JPAIR12

Vol. Institutional
· June 2019Research JPAIR Institutional Research is produced
Print ISSN 2244-1824 · Online ISSN 2244-1816 by PAIR, an ISO 9001:2008 QMS certified
DOI: https://doi.org/10.7719/irj.v12i1.743 by AJA Registrars, Inc.

ICT Competencies among Public

Secondary School MAPEH Teachers:
An Assessment
KENNETH SAMONTE
http://orcid.org0000-0001-8694-8027
[email protected]
Nueva Ecija University of Science and Technology
Nueva Ecija, Philippines

PASTORA DE GUZMAN
[email protected]
Nueva Ecija University of Science and Technology

Originality: 100 • Grammarly Score: 100 • Plagiarism: 0

ABSTRACT

The impact of Information and Communication Technology (ICT) has

been felt in the educational school setting locally and internationally. It plays
a vital role both in teaching and learning. This study aimed to assess the ICT
competencies among MAPEH teachers of selected Public Secondary Schools in
District IV of Nueva Ecija. Specifically, it aimed to (1) determine the profile of
the MAPEH teachers; and (2) assess their level of ICT competencies in terms of
technology operations and concepts and pedagogical skill. The researchers used
the descriptive research method, specifically questionnaires, as the primary tool
for data gathering. Thirty Four (34) MAPEH teachers served as respondents.
Frequency, percentage, and the weighted mean were used in this study. Results
showed that respondents assessed their ICT competencies as “advanced” in
terms of technology operations and concepts, and evaluated their pedagogical
competence as “basic.” Respondents have basic knowledge of ICT. Conversely,

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this is not enough to say that MAPEH teachers are already competent and skilled
in ICT. Teachers‘professional development is a critical factor in the successful
integration of computers in teaching. It is recommended that administrators
must allocate budget for ICT, most notably on the technological resources, and
teachers shall undergo seminars and trainings that will help further enhance and
improve their computer skills and knowledge.

Keywords — Information and Communication Technology, Competency,

Technology Operations, Descriptive, Philippines

INTRODUCTION

From a developing and emerging world standpoint, two of the most powerful
and influential forces of the 21st Century are the globalization of the economy and
the growth of Information and Communication Technologies (ICT) (Briones,
2018). Research studies in the educational setting have revealed that information
and communication technologies (ICT) combined with essential pedagogical
schemes and strategies engage students in higher-order thinking (Lim, 2007).
ICT has become vital in our field of work, learning, and personal lives (Johansen
et al., 2017). Nowadays, technological development is a part of the educational
process. Individuals are logically skilled and exceptional to come up with the
latest and innovative applications, software, and devices used in several fields
(Shade, 2012)new ways of citizens’ empowerment and active participation in
their societies at both social and political levels. This article aims at briefing the
roles of ICT in significant areas of human development such as health, education
and citizen empowerment, taking into consideration the unequally distribution
of ICT infrastructure (the digital divide (Lubis, 2011).
In the field of education, there are various applications used to assist and
facilitate the operation and process of the school system. Studies revealed that
the use of ICT has a significant contribution in the teaching and learning process
(Bozdogan, & Özen, 2014) which includes, active students' learning (Tripathi,
2017); enrichment of learners’ achievement (Blackmore et al. 2013); more access
to data and information; enhancing students’ literacy skills (Ammanni, 2016);
making teachers take a fresh look at the way they teach; and teachers focus more
on student learning (Ilomäki, 2008). These contributions in the educational
process provide the means to assess further and develop the use of technology in
the teaching process.

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Today, students are growing up and evolving in a world characterized by

technological transformation, innovation, and improvement. Educationalist
has recognized that there is a necessity to equip learners with the necessary
experiences and skills that will allow them to become contributing members of
the global environment. Hence, it is generally believed that Information and
Communication Technology can empower learners and teachers, promote
change, and foster the development of 21st-century skills, but data to validate
and support these beliefs are still inadequate. Alternatively, ICT is also believed
to be able to give and contribute to the empowerment of learning in the society
since these tools can play a vital role in reforming educational systems, increasing
access to pedagogical means and resources, enhancing the management of
education and improving educational techniques (Kuyoro et al., 2012)new ways
of citizens’ empowerment and active participation in their societies at both social
and political levels. This article aims at briefing the roles of ICT in significant
areas of human development such as health, education and citizen empowerment,
taking into consideration the unequally distribution of ICT infrastructure (the
digital divide.
Indeed, ICT has the power to increase inspiration, motivation, and student
engagement and support to improve life-long learning skills. As a powerful
scholastic tool, ICT can facilitate and enable the transformation of school
education. But to make this possible, it is vital to bring changes to the mindset,
environment, and culture among teachers, administrators, students, and parents;
how the curriculum is planned, developed, and delivered; and how students
are currently assessed and evaluated. Therefore, linking ICT continues to be a
significant challenge to educators due to some reasons like the ratio of student-
computer and teacher-computer, lack of training about ICT, lack of confidence
and competence in ICT, lack of technical support, and accessibility to ICT
resources.
The Philippine Government presented a solemn obligation to ICT in
education by stating a series of advantages to apply ICT in the teaching and
learning process. These were associated with the Education for All movements
and Millennium Development Goals. They have provided a global and
international policy environment for the directions and nature of involvement
and interventions towards the achievement of improved access and quality of
primary education. Other key program documents have acknowledged the need
for ICT improvement within the educational sector, and these have resulted in
more prioritizing from teachers and schools and regarding the integration of ICT

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into the educational system (Caluza et al., 2017). The public schools in Nueva
Ecija are trying its best to address and providing different solutions in relation
to this challenge, the use of ICT in the provision and delivery of its educational
system, thereby providing the essential skills and knowledge of its teachers.
Thus, in response to the new challenge of the 21st Century Education and K12
curriculum of improving the quality of education and integrating technology into
teaching and learning, this research study was an attempt to assess the current
level of competencies of secondary public school teachers. Also, needs assessment
for teachers will be conducted to measure the level of ICT competencies in order
to design and provide an ICT program suitable according to their needs.

FRAMEWORK

Information and communication technologies (ICT) have developed and

established to be one of the central building blocks of society( Suliman et al.
2017). Many countries considered the application of the essential abilities and
ideas of ICT as an inevitable part of education.
At present, different new models of training in education are evolving
because of the new opportunities brought about by the integration of ICT and
other technologies into the learning environment. The successful combination of
such applications depends on a massive degree in the instructor’s harmony and
capability with the IT learning environment.
This research study adopted the theoretical underpinning of the National
ICT Competency Standard Framework (NICS) for teachers developed by
the National Computer Center or NCC in the Philippines. The Competency
Standard Framework of ICT for teachers outlines the competency outcomes and
the supporting skills and knowledge that are necessary to apply ICT in the job
roles about teaching in the Philippine setting. It also provides the performance
indicators to assess the level of expertise and competence of teachers to apply
ICT in the educational environment. The domains that are included within the
framework of NICS are A) Technology Operations and Concepts Competency
Descriptors, this field requires expertise to show knowledge and skills in critical
computer activity and other data tools, including basic computer troubleshooting
and maintenance. This includes the proficiency and skills in different productivity
applications such as Word processing, Spreadsheets, Presentations, and Antivirus
software. It also focuses on the use of Internet applications to search, locate,
and retrieve information resources to support the learning environment; and (B)

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Pedagogical Competency descriptor, this domain includes competencies related

to the use of technology in the following components of an instruction process:
a) planning and designing productive learning environments and experiences
supported by technology; b)implementing, facilitating and monitoring teaching
and learning strategies, and techniques that integrate a range of information and
communication technologies to promote and enhance student learning; and c)
assessing and evaluating student learning and performances. Apply and evaluate
the usage of ICT integration in the teaching-learning process and use results to
refine the design of education.

Figure 1. Research Framework

The framework presented above depicts the relationship between the input,
process, and output of the study. The input of the study includes the profile of the
teacher-respondents and their level of ICT competencies, such as the technology
operations and concepts competency and pedagogical competency. The process
consists of the data gathering procedure, organization of data, statistical analysis,
and interpretation of data and findings. Furthermore, this study will serve as a
basis for the Development of ICT competencies intended for both teaching and
learning.

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OBJECTIVES OF THE STUDY

This research study aimed to assess the ICT competencies of Music, Arts,
Physical Education and Health (MAPEH) teachers of selected Public Secondary
School in the District IV of Nueva Ecija. Specifically, it aimed to (1) determine
the profile of the MAPEH teachers; and (2) assess the level of ICT competencies
in terms of technology operations and concepts, and pedagogical competency.

METHODOLOGY

Research Design
This research study utilized a descriptive research design to analyze data
through the quantitative method and devoted to the collecting of information
about prevailing conditions for descriptions and interpretation (Dorfman et al.
2017).

Research Site
The research was conducted in the selected public secondary schools in district
IV of Nueva Ecija, namely Cabiao National High School, T.A. Dionisio National
High School, San Nicolas High School, Calaba National High School, and Jaen
National High School. The schools were chosen based on the convenience of
the researchers using the purposive sampling method; this sampling method
is the most effective when one needs to study a certain cultural domain with
knowledgeable experts within(Bloor & Wood, 2016). The respondents of this
study were all 34 MAPEH teachers of the five secondary public schools.

Respondents
To accomplish the objectives of the study, the representative samples were
selected using the total enumeration. The respondents of this study were all 34
MAPEH teachers of the five public secondary schools.

Instrumentation
The instrument used was adopted from the National ICT Competency
Standard Framework (NICS) to assess the level of competency of the secondary
MAPEH teachers. The tool comprised of two parts, the first part dealt with the
profile of the respondents, and the second part of the instrument dealt with
the level of ICT competencies in terms of technology operations and concepts

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skill, and pedagogical competency. The items were rated using the competency
proficiency scale (Russo, 2016) as follows: 5-Expert; 4-Advanced; 3-Proficient; 2
-Basic; and 1—Limited.

Ethics Protocol
The study used informed consent from the respondents and applied the
confidentiality of the information. There were letters of permission personally
handed to the principals of the different secondary public schools in the gathering
of data. Respondents’ consent involved in the research was considered accurate.

Validity and Reliability

The survey-questionnaire was subjected to pilot testing by five MAPEH
teachers having the same characteristics as the target respondents for the study.
The analysis of the reliability on the level of ICT competencies (technology
operations and concepts competency, and pedagogical competence), based on
the full-scale study was conducted. Table 1 below shows the summarized results
of the reliability analysis.

Table 1. Results of Reliability Analysis

Variables Number of Items Cronbach’s Alpha
A. Technology Operations and Concepts 37
.795
Competency
B. Pedagogical Competency 13 .850

Cronbach’s alpha reliability coefficient for Technology Operations and

Concepts Competency, with 37 items, is 0.795. The Cronbach’s alpha for
Pedagogical Competency, with 13 items, is 0.850. = Reliabilities that is less than
0.60 were considered to be weak, those in the 0.7 range were deemed acceptable,
and those over 0.8 were considered good. Hence, reliability testing will test the
appropriateness of our questionnaire in this study. Besides, this reliability test
will use Cronbach’s alpha testing, which is a famous test of inter-item consistency
by social researches (Sekaran, 2010), as mentioned by Samonte & De Guzman
(2017, 2018). The Cronbach’s Alpha of this research study ranged from 0.795
to 0.850, all of which were well above 0.600. Hence, all items of measurement
for this study can be considered as acceptable to provide us with consistent and
reliable results.

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Data Collection
The researchers identified the research respondents. The total population was
34 MAPEH teachers. The researchers submitted a request communication letter
to the school principal then presented a letter seeking permission to conduct the
study. Having been granted consent, the researchers conducted the assessment
instrument. The retrieval of the survey tool took one week after its distribution.

Statistical Techniques
The data were analyzed using the descriptive method of statistics like
Percentage, Frequency, and Mean. Percentage and frequency were used to describe
the profile of the respondents. Mean was used to determine the mean weight of
responses of the MAPEH teacher-respondents on the level of ICT competencies.

RESULTS AND DISCUSSION

Table 2. Demographic profile of the MAPEH Teachers of selected Secondary

Public Schools in the District IV of Nueva Ecija
CHARACTERISTICS FREQUENCY PERCENTAGE
Age
20 – 25 years old 4 11.8
26 – 30 years old 6 17.6
31 – 35 years old 3 8.8
35 years old and above 21 61.8
Gender
Male 10 29.4
Female 24 70.6
Civil Status
Single 14 41.2
Married 19 55.9
Widow/er 1 2.9
Years of Experience
5 – 10 years 13 38.2
10 – 15 years 6 17.6
15 years and above 15 44.1

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Academic Rank
Teacher I 12 35.3
Teacher II 4 11.8
Teacher III 17 50.0
Master Teacher I 1 2.9
Highest Level of Educational Attainment
Bachelor’s Degree 7 20.6
With Masteral Unit 22 64.7
Master’s Degree 5 14.7

Level of ICT Competencies in terms of Technology Operations and Concepts

The table presents the results of ICT competencies in terms of technology
operations and concepts. It shows that the grand weighted mean of domain A
was 3.78, with a verbal interpretation of "advanced." It implies that most of
the respondents have basic knowledge in demonstrating knowledge and skills in
essential computer operation and other information devices. The respondents
are advanced in this standard. However, concerns about the lack of digital access
have given way to worries about being digitally illiterate', i.e., lacking the skills,
understandings, and practices required to successfully navigate the ever-changing
digital landscape (Yildirim, 2007). It is, therefore, important that educators
should have access to computers, the internet, hardware, and software to increase
their knowledge of ICT. Also, respondents have advanced knowledge on the use
of teaching productivity tools in terms of presentation packages to add text and
sequence a presentation. Research has shown that teachers require an expert in
technology to show them the way to integrate ICT to facilitate students' learning
(Plair, 2008). Studies revealed that respondents were experts in understanding
and in the effective use of the internet and network applications and resources.
Teo, 2008) pointed out that using computers more frequently and developing a
variety of computer-related skills and techniques increases one's knowledge of the
network as a whole. The data revealed that standard 4, demonstrate knowledge
and skills in information and data management got an average weighted mean of
2.94; the respondents were proficient based on the results. Gathering sources for
research is now relatively easy because of the Internet, but through this, students
are more likely to commit internet plagiarism (Mcgabe, 2011). This literature
supports on why teachers should know the proper way of doing citations both
for online and offline sources to be able to guide their students on the appropriate
method of gathering information.
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Table 3. ICT competencies in terms of Technology Operations and Concepts

Verbal
Indicators Mean
Interpretation
Standard 1. Demonstrate knowledge and skills in essential
computer operation and Other information devices, 3.65 Advanced
including basic troubleshooting and maintenance
Standard 2. Use Appropriate office and teaching
4.18 Advanced
productivity tools
Standard 3. Understand and effectively use of the Internet
4.34 Expert
and network applications and resources
Standard 4. Demonstrate knowledge and skills in the
2.94 Proficient
information and data management

Grand Weighted Mean 3.78 Advanced

Level of ICT Competencies in terms of Pedagogical Competency

The table presents the results of ICT competencies in terms of pedagogical
competence. It shows that the grand weighted mean of domain B was 2.20
with a verbal interpretation of “basic.” Respondents had limited knowledge and
competencies in applying technology to develop students‘ higher-order thinking
skills and creativity and to facilitate a variety of appropriate assessment and
evaluation strategies recognizing the diversity of learners. This can be credited
and attributed to the following factors: availability and quality of computers for
the student to use and teacher’s access to ICT resources. Dixon et al. (2005) listed
20 necessary skills that all educators should have, one of which is the Database
skills to create an appropriate assessment and evaluation techniques. Also, the
study of Nigerian in-service teachers recommended that all in-service teachers
should have minimum proficiency in the use of a variety of software, including
necessary word processing, database, and spreadsheet functions.
Furthermore, teachers assessed their competency in standards 2 and 3 as
limited, most notably in providing performance tasks that enable students to
locate and analyze information and use a variety of media to communicate results.
Meanwhile, standard 4 in pedagogical competence of teachers revealed that their
level of competencies was advanced in terms of designing rubrics, the use of
electronic to administer quizzes and examinations and analyze assessment data.
Teachers also evaluated their skills in using computers and other technologies to
collect and communicate information to students, colleagues, parents, and others
as proficient. Furthermore, it is essential not only to think of the access teachers

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need to teach with ICT, but also to consider the need for teachers to have their
access to ICT, to allow them to plan and prepare lessons (Caluza et al., 2017)

Table 4. ICT competencies in terms of Pedagogical Competency

Verbal
Indicators Mean
Interpretation
Standard 1. Apply technology to develop students’ higher-
1.78 Limited
order thinking skills and creativity
Standard 2. Provide performance tasks that require students to
locate and analyze information and use a variety of media to 1.73 Limited
communicate results
Standard 3. Conduct open and flexible learning environments
where technology is used to support a variety of interactions 1.25 Limited
among students, cooperative learning, and peer instruction
Standard 4. Evaluate the usage of ICT integration in the
teaching-learning process and use the results to refine the 3.84 Advanced
design of learning activities
Standard 5. Use computers and other technologies to collect
and communicate information to students, colleagues, 3.25 Proficient
parents, and others
Standard 6. Apply technology to facilitate a variety of
appropriate assessment and evaluation strategies recognizing 1.34 Limited
the diversity of learners

Grand Weighted Mean 2.20 Basic

CONCLUSION

The results of the research study revealed that MAPEH teachers have a basic
knowledge of ICT. However, this is not enough to say that teachers are already
competent and skilled in ICT. Teachers need to be proficient in knowing where
and when to use technology for teaching, learning, and other related tasks. It is
recommended that teachers undergo training and seminars that will help further
enhance and enrich their computer skills and knowledge.

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TRANSLATIONAL RESEARCH

The result of the study could be translated into an ICT competency program
report enhancement and development to the Principals and Division Heads
for information distribution and to consider the integration of the findings in
formulating programs related to ICT. Additionally, Division Office might be
able to translate it into a more wide-ranging, organized plan and strategy on ICT
development, enhancement, and improvement of skills and knowledge among
teachers and students.

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