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Republic of the Philippines

Department of Education
Region VIII
Division of Calbayog City
GADGARAN INTEGRATED SCHOOL
Calbayog City

October 8, 2012
MRS. EDNA C. SOBITO
Education Supervisor I - Science
Division of Calbayog City
Calbayog City
APPROVAL SHEET

Ma’am:

I have the honor to submit for Approval herewith the Action Research entitled:

“THE IMPACT OF THE USE OF STRATEGIC INTERVENTION MATERIALS

(SIM) IN TEACHING SCIENCE ON GRADE 8 STUDENTS
S.Y. 2012-2013”

This is made for the purpose of improving the quality of science teaching in our school
and in the Division of Calbayog City.

Very truly yours,

NELSON R. BELLO
Secondary Teacher I
(Researcher)

NOTED:

NOEL E. SAGAYAP
Principal II

APPROVED:

EDNA C. SOBITO
EPS -1 Science
Division Supervisor
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ACTION RESEARCH

THE IMPACT OF ICT INTEGRATION IN TEACHING SCIENCE

ON GRADE 7 STUDENTS

I. SITUATION: Students become less interested with a lesson using traditional approach
and encountered difficulty to understand some lessons in Science Grade 7 despite of the
teacher’s proficiency, mastery, and methodology used.

II. PROBLEM: How to improve students motivation, personalize learning and enhance
students.
Possible Causes:
1. Students became bored with traditional methods of teaching (e.g. lecture
method, chalk-talk method).
2. Short attention span of the student.
3. Language and terminological difficulty and culture diversity.
4. Digital exclusion or less access to information due to geographic, social, and
other factors.
5. Lack of relevant teaching and learning resources.

III. PLAN OF ACTION: (possible solutions)

1. Integrate Information and Communication technology (ICT) in teaching.
2. Motivate students with multimedia (through the use sounds, images, video,
animation, and software) that engages students and hold their attention.
3. Translate biological terminologies and introduce educational materials using
digital biological/ medical dictionary and online encyclopedias to understand and
meet language and cultural needs.
4. Train students to gather and use information through the different tools in ICT
(computer, internet, Xbox, educational software, radio, television, cellphone,
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audio cassettes, ipod, still/video cameras, VCD/DVD, wireless technologies, etc.)

and become independent learner.
5. Because of unavailability of some actual teaching and learning materials, this can
be replaced by good decision making in choosing the right technology to use in
any educational settings.

IV. IMPLEMENTATION AND ACTION

Strategies Data to be collected Analysis

1. Conduct a lesson without using ICT in Give an evaluation Check and record the
the class. after the lesson. result
2. On the second day, conduct another Give an evaluation Check and record the
lesson in the same class but this time, after the lesson. result
ICT should be integrated within the
lesson.
3. Check their evaluations and analyze the Compare the result Identify the whether the
result. of the two use of ICT is effective in
evaluations. motivating and enhancing
learning.
4. Interview students regarding their Record the Analyze the statements of
insights in ICT integration in the lesson. interview using the students’ interview
audio recorder. and gain some insights.
5. Continue Integrating ICI in lessons and
really need ICT for better understanding
of the students.
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RESULT
 Students got higher performance level (PL) in the lessons to which ICT is integrated
compared to the PL using traditional method of teaching to which ICT is not
integrated.
 This confirms that the ICT integration in classroom teaching is effective in
enhancing students learning.
 The use of ICT for learning activities has a powerful impact on the students’
learning because it allows the students to interact to the lesson in a wider
perspective.
 The integration of ICT in teaching enables the teacher and the student to have
greater access to information.
 This suggest that successful ICT integration is clearly related to actions taken by
the teacher, such as the development of an ICT plan, ICT support, and ICT training
for teachers.
 This study prove that ICT provides learning spaces and opportunity for lifelong
learning

V. EVALUATION AND FOLLOW-UP

After the confirmations of ICT integration as an effective motivation and
enhances the students learning, the use of ICT is now being integrated in selected lessons
like science, mathematics, and social studies. Results also suggest that the school,
teacher, and other school personnel should develop a more collaborative approach with
the use of ICT in teaching. This study underpins the importance of a shared and school-
wide vision about ICT integration that reflects the opinions and beliefs of the principal,
the ICT coordinator, and the teachers.

Based on the result and interviews with students is being concluded that the use
of ICT is necessary to be able to realize the desirable education. This study also obliges
other teachers to reflect about the specific ICT competencies and intend them to plan
and integrated ICT in their lessons. This information gave the impression that the
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implementation of ICT in education will succeed merely with well-motivated and capable
teachers.
In the lesson evaluation to which ICT is not integrated, the mean was 7.88. In the
lesson to which ICT is integrated, the mean is 13.78 with the significant increase of 5.90.
See annex data.