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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Technology is derived from the Greek word techne which means art or craft. It is

the collection of tools, including machinery, modifications, arrangements and procedures

used by humans, that is why many people think that technology refers only to the

machines but it is beyond that point. Technology contributes much to the improvement of

many fields especially in education, and educational technology is the term used which is

defined as the use of all human inventions and discoveries to satisfy educational needs

and desires (Corpuz B. and Lucido P. (2008). Educational Technology 1, p19). A famous

constructivist, David Jonassen (1999), once quoted that “Technology is more than

hardware. Technology consists of the designs and the environment that engaged

learners.” Compared to the traditional point of view of teaching in which technology

serves as source and presenter of knowledge, today’s way of teaching changed.

Technology serves as learning tool that learners learn with. It is an integral support to

higher thinking skills and creativity. Since then, many technologies are created and

developed for educational purposes and most of them are information and

communication technology (ICT).

Information and Communication Technology (ICT) is defined as a diverse set of

technological tools and resources used to communicate, and to create, disseminate, store,

and manage information. These technologies include computers, the Internet,

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broadcasting technologies (radio and television), and telephony which are widely used in

education today. Information and communication technology (ICT) is a force that has

changed many aspects of the way we live. ICT has been used world-wide to help people

such as in business, trade, marketing, science, education and others (Brian 2000). Now,

Information and Communication Technology is currently being used in education to

assist students to learn more effectively and help teachers to do administrative tasks more

efficiently (Neil Selwyn 2003). In other words, Information Communication Technology

in education has made it possible for students, teachers, specialists and researchers to

collaborate with each other in diverse ways. Information and Communication

Technology in teaching will lead in achieving the 21st century skills which are innovative

skills, creative and critical thinking skills, collaborative and communicative skills, and

information, media, and technology literacy. That is why UNESCO (United Nations

Educational, Scientific and Cultural Organization) takes a holistic and comprehensive

approach in promoting ICT in education. Teaching the students how to be competent

basic users of ICT technologies is important so they will be successful in their academic

and work careers, and so they can efficiently participate in modern technical society.

Many countries, including Philippines, have integrated ICT in the curriculum

wherein the DepEd (Department of Education) commits to completely integrate ICT into

the curriculum to modernize the Philippine educational system, in particular, on basic

education, in its effort to make each and every student at same level with other students

in the developed economies. Since, today’s learners are growing up in a world

characterized by technological change and innovation, DepED has recognized that there

is a need to equip learners with the necessary skills and experiences that will enable them
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to become contributing members of the global community. The successful

implementation of the ICT4E Strategic Plan will lead to a new era in education. It is the

aim of DepEd that this policy document will provide the direction needed to integrate

ICT within the Philippine education system and help to prepare the Filipino students to be

digitally competent lifelong learners.

These perspectives made the researchers eager to conduct this study, a study that

aimed to know the effects of implementing Information and Communication Technology

in Philippine Education particularly in teaching English in secondary level at FAITH

Catholic School.

The researchers taught of conducting a research which would prove the school’s

support to FAITH mission of promoting a culture of academic and research excellence

the researchers also attempted to find out if the teachers and students sustain the

promotion of technology for students to become globally competitive.

Theoretical Framework

The backbone of this study was based on Sensory-Stimulation theory by David

Laird and Constructivist Theory by Jerome Bruner. These support the idea that teaching

English can be enhanced through proper use of technology.

As cited by the study of Landicho and Payo (2013), traditional sensory

stimulation theory has as its basic premise that effective learning occurs when the senses

are stimulated. It was quoted by the research that the vast majority of knowledge held by

adults (75%) is learned through seeing. Hearing is the next most effective (about 13%)
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and the other senses - touch, smell and taste account for 12% of what we know. By

stimulating the senses, especially the visual sense, learning can be enhanced. However,

this theory says that if multi-senses are stimulated, greater learning takes place.

Stimulation through the senses is achieved through a greater variety of colors, volume

levels, strong statements, facts presented visually, use of a variety of techniques and

media.

On the other hand, as cited by Culatta (2013), according to Bruner, learning is an

active process in which learners construct new ideas or concepts based upon their

current/past knowledge. The learner selects and transforms information, constructs

hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive

structure (i.e., schema, mental models) provides meaning and organization to experiences

and allows the individual to "go beyond the information given".

As far as instruction is concerned, the instructor should try and encourage

students to discover principles by themselves. The instructor and student should engage

in an active dialog (i.e., Socratic learning). The task of the instructor is to translate

information to be learned into a format appropriate to the learner's current state of

understanding. Curriculum should be organized in a spiral manner so that the student

continually builds upon what they have already learned.

Bruner states that a theory of instruction should address four major aspects: (1)

predisposition towards learning, (2) the ways in which a body of knowledge can be

structured so that it can be most readily grasped by the learner, (3) the most effective

sequences in which to present material, and (4) the nature and pacing of rewards and
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punishments. Good methods for structuring knowledge should result in simplifying,

generating new propositions, and increasing the manipulation of information.

Bruner summarizes different principles in Constructivist theory. The first

principle is instruction must be concerned with the experiences and contexts that make

the student willing and able to learn (readiness).the next is instruction must be structured

so that it can be easily grasped by the student (spiral organization). The last principle is

instruction should be designed to facilitate extrapolation and or fill in the gaps (going

beyond the information given).

From the other constructivist point of view, Jonassen (2000) presents that

educational technology has learning tools that learners learn with. It engages learners in

“active, constructive, intentional, authentic and cooperative learning. It provides

opportunities for technology and learner interaction for meaningful learning. In this case,

technology will not be mere delivery vehicle for content. Rather it is used as facilitator of

thinking and knowledge construction. Additionally, he summarizes the roles of

technology in learning which are: (1) as tools to support knowledge construction which

are for representing learners’ ideas, understandings and beliefs and producing organized,

multimedia knowledge bases by learners; (2) as information vehicles for exploring

knowledge to support learning-by-constructing which are for accessing needed

information and comparing perspectives, beliefs and world views; (3) as context to

support learning-by-doing which are for representing and simulating meaningful real-

world problems, situations and context, representing beliefs, perspectives, arguments and

stories of others, and defining a safe, controllable problem space for student thinking; (4)
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as a social medium to support learning by conversing which are for collaborating with

others, discussing, arguing and building consensus among members of a community, and

supporting discourse among knowledge-building communities; (5) as intellectual partner

(Jonassen 1996) to support learning-by-reflecting which are for helping learners to

articulate and represents what they know, reflecting on what they have learned and how

they came to know it, supporting learners internal negotiations and meaning making,

constructing personal representations of meaning and supporting mindful thinking.

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Conceptual Framework

The figure below illustrates the conceptual framework of the study, designed

specifically to fit the ideas of the research.

INPUT PROCESS OUTPUT

Effects of Information and 1. Validation of
Communication Technology questionnaires
in teaching English among the
2. Data collection
selected Highschool students
of FAITH Catholic School (Survey, collection and
Work Plan for the
organization)
-Level of the utilization of improvement of
ICT in teaching English at teaching English
Faith Catholic School 3. Comparative analysis with the
between the perceptions of integration of
-Difference between the
the students and teachers as Information and
perceptions of the students
to the effects of ICT in Communication
and teachers as to the effects
teaching English Technology
of ICT in teaching English
among the High
4. Correlation Analysis: The
-The relationship between the School Students
relationship between the
utilization of ICT and the of FAITH
utilization of ICT and the
academic performance of the Catholic School
academic performance of the
selected students
selected students

FEEDBACK
Figure 1. Conceptual Model of the Study
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As shown in the Figure 1, the paradigm of this study follows the step analysis

namely, input, process, and output.

The first box indicates the input of the study that reflects to the things that the

researchers want to acknowledge. First, is the effects of the Information and

Communication Technology in teaching English among the selected highschool students

of FAITH Catholic School, followed by the level of the utilization of ICT in teaching

English at Faith Catholic School, the difference between the perceptions of the students

and teachers as to the effects of ICT in teaching English. Lastly, the relationship between

the utilization of ICT and the academic performance of the selected students.

On the other hand, the process box contains the data gathering collection and

analysis, the comparative analysis between the perceptions of the students and teachers as

to the effects of ICT in teaching English, and the correlation analysis on the relationship

between the utilization of ICT and the academic performance of the selected students.

After doing the process, the output comes last. It contains the proposed action

plan towards the improvement of teaching English with the integration of Information

and Communication Technology among the high school students of FAITH Catholic

School.
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Statement of the Problem

This study concentrates on determining the effects of Information and

Communication Technology in selected high school students in FAITH Catholic School

with the end purpose of proposing a work plan.

Specifically, it sought to answer the following questions:

1. What is the level of utilization of Information and Communication Technology in

teaching English at FAITH Catholic School as assessed by the selected high

school students and by the teachers?

2. What are the effects of Information and Communication Technology in teaching

English?

3. Is there a difference in the perceptions of the two groups of respondents as to the

effects of Information and Communication Technology in teaching English?

4. Is there a relationship in the utilization of Information and Communication

Technology in teaching English and the academic performance of the selected

students based on their second grading period?

5. Based on the findings of the study, what work plan can be proposed to guide

teachers in utilizing Information and Communication Technology in teaching

English?
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Hypothesis

The researchers worked on the alternative hypothesis and null hypothesis:

There is a relationship between the utilization of Information and Communication

Technology in teaching English and the academic performance of the selected highschool

students.

There is no relationship between the utilization of Information and

Communication Technology in teaching English and the academic performance of the

selected highschool students.

Scope and Limitation

This study focused on determining the effects of Information and Communication

Technology in teaching English among two hundred and forty (240) selected high school

students and all English teachers of FAITH Catholic School, Tanauan City, Batangas for

the school year 2014-2015.

Significance of the Study

The findings of this research are conceived to provide valuable information to the

following:

Students. They will be aware of Information and Communication Technology, its

effects in education, and its contribution to their learning of English.

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English teachers. They will determine the benefits that Information and

Communication Technology could offer in their way of teaching if it used appropriately

and realize that the students learn the subject better when instruction is integrated with

proper and intelligent use of technology.

School heads. They will be knowledgeable of the possible effects of Information

and Communication Technology in teaching and influence the teachers to cope with the

innovative way of instruction that may contribute to the development of the quality of

education in their school.

Parents. They will encourage their children to use the technology they have in a

proper and intelligent way since it contributes to their learning.

Future researchers. This study will serve as reference giving them valuable

insights and information in conducting the same study.

Definition of Terms

To facilitate understanding and clarity on the purpose of this research, the

following terms are defined operationally and conceptually:

Cellphone. It is a small wireless device that has at least the same functions of a standard

wired telephone but is smaller and more mobile.

CD player. It is an electronic device that plays audio compact discs.

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Computer. It is a mechanical or electronic apparatus capable of carrying out repetitions

and highly complex mathematical operations at higher speed, with central processing

unit, based on a set of program instructions and produces results in the form of

meaningful and useful output.

DepEd. It is the abbreviated form of Department of Education which is the executive

department of the Philippine government responsible for ensuring access to, promoting

equity in, and improving the quality of basic education.

DepEd ICT4E Strategic Plan. It aims to provide direction needed to integrate ICT

within the Philippine education system and help move the country forward.

DVD. It means ‘Digital Versatile Disc’. It is a type of compact disc able to store large

amounts of data, especially high-resolution audiovisual material.

Edmodo. It is a "social learning platform" website for teachers, students, and parents. It

is marketed as the Facebook for schools.

Facebook. This is a free social networking website that allows registered users to create

profiles, upload photos and video, send messages and keep in touch with friends, family

and colleagues.

Genyo. It is the first and only fully-integrated online learning management system for

Basic Education in the Philippines. It provides students and teachers with an exclusive

online subscription 24/7 to a wide array of multimedia, curriculum-based teaching and

learning resources.

Google Mail (Gmail). It is a free, search-based e-mail (Web mail) service provided by

the Google, which is accessible from a Web browser anywhere in the world.
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Google. It is the world's most popular search engine.

ICT. It is the abbreviation for Information and Communication Technology. It is defined

as a diverse set of technological tools and resources used to communicate, and to create,

disseminate, store, and manage information.

Instagram. It is the name of an online photo sharing social Web service that lets you

share your life with friends through a series of pictures captured with a mobile device.

Internet. It is an electronic communications network that connects computer networks

and organizational computer facilities around the world.

Microphone. It is an instrument whereby sound waves are caused to generate or

modulate an electric current usually for the purpose of transmitting or recording sound.

Microsoft Excel. It is a software program produced by Microsoft Corporation that allow

users to organize, format and calculate data with formulas using a spreadsheet system

broken up by rows and columns.

Microsoft PowerPoint. It is a presentation program used to create slideshows, composed

of text, graphics, and other objects, which can be displayed on-screen and shown by the

presenter or printed out on transparencies or slides.

Microsoft Publisher. It is an entry-level desktop publishing application from Microsoft,

differing from Microsoft Word in that the emphasis is placed on page layout and design

rather than text composition and proofing.

Microsoft Word. It is a widely used commercial word processor designed by Microsoft

and was previously considered the main program in Office.

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Projector. It is an object that is used to project rays of light, especially an apparatus with

a system of lenses for projecting slides or film onto a screen.

Schoology. It is an easy-to-use, easy-to-implement online learning, classroom

management, and social networking platform that improve learning through better

communication, collaboration, and increased access to curriculum and supplemental

content.

Skype. It is a telephony service provider that offers free calling between subscribers and

low-cost calling to people who don't use the service.

Slideshare. It is a Web 2.0 based slide hosting service. Users can upload files privately or

publicly in the following file formats: PowerPoint, PDF, keynote or open

document presentations.

Technology. It is the collection of tools, including machinery, modifications,

arrangements and procedures used by humans.

Telephony. It is the technology associated with the electronic transmission of voice, fax,

or other information between distant parties using systems historically associated with the

telephone, a handheld device containing both a speaker or transmitter and a receiver.

Television. It is an electronic system of transmitting transient images of fixed or moving

objects together with sound over a wire or through space by apparatus that converts light

and sound into electrical waves and reconverts them into visible light rays and audible

sound.

Twitter. It is a free social networking micro blogging service that allows registered

members to broadcast short posts called tweets.

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UNESCO. It means United Nations Education, Scientific and Cultural Organization. Its

purpose is to contribute to peace and security by promoting international collaboration

through education, science, and culture in order to further universal respect for justice,

the rule of law, and human rights along with fundamental freedom proclaimed in the

United Nations Charter.

Voice recorder. It is a digital, handheld device that is used to record short reminders.

Very lightweight and typically using AAA batteries, such devices use flash memory to

hold up to 100 messages and more.

WordPress. It is an open-source and free Web publishing application, content

management system (CMS) and blogging tool built by a community of developers and

contributors.

Yahoo Mail (Ymail). It is a free email service (except for Yahoo Mail Business Email

Plans) offered by the American company Yahoo!

Yo-Pad. It is a seven-inch android device that makes mobile learning possible which can

be accessed everytime and everywhere.

YouTube. It is the largest video sharing site on the Web which lets anyone upload short

videos for private or public viewing.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies, from books, journals, published

and unpublished theses, reviewed by the researchers which were found to have

similarities and differences with the study being conducted at present. The researchers

believed that related literature and studies would provide comprehensive insights to

complete the research.

Information and Communication Technology

The term New Technology includes communication techniques for language

teaching in which the personal computer plays a central role (Davies & Hewer, 2012).

There are, however, other technological tools that can be utilized in language learning

besides computers. Each technological tool has its specific benefits and application with

one of the four language parts (speaking, listening, reading, and writing). However, in

order to use these techniques successfully, the student should be familiar with using

computers and internet, and capable of interacting with these techniques.

ICT stands for Information Communications Technology. It is often referred to as

only IT, but the C is added to underline the communicative aspect of the term. Computers

should preferably be connected to a network to enable communication. Thus, an Internet

connection would be needed for a computer to be included in the term ICT (Svensson

2008).
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Moreover, ICTs cover Internet service provision, telecommunications equipment

and services, information technology equipment and services, media and broadcasting,

libraries and documentation centers, commercial information providers, network-based

information services, and other related information and communication activities. Also,

according to UNESCO (2002) information and communication technology (ICT) may be

regarded as the combination of ‘Informatics technology’ with other related technology,

specifically communication technology. The various kinds of ICT products available and

having relevance to education, such as teleconferencing, email, audio conferencing,

television lessons, radio broadcasts, interactive radio counseling, interactive voice

response system, audiocassettes and CD ROMs etc. have been used in education for

different purposes (Sharma, 2003; Sanyal, 2001; Bhattacharya and Sharma, 2007).

The Four Levels of Use of ICT in the Classroom

ICT has a profound impact in classrooms. It adds complexity to a non-linear

system. This complexity needs a major change in organization. Downes (2001)

differentiates four levels of use of ICT in the classroom: Level 1: ICT skills are added

into the school programme through a separate ICT subject, while teacher practices in

other subjects remain unchanged; Level 2: ICT skills are integrated into teachers’ daily

work with some teachers’ pedagogical practices and classroom behavior remaining the

same, while the practices of others change more radically; Level 3: ICT is transformative

at the classroom level as it changes content as well as pedagogy (what students learn as

well as how they learn it); Level 4: ICT is transformative at the system level leading to

changes in the organizational and structural features of schooling.

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Reasons for Bringing ICT into Schools

ICT Enhances Teaching and Learning Process

The effect of technology has become huge in teaching and learning the language

in addition to the instructor's role. In other words, the role of the instructor together with

the role of the technology can lead to advanced learning results (Sharma, 2009).

These new technologies have changed and innovated way of learning.

Information and Communication Technology provides a variety of learning opportunities

for students to learn language (Melor MD Yunus 2007). The Internet and the World Wide

Web was able to provide supplemental language activities which can help students with

additional practice in specific areas of language learning. These include reading tests and

comprehension questions, grammar exercises, pronunciation exercises, vocabulary tests,

cloze tests, and so forth. Students can search the Web for such web sites for their own

learning. This can help them to enhance their English language learning.

With the advent of a new philosophy towards ICT and its role in education, a

wide body of research has developed investigating the role of ICT and its effect in

developing an interactive education environment. Many of these studies have provided

evidence of the significant contribution that ICT makes to improving methods of teaching

and positively impacting the learner (Kennewell and Beauchamp, 2007).

In the same text, by the study of Tabatabaei and Gui (2011), it was discussed that

the advancement in technology has allowed the educators to be more creative and

therefore more efficient and effective teaching online or offline. Technology has helped

enhancing classroom activities, motivate students, and engage them in classroom

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activities. The more students are involved the more they should learn while enjoying their

time. This is especially true with teaching foreign languages as more interaction is needed

in the classroom. It is important to provide context and have students practice what they

are learning in a language course.

De Dios (2007) generally believed that computer technology can empower

teachers and learners promote change and foster the development of 21st century skills,

but data to support these beliefs are still limited. There is widespread belief that ICTs can

and will empower teachers and learners, transforming teaching and learning processes

from being highly teacher-dominated to student-centered, and that this transformation

will result in increased learning gains for students, creating and allowing for

opportunities for learners to develop their creativity, problem-solving abilities,

informational reasoning skills, and other higher order thinking skills.

Legazpi (2006) noted that technology is a useful and relevant tool for teaching;

teachers may become innovative and concretely made a difference in their teaching

strategies.

ICT Enhances the Quality and Accessibility of Education

As an interactive and collaborative medium, Information and Communication

Technology allows responding, composing, and publication to be easily shared and offers

students the opportunity to explore the language of texts more creatively and develop as

speakers, writers and readers for an ever widening range of purposes and audiences. ICT

can enable students to access information and respond to a widening range of texts,

organise and present information in a variety of forms, broaden the range of audiences for
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their work, compose a widening range of texts for a broad range of purposes, compose

for real audiences. ICT can support them in their choice of genre for audience and

purpose, identify key characteristics and features of text, and develop understanding of

language and critical literacy (Becta, 2006, ICT in the Curriculum).

People have to access knowledge via ICT to keep pace with the latest

developments (Plomp, Pelgrum & Law, 2007). ICT can be used to remove

communication barriers such as that of space and time (Lim and Chai, 2004). ICTs also

allow for the creation of digital resources like digital libraries where the students,

teachers and professionals can access research material and course material from any

place at any time (Bhattacharya and Sharma, 2007; Cholin, 2005). Such facilities allow

the networking of academics and researchers and hence sharing of scholarly material.

One of the most vital contributions of ICT in the field of education is- Easy

Access to Learning. With the help of ICT, students can now browse through e-books,

sample examination papers, previous year papers etc. and can also have an easy access to

resource persons, mentors, experts, researchers, professionals, and peers-all over the

world. This flexibility has heightened the availability of just-in-time learning and

provided learning opportunities for many more learners who previously were constrained

by other commitments (Young, 2002).

Noor-Ul-Amin (2013) stated in his study that ICT can affect the delivery of

education and enable wider access. 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. Similarly wider availability of best practices and
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best course material in education, which can be shared by means of ICT, can foster better

teaching and improved academic achievement of students.

ICT Enhances Learning Environment

Information and Communication Technology presents an entirely new learning

environment for students, thus requiring a different skill set to be successful. Critical

thinking, research, and evaluation skills are growing in importance as students have

increasing volumes of information from a variety of sources to sort through (New Media

Consortium, 2007). ICT is changing processes of teaching and learning by adding

elements of vitality to learning environments including virtual environments for the

purpose. ICT is a potentially powerful tool for offering educational opportunities. It is

difficult and maybe even impossible to imagine future learning environments that are not

supported, in one way or another, by Information and Communication Technologies

(ICT).

The primary distinction between computers as tutors and computers as Mindtools

is best expressed by Salomon, Perkins, and Globerson (1991) as the effects of technology

versus the effects with computer technology. Learning with computers refers to the

learner entering an intellectual partnership with the computer. Learning with Mindtools

depends "on the mindful engagement of learners in the tasks afforded by these tools and

that there is the possibility of qualitatively upgrading the performance of the joint system

of learner plus technology." In other words, when students work with computer

technologies, instead of being controlled by them, they enhance the capabilities of the

computer, and the computer enhances their thinking and learning. The result of an
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intellectual partnership with the computer is that the whole of learning becomes greater

than the sum of its parts. Electronics specialists use their tools to solve problems. The

tools do not control the specialist. Neither should computers control learning. Rather,

computers should be used as tools that help learners to build knowledge (Jonassen, 2006).

In the same text, Noor-Ul-Amin stated in his study that ICT 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.

ICT Stimulates Students’ motivation

The field of education has been affected by Information and Communication

Technologies, which have undoubtedly affected teaching, learning and research (Yusuf,

2005). ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and

engage students, to help relate school experience to work practices, create economic

viability for tomorrow's workers, as well as strengthening teaching and helping schools

change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a

rapidly changing world, basic education is essential for an individual be able to access

and apply information. Such ability must find include ICTs in the global village.

Additionally, Manalo (2005) stressed that computers can help increasing amount

of time pupil spend on particular activities, by increasing pupils’ motivation and

engagement when doing various activities. The use of ICT can clearly be affective in

improving pupils’ performance in many ways. However, such positive results do not help
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a teacher decide if the use of ICT is efficient, as other method or approaches may

similarly increase the amount of time pupils engaged in learning particular skills. ICT

provide powerful alternatives for creating more effective learning environments and more

productive learning opportunities.

In the same text, the use of information communication technology in an English

as Foreign Language (EFL) class could motivate student learning and provide students

with a less stressful environment to express their opinions and thoughts freely on the

Internet thus students transformed learning from a traditional passive experience to one of

discovery, exploration, and excitement in a less stressful setting. The result supports other

studies which say that the Internet provides students with a less threatening means to

communicate so that the use of the Internet increased engagement, confidence and

responsibility (Chun, 1994; Beauvois, 1995; Skinner & Austin, 1999). Most students in

this study welcomed computers as a powerful tool to be integrated into English learning.

ICT Supports Thinking Process

The presence of Information and Communication Technology in the interactive

educational environment can help to develop thinking skills and make classrooms an

environment for educational growth. ICT also helps students to develop new thinking

skills which may transfer to different situations which may require analysis and

comprehension skills, and consequently critical skill development (Al Hudhaifi and Al

Dughaim, 2005).

ICT has many beneficial uses in education. For example, ICT is a powerful tool in

presenting or representing information in many different ways. It can be presented

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through different forms such as texts, pictures, tables, graphs and even multimedia which

can make the class more interesting and lively. Besides, ICT can also play various

instructional roles such as make the learners feel more relax to learn the various topics

and task, and also make the learners active, because they learn by applying the

technology to a task rather than by being directly “instructed” by the technology (Grabe

2005).

Requirements for Efficient Implementation of ICT Integration

Studies of Information and Communication Technology development in both

developed and developing countries identify at least four broad steps through which

educational systems and individual institutions typically proceed in their adoption and

use of ICT (Majumdar, 2012). The emerging stage is when educators are just becoming

aware of the potentials of ICT in education. The applying stage is the time teachers are

starting to learn how to use ICT for teaching and learning. The infusing stage is when a

host of ICT tools are used and integrated into the curriculum. Finally, the transforming

stage involves the development of new ways of teaching and learning using ICT to

explore real-world problems through innovative learning.

Making computer labs available in schools is not enough. It is important for

teachers to understand the precise role of ICT so that they can effectively cope with

innovations in teaching students. Teachers are less likely to integrate technology into

their instruction unless they accept the notion of the requirement of technology use in

their classroom environment. The central questions with regard to technology acceptance

are how individuals perceive technology and which factors contribute to the lack of
 25

utilization (Kiraz & Ozdemir, 2006). The lack of both technical and pedagogical

knowledge and skills of the teacher to use available ICTs in the classroom becomes the

major constraint.

The primary factor that influences the effectiveness of learning is not the

availability of technology, but the pedagogical design for effective use of ICT. The

computer should be fitted into the curriculum, not the curriculum into the computer.

Therefore, effective ICT integration should focus on pedagogy design by justifying how

the technology is used in such a way and why. Effective ICT integration into the learning

process has the potential to engage learners (Wang & Woo, 2007).

Technological Leadership

To be an experienced and capable technological leader, school administrators

such as the principal, must be trained in vision, planning and management. This is the

most important foundation of technological leadership. A technological leader must

develop a vision of how school reform will be affected by technology. Planning and

establishing resources for staff development are the most important responsibilities of a

technological leader, followed by ICT tools and infrastructure support and evaluation and

research. Effective technological leaders must administer procedures for measuring the

growth of each individual teacher. They also must set technological targets and introduce

professional development plans (Chang, 2012). A systematic development program for

these leaders’ needs must be implemented to change their mindset so they appreciate the

value of ICT in education.

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Likewise, according to the findings from the study conducted by Yunus, et.al

(2009), most of the students knew the various benefits which ICT can provide to them.

However, many students still lack of awareness on the use of ICT resources to help them

especially in learning English. Therefore, it is crucial for the teachers in school to

encourage and guide the students to use ICT (internet) tools and provide the students with

some suggestion of websites available which is useful for enhancing students’ language

development. Before the teachers are able to guide the students, the teachers must at first

acquire the technology skills so he or she will be able to guide the students successfully.

This can be done by the Ministry of education through organizing computer courses to

upgrade the teacher with the technology skills. Most importantly, the students must

change their attitudes towards the use of ICT in learning before they can successfully

learn from the ICT tools.

Moreover, according to Labian (2007) teachers touch the future learners that pass

through their caring hands. Their task is not just imparting knowledge but also preparing

students withstand all the rigors in a high competitive social order. Information and

Communication Technology knowledge is their technological fuel and raw materials that

will help them achieve lofty goals ahead.

Teachers must be the one to be educated on how to maximize the capabilities of

computers. The generation today is a world of innovation and new technology. The

teachers must be aware and adapt the changes so that they can gain additional skills and

improve their teaching styles and strategies in teaching. It also gives the opportunity for

professional development. Promoting computer literacy program will lead to the

excellence of teachers.
 27

In the same text, Secretary Lapus (2008) mentioned that the teacher must be fully-

equipped and up to the task. Teacher must harness the full potential of technology to

improve learning outcomes. This information age needs modern teachers. They are the

one who build education and learning; and if they lack knowledge and skills, the learners

will be most affected.

Teaching through Technology

According to the study of Bonifacio (2012), it is important to point out that

Information and Communication Technology is used to enhance teaching styles, and

“should not replace the role of the teacher.” Moreover, he discussed also that if designed

and implemented properly, ICT-supported education can promote the acquisition of the

knowledge and skills that will empower students for lifelong learning. When used

appropriately, ICTs, especially computers and Internet technologies, enable new ways of

teaching and learning rather than simply allow teachers and students to do what they have

done before in a better way.

In the same text, it is clear that in spite of advantages of application of multimedia

technology, it assists in teaching. During practical teaching, it is part of a complete

teaching procedure. In practice, if multimedia technology would be properly

implemented in English teaching, the students could make full use of English speaking

and listening materials and develop their overall capacities, which is the objective for us

to introduce multimedia technology to modern teaching thus, this leads to systematic

training on students’ listening, speaking, reading and writing, makes teachers’

instructions come into great play, help the student gain basic knowledge as well as
 28

language training at classes, improves their expression ability in English and lays a

fundamental basis for their English communication (Phil and Shyamlee, 2012).

Furthermore, Isisag’s (2012) concluded on his study that using ICT will be

effective only with appropriate planning and guidance from the teacher. In brief, ICT

cannot itself resolve educational problems in the developing world. If used prudently,

ICTs will enable developing countries to expand access to and raise the quality of

education. Today‘s technologically competitive world needs integration of ICT in

education. If ICT is aptly adapted, then it will be lifelong learning process for the learners

Disadvantages and Problems on Integrating ICT in Teaching

There are some problems that might occur in language classrooms where

Information and Communication Technology is implemented, and Vannestal (2009) deals

with some of these. The first hindrance listed is the lack of computers, or that the

computers are old and slow. Secondly there is a lack of technical support in many

schools, and then the fact that many teachers do not possess enough knowledge of

working with ICT, in general or specifically in the teaching of English. The next problem

could be that the pupils lack sufficient knowledge of computers, which might come as a

surprise to some. The truth is that the young generation mostly uses the computer to play

computer games and to chat with friends, but may not be as confident when it comes to

writing e-mails or using a word processing program. Another hindrance could be that

pupils use the computer for other things than school work. Then there might be a problem
 29

with pupils who copy material from the Internet and pupils who put more effort on the

surface than the content of an assignment.

Also, Leuven et al. (2004) concluded that there is no evidence for a relationship

between increased educational use of ICT and students’ performance. In fact, they find a

consistently negative and marginally significant relationship between ICT use and some

student achievement measures. Students may use ICT to increase their leisure time and

have less time to study. Online gaming and increased communications channels do not

necessarily mean increased achievement.

Furthermore, from the study of Mbaeze1, Ukwandu, and Anudu (2010), results

imply that there was no statistically significant relationship between ICT usage and

academic performance of students. This goes further to imply that prior experience,

determination, dedication, perseverance and efforts are necessary ingredients for the

achievement of success in academics. Intelligence and the environment should also be

implicated when the degree of academic performance of the students are considered.

Power Point cannot take the Place of Student’s Thinking and Practices

At present, most multimedia courseware mainly feature on image and animation

of teaching materials in order to cause audio and visual effect, which lively displays the

content of textual materials and helps the student deeply understand the texts. A problem

remains that displaying of the content of texts in the PPT courseware cannot take the

place of students’ thinking or English communication in simulated circumstance, when

working on and utilizing the courseware, we need to encourage the students to use their

own mind and speak more, actively join in class practice, we should not overuse the
 30

courseware merely in the hope of adding the modernized feature to class teaching (Phil

and Shyamlee, 2012).

In addition, Guevarra (2001) said that programs like PowerPoint and moviemaker

have helped million in making visual aids and presentations; however, multimedia

presentation is beneficial to both teachers and students if used in aiding higher order

thinking skills such as problem solving.

Likewise, Parker (2001) noted that although students found PowerPoint

entertaining, the challenge in the new millennium is not to entertain students but to

improve or to facilitate learning. He contended that presenters are concentrating more on

“formatting slides- because it’s more fun to do than concentrate on what [they’re] going

to say”. A major challenge that the educators are facing will be to convert generally

disposition of students to PowerPoint into significant better learning and performance.

The Computer Screen cannot Substitute the Blackboard

Some teachers take the computer screen as the blackboard, they have input

exercises, questions, answers and teaching plans into the computer and display them

piece by piece, without taking down anything on the blackboard or even the title of a

lesson. It is known that teachers are supposed to simulate situations based on teaching

and guide the students to communicate in English. Beside traditional writing on

blackboard is concise and teachers can make adjustment and amendment to it if

necessary. Furthermore, experienced teachers know well that a perfect courseware is an

ideal project in mind, and that in practice, they need to enrich the content on the
 31

blackboard with emerging of new question raised by the students (Phil and Shyamlee,

2012).

Loss of Speaking Communication

English language and English analyses by the teachers are effective in conveying

knowledge to the students from English pronunciation to comprehension, improving

students’ English thought patterns and oral expression, Whereas, the introduction of

multimedia technology featuring audio, visual, textual effect fully meets audio and visual

requirements of the students and enhance their interest, but it also results in lack of

communication between teachers and students, replacement of teachers’ voice by

computer sound, and teachers’ analysis by visual image and students have few chances

for speaking communication . With the favorable atmosphere by the mutual

communication between teachers and students fading away, and sound and image of

multimedia affecting students’ initiative to think and speak, English class turns to course

ware show and students are made viewers rather than the participants of class activities

(Phil and Shyamlee, 2012).

The Shrinking of Students’ Thinking Potential

It is clear that language teaching is different from science subjects, for language

teaching does not require demonstration by various steps, rather, the tense and orderly

atmosphere is formed through questions and answers between teachers and students.

Teachers raise impromptu and real-time questions and guide the students to think,

cultivate their capacity to discover and solve problems. However, due to over-

demonstration and pre-arranged order, the courseware lacks real-time effect and cannot
 32

feedback students’ study so it ignores emphasis and importance in teaching; it also

neglects instruction in students’ thinking and appreciation to the beauty of language;

furthermore it paid little heed to free learning atmosphere and the notion-“happy

leaning”. It is plain that multimedia plays a positive role in stimulating students’ thinking,

inspiring their paths of thinking, strengthening their capacities of discovering,

contemplating and solving problems. In this way, it should be noted that cultivation of

students’ thinking capacity should be the major objective in teaching and multimedia not

take up the students’ time for thinking, analyzing and exploring questions (Jun Xu, 2010).

Traditional Teaching Instruments and Devices should not be over looked

The function of multimedia assisting in teaching cannot be replaced by many

other instruments, which does not mean that multimedia can replace any other form of

instrument. Some teachers tend to entirely depend on multimedia teaching. While, it

should be noticed that although multimedia has its unique advantages in teaching, the

characteristic functions of other forms of teaching instruments are still incomparable. For

example, the recorder still plays a role in broadcasting listening material. So teachers are

supposed to choose appropriate media and instrument based on the requirements of

teaching and integrate multimedia instrument with traditional one and fully perform their

merits, rather than merely in pursuit of trendy method (Jun Xu, 2010).
 33

Synthesis

The literature and studies presented by local and foreign authors were considered

substantial to the current study because the researchers understand better the most

fundamental concepts studied in the research.

As for the concepts related to this study, Davies & Hewer (2012), Svensson

(2008), and Bhattacharya and Sharma (2007) provided several definitions for Information

and Communication Technology. Meanwhile, Bonifacio (2012), Chang (2012), Isisag

(2012), Majumdar, (2012), Phil and Shyamlee (2012), Yunus, et.al (2009), Sec. Lapus

(2008), Wang and Woo (2007), and Kiraz, Labian (2007), De Dios (2007), Ozdemir

(2006), Legazpi (2006) and Manalo (2005) provided concepts about the requirements in

effective and proper integration of Information and Communication Technology in

teaching while Downes (2001) gave notions about the four levels of use of ICT in the

classroom.

On the other hand, the reviewed study dealt with similar concerns with the present

study on the effects of Information and Communication Technology in teaching English.

The studies of Tabatabaei and Gui (2011), Sharma (2009), Guevarra (2009),

Kennewell and Beauchamp (2007), Plomp, Pelgrum and Law (2007), Yunus (2007),

Becta, (2006), Jonassen, (2006), Grabe (2005), Hudhaifi and Al Dughaim, (2005), Yusuf

(2005), Young (2002) and Noor-Ul-Amin revealed that Information and Communication

Technology has positive and notable contributions to the development of teaching

English.
 34

However, studies of (Phil and Shyamlee, 2012), Jun Xu, (2010), Mbaeze1,

Ukwandu, and Anudu (2010), Vannestal (2009), and Parker (2001) opposes these

assertions.

Finally, the researchers find valuable insights from the related literature and

studies mentioned which served as the basis of the present study since they also attempt

to determine the effects of Information and Communication Technology in teaching

English.
 35

CHAPTER THREE

RESEARCH METHOD AND PROCEDURE

This portion of the study presents and explains the research design, participants of

the study, data gathering procedures and the statistical treatment applied in the study.

Research Design

To serve the purpose of this study which is to identify the effects of ICT

(Information and Communication Technology) in teaching English among selected high

school students of FAITH Catholic School for the Academic Year 2014-2015, the

researchers made use of the descriptive method of research in gathering the data needed.

It was used for it is concerned with the description of data and characteristics about a

population. Moreover, descriptive method of research is a fact finding study with

adequate and accurate interpretation of findings. It is an approach used mainly to describe

what it is. It describes emphasis what actually exists such as current conditions, practices,

situations or any phenomena (Good, 1984).

This method guided the researchers to determine the effects of ICT in teaching

English among the said respondents.

Respondents of the study

The respondents of the study were the selected high school students and all

English teachers of FAITH Catholic School for the School Year 2014-2015. Using the

Slovin’s formula at five percent (5%) margin of error, two hundred forty (240) students
 36

were used in this study from the total population of five hundred ninety-five (595)

students. Meanwhile, there are only four (4) English teachers in FAITH Catholic School,

that is why they are all included as sample in this study.

The two hundred forty (240) students were composed of sixty-four (64) students

from Level 7, fifty-eight (58) from Level 8, sixty (60) students from Level 9, and fifty-

eight (58) students from fourth year. They were chosen as respondents for a reason that is

very much exposed to the use of technology in a classroom setup. So, certainly, they will

yield the most appropriate response in the study.

Random sampling was used in selecting the respondents. This sampling was

conducted where each student has an equal opportunity to be part of the sample. For this

procedure, the lottery method was employed. This method involves the selection of the

sample at random from the sampling frame through the use of random number tables

(Saunders, Lewis & Thornhill, 2003). Numbers were assigned for each student in the list.

These numbers were written on pieces of paper and drawn from a box; the process was

repeated until the sample size was reached.

Research Instrument

In order to elicit the information needed in this study, the researchers utilized self-

constructed questionnaire.

The questionnaire has two (2) parts. Part one (1) was about naming the

Information and Communication Technologies the students and the teachers are using in
 37

the classroom and ranking how frequent they are using those ICTs through the use of

Likert Scale with the rating scale 1-4 wherein 4 stands for Always, 3 stands for Often, 2

stands for Sometimes, and 1 stands for Never.

On the other hand, Part two (2) was about the effects of Information and

Communication Technology (ICT) in teaching English. For the students, there were

fifteen (15) items and they were asked to rank each item based on the intensity of its

influence in learning English while for the teachers, there were five (5) categories and

under each category, there were five items for them to rank based on its influence in

teaching English. Likewise, in this part, Likert Scale was used with the rating scale 1-4

wherein 4 stands for Strongly Agree, 3 stands for Agree, 2 stands for Disagree, and 1

stands for Strongly Disagree.

Instrument’s items were arranged in a table such that opposite, are columns to be

ticked according to the rate the respondents will give.

Data Gathering Procedure

The problem of the research was constructed based on the present researchers’

observations and assumptions on current issues in education.

The researchers visited FAITH library, checked on books, journals, articles, and

theses that might contain concepts that would support the problem. The researchers also

browsed the Internet to gather information related to the topic. Furthermore, the

researchers elicit the information needed in the study through the use of the self-
 38

constructed questionnaire made by the researchers themselves and validated by the

validators and the adviser. Utilizing it helped them to know the effects of Information and

Communication Technology (ICT) in teaching English among the respondents.

Statistical Treatment of Data

1.) The Weighted Mean was used to determine the effects of Information and

Communication Technology (ICT) in teaching English among the

respondents. It is an average that takes into account the proportional

relevance of each components, rather that treating each component equally.

The interpretation was based on Likert Scale which was shown below. This

was based on the fair interval for four (4) categories:

Score Limits Interpretation

3.45-4.00 Strong Agree

2.45-3.44 Agree

1.45-2.44 Disagree

1.00-1.44 Strongly Disagree

 39

Score Limits Interpretation

3.45-4.00 Always

2.45-3.44 Often

1.45-2.44 Sometimes

1.00-1.44 Never

2.) The T-Test Formula was also used to determine the difference in the

assessments of the two groups of respondents as to the effects of utilization

of ICT in teaching English. It examines whether the two samples are

different and is commonly used when the variances of two normal

distributions are unknown and when an experiment uses a small sample size.

3.) The Pearson – r were used to determine the relationship between the

utilization of Information and Communication Technology in teaching

English and the academic performance of the students in their second grading

period.
 40

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered from

respondents through questionnaires. Data presented and analyzed include the

respondents’ and the teachers’ perceptions on the effects of Information and

Communication Technology (ICT) in teaching English, the difference in the perceptions

between the two groups of respondents, and the level of the utilization of Information and

Communication Technology (ICT) in Teaching English in FAITH Catholic School.

1. The level of utilization of Information and Communication Technology in

teaching English at FAITH Catholic School as assessed by the selected high

school students and by the teachers.

The first objective of the study was to determine the level of utilization of

Information and Communication Technology in teaching English at FAITH Catholic

School as assessed by the selected high school students and by the teachers.

Table 1.1 Level of Utilization of Information and Communication Technology in

Teaching English as Assessed by the Selected High School Students

ICTs CM Verbal Interpretation Rank

Electronic Technologies 2.30 Seldom 1
Software Applications 2.34 Seldom 2
TOTAL 2.32 Seldom

Table 1.1 shows the summary of the level of utilization of Information and

Communication Technology in teaching English as assessed by the selected high school

 41

students. It can be noted that Information and Communication Technology with the mean

of 2.28 is seldom used in teaching English. This will be comprehensively explained with

the following tables below:

Table 1.2 Level of Utilization of Electronic Technologies in Teaching English as

Assessed by the Selected High School Students

Electronic Technologies WM Verbal Interpretation Rank

Television 3.30 Often 1
Computer 3 Often 2
Cellphone 2.77 Often 3
Yo-pad 2.73 Often 4
Projector 1.89 Seldom 5
DVD 1.88 Seldom 6
CD Player 1.79 Seldom 7
Voice recorder 1.73 Seldom 8
Microphone / Lapel 1.57 Seldom 9
Composite Mean 2.30 Seldom

Table 1.2 shows level of the utilization of electronic technologies in teaching

English as assessed by the selected High School students.

It can be noted that Television ranked first among the nine (9) electronic

technologies with a mean rating of 3.30 and verbal interpretation of Often. This implies

that television is the most often used inside the classroom during English time since all

rooms in FAITH Catholic School have televisions. Those serve as the mini projectors

which are used to present the prepared presentations, films or movies necessary for the

lesson. However, television cannot replace the blackboard. Although the presentations

are already projected on the television, the teachers still have to further discuss the

content in the blackboard, having the students also to write something on it.
 42

In support with this, Phil and Shyamlee (2012) stressed in their study that

experienced teachers know well that a perfect courseware is an ideal project in mind, and

that in practice, they need to enrich the content on the blackboard with emerging of new

question raised by the students.

On the other hand, it can be noted that Microphone / Lapel is ranked least with a

mean rating of 1.57 and a verbal interpretation of Seldom.

Table 1.3 Level of Utilization of Software Applications in Teaching English as

Assessed by the Selected High School Students

Software Applications WM Verbal Interpretation Rank

Genyo 3.5 Always 1
Google 3.40 Often 2
Facebook 2.97 Often 3
YouTube 2.84 Often 4
Microsoft Office 2.79 Often 5
Gmail 2.43 Seldom 6
Twitter 2.20 Seldom 7.5
Ymail 2.20 Seldom 7.5
Slide share 2.14 Seldom 9
Instagram 1.87 Seldom 10
Skype 1.84 Seldom 11
WordPress 1.74 Seldom 12
Schoology 1.49 Seldom 13
Edmodo 1.30 Never 14
Composite Mean 2.34 Seldom

Table 1.3 shows the level of utilization of software applications in teaching

English as assessed by the selected High School students of FAITH Catholic School.

It can be shown that Genyo ranked first among the fourteen (14) software

applications with the mean of 3.5 and a verbal interpretation of Always. This implies that
 43

Genyo is the most often used by the students since Genyo is already packed in their Yo-

pad.

On the other hand, Edmodo ranked least with a mean rating of 1.30 and a verbal

interpretation of Never.

Table 2.1 Level of Utilization of Information and Communication Technology in

Teaching English as Assessed by the Teachers

ICTs CM Verbal Interpretation Rank

Electronic Technologies 2.00 Seldom 1
Software Applications 1.84 Seldom 2
TOTAL 1.92 Seldom

Table 2.1 shows the summary of the level of utilization of Information and

Communication Technology in teaching English as assessed by the teachers. It can be

noted that they seldom used Information and Communication Technologies in teaching

the subject. This will be expansively discussed with the following tables below:
 44

Table 2.2 Level of Utilization of Electronic Technologies in Teaching English as

Assessed by the Teachers

Electronic Technologies WM Verbal Interpretation Rank

Computer 4 Always 1
Television 3.25 Often 2
Projector 2.5 Often 3.5
Yo-pad 2.5 Often 3.5
Cellphone 1.25 Never 6
Voice recorder 1.25 Never 6
Microphone / Lapel 1.25 Never 6
CD Player 1 Never 7.5
DVD 1 Never 7.5
Composite Mean 2.00 Seldom

Table 2.2 shows the level of utilization of electronic technologies in teaching

English as assessed by the teachers of FAITH Catholic School.

It can be noted that Computer ranked first among the nine (9) technologies with

the mean of 4 and verbal interpretation of Always. This implies that laptop is always used

inside the classroom during English time since all English teachers in FAITH Catholic

School owned laptops.

On the other hand, CD player and DVD ranked least with a mean rating 1 and a

verbal interpretation of Never.

 45

Table 2.3 Level of Utilization of Software Applications in Teaching English as

Assessed by the Teachers

Software Applications WM Verbal Interpretation Rank

Google 4 Always 1
Genyo 3.5 Always 2
Microsoft Office 2.5 Often 3.5
YouTube 2.5 Often 3.5
Slide share 2.25 Often 5
Ymail 2 Seldom 6
Gmail 1.5 Seldom 7
Facebook 1.25 Never 8.5
WordPress 1.25 Never 8.5
Edmodo 1 Never 12
Instagram 1 Never 12
Schoology 1 Never 12
Skype 1 Never 12
Twitter 1 Never 12
Composite Mean 1.84 Seldom

Table 2.3 shows the level of utilization of software applications in teaching

English as assessed by the teachers of FAITH Catholic School.

It can be shown that Google ranked first among the fourteen (14) software

applications with the mean of 4 with a verbal interpretation of Always. This means that

Google is always used by the teacher since Google is the common free search engine in

the internet. Since it provides a wide range compilation of literature, teachers may not

visit libraries because through this, they can research easily the references they need in

teaching.

On the other hand, Schoology, Edmodo, Instagram, Skype, and Twitter ranked

least with a mean rating of 1 and a verbal interpretation Never.

 46

In connection with this, the researchers conducted an interview which further

discussed the level of utilization of Information and Communication Technology in

teaching English at FAITH Catholic School. The following questions were asked to the

English teachers:

i. How would you rank Information and Communication Technology skills?

What do you think contribute to your rating?

a. Very weak

b. Weak

c. Good

d. Strong

e. Very strong-

Three of them rated their ICT skills as good, because they think they still have

lots of things to know about ICT since they are only equipped with the basic skills in

ICT. This may imply that those teachers have a little background in ICT which reflects to

the rank they have in their ICT skills. These teachers may have finished their initial

training provided by the school but do not expect to need much further training therefore

do not take the initiative to improve their practice and learn new skills. While the other

one rated her ICT skills strong since she has the mastery of using Microsoft Offices and

the Internet. This may imply that this teacher is confident in using ICT. This may give an

implication that this teacher is motivated to maintain her professional skills through self-

development.
 47

ii. What are the different activities provide by the FAITH Catholic School in

developing your Information and Communication Technology skills?

The researchers asked this question because based on the reviews of reading,

there is a term called “Technological Leadership” whereas before the teachers are able to

guide the students, the teachers must at first acquire the technology skills so they will be

able to guide the students successfully (Yunus, 2009).

Based on the answers given by the teachers, the school provides Genyo and

faculty trainings on some applications. These trainings provide professional development

in the use of Information and Communication Technology in teaching on how to use a

broad range of tools and resources to best serve students.

iii. What are the challenges you have experienced in integrating Information

and Communication Technology into your teaching?

The challenges they are experiencing in integrating Information and

Communication Technology into their teaching are poor internet connection and not all

students can easily understand the things that are given to them. For instance, the teacher

instructed them to create a blog in WordPress, some of them don’t have any background

of what the WordPress is and how it is used.

This may imply that these cited challenges contribute to the level of utilization of

ICT in teaching English. When there is poor internet connection, the software

applications will not be accessed. The prepared activities in software application will not

be used. Additionally, the online references will be not be utilized by the teachers to
 48

elaborate the lessons. On the other hand, when the students are not aware of the usage of

ICTs, they would not be able to manipulate those and complete the tasks given.

iv. How do you utilize Information and Communication Technology in

teaching English in the classroom? What are the activities for the students

to manipulate Information and Communication Technology in English?

Some of the teachers said that they utilized Information and Communication

Technology in the motivation part, presentation of the lesson, and enrichment and

reinforcement activities. This can give an implication that with the presence of ICT,

students’ attentions are caught easily; present the concepts in a modern way where the

students could relate in; and provide diverse activities.

Moreover, the other teacher mentioned the use of PowerPoint Presentation to

deliver her lessons and YouTube, when a video is necessary for a topic. Also, she used

the website, Genyo, to upload their lessons, quizzes, and homeworks. However, today,

the major challenge that the educators are facing will be to change the students’

disposition to PowerPoint into significant better learning and performance because

PowerPoint Presentations could only excite students by seeing images, colors and

animations.

When the teachers were asked about the different activities they are providing for

the students to manipulate Information and Communication Technology in English, most

of them referred to the activities suggested by the website, Genyo. Also, they provide

group activities with the use of PowerPoint Presentations, cellphones, Yo-pad,

netbook/laptop, and television.

 49

Moreover, one of the teachers highlighted the use of PowerPoint Presentations in

imitating the game called “4 pics 1 word” and “Deal or No deal” in the motivation part.

This may imply that with the use of ICT, teachers can provide interactive activities that

require cooperation and collaboration.

In support with this, Vygotsky as cited from the article “Cooperative Learning”

by Felder and Brent (2008) stated that students can perform at higher intellectual levels in

cooperative situations than working individually.

This may give an implication that teachers use ICT for presenting lessons and

providing activities for the students. Additionally, FAITH Catholic School is considered

as a school of technology. In line with this, Downes (2001) provided the four levels of

use of ICT in the classroom and FAITH Catholic School was ranked at the level 4 where

ICT is transformative at the system level leading to changes in the organizational and

structural features of schooling. Below is the table showing the four levels of use of ICT

by Downes (2001).

Table 2.4 Level of Use of ICT in Classroom (Downes, 2001)

Level Description
ICT skills are added into the school programme through a separate ICT
Level 1
subject, while the teacher practices in other subjects remain unchanged.
Level 2 ICT skills are integrated into teacher’s daily work with some teachers’
pedagogical practices and classroom behavior remaining the same.
Level 3 ICT is transformative at the classroom level as it changes content as well as
pedagogy.
Level 4 ICT is transformative at the system level leading to changes in the
organizational and structural features of schooling.
 50

2. The effects of Information and Communication Technology in teaching

English at FAITH Catholic School.

Table 3.1 Effects of Information and Communication Technology in Teaching

English as Assessed by the Students

Weighted Verbal
ICT in learning English…
Mean Interpretation
1. increases my motivation and interest in the subject matter. 3.18 Agree
2. helps me to be more engaged in the tasks that my teacher
3.23 Agree
asks me to do.
3. helps me better understand complex or abstract concepts. 3.23 Agree
4. helps me practice English since English is the common
3.42 Agree
language on the Internet.
5. helps me to learn beyond textbooks. 3.21 Agree
6. helps me to access information every time and everywhere
3.33 Agree
.
7. helps me to develop my listening skills: 3.24 Agree
- listen attentively . 3.27 Agree
- able to distinguish sounds of words. 3.25 Agree
- able to comprehend the meaning of the words, phrases
3.27 Agree
or sentences heard.
- able to note details in selections listened to. 3.25 Agree
- able to identify the emotions of the speaker. 3.16 Agree
8. helps me to develop my speaking skills: 3.29 Agree
- respond to the information given. 3.28 Agree
- able to pronounce words. 3.37 Agree
- able to communicate simultaneously. 3.28 Agree
- able to explain the concepts given. 3.18 Agree
- able to communicate with a wider group of people in a
range of forums (telephone, mobile phone and, online 3.34 Agree
conferencing raps).
9. helps me to develop my reading skills: 3.36 Agree
- able to understand written texts in the computer. Strongly
3.45
Agree
- able to develop my passion in reading through reading
3.32 Agree
literary works in electronic books.
- enriching my vocabulary through reading online 3.35 Agree
 51

dictionaries.
- understand deeply the concepts through reading
3.33 Agree
researches.
- being updated to the current information locally,
3.33 Agree
nationally, and globally .
10. helps me to develop my writing skills: 3.14 Agree
- plan, draft, revise and edit my own and others’ writing
using a word processor and other desktop publishing 3.22 Agree
packages.
- email for a range of communication purposes. 3.09 Agree
- able to create blogs to convey opinions and views for
2.98 Agree
certain issues.
- enriches my skills in grammar (spelling and construction
3.35 Agree
of sentences).
- able to create brochures, newspapers, magazines and the
3.08 Agree
likes.
11. helps me to be creative and innovative (e.g. making
presentations using Microsoft Office, image, sounds and 3.36 Agree
video editing, and etc.).
12. helps me to think critically by interpreting information and
3.28 Agree
draw conclusions.
13. helps me to be media and technology literate. 3.25 Agree
14. helps me to collaborate and cooperate effectively with teams
3.29 Agree
through group activities by using technology.
15. helps me to appreciate the literature through watching
3.42 Agree
movie-version of some great literary piece.

Table 3.1 shows the effects of Information and Communication Technology in

teaching English to the students.

It can be noted that students’ perceived that ICT helps their reading skills

developed especially in understanding written texts in the computer as ranked first out of

all the descriptors with a mean of 3.45 and a verbal interpretation of Strongly Agree. This

may imply that the students’ interaction with the text in the computer increases because

they can easily search the meanings of unfamiliar words they encountered while reading.
 52

Case and Truscott’s (1999) study stresses the importance of computers and the

internet as good sources in developing reading skills. They argued that computer-based

reading helps increase students’ interaction with texts, attention to individual needs, and

increases independence through an ability to read texts they would not otherwise be able

to read. It also helps them improve their sight word vocabulary, fluency, and

comprehension which are crucial for improvement in reading.

On the other hand, it can be noted that students perceived that their writing skills

were developed by ICT especially it helps them able to create brochures, newspapers,

magazines and the like but it was ranked least out of all the descriptors with a mean of

3.08 and a verbal interpretation of Agree. This can give an implication that with the help

of ICT, students will learn to write different types of writings. On the other hand, ICT can

create tendencies for the students to plagiarize the works of others therefore the value of

creativity and originality will be neglected.

In the same text, the study of Yunus (2013) revealed that ICT tools distract

students’ attention in the classroom and provide a tendency for the students to use short

forms and informal abbreviations and plagiarizing materials in their writing tasks. The

presence of ICT tools in the classroom makes the students negatively involved during the

class time and makes the class control difficult for the teachers.
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Table 3.2 Effects of Information and Communication Technology in Teaching

English as Assessed by the Teachers

Weighted Verbal
1. Using ICT in preparing lessons in English…….
Mean Interpretation
Strongly
- makes it easier. 3.5
Agree
Strongly
- helps me to lessen my expenses in making visual aids. 3.5
Agree
- helps me to gather ideas in providing my students diverse Strongly
3.5
activities. Agree
- helps me to make my presentations more creative and Strongly
3.5
informative. Agree
Strongly
- provides me more references. 3.5
Agree
Strongly
Composite Mean 3.5
Agree
2. Using ICT in teaching English…..
- helps me to execute well my lesson. 3.25 Agree
- helps me to manage the class properly because they are
3.25 Agree
interested in the lesson.
- helps me to integrate new strategies and techniques in Strongly
3.5
presenting the lesson. Agree
- helps me to present the concepts in a modern way where
3.25 Agree
my students could relate in.
Strongly
- helps my lesson to be fun and interesting. 3.5
Agree
Composite Mean 3.35 Agree
3. Using ICT in my students’ performance…..
- enhances their 21st century skills (information and digital
Strongly
literate, innovative and creative, collaborative, 3.5
Agree
communicative, and critical thinker).
- makes my students motivated in participating in
3.25 Agree
activities.
- develops their macro skills (listening, speaking, reading, Strongly
3.5
and writing skills). Agree
- helps them to practice English since English is the Strongly
3.5
common language on the Internet. Agree
- helps them to appreciate literature through watching the Strongly
3.75
movie-version of some great literary piece. Agree
Strongly
Composite Mean 3.5
Agree
4. Using ICT in assessment and evaluation……
 54

-helps me to calculate and tabulate easier my students’ Strongly

3.5
scores by using Excel. Agree
- helps me to evaluate my students’ works quicker ( giving
3 Agree
comments in their online outputs - e.g. blogs and emails)
- helps me to give quizzes easier by conducting online
2.75 Agree
quizzes (e.g. Edmodo and Schoology).
- helps me to conduct authentic assessments (e.g.
3 Agree
recording, telephone conversation, and blogging).
- helps me to collect my students’ outputs easier through
3 Agree
creating online groups.
Composite Mean 3.05 Agree
5. Using ICT in my teaching profession……
- makes me feel more professional not only in English as Strongly
3.5
my subject matter but also in digital literacy. Agree
- makes me more interested in teaching English. 3.25 Agree
- helps me more to master my subject matter through Strongly
3.75
using the available references in the internet. Agree
- helps me to keep in pace with the changes brought by the Strongly
3.75
modern world. Agree
Strongly
- helps me to be equipped as a 21st century teacher. 3.75
Agree
Strongly
Composite Mean 3.6
Agree

Table 3.2 shows the effects to the teachers of Information and Communication

Technology in teaching English.

It can be noted that all the teachers Strongly Agree that ICT helps them grow in

the teaching profession with a composite mean of 3.6. ICT makes them more professional

not only in English as their subject matter but also in digital literacy, more interested in

teaching English, master their subject matter through using the available references in the

internet, and equipped them as a 21st century teacher. This may imply that ICT, being

integrated in teaching English, teachers are achieving two outcomes at the same time.

Their knowledge on their subject matter improves because of the available references in
 55

the internet which can help them understand further the concepts they are teaching and

their ICT skills are developed through manipulating the available ICTs.

According to Trucano (2005), introducing ICTs expands the needs for on-going

professional development of teachers and successful teacher professional development

models can be divided into three phases: pre-service, focusing on initial preparation on

pedagogy, subject mastery, management skills and use of various teaching tools

(including ICTs).

On the other hand, it can also be noted that ICT helps the teachers in assessment

and evaluation but it is ranked least out of the five general descriptors with a 3.05 and a

verbal interpretation of Agree. They perceived that ICT helps me to calculate and tabulate

easier their students’ scores by using Excel, evaluate their students’ works quicker

(giving comments in their online outputs - e.g. blogs and emails), give quizzes easier by

conducting online quizzes (e.g. Edmodo and Schoology, conduct authentic assessments

(e.g. recording, telephone conversation, and blogging), and collect their students’ outputs

easier through creating online groups. This may imply that ICT gives various authentic

activities for assessing the students’ capability of using English as a medium of

communication. For the reason that, the Internet and the World Wide Web was able to

provide supplemental language activities which can help students with additional practice

in specific areas of language learning. Also, the ICT makes the work of the teachers

easier in encoding grades.

Lincoln, in her study, “Aligning ICT in Assessment with Teaching and Learning:

Enhancing Student Achievement in the Middle Years”, found out that there’s a plausible
 56

avenue for enhancing assessment practices in the middle years through a focus on

establishing alignment and making the use of ICT integral to assessment.

3. The difference in assessments of the two groups of respondents as to the

effects of Information and Communication Technology in teaching English.

It was also the intent of the study to identify the assessments of the two groups of

respondents as to the utilization of Information and Communication Technology in

teaching English. The information on this matter is illustrated in the table given below.

Table 4.1 Difference in Assessments of the Two Groups of Respondents as to the

Utilization of Information and Communication Technology in Teaching English

T- Level of Verbal
T-critical
computed P-value Signifi- Decision Interpreta-
value
value cance tion

Students There is no
Accept Ho,
vs. 1.20 0.30 4.303 0.05 significant
Reject Ha
Teachers difference

Table 4.1 shows that with 0.05 level of significance, the computed t-value in the

assessment of the two groups of the respondents is 1.20 which is less than the critical

value of 4.303. The computed t-value is not within the critical region thus making the

null hypothesis accepted and making the alternative hypothesis rejected. This result
 57

shows that there is no significant difference in the assessment between the two groups of

respondents which are the students and the teachers.

Therefore, they have the same perception towards the effects of Information and

Communication Technology in teaching English. This may imply that ICT has significant

effects on the students and teachers. It enables both the teachers and students to practice

English since the common language used in the internet is English. It boosts their

motivation to teach and learn English.

According to Sharma (2009) the effect of technology has become huge in

teaching and learning the language in addition to the instructor's role. In other words, the

role of the instructor together with the role of the technology can lead to advanced

learning results.

4. The relationship in the utilization of Information and Communication

Technology in teaching English and the academic performance of the selected

students in the second grading period.

Ho: There is NO significant relationship in the utilization of Information and

Communication Technology in teaching English and the academic performance in the

second grading period of the students.

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Table 5.1 Relationship Between the utilization of Information and

Communication Technology in Teaching English and the Academic Performance of the

Selected Students in Second Grading Period

Level/Year R T-value Critical Value Interpretation

No significant
Grade 7 0.015 ±0.0212 4.303
relationship

No significant
Grade 8 -0.696 ±1.37 4.303
relationship

No significant
Grade 9 -0.379 ±0.5792 4.303
relationship

No significant
Fourth Year 0.789 ±1.82 4.303
relationship

In Table 5.1, Grade 7, 8, 9, and 4th year gathered a t- value of 0.0212, 1.37,

0.5792, and 1.82 respectively which are not within the critical value of 4.303 making the

null hypothesis accepted and the alternative hypothesis rejected.

This shows that the integration of Information and Communication Technology

has no significant relationship with the academic performance of the selected students in

Second Grading Period.

As a result, although FAITH Catholic School is at the level 4 of using ICT inside

the classroom, still the effects of the integration of Information and Communication

Technology in teaching English are shallow because it was denoted that most of the time

teachers used computer in preparing, television in delivering, and Microsoft Office (it

was ranked third in the software applications next to Genyo and Google) in presenting the
 59

lesson whereas, most of the time, ICTs are just mere delivery vehicle of content. This

may imply that the utilization of ICT in teaching English is not fully maximized because

the students are only motivated once they have seen presentations prepared by the

teacher. There is no construction of information at all.

In connection with this, Parker (2001) noted that although students found

PowerPoint entertaining, the challenge in the new millennium is not to entertain students

but to improve or to facilitate learning. He contended that presenters are concentrating

more on “formatting slides- because it’s more fun to do than concentrate on what

[they’re] going to say”. A major challenge that the educators are facing will be to convert

generally disposition of students to PowerPoint into significant better learning and

performance.

However, the integration of ICT is not the only factor that affects the academic

performance of the students. There are still some factors that can affect the students’

academic performance such as intellectual, learning, physical, mental, emotional and

social, teacher’s personality and environmental factors. Whereas, ICT is just under

environmental factor. One of the factors that affect the efficiency of learning is the

condition in which learning takes place. This includes the classrooms, textbooks,

equipment, school supplies, and other instructional materials.

Likewise, the study of Mbaeze1, Ukwandu, and Anudu (2010), results imply that

there was no statistically significant relationship between ICT usage and academic

performance of students. This goes further to imply that prior experience, determination,

dedication, perseverance and efforts are necessary ingredients for the achievement of
 60

success in academics. Intelligence and the environment should also be implicated when

the degree of academic performance of the students are considered.

5. The Work Plan to guide teachers in utilizing Information and

Communication Technology in teaching English