ICT INTEGRATION AND LEARNERS’ ACADEMIC PERFORMANCE IN ARALING PANLIPUNAN IN THE JUNIOR HIGH SCHOOL
DOI:
https://doi.org/10.55687/ste.v5i1.305Abstract
This descriptive-correlational study examined the relationship between Information and Communication Technology (ICT) integration and learners’ academic performance in Araling Panlipunan in the Junior High School. The study involved Social Science teachers and student respondents from Angadanan National High School, Angadanan West District, Isabela. Data were collected using a validated questionnaire adapted from Gulbahar and Guven (2008) and analyzed using frequency, percentage, mean, ANOVA, and Pearson Product Moment Correlation. Findings revealed that most teachers demonstrated positive perceptions toward ICT integration and possessed high levels of ICT competence, supported by training and teaching experience. Students also expressed favorable perceptions regarding ICT-supported learning, particularly in improving engagement, communication, and knowledge acquisition. Significant differences were found in students’ perceptions when grouped according to gender, types of gadgets used, and exposure to social networking sites. Results further revealed a significant relationship between students’ perceptions of ICT integration and their academic performance in Araling Panlipunan. However, no significant relationship was found between teachers’ perceptions and student academic performance. The findings indicate that structured ICT integration contributes positively to learning outcomes when supported by teacher competence, appropriate resources, and institutional support. Continuous professional development, improved infrastructure, and strategic ICT policies are recommended to strengthen technology integration in social science instruction.
Keywords: ICT integration, academic performance, Araling Panlipunan, teacher perception, student perception, junior high school
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