MJSIR

Mountain Journal of Science

and Interdisciplinary Research
PRINT ISSN: 2619-7855
ONLINE ISSN: 2651-7744
July-December 2020 • 80 (2) : 22-32

Information and Communication Technology (ICT)

Through PowerPoint Presentation: A Tool
in Enhancing Teaching-Learning Process
Bretel B. Dolipas*, Freda Kate D. Samuel, and Kenneth B. Pakipac

Math-Physics-Statistics Department, College of Arts and Sciences, Benguet State University

* Corresponding author e-mail address: [email protected]

Abstract

The study determined the performance levels in analytic

geometry, physics, and statistics of students who had used
Information and Communication Technology (ICT) through
PowerPoint presentation (PPT) as a tool in enhancing the
teaching-learning process. The study also compared the performance
levels in analytic geometry, physics, and statistics when students
were grouped according to sex and according to the type of learning
KEYWORDS process used. Results of the study showed performance levels in
analytic geometry, Physics, and Statistics of both males and females
Information and Communication were satisfactory. Higher performance levels in mathematics
Technology (ICT) problem solving aspect, Statistics concept, and Statistics overall
ICT instruction were observed for students who used ICT in their learning
PowerPoint presentation process compared to students using the conventional method of
Physics Performance teaching. In Physics, performance levels in the concept aspect,
Statistics Performance the problem solving aspect, and overall performance were all
Analytic Geometry Performance satisfactory regardless of the learning method used. Further
research is suggested to verify the results of the study.

Introduction
knowledge in different ways, teachers rely on
varied tools to explain concepts and competencies
Various educational tools became learning aids in an effective way. Due to technological
for teachers to help their students in an effective advancement, ICT, through the use of PowerPoint
way. ICT, when effectively planned and used, can presentations, became one of the common tools
enhance the teaching-learning process. According in the teaching-learning process. Although ICT
to Newton and Rogers (2003), new technologies use had been a part of the curriculum for some
may also help to increase student motivation and time, its use on technical subjects was not that
to develop interpretation skills with the data. explored. It is commonly used in subjects that
Also, Corbeil (2007) found out in his research that need picture or motion portrayal but not that
students exposed to ICT through the use of PPT much on problem solving.
presentations preferred them over textbook
presentations. ICT educational tools like PowerPoint
presentation became part of many instructional
Since every learner acquires skills and settings and an alternative tool for learning,
Information and Communication Technology (ICT) ... B.B. Dolipas et al. 23

particularly in large classes and in courses more equipped with the technology necessary for any
geared toward information exchange. It allows instructor to display information via PowerPoint
teachers to explain abstract concepts while presentations. They also emphasized in their study
accommodating all learning styles. Used properly, that students believed that they learned more
PowerPoint can be one of the most powerful from PowerPoint lectures. A study has also shown
tools for disseminating information; employed that students like to be taught using PowerPoint
inappropriately, PowerPoint could potentially presentations (Graig & Amernic, 2006).
confuse students and make learning a difficult
process. Furthermore, PowerPoint presentation Fedisson and Braidic (2009) did a study on
may disengage students when lecturers simply the impact of using ICT through PowerPoint
read the slides and do not input further on presentations on student achievement and
the content being discussed. It is in this concept student attitudes. Result of the study showed
that this study was formulated. that student test grades increased when using
PowerPoint as teaching tools, especially for low-
It was hoped that this study would show achieving students or for those with learning
the technology’s effect on student performance disabilities. A similar study was conducted in
hence assisting the teachers in designing effective the second year and same result were observed
methodologies and assessment tools that improve where students performance was higher with the
student performance in Statistics, Analytic use of PowerPoint presentations.
Geometry, and Physics. The result of the study
will provide relevant information to help the Ozaslan and Maden (2013) found that
faculty members teaching these subjects to select students learned better if the course material
appropriate strategies, methodologies, and the was presented through some visual tools. They
type of instructional materials to use. Learning also found out that teachers perceived that
would be an active process when available PowerPoint presentations made the content more
information is accessible to the teachers. The appealing, thus, increased the motivation of
information from the study would orient teachers students. In the study of Szabo and Hastings
as to what set of a scene would arouse students’ (2000), result showed that students had positive
intellect. It is also hoped that the study will attitudes toward PowerPoint lectures because they
contribute to the research literature in the field felt that use of ICT through PowerPoint lectures
of education in general and the improvement were interesting, able to get their attention and
of Statistics, Analytic Geometry, and Physics help them to have a better understanding.
instruction in particular. However, both lecture styles had no significant
differences in the students’ test results.
Use of ICT Tools
in Teaching-Learning Process In terms of student performance, Savoy et
al. (2009) concluded that the use of PowerPoint
Several studies showed that the use of presentations and traditional teaching had no
technology in schools had developed new ways significant difference in terms of the performance
in the teaching-learning process. Some studies of students in numerical concepts. They found
showed positive effects of using ICT, but some out that the use of PowerPoint presentation in
showed otherwise. teaching numeric concepts tends to be faster
and clearer than writing. However, it does not
ICT educational tools revealed positive effects necessarily improve the performance and retention
on the learning process of students. According of learners.
to Stepp-Greany (2002), students perceived that
some of the benefits of the use of technology Pros et al. (2013) researched the effects
in classrooms were increased motivation, of the PowerPoint methodology on content
improvement in self-concept, mastery of basic learning. This study focused on whether the use of
skills, more student-centered learning, and PowerPoint technology as the main resource to
engagement in the learning process. convey information affects students’ learning
compared with classes taught without this
According to Bartsch and Cobern (2003), technology. The sample consisted of 205
various colleges and universities have rooms psychology students, divided into four groups,
 24 MOUNTAIN JOURNAL OF SCIENCE AND INTERDISCIPLINARY RESEARCH • JULY-DECEMBER 2020 • 80 (2)

who were taught an ordinary educational the problems encountered by the students
psychology lesson. In two of these groups, a during the execution of the strategies used. The
PowerPoint presentation (19 slides) was used results showed that the effectiveness of the
to deliver the contents, while in the other two, technology-driven teaching strategies depends
the professors delivered the same contents with on how frequently they are used in the class,
the aid of only the blackboard. After the lesson, and effectiveness is not affected by the problems
students’ learning was assessed through a encountered during the entire course.
questionnaire consisting of ten multiple-choice
items. Results showed significant differences Teofilo et al. (2012) studied the effect of
with the scores of the groups without PowerPoint, blended learning on academic performance on
an average of 19% higher than the groups with problem solving and programming of Bachelor
PowerPoint. of Science in Information Technology students.
They found that students who took up the course
According to Lowry (1999), one of the main using the blended mode performed significantly
features of PowerPoint is it makes it easier for better than those who were in the face-to-face
lecturers to present clear summaries. Also, mode only. The respondents also identified that
Hlynka and Mason (1998) concluded that accessible practice cases and lecture notes that
PowerPoint provides structure to a presentation; can be downloaded and viewed whenever needed
thus, it aids in the order and pacing of the are the most beneficial among others when using
lecture. Lastly, Mantei (2000) suggested that the Claroline eLearning system used for the
accompanying lectures with PowerPoint is a more online part of the blended mode. However, the
efficient time management strategy than writing respondents who had undergone the blended
on whiteboard or using transparencies. As less learning mode identified the unavailability of
class time is spent writing on the board or changing the Claroline, which made the necessary class
transparencies, thus the lecture may flow better. documents not accessible, as the number one
problem.
Despite the effectiveness of PowerPoint
presentations to both teachers and students, Enriquez (2014) did a study on students’
they are one of the most easily misused teaching perceptions of the effectiveness of the use of
aids (Priya, 2012). Creed (1997) argued about Edmodo as a supplementary tool for learning
PowerPoint in several points: first, “you may get social science courses. The findings affirmed
less feedback from the class because your eyes and that the majority of participants considered
theirs are on the screen rather than looking at Edmodo as an effective supplementary tool for
each other;” second, students don’t have a chance their learning.
to synthesize what they’ve heard; and third, the
emphasis is on the quality of your presentation Lari (2014) determined the impact of using
rather than your students’ learning. PowerPoint presentations on students’ learning
and motivation in the secondary school English
Balmeo et al. (2014) did a study that focused on process. The subjects were split into two groups
the integration of technologies in the educational (Experimental and Control). Each group was
environments where students with special taught differently, one using technology like
learning needs are housed at the SPED Schools video-projector, PowerPoint in class, and the other
in Baguio City. It determined the technology through a traditional method such as the use of
availability, technology effectiveness in the textbooks. Result showed teaching based on the
classroom, and problems encountered in use of technology had a significant positive effect
technology integration. Result of the study showed on learners’ scores. Analyses showed that the
that the availability and effectiveness levels of experimental group learners performed better
technology were limited. than the control group.

Bay (2013) examined in Lyceum of the In addition, sex may also impact the
Philippines University-Batangas the technology- performance of students. Deepak et al. (2011)
driven teaching strategies used in the found that female students outperformed
photojournalism course. Specifically, it determined male students. Also, Hedjazi and Omidi (2008)
the frequency of use, the effectiveness, and concluded that female students had better
Information and Communication Technology (ICT) ... B.B. Dolipas et al. 25

academic performance than their counterparts. On The dependent variables are the students’
the other hand, Lipe (1989) suggested that there performances in physics, Analytic Geometry and
was no significant difference in the performance statistics along concept, problem solving and
of male and female students. over-all aspects. The study compared the
performance levels in Statistics, Analytic
The focus of the study is to compare the Geometry, and Physics of students learning with
performance of students taught Statistics, the use of PowerPoint presentation and those
Analytic Geometry, and Physics concepts with learning under the conventional method of
the use of ICT as a tool in the teaching-learning instruction (use of chalk and board method or
process through PowerPoint presentations textbook and handout). The study also determined
and students using the conventional method. the performance levels in the same subjects when
Specifically, it aims (1)to determine the performance students are grouped according to sex.
level in Statistics, Analytic Geometry and Physics
subjects of students who underwent learning using
ICT through the use of PowerPoint presentations
when students are grouped according to sex;
(2)to determine the performance level in Statistics, Methodology
Analytic Geometry, and Physics subjects of
students without the use of ICT through
PowerPoint presentation as a tool in the teaching- Respondents and Place of Study
learning process when students are grouped
according to sex; (3)to compare the Statistics, The respondents of the study were selected
Analytic Geometry, and Physics subjects students enrolled in selected Statistics, Physics,
performance level of male students when grouped and Analytic Geometry subjects during the
according to method of instruction used; (4)to second semester of the school year 2016-2017 at
compare the Statistics, Analytic Geometry, and Benguet State University, La Trinidad, Benguet.
Physics subjects performance level of female The researchers utilized complete enumeration
students when grouped according method of in each class. Specifically, 83 Bachelor of
instruction used; and, (5)to compare the overall Science in Agricultural Business students were
performance level in Statistics, Analytic Geometry respondents for Physics, 55 Bachelor in Public
and Physics subjects of students when grouped Administration students were respondents
according to method of instruction used. for Statistics, and 92 Bachelor of Elementary
Education students were respondents for Analytic
Conceptual Framework Geometry subject.

The goal of the study is to know the effect of Research Method

using ICT through Powerpoint Presentation as a
tool in the teaching-learning process of students The study used a quasi-experimental design
in Statistics, Analytic Geometry, and Physics where two groups of students were chosen as
subjects. The paradigm (Figure 1) shows the respondents of the study. Also, causal quantitative
direction of the study: research design was utilized to determine the effect
of the use of ICT instruction through PowerPoint
presentation on the learning process of students.
Figure 1
Instrumentation
Paradigm of the Study
Two groups of students were taught Physics
concepts on mechanics, Analytic Geometry
concepts on rectangular coordinate system, line
Sex Statistics, Analytic and circle equations, and Statistics concepts on
Method of Instruction Used Geometry and Physics
data presentation and measures of central
Performance Level
tendency. The first group was taught solely using
ICT instruction through PowerPoint presentations,
while the other group was taught the same concepts
 26 MOUNTAIN JOURNAL OF SCIENCE AND INTERDISCIPLINARY RESEARCH • JULY-DECEMBER 2020 • 80 (2)

using the conventional method of instruction. performance in Analytic Geometry problem

To avoid teacher factor, two classes under each solving, Physics concept, problem solving and
researcher, of the same year level, and same overall Physics performance, and Statistics
course and subject were utilized. Teacher-made problem solving component. Also, both male and
exams were given to the students before the conduct female students had very satisfactory levels of
of the study to randomize the proper distribution performance under concept and overall under
of students according to group. Validity and Statistics subjects. These results suggest that
reliability tests were conducted, and revisions were the use of ICT in teaching-learning concepts
incorporated into the teacher-made test before significantly increases the performance of the
using them in the research. Each class was divided said students. This result may be attributed to
into two groups (Experimental or Control group). the fact that with the use ICT, concepts can be
The same formulated tests were given to the two explained more by adding pictures and figures.
groups at the end of the subject matter period
to measure the corresponding performance. Lastly, analyses showed that the performance
Comparisons of performance for the two groups of male and female students significantly differ
were done. under Analytic Geometry problem solving.
Specifically, male students had fairly satisfactory
Statistical Analysis level of performance while female students had
satisfactory level of performance. This result
Weighted mean was used to determine the level suggests that with the use of ICT, female students
of performance in Statistics, Analytic Geometry, had higher level of performance than male
and Physics of students. T-test for one sample students. This finding further suggests that the use
mean was used to determine if the hypothesized of ICT is more effective in female students than in
performance of students, which is average, is male students under problem solving in Analytic
true. Also, t-test for two independent means was Geometry. This finding corroborates the findings
used to compare the performances of the students of Deepak et al. (2011), where he suggests that
taught using ICT and with the control group as female students outperform male students.
well as to compare performances according to
sex. Level of Performance of Students who
Underwent Learning Without the Use
of ICT when Grouped According to Sex

Results and Discussion Table 2 presents the performance levels in

Analytic Geometry, Physics, and Statistics subjects
Level of Performance of Students who of male and female students who did not use ICT
Underwent Learning Through the Use in the learning process. Data showed that male
of ICT when Grouped According to Sex students who did not use ICT during the learning
process had satisfactory level of performance in
Table 1 presents the level of performance all areas under Analytic Geometry, Physics, and
of students who used ICT instruction through Statistics subjects. On the other hand, female
PowerPoint presentation during the learning students had higher level of performance than
process. It was observed that male students who satisfactory under the concept aspects of Analytic
used ICT instruction during the learning process Geometry and Physics subjects. Also, female
had satisfactory level of performance in most areas students performed lower than satisfactorily in the
along the subjects of Analytic Geometry, Physics, Analytic Geometry problem solving part.
and Statistics. However, male students performed
very satisfactorily on the Statistics concept and Analysis revealed that there were significant
likewise on the overall performance in Statistics. differences in the level of performance of male
On the other hand, analysis suggests that and female students along concept and overall
female students who learned through the use of under Analytic Geometry subject. Specifically,
PowerPoint presentations had very satisfactory female students performed significantly better than
performance under Analytic Geometry concept, male students along the concept and overall areas
Statistics concept, and Statistics overall in Analytic Geometry. Also, there were significant
performance. They, however, had satisfactory differences in the performance of students
Information and Communication Technology (ICT) ... B.B. Dolipas et al. 27

Table 1

Level of Performance of Students with the Use of ICT through PowerPoint Presentation According to Sex

Areas/Subject Sex of Students

Male Female
Mean D.E. Sig. Mean D.E. Sig. Sig.
Analytic Geometry
Concept 81.35 S 0.847ⁿs 84.61 VS 0.014* 0.234ⁿs
Problem Solving 78.82 FS 0.167ⁿs 82.00 S 0.996ⁿs 0.035*
Overall 80.28 S 0.515ⁿs 83.25 S 0.082ⁿs 0.128ⁿs

Physics
Concept 81.82 S 0.951ⁿs 82.58 S 0.560ⁿs 0.797ⁿs
Problem Solving 80.74 S 0.843ⁿs 81.34 S 0.682ⁿs 0.902ⁿs
Overall 80.83 S 0.735ⁿs 81.46 S 0.644ⁿs 0.857ⁿs

Statistics
Concept 87.08 VS 0.000** 89.29 VS 0.000** 0.265ⁿs
Problem Solving 86.67 VS 0.115ⁿs 83.01 S 0.400ⁿs 0.189ⁿs
Overall 86.67 VS 0.005** 85.86 VS 0.000** 0.604ⁿs
Legend:
90 and above Outstanding AO ** - highly significant at 0.01
85 – 89 Very Satisfactory VS * - highly significant at 0.05
80 – 84 Satisfactory S ns – not significant
75 – 79 Fairly Satisfactory FS
74 and below Poor P

in problem solving in Statistics subject. Male of performance whether they used ICT through
students had very satisfactory performance in PowerPoint presentations during the learning
problem solving while female students had fairly process or did not. This result suggests that male
satisfactory level of performance. This result students’ performance is not affected by the
suggests that male students who did not use ICT method used by the teacher.
instruction through PowerPoint presentations
performed better than females in problem solving Comparison of the Female Students’
in Statistics. This result suggests that sex is also Performance Level According to the
a significant factor in the level of performance of Method of Instruction Used
students.
Table 4 shows the performance level in Analytic
Comparison of the Male Students’ Geometry, Physics, and Statistics subjects of
Performance Level According to the female students. Analysis reveals no significant
Method of Instruction Used differences in the level of performance of female
students in all areas in Physics when compared
Table 3 presents the performance levels in according to methods used. The same results were
Analytic Geometry, Physics, and Statistics of noted on the level of performance of students in
male students. Analysis reveals no significant all areas in Statistics. This result suggests that the
differences in the level of performance of male use of ICT contribution to the female performance
students when compared according to methods in Statistics in the conceptual, and problem
used. Specifically, students had the same level solving aspects, as well as the overall performance
 28 MOUNTAIN JOURNAL OF SCIENCE AND INTERDISCIPLINARY RESEARCH • JULY-DECEMBER 2020 • 80 (2)

Table 2

Level of Performance of Students without the Use of ICT through PowerPoint Presentation According to Sex

Areas/Subject Sex of Students

Male Female
Mean D.E. Sig. Mean D.E. Sig. Sig.
Analytic Geometry
Concept 75.71 FS 0.080ⁿs 84.38 S 0.048* 0.006**
Problem Solving 78.27 FS 0.185ⁿs 78.80 FS 0.000** 0.807ⁿs
Overall 76.51 FS 0.089ⁿs 81.96 S 0.963ⁿs 0.025*

Physics
Concept 87.50 VS 0.150ⁿs 84.23 S 0.015* 0.224ⁿs
Problem Solving 84.17 S 0.748ⁿs 81.08 S 0.519ⁿs 0.497ⁿs
Overall 85.00 VS 0.548ⁿs 82.34 S 0.733ⁿs 0.410ⁿs

Statistics
Concept 84.17 S 0.669ⁿs 85.51 VS 0.061ⁿs 0.776ⁿs
Problem Solving 87.50 VS 0.153ⁿs 78.89 FS 0.069ⁿs 0.046*
Overall 85.98 VS 0.352ⁿs 81.16 S 0.624ⁿs 0.277ⁿs
Legend:
90 and above Outstanding AO ** - highly significant at 0.01
85 – 89 Very Satisfactory VS * - highly significant at 0.05
80 – 84 Satisfactory S ns – not significant
75 – 79 Fairly Satisfactory FS
74 and below Poor P

were very satisfactory regardless of the teaching Data showed a satisfactory performance level on
method used. This is likewise observed with the most of the areas in Analytic Geometry, Physics,
performance level on Analytic Geometry concept and Statistics subjects regardless of the method
and overall where satisfactory level were observed used. Such findings confirmed the findings of
for female students regardless of the method used. Savoy et al. (2009) when he concluded that the
On the other hand, significant differences were use of PowerPoint presentations and traditional
noted on the level of performance of students in teaching had no significant difference in terms
problem solving in Analytic Geometry subjects of the performance of students in numerical
when compared according to methods used. concepts. Also, Szabo and Hastings (2000) found
Specifically, female students who used ICT had out that students had positive attitudes toward
higher level of performance as compared to those PowerPoint lectures because they felt that the
who used the conventional method. use of ICT through PowerPoint lectures were
interesting, was able to get their attention, and
Comparison of the Students’ Level of helped them to have a better understanding.
Performance of According to the Method However, it had no significant differences in the
Used test results of students who used the traditional
method.
Table 5 presents the comparison of the
performance level in Analytic Geometry, On the other hand, the use of PowerPoint
Physics, and Statistics of students when grouped presentations showed most beneficial in the
according to the method of instruction used. Analytic Geometry problem-solving aspect,
Information and Communication Technology (ICT) ... B.B. Dolipas et al. 29

Table 3

Level of Performance of Male Students when Compared according to the Method Used (With or Without ICT
Instruction)

Areas/Subject Method Used

With ICT Without ICT
Mean D.E. Mean D.E. Sig.
Analytic Geometry
Concept 81.35 S 75.71 FS 0.229ⁿs
Problem Solving 78.82 FS 78.27 FS 0.868ⁿs
Overall 80.28 S 76.51 FS 0.325ⁿs
Physics
Concept 81.82 S 87.50 VS 0.218ⁿs
Problem Solving 80.74 S 84.17 S 0.708ⁿs
Overall 80.83 S 85.00 VS 0.507ⁿs
Statistics
Concept 87.08 VS 84.17 S 0.393ⁿs
Problem Solving 86.67 VS 87.50 VS 0.848ⁿs
Overall 86.87 VS 85.98 VS 0.772ⁿs
Legend:
90 and above Outstanding AO ** - highly significant at 0.01
85 – 89 Very Satisfactory VS * - highly significant at 0.05
80 – 84 Satisfactory S ns – not significant
75 – 79 Fairly Satisfactory FS
74 and below Poor P

Statistics concept, and overall performance in Male respondents had very satisfactory
Statistics. This result is evident in the higher performance along concepts and overall in
than satisfactory performance level shown by Statistics. Also, female students had very
students who underwent a learning process with satisfactory performance along concepts in
ICT instruction. This finding verifies the results Analytic Geometry and concepts and overall in
of Fedisson and Braidic (2009), who concluded Statistics. Lastly, female students had higher
that student test grades increased when performance in problem solving in Analytic
PowerPoint is used as teaching tools. Also, Ozaslan Geometry than male students.
and Maden (2013) found that students learned
better if the course material was presented Most students who did not use ICT instruction
through some visual tools such as the PowerPoint through PowerPoint presentation had satisfactory
presentation. performance in most areas in Analytic Geometry,
Physics, and Statistics subjects. However, analysis
showed that female students who did not use
ICT instruction had higher than satisfactory level
Conclusions
of performance in Analytic Geometry concepts
but fairly satisfactory performance in Analytic
Students who used ICT through PowerPoint Geometry problem solving. Lastly, male students
presentations in the learning process had performed better in problem solving in Statistics
satisfactory performance level in most areas than female students.
under Analytic Geometry, Physics, and Statistics.
 30 MOUNTAIN JOURNAL OF SCIENCE AND INTERDISCIPLINARY RESEARCH • JULY-DECEMBER 2020 • 80 (2)

Table 4

Level of Performance of Female Students when Compared according to the Method Used (With or Without ICT
Instruction)

Areas/Subject Method Used

With ICT Without ICT
Mean D.E. Mean D.E. Sig.
Analytic Geometry
Concept 84.61 VS 84.38 S 0.885ⁿs
Problem Solving 82.00 S 78.80 FS 0.001**
Overall 83.25 S 81.96 S 0.251ⁿs
Physics
Concept 82.58 S 84.23 S 0.211ⁿs
Problem Solving 81.34 S 81.08 S 0.901ⁿs
Overall 81.46 S 82.34 S 0.564ⁿs
Statistics
Concept 89.29 VS 85.51 VS 0.046*
Problem Solving 83.01 S 78.89 FS 0.041*
Overall 85.86 VS 81.16 S 0.011*

Table 5

Level of Performance of Students when Compared according to the Method Used (With or Without ICT
Instruction)

Areas/Subject Method Used

With ICT Without ICT
Mean D.E. Mean D.E. Sig.
Analytic Geometry
Concept 84.07 S 83.03 S 0.500ⁿs
Problem Solving 81.48 S 78.71 FS 0.004**
Overall 82.77 S 81.11 S 0.149ⁿs
Physics
Concept 82.49 S 84.60 S 0.095ⁿs
Problem Solving 81.28 S 81.42 S 0.945ⁿs
Overall 81.39 S 82.64 S 0.399ⁿs
Statistics
Concept 88.86 VS 85.31 VS 0.032*
Problem Solving 83.73 S 80.16 S 0.058ⁿs
Overall 86.06 VS 81.87 S 0.010*
Legend:
90 and above Outstanding AO ** - highly significant at 0.01
85 – 89 Very Satisfactory VS * - highly significant at 0.05
80 – 84 Satisfactory S ns – not significant
75 – 79 Fairly Satisfactory FS
74 and below Poor P
Information and Communication Technology (ICT) ... B.B. Dolipas et al. 31

Male students had the same level of

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