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Evaluating Technology Integration in Teaching Science for High School

Students

An Undergraduate Thesis
Presented to the
Faculty, College of Education
Northeastern College

In partial fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Sciences

By:
Viernes, Janille P.
Dizon, Princess Adelene P.
Lavilla, Erika Mey A.

First Semester
S. Y. 2023-2024
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TABLE OF CONTENTS
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The integration of technology in teaching is still challenging for most

teachers, even though there has been a historical growth of Internet access and

available educational technology tools in schools. Teachers have not

incorporated technology into their teaching for various reasons, such as lack of

knowledge of technology, time, and support. In this study, three beginning

science teachers who successfully achieved technology integration were

followed for 3 years to investigate how their beliefs, knowledge, and identity

contributed to their uses of technology in their classroom instruction. The findings

demonstrate that the participating teachers were all intrinsically motivated to use

technology in their teaching and this motivation allowed them to enjoy using

technology in their instruction and kept them engaged in technology use. The

major findings of the study are displayed in a model, which indicates that the

internalization of the technology use comes from reflection and that teachers’ use

of technology in classroom instruction is constructed jointly by their technology,

pedagogy, and content knowledge; beliefs; identity; and the resources that are

available to them. The study has implications for teachers and teacher educators

for successful technology integration into science classrooms.

In this study, we specifically focused on how the implementation of Digital

Tools shaped what was going on in science classrooms.Teachers used

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computers and programmes such as Word, PowerPoint and Internet browsers.

However, use of science-specific software was rare and there were few teaching

innovations that fostered inquiry-based science. Many teachers have stated that

they need help in using Digital Tools yet many are often left on their own to

develop their teaching; in these circumstances, they turn to, for example, social

media to expand and share their knowledge (Lantz-Andersson et al. 2017).

Whether this improvisatory approach has helped, or if there have been efforts

with formal development programmes, is unclear; however, from a recent report,

it seems as if the situation has changed: of 2000 teachers, only a few expressed

the need for professional development in basic use of DT.

The implementation of digital education meant that each student and

teacher had their own digital device; the teachers were provided with laptops and

the students with Chromebooks. Furthermore, all classrooms were equipped with

projectors and SMART boards. Study materials were included in the devices, and

a common digital platform was used with each person having their own account

and access to the Internet. The digital study materials used include traditional

texts found in textbooks and organised in different topics. Besides these texts,

there are videos explaining and visualising different science concepts and

processes. Furthermore, the content includes tasks, such as experiments,

quizzes and games, the latter two providing direct feedback to the students.

Many of the tasks can be performed at different levels of difficulty. In addition, the

study material has built-in functions to support students with conditions such as

dyslexia.
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Using technology extensively makes life easier and offers several benefits

to individuals. It can potentially transform how we approach education, including

teaching and learning. Technological tools are highly effective both inside and

outside the classroom for teachers and students alike. Teachers play a critical

role in incorporating technology into their teaching and learning strategies.

Therefore, teachers must stay up to date with the latest technological

advancements in education and learn how to integrate them into their teaching

practices (Aziz Hussin, 2018). To be able to effectively integrate technology into

their teaching practice, teachers must possess Technological Pedagogical

Content Knowledge (TPACK). (Patalinghug & Arnado, 2021) proposed the

Technological Pedagogical Content Knowledge (TPACK) framework as a means

of conceptualizing the knowledge required by teachers to effectively integrate

Information and Communication Technology (ICT) into their teaching practice.

This framework builds upon (Falloon, 2020) concept of Pedagogical Content

Knowledge (PCK), which refers to the knowledge that underpins a teacher's

expertise in teaching, by specifically addressing the knowledge required to

effectively use technology in the classroom. Several studies have found that

technological competence can enhance PCK development in teachers.

Technology can provide teachers with new opportunities for engaging students in

the learning process and can help teachers to develop innovative teaching

strategies. However, to effectively use technology in teaching, teachers must

possess not only technological competence but also PCK competence. Without

an understanding of how to teach subject matter effectively, the use of

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technology may be ineffective or even detrimental to student learning

(Radkowitsch et al., 2020). In the context of science education, teachers need to

provide effective procedures that promote competitive and relevant learning

among students. This is because science literacy is a crucial component that

enables students to become engaged citizens capable of making decisions and

assessments on how to apply science in ways that International Journal of

Membrane Science and Technology, 2023, Vol. 10, No. 2, pp. 566-579 567

benefit society, the environment, and human health. (Gamayao et al., 2021).

Hence, there is a need for teachers to be provided with professional development

support to improve their teaching practices and eventually develop their TPACK

competence. Further, the Department of Education is mandated by the law (RA

10533) to offer an inclusive and responsive curriculum with a strong emphasis on

science and technology. The Basic Education Sector Transformation (BEST)

program, which falls under this act, seeks to enhance the quality of education

specifically in science literacy by providing teacher training and development

programs. The program also ensures that there are adequate instructional

materials, facilities, and equipment to support the delivery of quality education.

Despite the efforts of the educational sector to improve the quality of science

education in the country, experts have called the attention of the agency due to

the 2018 result released by the Programme for International Student Assessment

(PISA), in which the Philippines ranked second lowest in science literacy

assessment among 79 participating countries (Laput, 2019). This has raised

concerns about the quality of science education in the country, prompting experts
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to call for improvements in science education, including better training and

support for teachers and the integration of technology in teaching. In the Division

of Butuan City, scientific literacy among learners is also a concern. According to

the division's data, the overall secondary science MPS is fluctuating from 97.85

% in quarter 1 of S.Y. 2020-2021 to 76.21 % in quarter 4 of S.Y. 2021-2022.

While schools in the division are making efforts to increase this percentage

annually, specific strategies need to be developed by educational planners to

address the underlying concern. The concerns mentioned above have led the

researcher to investigate whether the teachers possess the necessary

competence to teach the subject. Although all teachers are LET passers, it

cannot be assumed that they are proficient in delivering scientific knowledge

effectively. Therefore, it is crucial to delve deeper into this matter. As highlighted

by the TPACK framework of (Mouza, 2011), teachers' TPACK practices, which

refer to how they use technology to teach specific content and apply pedagogical

strategies in the classroom, reflect their TPACK competence. In other words, a

teacher who demonstrates strong TPACK practices is likely to have a high level

of TPACK competence, while a teacher who struggles to integrate technology,

pedagogy, and content knowledge may have lower TPACK competence. With

this, the study aimed to assess Junior High School Science Teachers in

Southeast Butuan District 1 in terms of their technological competence and the

level of pedagogical content knowledge practices. It also aimed to determine

whether there is a significant relationship between technological competence and

the level of pedagogical content knowledge practices of the participants. Further

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to this, the importance of technology in education is widely recognized in the

Philippines and is evident in the numerous studies that have explored the

technological competence of teachers in using ICT in teaching and learning

(Shyamlee & Phil, n.d.). However, in the context of Pedagogical Content

Knowledge, research studies have investigated the efficacy of science teachers'

PCK, but they have only examined limited variables in a qualitative manner.

Consequently, there is insufficient evidence available to assess science teachers'

PCK practices (Krepf et al., 2018) With this, the study also aimed to further

provide more comprehensive and empirical evidence on the topic. Lastly, the

result of this study served as a baseline in the crafting of the proposed training

and development program that could help in enhancing the competencies of the

teachers, thus, contributing to a more meaningful and effective teaching and

learning experience

These science teachers, engaged in an initiative to integrate educational

technology in inquiry-based science lessons, provided a total of 525 lesson plans

for this study. While our findings indicated an increase in technology-related

practices, including the use of sophisticated hardware, very little improvements

occurred with fostering inquiry-based science and effective science-specific

pedagogy.

Technology integration has become increasingly important in high school

education in recent years. As technology becomes more prevalent in society, it is

essential that high school students can use technology in their everyday lives.
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Technology integration can help high school students become more independent

learners and help them better understand and retain information. The purpose of

this study is to explore high school teachers' perceptions of technology

integration on students' learning. The study will use a mixed-methods approach,

collecting data through one-one-one interview using Zoom as a communication

platform, and focus groups. The data will be analyzed to examine teachers'

beliefs about technology integration and its impact on students' learning.

Technology integration was perceived to promote the acquisition of 21st

century skills and competencies in Life Sciences teaching and learning. In

particular, the teachers indicated that technology integration facilitates the

development of skills such as communication, critical thinking, collaboration,

problem solving and computational thinking. In addition, technology integration

was largely perceived to create exciting teaching and learning environment which

fosters the enhancement of academic achievement and motivation of learners.

Theoretical implications for technology-enhanced teaching and learning are

discussed.

The technology works as a catalyst through which many changes occur in

the learning approaches, teaching methodologies, research arena, in the work

environment and in the use of information and knowledge. Helping students to

learn using technological tools rather than using conventional techniques has

become more popular in the 21st century in colleges and schools in the domain

of computer science. Integration of technological tools will help teachers to the

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international requirement to use technology-based teaching and learning tools

instead of traditional teaching methods. Most researchers agree on the

significance of the use of technological tools in different education systems.

However, current state-of-the-art depicts that there is no comprehensive study

that provides an analysis of different technological tools e.g. computer-based,

games based, mobile based, and multimedia technologies used in education.

This paper provides a comprehensive review of several of the most popular

teaching methodologies (collaborative, active learning, problem-based, inductive

teaching method) and technological tools i.e. computer-based (ICT, CAI, CBI),

games based (serious games, web games, micro-games, videos games), mobile

based (laptop, PDAs, tablets, mobile phones), online learning tools (flipped

classroom, web MOOCs) and multimedia technologies (Videos, MCMs,

MAMCM). The purpose of this research paper is to scrutinize the roles and

effectiveness of technological tools in teaching and learning process and it

provides the definition of each method, along with the similarities and differences

among these teaching methodologies and technological tools. Even though the

strength of each individual method is something that is met with varying degrees

of evidence, teaching with the help of technological tools has been found to be

generally more effective or at least equally effective to traditional methods of

teaching. The purpose of the use of technology in teaching and learning process

is to improve productivity, the effectiveness of current practices and bring

pedagogical changes which are beneficial for the betterment of education. We

explore the theoretical literature available about the influence of technology and
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its effectiveness in the field of education. In teaching and learning process, the

use of technological tools increases interaction between teachers and students.

To incorporate technology, educators and teachers must implement the right

technological tools to make the environment more innovative for the students.

Statement of the Problem

This study generally aimed to evaluate the selected teachers, both public

and private, in terms of technology integration in teaching science. Specifically,

the researchers sought answers to the following questions:

1. What is the profile of respondents in terms of;

1.1. Age

1.2. Sex

1.3. Civil Status

1.4. Years of Service

2. What extent do technology-based learning interventions(e.g., educational

apps, online resources) assist science education majors in overcoming learning

challenges?

3. What is the impact of integrating technology in teaching science on high

school students' academic performance, engagement, and motivation?"

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Hypothesis
Theoretical Framework

The theoretical underpinning of this study was founded by Gunuc

(2017,p.22) which is the “Engagement and Technology Integration Theory”.

In this theory, technology integration is discussed at the micro level. In-

class and out-of-class teaching and learning activities have been designed. The

basis of this theory is not only the teacher. Both the teacher and the students are

at the center. The basic idea of the theory is to explain that student engagement

and technology integration are related to student success and effective learning.

Gunuc (2017,p.23) expresses student engagement as follows: “Student

engagement is the quality and quantity of the student’s psychological,

cognitive,affective, behavioral responses and energies to participate in the

learning process, academic and social activities inside/outside the classroom to

achieve successful learning outcomes.”

Conceptual Framework
Valuing
Cognitive Commitment
(Psychological Successful Student
Commitment) Outcomes
Cognitive Commitment
Belonging (Effective Learning)
(Psychological Cognitive Commitment
Commitment)

Effective
Technology
Integration
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Figure 1. Engagement and Technology Integration Theory (Gunuc, 2017, p.23)

When Figure 1 is examined, first of all, it is necessary to emphasize the

feelings of value and belonging of students. After these steps are fulfilled,

activities should be done in order to create cognitive, affective and behavioral

commitment. These should be accomplished by providing practical technology

integration. As a result, feelings of commitment will be combined with technology

integration, and effective learning outcomes will be created. This process can be

used continuously in educational environments as a cycle.

During the research process, two different models were used.

"Technology Integration Planning Model" which was developed by Robyler

(2006) and consists of six stages was used first. The purpose of this model is to

provide teachers with a general planning approach in the process of integrating

technology into their lessons. In this model, which has six different stages, all

stages are followed, and teachers are guided step by step like a guide. In other

words, teachers are presented with an extensive planning map. The second

model is “Pedagogy, Social Interaction and Technology Generic Model”

developed by Wang (2008). The purpose of this model is to guide teachers again

and to provide the skills to plan and use pedagogy, social interaction and

technology components together.

Significance of the Study

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In this study, it was aimed to evaluate the selected teachers, both public

and private, in terms of technology integration in teaching science.

The result of this study will benefit the following:

Students. This study will help the students to improve their skill in terms of

technology Integration. It may lead to the identification of effectiveness of teacher

in science empowering current accounting students to be better and enhance

their capabilities ion using digital tools on their academic journey but also in their

future careers and personal lives.

Teachers. They could help each other in implementing plans in helping the

students, they can use the different technological tools from the research to

provide more targeted support for the accounting students, recognizing the

efforts unique to this field.

Parents and Guardians. They could encourage their children’s to go to school,

and can better understand the challenges their children face in their studies in

terms of technology Integration and provide appropriate guidance and support. It

also encourages the parents and guardians to have open discussions about their

children.

Future Researchers. The conducted study could serve as a foundational

reference for future studies on Technology Integration in Teaching Science.

Future researchers can learn from this study methodology and potentially build

upon or refine it for their investigations.

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Scope and Limitation

This study focuses on the Technology Integration in Teaching Science.

The data collection will be conducted to some of the selected teachers, both

public and private, in terms of technology integration in teaching science during

the academic year of 2023-2024. The students will represent the target

population. The study will exclusively address issues related to the Technology

Integration ; any other concerns will not be included. Teachers who are not

teaching Science program are outside the scope of this research. The study will

employ questionnaires as a survey and reference tool to Evaluate the

Technology Integration in Teaching Science For High School Students.

Definition of Terms
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Related Studies

Synthesis of Literature Review

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CHAPTER III

METHODOLOGY

CHAPTER III

A. Methodology

This chapter contain the method used, the researcher used survey to

evaluate the selected teachers, both public and private, in terms of technology

integration in teaching science.

Research Design

The study used is a quantitative type of research which used a descriptive

type of research design to gather data. Survey and Questionnaire is the research

instrument used to collect information about the study. This type of research
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design is use to determine the number of selected teachers, both public and

private, in terms of technology integration in teaching science.

Data Gathering Procedure

Non probability was used in this study, particularly the purposive sampling

procedure wherein the researchers will choose their respondents.The

respondents will be the selected teachers, both public and private, in terms of

technology integration in teaching science.

The researcher selected respondents will answer the questionnaire. This

is to determine the opinion of the respondents regarding this study and how their

responses will contribute the conclusion of the study.

Research Respondents

The researcher of this study followed the steps in gathering the data that

needed in this study.

The researcher ask a permission to conduct the study from the dean of

the College of Education and next to the subject teacher`s asked the faculty

member approval for the researcher to conduct the study. The researcher

conducted the survey during the free time of the respondent. In conducting the

survey, the researcher gave enough time to finish and accomplish the

questionnaires for the survey given to them. After the collecting answers of

respondent`s, the researcher summarized, analyzed, and interpret the data

gathered.
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This data that the researchers gathered in the survey become their basis

in this research.

Statistical Treatment of Data

LIKERT SCALE- is the used of psychometric scale questions based on

this scale are normally used in a survey. In likert scale, respondents simply don’t

choose between “yes\no” there ere specific choices based on “agreeing” and

“disagreeing” on a certain question in the survey .

SOLVING FORMULA- this was used in order to get the total number of

samples from populations.

n=______

1+Ne2

n=Represent tha sample

N=Represents the population

Ne=Margin of error

Sample frequency and percentage count- this was us to treat the data on the

profile of the respondents.

f
P=__________x100
N
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P-Percentage
f-Frequency
N-Respondents

Research Locale

ten (10) selected teachers, both public and private, in terms of technology

integration in teaching science participated in this study.

This research study will be conducted at Northeastern College; an eco

friendly school lies in legislative district 4, Santiago City. This institution caters

the core values of being Nurture and Competitive,governed by the mission and

vision of the College of education . In this research endeavor, the researchers

have chosen Bachelor of Secondary Education Major in Science students will

identify their problems and perceptions regarding the learning difficulties and

their mechanisms to cope up with the problem that they encountered.

The researchers of the study aim to determine how the student’s are

coping up to their studies using this new alternative way. Respondents will be

allowed to answer the questionnaires given at school.

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Figure 2. MAP OF NORTHEASTERN COLLEGE

The Northeastern College was founded as the Northeastern Institute, in

1941, initially as a high school. It was the first secondary school in the province,

and after the first three years, expanded into offering an undergraduate college

education. The Northeastern Institute, now the Northeastern College was

founded in 1941 by educationally-minded citizens, Atty. Francisco E. Pascual, his

wife, Doña Emeteria Bautista Pascual, and Mr. Leon Cadaoas who were all

residents of Santiago, Isabela. The Institute, the first to offer secondary education

in the province, started with first and second year levels with Doòa Emeteria B.

Pascual serving as both classroom teacher and principal.

When World War II broke out in December 1941, its operation was

temporarily stopped. Four years later, (August 1945) the school, housed in a

rented building on Barangay Dubinan resumed its operation, this time offering

complete secondary education. From 1945 to 1948, enrollment continuously

increased prompting the Board of Trustees to approve the construction of a two-

story building on the site where it presently stands.

Inspired with the three years of successful operation, the members of the

Board of Trustees conceived the idea of offering a tertiary education to cater to

the higher educational needs of its high school graduates. This marked the birth

of its college department offering initially the courses Bachelor of Science in

Education, Commerce and General Associate in Arts with Mr. Vicente P.

Salvador as the first college dean. The opening of the normal course
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necessitated the opening of a complete elementary education which served as

the training ground of its teacher trainees. On April 25, 1949, the first

commencement exercises of the Normal Department of the college was held

followed by another one on December 17, 1949. The following years marked not

only progress in terms of enrolment but also in education output where most of it

graduates find themselves in gainful employment after graduation. The efficient

management of the college coupled with effective instruction was the college's

greatest investment made in past five decades that more college courses were

clamored for by the community.

Today, in response to this clamor, the college now offers fifteen (15)

undergraduate courses including the newly offered Bachelor of Science in

Nursing and Midwifery Education, Bachelor of Science in Information

Technology, Bachelor of Science in Computer Engineering, Bachelor of Arts in

Mass Communication, five post graduate studies and six computer short-term

courses. From its humble beginning, NC now stands as one of the formidable

educational institutions in the valley as attested by the constant increase in

enrolment, regular faculty development, continuous improvement of its

educational facilities and its active involvement in the community. Such a

wonderful history.

Data Gathering Instruments

In this study, a modified version of a survey based on the technology

integration of selected teacher in teaching science checklist was given to the

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participants. The said survey is consisted of twenty (20) items representing the

eight coping processes as discussed under the framework of the study. To make

data collection easier, the researcher used a questionnaire. A questionnaire is a

study tool that consists of a series of questions or other forms of prompts aimed

at gathering data from a respondent. A research questionnaire typically consists

of a combination of closed-ended and open-ended questions. The researchers

used long form questions because they allow respondents to expand on their

responses.

Evaluating Technology Integration in Teaching Science for High

School Students

The purpose of this study is to know the Learning Difficulties and Coping

Strategies in the Course of Education Students Major in Science in Northeastern

College. We the BSED SCIENCE students are asking your permission to be one

of our respondents. We hope that you will help us by answering the questions.

The researchers conducted this study entitled “Learning Difficulties and Coping

Strategies in the Course of Education Students Major in Science in Northeastern

College”. Please help us improve our research by completing this survey, Thank

you in advance and God Bless!

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Thank You Very Much

I. Profile of the Respondent

Name:(Optional)_______________________________________________

Gender: (Male) (Female)

Age: (18-20) ) (19-23) (24 Above)

II. Learning Difficulties and Coping Strategies in the Course of Education

Students Major in Science in Northeastern College.

For each statement,please indicate your answer using the following scale:

4 - Strongly Agree

3 - Agree

2 - Disagree

1 - Strongly Disagree
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2.What extent do technology-based learning interventions(e.g., educational apps,

online resources) assist science education majors in overcoming learning challenges?

No. Question 4 3 2 1

2.1 Technology-based learning

interventions, such as educational
apps, strongly assist me in
understanding complex scientific
concepts.
2.2 Online resources (e.g., videos,
interactive simulations) help
reinforce my understanding of
scientific topics.
2.3 Technology-based learning
interventions significantly improve
my problem-solving skills in science-
related tasks.
2.4 The accessibility of technology-
based learning tools greatly enhances
my learning experience in science
education.
2.5 Online discussion forums or
collaborative platforms effectively
facilitate peer learning and
knowledge sharing in science
education.
2.6 Technology-based learning
interventions contribute to a more
engaging and interactive learning
environment for science education
major
2.7 I am very likely to recommend
technology-based learning
interventions to my peers in science
education to help them overcome
learning challenges.
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2.8 Overall, technology-based learning

interventions have a very positive
impact on my academic performance
in science education.