Article-Review Cpe107

ARTICLE REVIEW
Is presented to:
Professor Sittie Hafsah M. Lomangco
Secondary Education Department
College of Education
Mindanao State University Main Campus
In Fulfilment of the Requirements for the course

CPE107 – Technology for Teaching and Learning 1
Second semester
AY: 2022-2023
Submitted by:
Macabato, Eman Heba A.
Calib, Hannah
Lamban, Joannah Lea
February 2024
Title of the article:
"Teaching and Learning with ICT Tools: Issues and Challenges from Teachers’
Perceptions"
Reference:
Ghavifekr, S. et al, n.d. Teaching and Learning with ICT Tools: Issues and Challenges
from Teachers’ Perceptions. Malaysian Online Journal of Educational Technology.
Retrieved from: https://files.eric.ed.gov/fulltext/EJ1096028.pdf
Statement of the Problem:

The article aimed to analyze teachers' perceptions of the challenges in using
ICT tools that they faced in learning periods. And the main issues and challenges
that were identified in the study include limited accessibility and network
connection, limited technical support, lack of teachers' competency, and lack of
effective training. Thus, despite efforts by the Ministry of Education in Malaysia to
promote ICT adoption and integration in learning facilities, it is still lowly adopted in
many schools due to these challenges that outweigh the perceived benefits.
Conclusion or Recommendation:
In consideration to the findings of the article, it is apparent that there are
certain significant barriers that hinder the effective integration of ICT tools in
teaching and learning. Here are some recommendations to overcome these
challenges and eventually enhance usage of ICT tools in classrooms,
recommendations can be made:
1. Enhanced Technical Support. Schools should provide quick assistance to
teachers for hardware and software issues.
2. Comprehensive Training Programs. Teachers must have thorough training
that covers not only basic technology skills but also how to integrate it
effectively into their teaching.
3. Improved Accessibility. Efforts should be made to make ICT resources more
accessible within schools and at home, such as increasing the availability of
computers and internet access.
4. Time Management. Strategies should be explored to help teachers manage
their time better, such as setting aside specific times for using technology in
lesson planning and trying out educational software. They can also reduce
other tasks to give teachers more time for teaching.
5. Addressing Teacher Competency. Initiatives should be put in place to
improve teachers' skills in integrating ICT tools.
To sum it up, overcoming these identified challenges must be faced by efforts
from educational stakeholders, from government agencies, school administrators,
teacher training institutions, and technology providers. Since addressing these
effectively, schools can utilize the full potential of ICT tools to enhance and improve
teaching and learning outcomes.
Methodology of the Study:
⮚ Research Design
In this research, quantitative methodology was used to collect and
analyze the data obtained from all the respondents. A questionnaire was self‐
developed and finalized by the researchers before being distributed to the
targeted group of respondents. The questionnaire was designed specifically to
address research objectives about teachers’ perception on use of ICT tools in
public secondary schools in Melaka.
⮚ Instrumentation & Sampling
A self‐developed cross‐sectional survey questionnaire consisting of 7
sections and 114 items was tested among respondents. The questionnaire was
based on 5‐point Likert Scale ranging from: 5 = always, 4 = often, 3 =
sometimes, 2 = rarely and 1 = never. A total of 100 secondary school teachers
in the state of Melaka were selected randomly as the sample for the study. The
sample responded to the statements given and chose their answers based on
their perceptions. The survey was distributed by hand to the respondents. The
varioussections of the questionnaire included: (A) Personal Details, (B)
Experience with ICT for Teaching, (C) ICT access for teaching, (D) Support for
teachers for ICT use, (E) Challenges of using ICT tools in teaching and learning,
(F) Teachers’ ICT skills, (G) Teachers’ opinion about ICT use impact on students’
learning outcome.
⮚ Data Collection Procedures
Data collection definesthe procedure for collecting data by the
researcher. The questionnaire has been distributed to 120 teachers randomly.
They were given one week to fill in the questionnaire and return it to the
researcher. All of the participants volunteered themselves in the research. Some
questionnaires were with missing information that the details could not be used
as a contribution in this research. Finally 100 questionnaires were returned to
the researchers for data analysis.
⮚ Data Analysis Process
The data collected from the respondents were gathered together to be
analyzed using the Statistical Packages for the Social Sciences (SPSS) version
22. The analysis includes both descriptive and inferential analysis. The
researchers used descriptive analysis to analyze the frequency and percentage
of the overall population in the demographic background. Besides, it is also used
to determine the mean, standard deviation, frequency and percentage.
Inferential statistics (t‐test) were also used to analyze the research findings.
⮚ Validity & Reliability
Internal consistency is measured in this research using the Cronbach’s
coefficient alpha (α). This method is used to identify the correlation between
scores of each item in the test and the total score for all items in the test or is
known as test index score. Items with high correlation with the test index score
have high reliability, and those with low correlation values with the test index
score have low reliability and will be deleted from the test. Based on the
findings, the Cronbach’s alpha value for this study shows .817 which is
satisfactory (between .65 – .95). The alpha value shows that the instrument is
reliable. In fact, all items in the instrument have α level of more than .7. The
highest alpha level is .847 and the lowest is .799.
Learning Reflection
In today's digital age, incorporating technology tools like computers, the

internet, and software into education is important. Due to that, the integration of
Information and Communications Technology (ICT) tools into education became
highly significant that it is deemed and is proven as a crucial medium for fostering
modern skills among learners. But even though using these tools in teaching can be
very helpful, it is evident that teachers often face difficulties in exploiting it
effectively. With that, it is important to figure out what these challenges are for us
to be able to come up with remedies or ways to solve them and eventually make
teaching and learning better.
In the article, the struggles and hurdles encountered by teachers when

incorporating ICT tools into teaching and learning processes was explored and
studied, emphasizing significant obstacles like limited accessibility, network
connection issues, inadequate technical support, insufficient training, time
constraints, and teacher competency issues. These challenges are widespread and
vary across different contexts that it hinders educators' ability to fully exploit ICT's
potential in education. Moreover, it highlights the complex nature of these
challenges, spanning technical issues to teaching concerns, including gender
disparities in ICT usage, with male teachers exhibiting higher integration levels.
These findings emphasize the need for comprehensive support systems within
educational settings to address these challenges effectively, advocating for holistic
solutions encompassing technology access, ongoing training, technical assistance,
and fostering an environment conducive to experimentation and innovation. Priority
is also given to bridging the gender gap in ICT usage to ensure equitable
opportunities for educators. In conclusion, the article stresses the significance of
acknowledging and tackling barriers to ICT integration in education, emphasizing
the proactive approach to create an environment conducive to leveraging ICT's
transformative potential. It highlights the ongoing necessity for collaborative efforts
among policymakers, administrators, educators, and stakeholders to realize ICT's
full benefits in education and prepare students for success in the digital era.
APPENDIX

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ARTICLE REVIEW

In Fulfilment of the Requirements for the course

Statement of the Problem:

In today's digital age, incorporating technology tools like computers, the

In the article, the struggles and hurdles encountered by teachers when

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