Chapter I

INTRODUCTION

Background of the Study

The rapid advancement of digital technology has brought about a profound transformation in
educational landscapes worldwide, creating unprecedented opportunities to enhance teaching and
learning experiences. Technology integration in education involves incorporating digital tools
and resources—such as multimedia, online platforms, and interactive software—to improve
student engagement, facilitate active learning, and promote academic success. As digital literacy
emerges as a cornerstone of 21st-century skills, integrating technology in classrooms has become
not only an innovative pedagogical approach but also a necessity to prepare students for global
challenges (Ghavifekr & Rosdy, 2015). In the context of early childhood education (ECE), where
the foundational skills for lifelong learning are cultivated, leveraging technology holds immense
potential for shaping young learners' cognitive, social, and emotional development.
The Philippines, like many developing nations, faces several challenges in adopting educational
technologies. These include limited access to resources, inadequate teacher competencies, and
gaps in digital infrastructure. Despite these challenges, the Department of Education (DepEd)
and the Commission on Higher Education (CHED) have made substantial efforts to promote
technology integration through various educational policies and initiatives aimed at aligning with
global educational standards. These efforts are strongly aligned with international frameworks,
such as the United Nations’ Sustainable Development Goal (SDG) 4: Quality Education, which
emphasizes inclusive, equitable, and quality education, promoting lifelong learning opportunities
for all. Through this alignment, the Philippine education system aims to bridge digital divides
and enhance the overall quality of education.
In early childhood education, the importance of interactive, multimodal learning experiences
cannot be overstated. Digital tools, such as interactive whiteboards, educational apps, and
gamified learning platforms, enable educators to create dynamic learning environments that cater
to diverse learning needs and styles. These tools foster creativity, critical thinking, collaboration,
and problem-solving skills—key components of early childhood development. Research by Lin
et al. (2017) and Luna-Nevarez & McGovern (2018) highlights that when technology is
effectively integrated into teaching practices, it can significantly boost student motivation and
academic performance. However, the majority of existing research tends to focus on technology
integration in primary, secondary, and tertiary education, leaving a notable gap in understanding
its effects on ECE students.
In the Philippine context, early childhood educators face substantial barriers to effective
technology integration. These include inadequate training opportunities, limited access to
technological resources, and resistance to incorporating digital tools into traditional teaching
practices (Dinc, 2019). These obstacles prevent technology from being fully utilized to enhance
learning outcomes. Nueva Vizcaya State University (NVSU), as a higher education institution,
plays a pivotal role in preparing future ECE teachers to embrace technology and integrate it into
their teaching methodologies. By investigating how technology impacts the academic
performance of Bachelor of Early Childhood Education (BECEd) students at NVSU, this study
aims to offer valuable insights that can guide policy formulation, curriculum development, and
professional development initiatives to strengthen technology adoption in ECE.
Existing literature underscores the potential benefits of technology integration in education, such
as increased student engagement, creativity, and academic success (Ghavifekr & Rosdy, 2015;
Lin et al., 2017; Luna-Nevarez & McGovern, 2018). However, significant gaps remain in
understanding how technology specifically influences the academic performance of early
childhood education (ECE) students. There is also a lack of research regarding the preparedness
of ECE educators in utilizing digital tools effectively and the unique barriers they face in a
developing country context (Dinc, 2019; Akram et al., 2021). Addressing these gaps is crucial
for advancing educational equity and excellence. This study aligns with SDG 4.4, which focuses
on increasing the number of youth and adults with relevant skills for employment, including
technical and vocational competencies (Ghavifekr & Rosdy, 2015). By equipping future ECE
teachers with essential technological skills, the research contributes to building a more inclusive
and innovative education system that prepares students for the demands of the modern world.
In addition to supporting SDG 4, this study also aligns with several other global goals. It
contributes to SDG 5: Gender Equality by promoting equitable access to technology and
training for both male and female educators, ensuring gender inclusivity in educational practices
(Akram et al., 2021). Furthermore, it supports SDG 9: Industry, Innovation, and
Infrastructure by highlighting the importance of sustainable digital infrastructure and
innovation to advance education through technology (Ghavifekr & Rosdy, 2015; Timotheou et
al., 2023). Lastly, the study addresses SDG 10: Reduced Inequalities by focusing on closing the
digital divide, particularly in underserved regions, and advocating for equitable opportunities for
all learners and educators. This ensures that technology-enhanced education is accessible to
everyone, regardless of geographical or socio-economic barriers (Farsawang & Songkram, 2023;
Timotheou et al., 2023).
Given the dynamic and contextual nature of technology adoption, localized research is essential.
In regions like Nueva Vizcaya, where cultural, economic, and technological factors heavily
influence educational practices, understanding the interaction between technology integration
and academic performance is crucial. This research will offer evidence-based recommendations
for NVSU and other institutions to optimize their strategies for integrating technology into early
childhood education curricula.
Ultimately, this study seeks to provide a comprehensive analysis of the impact of technology
integration on the academic performance of BECEd students, identifying both the challenges and
opportunities associated with its implementation in ECE classrooms. By uncovering barriers and
suggesting effective strategies for overcoming them, the research aims to offer actionable
insights to policymakers, educators, and stakeholders, enhancing technology-driven teaching and
learning strategies that can contribute to more effective, equitable, and innovative educational
practices in early childhood education.
Statement of the Problem
The integration of technology in education has become a crucial element in enhancing teaching
and learning processes, particularly in early childhood education (ECE). However, despite its
recognized benefits, challenges persist in fully realizing its potential, especially in the context of
developing countries like the Philippines. Teachers' preparedness, access to technological
resources, and the effective implementation of technology in ECE remain pressing concerns.
Moreover, limited research exists on the impact of technology integration on the academic
performance of Bachelor of Early Childhood Education (BECEd) students, particularly in
regional settings like Nueva Vizcaya.
This study aims to investigate the relationship between teachers’ technology integration practices
and the academic performance of BECEd students at Nueva Vizcaya State University (NVSU).
Specifically, it seeks to address the following questions:
1. What is the level of technology integration in teaching practices among ECE educators at
NVSU?
2. What challenges and barriers do ECE educators face in integrating technology into their
teaching practices?
3. What is the level of academic performance of BECEd students exposed to technology-
integrated teaching methods?
4. Is there a significant relationship between the level of technology integration by
educators and the academic performance of BECEd students?

Objectives of the Study

This study aims to investigate the relationship between teachers’ technology integration practices
and the academic performance of BECEd students at Nueva Vizcaya State University (NVSU).
Specifically, it seeks to address the following:
1. To describe the level of technology integration in teaching practices among ECE
educators at NVSU as evaluated by their students.
2. To describe the extent of challenges and barriers in integrating technology into their
teaching practices.
3. To describe the level of academic performance of BECEd students exposed to
technology-integrated teaching methods.
4. To determine if there is a significant relationship between the level of technology
integration by educators as evaluated by their students and the academic performance of
BECEd students.
 5. To determine if there is a significant relationship between the extent of challenges and
barriers in integrating technology into their teaching practices and the academic
performance of BECEd students.

Null Hypotheses of the Study

1. There is no significant relationship between the level of technology integration by
educators as evaluated by their students and the academic performance of BECEd
students.
2. There is no significant relationship between the extent of challenges and barriers in
integrating technology into their teaching practices and the academic performance of
BECEd students.

Scope and Delimitation of the Study

This study focuses on investigating the relationship between teachers' technology integration
practices and the academic performance of Bachelor of Early Childhood Education (BECEd)
students at Nueva Vizcaya State University (NVSU). The research aims to assess the level of
technology integration in teaching practices among early childhood education (ECE) educators,
as evaluated by their students, and to describe the extent of challenges and barriers educators
face in integrating technology into their instruction. Furthermore, it seeks to analyze the
academic performance of BECEd students exposed to technology-integrated teaching methods
and explore the relationships among these variables.
The study is delimited to BECEd students enrolled at NVSU during the academic year 2024-
2025 and their respective ECE educators, excluding participants from other programs,
departments, or institutions. It focuses on assessing the level of technology integration in
teaching practices, the extent of challenges and barriers faced by educators, and the academic
performance of BECEd students, without considering external factors such as socioeconomic
background, learning preferences, or other non-academic influences. The investigation is limited
to digital tools and platforms commonly used in ECE teaching, such as interactive apps,
multimedia resources, and learning management systems, excluding emerging or advanced
technologies not currently employed in NVSU's ECE program. The analysis relies on students’
evaluations of their teachers' technology integration practices and corresponding academic
performance indicators like grades or assessments, without incorporating data from external
evaluators or third-party observations. Geographically, the study is confined to NVSU, and
variations in technology integration practices in other universities or regions in the Philippines
are beyond its scope.
Significance of the Study
This study holds significant value for various stakeholders in the field of early childhood
education (ECE) and beyond. By examining the relationship between teachers’ technology
integration practices and the academic performance of Bachelor of Early Childhood Education
(BECEd) students at Nueva Vizcaya State University (NVSU), the research aims to generate
insights that are crucial for improving educational practices and policies.
For Educators: The findings will provide ECE educators with valuable information on
how effective technology integration can enhance teaching practices and positively impact
student learning outcomes. By identifying challenges and barriers to technology adoption, the
study can guide teachers in overcoming obstacles and improving their digital competencies to
meet the demands of 21st-century education.
For Students: BECEd students will benefit from improved teaching practices facilitated
by effective technology integration. The study's findings may lead to a more engaging,
interactive, and personalized learning environment that supports their academic growth and
readiness for professional roles in early childhood education.
For Policymakers and Administrators: The study will offer evidence-based insights
that can aid in the development of policies and initiatives to promote technology integration in
education. These insights can also inform strategies for addressing digital divides and ensuring
equitable access to educational technologies.
For Future Researchers: By addressing existing gaps in the literature, particularly
regarding the impact of technology integration on ECE students, the study serves as a foundation
for future research. It highlights areas for further exploration, such as advanced digital tools or
cross-institutional comparisons, to deepen understanding of technology's role in education.

Theoretical Framework
This study is grounded on two key theories that underpin the integration of technology in
education and its impact on academic performance: Technological Pedagogical Content
Knowledge (TPACK) and Constructivist Learning Theory.
The TPACK framework, developed by Mishra and Koehler (2006), emphasizes the interplay
between three essential knowledge domains: content knowledge, pedagogical knowledge, and
technological knowledge. This framework provides a basis for understanding how teachers can
effectively integrate technology into their teaching practices to enhance learning outcomes.
TPACK highlights that successful technology integration requires not only familiarity with
digital tools but also the ability to align them with subject matter and teaching strategies. In the
context of this study, TPACK explains the importance of ECE educators' readiness and
competencies in using digital tools to deliver engaging and meaningful learning experiences,
which can influence the academic performance of BECEd students.
Proposed by Jean Piaget and later expanded by Lev Vygotsky, the Constructivist Learning
Theory posits that learners actively construct knowledge through experiences and interactions
with their environment. Technology, when effectively integrated into teaching, serves as a tool to
facilitate these interactive and experiential learning opportunities. Digital platforms and tools
provide a medium for collaboration, creativity, and critical thinking, aligning with the
constructivist view that learning is most effective when students are actively engaged. In this
study, the theory supports the idea that technology integration in ECE creates a dynamic learning
environment where students can explore, connect, and build understanding, ultimately
contributing to improved academic performance.
Together, TPACK and Constructivist Learning Theory provide a comprehensive framework for
understanding the relationship between teachers' technology integration practices and the
academic outcomes of BECEd students. They guide the study in examining how educators'
competencies and the learning environment they create impact students’ success.
The paradigm of the study is reflected in Figure 1.

Independent Variables Dependent Variable

Level of Technology
Integration in teaching
practices of teachers
Academic Performance
of BECEd students

Extent of challenges and

barriers in integrating
technology

Figure 1. Paradigm of the study

The paradigm presented in Figure 1 illustrates the conceptual framework of the study, which
explores the relationship between teachers' technology integration practices, the challenges they
face, and the academic performance of BECEd students. It follows an input-process-output
model, identifying the independent and dependent variables.
Level of Technology Integration in Teaching Practices of Teachers. This variable focuses on
how effectively educators utilize technological tools and strategies in their teaching. It includes
aspects such as the frequency of use, appropriateness of the tools in teaching ECE concepts, and
how technology enhances student learning experiences.
Extent of Challenges and Barriers in Integrating Technology. This variable captures the
difficulties educators face in adopting technology in their teaching practices. These challenges
could include limited access to resources, lack of training, resistance to change, or technical
difficulties.
Academic Performance of BECEd Students. This variable represents the outcomes of the
students' learning, which are measured through indicators such as grades or performance
assessments. It reflects how technology-integrated teaching and the challenges encountered by
teachers influence students' academic achievements.
The level of technology integration is hypothesized to positively or negatively impact the
academic performance of BECEd students, depending on its effectiveness and alignment with
learning objectives. The extent of challenges and barriers is also examined for its potential
influence on academic performance, as these obstacles might affect the quality or consistency of
technology integration.
The two independent variables are linked to illustrate that the challenges and barriers faced by
educators can affect the extent to which technology is integrated into their teaching practices.
Operational Definition of Terms
1. Teacher's Technology Integration: This refers to the systematic use of digital tools,
resources, and technology-driven instructional strategies by teachers to enhance the
teaching and learning process. It encompasses the application of technology in lesson
planning, classroom delivery, student engagement, and evaluation to foster a more
interactive and effective learning environment.
2. Academic Performance: This term denotes the measurable outcomes of students'
educational achievements in their respective courses. In the context of Bachelor of Early
Childhood Education students, it includes their grades, understanding of course material,
and ability to apply learned concepts effectively.