1

Chapter 1

THE PROBLEM

Introduction

Teaching with the use of different instructional materials can bring enthusiasm

and improvement in a students learning process. As the years passed by, technology

rises. Many inventions had been done with the use of technology. In learning process,

the learning strategies must be developing especially with the use of technology. In

this 21st century, the term “technology” is an important issue in many fields including

education. This is because technology has become the knowledge transfer highway in

most countries. Technology integration nowadays has gone through innovations and

transformed our societies that has totally changed the way people think, work and live

Grabe (2007). As part of this, schools and other educational institutions which are

supposed to prepare students to live in “a knowledge society” need to consider ICT

integration in their curriculum Ghavifekr et.al (2012). The evolution of Technology has

an impact on the way we work, teach and learn. According to Kor Annan,

Secretary-General of the United Nations. Information and Communication Technology

has transformed Education .

Indeed, what are witnessing is a revolution of Education. Many schools are

attempting to achieve functionality and excellence along the stand Garcia (2016). ICT
 2

can be used in various ways where it helps both teachers and students to learn about

their respective subject areas. A technology-based teaching and learning offers

various interesting ways which includes educational videos, stimulation, storage of

data, the usage of databases, mind-mapping, guided discovery, brainstorming, music,

World Wide Web (www) that will make the learning process more fulfilling and

meaningful Finger et., al (2002). On the other hand, students will benefit from ICT

integration where they are not bounded to the limited curriculum and resources,

instead hands-on activities in a technology-based course is designed to help them to

stimulate their understanding about the subject. It also helps teachers to design their

lesson plans in an effective, creative and interesting approach that would result in

students’ active learning. Previous researches proved that use of ICT in teaching will

enhance the learning process and maximizes the students’ abilities in active learning

Finger & Trinidad (2002); Jorge et al., (2003); Young (2003); Jamieson-Procter et al.,

(2013). According to Santos (2008) as a teacher there are some of the things that can

be done to enhance the use of other instructional materials for the mastery of the

subject matter. First, read newspaper daily, subscribe to broadsheet or spend time to

read in the library, or listen to any news program on radio or television.

The role of the teacher is changing from one being the supplier of knowledge

to the facilitator of communication between the learner, interaction between the

 3

teacher and learners is critical to the success of learning as well as pupil motivation.

With technology-based learning increasing. It is necessary to determine how to make

the best use of the tools that are becoming available to enhance learning’s. In

traditional classroom, the teacher has been at the center of knowledge and considered

the content authority. It is still the responsibility of the teacher to be an authority in the

classroom, but there is a need to shift from a content authority, to a learning authority .

Technology Based Instructional Material in Araling Panlipunan: Its acceptability which

aimed to harness Technology as a powerful tools that can improve motivation and

engagement in learning process. Develop multiple-intelligence through multimedia

presentation of materials. The DepEd is Five-Year Information and Communications

Technology for Education Strategic Plan has an overall vision “21 st Century Education:

For all Filipinos, Anytime, Anywhere” Garcia (2016).

The researchers want to develop an Technology-Based Instructional

Materials especially in the subject matter of Araling Panlipunan. To integrate

technology in learning Araling Panlipunan in a meaningful way.

 4

Theoretical and Conceptual Framework

The study is based on the theory advocated by (Jorgensen 2005) in which he

stated that a theory of instruction demonstrated a comprehensive approach to

instruction, with a slight focus on learner collaboration toward understanding. The four

instructional methods-gain attentions present information, provide practice materials,

provide feedback – point toward effective and efficient instructional approaches,

regardless of content or context. He further stressed that this theory is recommended

for use in most instructional situations, and should be especially useful in instructional

situations with more than one learner. Even though the theory leans toward

cooperative learning, the comprehensive nature of this theory even allows it to be

used for situations that do not appear to accommodate cooperative learning.

According to Bruner (1961), teachers should intervene to help guide learners

with the structure of the learning process using learners’ prior knowledge and

previous. He further argues that the practice in discovering for oneself, teaches one to

acquire information in a way that makes that information more readily viable in

problem solving. Moreover, Roblyer (2006) asserts that visual activities with computer

programs can be an essential component to help learners see how concepts apply to

real-world situations.
 5

Technology is developing every day and it is become involves in the teaching

method. It is known that the technology adapts in all age, any groups of learners, and

any learning style. On the other hand, using technology in teaching randomly does not

achieve the desired results of using it. But using technology with thoughtful scientific

approach in order to integrate the technology in education is has big impact and it will

be useful in development of education. In fact, research has proven the effectiveness

of using constructivism theory on the integration of technology in education Aldoobie

(2015).

The purpose of this theory is to provide direction in helping people to learn,

understand and/or apply procedures. The theory is designed to be prescriptive and to

promote effective, efficient and appealing instruction. While many instructional

theories are focused to a particular field or learning context, this theory is designed to

be comprehensive; this theory can be used for most instructional situations Garcia

(2016).
 6

INPUT

 Technology- Based Instructional

Materials available in the classroom
 Problems encountered in using
Technology – Based Instructional
Materials
PROCESS

 Technology- Based Instructional Materials

in teaching Araling Panlipunan
 Acceptability in using Technology - Based
Instructional Materials in teaching Araling
Panlipunan.
 Problems encountered through the use of
technology-based instructional material

OUTPUT

 Technology- Based
Instructional Materials
available in teaching Araling
Panlipunan

Figure 1. Schematic Diagram of the Study

 7

Statement of the Problem

The main concern of this study is to determine the acceptability of the available

Technology-Based instructional materials in teaching Araling Panlipunan.

Specifically, this study seeks to answer the following questions:

1. What are Technology-Based Instructional Materials available in your

classroom?

2. How acceptable is the Technology-Based Instructional Materials in Araling

Panlipunan?

3. What are the problems did the students encountered in using

Technology-Based Instructional Materials in Araling Panlipunan?

4. Based on the results findings of the study, what Instructional Materials maybe

designed?

Scope and Limitations of the Study

This research was conducted in Butuan Central Elementary School for School

year 2018-2019. The participants of this study were the Grade 1 to Grade 6 teachers

with the specialization in Araling Panlipunan subject.

 8

Significance of the Study

The result of the study would be beneficial to the following:

Students. These materials may help them better understand difficulties met since

they will be given illustrative examples and provide them many opportunities to

participate and respond to Araling Panlipunan. They will discover their strengths and

capabilities to develop their own techniques in understanding Araling Panlipunan

through the use of Technology-Based instructional materials. They will be trained to

be flexible and to cope easily on different Araling Panlipunan learning process an

experience.

Teachers. The findings of the study will help them identify the skills or the aspects of

the problem-solving that need to be emphasized or strengthened. They will be more

effective in teaching Araling Panlipunan by using Technology-Based instructional

materials which are especially designed for the needs of their students in

understanding the subject. The teachers can assess the progress of the students’

learning in the subject of Araling Panlipunan. They can use their evaluation and

assessment results to develop other Technology-Based instructional materials in

teaching Araling Panlipunan.

 9

Future Researcher. The findings of this study may encourage the interest of other

researchers to conduct similar studies in other schools aiming for the purpose of

providing assessment of the existing Technology-Based Instructional Materials for

Araling Panlipuman which lead them in achieving the goals of education such as

quality, excellence and dynamic lifelong learning.

School Administrators. The study will help school administration; students and

teachers for attaining the academic excellence by developing Technology-Based

instructional materials will be given more time and effort to be materialize and

implemented. They will also understand the need of the Araling Panlipunan Teachers

to be provided with more comprehensive trainings and program.

Definition of Terms

The following terminologies were defined operationally and conceptually:

Instructional Materials. A material that is used to help the teacher in delivering the

lesson.

School Related Factors. It refers to the school facilities and equipment that will be

utilized by learners in their studies.

 10

Technology-Based Instructional Materials. are the instructional materials, which

clearly defined objectives, learning activities as well as feedback and

evaluation with the used of digital technologies and communication tools.

Teacher Related Factors. It is defined as the teacher’s strategies that are used and

his support to his pupils.

 11

Chapter 2

REVIEW OF LITERATURE

This study presents the review of related literatures and studies that are

considered by the researchers to be relevant to the pursuit of their study.

Related Literature

The process of adopting new innovations has been studied for over 30 years,

and one of the most popular adoption models is described by Rogers in his book,

"Diffusion of Innovations" .Much research from a broad variety of disciplines has used

the model as a framework. Dooley (1999) and Stuart (2000) mentioned several of

these disciplines as political science, public health, communications, history,

economics, technology, and education, and defined Rogers' theory as a widely used

theoretical framework in the area of technology diffusion and adoption. In this paper

the author presents the: Four Main Elements in the Diffusion of Innovations, The

Innovation-Decision Process, Attributes of Innovations and Rate of Adoption, Adopter

Categories, and Technology-Related Studies based on Rogers' Theory.

According to Caliva (2010), that with the integration of computer in the

classroom, students’ world of technology and the quality of education and also the

chances for authentic communication worldwide with be enhanced. The teacher can
 12

further utilize their educational tools by computer based tools, because change in

educational paradigm does not occur overnight some educators, researchers have

discovered a common ground integrating combining the traditional and virtual

classroom.

Philippine Daily Inquirer (2010). Media with the advent of information

technology, have involved during the last decade. The one dominant traditional which

are Radio, TV, and print have been challenged by the so called non-traditional media

which now have also been aggressively trying to reach the mass audience. Like the

traditional media which meet the challenges of the changing times the advertising

Board of the Philippines is also confronted with the same challenges.Faced with some

old as well as new issues.

The guidelines in the used of instructional materials emphasizes that they

should be based on the fundamental concepts and principle involved in the specific

subject or course that is taught. The purpose of this is to align the students

understanding of the topic with current knowledge. It also teaches them to control and

monitor their thought processed to facilitate learning. Hooster (2010). The method of

instructional materials. The teaching method can be divided into mass instruction

techniques, individualized learning technologies and group learning technologies.

 13

Arcilla (2008) entitled “E-Sci” An Intelligent Computer Aided Instruction” she

tried to develop a software that can be used as a teaching tool in teaching Earth

Science. It is an intelligent system in a way that it gives the evaluation test in random

from an examination database of questions that can be expanded. In this study the

researcher decided to create a web based instructional system for the subject and

made a comparison between the traditional way of teaching and using the proposed

system.

The use of Technology Based Instructional Materials in Araling Panlipunan: Its

Acceptability are gaining more acceptance among modern professionals. In the

Philippines, as reflected in study of Caliva (2010) stated that with the integration of

computer in the classroom, students world of technology and the quality of education

and also the chances for authentic communication worldwide with be enhanced. The

teacher can further utilize their educational tools by computer based tools. According

to Acuna (2010) Interactive multi-media device helped a lot to increase the level of

performance.

Integrating technology effectively into learning systems is complicated.

Technologies are very different in potential and use and their successful

implementation depends on context and how they are applied. It is therefore

 14

necessary to do a thorough analysis, have a realistic understanding of the potential

technologies, as well as their appropriateness (relevance, responsiveness,

effectiveness, flexibility, sensitivity to context, fit-for-purpose). The use of technologies

is not intended to replace teachers, but can complement, enrich, enhance and add

value to traditional educational institutions, delivery systems and instructional

materials. However, when ICTs are integrated into education systems the role of

teachers needs to be redefined in terms of new requirements for training and teaching,

new competencies and new skills. In schools ICTs can be used as pedagogical tools

to enhance learning outcomes, provide skills and competence, opportunities for

lifelong learning, vocational education, prepare for work or create opportunities for

work, and can enhance productivity. But the decision- and policy makers,

implementers and beneficiaries must be convinced of the value of technologies, be

comfortable with them, and be skilled to use them. Unless these elements are

comprehensively and holistically addressed, ICT interventions have limited impact.

 15

Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research design that will be used in this study, the

research locale, population and respondents of the study, sampling design, research

instrument, data gathering procedure, scoring and qualification of data that will be

used in analyzing and interpreting the data that was gathered.

Research Design

The descriptive research design was used in conducting this study. It is

descriptive because it will provide the essential knowledge and information of

Technology-Based Instructional Materials.

Research Locale

The study was conducted at Butuan Central Elementary School which is

located at barangay A.D Curato Street, Butuan City (Beside PNP Butuan

Headquarters). Butuan Central is the biggest elementary school in Caraga in terms of

population. It is located at the heart of the city. Figure 2 shows the exact locale .
 16

Figure 2. Location map of the study

 17

Table 1

The Population and Participants of the Study

Grade Participants Total

Males Females (Teachers Specializing Araling

Panlipuan)

1 0 8 8

2 0 8 8

3 0 8 8

4 0 8 8

5 1 9 10

6 0 8 8

Total 0 50 50

Participants of the study

The participants of the study were the teachers in specializing Araling

Panlipunan in Butuan Central Elementary School during the school year 2018-2019. A

total of 50 teachers in Grade 1 to Grade 6 served as the participants of the study

 18

Sampling Design

The researchers utilized 50 teachers as participants of the study. The

researchers used convenience sampling design due to the hectic schedule of the

teachers.

Research Instrument

The following instrument was used to answer the problems, issues and other

concerns that would like to address in the study.

1. Developed Technology-Based Instructional Materials

The developed materials was an Technology-Based Instructional Material

covering topics outlined in the course syllabus of Araling Panlipunan which aimed to

improve the teaching learning process in the Elementary level. Technology can be

used to perpetuate a teacher-led, knowledge-based learning approach or it can be

used to help us implement a student-centered, constructivist, and progressive

approach

2. Questionnaire

The questionnaire is the primary instrument in the validation of

Technology-Based Instructional Material in Araling Panlipunan.

 19

The study use survey checklist to collect data and information necessary for

this study. The questionnaire was disseminated to Elementary teachers and experts to

assess the validity and acceptability of the developed Technology-based Instructional

material as to objectives, content, usefulness, and organization

Validity and Reliability

The questionnaires are supplemented by the researchers, checked by the adviser and

validated by two experts in the field of teaching and one in technology. Pilot testing

were conducted at Butuan Central Elementary School and got a reliable result.

Followed by the final gathering of data at the same school were the researchers

conducted the pilot testing. This was validated using the Likert Scale. The other set of

questionnaire checklist was disseminated to Araling Panlipunan teachers and experts

to assess the validity and acceptability of the developed Technology-based

Instructional materials as to objectives, content, usefulness, and organization.

Data Gathering Procedure

Prior to the administering of the research study, the researchers asked

permission from the Principal of the respondent’s school for the gathering of data.

When the written permit was secured the researchers requested the list of the names

of the Grade 1 to Grade 6 Teachers as the respondents then the data gathering will
 20

then be set.The questionnaire was retrieved right after the respondents answered all

the items. The data will be gathered and analyzed according to the study objectives.
 21

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the results of the data gathered and its discussion.

Problem 1. What are the technology-based instructional resources employed

by the elementary teachers in teaching araling panlipunan?

Figure 2 shows the distribution of the teachers as to their responses on the

technology-based instructional resources they employed in teaching the araling

panlipunan. Responses were categorized into four (4) such as audio-visual

instructional resources, audio instructional resources, visual instructional resources

and other instructional resources.

As to the audio visual instructional resources, the majority of the elementary

teachers revealed that they employed television (100.0%) and cellular phone or

otherwise called as cellphone (82.0%) in teaching the araling panlipunan. Television

and cellular phones are the most available audio instructional resources in the

classroom. The television used by the teachers can be attached with a flash drive and

the teacher used it in presenting their lessons with pictures and sounds. The cellular

phone was used by the teacher as a tool in researching and downloading some
 22

applications that will be used in their lessons. Audio-visual resources can play a major

role of making learning permanent, (Gopal V. P. 2010) stressed that “audio-visual

methods do seem to facilitate the acquisition, the retention and the recall of lessons

learned, because, they seem to evoke the maximum response of the whole organism

to the situations in which learning is done. And perceptual materials readily associate

themselves with the unique experiential background of each individual. (Natoli, C.

(2011) stressed that audio-visual materials are important in the teaching and learning

processes because “Having seen something, most people remember, for whatever

that thing was, it conjures up an image at a mere mention and can be talked about

freely.
 23

100.0
98.0
96.0 94.0

82.0

36.0
34.0
30.0
28.0
24.0 24.0

10.0
6.0
4.0
2.0
Tablet

IWb
Television

Camera

USB

Printer
Radio
Speaker

Headphone
Cellphone

Scanner
Computer

Microphone

Projector

Photocopier
Audio-visual Audio Visual Others

Figure 2. Percent distribution of the elementary schools teachers as to type of

technology-based instructional resources employed in teaching araling panlipunan

On the other hand, there were few among the teachers who responded to

have used computer and tablet for teaching araling panlipunan (28.0% and 24.0%,

respectively). Some of the teachers are comfortable in using computer and tablet as

instructional resources. They used computers create presentations on their lessons

such as word documents and power point presentation. And they also used excel
 24

applications in inputting and computing the grades of the students. They also used

tablets as their handy computers and they also used it as a way of downloading

learning applications in their class. According to Bhalla, J. (2013) Computers are tools

that can be used not only to assist teachers as they teach but also to help with

classroom management. Computer-Managed-instruction is an instructional strategy

whereby the computer is used to provide learning objectives, learning resources,

record keeping, progress tracking, assessment of learner performance, prescribe and

control individualized lessons. Cheung and Hew (2009) conducted a study in which

they reviewed empirical articles to summarize the research literature related to

devices such as smart phones and tablets in mobile teaching in K-12 and advanced

education establishments. They investigated areas such as promises that mobile

learning provided a budding forum to transform education, private ownership over

teaching responsibilities, and the knowledge used in the provision of learning (p. 153).

They indicated the significance of their study as not only helpful to academics and

instructors in recognizing the current research themes, study methodologies, and

practice of mobile devices in K-12 and advanced education establishments, but also

proposed guidelines for future investigations (p. 155).

 25

As to the audio instructional materials employed for teaching araling

panlipunan, the majority of the elementary teachers employed microphone and

speaker (98.0% and 96.0%, respectively). Microphone and speaker are the most

audio instructional materials that every classroom has. The teacher used it to catch

the attention of the students in their lesson especially when the students became

noisy. According to Bebb, B. (2008) teachers employing classroom audio in the

classroom note an improvement in student motivation and participation due to more

consistent understanding of what is expected. They also report a marked

improvement in responses to questions and requests. In classrooms where students

used the microphone to amplify their voices, teachers report increased enthusiasm

and desire to read and give oral reports.

There were only few among the teachers who responded to have used radio

and headphone for teaching araling panlipunan (24.0% and 10.0%, respectively).

According to Sadiman (1999) Radio—both broadcast and interactive—has been a

commonly used model for distance-based teacher instruction; primarily in terms of

upgrading existing teachers’ content knowledge skills. As a teacher training tool, radio

is especially effective in countries where it is already a common technology; where

radio listening is a primary source of entertainment and information and television is

often unavailable, at least outside the capital city; where existing radio infrastructure is
 26

present; where Internet connectivity, computers, and computer-literate teachers are in

short supply; and where radio can substitute for the absence of a well-developed and

widely distributed corps of teacher trainers and professional development

opportunities. Headphones help keep all students on the same level and encourage

them to pay attention and interact with the teacher because they can hear every word.

Whether it's young students at workstations or high school age students using

headphones with tablets, headphones play a pivotal role in your lesson plan. When

looking to outfit your classroom with headphones, consider what your specific needs

are and if the headphones will meet those needs

(https://www.camcor.com/resource-center/headphones-for-the-classroom.html#).

As to the visual instructional materials employed for teaching araling

panlipunan, most of the elementary teachers employed camera and projector (36.0%

and 30.0%, respectively). The teacher use camera and projector in showing and

displaying some pictures, symbols, charts, videos, and etc. that are necessary for their

lessons. According to Damiano, E. (2013) teachers usually adopt visuals to support

oral presentations, to make the concepts clear and situated, to facilitate focusing on

relevant elements.

It is worthy to note that there were teachers, though very few, who employed

an interactive whiteboard (IWb) in the teaching of araling panlipunan in the elementary

 27

grade level (6.0%). Interactive Whiteboards (IWBs), occasionally called as electronic

whiteboards or smart-boards, have taken researchers and instructional institutes’

attention, especially for the last decade. There are a variety of IWBs that are utilized in

instructional settings, most of which are small apparatuses mounted to a traditional

whiteboard with the connection of a computer and a projector. IWBs with the support

of the IWB software enable following features: Highlighting, screen-shade, spotlight,

annotation, capturing, record, handwriting recognition (OCR), zooming, screen

sharing over network, and so on. IWBs have been performed in several disciplines

and regarded as having potential to facilitate instruction owing to numerous

advantages including easy-to-use, interactivity, adaptability to various environments,

and usability with most of instructional methods and techniques successfully Cuthell,

(2003); Smith et al.,( 2005); Moss et al.,( 2007). By virtue of all those benefits of IWBs,

it enhances various crucial indicators including learners’ interaction, achievement,

active participation, attention, and motivation in a positive manner Becta, (2004);

Beauchamp & Parkinson, (2005); Glover, Miller, Averis, & Door, (2007). As a

consequence, most countries have paid special attention to generalize the IWB use in

school settings Ashfield & Wood, (2008); Türel, (2010).

Other instructional materials employed by the majority (94.0%) of the elementary

teachers for teaching araling panlipunan was USB (an acronym technically defined as
 28

universal serial bus) referred to by teachers for the USB flash drive for transferring

data from one computer gadget to another. Robert Mingesz, Gingl, Z., Mellarand, J.,

Vadai, G. (2011) developed compact, cheap USB data acquisition devices to support

software based instrumentation both for direct and remotely controlled

experimentation in various teaching levels.The tested hardware design and software

source code are made freely available on a dedicated web page to allow

reproductionand provide reference design.

On the other hand, some of the teachers used printer (34.9%) and only a few

used scanner (4.0%) and photocopier (2.0%) for the reproduction of instructional

materials for teaching araling panlipunan in the elementary grade level. According to

Ellington, H. (1985) printed and duplicated materials can play three basic roles in

individualised learning. First, they can be used as the actual medium of instruction,

e.g. in the form of structured notes, worksheets or programmed texts. If they are well

designed, such materials can constitute an extremely effective method of enabling

pupils, students or trainees to master the basic facts and principles of a subject or topic

at their own natural pace. Also, there is a considerable amount of evidence to suggest

that the resulting degree of mastery is generally greater than that attained in the

course of a conventional expository lesson, where the pace is dictated by the

instructor.
 29

Problem 2. How do elementary teachers perceive the acceptability of

technology-based instructional resources in teaching araling panlipunan?

Table shows the mean distribution of the teachers’ ratings in their responses on

the technology-based instructional resources they employed in teaching the araling

panlipunan. Responses were categorized into two (2) such as learner-centered

acceptability and outcomes-based acceptability of the technology-based instructional

resources.

Teachers in the elementary schools had very high acceptability that

technology-based instructional resources are learner-centered (mean=4.85). In

particular, teachers strongly agree that learners were motivated to learn more (5.00),

directed on their own studies to a greater extent (4.98), enjoying the facility to share

information wherever they are in school (4.96) and facilitated in mastering their ability

to communicate effectively ( 4.74) through the use of technology-based instructional

resources. ICT can be used in various ways where it helps both teachers and students

to learn about their respective subject areas. A technology-based teaching and

learning offers various interesting ways which includes educational videos,

stimulation, storage of data, the usage of databases, mind-mapping, guided

discovery, brainstorming, music, World Wide Web(www) that will make the learning
 30

process more fulfilling and meaningful (Finger & Trinidad, 2002). On the other hand,

students will benefit from ICT integration where they are not bounded to the limited

curriculum and resources, instead hands-on activities in a technology-based course is

designed to help them to stimulate their understanding about the subject. It also helps

teachers to design their lesson plans in an effective, creative and interesting approach

that would result in students’ active learning. Previous researches proved that use of

ICT in teaching will enhance the learning process and maximizes the students’

abilities in active learning (Finger & Trinidad, 2002; Jorge et al., 2003; Young, 2003;

Jamieson-Procter et al., 2013).

Table 2

Mean Ratings on the Perceived Acceptability Among Elementary School Teachers of

the Technology-Based Instructional Resources in Teaching Araling Panlipunan

Verbal
Indicators Mean description

Learner-centered acceptability
4.85 Very high
Through the technology-based instructional resources, learners were …

Motivated to learn more. 5.00 Strongly agree

Directed on their own studies to a greater extent. 4.98 Strongly agree

 31

Enjoying the facility to share information wherever they are in school. 4.96 Strongly agree

Facilitated in mastering their ability to communicate effectively. 4.74 Strongly agree

Able to make links between internal thinking and social interaction. 4.58 Agree

Outcomes-based acceptability
4.86 Very high
Through the technology-based instructional resources…

Lesson objectives were met. 4.98 Strongly agree

Learning becomes collaborative. 4.98 Strongly agree

Experience has significant and positive impact in learners’ achievement. 4.94 Strongly agree

Teachers’ expertise in the discussion of lesson was evident. 4.86 Strongly agree

Learning outputs were produced. 4.52 Agree

Teachers had agreed to a lesser extent that learners were able to make links

between internal thinking and social interaction (4.58) through the use of instructional

resources. According to Preschool handbook (2008), teacher need to group learners

according to their different abilities so that they can assist one another. The teacher

will also need to be guided by the lesson plan, where less time should be used on

introduction and conclusion while most of the time should be left to learners to do the

task at hand.
 32

On the other hand, teachers had high acceptability that technology-based

instructional resources are outcomes-based (4.86). According to Navarro, L. (2017)

with the present need and demands of the society, the need to develop 21st century

skills among students becomes imperative in order to respond to the present trends

and issues. This can be materialized using the outcome based education approach.

This approach focuses on the action taken by the students after being taught. It is

more concerned with what the students do in the acquired concepts, theories and

principles.

Problem 3. What are the problems encountered by elementary school

teachers with technology-based instructional resources in teaching araling

panlipunan?

Figure 3 shows the distribution of the teachers as to their responses on the

technology-based instructional resources they employed in teaching the araling

panlipunan. Responses were categorized into four (4) such as learner factor, teacher

factor, school factor and facility factor in the use of instructional resources.

In terms of learner-factor problems, the teachers response in limited time

(96.0), lack of knowledge in utilizing (60.0) and misuse in handling (36.0). The teacher
 33

is minimizing the students in using technology to prevent misuse in handling the

technology. And the allocated time given was for the purpose of teaching-learning

process.

In terms of the teacher-factor problems, teachers admitted that most of them

have a lack of sufficient training with a mean rating of 82.0. This means that the

teachers have a difficulty in integrating technology in teaching-learning process. While

lack of sufficient time for students got a mean rating of 52.0, misuse in handling 8.0

and teachers reluctance to new technology is 6.0.

 34

LEARNER FACTOR

Limited time
96.0
Lack of knowledge in utilizing
60.0
Misuse in handling
36.0
TEACHER FACTOR

Lack of sufficient training

82.0
Lack of sufficient time for students
52.0
Misuse in handling
8.0
Teacher's reluctance to new technology
6.0
SCHOOL FACTOR

Limitation of time in technology utilization

68.0
Lack of skilled personel
54.0
Lack of budget allocation for equipment
50.0
Lack of computer software
42.0
FACILITY FACTOR

Old-model equipment
78.0
Damaged devices
78.0
Network overload
6.0

Figure 3. Percent distribution of the elementary schools teachers as to

problems encountered with technology-based instructional resources employed in

teaching araling panlipunan.

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In terms of the school-factor problems, the teacher responds in each

statement in this factor which is limitation of time in technology utilization (68.0), lack of

skilled personnel (54.0), lack of budget allocation for equipment (50.0) and lack of

computer software (42.0). This means that the school doesn’t have enough budget

allocation in utilizing new set of technology instructional materials and new software.

And they have only few skilled personnel who have expertise in using technology.

In terms of the facility-factor problems, the teacher responds in each

statement in this factor which is old-model equipment (78.0), damaged devices (78.0)

and network overload (6.0). This means that the facilities owned by the schools are

still old-model that are not updated. Since it is old-model, it is also easily damaged.
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Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents forms of references for teachers and future researchers

through the findings, conclusions and recommendations.

Summary

The main purpose of this study is aim to determine the technology-based

instructional materials and it’s acceptability in teaching araling panlipunan.

This study uses the descriptive type of research since it described the

percentage of the factors that affects in using the technology-based instructional

materials. The participants of the study are from Butuan Central Elementary School. It

was found in the data gathered that the technology-based instructional resources

employed by the teachers in teaching araling panlipunan are Audio-visual (Television,

Cellphone, Computer and Tablet) which the television got the highest mean rating of

100.0. Audio (Microphone, Speaker, Radio and Headphone) which is the microphone

got the highest mean rating of 98. On Visual (Camera, Projector and Interactive

Whiteboard) which is the camera got the highest mean rating of 36.0. And Others

(USB, Printer, Scanner and Photocopier) which is the USB got the highest mean rating

of 94.0. On its acceptability, teachers had agreed to a lesser extent that learners were
 37

able to make links between internal thinking and social interaction (4.58) through the

use of instructional resources. The problems encountered by elementary school

teachers with technology-based instructional resources in teaching araling panlipunan

are categorized in different factors such as learner-factor, teacher factor, school factor

and facility factor. Limited time is the most common problem in the three factors

(learner, teacher and school) that got the highest mean rating.

Conclusions

In teaching-learning process technology-based instructional materials has a

great effect to both learners and teachers. There are related factors that affect the use

of technology in the classroom such as student factor, teacher factor, school factor

and facility factor.

Moreover, there are different instructional resource that the teachers used in

teaching araling panlipunan such as Audio-visual (Television, Cellphone, Computer

and Tablet), Audio (Microphone, Speaker, Radio and Headphone), Visual (Camera,

Projector and Interactive Whiteboard) and Others (USB, Printer, Scanner and

Photocopier). Teachers in the elementary schools had very high acceptability that

technology-based instructional resources are learner-centered (mean=4.85). They

also had high acceptability that technology-based instructional resources are

outcomes-based (4.86). Teachers had agreed to a lesser extent that learners were
 38

able to make links between internal thinking and social interaction (4.58) through the

use of instructional resources.

Recommendations

Based on the findings, the following are hereby recommended:

1. To the teachers, attend seminars and workshops that will enhance the skills

and integration in technology based instructional materials.

2. To the school, adopt the change in using technology in the teaching-learning

process and allocate budget for the addition of technology based instructional

materials in each classroom.

3. To the future researchers, develop a technology based instructional materials

that allow students to produce outputs via technology.