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Report Writing On Influence of Information Communication Technology (ICT) on Academic Performance of Secondary School Students A Report Submitted To: Tribhuvan University Department of Education Submitted in partial fulfillment of the requirements in Research Project (Ed.472) for Bachelor degree in Bachelor of Information and Communication Technology in Education (BICTE) BY RASHU SHRESTHA T.U Redg.No.: 9-2-288-454-2020 Exam Symbol No: 77288021 BICTE Program AADIKAVI BHANUBHAKTA CAMPUS Vyas-01, Tanahun, Nepal (December, 2024) i
Tribhuvan University Faculty of Education BICTE Program Aadikavi Bhanubhakta Campus LETTER OF RECOMMENDATION This is to certify that Ms.Rashu Shrestha has completed her report entitled Influence of Information Communication Technology (ICT) on Academic Performance of Secondary School Students under my supervision as approved by this Department in the prescribed format of the BICTE Program of Department of Education. I hereby recommend her project report to be submitted for viva. _____________________ Bishnu Hadkhale Report Supervisor BICTE Program Date: ___________________ ii
Tribhuvan University Faculty of Education Aadikavi Bhanubhakta Campus LETTER OF APPROVAL This report entitled Influence of Information Communication Technology (ICT) on Academic Performance of Secondary School Students submitted to the BICTE Program, Department of Education,by Ms. Rashu Shrestha has been approved by the undersigned members of the evaluation committee. Members of Evaluation Committee: Bishnu Hadkhale ______________________ Internal Examiner Ghan Bahadur Thapa ______________________ HoP Maha Prasad Hadkhale _____________________ Campus Chief Date: ________________________ iii
ACKNOWLEDGEMENT I would like to express my great sense of gratitude to my respected teacher's irreplaceable guidance that have guided and encouraged me to study Bachelor Degree in BICTE Program and complete this report directly or indirectly. I am very gratitude to Er. Ghan Bahadur Thapa, the Head of the Program of BICTE for his approval of this report. My special thanks go to my teacher Mr. Bishnu Hadkhale whose contribution, constructive comments, suggestion and guidance for the completion of the report. I am equally obliged to my respected Teacher Mr. Maha Prasad Hadkhale, Campus Chief and all the teachers for their proper encouragement. I am directly or indirectly gratitude to all my batch-mates friends, who encouraged and supported me for completion this project report. Besides, my family members are the key figures who deserve for their moral, ethical and economical support. I thank to my parents who always inspired me for studying who helped me to collect needed materials and text. Rashu Shrestha iv
SELF DECLARATION I, Ms. Rashu Shrestha, hereby declare that the research project entitled "Influence of Information Communication Technology (ICT) on Academic Performance of Secondary School Students" has been prepared by me under the supervision of my teacher, Mr. Bishnu Hadkhale, as per the guidelines provided by the Bachelor of Information Communication Technology in Education (BICTE) Program of the Department of Education. I affirm that this report is my original work, and all the information and data presented have been collected and analyzed by me through surveys and research conducted in the secondary schools of Vyas Nagarpalika, Tanahun. I confirm that proper citations and references have been included for all secondary sources used in the study. This report is submitted as part of the academic requirement for the BICTE Program and has not been submitted elsewhere for academic credit or recognition. I take full responsibility for the authenticity and accuracy of the information and findings presented in this report. Date: Name: Rashu Shrestha Program: BICTE Department: Department of Education v
Table of Contents LETTER OF RECOMMENDATION ................................................................................... ii LETTER OF APPROVAL ................................................................................................... iii ACKNOWLEDGEMENT .................................................................................................... iv SELF DECLARATION ........................................................................................................ v ABSTRACT ...................................................................................................................... viii CHAPTER ONE ................................................................................................................... 1 1.1. INTRODUCTION .................................................................................................. 1 1.2. BACKGROUND OF THE STUDY ........................................................................ 1 1.3. STATEMENT OF THE PROBLEM ....................................................................... 2 1.4. OBJECTIVES OF THE STUDY ............................................................................. 2 1.5. HYPOTHESIS OF THE STUDY ............................................................................ 2 1.6. LIMITATION OF THE STUDY ............................................................................. 3 1.7. DELIMITATION OF THE STUDY........................................................................ 3 1.8. SELECTION OF THE STUDY AREA ................................................................... 3 CHAPTER TWO .................................................................................................................. 5 2.1. LITERATURE REVIEW ........................................................................................ 5 CHAPTER THREE ............................................................................................................... 7 3.1. METHODOLOGY ................................................................................................. 7 3.2. ETHICAL ISSUSES ............................................................................................... 7 CHAPTER FOUR ................................................................................................................. 9 4.1. RESULT AND ANALYSIS OF SURVEY OF STUDENTS ................................... 9 4.1.1. Description of Demographic Results .................................................................... 9 4.1.2. Description of ICT in education for academic performance ................................ 10 4.2. RESULT AND ANALYSIS OF SURVEY OF TEACHERS ................................. 17 4.2.1. Description of ICT in education for academic performance ................................ 17 CHAPTER FIVE ................................................................................................................ 23 5.1. FINDINGS ........................................................................................................... 23 CHAPTER SIX ................................................................................................................... 24 6.1. CONCLUSION ..................................................................................................... 24 6.2. RECOMMENDATIONS ...................................................................................... 25 CHAPTER SEVEN ............................................................................................................. 26 7.1. REFERENCES ..................................................................................................... 26 vi
CHAPTER EIGHT ............................................................................................................. 27 8.1. QUESTIONNAIRE .............................................................................................. 27 CHAPTER NINE ................................................................................................................ 32 9.1. PHOTO GALLERY .............................................................................................. 32 vii
ABSTRACT This study explores the impact of Information and Communication Technology (ICT) on the academic performance of secondary school students in Vyas Nagarpalika, Tanahun. It investigates how ICT tools are integrated into classrooms and their influence on learning engagement, motivation, and outcomes. Using surveys from students and teachers across three schools, the study evaluates the benefits of ICT, such as improved academic performance and enhanced engagement, alongside challenges like limited resources and teacher training. The findings aim to provide valuable insights into leveraging ICT for educational improvement while addressing its barriers to effective implementation. viii
CHAPTER ONE 1.1. INTRODUCTION The rapid advancement of Information Communication Technology (ICT) has significantly transformed various sectors, including education. Information and Communication Technology (ICT) plays a crucial role in shaping educational experiences and outcomes in today’s world. For secondary school students, the use of ICT is changing how they learn and interact with information. From interactive lessons to digital resources, ICT provides students with innovative ways to engage with their studies, making learning more dynamic and accessible. This study focuses on how ICT influences the academic performance of secondary school students. It aims to explore how these technologies can boost understanding, participation, and retention of knowledge, while also considering the challenges that come with integrating ICT in the classroom. By examining the use of various ICT tools in educational settings, this research seeks to understand how these technologies can be harnessed to improve student learning and performance. The findings of this study will contribute to the ongoing discourse on the role of technology in education and help inform strategies for maximizing the benefits of ICT in secondary schools. 1.2. BACKGROUND OF THE STUDY The integration of Information Communication Technology (ICT) in education has become a key feature of modern learning. As the world becomes more digitalize, ICT tools are changing how students learn and interact with information, creating new opportunities for personal growth and academic success. For secondary school students, ICT can open up more interactive and engaging ways to explore their subjects, potentially leading to improved academic performance. In today’s classrooms, ICT tools like computers, the internet, and digital media are helping student’s access information and resources that were once out of reach. These technologies allow teachers to make lessons more dynamic and engaging, making it easier for students to understand and remember what they are learning. However, bringing ICT into the classroom is not without its challenges. Many schools face barriers like outdated infrastructure, limited teacher training, and the difficulty of integrating technology into traditional curriculums. This study seeks to understand both the benefits and challenges of using ICT in secondary education. By looking at its impact on academic performance and identifying the difficulties 1
schools face, the research aims to uncover ways in which ICT can be more effectively used to enhance learning experiences and help students succeed. 1.3. STATEMENT OF THE PROBLEM In today’s digital age, Information and Communication Technology (ICT) plays a significant role in shaping education systems. However, its influence on the academic performance of secondary school students is not fully understood. While ICT has the potential to improve learning outcomes and enhance critical thinking skills, there is a need to evaluate its actual impact on students' academic success. At the same time, integrating ICT into the school curriculum presents several challenges. These challenges often affect its ability to engage and motivate students effectively in their learning journey. Factors such as lack of resources, insufficient teacher training, and limited student access to technology can delay the successful implementation of ICT in education. This research seeks to address these gaps by exploring how ICT impacts students' academic performance and identifying the barriers to its effective integration in secondary schools. Understanding these issues will help educators and policymakers create more effective strategies to use ICT as a tool for better learning experiences. 1.4. OBJECTIVES OF THE STUDY To evaluate the impact of ICT on secondary school students academic performance. To identify challenges in integrating ICT into the curriculum for students engagement and motivation in learning. 1.5. HYPOTHESIS OF THE STUDY The use of Information Communication Technology (ICT) in secondary schools positively impacts students' academic performance by enhancing their understanding, participation, and holding of knowledge. The integration of ICT into the secondary school curriculum presents significant challenges, such as outdated infrastructure and insufficient teacher training, which can slow down the effectiveness of ICT in improving academic performance. Schools that provide comprehensive ICT training for teachers and upgrade their technological infrastructure will see a more significant improvement in students' academic performance and engagement compared to schools that do not address these areas. 2
1.6. LIMITATION OF THE STUDY In examining the influence of ICT on academic performance within only three schools in Vyas Nagarpalika, Tanahun, this study faces limitations in terms of generalizability and scope. First, with a small sample size limited to a specific geographic region, the findings may not fully represent the broader population of secondary school students or reflect varying ICT access and curriculum integration across different areas. Additionally, the study may encounter limitations in comparing diverse ICT resources and teaching practices, as the selected schools may have similar access levels, potentially leading to a lack of variation in ICT influence. Lastly, because of the restricted number of schools, it may be challenging to control for confounding factors, such as socioeconomic differences or local policies, which could impact both ICT use and academic outcomes, thereby affecting the study's overall validity and applicability to wider educational contexts. 1.7. DELIMITATION OF THE STUDY This study focuses on understanding how Information and Communication Technology (ICT) affects the academic performance of secondary school students in three specific schools in Vyas Nagarpalika, Tanahun. These schools were chosen because they are accessible and relevant to the topic being studied. The research looks at how ICT helps or challenges students in their learning and explores the difficulties teachers and schools face in using ICT to keep students engaged and motivated. It doesn’t compare selected schools to others or go deeply into details like how much ICT equipment they have. Instead, it focuses on the overall role ICT plays in helping students learn better. Since, the research is based on just three schools; the results might not apply to all schools, especially those in different areas or with different conditions. Even so, this study will give useful insights into how ICT can be used effectively in classrooms and what challenges need to be addressed for better learning experiences. 1.8. SELECTION OF THE STUDY AREA This study focuses on Vyas Nagarpalika in Damauli, Tanahun, as the research area. This location was chosen because it includes schools with different levels of ICT usage, making it a suitable place to study how technology impacts the academic performance of secondary school students. The research is centered on three schools: Damauli Model Academy, Maharshi Vedvyas Sanskrit Secondary School, and Shree Shiva Panchayan English Secondary School. Among 3
these three schools, one is private and two are government schools. These schools were selected because they are accessible and provide a mix of educational environments that can offer valuable insights into the integration of ICT in classrooms. Studying these specific schools helps to explore how technology is used in teaching and learning, as well as the challenges faced in making it effective for both students and teachers. By focusing on these schools within Vyas Nagarpalika, the study aims to provide a clear and practical understanding of how ICT is influencing students' learning experiences in this particular area. 4
CHAPTER TWO 2.1. LITERATURE REVIEW Information and Communication Technology (ICT) plays a crucial role in shaping educational experiences and outcomes in today’s world. For secondary school students, the use of ICT is changing how they learn and interact with information. The achievement of effective facilitation of student communication, teamwork, and good learning attitudes is attributed to e-learning for institutional and individual hurdles of e- learning adoption in higher education in Oman, academics’ viewpoints. Also, it was found that online learning is positively connected with better academic performance in a study. (Rakhyoot, 2017) Learning environments enriched with technology have shifted from simple computer labs to highly technological environments equipped with computers, projection machines, and internet connection and communications technology. (Mehmet Arif Ozerbas, 2016) Examining the connection between traditional and digital literacy, it was argued that effective ICT use gives students more control over their education and promotes cognitive processes that are good for helping them develop learning skills like self-assurance, communication, critical thinking, and problem-solving. (Ronald Osei Mensah, 2023) The ongoing discussion regarding the influence of online instruction and learning on students' academic achievement following the pandemic has not been settled. Several studies have demonstrated that online instruction and learning have a positive impact on students' academic performance. (Manaf Al-Okailya, 2024) By the wide ranged use of the ICTs It has great impact on students’ academic performance. ICTs assist them to get increase in education, make stronger the implementation of education to the progressively virtual place of work, and raise instructional best. (Kashif Ishaq, 2020) As a result, all relevant stakeholders involved in higher education have made tremendous efforts to ensure adoption of ICT in their university education system. According to a report published by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute of Statistics, governments and university managements globally have heavily invested in adopting of information technology in their education systems. Overall, numerous attempts, both theoretical and empirical, have been made in a bid to evaluate the impact of ICT adoption in the education system. (Wael Sh. Basri, 2018) 5
Questionnaire and interview guide was used as data collection tool in this study. The study found that the majority of students use mobile phones, computers, the internet/modem, social media, digital cameras, or printers outside of school. The findings again indicated that, ICT usage has improved students’ academic performance. (Mensah, 2023) The quality of education and the effectiveness of educational systems are among the most important concerns for educational developers, and decision-makers in any country. The area of education is one of the fields that have undergone fundamental changes with the emergence of information technology. (Salim, 2024) 6
CHAPTER THREE 3.1. METHODOLOGY This study uses a survey (questionnaire) method as the primary approach to gather data. A structured questionnaire is designed to collect information from teachers and students in the selected schoolsDamauli Model Academy, Maharshi Vedvyas Sanskrit Secondary School, and Shree Shiva Panchayan English Secondary School, located in Vyas Nagarpalika, Damauli. The questionnaire includes both closed-ended and open-ended questions to ensure a comprehensive understanding of the topic. Closed-ended questions provide quantitative data, such as the frequency of ICT usage and its perceived impact on academic performance, while open-ended questions allow respondents to share their experiences, challenges, and suggestions in their own words. The survey focuses on two main areas: 1.Evaluating the Impact of ICT: Questions explore how students and teachers perceive the role of ICT in enhancing academic performance, engagement, and learning outcomes. 2.Identifying Challenges: Respondents provide insights into the barriers they face while integrating ICT into the curriculum, such as limited resources, training needs, or technical difficulties. The data collected through the survey is analyzed to draw meaningful conclusions about the influence of ICT on students' academic performance and to recommend ways to overcome the identified challenges. Collected information was put in appropriate tables and charts. They were categorized and tabulated according to the objectives of the study. This method ensures that the study captures both quantitative trends and qualitative insights from the participants' perspectives. For the purpose of data analysis, simple statistical tools such as frequency, quantitative, mean, median, minimum and maximum, and average were presented by using models such as tabular formats, bar graphs, pie charts, etc. 3.2. ETHICAL ISSUSES This study takes great care to ensure that it is conducted responsibly and respects everyone involved. The following ethical considerations are addressed: 7
1.Getting Permission: Before anyone participates, they are fully informed about the study and its purpose. Students and teachers are asked for their consent. 2.Keeping Information Private: The names and personal information of participants and schools are kept confidential. The answers people give in the survey are anonymous, so no one will know who said what. 3.Voluntary Participation: Participation is completely voluntary. No one is forced to take part, and participants can choose to stop or withdraw at any time without any issues. 4.Respecting Participants: The survey is designed to be respectful and comfortable for everyone. The questions are simple, neutral, and won’t cause any discomfort or harm. 5.Being honest and clear: Everyone involved is told exactly how their responses will be used and why the study is being done. There are no hidden motives or surprises. 6.Protecting Data: The information collected is stored securely and is only used for this study. It won’t be shared with anyone outside the research team. By addressing these ethical issues, the study ensures that it respects the rights, dignity, and well-being of all participants involved. 8
CHAPTER FOUR 4.1. RESULT AND ANALYSIS OF SURVEY OF STUDENTS 1. Age Group 4.1.1. Description of Demographic Results Age 10% 13-15 16-18 35% 55% 19 above 55% of students belong to the age group 13–15 years. 35% of students are in the age group 16–18 years. 10% of students are 19 and above age group. The majority of students fall in the youngest age group (13–15 years), while the smallest group is those aged 19 and above. 2. Grade Level Grade Level 21% 9 0% 45% 10 11 12 34% 9
45% of students are in Grade 9. 34% of students are in Grade 10. 21% of students are in Grade 12. 0% of student are in Grade 11. The most students belong to Grade 9, while no students are recorded in Grade 11. 3. Gender Gender 0% Male 45% Female 55% Others 45% of the students identifies as Male. 55% of the students identifies as Female. 0% of the student identifies as Others. The majority of students identify as Female, with no representation in the "Others" category. 4. Use of ICT tools 4.1.2. Description of ICT in education for academic performance Use of ICT tools 0% Yes No 100% 10
100% of students reported using ICT tools. 0% of student reported not using ICT tools. All students in the group utilize ICT tools. 5. Use of ICT for school-related task Use of ICT for school-related task 7% 4% 10% Daily A few times a week Rarely Never 79% 79% of the students use ICT a few times a week for school-related task. 10% of the students use ICT daily for school-related task. 7% of the students use ICT rarely for school-related task. 4% of the students never use ICT for school-related task. The majority of students use ICT a few times a week, while few students never use ICT for their school-related task. 6. ICT tools most frequently used for studying ICT tools most frequently used for studying Computers/Laptop 0% Tablets 13% 2% 26% Smartphones Internet 59% 11 Others
59% of students use smartphones for studying. 26% of students use internet for studying. 13% of students use computers / laptops for studying. 2% of students use tablets for studying. 0% of student use others. The majority of students most frequently use smartphones for their studies. 7. Affection in academic performance by using ICT tools Affection in academic performance 0% 7% Improved significantly Improved somewhat 31% No noticable change 62% Declined 62% of the students reported that their academic performance improved significantly due to the use of ICT tools. 31% of the students reported that their academic performance improved somewhat due to the use of ICT tools. 7% of the students indicated that the use of ICT tools has had no noticeable effect on their academic performance. 0% of the student reported a decline in academic performance due to ICT tools. The majority of students reported positive influence of ICT tools on academic performance. 12
8. Improvement of subject using ICT Improvement of subject using ICT 7% Math 22% Science Language 19% 45% Social Studies Others 7% 45% of students find ICT tools most beneficial in Social Studies. 22% of students find ICT tools most beneficial in Math. 19% of students find ICT tools most beneficial in Science. 7% of students find ICT tools most beneficial in Language. 7% of students find ICT tools most beneficial in others. The majority of students perceived as most helpful in Social Studies, followed by Math and Science, showcasing their versatility across various subjects. 9. Engagement in study using ICT tools Engagement in study using ICT tools 0% 0% 7% 14% Strongly Agree Agree Neutral Disagree 79% Strongly Disagree 79% of the students agree that ICT tools make studying easier and more engaging. 14% of the students strongly agree that ICT tools make studying easier and more engaging. 13
7% of the students remain neutral that ICT tools make studying easier and more engaging. 0% of the student disagrees and strongly disagree that ICT tools make studying easier and engaging. The majority of students shows that ICT tools are widely seen as effective in enhancing study engagement and ease, with no negative responses. 10. Primary use of ICT tools Primary use of ICT tools 0% Research and Learning 17% Completing homework 35% Preparing for exams 6% Collaborating with peers 11% Watching educational videos 31% Others 35% of the students primarily use ICT tools for research and learning 31% of the students uses ICT tools for completing homework. 17% of the students use ICT tools to watch educational videos. 11% of the students uses ICT for exam preparation. 6% of the students use ICT tools for collaboration. 0% of the student use ICT tools for others. The majority of students primarily use ICT tools for research and learning, homework, and watching educational videos, with less emphasis on exam preparation and peer collaboration. 14
11. Challenges in using ICT Challenges in using ICT Yes 48% 52% No 52% of students answered Yes, indicating they face challenges. 48% of students answered No, indicating they do not face challenges. A slight majority of students experience difficulties in using ICT tools for studying. 12. Challenges about using ICT in studies Challenges about using ICT in studies 0% Lack of access to devices or internet 15% Limited guidance or support from teachers 35% Difficulty using certain tools or software Distractions from non- educational content 35% 15% Others 35% of students are distracted from non-educational content while using ICT in studies. 35% of students face challenge for limited guidance or support from teachers. 15% of students reported difficulty of using certain tools or software. 15% of students acess issues of devices and internet. 0% of student chose others. 15
The majority of students face most significant challenge for limited guidance or support from teachers and distracted from non-educational content. 13. Motivation to learn when ICT is integrated to lesson Motivation to learn 0% 0% 10% Strongly Agree 24% Agree Neutral Disagree Strongly Disagree 66% 66% of students are agreed for motivation to learn. 24% of students are strongly agreed for motivation to learn. 10% of students reported neutral for motivation to learn. 0% of student reported disagree and strongly disagree for motivation to learn. The majority of students agreed for motivation to learn when ICT is integrated to lesson. 14. Improve the use of ICT by school in classroom Improve the use of ICT in classroom 2% Provide more devices (computers) 21% Offer more training on using ICT tools 40% Improve internet connectivity 14% Introduce more interactive educational apps / websites Others 23% 16
40% of students suggest providing more devices (computers) to improve the use of ICT in classroom. 23% of students suggest offering more training on using ICT tools. 21% of students suggest introducing more interactive educational apps / websites. 14% of students suggest improving internet connectivity. 2% of students suggest others to improve the use of ICT in classroom. The majority of students suggest providing more devices (computers) to improve the use of ICT in classroom. 4.2. RESULT AND ANALYSIS OF SURVEY OF TEACHERS 4.2.1. Description of ICT in education for academic performance 1. Use of ICT tools to support teaching in class Use of ICT tools for teaching 0% 17% 0% Daily Weekly Monthly 50% Rarely 33% Never 50% of teacher daily uses ICT tools to support teaching in their classes. 33% of teacher weekly uses ICT tools to support teaching in their classes. 17% of teacher rarely uses ICT tools to support teaching in their classes. 0% of teacher monthly or never uses ICT tools to support teaching in their classes. The majority of teachers daily uses ICT tools to support teaching in their classes. 17
2. Impact of ICT on students Impact of ICT on students 0% 0% 0% Very Positive Somewhat Positive No impact Negative 100% 100% of the teachers reported very positive impact of ICT on students’ academic performance. 0% of the teachers reported somewhat positive, no impact, and negative impact of ICT on students’ academic performance. All teachers rated very positive impact of ICT on their student’s academic performance. 3. Observation of improvement in student performance using ICT Improvement of subject using ICT 0% 14% Math 43% Science 14% Language Social Studies Others 29% 43% of teachers observe the improvement of science. 29% of teachers observe the improvement of language. 18
14% of teachers observe the improvement of other subjects. 14% of teachers observe the improvement of social studies. 0% of teachers observe the improvement of math. The majority of teachers observe the improvement of subject science in student performance using ICT. 4. Effect of ICT on students’ understanding and engagement with complex topics ICT effect on student's understanding 0% 0% Significantly Improves Slightly Improves 50% 50% No Change Decline 50% of teachers reported significantly improved students’ understanding. 50% of teachers reported slightly improved students’ understanding. 0% of teachers reported no change and declined. The majority of teachers reported ICT effect on students’ understanding as 50-50% on significantly improved and slightly improved. 19
5. Challenges faced while integrating ICT into curriculum Challenges in Integrating ICT 0% 0% Lack of resources 17% 16% Insufficient training on ICT tools Limited time for ICT based activities Resistance from students Others 67% 67% of teachers reported insufficient training on ICT tools as their main challenge. 17% of teachers reported limited time for ICT-based activities as their main challenge. 16% of teachers reported lack of resources as their main challenge. 0% of teachers reported resistance from students and others as their challenges. The majority of teachers face insufficient training on ICT tools as their main challenge in integrating ICT into curriculum. 6. Support in using ICT for teaching Support in using ICT for teaching 0% Yes No 100% 100% of teachers feel adequately supported in using ICT. All teachers sufficiently supported in using ICT in their teaching. 20
7. Motivation of students when ICT tools are part of their learning Motivation of students while using ICT for learning 0% 0% 0% Very Motivated Somewhat Motivated Neutral Unmotivated 100% 100% of teachers reported as very motivated to their students. 0% of teachers reported somewhat motivated, neutral, and unmotivated. All teachers reported students seem very motivated while using ICT for learning. 8. Confident for using ICT to improve students’ learning outcomes Confident for using ICT 0% 0% 17% Extremely confident Very Confident Moderately Confident 50% Slightly Confident 33% Not Confident 50% of teachers are extremely confident for using ICT. 33% of teachers are very confident for using ICT. 21
17% of teachers are moderately confident for using ICT. 0% of teachers are slightly confident and not confident for using ICT. The majority of teachers are extremely confident for using ICT to improve students’ learning outcomes. 22
CHAPTER FIVE 5.1. FINDINGS 1.Positive Impact of ICT on Academic Performance: a.62% of students reported significant improvement in their academic performance due to ICT tools. b.All teachers rated the impact of ICT as very positive on students' performance. 2.Most Used ICT Tools and Purposes: a.Smartphones (59%) are the most frequently used tool, followed by the internet and computers. b.Students primarily use ICT for research and learning (35%) and homework completion (31%). 3.Improved Engagement: a.79% of students agree that ICT makes studying easier and more engaging. b.Teachers observed improved understanding and engagement with complex topics due to ICT. 4.Challenges Faced: a.35% of students struggle with distractions from non-educational content. b.Limited teacher guidance and access to devices were significant barriers. 5.Subject-Specific Benefits: a.Students found ICT tools most helpful for Social Studies, while teachers observed the highest improvement in Science. 23
CHAPTER SIX 6.1. CONCLUSION The integration of Information and Communication Technology (ICT) in secondary education has proven to be a game-changer in improving the overall learning experience of students. ICT tools, such as computers, the internet, and smartphones, provide students with new ways to access knowledge, interact with learning materials, and develop a deeper understanding of their subjects. These tools make lessons more dynamic and interesting, encouraging students to be more engaged and motivated in their studies. For instance, difficult topics that were once challenging to understand are now simplified through the use of videos, animations, and online resources. Students have also reported significant improvement in their academic performance because ICT enables them to explore beyond textbooks. It allows them to conduct research, find additional study materials, and complete assignments more effectively. Teachers, too, have observed that ICT helps students understand complex concepts better and participate more actively in class. The ability to learn at their own pace using digital tools has empowered students to take more responsibility for their education. However, despite these benefits, there are challenges that hinder the full potential of ICT in education. Limited access to devices like computers and smartphones prevents many students from reaping the benefits of technology. In some cases, schools lack the necessary infrastructure, such as reliable internet connections, which restricts the effective use of ICT tools. Additionally, teachers may not always be well-trained in using these tools, making it difficult for them to incorporate ICT into their teaching methods effectively. Distractions also pose a problem, as students often find themselves tempted to use their devices for non-educational purposes, such as social media or gaming. This can reduce the amount of time and focus they dedicate to their studies. Addressing these issues requires a collective effort from schools, teachers, parents, and policymakers. In conclusion, while ICT has tremendous potential to revolutionize secondary education, its effectiveness depends on overcoming the challenges it presents. Providing access to necessary resources, training teachers to use ICT tools effectively, and promoting responsible use of technology among students are crucial steps to ensure that ICT fulfills its promise. By addressing these challenges, schools can create a more inclusive, engaging, and effective learning environment that prepares students for the demands of the modern world. 24
6.2. RECOMMENDATIONS 1.Improve Access to ICT Resources: Schools should ensure that all students have access to necessary devices like computers, tablets, or smartphones, and provide reliable internet connectivity. Governments and private organizations can collaborate to fund and distribute these resources to underprivileged schools. 2.Teacher Training and Support: Teachers should be provided with regular training programs to enhance their ICT skills. These programs should focus on integrating technology into lesson plans effectively and using it to improve teaching methods. Ongoing technical support should also be made available to help teachers resolve ICT-related issues quickly. 3.Digital Infrastructure Development: Schools need to invest in building strong ICT infrastructure, such as computer labs, projectors, and digital boards. This infrastructure should be regularly updated to keep up with advancements in technology. 4.Promote Digital Responsibility: Educate students about the responsible use of ICT tools to prevent distractions and misuse. Schools can introduce courses or workshops on digital literacy, teaching students how to use technology ethically and safely. 5.Develop ICT-Based Curriculum: The curriculum should include the use of ICT tools in teaching and learning. For example, interactive applications, an e-learning platforms can make subjects more engaging and help students better understand complex concepts. 6.Regular Monitoring and Feedback: Schools and education authorities should regularly assess the use of ICT in classrooms to identify challenges and measure its impact. Feedback from teachers and students can guide improvements and ensure that ICT is being used effectively. 7.Partnership with Stakeholders: Collaborate with government bodies, private sectors, and NGOs to provide resources, training, and funding for ICT initiatives in schools. Public-private partnerships can significantly enhance ICT integration in education. By implementing these recommendations, schools can overcome current challenges and ensure that ICT becomes a powerful tool to enhance education and empower students for the future. 25
CHAPTER SEVEN 7.1. REFERENCES Kashif Ishaq, N. A. (2020). The Impact of ICT on Students' Academic Performance in Public Private Sector Universities of Pakistan. International Journal of Innovative Technology and Exploring Engineering, 1117-1121. Manaf Al-Okailya, S. M.-O. (2024, July 15). Exploring the factors that influence academic performance in Jordanian higher education institutions. Mehmet Arif Ozerbas, &. B. (2016). The Effect of the Digital Classroom on Academic Success and Online Technologies Self-Efficacy. . Journal of Educational Technology & Society, 203–212. Mensah, R. O. (2023). Assessing the effect of information and communication technology usage on high school student’s academic performance in a developing country. Cogent Education. Rakhyoot, W. (2017). Institutional and individual barriers of e-learning adoption in higher education in Oman:academic perspective. University of Strathclyde. Ronald Osei Mensah, C. Q. (2023, March 15). Assessing the effect of information and communication technology usage on high school student’s academic performance in a developing country. Cogent Education. Salim, H. T.-D. (2024). nformation and Communication Technology and its Impact on Improving the Quality of Engineering Education Systems. . International Journal of Engineering Pedagogy. Wael Sh. Basri, J. A. (2018, April 19). ICT adoption impact on students’ academic performance: Evidence from Saudi universities. 26
CHAPTER EIGHT 8.1. QUESTIONNAIRE Questionnaire on the Influence of ICT on Academic Performance of Secondary School Students (For Teachers) This questionnaire is designed to gather data on the influence of Information Communication Technology (ICT) tools on the academic performance of secondary school students. Your responses will help us better understand the impact of ICT. Please answer the questions honestly. All information will be kept confidential. 1. How often do you use ICT tools to support teaching in your classes? ☐ Daily ☐ Weekly ☐ Monthly ☐ Rarely ☐ Never 2. How would you rate the impact of ICT on your students' academic performance? ☐ Very positive ☐ Somewhat positive ☐ No impact ☐ Negative 3. In which subjects do you observe the greatest improvement in student performance with ICT use? ☐ Math ☐ Science ☐ Language ☐ Social Studies ☐ Others (please specify): ___________ 4. How does ICT affect students’ understanding and engagement with complex topics? ☐ Significantly improves ☐ Slightly improves ☐ No change ☐ Declines 27
5. What are the main challenges you face in integrating ICT into your curriculum? ☐ Lack of resources (devices, internet) ☐ Insufficient training on ICT tools ☐ Limited time for ICT-based activities ☐ Resistance from students ☐ Others (please specify): ___________ 6. Do you feel adequately supported in using ICT in your teaching? ☐ Yes ☐ No 7. How motivated do your students seem when ICT tools are part of their learning? ☐ Very motivated ☐ Somewhat motivated ☐ Neutral ☐ Unmotivated 8. How confident are you in using ICT to improve student’s learning outcomes? ☐ Extremely confident ☐ Very confident ☐ Moderately confident ☐ Slightly confident ☐ Not confident 9. In your opinion, what changes would help improve ICT use and student engagement in your classes? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 28
Questionnaire on the Influence of ICT on Academic Performance of Secondary School Students (For Students) This questionnaire is designed to gather data on the influence of Information Communication Technology (ICT) tools on the academic performance of secondary school students. Your responses will help us better understand the impact of ICT in your academic life. Please answer the questions honestly. All information will be kept confidential. Demographic Section 1. Age ☐ 13-15 ☐ 16-18 ☐ 19 above 2. Grade Level ☐ 9 ☐ 10 ☐ 11 ☐ 12 3. Gender ☐ Male ☐ Female ☐ Others ICT in education for academic performance 4. Do you use ICT tools (like computers, tablets, and internet) in your studies? ☐ Yes ☐ No 5. How often do you use ICT for school-related tasks? ☐ Daily ☐ A few times a week ☐ Rarely ☐ Never 29
6. Which ICT tools do you use most frequently for studying? (Select all that you apply) ☐ Computers/Laptops ☐ Tablets ☐ Smartphones ☐ Internet (Websites, Educational platforms) ☐ Others (please specify): ___________ 7. How has the use of ICT tools affected your academic performance? ☐ Improved significantly ☐ Improved somewhat ☐ No noticeable change ☐ Declined 8. In which subjects do you find ICT most helpful for improving your understanding? ☐ Math ☐ Science ☐ Language ☐ Social Studies ☐ Others (please specify): ___________ 9. Do you feel that using ICT tools makes studying easier and more engaging? ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree 10. For what academic activities do you primarily use ICT tools? (Select all that you apply) ☐ Research and learning ☐ Completing assignments / homework ☐ Preparing for exams ☐ Collaborating with peers ☐ Watching educational videos / tutorials ☐ Others (please specify): ___________ 30
11. Do you face any challenges in using ICT tools for studying? ☐ Yes ☐ No If yes, please specify: ___________ 12. What do you find most challenging about using ICT in your studies? ☐ Lack of access to devices or internet ☐ Limited guidance or support from teachers ☐ Difficulty using certain tools or software ☐ Distractions from non-educational content ☐ Others (please specify): ___________ 13. Do you feel more motivated to learn when ICT is integrated into lessons? ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree 14. How can your school improve the use of ICT in the classroom? (Select all that apply) ☐ Provide more devices (computers) ☐ Offer more training on using ICT tools ☐ Improve internet connectivity ☐ Introduce more interactive educational apps / websites ☐Others (please specify): ___________ 15. What changes could make ICT more useful and engaging in your learning? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 31
CHAPTER NINE 9.1. PHOTO GALLERY Students participating in data collection 32
