Technology- Based Instructional Practices Among Public Elementary Schools Teachers in the Pozorubio District
DOI:
https://doi.org/10.5281/zenodo.22769796Keywords:
technology-based instruction, technology integration, public elementary schools, digital assessment, teacher ICT capabilityAbstract
This study investigated the extent and conditions of technology-based instructional practices among public elementary school teachers in Pozorrubio District II, Schools Division of Pangasinan II. A quantitative descriptive survey-comparative design was used with total population enumeration of 123 teachers from 13 public elementary schools. Data were collected through an expert-validated, researcher-developed questionnaire with excellent internal consistency (Cronbach’s α = .908) and analyzed using frequency, percentage, weighted mean, standard deviation, coefficient of variation, and one-way analysis of variance at α = .05. Technology integration was high overall (M = 4.06, SD = 0.71), but its strength differed across the instructional cycle. Lesson planning was very high (M = 4.58, SD = 0.56), followed by lesson delivery (M = 4.07, SD = 0.66) and assessment of learning (M = 3.52, SD = 0.91). No statistically significant differences were found by grade level for planning (F = 2.14, p = .065), delivery (F = 0.18, p = .981), or assessment (F = 1.27, p = .286). School leadership was the strongest facilitating condition (M = 4.42), whereas technical problems and inadequate IT support constituted the strongest barrier (M = 4.69), followed by limited ICT-related training (M = 4.58). The findings indicate a planning-to-implementation gap and identify digital assessment as the most variable and least developed area. District-wide capacity building, technical support, shared digital resources, equitable access, and systematic monitoring are therefore recommended, with classroom applications adapted to grade-level needs.
Downloads
References
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31, 615–626. https://doi.org/10.1007/s40670-021-01231-z
Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27–30.
Cabunoc, C. F. L., & Ubayubay, R. M. (2024). Competency and barriers in using ICT among public school teachers in Tagoloan District. International Journal of Multidisciplinary Research and Analysis, 7(8), 3747–3761. https://doi.org/10.47191/ijmra/v7-i08-14
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/
Department of Education. (2022a, May 10). DepEd highlights Digital Rise Program as key player in addressing challenges in education quality. https://www.deped.gov.ph/2022/05/10/deped-highlights-digital-rise-program-as-key-player-in-addressing-challenges-in-education-quality/
Department of Education. (2022b, June 2). DepEd to launch Basic Education Development Plan 2030 as strategic roadmap for basic education. https://www.deped.gov.ph/2022/06/02/deped-to-launch-basic-education-development-plan-2030-as-strategic-roadmap-for-basic-education/
Department of Education. (2023). DepEd Order No. 016, s. 2023: Revised guidelines on the implementation of the Department of Education Computerization Program. https://www.deped.gov.ph/2023/05/18/may-18-2023-do-016-s-2023-revised-guidelines-on-the-implementation-of-the-department-of-education-computerization-program-dcp/
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
Ifenthaler, D., & Yau, J. Y.-K. (2020). Utilising learning analytics to support study success in higher education: A systematic review. Educational Technology Research and Development, 68, 1961–1990. https://doi.org/10.1007/s11423-020-09788-z
Jiménez Sierra, Á., Ortega Iglesias, J., & Palacios-Rodríguez, A. (2024). Diagnosis of TPACK in elementary school teachers: A case study in the Colombian Caribbean. Education Sciences, 14(9), 1013. https://doi.org/10.3390/educsci14091013
Lohr, A., Sailer, M., Stadler, M., & Fischer, F. (2024). Digital learning in schools: Which skills do teachers need, and who should bring their own devices? Teaching and Teacher Education, 152, 104788. https://doi.org/10.1016/j.tate.2024.104788
Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
National Privacy Commission. (2016). Implementing rules and regulations of Republic Act No. 10173, otherwise known as the Data Privacy Act of 2012. https://privacy.gov.ph/implementing-rules-regulations-data-privacy-act-2012/
Philippine Health Research Ethics Board. (2022). National ethical guidelines for research involving human participants.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management, 5(2), 18–27. https://doi.org/10.2139/ssrn.3205035
Timotheou, S., Miliou, O., Dimitriadis, Y., Villagrá-Sobrino, S., Giannoutsou, N., Cachia, R., Martínez-Monés, A., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28, 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Tomaro, Q. P. V. (2018). ICT integration in the educational system of the Philippines. Journal of Governance and Public Policy, 5(3), 259–282. https://doi.org/10.18196/jgpp.5399
UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? https://unesdoc.unesco.org/ark:/48223/pf0000385723
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning: A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
World Bank, UNESCO, & UNICEF. (2021). The state of the global education crisis: A path to recovery. World Bank.
Yusoff, M. S. B., Arifin, W. N., & Hadie, S. N. H. (2021). ABC of questionnaire development and validation for survey research. Education in Medicine Journal, 13(1), 97–108. https://doi.org/10.21315/eimj2021.13.1.10
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
