Lyceum Northwestern University

Institute of Graduate and Professional Studies

Tapuac District, Dagupan City, Pangasinan

Impact of ICT integration on the Academic Performance of Grade 11

Students in Bayambang National Highschool

In Partial Fulfillment of the Subject

Methods of Reasearch
Dr. Valeriano Daguros

Karen Cayte A. Viray

MED-English
 Background of the Study

Globally, educational systems are adopting new technologies to integrate ICT in

the teaching and learning process, to prepare students with the knowledge and skills
they need in their subject matter. In this way the teaching profession is evolving from
teacher-centered to student-centered learning environments. “ICT integration is
understood as the usage of technology seamlessly for educational processes like
transacting curricular content and students working on technology to do authentic
tasks” (Kainth and Kaur). Nowadays ICT facilitate not only the delivery of lessons but
also the learning process itself. This includes computer based technologies, digital
imaging, the internet, file servers, data storage devices, network infrastructure,
desktops, laptops and broadcasting technologies namely radio and television, and
telephone which are used as instructional tools at schools.

To prepare the students for the challenges of the 21st century workplace and
community leadership, the integration of information technology into teaching and
learning process becomes in evitable. Also in preparing these students, classroom
use of technological tools and applications must be supported so that teachers can
create learning environments that enable students to become responsible for their own
learning, focus on process and outcomes specific for their individual learning states
and needs. Adekunle (1997) stated that students’ ability to write, speak and
analyze information can be improved on as part of their individual and personal
growth through information technology. Furthermore, Adekunle posits that teachers
report many benefits from the use of information technology as productive tool in
developing their own instructional materials and managing classroom and student
information.

Allen (1997) believed that the basic skills of the future are the use of powerful
technologies. The traditional textbook can no longer fulfill the need in the rapid
changing and the information-explosion world. He asserted that the traditional teacher-
centered approach makes classroom no longer an effective system to prepare students
for the realities which they face in the near future.

Parmley et al. (1997) stated that technology works best as a supporting tool-
making complex processes or creative experience either possible or easier to
accomplish. He thought that technology can offer new ways to provide meaningful,
real-life context for learning, it also allow students to collaborate with peers and experts
across the country and around the World.
 Rosener (1997) described IT as good as, or even better than, traditional method
of teaching and learning as it being limitless of time and space. Poole (1998) pointed
out that suitably integrated computer use can contribute to successful results in the
classroom as to: support teaching and learning, support children’s socialisation, enable
children with disabilities to integrate and enables a teacher to duplicate excellence.

According to Kennewell et al. (2000), integration of ICT in teaching requires

understanding at a deeper level to facilitate the development of strategies and process
to identify opportunities, solve problems and evaluate solution. They believe that these
higher-level objectives require not only technical knowledge and skills, but the ability to
choose an effective strategy for a problem. Poole (1998) shared his view that the
technology is only a tool to both teacher and student. The effectiveness of the tool
depends entirely on the skills they bring to the learning process. He believed that the
teachers’ task is thus to nurture the students willingness to learn.

Gregoire et al (1996) provided the following important points in respecting

student learning in analysing that the contribution new technologies can
make to teaching and learning:

1. New technologies stimulate the development of intellectual skills

2. New technologies contribute to the ways of learning knowledge, skills and
attitudes, but still dependent on pre-requisite knowledge and type of learning
activity.
3. New technologies spur spontaneous interest more than traditional approaches of
learning.
4. Students using new technologies concentrate more than those in traditional
settings
5. Moreover the above outlined points are balanced by further genuine
observations:
6. Benefits of ICT for students are greatly dependent on the technological skills of
the teachers and their attitudes towards technology.

Strategies
The goal of this study is to know the impact of integrating ICT in the
teaching and learning process of Senior Highschool students. The participants
are Grade 11 TVL-ICT, ABM and HUMSS students of Bayambang National
Highschool. I had observations during the class hours with them. In one week, I
conducted my classes with laptop and television for three weeks and one week
without these technologies. Every after one week of discussing lessons to them,
I gave them quiz. Same with the other one-week lecture without ICT integration.
I compared their scores and analyze the factors that affect their performance.
Afterwards, I gave back their papers for them to see the results. I asked them if
they had a hard time when there is no ICT integration.

Results
After conducting the lessons with and without ICT integration and after
giving them set of quizzes, the results show that students got higher scores
when there is an ICT integration in their classes compared to the one-week
discussion without it. Therefore, ICT has very strong effect in education and it
provides enormous tools for enhancing teaching and learning. There have been
many studies that have highlighted the various ways that ICT may support
teaching and learning processes in a range of disciplinary fields such as the
construction of new opportunities for interaction between students and
knowledge and accessing information. ICT enable new ways teaching and
learning when used appropriately under right conditions such as suitable
resources, training and support. ICT also offers the potential to meet the
learning needs of individual students, to promote equal opportunity, to offer
learning material, and also promote interdependence of learning among learners
(Leach, Ahmed, Makalima & Power, 2005).
In educational context, ICT has the potential to increase access to
education and improve its relevance and quality. ICT has a tremendous impact
on education in terms of acquisition and absorption of knowledge to both
teachers and students through the promotion of:

1. Active learning: ICT tools help for the calculation and analysis of
information obtained for examination and also students’ performance
report are all being computerised and made easily available for inquiry.
In contrast to memorisation-based or rote learning, ICT promotes
learner engagement as learners choose what to learn at their own
pace and work on real life situations’ problems.
2. Collaborative and Cooperative learning: ICT encourages interaction
and cooperation among students, teachers regardless of distance
which is between them. It also provides students the chance to work
with people from different cultures and working together in groups,
 hence help students to enhance their communicative skills as well as
their global awareness. Researchers have found that typically the use
of ICT leads to more cooperation among learners within and beyond
school and there exists a more interactive relationship between
students and teachers (Grégoire et al., 1996). “Collaboration is a
philosophy of interaction and personal lifestyle where individuals are
responsible for their actions, including learning and respect the abilities
and contributions of their peers.” (Panitz, 1996).
3. Creative Learning: ICT promotes the manipulation of existing
information and to create one’s own knowledge to produce a tangible
product or a given instructional purpose.
4. Integrative learning: ICT promotes an integrative approach to teaching
and learning, by eliminating the synthetic separation between theory
and practice unlike in the traditional classroom where emphasis
encloses just a particular aspect.
5. Evaluative learning: Use of ICT for learning is student-centered and
provides useful feedback through various interactive features. ICT
allow students to discover and learn through new ways of teaching
and learning which are sustained by constructivist theories of learning
rather than students do memorization and rote learning.

Challenges

As I conduct this study, the hardest challenge for me is to sustain the

attentiveness of the students especially for the whole week without the usual tools that
I used in my lectures. It’s difficult to make them understand the topics that are being
discussed. I thought of ways on how to make them attentively and actively participate
in the discussion. I always ask them guide question. Moreover, I gave them enrichment
activities so they can apply what is being taught to them.

Reflection

Providing access to the tools and training teachers to use ICT in their classrooms is just
one of the ways to ensure effective teaching. This effective use of the device has to be
transformed to the learning outcome. ICT seem to have a profound impact on the
learning process in secondary school education as it offers new possibilities for learners.
When teachers become competent enough to use ICT tool, the way they deliver their
lessons changes. This study clearly indicates that teachers have to re-think their
positions the classroom. Teachers have to understand that there is a significant impact
on the learning outcome when students are more engage in the classroom. This Impact
can easily be realized when ICT is used constructively in the teaching and learning
process. As a result, students become more engage in collaborative classroom practices
that improve their learning outcome. Therefore teachers are called upon to change their
role from an instructional leader to an instructional guide or coach. From my experience
in conducting this study, I realized that a teacher should always discover new methods
of teaching for the improvement of learning and academic performance of students. I
know that I still have limited sources and knowledge an so, I thought of training myself
more when it comes to the integration of ICT.