by: Riza Robel Ansay
Teacher iii
Udia Elementary School, Cavinti Sub-Office
Abstract
This study employed a descriptive-correlational research design to assess the extent of Information and Communication Technology (ICT) utilization in Science teaching during the new normal, as perceived by fourteen (14) Science teachers and twenty-four (24) parents from the Cavinti Sub-Office in the Division of Laguna. The research utilized frequency counts and percentages to describe the profile of the participating schools, and the Arithmetic Mean to determine the degree of ICT utilization in Science teaching. Multiple Regression (MR) analysis was conducted to examine the relationship between the schools’ profiles and their ICT capacity, as well as between ICT capacity and the degree of ICT utilization in Science instruction. A test of difference was also applied to compare the perceptions of Science teachers and parents.
The results revealed that most schools had 26-30 enrollees, 0-1 Science teacher, 0-1 training relevant to Science teaching, and 0-24 Science-related reading materials. In terms of ICT capacity, the majority of schools had desktops/laptops for student use, smart TVs, internet connections, printers, digital projectors/interactive whiteboards, email accounts, and received technical support; however, they lacked a SIS curriculum manager, digital cameras, and specialist software applications. Regarding ICT utilization, parents perceived a very high impact of ICT on Science teaching, while teachers reported a slight impact.
Regression analysis indicated that the school’s profile was significantly related to the impact of ICT utilization in teaching Science IV, with the number of enrollees, Science teachers, and Science-related reading materials being significant predictors. Additionally, a significant relationship was found between the schools’ ICT capacity and the impact of ICT utilization in Science instruction. The study also identified a significant difference between the perceptions of parents and teachers regarding the impact of ICT utilization in Science teaching (t=0.416, α=0.033). The findings suggest that the ICT capacity of a school influences the effectiveness of ICT utilization in Science instruction.
Keywords: Science instruction, Information and Communication Technology utilization, descriptive-correlational research design
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