I.
TITLE PAGE
TITLE: DIGITIZED LESSON LEARNING AND ITS EFFECTS TO THE ACADEMIC ACHIEVEMENT OF GRADE 9 TLE STUDENTS OF GEN. E. AGUINALDO NATIONAL HIGH SCHOOL-BAILEN. GEA-AR-TL-006 Russel P. Bitchayda, Mayeth P. Malimban, Joseph B. Paiton bilatchayda@gmail.com
Gen. E. Aguinaldo National High School- Bailen Municipality of Gen. E. Aguinaldo, Cavite
II.
ABSTRACT
Improving excellence in education is a crucial issue; mainly at this point, everything is becoming globalized. The traditional approach to teaching and learning, as ancient as formal teaching itself, involves the directed flow of information and ideas from the teacher as sage to students as a container. This method is characterized as prepackaged learning material, fixed deadlines, assessment tasks and criteria defined by the teachers itself. But research has shown that the appropriate use of ICTs can effectuate the paradigmatic change in both content and pedagogy that is the soul of the education reform in the 21st century and promote problem-based learning. Because of this, the researchers have decided to test the effectiveness of teaching with the use of it. This paper gives a summary of the traditional ways of teaching and some of its limitations; it also discussed newly created ways of teaching empowered by the use of Information Communication Technology (ICTs). Likewise organizes a variety of approaches found in ICTs uses in education. III.
ACKNOWLEDGEMENT
It is indeed a blessing to come up with a study on how to improve the achievement level of the students in a specific discipline of Gen. E. Aguinaldo National High School in the Municipality of Gen. E. Aguinaldo and be able to look for solutions which awaken the minds of the researchers that it needs the heart to be able to combat this problem.
This research is proof that teachers in GEANHS are dedicated and devoted to whatever problems that our students may face. This endeavor will not be possible and successful without the help of the following: To our dear Principal Gregoria A. Peña, who helped and believed us. Because of her, we were able to boost our confidence. To Mary Ann B. Gatpandan, who continuously urging us to do this research, for her quick answers to our questions. If not of her we will not be able to accomplish this paper. To the TLE Department, who supported us from day 1 until the end of the research. For providing us the data and information needed in this research. To the students who responded quickly during the survey and interview. We are very proud of you. To my colleagues, Mayeth P. Malimban and Joseph B. Paiton who offered their time, effort and financial support. Without you, this study won’t be possible. Without ceasing to thank you to all of you. IV.
CONTEXT AND RATIONALE
It is generally accepted belief and a pearl of commonly-held wisdom to integrate information and communications technologies (ICTs) in education. Governments and organizations around the world invested huge amounts of resources to develop programs and initiatives which aim in promoting the use of ICT in education. In the usual and old style of imparting knowledge to students, it was proven that learners
became passive learners where information received was not to last long. Whereas in the classroom setting with ICT integration, students participate and engage actively in the teaching-learning process where retention is commendable. Another positive benefit of ICT is the opportunity for equalized learning which means that they have fair opportunity access to education and education materials across cultures, nationalities, races, and gender. The article of Educator Magazine for Teachers (2016) entitled “Educator’s 10" states that the World Wide Web has been proven to be a reliable and valuable resource of many, many things. This is true for millions of educators worldwide. Thousand of websites abound where you can search from tips, lesson plans, and subject contents to teaching experiences. Thus, these things remain unknown to some. On the other hand, one of the utmost requirements of the new curriculum (K-12) is to hone and develop the 21st-century skills of both students and teachers. As teachers learn, students learn. According to Teves (2016), one of the main factors why teachers fail to use it is because they lack appreciation and understanding of the real value and use of it. This is because they lack proper and effective training. Teachers are hesitant and think that the use of technology is a waste of time and this negative attitude can be transmitted to their students. It is undeniable fact that despite these modern inventions teachers and students fail to deal with the fast-pace modern society and remain with the usual ways of cultivating knowledge. This study aims to glimpse the effects of using and integrating technology in teaching and the learning of students as an answer to the call of the 21stcentury skills.
This study attempts to answer the following: What is the significance of Digitized Lesson Learning to the academic achievement of the student? What are the effects of Digitized Lessons on students learning environment? This study also tries to grasps the teachers' needs to be a competitive bridge of learning in the 21st century. According to Wong and Li (2008), policy-makers advocate the use of technology in classroom teaching because it is the most important innovation which caters to the needs of students towards effective learning. It is also viewed as an important strategy to increase the effectiveness of the teaching-learning process. Therefore, teachers must be equipped with the necessary knowledge on how to integrate ICT in the learning process. In the Philippines particularly in 1996, DEPED started on a 10-year modernization program (1996-2005). The government is very serious about its commitment to making our country an ICT capacitated. Modernization programs were introduced to the use of ICT for the betterment of the teaching-learning process. Despite this modernization program, teachers’ ability, knowledge, and capability in ICT integration remain limited. By using projectors and putting lessons into PowerPoint presentations believed by teachers to be the accurate and effective use of ICT. In Gen. E. Aguinaldo National High School- Bailen, teachers use ICT in their lessons through the use of projectors and PowerPoint presentations. This is the process where teachers write their lessons in the PowerPoint and present it to the class. This process was termed by Mr. Bitchayda as Digitized Manila Paper. To effectively integrate ICT in the teaching and learning process, mentors, educators must follow the criteria created by the researchers, the TECHNOPICTOGRAPH. This criterion covers the three (3) levels
of ICT integration (simple integration, middle integration, and higher integration) and guided by the unified model (why, how, which, where and when). Simple integration defined as the ability to integrate pictures, graphs, and data or models to facilitate in bringing up their prior knowledge of the lesson presented. Middle integration defined as the ability to integrate videos related to the lesson wherein teachers can facilitate in digging up their knowledge through the use of HOT questions. And Higher Integration is defined as the ability to facilitate students in transferring their learning through the use of ICTs. The researchers work hard in finding out ways to improve the teacher’s delivery of quality education to students as preparation for real-life situations. The Digitized Lesson Learning and Its Effects on the Academic Achievement of Grade 9 TLE Students of GEANHS-Balen have been expressed. Based on the previous observations and monitoring, the master teachers found out that teachers were still inclined with the old classroom settings and the use of ICT was not fully utilized. Because of that, this action research has been formulated to enhance the capabilities of the teachers to be an effective channel of education. According to Damodharan (2019), education is a machinery for the development and improvement of any society and is also responsible for making human capital which produces, drives and sets technological innovation and economic growth.
V.
INNOVATION, INTERVENTION, AND STRATEGY
Digitized Lesson Learning and Its Effects on the Academic Achievement of Grade 9 TLE Students of Gen. E. Aguinaldo National High School- Bailen is a program designed and intended for both teachers and students. For teachers, this will enable
them to enrich and strengthen their know-how and capabilities in the usage of ICTs in the classroom setting. To students, it provides them a better classroom environment wherein they could function and involve themselves in the process of acquiring knowledge. In this program, the researchers will randomly select beneficiaries for the program and they will undergo lesson plan making with ICT integration. The lesson plan made will undergo critiquing. After finalizing the lesson, the teachers will undergo demonstration teaching in an actual classroom setting. The teacher will integrate ICT into the learning process with the use of the TECHNOPICTOGRAPH criterion created by the researchers. This criterion covers the three (3) levels of ICT integration (simple integration, middle integration, and higher integration) and guided by the unified model (why, how, which, where and when). Simple integration defined as the ability to integrate pictures, graphs, and data or models to facilitate in bringing up their prior knowledge of the lesson presented. Middle integration defined as the ability to integrate videos related to the lesson wherein teachers can facilitate in digging up their knowledge through the use of HOT questions. And Higher Integration is defined as the ability to facilitate students in transferring their learning through the use of ICT. VI.
ACTION RESEARCH QUESTIONS
The objective of this action research is to strengthen the capabilities of both students and teachers in the use of Information Communications and Technologies in the classroom setting and enable them to deal with the fast-pace society. This research aims to answer the following: 1.) What is the academic achievement of the Grade 9 students before the implementation of Digitized Lesson Learning?
2.) What is the academic achievement of the Grade 9 students after the implementation of Digitized Lesson Learning? 3.) Is there a significant difference between the results of the academic performance of the Grade 9 students before and after the implementation of the program? 4.) What are the effects of Digitized Lesson on students’ learning?
VII.
ACTION RESEARCH METHODS
Participants and/ or other Sources of Data and Information The 4 TLE teachers and 60 selected G9 students in TLE of Gen. E. Aguinaldo National High School- Bailen were the prime participants of the program Digitized Lesson Learning and Its Effects on the academic achievement of selected Grade 9 TLE Students of Gen. E. Aguinaldo National High School- Bailen. Data Gathering Methods In gathering data, these methods were undertaken: 1. Survey/ Interview was conducted to determine the effects of ICT integration on students’ learning environment. 2. Weighted Mean- was used to measure the level of students’ understanding of digitized lessons based on the results of the evaluation/assessment. 3. Teacher-made questions- was used to assess the students' level of understanding. 4. COT was used to determine teachers' ability to integrate ICTs into the teachinglearning process. 5. T-test was used to determine the signifance of the study. c. Data Analysis Plan
Problem 1 and 2: Weighted mean was used to determine the students’ achievement level before and during the implementation of the program using digitized lessons. Problem 3. T-test was used to determine the significant difference between the academic performance of students before and during the implementation of the program. Problem 4. Quantitative means of study to the data gathered through observation, survey, interview and of the documentation to answer the problem. RESEARCH DESIGN
Pre- Test
Lesson Planning/ Demo Teaching
Implementation of Digitized Lesson Learning
VIII.
Presentation of the Results
Collection/ Analyzing and Interpretation of Data
Post- Test DISCUSSION OF RESULTS AND REFLECTION
The following tables show the data of the achievement of students in G9 TLE of Gen. E. Aguinaldo National High School- Bailen in Digitized Lesson Learning which was conducted from August – October 2019. Also stated here through a graphical presentation, the opinion, perception of (60) respondents about the effects of ICT in their purposeful learning and was gathered through interview and Survey-Questionnaire Method. Furthermore, the results of teachers’ ability in integrating ICTs in the teaching-
learning process were also discussed. The teachers were guided by the COT (Classroom Observation Tool) indicator No.8 which states that teachers should select, develop, and use appropriate teaching resources including ICT to address learning goals. Table 1 No. of Respondents 60 ( PRE-TEST) 60 ( POST-TEST) DIFFERENCE t-value
Mean 33.70 46.48 12.78 -18.19545
SD 4.08 1.62 2.46 p-value
MPS 67.40 92.96 25.56 <.00001
The result is significant at p<.05 70.00
POST-TEST
60.00
100
50.00
90
40.00
80 70
As30.00 shown in Table 1, during the pre-test the results 60 were 33.70 in the Mean, 4.08 in the SD, and 20.00
50
10.00
30
67.40 MPS while in the post-test were 46.48 in the 40Mean, 1.62 in the SD and 92.96 in the MPS. Generally, there was a 25.56 MPS difference in 20 the post-test from the pre-test. The t-value is 0.00 10
MEAN -18.19545, the p-value is<.00001. The result is significant at p<.05
Table 2
SD
0
MPS
1
2
3
CLASSROOM OBSERVATION TOOL (COT) Indicator N0.8 Teachers should select, develop, and use appropriate teaching resources including ICT to address learning goals. TECHNOPICTOGRAPH CRITERION (simple, middle, higher integration)
1. The teacher presented the lesson through ICTs. (personal computer, interactive whiteboards, mobile phones, projection system).
No. of Teachers 4 Strongly Agree (4)
4
No. of Teachers 4 Agree
No. of Teachers 4 Disagree
(3)
(2)
No. of Teachers 4 Strongly Disagree (1)
Mea n
Remarks
4.00
Evident
( Evident/Notevident)
2. The teacher facilitate in teaching specific concepts or skills through ICTs. 3. The teacher facilitate higher-order thinking through ICTs.
4.00
Evident
3.00
Evident
4.00
Evident
4.00
Evident
3.80
Evident
4 4
4. The teacher foster students' ability to use technology in their learning.
4
5. The teacher support various student learning styles and to personalize learning
4
TOTAL WEIGHTED MEAN LEGEND: 1.0-2.4 Highly not evident 2.5- 3.4 Evident
3.5- 4.0 Highly evident
This table shows that the teachers were able to integrate ICTs in the teaching-learning process with the weighted mean of 3.80 of 4.00 and is highly evident. The learners during the process were noticeably well-behaved, focused and engaging. However, there is a need to exert more effort in developing the higher-order thinking skills of the students with the aid of ICTs. The results of the study show that technology-based learning is more relevant especially in Generation Z. With the use of ICT tools and equipment, teachers will be able to prepare an active learning atmosphere that is lively, interesting for both teachers and students. It shows that technology-based teaching and learning is more effective in comparison to the traditional classroom. Table 3 STATEMENTS ICT helps me in my studies to...
Strongly Agree 4
Agree
Disagre e
Mean
Remarks ( Evident/Notevident)
60
4.00
Evident Evident
60
4.00
60
4.00
3
Strongly Disagree 1
2
1. Get better results in my subjects 2. Understand the subject mater more deeply 3. Complete my work in my subjects more convenient
4. Motivate me to explore many topics I may not have seen before. 5. Allow me to collaborate with others easily, both on and outside
Evident Evident 52
8
3.85 Evident
50
10
3.81
the campus. 6. Improve my IT/information management skills in general. 7. Improve my career or employment in the long term. 8. I get more actively involved in subjects that use technology. 9. To be adequately prepared to use the technology needed in my courses if I enter college. 10. To make me feel connected to what’s going on at the school. 11. To feel connected to other students and teachers.
Evident 60
4.00 Evident
49
21
3.80
40
20
3.65
Evident
4.00
Evident
60
Evident 60
4.00 Evident
40
20
3.65
Weighted Mean LEGEND: 1.0-2.4 Highly not evident 2.5- 3.4 Evident
3.89
Evident 3.5- 4.0 Highly evident
Table 3 shows the responses of 60 randomly selected students on the benefits of ICTs in the teaching-learning process. It shows that ICTs are necessary for the quest for life long learning. Thus, the integration of ICTs in the classroom needs serious consideration to increase students’ competence. It is highly evident that ICTs are necessary for the teaching-learning process with the weighted mean of 3.89 of 4.00. This proved that ICTs can foster students’ learning. CONCLUSION AND RECOMMENDATION Conclusion
Based on the research conducted, the following was revealed: 1. That there was a 25.56 MPS difference in the post-test from the pre-test. The tvalue is -18.19545, the p-value is<.00001. The result is significant at p<.05 2. Though ICT integration in the teaching-learning process is deemed necessary, most of the teachers failed to fully utilize ICT because of its limited access. On
the other hand, during the conduct of observation, the students communicated well with their groupmates. 3. The students confidently and actively participated in the teaching-learning process. 4. The teachers have a wide know-how on using ICT as a tool for effective learning. Recommendation
After thorough scrutiny, the researchers hereby recommend the following: 1. The teacher should find time to research or discover sites that offer interactive learning strategies. Find time to understand PROJECT DECODE. 2. Due to limited access to the availability of the Internet, schools should give more priority as to the matter of internet access. 3. Schools should provide easy access to computer laboratory (preferably separate labs) in which students will get the chance to integrate the use of ICTs and be more creative and imaginative. Because tools provided in schools are not enough nor in an excellent condition. 4. Continuous training and professional development for teachers should be provided. 5. Technical assistance or support should be given from time to time. 6. Teachers should find more strategies/techniques to activate the HIGHERORDER THINKING SKILLS of the students through the use of ICT.
IX.
ACTION PLAN
August Activities
September- 1st Week of October
2nd Week- 3rd Week of October
Last Week of October
Pre-test
Implementation of the program
Post-test
Discussion, interpretation and data analysis Finalization of Research Paper
Information Dissemination
X.
REFERENCES
Unknown (2016) Education Magazine for Teachers. Educators’ 10. Lipa City Batangas Eferza Academic Publications. Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and Learning with Technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191. Granberg, Ellen M. (2000). How Technology Enhances Teaching and Learning. CFT's Newsletter. Teaching Forum Mahmud, Rosnaini (2016) Teachers’ acceptance of ICT and its integration in the classroom. Retrieved from researchgate.net on Nov. 20, 2019
Teves, Gerard (2007). Double Take - A deeper look at the Dynamics of Information and Communications Technologies and Education. Lipa City, Batangas Eferza Academic Publications Wong, E.M.L. and Li, S.C. (2008).” Framing ICT implementation in a context of educationalchange: a multilevel analysis”, School effectiveness and school improvement.
XI.
FINANCIAL REPORT
The total amount used in the research is shown below.
Amount Per Activity
Item/s
Quantity
Amount
Materials (ink, bond paper, envelops, folders)
3,500.00
Information Dissemination
5,000.00
Total
8,500.00
XII.
ANNEXES
CLASSROOM OBSERVATION TOOL (COT) Indicator N0.8 Teachers should select, develop, and use appropriate teaching resources including ICT to address learning goals. TECHNOPICTOGRAPH CRITERION (simple, middle, higher integration)
Strongly Agree
Agree
Disagree
Strongly Disagree
Mean Remarks ( Evident/Notevident)
4
3
2
1
1. The teacher presented the lesson through ICTs. (personal computer, interactive whiteboards, mobile phones, projection system). 2. The teacher facilitate in teaching specific concepts or skills through ICTs. 3. The teacher facilitate higherorder thinking through ICTs. 4. The teacher foster students' ability to use technology in their learning. 5. The teacher support various student learning styles and to personalize learning TOTAL WEIGHTED MEAN SCALE: 1.0-2.4 Highly not evident 2.5- 3.4 Evident
3.5- 4.0 Highly evident
a. Research Instrument
STATEMENTS ICT helps me in my studies to...
Strongly Agree 4
Agree
Disagre e
3 2
1. Get better results in my subjects 2. Understand the subject mater more deeply 3. Complete my work in my subjects more convenient
4. Motivate me to explore many topics I may not have seen before.
Strongly Disagree 1
Mean
Remarks ( Evident/Notevident)
5. Allow me to collaborate with others easily, both on and outside the campus. 6. Improve my IT/information management skills in general. 7. Improve my career or employment in the long term. 8. I get more actively involved in subjects that use technology. 9. To be adequately prepared to use the technology needed in my courses if I enter college. 10. To make me feel connected to what’s going on at the school. 11. To feel connected to other students and teachers. Weighted Mean SCALE: 1.0-2.4 Highly not evident 2.5- 3.4 Evident
3.5- 4.0 Highly evident
b. Declaration of Originality, Anti- Plagiarism, and Absence of Conflict of Interest
DECLARATION OF ORIGINALITY, ANTI-PLAGIARISM, AND ABSENCE OF CONFLICT OF INTEREST
1. I, RUSSEL P. BITCHAYDA, understand that plagiarism is an act of taking and using another's ideas and works and passing them off as one's own. This includes explicitly copying the whole work of another person or using some parts of their work without proper acknowledgment and referencing. 2. I hereby attest to the originality of this research proposal and have cited properly all the references used. I further commit that all deliverables and the final research study emanating from this proposal shall be of original content. I shall use appropriate citations in referencing other works from various sources. 3. I understand that a violation from this declaration and commitment shall be subject to consequences and shall be dealt with accordingly by the Department of Education.
Proponent: Signature:
RUSSEL P. BITCHAYDA
Date:
April 09, 2020
DECLARATION OF ORIGINALITY, ANTI-PLAGIARISM, AND ABSENCE OF CONFLICT OF INTEREST
1. I, MAYETH P. MALIMBAN, understand that plagiarism is an act of taking and using another's ideas and works and passing them off as one's own. This includes explicitly copying the whole work of another person or using some parts of their work without proper acknowledgment and referencing. 2. I hereby attest to the originality of this research proposal and have cited properly all the references used. I further commit that all deliverables and the final research study emanating from this proposal shall be of original content. I shall use appropriate citations in referencing other works from various sources. 3. I understand that a violation from this declaration and commitment shall be subject to consequences and shall be dealt with accordingly by the Department of Education.
Proponent: Signature:
MAYETH P. MALIMBAN
Date:
April 09, 2020
DECLARATION OF ORIGINALITY, ANTI-PLAGIARISM, AND ABSENCE OF CONFLICT OF INTEREST
1. I, JOSEPH B. PAITON, understand that plagiarism is an act of taking and using another's ideas and works and passing them off as one's own. This includes explicitly copying the whole work of another person or using some parts of their work without proper acknowledgment and referencing. 2. I hereby attest to the originality of this research proposal and have cited properly all the references used. I further commit that all deliverables and the final research study emanating from this proposal shall be of original content. I shall use appropriate citations in referencing other works from various sources. 3. I understand that a violation from this declaration and commitment shall be subject to consequences and shall be dealt with accordingly by the Department of Education.
Proponent: Signature:
JOSEPH B. PAITON
Date:
April 09, 2020