Teachers’ Perceptions and Challenges on Information and Communication Technology (ICT) Integration in Edukasyong Pantahanan at Pangkabuhayan (EPP) Instruction in a Public Elementary School
DOI:
https://doi.org/10.65339/wjsam.V1.I2.16Keywords:
Academic Performance, EPP Instruction, ICT Integration, Instructional Challenges, Teacher Perceptions, Technology-Enhanced LearningAbstract
This study examined elementary teachers’ perceptions of Information and Communication Technology (ICT) integration in Edukasyong Pantahanan at Pangkabuhayan (EPP), the tools used, implementation challenges, and the relationship between ICT availability and learners’ academic performance in selected urban elementary schools in Mandaue City during School Year 2024–2025. Employing a descriptive-correlational research design, the study involved 50 teachers who completed an adapted questionnaire. Data were analyzed using percentages, weighted means, and Pearson’s product–moment correlation. Findings revealed that presentation tools were most commonly used (62.00%), followed by online resources (32.00%). Teachers expressed favorable perceptions of ICT integration (overall mean = 4.06), particularly in supporting administrative tasks, learner motivation, and diverse learning needs. However, ICT tool availability showed no statistically significant relationship with EPP academic performance (r = −0.050), despite predominantly high reported academic ratings. Major challenges included lesson-planning time constraints (mean = 4.20) and limited ICT resources (mean = 4.12). The study concluded that favorable perceptions and technological availability alone did not establish improved academic performance. Contextualized technology-enhanced learning activities, continuous teacher development, collaborative planning, and strengthened institutional support were recommended. The selected-school sample, self-reported perceptions, and correlational design limited generalizability and causal interpretation. The findings provide a contextualized foundation for improving ICT-supported EPP instruction and guiding school-level decisions concerning instructional resources, teacher support, and practical learning activities.
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