ICT Integration in Teaching Edukasyong Pantahanan at Pangkabuhayan (EPP): Status, Challenges, and Proposed Measures in Cataingan West District
DOI:
https://doi.org/10.65339/ijsis.V1.I3.146Keywords:
Cataingan West District, Edukasyong Pantahanan at Pangkabuhayan, ICT Integration, ICT Instructional Materials, Professional Development, Support Services, Teacher Profile, Teaching ChallengesAbstract
This study determined the ICT Integration in Teaching Edukasyong Pantahanan at Pangkabuhayan (EPP): Status, Challenges, and Proposed Measures in Cataingan West District. It examined the profile of the 30 teacher-respondents in terms of age, highest educational attainment, related trainings attended, and number of years in service; the available support services and ICT instructional materials in the schools; the problems encountered in the utilization of ICT as a supplemental tool; the measures proposed by the respondents to address the problems; and whether significant differences existed in teachers’ utilization of ICT when grouped according to their profile. The study employed a descriptive-survey research design. Data were gathered through a structured questionnaire and analyzed using frequency, percentage, weighted mean, ranking, One-Way Analysis of Variance (ANOVA), and Independent Samples t-test. Findings showed that the largest proportion of respondents were 51–60 years old (30 percent) and held Master’s Degree (CAR) status (56.67 percent), yet 93.33 percent had not attended any specialized ICT-related training, while the largest group had 6–10 years of teaching experience. Schools possessed several basic support services and ICT instructional materials such as computer laboratories, projectors, speakers, printers, and instructional modules, but lacked school libraries, guidance offices, DVD players, and TV monitors. The problems encountered obtained an overall weighted mean of 3.21, interpreted as Serious, with the lack of computer-related training among teachers emerging as the most serious problem. The suggested measures obtained an overall weighted mean of 3.77, interpreted as Highly Recommended, with frequent ICT-related training ranked highest. A significant difference in teachers’ utilization of ICT was found only when grouped according to related trainings attended. The study aligns with SDG 4 (Quality Education) by addressing teachers’ digital competencies and the delivery of practical instruction in EPP. It contributes to educational and technological sustainability by identifying resource and training gaps and recommending capacity-building and institutional support measures that can strengthen technology-supported teaching in resource-constrained school settings.
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