introduction Information and
communications technology refers to a systematic process of gathering,
processing, storing, sending and retrieving of information through the print,
broadcast, computing and telecommunications media (Onwuagboke, 2009).
Similarly, Achuonye (2002) sees information and communications technology
as the collection, storage, processing dissemination and use of information.
When ICT is mentioned, what readily come to mind is the computer and the
Internet. These two are not the only components of ICT but have actually
revolutionized the way we handle and disseminate information. In this
directive, Ogunsola (2005) sees ICT as an electronically based system of
information transmission, reception, processing and retrieval which has
drastically changed the way we think, the way we live and the environment in
which we live.

According to the study conducted by Balbaguio, Lowie Borlado and Articulo,

Kenneth Ron and Bantillo, Mary May and Magabolo, Noli John and Borres,
Ella and Capuslanan, Marlon and Jabagat, Renaleen and Panes, Jerson M. and
Panes, Mary Rose and Muyco, Vincent Ian B., Effects of Electronic Gadgets in
the Academic Perfomance of Senior High School Students entitled, “Effects of
Electronic Gadgets in the Academic Perfomance of Senior High School
Students” Technology has played a vital role in educational innovations,
providing both teachers and learners options and flexibility in their teaching
and learning practice. This descriptive research was designed to find out the
effect of electronic gadgets on the academic performance of senior high school
(SHS) learners, study habit and level of proficiency in the use of electronic
gadgets. This was conducted at four small implementer of SHS in the
municipality of Sara, Iloilo. Eighty (80) randomly selected SHS responded on
questionnaire-checklist. Mean, Pearson-r and t-test were used to analyze data.
Results of the study showed that the effect of electronic gadgets on academic
performance of SHS learners was very effective, level of proficiency on use of
electronic gadgets was highly proficient, study habit of SHS learners was very
good. There were no significant differences in effect of electronic gadgets on
the academic performance, level of proficiency on the use of electronic gadgets
and study habit of SHS. There was no significant relationships between the
effect of electronic gadgets, level of proficiency in the use of electronic gadgets
and study habit on the academic performance. Learners are aware on effects,
yet responsive and educated about ill effects of gadgets. Educational use of
gadgets develops a foundation of good/strong/progressive and effective citizens
in the future. Electronic gadgets are beneficial in the schools. Therefore, the
principals/school heads should allow learners and teachers use gadgets in class.
However, constant reminder should be instigated in the various negative effects
of these gadgets.

According to the study conducted by Festus Cobena Ainoo and Emmanuel

Amartey Akoto entitled,”ASSESSMENT OF THE USE OF ICT RESOURCES
IN TEACHING & LEARNING OF HISTORY IN SENIOR HIGH SCHOOLS
IN THE CAPE COAST METROPOLIS” the purpose of the study was to look
into the role of information and communication technology (ICT) in the
teaching and learning of history in Senior High Schools in the Cape Coast
Metropolis. The study employed a descriptive research design with a
quantitative methodology. 200 samples of year 2 (two) Senior High School
students and 12 Senior High School History instructors were sampled using the
convenience and purposive sampling procedures. The study's data was acquired
using a self-created questionnaire for instructors and students, and the data
were analyzed using percentages, frequencies, means, and standard deviations.
According to the findings of this study, ICT resources help to remove the
abstractness of the History subject, develop critical thinking skills, overcome
physical limitations during subject delivery, help to develop a positive attitude
to enable students to function well in society, encourages students' active
participation in History lessons, and helps stimulate students' interest in
learning and understanding History. The study's findings also indicated that the
accessible ICT resources for teaching and studying history included projectors,
computers, school internet, television, laptops, and tape recorders. Again, the
study discovered that computers are the best ICT resources for teaching and
studying history, whereas projectors, school internet, television, and tape
recorders were inadequate in the various schools. Finally, it was discovered
that both instructors and students were competent in the use of ICT in the
teaching and learning of History. Recommendations were made based on the
need to encourage teachers and students to use ICT in the teaching and learning
of history, as well as the availability of necessary ICT resources by education
stakeholders.

1.7 Conceptual framework

ICT Tools in Knowledge of Student

Learners Learning

1. Access to Information: ICT tools provide students with instant access to a

wealth of information through the internet. This enables them to conduct
research, gather data, and delve deeper into topics beyond the confines of
traditional textbooks. By having access to a variety of resources, students can
broaden their knowledge and gain a more well-rounded understanding of the
subjects they are studying.

2. Interactive Learning: ICT tools offer interactive features that engage students
in the learning process. For example, online quizzes, simulations, and
educational games make learning more fun and engaging. These tools also
allow for personalized learning experiences, as students can progress at their
own pace and focus on areas where they need more support.

3. Collaboration and Communication: ICT tools facilitate collaboration among

students and between students and teachers. Platforms such as Google
Classroom and Microsoft Teams enable students to work together on group
projects, share ideas, and communicate with their teachers outside of the
classroom. This promotes a sense of community and fosters a collaborative
learning environment.

4. Adaptive Learning: ICT tools can adapt to the individual learning styles and
preferences of students. For instance, some online platforms use algorithms to
analyze students' performance and provide personalized recommendations for
further study. This adaptive learning approach ensures that each student
receives the support and guidance they need to succeed academically.

5. Real-World Applications: ICT tools allow students to apply their learning to

real-world scenarios. For example, students can use software programs to
create multimedia presentations, design prototypes, or analyze data sets. By
engaging in hands-on, practical tasks, students can see the relevance of what
they are learning and develop transferable skills that are valuable in the
workforce.

The integration of ICT tools in senior high school education at Pampanga

Colleges has undoubtedly had a positive impact on learners' learning
experiences. These tools have enhanced access to information, promoted
interactive learning, facilitated collaboration, enabled adaptive learning, and
encouraged real-world applications. As technology continues to evolve, it is
essential for educators to embrace ICT tools and incorporate them effectively
into their teaching practices to prepare students for success in the digital age.

1.8 Hypothesis of the study

• Learners' academic performance in Pampanga Colleges is positively

correlated with the frequency of ICT tool utilization.
• Learners' critical thinking and problem-solving skills are highly influenced by
the ICT tools they use.
• Compared to learners with lower levels of digital literacy, learners with
higher levels of digital literacy show larger learning gains from using ICT
tools.
References:

https://www.researchgate.net/publication/
356556536_ASSESSMENT_OF_THE_USE_OF_ICT_RESOURCES_IN_TE
ACHING_LEARNING_OF_HISTORY_IN_SENIOR_HIGH_SCHOOLS_IN_
THE_CAPE_COAST_METROPOLIS
https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/
information-and-communication-technology-ict-in-education
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/
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FxvvfMPvMT8FQXNcLCUSJSht6ulByoelH81Y_aem_Ace2ZeH6Qxrsz2El1t
x1v0Bm3WyJXvduN4DA5QfY927ihm9AVQTZR9Cd7wIhIJkGmIrFSyW2m
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https://testbook.com/ugc-net-paper-1/ict-in-research?
https://informationmatters.org/2023/03/impact-of-information-and-
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