Thesis
| Title | Acceptability and Implementation Status of Information and Communications Technology (ICT) Programs among Public Secondary Schools in Caraga Administrative Region Posted by Ruben Abucayon |
| Authors | Ruben L. Abucayon |
| Publication date | 2008 |
| Thesis from the institution | St. Paul University Surigao |
| Abstract | The study assessed the extent of acceptability and the implementation status of Information and Communication Technology (ICT) programs among public secondary schools in Caraga Administrative Region such as the; DepEd Computerization Program, Intel Teach to the Future Program, Continuing Studies via Television, PCs for Public Schools Projects, IT Centers, Development of Multi-media Materials and Mobile IT Classrooms. The study utilized the descriptive design and participated in by 420 convenient chosen participants from eight schools divisions in the region. The researcher-made questionnaire was the main tool used in gathering data Frequency and Percentage Count, Mean and Standard Deviation, PearsonâProduct Moment Coefficient Correlation and Analysis of Variance (ANOVA) were the statistical tools used in treating data. Based on the results, it was found out that: (1) most of the participants belong to below 20 to the age bracket 30-39 years old (175 or 41.67%) and the least belong to below 20 years old age bracket (3 or 0.71%); females dominated the males (237 or 56.43%) and majority are married (321 or 76.43%); majority are BSED graduated (238 or 56/67%); classroom teachers are dominant (222 or 52.56%); majority (146 or 34.76%) are already 10 years below in service and the least (49 or 11.67%) served from 20-24 years; and rural location of school was dominant (256 or 60.95%); (2) The extent of acceptability of the ICT programs was verbally interpreted as Very Much Accepted (M=2.40, SD=0.56). (3) The status of the implementation of the ICT programs was qualitatively describe as partially implemented (M=1.78, SD=0.40); (4) There is a significant relationship between the extent of acceptability and the status of the implementation of the ICT programs; (5) No significant difference existed between the extent of the acceptability of the ICT programs and the profile variables based on the greater p-levels obtained on each variable; (6) No significant difference existed between the status of the implementation of the ICT programs and the profile variables; (7) Insufficient number of computer (373 or 88.81%) topped the rank of problems encountered in the implementation of ICT programs and in difference of parents (60 or 14.29%) got the lowest rank; and (8) Intensive computer training for teachers and administrators (124 or 29.52%) got the top rank of suggestions to improve the implementation and provisions of LCD projectors, printers, scanners, etc. (24 or 5.71%) landed last. Based on the findings, it was concluded that of the seven identified ICT programs, the majority are fully accepted by the participating schools with critical consideration on the fiscal dearth in the establishment of IT Centers and accessibility of the Mobile Classroom to participating schools; only the DepEd Computerization Programs which was fully implemented and the remaining other programs partially implemented due to logical, technical and financial constraints involving their implementation; obviously, the higher extent of acceptability of the ICT programs significantly relate to the higher or extensive status of the implementation as evident in the result of the study; it appears that the participants profile was not an operant factor to cause variation on the perception on the extent of acceptability of the ICT programs. Therefore, the hypothesis is rejected; the implementation of programs has been caused by the insufficient supply of the computer units as the biggest obstacle and indifference of the parents as the least obstacle as to the revealed findings; procurement of the additional computer units also demands the intensive computer training for teachers and administrators as the top suggestions for the improvement of the implementation. Based on the conclusion, it is recommended that the older the teacher in the service the better to require them to avail computer literacy training to be able to become adept with ICT dynamics; that a strategic plan should be formulated to help implement a comprehensive programs on ICT integrations; that a financial plan should be adopted that will included measures to increase the national budgetary allocation for education in general and ICT integration in the particular. It has to conduct a comprehensive assessment of the ICT resources and utilization particularly in Mindanao to be able to formulate an ICT profiling; those teachers handling English, Science and Mathematics should have special training on integrating ICT in their field of interest; that the proposed enhancement plan may be applied by the concerned schools divisions in general. |
| Index terms / Keywords | Information and Communications Technology Programs, Implementation Status |