IMPLEMENTATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN PUBLIC ELEMENTARY SCHOOLS IN THE DIVISION OF AGUSAN DEL NORTE
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How to Cite

Magbanua, C. B. P. . (2021). IMPLEMENTATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN PUBLIC ELEMENTARY SCHOOLS IN THE DIVISION OF AGUSAN DEL NORTE. Graduate School Journal on Researches, 3(1), 60–73. Retrieved from https://journal.normi.edu.ph/index.php/gsjr/article/view/33

Abstract

This study was an outgrowth of the researcher’s desire to ascertain the implementation of Information and Communications Technology (ICT) in public elementary schools in the Division of Agusan del Norte. Specifically, this study sought to find out the teachers’ and pupils’ basic computer literacy skills in terms of general skills, file management skills, word processing skills, printing skills and online communication, browser and navigation skills. Moreover, the readiness of the schools in implementing ICT were determined in terms of availability of multimedia facilities, class schedule of teachers and pupils, availability of internet connections and support mechanisms. Furthermore, it aimed to ascertain the determinants of schools in the implementation of ICT. It likewise sought to find out the difference between the teachers’ and pupils’ perceptions on the readiness of schools in the implementation of ICT.

The descriptive-comparative type of research design was used in this study.  A researcher-made questionnaire was assessed by 63 teachers who were purposively considered and 342 pupils who were sampled through the Raosoft software. The level of readiness of schools in the implementation of ICT among the variables was also tested. Statistical tools used were frequency, percentage, weighted mean, t-test and Stepwise Multiple Regression Analysis.

The findings of the study revealed that the public elementary schools in the Division of Agusan del Norte were very ready in implementing ICT based on the basic computer literacy skills of teachers and pupils. Further, the schools were ready as to availability of multimedia facilities and class schedules of teachers and pupils. However, schools are only a bit ready as to the availability of internet connections and support mechanisms. Moreover, there was no significant difference in the perceptions of teachers and pupils on the level of readiness in the implementation of ICT. This study further emphasized that availability of multimedia facilities, class schedules of teachers and pupils, availability of internet connections and support mechanisms were determinants in the implementation of ICT in public elementary schools. It was therefore concluded that public elementary schools were already ready in implementing this program. Based on the conclusions made, it was recommended that the school and stakeholders would put their resources together for the smooth implementation of ICT in schools.

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