Integration of Information Communication Technology (ICT) in Teaching Intermediate Science

Abstract

The aimed of this study was to assess the performance of pupils in terms of ICT integration in teaching science in Grade IV-VI learners in Malaban Elementary School Biñan City, Laguna, and their disparity between the level of ICT integration in teaching and non-integration of ICT. In this analysis, the quantitative quasi-experimental method was used. The hypotheses for independent and dependent samples are tested using the t-test. The results revealed that ICT Integration in teaching Science 4,5, & 6 were effective than Non-ICT Integration based on the mean scores performance of the learners’ formative test and posttest which can be implied that the academic performance of the learners with ICT integration is much better than that of the non-ICT incorporated learners . Based on the result that the mean quality measures of the two classes of the learners are differently highly significant on their formative test and posttest. The results also revealed that in terms of pretest and posttest of experimental group found highly significance while for the comparison group found not significantly different except for GRADE IV found slightly significant. The authors proposed exploring the use of ICT in the incorporation of the other subjects related to the use of ICT in Science. They also recommend to the school heads that the teachers have as much as possible continuous training and seminars to enhance the skills and confidence of the teacher in using the technology.