BASIC RESEARCH PROPOSAL

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BASIC RESEARCH PROPOSAL TEMPLATE

LEAD PROPONENT CAMAÑA, JELLYN P.
MEMBER GURO, ESMAIL S.
MEMBER ELEP, DARIAN PRINCESS J.
TITLE OF TECHNOLOGICAL INTEGRATION AMONG GENERAL
RESEARCH LICERIO TOPACIO NATIONAL HIGH SCHOOL TEACHERS: A
BASIS FOR INSTRUCTIONAL SCHOOL TECHNOLOGY-
ENHANCEMENT PLAN (iSTEP)

DIVISION IMUS CITY, CAVITE

Introduction and Rationale

Education is a fun, interesting, and a challenging learning experience. It is constantly

changing; curricula are updated occasionally to address issues brought on by environmental changes;

studies are carried out to unearth fresh insights and identify strategies for improving education;

teachers keep up with current trends through seminars and training; and school administrators

routinely assess and plan to realize the school's vision and mission.

Students and teachers work together to continually adapt to challenges in education. Students

start to take a more active role in their learning. To learn more about the subject, they engage in more

active participation in class and ask challenging questions to the teachers. To effectively teach,

teachers must continually keep themselves informed on the most recent developments in both their

field of expertise and education generally. They must modify their methods of education, and they

must create lesson plans that are appropriate for the lessons to further motivate pupils to learn. The

21st century learning skills, however, would not be facilitated by merely being exposed to technology.

Technology needs to be used by both students and teachers for subject-specific activities to be

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worthwhile. Due to this, several instructors have used creative teaching methods effectively and

efficiently offer the experience. Technology integration's rise offers new chances for instruction and

learning in particular in areas like Mathematics, Science, and English.

Based on the Technological Pedagogical Content Knowledge (TPACK) by Mishra &

Koehler (2006), Massachusetts Technology Self-Assessment Tool for Teachers (Massachusetts

Department of Elementary and Secondary Education), the National ICT Competency Standards

(NICS) for Teachers by the Commission on Information and Communications Technology, and

Survey Form A for High Schools by the Philippine Accrediting Association of Schools, Colleges

and Universities (PAASCU), curriculum and instruction, faculty, supervision, training and

development, and equipment and facilities are the areas assessed in this study. Curriculum and

instruction refer to the integration of technology in the curriculum and the teaching strategies applied

when using technology. The area on faculty refers to the teachers’ knowledge and skills on

technology, pedagogy, and content. Supervision is about the mentoring of teachers in technology

integration in planning and teaching strategies including classroom observation. The area on training

and development is about the in-service training and professional development of teachers on

technology, pedagogy, and content. Equipment and facilities refers the availability of equipment and

facilities including services for technology integration in teaching.

Currently, the nation is continuing to execute the K–12 Education Program, which

emphasizes the use of technology in the classroom as one of its key components for enhancing teacher

effectiveness and productivity. One of the top goals of government programs through the Department

of Education has been science and technology education. (Shawe et al., 2019) One of these initiatives

is the Department of Education Computerization Program (DCP), which aims to provide public

schools with the right tools to improve the teaching-learning process and prepare them for the

challenges of the twenty-first century. Similarly, section 2 of the Rules and Regulations for the

Implementation of Republic Act No. 9155 (Governance of Basic Education Act of 2001) states that

“to spread information, skills, and values and to inculcate in everyone a sense of responsibility for the

welfare of the community, it shall maximize the use of alternative and indigenous learning systems,

popular communications media, and appropriate technology”. The Department of Education (DepEd)
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Five-Year Information and Communication Technology (ICT) for Education Strategic Plan (DepEd

ICT4E Strategic Plan 2009) on the other hand states that a new and enhanced style of teaching and

learning that allows for education to take place anywhere and whenever is made possible in large part

by ICT. The utilization of ICT will reenergize schools and transform them into vibrant, inventive

learning environments where students may develop their enthusiasm, creativity, and curiosity as

learners. The DepEd hopes that this statement of policy will give the direction required to drive the

Philippine educational system in the direction of ICT integration the nation forward.

These projects aim to fully include technology into the curriculum, this also involves creating

multimedia educational materials and ICT-enabled assessment. This enforces the significance of

technology use in the classroom or in any teaching and learning process, as well as cultural

excellence, pride in one's work, and a sense of nationhood.

With all these considerations, it is crucial to evaluate how technology is used in teaching and

learning process. The study's findings will be used to design an ICT integration program for teaching

and learning in General Licerio Topacio National High School.

Literature Review
ICT Integration in the Philippines

Any nation's progress is significantly impacted by information and communication

technology (ICT). To anyone qualified in this sector, fantastic chances are readily available.

Therefore, it is crucial for a country to generate inhabitants that are familiar with ICT since they will

create the infrastructure needed to exist in this society's digital era. The Department of Education is

gradually integrating ICT into its system in response to this demand (Crisolo, 2018). Vergel de Dios

(2016) asserts that even if the Philippine government calls for quality education through ICT, the

government did not have a mandated national ICT agency until 2016. Prior to 2016, there were

several loosely organized agencies, commissions, and stakeholders implementing different initiatives.

There were also quasi-governmental institutions that evolved with constant changes in government

leadership. Such changes not only affect the structure of the system but also its functions and funding.
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With numerous stakeholders and agencies involved, the coordination and management of the

implementation of ICT initiatives were a big challenge. The overlapping and competing functions

among agencies and stakeholders stemmed from the absence of a clear national vision and strong ICT

leadership agency between 1996-2016 (Loxley & Julien, 2005; Lapus, 2006; Vergel de Dios, 2016).

Due to the absence of a national benchmark in the Philippines to gauge the needs and level of

competency of students and teachers in ICT, stakeholders’ initiatives did not effectively address the

actual needs of teachers and schools (Loxley & Julien, 2005; Hanna & Knight, 2011; Vergel de Dios,

2016). On May 23, 2016, the Department of Information and Communications Technology was

officially approved as the sole department in the Philippines to “formulate, recommend, and

implement national policies, plans, programs and guidelines that will promote the development and

use of ICT” (RA, 2016, p. 4).

ICT in Teaching and Learning

A study by Thembisile E.,2020 stated that ICTs are effective enabling tools that have a big

impact on how we teach and learn. It revealed that the teachers were willing to incorporate ICTs into

teaching and learning and had a good attitude toward technology adoption, but they lacked the

necessary ICT skills. The article finds that ICT is a significant educational tool and further suggests

that teachers and students both receive ICT usage training. Furthermore, Osadebe, P. revealed that

students at the university had a positive perception of the use of ICT in teaching and learning and

recommends the use of ICT. These findings were supported by Ojo,O., 2018 and advised that the

government take a proactive role in ensuring the effectiveness of the use of ICTs by funding ICTs in

schools, teacher training, and stakeholder exposure to the relevance of the pedagogy relating to the

use of ICTs for teaching and learning.

According to a study by Awang-Hashim and colleagues (2019), the integration of ICT in

education has become a global trend. The study noted that integrating ICT in education can enhance

teaching and learning, increase student engagement, and provide opportunities for distance education.

ICT integration in education has been shown to increase student achievement, strengthen

critical thinking abilities, and foster self-directed learning, according to a study by Dhawan (2020).
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The report also stated that effective ICT integration in education depends on the support and training

of instructors.

Emerging challenges in the use of ICT

Through the use of ICT, traditional teaching methods have recently been updated. Even if the

skill-based approach to ICT integration is currently in the spotlight, the education system is suffering

from quality loss. Voogt and Pelgrum (2005) described common misconceptions about ICT's ability

"to implement and support the implementation of the pedagogy that fits an information society."

According to analogous assumptions in the literature, new technology has the potential to "affect

favorably (Hardman, 2005), to ‘encourage a fundamental reevaluation of the goals and methods of

education’ (McDonough & Le Baron, 2010), to establish a privileged setting to rekindle the pursuit of

lifelong learning, public education, and the most guiding ideas in these fields. (Almeida & Franco,

2013); However, research shows that the implementation of ICT within education systems is a

complex process. ICT, a symbol of modernity and a lighthouse for advances in the modern world, is

still lacking in its practical value and necessitates concerted efforts to close the gaps that already exist.

According to a study by Al-Saggaf and Nguyen (2019), a clear national policy, sufficient

budget, and assistance with teachers' professional development are necessary for the successful

integration of ICT in education. The report also pointed out that the availability and accessibility of

ICT infrastructure and resources are essential for the success of ICT integration in education.

Research Questions
This study aims to determine the ICT Integration and the technology-based practices in

teaching at GLTNHS.

Specifically, this study sought to answer the following research questions:

1. What is the demographic profile of respondents in terms of:

1.a. Age;
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1.b. Subject Handled;

1.c. Years in Teaching?

2. What is the level of Technological Integration applied by the respondents in terms of:

2.a. Teacher’s Attitude

2.b. Perceived Competence in ICT

2.c. Technological Resources

3. Is there a significant relationship in the level of Technological Integration and the demographic

profile of the respondents?

4. What is the proposed instructional school technology-enhancement plan based on the results of the

study?

Scope and Limitation

The study aims to understand the level of technological Integration among teachers in General

Licerio Topacio National High School being applied in teaching . The study is only limited to the

teachers of General Licerio Topacio National High School in Imus City, Cavite.

The study will be conducted with the total of 60 (sixty) teachers that were currently teaching

at GLTNHS. Their responses will be evaluated based on their responses and data as to their

demographic profile, extent of ICT Integration relating to their practices.

This study did not cover other problems that are not related on the Technological Integration

of teachers in GLTNHS.

Research Methodology
A. Sampling
The respondents of this study are fifteen (15) teachers in Grade 7, fifteen (15) teachers in

Grade 8, fifteen (15) teachers in Grade 9, fifteen (15) teachers in Grade 10, a total of sixty (60) school

teachers of General Licerio Topacio National High School.

A purposive sampling technique was used in identifying the population of this study.
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A survey questionnaire was used to solicit the answers of the respondents on the

Technological Integration Among General Licerio Topacio National High School Teachers.

B. Data Collection

Upon the approval of the proposed date of data gathering by the school officials in the

City Schools Division of Imus, the researchers administered the instrument to the respondents

through a hard copy.

They were given three (3) days to answer and return the questionnaire.

Results were retrieved, encoded, and treated confidentially, and then analyzed and

interpreted.

C. Ethical Issues

With the hard copy of the survey questionnaire, respondents were informed of ethical

issues such as anonymity and the confidentiality of their responses strictly for the study only

and not for any other purposes. The researchers treated the data confidentially following the

protocols under Republic Act 10173 Data Privacy Act of 2012.

D. Plan for Data Analysis

This study will use descriptive-quantitative method for evaluating technological

integration and challenges encountered in teaching.

Statistical data will be tabulated using the following statistical treatments:

Frequency – number of items occurring. It was used to identify the demographic

profile, ICT Integration level, and the ICT Integration challenges of the respondents.

Percentage – number or ratio expressed as a part of a whole. It was employed to

describe the teacher’s demographic profile taken from the whole number of respondents.
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Weighted Mean – sum of the sample of measurements divided by the total number

of samples. It was employed to distinguish the average value of the respondents’ level of

ICT Integration and ICT Integration challenges of the respondents.

Timetable/Gantt Chart
ACTIVITIES March April May June September October
2023 2023 2023 2023 2023 2023
1. FGD and gathering of data
and information.
2. Sampling and Conduct of
Survey
3. Data Analysis
4. Interpretation of Result
5. Production and Presentation
of the result.
**Shade the corresponding month per activity
*Add rows if necessary

Plans for Dissemination and Utilization

DISSEMINATION December January February March
ACTIVITIES
2023 2024 2024 2024
1. Conduct LAC sessions for
the dissemination of the
results to teachers
2. Strengthen the ICT
integration practices of
teachers through seminars
and workshops
3. Create a section of
Technological updates aNd
announcements in the
School’s publication.
*add rows if necessary
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REFERENCES
*Please follow the APA format

CAMAÑA, JELLYN P.

SUBMITTED BY:
(Signature over printed name) GURO, ESMAIL S.

ELEP, DARIAN PRINCESS J.