Teaching and learning with technology:Integration of ICT

A Qualitative Research
Presented to the Faculty of the
SENIOR HIGH SCHOOL DEPARTMENT
ACCOUNTANCY, BUSINESS AND
MANAGEMENT (ABM) STRAND
ALAMINOS CITY NATIONAL HIGH SCHOOL
Alaminos City

In Partial Fulfillment
of the Requirements for the Subject
PRACTICAL RESEARCH 1
FOCUSED ON QUALITATIVE RESEARCH

KRISTELLE
MARIEL
EUGENE
JESUS
 ALEN

August 2018

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Accountancy, Business and Management
Alaminos City, Pangasinan

APPROVAL SHEET
This qualitative research of Sophia Dianne Manzon, Jonnalyn Aderento, Xena
Rochellee Bristol, Aldrin Alegre, Rohaima Dimarao, and Allan Jade Onia, entitled HOW
LEADERSHIP STYLES INFLUENCE EMPLOYEE’S PERFORMANCE AND
PRODUCTIVITY which is prepared and submitted in partial fulfillment of the
requirements for the subject Practical Research 1, Focused on Qualitative Research, is
hereby accepted.

RICHARD B.
ISIDRO
Research Adviser
RESEARCH COMMITTEE

JENNALYN B. ORLANDA RN.MAN

Chairman
ALDRIN R. GOMEZ, MIT ROMUALDO
CREDO
Member Member

LORNA E. CABANAYAN, MAT

Member

Accepted and approved in partial fulfillment of the requirements for the Subject Practical
Research 1, Focused on Qualitative Research.

FEDERICO T. LOPEZ, JR., MAED ALADIN M. MAYO,

MAED
Assistant Principal II, Academics Assistant Principal II,
OLS

August 2018
ACKNOWLEDGEMENT

The researchers acknowledge with sincerity the following people who, in one way
or anaother, contribited to the realization and completion of this research.
Mr. Richard B. Isidro, their research adviser and reader, for his priceless
assistance and immeasurable patience in making possible the preparation of the copy of
this manuscript;
Mr. Ricardo D. Adviento, Principal II, Acting Principal IV, Office of the School
Principal IV, Alaminos City National High School, for permitting the researchers to
gather data from the participants and for his constant moral support in the completion of
this work;
The businesses around Alaminos City, who served as participants of this study
for their cooperation in the interview done, thus providing the data needed for the study;
Their family, for their utmost support in their financial needs for the project and
of course for their undying love. They served as the source of strength and inspiration for
the researchers.
 The researchers may not be able to acknowledge all his relatives, friends and
colleagues one by one, but they like to extend their deepest gratitude to all of them who
stood by their side and helped them out. They want to share this success to all their loved
ones;
Most of all, to Heavenly Father for giving them the strength and perseverance in
accomplishing this scholarly piece of work.

KRISTELLE
MARIEL
EUGENE
JESUS
ALEN

DEDICATION

We, the researchers dedicate this study to:

Alaminos City National High School, our alma mater
To our research teacher Mr. Richard B. Isidro, we owe the success of this research
study,
To our parents, Mr.& Mrs. Satur G. Manzon, Mr.& Mrs. Joseph C. Aderento
Being the precious diamonds in our lives
To our friends, who had offered every help they can and had been there to help us
accomplish this study,
Above all, to our Almighty God,
Who gave life to us and be our source of strength,
To whom this piece of work is humbly dedicated.

SDRM, JAA, XRB, ADA, RRD,

AJRO
 TABLE OF CONTENTS

Page

APPROVAL
SHEET………………………………………………………………………… i
TITLE
PAGE………………………………………………………………………………… ii
ACKNOWLEDGEMENT………………………………………………………………
…… iii
DEDICATION……………………………………………………………………………
….. iv
TABLE OF
CONTENTS…………………………………………………………………….. v

CHAPTER
1 THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………... 1
Statement of the
Problem…………………………………………………….. 2
Purpose of the
Study………………………………………………………..... 2
Significance of the
Study…………………………………………………….. 2
Scope and Limitations of the
Study………………………………………….. 3
Definition of
Terms…………………………………………………………… 4

2 REVIEW OF RELATED LITERATURE AND STUDIES

 Foreign Literature and
Studies…………………….………………………….. 5
Local Literature and
Studies…………………………………………………. 6
Theoretical
Framework…………………………………………………….… 7

3 METHODS OF THE STUDY AND SOURCES OF DATA

Research
Design………………………………………………………………..9

Participants of the
Study………………………………………………….........9

Reliability and Validity of

Instruments………………………………………...9

Samples and Sampling

Techniques…………………………………………….10

Data-Gathering
Procedure……………………………………………………...10

Treatments of
Data……………………………………………………………..11
 CHAPTER 1
Introduction

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, Afshari & Amla Salleh, 2012).
Integration of Information, Communication, and Technology (ICT) in education
refers to the use of computer-based communication that incorporates into daily
classroom instructional process. In conjunction with preparing students for the
current digital era, teachers are seen as the key players in using ICT in their daily
classrooms. This is due to the capability of ICT in providing dynamic and
proactive teaching-learning environment (Arnseth & Hatlevik, 2012). While, the
aim of ICT integration is to improve and increase the quality, accessibility and
cost-efficiency of the delivery of instruction to students, it also refers to benefits
from networking the learning communities to face the challenges of current
globalization (Albirini, 2006, p.6). Process of adoption of ICT is not a single step,
but it is ongoing and continuous steps that fully support teaching and learning
and information resources (Young, 2003).

ICT integration in education generally means technology-based teaching and

learning process that closely relates to the utilization of learning technologies in
schools. Due to the fact that students are familiar with technology and they will
learn better within technology-based environment, the issue of ICT integration in
schools, specifically in the classroom is vital. This is because, the use of
technology in education contributes a lot in the pedagogical aspects in which the
application of ICT will lead to effective learning with the help and supports from
ICT elements and components (Jamieson-Procter et al., 2013). It is right to say
that almost all ranges of subjects’ starts from mathematics, science, languages,
arts and humanistic and other major fields can be learned more effectively
through technology-based tools and equipment. In addition, ICT provides the
help and complementary supports for both teachers and students where it
involves effective learning with the help of the computers to serve the purpose of
learning aids (Jorge et al., 2003). Computers and technology does not acts as a
replacing tools for quality teachers but instead they are considered as an add-on
supplements needed for the better teaching and learning. The need for ICT
integration in education is crucial, because with the help of technology, teaching
and learning is not only happening in the school environment, but also can
happen even if teachers and students are physically in distance. However, ICT
integration is not a one-step learning process, but it is a continual process of
learning that provides proactive teaching-learning environment (Young, 2003).

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 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).

Teachers’ Belief on Technology-based Teaching and Learning

With the development of learning technologies in the late 20th century, education
system has changed rapidly. This is due to the capability of technology to provide
a proactive, easy access and comprehensive teaching and learning environment.
Nowadays, Ministry of education in all over the world has provide a lot of facilities
and training in order to enhance the use of advanced technologies in the
countries’ teaching and learning process. A high budget has been placed in order
to provide the equipment needed by teachers to improve the education system.
Despite all the efforts, most of the countries are facing similar problem whereby
the teachers are not maximizing the usage of the technology provided (Albirini,
2006). This has become a serious matter as many previous researches have
proven the usage of ICT in teaching and learning process could improve
students’ achievement (Nakayima, 2011, Jamieson-Proctor et al., 2013). Many,
researchers have taken an effort to analyse the factors that affecting teachers’
acceptance of ICT usage in the classrooms (Capan, 2012; Virkus, 2008; Zhang,
2013; Dudeney, 2010). It shows that, the major barrier of the implementation was
the teachers’ belief as the teachers are the person who implements the change
in their teaching and learning process. Moreover, previous research (Cassim &
Obono, 2011) shows that the correlation of teachers’ belief and the use of ICT
are high. Teachers’ role is getting more important especially in usage of ICT in
pedagogy which could increase the achievement of the students, their creativity
and thinking skills.

Furthermore, a research by Chien, Wu and Hsu (2014) has shown that students
in school are having high expectation on ICT integration in classroom as the new
generation are born and grown with technologies and could be define as the
digital – native phenomenon. The younger the students, the higher their
expectation are on ICT integration in classroom. It also proved that the
integration of ICT is mostly dependent on the personal factors which define as
self-perceptions. This research also shows that the acceptance of ICT of
teachers and students in classroom and outside of classroom whereby both are
more likely to use technologies outside the classroom. They found that the
barriers of ICT integration in classroom are confidence, competence and
attitudes of teachers reduce the percentage of ICT integration.

Results of a previous research (Cox & Marshall, 2007) shows that teachers only
need a traditional – centered approach when developing ICT skills in the
classroom. The teachers are having high confidence and competency in using
ICT in classroom even though it does not represents the types of ICT used. This
is because they believe that ICT is a tool could help in learning process
especially to relate with real life practices. This factor has reform the teaching
method to integrate ICT in order to create and construct knowledge for the
students. The research shows that the relationship between competency and
confidence could reflect the balances between training and pedagogically
focused approaches in ICT professional development. With this, the school
management could make sure that there are sufficient supports for the teachers
to integrate ICT in the classroom.

However, teachers’ efficacy in urban schools changes as the years of experience

of working and age of teachers (Cuban, 2001). It shows that the teachers’
efficacy are decreasing as the years of experience and age increases but
somehow the decrease and the efficacy belief depend on the school
management. School management here means the opportunities for collegial
interaction, and the use of the instructional resources. Schools that could provide
opportunities for teachers to reflect on teaching and learning with their colleagues
and for administrators and teachers to collaborate and communicate, as well as
support the use of instructional resources. From this research, the teachers
efficacy belief is depend on the school management and culture. Therefore, if the
school has always implant the culture to change and teachers are always sent for
training for upgrading themselves, and then the integration of ICT in classroom
will be easier to be enhanced in the classroom.

Statement of the Problem

This study aims to determine and analyze how leadership styles influence
employee’s performance and productivity.
Specifically, it seeks to find the answer to the following questions:
1. What are the possible effects of autocratic leadership on employee’s
performance and productivity?
2. What are the possible effects of democratic leadership on employee’s
performance and productivity?
3. What are the possible effects of strategic leadership on employee’s
performance and productivity?
4. What are the advantages of each leadership style?
5. Why is it important to know a person’s leadership style in a business?
6. Why is leadership important in business environment?

Scope and Limitations

In this research, quantitative methodology was used to collect and analyze the
data obtained from all the respondents. The researchers developed the
questionnaire and finalized it before being distributed to the targeted group of
respondents. Few sections on the questionnaire were designed specifically to
address research
objectives in regard with the effectiveness of ICT integration for students in
learning and effective elements of ICT integration in public school in Kuala
Lumpur. Therefore, the questionnaire was distributed to obtain the data from the
respondents.

Purpose of the Study

For the purpose of this study in light of ICT integration to enhance a quality
teaching and learning experience in schools , two theories of Diffusion of
Innovations by Rogers (2003) and Technology Acceptance Model (TAM) by
Davis (2003), has been identified and adapted to the research setting as the
conceptual framework for this research (Figure 1). Rogers’s theory stated as the
process by which an innovation is communicated through certain channels and
over time among the members of a social system. The process will starts with
“knowledge” of the first channel that represents characteristics of the decision
making unit by the ICT users in order to integrate the technology. And it ends
with “confirmation” by the users to accept the technology and integrate it
accordingly. The TAM theory comprises of various parts which is representing
the process of ICT acceptance by the users including; behavioral intension,
perceived usefulness and perceived ease of use. While, perceived usefulness
refers to the degree to which person believes on the benefit from the use of a
particular technology by improving the job performance, perceived ease of use
refers to the importance of a technology in being user-friendly for the users.
Generally, TAM theory was developed to measure the effectiveness or success
of a technology in helping understanding the value and efficacy of a particular
system. It is also considered as one of the most influential theories in
contemporary information systems research. However, the theory has evolved
with more specific variables explaining how a user can accept a technology over
the years.

The proposed framework includes various factors directly associated with the
core aim of the study that explains how knowledge and perceptions will affect the
perceived usefulness and ease of use of ICT integration. The factors embedded
in the conceptual framework have been meticulously interlaced, so that the
interrelationship among them constitutes to measure their effectiveness on ICT
integration by teachers. However, intension to integrate ICT by teachers is the
main variable that supports the key elements in the above framework such as
ease-of-use, functionality, flexibility, accessibility and integration. In addition, the
intention of teachers to use the technology is strongly influenced by their
perceptions on usefulness of the system as well as perceived ease of use and
determines their actual use of ICT. The proposed framework has guided this
research in investigating the factors affecting the technology integration by
school teachers.

Research Design
In this research, quantitative methodology was used to collect and analyze the
data obtained from all the respondents. The researchers developed the
questionnaire and finalized it before being distributed to the targeted group of
respondents. Few sections on the questionnaire were designed specifically to
address research objectives in regard with the effectiveness of ICT integration for
students in learning and effective elements of ICT integration in public school in
Alaminos City National High School. Therefore, the questionnaire was distributed
to obtain the data from the respondents.

Literature Review

The integration of ICT in classroom is getting more important as it help student in

enhancing their collaborative learning skills as well as developing transversal
skills that stimulates social skills, problem solving, self-reliance, responsibility and
the capacity for reflection and initiative. All these elements are core values that
students need to achieve in an active teaching and learning environment
(Ghavifekr et al., 2014). Similarly, in Malaysia the government has implemented
the integration of ICT in learning and teaching process in early 1970’s. This is
due to the importance of technology literate which produce critical thinking
workforce to face and involve the country in the global economy (Hamidi,
Meshkat, Rezaee, & Jafari, 2011). Accordingly, many schools were upgraded
with computer’s lab, the internet connection, smart white boards, LCD and other
ICT tools and equipment. Despite all these, the problem faced was the teachers’
skill and aptitude, technical support and stability of the system in order to
implement the policy successfully. However, the government is still improving
and upgrading the systems to be fully utilising by ICT. As a developing country,
exploration of the factors that affecting Malaysian teachers’ ICT usage in schools
can help to increase the integration of ICT in country’s teaching and learning
process.

The Ministry of Education launched a comprehensive review of the education

system in Malaysia in October 2011. In order to raise the education standards,
government developed a new national education blueprint; the latest one is the
Education Blueprint 2013-2025. This blueprint provides the plan for the
sustainable educational transformation of the Malaysia education system until
2025 (Ministry of Education, 2012). This document also includes the plan to raise
the role of ICT in the whole education system. In order to complete the
transformation mission, Blueprint proposed 11 strategic and operational shifts.
ICT has been mentioned on the 7th shift , which requires scaling up quality
learning in Malaysia by providing internet access and virtual learning
environment via 1BestariNet for all schools in Malaysia by 2013 (Ministry of
Education, 2012). It ensures possibilities of maximizing the implementation of
ICT for self-guided learning.

In line with global attempts on the deeper needs of educational performance,

incompetence of teachers and inadequateness of hardware and software was
also recognized by the Malaysian education authority (Education and Manpower
Bureau, 2008). It indicates that the ICT culture in schools should be improved
with using ICT among teachers in terms of training (Hussain, Morgan, & Al-
Jumeily, 2011).The main goal of ICT implementation in education proclaimed the
vision and missions of the government to promote ICT in education for the
following intentions:
1) To surround schools with dynamic and innovative learning environments for
students to become more motivated and creative;

2) To enable students to gain wider range of knowledge and be able to access to

internet for developing a global outlook;

3) To nurture students with capabilities of processing information more effectively

and efficiently; and

4) To develop students with attitudes and capability of life-long learning

The new era of ICT in education should be developed rapidly to appropriate

extent in order to matching the capability of students as well as teachers in
educational experience due to the development of new information technology.
Results of a study by Abd Rahim and Shamsiah (2008) suggest that trainee
teachers in Malaysia have confidence to integrate ICT in their teaching practices.
And the male teachers are more confident than female teachers in using ICT
integration in teaching. Moreover it shows that vocational teachers are more
confident to integrate ICT in teaching, because they can handle technical
subjects and their experience enable them to integrate ICT effectively in teaching
(Abd Rahim & Shamsiah, 2008; Yunus, 2007). Furthermore, only minority of
teachers in Malaysia professionally know the basic of ICT. The majority of them
just had average knowledge in ICT, and even a group of the teachers are poor in
the related knowledge of ICT in Malaysia (Rosnaini & Mohd Arif, 2010). It
indicates that level of ICT knowledge among teachers is one of the key factors
for Malaysia society to make successful adoption of ICT in its education.