1. Cebu Technological University – Main Campus, Cebu, Philippines.

*     Correspondence: rollie.ongco@deped.gov.ph

Keywords: learning, school, teachers, technology, Philippines, department of education, TAM

1. INTRODUCTION

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) has found that education systems all across the globe have been severely harmed by this almost two-year-long epidemic [1]. UNESCO believes more than ever that the government has to be assisted in providing technical and material support to enhance the educational system in these trying times for both students and teachers. The epidemic also has far-reaching social and economic consequences. Among the many social and economic issues that have come to light are student debt and digital learning as well as homelessness and access to childcare, health care, housing, and Internet services for people with impairments. Every education division at the regional and national levels has to take preemptive actions and work to create flexible and innovative programs, which may be available anytime and anyplace, thus avoiding national assessments. The governments took many measures to fight the virus outbreak. Different ways have been created to reach children via the Internet in order to help the virus spread less [2]. There is no secret that 21st century technology is a heated subject. In many countries, the main way to impart knowledge is via technology. Integration of technology has changed our society by affecting the way individuals think, work, and live. Schools and other educational institutions aim to prepare students for life in a society that might share and make accessible to all members of the society information that may be utilized to enhance the human condition should thus include ICT into their curriculum. Preparing students for the digital era includes using ICT in the classroom as a key component [3]. Teachers are expected to use ICT into their regular instruction and replace their conventional approaches with current tools and facilities in keeping with the new normal of education. To stay current with developments in education and its methods, they must be technically savvy. ICT in education helps to provide proactive and simple access as well as a complete teaching and learning environment. Some journal of educational technology thinks that the use of ICT can enable students to acquire the skills required for the present globalization. The e-learning strategy has been unexpectedly adopted at the national level to meet the significant changes brought on by the coronavirus epidemic. The criteria for this national initiative, nevertheless, have not been evaluated [4]. The difficulty now is to grasp and control procedures and rules to control the information in time like this. One must find the technologies that can be used, how they will be applied, how to control them, and how one may believe in them. Therefore, the goal of the study is to evaluate the efficacy of teaching and learning with the integration of ICT to the Grade X Computer System Servicing students at Marigondon National High School, Lapu-Lapu City, Cebu. Being a TVE instructor, the researcher feels that this study will significantly influence TVE Computer System Servicing student performance. Thus, this work is carried out to provide a learning tool. Two theories of Diffusion of Innovations by [5] and Technology Acceptance Model (TAM) by [6] have been selected and modified for the study environment as the conceptual framework for this study on ICT integration to improve a quality teaching and learning experience in schools. Rogers’ theory described as the process by which an invention gets disseminated via certain channels and over time among the members of a social system. The procedure will begin with “knowledge” of the first channel representing traits of the decision-making unit by the ICT users to incorporate the technology. It concludes with “confirmation” by the users to accept the technology and incorporate it further. The TAM theory is made up of many components reflecting the user-driven ICT adoption process including behavioral intention, perceived utility, and perceived simplicity of usage. While perceived usefulness is the extent to which somebody thinks on the advantage from the usage of a certain technology by enhancing the work performance, perceived ease of use is the relevance of a technology in being user-friendly for the users [7]. The Technology Acceptance Model (TAM) theory is a widely recognized framework in information systems study that focuses on the effectiveness of technology in understanding the value and efficacy of a particular system. It emphasizes the importance of mastering ICT skills and utilizing ICT to create an improved teaching and learning environment. However, many teachers lack the knowledge and skills to effectively use ICT tools in facilitating learning in increasingly ICT-pervasive learning environments. A generic framework for ICT in Teacher Education is composed of four clusters of competencies organized by four supportive themes: content and pedagogy, collaboration and networking, social issues, and technical issues [8]. These core competencies can be developed and utilized in technology-pedagogy integration in four supportive themes: context and culture, leadership and vision, lifelong learning, and planning and management of change. Teaching and learning involve a process of engaging minds and opening up awareness for exploration and discovery, which can be facilitated through technologies such as instant messaging tools. However, some issues have not been addressed in the given framework. The most crucial factor in integrating ICT into teaching and learning depends on the extent to which various guiding principles of the integration are formulated and applied. When using ICT for creating a new learning culture, one must consider the current social and economic conditions, existing telecommunication infrastructure, and cultural and linguistic factors. ICT tools must be infused into pedagogy in a way that its uses improve learning. [9] identified three main stages for ICT to be highly valued and regarded by teachers: integration, enhancement, and complementary. Integration involves implementing the right use of ICT in a particular subject area to improve student achievement and attainment. Enhancement emphasizes the topic introduced, such as using Microsoft PowerPoint to present the topic in an innovative and creative way. Complementary approach aids and supports student learning, allowing students to be more organized and efficient [10]. Technology-based teaching and learning can significantly change schools, necessitating proper planning and policy making. National ICT policies can serve several crucial functions, providing a rationale, goals, and vision for how education systems run [11]. The Ministry of Education Malaysia has formulated three main policies for ICT in education: 1) ensuring all students have the opportunity to use ICT, 2) focusing on the role and function of ICT in education, and 3) stressing the use of ICT for accessing information, communication, and productivity tools. To enable the use of ICT in classroom teaching and learning, factors such as policy, supplementation of ICT hardware and software facilities, readiness and skills of teachers, technical support, and continuous professional development are essential. All parties must cooperate to bring the nation to become a country advance in technology. The Department of Education (DepEd) has been working on the implementation of the Department of Education Computerization Program (DCP) since 2010, providing computer laboratory packages to secondary schools, e-classrooms to elementary schools, laptop units to mobile teachers, and integrating ICT in the school system [12]. The program aims to raise ICT literacy among learners, pupils, students, teachers, and school heads, and reduce the computer backlog in public schools. Amidst the COVID-19 pandemic, the DepEd is accelerating its ICT efforts to ensure learning continuity and protect the health and safety of learners, teachers, non-teaching personnel, and school structures. The use of Information and Communications Technology (ICT) in the Department of Education is anchored on four major areas of the Digital Rise Program under the Public Schools of the Future framework: Digital Literacy Skills, ICT-Assisted Teaching, ICT-Assisted Learning, and Automation of Organization Processes. The ICT-TC serves specific functions, including formulating and/or recommending policies, standards, and guidelines on ICT use in basic education and governance, spearheading the development and installation of appropriate systems, evaluating ICT programs and project proposals, creating and supervising TC-Subcommittees, establishing and maintaining strong working relationships with government agencies, corporate foundations, non-profit organizations, and ODA-funded projects, tracking ICT resource distribution and utilization, and providing assistance in the formulation and execution of ICT programs and projects [13]. The 21st Century Skills Partnership emphasizes the importance of mastering critical thinking, creativity, communication, and collaboration in a technology-infused learning environment for students to succeed in secondary and post-secondary institutions and the workplace. This requires putting technology into students’ hands and trusting them with more progressive use of technology. Students no longer have less access to technical resources than instructors, and they need access to a constantly evolving array of technological tools and activities that require problem-solving and decision-making for student performance to approximate their potential. Teachers see technology as an integral part of education, and a recent survey by GfK on behalf of Samsung Business revealed that 90% of teachers believe modern technology is an important tool in educational program success [14]. However, K-12 teachers’ nationwide survey revealed that while schools put more technology into classrooms, not enough is being done to ensure teachers know how to integrate it into their lessons. Six in ten teachers felt inadequately equipped to use technology in classrooms, and those over 43 showed less confidence in their abilities to successfully leverage technology. Researchers have reported that certain key tactics of professional development will have the greatest effect when educators are trained to use technology in educational programs [15]. These instructors know what works for learning: ensuring everyone works at the correct level of comprehension, encouraging students to develop learning, and providing easy-to-digest nuggets of learning. Such ideas can also help create positive job growth [16].

Figure 01: Location Map of the Study

 

2. MATERIALS AND METHODS

The study uses a descriptive-correlational approach to analyze data on the effectiveness of channeling ICT integration for Junior High students. The study involved collecting information from teachers, learners, and their age, gender, civil status, and performance rating. The study also measures the level of performance of Grade X learners in TVE Computer System Servicing competencies. The study procedure strictly follows the descriptive-correlational method, and the output is an enhanced teaching-learning strategy. The study aims to test the relationship between the effectiveness of channeling ICT integration and the performance of learners in Computer System Servicing. The best practices of teacher-respondents in integrating ICT for Computer System Servicing are also considered. The study focused on Marigondon National High School in Cebu, Philippines, founded in 1969. Initially named Marigondon Barangay High School, it had only six teachers and 22 students. In 1980, students stayed on the main campus and were dubbed “Saudi” and “Pilipinas.” The school was converted to Marigondon National High School (MNHS) in 1984, and in 2000, the names continued. The main campus was dubbed “Pilipinas,” while other buildings were called “Pilipinas.” Today, the school has 6,809 students, 214 teachers, and 10 non-teaching personnel. This study involved N=10 teachers and N=60 Grade X learners from Marigondon National High School in Lapu-Lapu City, Cebu, selected using non-random purposive sampling. The inclusion criteria included teachers with over a year of experience, willingness to participate, and Grade X TVE Computer System Servicing learners considering age, gender, and TVE Computer System Servicing performance.

Table 1: Distribution of Respondents

Marigondon National High School	Respondents
	F	%
Teachers	10	14
Learners	60	86
Total	70	100

 

This study used a questionnaire divided into four parts to gather information about teachers’ profiles, Grade X learners, and the effectiveness of ICT integration in schools. The first part asked for information about teachers’ age, gender, civil status, educational attainment, and relevant trainings. The second part focused on Grade X learners’ profiles, determining their age and gender. The third part used a modified standardized questionnaire from Ghavifekr’s 2015 study to measure the effectiveness of ICT integration in schools. The fourth part asked respondents to identify at least ten best practices for teachers in integrating ICT in teaching Computer System Servicing. The data was collected through a step-by-step process, with approval from the Principal of Marigondon National High of Lapu-Lapu City. The data was then subjected to statistical treatment using simple percentage, weighted mean, and chi-square to determine the relationship between the effectiveness of ICT integration and learners’ performance in Computer System Servicing. Scoring Procedure, the following were the parametric limits of the study.

Table 2: Scoring Procedure

Weight	Range	Response	Verbal Description
4	3.26 – 4.00	Strongly Agree	this means that one strongly favors the statement without a little doubt and disagreement
3	2.51- 3.25	Agree	this means that one favors the statement without a little doubt and disagreement
2	1.76 – 2.50	Disagree	this means that one is not in favor of the statement without a little agreement
1	1.0      – 1.75	Strongly Disagree	this means that one is strongly not in favor with the statement without a little agreement

 

The study focuses on the integration of ICT in education, aiming to provide meaningful and productive learning experiences through student-centered classrooms. The study measures accessibility, effectiveness, and enhanced teaching/learning strategies to improve the integration of ICT in education and promote academic performance. The new normal of education focuses on using technology to increase efficiency in areas with the capacity to do so, while empowering learners and communities to create positive learning environments. Performance level refers to the development of Grade X learners affected by ICT integration. The study also includes the profile of Marigondon National High School teachers, including their civil status, highest educational attainment, length of service, relevant trainings, workshops, and seminars attended. The study also considers the highest rates of teacher qualification, the length of service, and relevant seminars and trainings. These events help teachers acquire knowledge, skills, competencies, and updates about teaching and related fields. Overall, the study aims to understand the impact of ICT integration on the learning environment and the development of Grade X learners.

3. RESULT & DISCUSSION

This study focused on the data collected from 70 respondents from Marigondon National High School in Lapu-Lapu City, Cebu. The study included an assessment of the teacher-respondents’ age, gender, civil status, educational attainment, years in service, performance rating, and trainings attended. It also examines the profile of the learner-respondents. The second part of the study evaluated the effectiveness and accessibility of channeling ICT integration in teaching-learning for Junior High School. The third part highlights the performance of Grade X learners in Computer System Servicing competencies. The fourth part tests the relationship between the effectiveness of channeling ICT integration and learners’ performance in Computer System Servicing. The final section presents the best practices of the teacher-respondents in integrating ICT for Computer System Servicing. Table 3 presents the profile of the respondents in terms of age.

Table 3: Age Profile

Age	Frequency (n=10)	Percentage
51 years old and above	–	–
41-50 years old	2	20
31-40 years old	5	50
21-30 years old	3	30
Total	10	100

The majority of respondents, or 50%, are aged 31-40, followed by those aged 21-30, and only 20% are aged 41-50. Teachers are seen as intimate, responsible, and dedicated to fulfilling their tasks and obligations. The focus is on building deep, loving relationships with others. Age is an essential factor in evaluating maturity and understanding, as it determines the individual’s time of growth and development. The results show that instructors perceive their tasks and obligations as mature, responsible, and reliable. Table 4 shows the profile of the respondents in terms of gender. 

Table 4: Gender Profile

Gender	Frequency (n=10)	Percentage
Male	1	10
Female	9	90
Total	10	100

In the Philippines, teaching is predominantly a female profession, with female teachers outnumbering male teachers in elementary and secondary schools. However, male administrators still hold top occupational positions and higher salaries. Study by [17] reveals that physical characteristics and stereotyping of sexual functions can hinder women’s job mobility. Women have historically been involved in school teaching, with an ideological relationship between their household roles and their profession. The care of young children is traditionally seen as an extension of maternity, making it a natural profession for women. Table 5 indicates the profile of the respondents in terms of civil status. 

Table 5: Civil Status Profile

Civil Status	Frequency (n=10)	Percentage
Single	4	40
Married	6	60
Total	10	100

The majority of teacher-respondents, 60%, are married, while 40% are single. The legality of their status determines their ability to handle pressure and workload. While there is a mention of marriage potential among teachers, few goals have been achieved compared to other professional groups or the entire population, with specific age groups or teacher marriages. Table 6 presents the highest educational attainment of the respondents.

Table 6: Highest Educational Attainment

Highest Educational Attainment	Frequency (n=10)	Percentage
Master’s Degree	3	30
With units in Master’s Degree	7	70
BSEEd graduate	–	–
Total	10	100

The majority of respondents (70%) obtained a master’s degree, with 30% holding a master’s degree. This leads to improved job opportunities and the ability to pursue further education. Obtaining a master’s degree or professional certificate can lead to better career prospects. Master grades in specific subjects may be more suitable for obtaining a degree. Ongoing training enhances skills and prepares for professional growth and development. Table 7 reveals the number of years in service of the respondents.

Table 7: Length of Service

Length of Service	Frequency (n=10)	Percentage
More than 6 years	5	50
4-6 years	3	30
1-3 years	2	20
Total	10	100

The study reveals that 50% of respondents have been with the institution for over 6 years, 30% have been teaching for 4-6 years, and 20% have been teaching for 1-3 years. These respondents are content with the advantages and incentives provided to them, leading to increased ethics and trust. The management supports these instructors and administrators, resulting in their long-term retention. Credit value is determined by longevity, duration of service, and employee reaction to the organization’s advantages. Table 8 shows the performance rating of the respondents.

Table 8: Performance Rating

Performance Rating	Frequency (n=10)	Percentage
Outstanding	2	20
Very Satisfactory	8	80
Satisfactory	–	–
Unsatisfactory	–	–
Poor	–	–
Total	10	100

The Teacher Performance Assessment System in Ontario aims to improve student outcomes and reduce performance by providing quality instruction. The system assesses teachers’ performance, identifying extra assistance options when needed. Most teachers score very satisfactory, with 80% or 80% meeting this standard. The system supports teachers in achieving high levels of student achievement and enables them to reach their full potential. Appropriate Trainings, Seminars, and Workshops Attended. Table 9 indicates the number of appropriate trainings, seminars, and workshops attended by the respondents.

Table 9: Appropriate Trainings, Seminars, and Workshops Attended

Appropriate Trainings, Seminars, and Workshops Attended	Frequency (n=10)	Rank
National	9	1st
District	8	2nd
Division	7	3rd
Regional	4	4th
International	1	5th

The Department of Education has found that 90% of respondents have attended National trainings and seminars, followed by District trainings at 80%. Division and Regional trainings followed at 70% and 40%, respectively. International trainings were last at 10%. The Department recognizes the importance of instructors’ capacity to educate children and believes that seminars can enhance teaching environments, maintain facilities, and inspire them to become better instructors. However, these trainings are not a replacement for actual learning. Benefits of training include increased employee satisfaction, motivation, efficiency, adoption of new technologies, innovation, reduced staff turnover, and improved organizational image and risk management. Table 10 presents the profile of the Grade X learner-respondents of Marigondon National High School, Lapu-Lapu City, Cebu. This shows the age and gender profile of the learner-respondents.

Table 10: Age and Gender Profile

Variables	Frequency (n=60)	Percentage
Age
17 years old	8	13.3
16 years old	37	61.6
15 years old	15	25
Gender
Boy	49	81.7
Girl	11	18.3
Total	60	100

The majority of Grade X learners in the Philippines are 16 years old, with 62% being 16 years old, followed by 15-year-olds (15%) and 13% being 17 years old. Boys outnumber girls (82%), with only 11% being girl learners. The K-12 curriculum for the Philippines requires 4-degree learners to demonstrate real-life decision-making abilities. Edukasyon Sa Pagpapakatao (ESP) helps students develop values and construct understanding in real-world situations. Female students in the Philippines have a better educational experience, with higher participation rates and higher cohort survival rates. This is due to lower dropout rates and completion rates. Poor families tend to labor, as girls are physically capable, and females prefer school more than boys, as they no longer envision themselves living at home. The following tables present the level of channeling ICT integration in effective teaching-learning for Junior High School in terms of efficacy and accessibility, as perceived by the teacher-respondents of the study locale. This refers to how effective and efficient the use of ICT in class, specifically for Computer System Servicing subject.

Table 11: Efficacy

Item	Weighted Mean	Interpretation
ICT allows learners to be more creative and imaginative	3	Agree
The use of ICT helps learners to find related knowledge and information in Computer System Servicing (CSS)	3.6	Strongly Agree
The use of ICT increases learners’ confidence to participate actively in CSS class	3.6	Strongly Agree
ICT helps broaden learners’ knowledge paradigm in CSS	3	Agree
ICT helps to improve learners’ ability specifically in Computer System Servicing	3.7	Strongly Agree
ICT enables learners to express their ideas and thoughts in CSS better	3	Agree
The use of ICT promotes active and engaging lesson for learners’ best learning experience	3.5	Strongly Agree
Learners are more behaved and under control with the use of ICT	3.4	Strongly Agree
Learners learn more effectively and efficiently in CSS with the use of ICT	3.5	Strongly Agree
The use of ICT encourages learners to communicate more with their classmates	3.5	Strongly Agree
GRAND MEAN	3.38	Strongly Agree

 

The study found that ICT integration is effective and efficient in the teaching-learning process for Junior High School learners in Computer System Servicing. The most significant improvement was in learners’ ability to find related knowledge and information, increasing their confidence to participate actively in CSS classes, and promoting active and engaging lessons. However, learners were also found to be more behaved and under control with the use of ICT.ICT not only transforms teaching but also the learning processes, allowing students to develop creativity, communication skills, and other thinking skills. Smart solutions such as laptop learning, e-learning, smart classrooms, didactic equipment, and stimulations are essential for today’s education. An entire learning environment is needed where students, teachers, administrators, and parents can easily communicate and collaborate, share secure information, and access a world of knowledge beyond classroom walls. CT classrooms improve student engagement by providing new opportunities for learning, such as virtual field trips and using other learning resources. This leads to more active participation in the learning process, which is vital for increased knowledge retention. Different technologies can be used to experiment and determine the best approach for each student. CT also provides opportunities for students with different learning styles and abilities, making learning more effective for everyone. Students can learn at their own pace and review difficult concepts if needed. Access to the internet allows students to access a wide range of resources, increasing engagement during lessons. This pertains to what the user requires to gain functional access to ICT. 

Table 12: Accessibility

Item	Weighted Mean	Interpretation
The ICT facilities in the school are well-functioning and can be used	3	Agree
The technical supports are provided if teachers are faced with difficulties	3.2	Agree
More access to ICT means more opportunity for teachers to teach CSS	3.3	Strongly Agree
Full support from the school’s top management encourages me in using ICT in teaching CSS	3.2	Agree
Teaching time of CSS with the use of ICT is enough for teaching and learning purposes	3.2	Agree
There is enough training and professional development provided for teachers about ICT use in teaching	3	Agree
All ICT tools in the school are often used by the teachers in teaching CSS	3	Agree
Teachers are given more time to learn and be comfortable with the use of ICT in teaching	3.1	Agree
There is a computer lab at school in which teachers can use to watch educational videos and teach students	3.2	Agree
Teachers are given the freedom to design their own teaching for CSS with the help from ICT	3.3	Strongly Agree
GRAND MEAN	3.15	Agree

Meanwhile, in terms of accessibility, it obtained a grand mean of 3.15, which means that the teacher-respondents agree that ICT is highly accessible, thus making it positively impact the teaching-learning process for Junior High School learners in Computer System Servicing. Having more access to ICT means more opportunity for teachers to teach CSS; and teachers given the freedom to design their own teaching for CSS with the help from ICT got the highest weighted mean of 3.3, apiece. This is closely followed by technical supports being provided if teachers are faced with difficulties; full support from the school’s top management encouraging teachers in using ICT in teaching CSS; teaching time of CSS with the use of ICT being enough for teaching and learning purposes; and having computer lab at school in which teachers can use to watch educational videos and teach students, with a mean score of 3.2, each. Teachers given more time to learn and be comfortable with the use of ICT in teaching came next with a score of 3.1, while ICT facilities in the school well-functions and can be used; having enough training and professional development provided for teachers about ICT use in teaching; and all ICT tools in the school being used by the teachers in teaching CSS – got the lowest weighted mean of 3, apiece. The impact of ICT for teaching and learning process has become pertinent as it facilitates teaching and learning process, create conducive learning environment, and help learners develop creative thinking and self-confidence. This simply means that more access to ICT means more opportunities for teachers and learners in the teaching-learning process. There are many advantages that ICT can bring to teaching and learning in schools. This enables those who are socially, mentally, and physically disadvantaged to become more active in the learning process [18]. Learning can become more effective with ICT as it involves more senses in a multimedia context. There is also evidence to suggest that ICT increases the level of engagement with students creating a positive impact on all student groups. In addition, [19] believed that ICT can provide a “broader international context for approaching problems as well as being more sensitive response to local needs”. Moreover, ICT can empower teachers and students to build rich multisensory and interactive environments. Even the best teachers deal with resistance from students either because the student cannot relate to the teacher, or they cannot relate to the subject material. The best thing an educator can do for a student is to empower them to be responsible for their learning. Technology helps them do this with very little upfront training. Along with making learning more personalized to each student, technology is also helping teachers, students, and their families connect increasingly outside the classroom. Students can reach out for extra help or resources when they need it, and families can work together with their child and their child’s teacher for optimal learning [20]. This table indicates the summary of the level of perceived effectiveness of ICT integration towards the teaching-learning process in terms of efficacy and accessibility.

Table 13: Summary

Indicators	Weighted Mean	Interpretation
Efficacy	3.38	Strongly Agree
Accessibility	3.15	Agree
Overall Grand Mean	3.26	Strongly Agree

The study found that teachers strongly agree that ICT is effective, efficient, and accessible in the teaching-learning process. However, there is a need for adequate ICT infrastructure and equipment supplies in schools, particularly in rural areas. Teachers’ readiness and skills in using ICT are crucial for effective teaching. They need sufficient ICT skills to implement technology and have confidence in using it in the classroom. Teachers who have completed ICT courses are more effective in using technology tools. Schools have used various strategies to provide further professional development for teachers, such as attending training courses and peer-tutoring systems. To enable the use of ICT in classroom teaching and learning, factors such as policy, supplementation of ICT hardware and software facilities, and teachers’ readiness and skills to integrate it into the pedagogical process are essential. Technical support and continuous professional development in ICT should also be conducted periodically. In conclusion, all parties must cooperate to bring the nation to a technologically advanced state. Table 14 reveals the level of performance of the Grade X learners in the following Computer System Servicing (CSS) competencies. Learners should set up a client server network using Microsoft Windows Server 2008 R2, starting with the Initial Configuration Tasks window. Connect the computer to the internet and join the client to the Active Directory Domain. In the Administrative Tools, locate the active domain name and right-click on “New” or “User” to create a new user account. This allows central authentication, allowing access to different services and resources without logging into each one. Maintaining the computer system and network is crucial for its longevity. Schedule computer use, move only when turned off and unplugged, and treat the computer properly. Properly turn off and unplug computers when transferring them to another location. Implement a systematic maintenance plan for software and back up files.

Table 14: Level of Learners’ Performance in Computer System Servicing Competencies

Computer System Servicing Competencies	Grade/Score per Competency
	Attained Mastery 90-100		Near Mastery 80-89		Lack Mastery 75-79		No Mastery 60-74
	F	%	F	%	F	%	f	%
Setting-Up Client Server Network – Server Installation & Configuration	11	18.3	10	16.6	15	25	24	40
Joining Client to Domain and Create User	23	38.3	11	18.3	5	8.33	21	35
Using appropriate tools for the maintenance of computer system and network	23	38.3	9	15	–	–	28	46.6

 

The performance of Grade X learners at Marigondon National High School was assessed through three Computer System Servicing competencies. The first competency, Setting-Up Client Server Network – Server Installation & Configuration, was deemed No Mastery, with 24 learners (40%) achieving a grade of 60-74. The second competency, Joining Client to Domain and Create User, saw 38% of learners achieve mastery or 90-100, followed by 35% who did not, and 18% who achieved near mastery. The third competency, using appropriate tools for computer system and network maintenance, saw 47% of learners fall under no mastery or 60-74, while 38% achieved mastery or 90-100, and 15% achieved near mastery. Table 15 shows the results of testing the relationship between the level of effectiveness ICT integration in the teaching-learning process and the level of performance of the Grade X learners in Computer System Servicing.

Table 15: Level of Effectiveness of Channeling ICT Integration and Level of Performance of Learners

Variables	Computed chi-square	Critical p-value	Decision	Interpretation
Level of Effectiveness of Channeling ICT Integration and Level of Performance of Learners	.316*	.019	Rejected	Significant

@ 0.05 level of significance

The effectiveness of channeling ICT integration significantly impacts learners’ performance in Computer System Servicing (CSS). [21] study found that well-equipped teachers and professional development training programs are key factors in the success of technology-based teaching and learning. [22] study found that Houdegbe North American University, Benin is computer-oriented, which is essential for educational development. Computer usage influences academic achievement in secondary schools, but many universities in Nigeria, Benin, and Ghana are not computer-oriented. Future studies should consider other aspects of ICT integration, particularly from a management perspective, for strategic planning and policy making. Table 16 showcases the best practices of the teacher-respondents at Marigondon National High School in the integration of ICT in the teaching-learning process for Computer System Servicing (CSS).

Table 16: Best Practices in ICT Integration

Rank	Total Points	Best Practices
1st	79	Practice proper netiquette.
2nd	75	Use mainstream social media for dissemination.
3rd	64	Participate in online collaborative activities.
4th	60	Create online classrooms.
5th	57	Follow-up students via Messenger.
6th	51	Involves students learning to make the most of the digital technologies available to them.
7th	50	Use the web in doing study and locating resources.
8th	42	Send and retrieve modules of students using internet.
9th	37	Interactive learning with Immediate response.
10th	35	Use of Microsoft/Google Forms in surveys and questionnaires.

The study ranked the best practices of teacher-respondents in integrating ICT for Computer System Servicing teaching-learning. The top rank was practicing proper netiquette, using mainstream social media for information dissemination, and facilitating online collaborative activities. Teachers created online classrooms and followed up with students through various platforms. Students learned to make the most of available technologies, used the web for study and resource retrieval, and used Microsoft/Google Forms for surveys and questionnaires. The study highlighted the importance of ICT in education as a tool for generating critical and creative minds, leading to improvements and development of human capital. To achieve the intended goal, instructions were designed systematically and orderly according to instructional design models. 

4. CONCLUSION

The study evaluated the use of Information and Communication Technology (ICT) in the teaching-learning process for Grade X learners at Marigondon National High School, Lapu-Lapu City, Cebu, for the school year. The study assessed the effectiveness of ICT integration in the teaching-learning process for Grade X learners at Marigondon National High School, Lapu-Lapu City, Cebu, for the school as the basis for an enhanced teaching-learning strategy. The findings offered significant information and insights to the Department of Education, School Heads/Administrators, teachers, learners, researchers, and future researchers. By understanding the feasibility of using ICT in education, promoting ICT-driven teaching, and providing comprehensive trainings and programs, educators can better support their students and improve their skills in Computer System Servicing. The study found that teachers, aged 31-40, were female, married, and had been in the institution for over six years. They had a satisfactory performance rating and attended national and district trainings, seminars, and workshops. The teachers agreed that ICT integration was effective, efficient, and accessible, positively impacting the teaching-learning process in Computer System Servicing. Most learners achieved mastery in competencies such as Joining Client to Domain and Create User, and using appropriate tools for computer system and network maintenance. The level of effectiveness of ICT integration significantly impacted learners’ performance. The study concludes that more effective, efficient, and accessible ICT integration in the teaching-learning process leads to better student performance. School administrators should strive to provide ICT equipment to increase student competency and the country’s education system and ICT infrastructure. Recommendations include maximizing inputs for improvement, providing teachers with support in technology use, improving ICT infrastructure within the school community, involving larger respondents in future studies, and modifying existing technology-related programs for regular evaluation and updating.

References

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