CHAPTER 1

INTRODUCTION
Background of the study

Technology is very useful all over the world, especially in our lives, and at school.

As you can see there is a problem using technology like slow internet connections.

Furthermore, there are positive influences of technology on people, especially teachers.

It may have a significant impact on classroom management by integrating technologies

into learning environments, but their effectiveness depends in part on how they are

integrated, the level of training and support offered to teachers as well as strategies for

dealing with potential challenges such as distractions.

The policymakers argued that based on cost-effectiveness or the need to ensure

access to learners in settings where it is not possible to give face-to-face training, there

may be a case for an internet learning initiative if its outcomes are neither worse than

traditional teaching. However, the relative effectiveness of online and face-to-face

instruction needs to be recast considering today's learning tools which can take

advantage of a wide variety of Web resources including not only multimedia but also

web applications as well as collaboration technologies. (Means, B. et al 2010). But,

according to Kebritchi et al., 2017, in higher education, online learning is changing all

the components of teaching and learning. To examine issues in the delivery of courses
online, a few empirical studies were carried out; however, few synthesized previous

studies and presented an overview of this issue. Learners' issues included their

expectations and participation in eLearning courses. Instructors' concerns included

changing the roles of teachers, as well as from face-to-face transition to online teaching,

time management, and learning styles.

Moreover, technology is an international issue that plays a significant role in both

efforts to improve education and learning and our daily lives (Sandholtz, et al 2012). On

the other hand, Kuznekoff, J. H., & Titsworth, S. (2013) claimed that technology can

also introduce potential distractions in the classroom. Students may be tempted to use

their devices for non-educational purposes, making classroom management more

challenging.

Otherwise, utilizing interactive learning activities, educational technology a vital

tool in today's classrooms can offer students significant help in the learning process.

The degree of interactivity in classes is determined by the level of technological

integration. Technology integration strategies used by teachers can be divided into two

categories: high-quality (promoting student-centered and self-directed learning) and

low-quality (direct instruction) (Cheng et al., 2020). The availability of digital learning
tools, principal support, administrative support, educational assistance, and

technological support are examples of external variables (Chiu, 2016).

The fact that technology has a big influence on schooling is not shocking. Many

schools all around the world employ technology in the classroom. Presently, the

Philippines' educational system suffers from a technological divide that keeps pupils

from benefiting from classroom technology (Kondakciu, 2020). Even though the use of

technology in K–12 education is increasing, many teachers are still having difficulty

incorporating it into their lessons and wonder if it is the best decision for them. Cost,

usability, and continuous support for appropriate comprehension and application are

some of the elements that each of us must consider when deciding how, when, and

whether to implement new technology. Teachers frequently encounter the following

issues and worries when using digital media and technology into the classroom

(Goguardian, 2019).

Statement of the problem

This study aimed to determine the high school private teacher’s efficiency in

using technology. Specifically, this study was conducted to seek answers to the

following questions:
 1. What is the level of use of technology for high-school teachers in

classroom?

2. What is the classroom management strategies level of high-school

teachers?

3. Is there a significant relationship between technology integration and

classroom management?

Objectives of the study

This research aimed to determine the level of use of technology for high school

teachers in delivering the lesson to their students. Also, this study determines the

classroom management strategies level of teachers in NDKC-IBED.

Particularly, this study evaluates the significant relationship between technology

integration and classroom management.

Significance of the study

The result of this study benefits the following:

Teachers, teachers in special and general education, particularly those who are

still new to the profession, can benefit much from this study. Teachers need technology

as their reference tool for their delivery of lessons. Teachers as the direct implements of

the educational curriculum would be more updated and upgraded with new information

coming from the results of this research.

 Administrators, it will serve as a guide for the administrators in helping teachers

in their teachings. Additionally, it may also serve as a voice for teachers for them to be

able to properly make use of the technologies appropriately.

Technology Company, this study will serve as a helpful resource for a

businessman for them to know that technology is valuable for teaching. They could get

an idea for this study to improve their product and generate their impact.

Lastly, the Future researcher, this study will be a helpful resource for

researchers who want to learn more about the impact of use of the technology. This

study can help future researchers as a supporting study or a reference to their future

research. As well as they will be able to examine important study topics that we won’t

be able to considering the study.

Scope and Limitation of the Study

This study focused on the level of use of technology by teachers in the classroom

to their students, especially in high school teachers. The respondents of the study were

high school teachers of NDKC-IBED for the academic year 2023-2024.

This study did not cover other further issues associated with the level of use of

technology by teachers in delivering their lessons to their students. Each of the

respondents was given the same survey questionnaires to answer. The secondary data

was not handled by the researcher but by the researcher's adviser. The researchers are

only applicable to the result of classroom management strategies level of high-school

teachers. The population of this study is not reaching the maximum level of respondents
due to the number of teachers in NDKC-IBED. The main source of the data is the

survey questionnaire, which was prepared by the researchers and the Faculty

Evaluation Tool.

Definition of terms

To provide an understanding of the terms that are used in the study, the following

keywords are defined lexically and operationally:

Classroom Management refers to the actions of an instructor in setting up and

maintaining the learning environment that is conducive to successful teaching. In this

study, refers to the strategies and techniques that teachers use to create and maintain a

positive and productive learning environment.

Delivery of the lesson refers to detailed information indicating how things are to

be done. An order or direction to operate, assemble, or perform an action. This study

refers to the process of presenting and facilitating learning materials and activities to a

group of students.

High school teachers refer to a person who's taught, particularly in a private

school. The person who teaches us in high school of NDKC-IBED for us to learn and

understand something.

Technology refers to the application of scientific knowledge that has led to the

development of machines and equipment. Also, it refers to a tool for teachers to instruct

their students.
 Technology Integration refers to a tool for learning and understanding,

technology integration uses well-coordinated use of digital devices. The use of

technology as a means of accessing and understanding educational content is taught to

students by high school teachers of NDKC-IBED.

CHAPTER 2

REVIEW OF LITERATURE AND THEORITICAL FRAMEWORK

This chapter consists of a review of related literature, theory, and the framework

itself including its presentation in the form of a paradigm, the hypotheses, and the

discussion on key variables.

Related Literature and Studies

Technology

These technologies are a means of enabling individual learning, strengthening

engagement, and improving access to education. However, teachers need to be aware

of the risks that may arise from their use, e.g. technological problems, boredom,

repetition, and inaccuracy. Therefore, teachers must make sure that they use modern

educational technologies in an efficient way to meet the needs of their students

(Bolevikova 2023). Teachers are equipped with knowledge of digital technologies and

have an interest in learning innovative teaching methods adapted to the technological

environment. The educational experience does not satisfy students, even though they

value the possibility of flexible training as well as a reduction in commuting time.

Teaching procedures were less imaginative and dynamic than regular, and as a rule,

included a combination of synchronous time for addressing and resolving issues

(Noguera and Vizarreta 2022). Learning languages and studying languages are

facilitated by technology. Technology enables teachers to evolve their teaching because

of improves the learning process. This method is continuing to evolve to facilitate

teachers' learning of a language for students (Pallathadka 2020).

Additionally, students in today's schools have grown up in a technologically

advanced society. They have no idea what life is like without cell phones, computers,

televisions, and other popular technological equipment. In many ways, technology can

make learning easier and more equitable. Let's see how teachers and students can take

advantage of the new technology. Teachers can use technology to make learning easier

and more productive. (Lazar et al 2020), Development, validation, and testing of a

specific tool on the digital technology adoption scale in higher education. Active and

blended learning approaches using learning technologies have been identified as

effective in engaging large classes at the undergraduate level in higher education (Kerr,

2011) According to Exeter et al., 2010, technology may improve individual student

learning, but it can also encourage collaboration among students, and teachers. By

sharing their work and concepts through intuitive websites, learning gatherings, and

shared records, understudies can develop participation aptitudes within the classroom

and utilize other understudies as learning instruments.

Moreover, the study is aimed at studying teachers' implementation of digital

technologies for differentiated teaching in early elementary school years, with a

particular focus on the provision of reading and writing (Sanberg 2022). In the longer

run, this has had a significant effect on teachers' use of technology, especially in

postmenopausal education. To the leading of the researchers' information, few studies

have inspected teachers' discernments of innovation use in EFL teaching and the post-

pandemic period, particularly within the instructing of writing (Andriani and Bram 2022).

Delivery of the Lessons

Many research studies have shown the effectiveness of information and

communication technologies as tools for supporting education and training. Although

new technologies are not widely used as teaching tools, several teachers have

integrated ICTs into their curricula for innovative use (Cubukcuoglu, B. 2013). According

to Xie 2023, large amounts of data are being handled by big data technology, which

makes it possible to use new quality management techniques and teaching methods

within a networked classroom. The challenge of data integration and fusion is complex,

as the information often resides in various systems or platforms within a Networked

Learning Environment, which may be difficult for current methods to manage efficiently

when fragmentation occurs.

Moreover, new potentials, and promises of rapid progress in teaching, were

created by the advent of new computer technology during the second half of the 20th

century (Lavicza, Z. (2010). The effective use of innovation within the classroom raises

several issues. The ought to secure the fundamental yearly subsidizing, advancement

of energetic plans, and choices on stages, equipment, T1 lines, software, etc. too shape

portion of these more important aspects. (Bitner, N., et al (2002).

 Learning is expected to be computer-based, but the development of information

and digital literacy skills needs to take place so that all possible learning opportunities

can be exploited. Various mobile devices, as well as different immersive and virtual

learning environments, will be increasingly used for providing educational resources

(Sandars 2012).

Classroom management

The use of technology to support classroom management can help reduce some

of the stress associated with juggling all types of teaching tasks, given a growing list of

responsibilities for teachers. Technology enables teachers to track, monitor, and

engage students in a seamless learning experience. In the end, the use of technology

makes it much easier for teachers to do their job and help them to manage their

classrooms effectively (Colao, 2012). In addition, technology makes it less demanding

for teachers to celebrate students' accomplishments, compensate them for great

behavior, and communicate with parents more effectively. It is wise to have a few

apparatuses and plans prepared in case the current one does not work, independent of

which sort of administration device a teacher presents in his class.

According to Antoine 2018, technology makes it possible for teachers to access

more of the world than ever before, so adapting teaching methods and how they interact

with these tools is essential. It depends on what the objective is to make lesson plans

that use various applications. Based on how tools are used, technology may look like a

disruptor or an instrument to drive learning. Having tight transitions is a strategy that

establishes transitional routines for students to learn. Without a lot of guidance from

teachers, students are quickly adapting to repeating episodes.

 According to Edwards 2015, the students who struggled with learning were the

ones who used technology to self-distract and become easily distracted. The more

capable pupils were also the more preoccupied and engaged in technological self-

distraction. This lends credence to the notion that schools can target some students

more consistently than others while differentiating some learning. Students in today's

world still want to be able to learn and participate in the educational process. It seems

that their ability to become more adept thinkers comes second to them. The highly

capable students had an urgent need to accomplish the desired result. For most

children who struggled with learning, it was unimportant.

Otherwise, the new definition of "good" teaching, which emphasizes instruction

that uses pertinent ICT resources as valuable pedagogical instruments to support

student learning, serves as the foundation for these reform initiatives. It takes a shift in

teacher culture, beliefs, and understanding to implement a new concept of effective

teaching. Educators must also "own" this revised meaning. It is crucial to include

teachers in the visioning process, whether through professional development and

education initiatives or teacher participation activities. Lastly, this new concept needs to

be embraced and fostered by the environments in which educators are trained and

employed (Leftwich 2010).

Technology Integration

Schools are responsible for integrating it into education and training, Preparing

students for 21st-century skills and careers (Cakir, 2012; Luterberbach & Brown, 2011).

Although many technology devices may be available in the classroom, several factors

outside and inside have an impact on how technologies are implemented in schools.
Technology integration is essential to prepare students for higher education and career

readiness. The factors that will be discussed in this report include poor infrastructure,

insufficient technology, lack of sufficient technical instruments, and efficient

development of professionals. According to Harrell Shonta and Bynum Yvette (2018), to

fulfill the needs of the students, incorporate instructional technology activities. This

study set out to find out how teachers felt about using instructional technology in the

classroom. The purpose of the study was to investigate how educators are currently

utilizing and incorporating technology into their lessons. Based on gender, age, years

spent in the teaching profession, grade level taught, subject area, and educational

attainment, teachers' use of technology was compared. Research indicates that regular

technology users are more likely to incorporate technology into their lessons. Significant

differences in technology use and integration were found depending on grade level, but

no significant differences were found depending on gender, age, teaching experience,

content area, or educational level.

Theory Base

Technology Integration and Learning Theory

This study is guided by this theory because this theory talks about

Constructivism. Constructivism is one of the most significant theories applied in

educational settings. It is also one of the greatest theories for handling adjustments or

changes made to the learning environment. In addition to attempting to capitalize on this

development to elevate the standing of this idea within the context of education. The

integration of technology in educational settings is the most notable adaptation made by

constructivism theory. Constructivism theory has been successful in applying

technology to further its theoretical goals. Even constructivism emerged as one of the

principal theories that arose after technology integration in the classroom. Technology is

evolving daily and is being incorporated into instructional strategies.

Conceptual Framework

Figure 1 shows the conceptual framework of technology integration correlated

with classroom management.

Technology Classroom
Integration Management

Figure 1. Conceptual Framework

Research Hypothesis

The researchers hypothesized that there is a significant relationship between

technology integration and classroom management.

 CHAPTER 3
METHODOLOGY
This chapter presents the research method, research design, sources of data,

and the population and sampling technique. This also describes the instrument used to

collect the data, including methods applied to maintain the validity and reliability of the

instrument.

Methods Used

This study is a quantitative research design, specifically the design of

Correlational. Correlational studies are research methods that aim to understand the

relationships or associations between variables without attempting to manipulate them

(Roberts, K., & Smith, J. 2018).

Quantitative research was used to validate or test a hypothesis through the

collection and analysis of data. Questionnaires, systematic observations, and

experiments are among the most common statistical methods used in research

(Sreekumar, 2023). The most significant type of research studies that help researchers

make ambitious and measurable decisions in their areas is descriptive research.

This study used a survey research design to determine the effect of the use of

technology on high school teachers in NDKC-IBED. A survey research design is a type

of field study in which data are collected from a sample of components taken from a

well-defined population using a survey questionnaire (Visser et al., 2000).

Source of Data

In this study, the researchers used primary data using survey questionnaires and

secondary data from the Faculty Evaluation Tool. Surveys created particularly to

comprehend and address the current study problem are examples of primary data that

were produced by the researchers (Creswell, 2012). A survey questionnaire is a kind of

survey tool that asks respondents several questions to obtain data. One way to think of

questionnaires is as a type of written interview. These may be carried out in person,

over the phone, online, or by mail. (Saul Mcleod, 2023). Faculty Evaluation Tool the

process of evaluating teachers involves analyzing their work to ascertain how effective

they are in the classroom. Examining a teacher's methods of teaching. communication

with students and overall impact on learning is the goal of many teachers' evaluations

(Education Advanced, Inc. n.d.).

Data Gathering Instrument

In this paper, the researchers used a survey questionnaire. The researchers

used a survey questionnaire adapted from the study Questionnaire on The Use of

Technology in the Classroom (Angiegum 2012) for it is proven to be much more

effective on the type of research we are having. The survey questionnaire has a set of

questions to be answered by the high school teachers from Notre Dame Kidapawan

City IBED, and the purpose of the researchers is to collect facts and information. A

survey questionnaire is a type of research tool is used to collect data from respondents

by asking them a series of questions and providing them with additional questions.

(Sharma, 2018).

The researchers also used secondary data from the Faculty Evaluation Tool. It is

a tool of rating scale. A rating scale is another tool of evaluation in which the execution

of the instructors is measured on a continuum. The rating scale gives objectivity to the

evaluation. Afterward, grades can be given to the teachers based on their performance

on the rating scale (Education Advanced, Inc. n.d.).

Population and Sampling Technique

In this study, complete enumeration sampling was used by the researchers.

Complete enumeration sampling is a technique that looks at every possible element in a

finite set. It includes an amount of the population being chosen, collected, and

quantified to create a representative sample according to predetermined standards. The

respondents of this study are all high school teachers from NDKC-IBED.

Procedure of the Study

 Firstly, the researcher acquires permission from the principal of Notre Dame of

Kidapawan College by sending a letter to their office, and when the letter is signed by

the principal of Notre Dame of Kidapawan College it is forwarded to the Vice

Principal of the senior high school department. When the letter is signed and

approved.

Secondly, the researchers found some respondents from high-school teachers

in NDKC-IBED who are suitable for the criteria. Then the researchers asked for their

approval if it was okay for them will to be part of our research. Moreover, the

researchers had the approval of the respondents. The researchers gave the consent

form with the research questionnaire which was signed by the respondents and

answered.

For the secondary data, firstly the researcher acquires permission from the

principal of Notre Dame of Kidapawan College by sending a letter to their office, and

when the letter is signed by the principal of Notre Dame of Kidapawan College it is

forwarded to the Vice Principal of the senior high school department. Then the

researcher forwarded the letter to the Vice Principal of IBED. When the letter is

signed and approved. Next, the researcher is allowed to access the secondary data,

but only the researcher's adviser should be allowed to handle the data. Lastly, the

researchers gathered all the data and used statistical analysis to process and

interpret the collected data.

Statistical Treatment
 The statistical analysis used for the data conducted for this study was using

weighted mean. The weighted mean equation is a statistical method to calculate an

average by multiplying the weightings with their respective values and considering its

sum. This is a category of averages in which the weightings assign different values to

each observation so that it can be ascertained how important those measurements are

(Keni, 2022).

Spearman rho was also used as a statistical tool for the data conducted for this

study. The Spearman Correlation is the non-parametric opposite of the Pearson

correlation and is suitable in situations when there is an ordinal level of measurement or

when there is a non-linear relationship between the variables (Libguides n.d.).

 CHAPTER 4
RESULTS AND DISCUSSIONS

This chapter contains a detailed presentation, analysis, and interpretation of

data. This study focuses on the Influences of Technology Integration on Classroom

Management Strategies.

Level of Technology Use

Table 1. The table shows the level of technology used by high school teachers of

NDKC-IBED. The mean value is 4.52 with a standard deviation (SD) of 0.401, this

indicates a very high and consistent level of technology use. The mean value falls within

the range of 4.21 to 5.00, which is interpreted as "Very High". This suggests that the

level of technology use is very high. The standard deviation of 0.401 indicates how

much the individual data points are spread out from the mean. The SD of 0.401

suggests that the data points are relatively close to the mean, indicating a consistent

level of technology use.

Table 1. Level of Technology Use

Indicators Mean SD Interpretation

Use of Technology 4.52 0.401 Very High

Legend:
1.00 – 1.80 Very Low
1.81 – 2.60 Low
2.61 – 3.40 Moderate
3.41 – 4.20 High
4.21 – 5.00 Very High
The results present the level of technology use revealing that high school

teachers in NDKC-IBED are often engaging in technology. The highest mean indicates

that most of the high school teachers in NDKC-IBED are using technology often. Some

research studies have shown the effectiveness of information and communication

technologies as tools for supporting education and training. Although new technologies

are not widely used as teaching tools, many teachers have integrated ICTs into their

curricula for innovative use (Cubukcuoglu, B. 2013). It can be inferred from the results

that technology has become a part of the teacher's daily lessons and has come to rely

on it often. The study of Noguera and Vizarreta (2022) said that teachers are equipped

with knowledge of digital technologies and have an interest in learning innovative

teaching methods adapted to the technological environment. The educational

experience does not satisfy students, even though they value the possibility of flexible

training as well as a reduction in commuting time.

Digital tools can offer a wide range of benefits to teachers and students alike.

Digital tools help teachers become more than knowledge communicators: they

strengthen the teacher’s role as co-creator of knowledge, coach, mentor, and evaluator

(Senad 2021). According to a study conducted by Monserate, the use of computers in

the classroom between teachers and students has been determined to affect student

academic performance at both public and private schools. The study has shown that the

teacher's efficient teaching and not computer literacy or technical competence are

highly important for students' educational performance. The study has also revealed

that students in grade 7 at private and public schools are less likely to use computers

than fourth-year students.

The findings also demonstrate how highly valued technology is by NDKC-IBED

high school teachers. Technology has made it easier for teachers to communicate with

students, access information, and use it as a teaching tool. Combining all the daily

responsibilities of teaching with technological support for classroom management might

help them manage their classroom. With the use of technology, educators can easily

keep tabs on, supervise, and interact with students' learning. But how technology has

advanced and helped teachers, along with how it has been used. Their curriculum is

made easier to apply creatively by their overuse and reliance on readily available

platforms and information.

Level of Classroom Management Strategies

The table shows the level of classroom management strategies across different

indicators. It involves the ability to teach means that the mean value is 4.20 with a

standard deviation (SD) of 0.651. This falls within the range of 3.41 to 4.20, which is

interpreted as "High".
 It also involves the ability to create a dynamic learning space, the mean value is

3.68 with an SD of 0.537. This also falls within the "High" range. Another indicator is the

ability to inspire learners, the mean value is 3.62 with an SD of 0.461. This is also

interpreted as "High". The last indicator is ability to communicate. The mean value is

4.35 with an SD of 0.706. This falls within the range of 4.21 to 5.00, which is interpreted

as "Very High".

The overall mean value is 3.89 with an SD of 0.498, which falls within the "High"

range. This suggests that the overall level of classroom management strategies is high.

Table 2 Level of Classroom Management Strategies

Indicators Mean SD Interpretation

Ability to Teach 4.20 0.651 High

Ability to Create a Dynamic 3.68 0.537 High

Learning Space
Ability to Inspire Learners 3.62 0.461 High

Ability to Facilitate Learning 3.61 0.441 High

Ability to Communicate 4.35 0.706 Very High

Overall 3.89 0.498 High

Legend:
1.00 – 1.80 Very Low
1.81 – 2.60 Low
2.61 – 3.40 Moderate
3.41 – 4.20 High
4.21 – 5.00 Very High

This implies that there is a high general level of classroom management

strategies. Effective classroom management is indicated by the table, which

demonstrates that the degree of classroom management tactics across all metrics is
either high or very high. Relationships between teachers and students are also essential

to good teaching. Having a good rapport between teachers and students creates a

supportive learning environment that encourages participation from students and

academic success (Kebritchi, M. n.d.). Effective teaching in education requires a shift in

teacher culture, beliefs, and understanding. ICT resources are essential for student

learning, and this new concept requires professional development, teacher participation,

and a supportive environment for educators (Leftwhich 2010). In correlation to the

result, Essentially, a comprehensive strategy that considers the cultural, professional,

and environmental aspects of teaching is needed for the successful integration of ICT

resources into education.

Incorporating technology into the learning space is another crucial aspect.

Research suggests that the thoughtful integration of technology can enhance student

engagement and facilitate interactive learning experiences (OECD, 2015). Utilizing

digital tools, interactive whiteboards, and collaborative platforms can contribute to the

dynamic nature of the learning environment. According to Antoine 2018, technology

makes it possible for teachers to access more of the world than ever before, so change

in how they deliver lessons and approach these instruments is essential. It depends on

what the purpose is, of making lesson plans for using different applications. As a result,

Teaching has become increasingly reliant on technology, enabling teachers to access

vast resources and modify lesson delivery approaches. This digital era has transformed

the way teachers deliver education, allowing them to tailor lesson plans to specific

objectives.
 In addition, Colao, 2012 said that technology gives teachers a better opportunity

to recognize students' achievements, rewards them for good behavior, and makes

communication with families easier. It is important to have several tools and plans at

your disposal, in case the existing one does not work, for any form of management

instrument that teachers bring into class. Parallel to the result, Teachers utilize various

management tools to enhance learning and management. These tools allow teachers to

recognize student achievements, streamline communication, and provide personalized

feedback. They also maintain effective communication with parents. According to Hidi

and Renninger (2006), teachers' zeal and commitment to the subject matter are

important factors in motivating students. Genuine enthusiasm of teachers for the

subjects they teach has a good effect on students' motivation and level of interest.

According to Harrell Shonta and Bynum Yvette (2018), to fulfill the needs of the

students, incorporate instructional technology activities. This study set out to find out

how teachers felt about using instructional technology in the classroom. The purpose of

the study was to investigate how educators are currently utilizing and incorporating

technology into their lessons. According to the result, Teachers' attitudes towards the

integration of instructional technology in classrooms are crucial for meeting the diverse

needs of students. This study explores teachers' practices and approaches, providing

insights into strategies to enhance learning experiences. Understanding teachers'

feelings is essential for promoting effective technology adoption and aligning

educational practices with instructional technology opportunities. The book "The Skillful

Teacher" 2015 offers a comprehensive method of instruction that emphasizes the

relationship between technique, responsiveness, and trust. Teachers may establish a

productive and happy learning environment that encourages student involvement and

achievement by addressing these three factors. To assist teachers in putting these

ideas into practice in their own classrooms, the book provides examples and helpful

guidance.

Researchers such as Wang, Woo, and Quek (2017) highlight the potential of

online platforms to improve communication between teachers and students in the

context of technology-mediated communication. In the current educational environment,

digital communication tools offer more avenues for connection, flexibility, and

accommodation for students' varied preferences. With the result, digital communication

tools also cater to the varied preferences of today's high school teachers, who often

embrace technology as an integral part of their daily lives. The use of multimedia,

discussion forums, and collaborative platforms aligns with the preferences of a tech-

savvy generation, fostering a more engaging and interactive learning experience.

According to Darling-Hammond (2017), Teaching is a challenging career that

calls for a blend of subject-matter expertise, pedagogical abilities, and the ability to

establish encouraging learning settings. He added that, highlights the need to integrate

a variety of teaching techniques, instructional tactics, and classroom culture in addition

to physical setups to provide a dynamic learning environment. Teachers with the

capacity to design dynamic learning environments cultivate an environment that

encourages critical thinking, collaboration, and active student participation. Additionally,

the growth of a strong teacher-student relationship relates to the capacity to motivate

learners. Positive teacher-student connections have been shown to greatly increase

students' motivation and involvement in the learning process (Wang and Eccles, 2012)
A love of learning is more likely to be inspired by teachers who show that they genuinely

care about their students, offer encouragement, and foster a supportive environment.

The analysis of the table suggests a consistently high level of classroom

management strategies across all indicators. The data provided shows that teachers

are using effective classroom management techniques, as seen by the constant high or

very high ratings obtained for a variety of variables. This suggests a strong and well-

executed strategy for upholding law and order, creating a supportive learning

environment, and dealing with disruptive behavior from students. The excellent results

obtained from all indications point to a thorough and effective implementation of

classroom management techniques. In conclusion, the table presents a favorable

image, demonstrating that the general level of classroom management techniques is

not only high but also extremely high, indicating the efficiency of the techniques used in

establishing comfortable and orderly learning environments.

Significant Relationship between Technology Use and Classroom Management

Strategies

Table 3 presents coefficients between technology use and various aspects of

classroom management strategies. The negative correlation coefficients suggest an

inverse relationship between technology use and the listed classroom management

indicators. Notably, the correlation coefficients for "Ability to Teach," "Ability to Create a

Dynamic Learning Space," "Ability to Inspire Learners," "Ability to Facilitate Learning,"

and "Ability to Communicate" are all negative, indicating a potential decrease in these

abilities with increased technology use.

 Specifically, the strongest negative correlation is found in the "Ability to Create a

Dynamic Learning Space" (-.152), followed by "Ability to Inspire Learners" (-.116) and

"Ability to Facilitate Learning" (-.100). While these correlations are statistically significant

at the 0.01 level, it's essential to interpret them cautiously, recognizing that correlation

does not imply causation.

Table 3 Significant Relationship between Technology Use and Classroom Management

Strategies

Technology Use

Ability to Teach -.019

Ability to Create a Dynamic Learning Space -.152

Ability to Inspire Learners -.116

Ability to Facilitate Learning -.100

Ability to Communicate .008

Classroom Management Strategies -.074

** Correlation is Significant at the 0.01 level (2-tailed)

8’0[p;79ol8kihuy5gt4fr3deswa
Although integrating technology has many advantages, there are drawbacks that

students must consider. In a technology-enhanced classroom, effective classroom

management is striking a balance between the benefits of technology and preemptive

approaches to possible problems, all the while guaranteeing that every student has an

inclusive learning experience (Edwards, L. (n.d.). The correlation between the use of
technology and classroom management strategies is revealed in this study. The Sawyer

(2017) study examined the connection between the degree of technology integration in

the classroom, and teachers' assessments as to its use. This study also looked at

whether teacher perceptions affected the degree of technological integration. He also

states in his study that there is "no relationship" between teachers' impressions of

technology use as determined by the Technology Uses and Impressions Survey (TUPS)

and their level of technology integration as determined by the Technology Integration

Matrix-Observation Tool (TIM-O).

However, Effective teaching in education requires a shift in teacher culture,

beliefs, and understanding. ICT resources are essential for student learning, and this

new concept requires professional development, teacher participation, and a supportive

environment for educators (Leftwhich 2010). In correlation to the result, Essentially, a

comprehensive strategy that considers the cultural, professional, and environmental

aspects of teaching is needed for the successful integration of ICT resources into

education. With the help of opportunities for ongoing learning and a supportive

environment, teachers can have a profoundly transforming and meaningful educational

experience as their practices and beliefs grow.

This study hypothesizes that there is a significant relationship between

technology integration and specific elements of classroom management strategies.

However, the correlation coefficients surpassed the 0.02 threshold, indicating a

negligible relationship. This implies that, based on the data, there is no significant

relationship between technology use and the observed aspects of classroom

management. The result indicates that technology use may not be the main factor
impacting the observable classroom management strategies in high school teachers, as

indicated by the negligible to low correlation coefficients. It is recommended that

additional investigation be done into the complexity of this relationship and other

moderating factors that could lead to a more thorough comprehension of technology's

function in educational settings. Therefore, the researcher’s hypothesis was rejected,

there is no influence of technology integration on classroom management.

 CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
A comprehensive overview of the main findings and analyses based on data

collected and analyzed through a range of research methodologies is given in this

chapter. Based on the analysis and interpretation of the data, the study's conclusions

provide a comprehensive response to research questions. This chapter concludes with

recommendations for further research, in addition to providing useful applications for the

findings.

SUMMARY
This section presents the most significant findings of the collected data. The main

relationship between technology integration and classroom management of high school

teachers is the subject of this study. Moreover, the study focused on determining the

level of use of technology of high-school teachers in delivering lesson and classroom

management strategies. The researchers used paper-based questionnaires to gather

data from twenty-nine (29) high school teachers at Notre Dame of Kidapawan College-

IBED after completing a survey to identify the respondents.

The data were analyzed using descriptive correlational statistics, and spearman

rho to identify relationships and test hypotheses. To identify the relationship and test the

hypothesis, the data were analyzed using descriptive correlational statistics and

spearman rho values. The results showed that the level of technology use is very high,

while classroom management strategies is high, and that there is no relationship

between technology integration and classroom management.

CONCLUSION

The findings show that both classroom management techniques and technology

use are quite prevalent. Subsequently, there is no connection between classroom

management and the integration of technology. This implies that high-school teachers

have a very high and consistent level of technology use and often engage in

technology.

Also, the results showed that the classroom management strategies of high

school teachers are high or there is a high general level. The effectiveness of classroom

management is indicated based on the findings, which show that the degree of such

tactics is either high or very high across all metrics. Furthermore, it was found that, no

relationship between technology integration and classroom management.

RECOMMENDATION

Based on the findings and conclusions drawn by the researchers, the following

are recommended:

Teachers are recommended to simplify the organization and apply tools such as

training management systems. To monitor the progress of students, use features such

as breakout rooms for group activities and digital tools. Check in with students regularly

for any technological problems they may have.

Administrators are recommended to provide continued training for teachers to

improve their technical skills and classroom management strategies. To facilitate

communication and sharing of resources, invest in a reliable training management

system. To monitor the impact of technology integration on classroom management,

establish regular assessment and feedback mechanisms.

Technology Company is recommended to develop user-friendly and

customized classroom management software that aligns with diverse teaching styles.

Collaborate with educators to gather feedback and continuously improve the

technology. Stay abreast of educational trends and pedagogical needs to enhance the

platform's features.

Lastly, the Future researchers are recommended to focus on understanding the

long-term impacts of technology integration on student engagement, learning outcomes,

and teacher effectiveness. Investigate the potential of emerging technologies to change

classroom management practice. Consider the social aspects of the use of technology

in a variety of educational settings. To gather qualitative information and to ensure that

research findings correspond to practical classroom needs, cooperate with teachers.

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