EXPERIENCES IN APPLYING ICT IN RESEARCH WRITING OF SENIOR HIGH

SCHOOL STUDENTS IN SACRED HEART ACADEMY, LINTUAN, LOON, BOHOL

A THESIS PROPOSAL PRESENTED TO THE

SENIOR HIGH SCHOOL DEPARTMENT OF
SACRED HEART ACADEMY,
LINTUAN, LOON, BOHOL

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS IN RESEARCH
SENIOR HIGH SCHOOL

By:
John Renan Abestano
Jan Niño Bibiolata
Jaycho Carido
Luis Deguilmo
Clint David Lugo
Bien Justin Seno
Annie Lou Caitom
Ronneth Porras
Lymuel Recamadas
James Tyrone Desphy

FEBRUARY 2022
 CHAPTER l

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Information and Communication Technology (ICT) includes computers, the

Internet, and electronic delivery systems such as radios, televisions, and projectors

among others, and is widely used in today’s education field. (Kent and Facer (2004)

indicated that school is an important environment in which students participate in a wide

range of computer activities, while the home serves as a complementary site for regular

engagement in a narrower set of computer activities. Increasingly, ICT is being applied

successfully in instruction, learning, and assessment. ICT is considered a powerful tool

for educational change and reform. A number of previous studies have shown that an

appropriate use of ICT can raise educational quality and connect Learning to real-life

situations (Lowther, et al. 2008; Weert and Tatnall 2005). As Weert and Tatnall (2005)

have pointed out, learning is an ongoing lifelong activity where learners change their

expectations by seeking knowledge, which departs from traditional approaches. As time

goes by, they will have to expect and be willing to seek out new sources of knowledge.

Skills in using ICT will be an indispensable prerequisite for these learners.

ICT tends to expand access to education. Through ICT, learning can occur

any time and anywhere. Online course materials, for example, can be accessible 24

hours a day, seven days a week. Teleconferencing classrooms allow both learner and
teacher to interact simultaneously with ease and convenience. Based on ICT, learning

and teaching no longer depend exclusively on printed materials. Multiple resources are

abundant on the Internet, and knowledge can be acquired through video clips, audio

sounds, visual presentation and so on. Current research has indicated that ICT assists

in transforming a teaching environment into a learner-centered one (Castro Sánchez

and Alemán 2011). Since learners are actively involved in the learning processes in ICT

classrooms, they are authorized by the teacher to make decisions, plans, and so forth

(Lu, Hou and Huang 2010). ICT therefore provides both learners and instructors with

more educational affordances and possibilities.

This research is conducted in Sacred Heart Academy, Lintuan, Loon, Bohol.

This school is a private sectarian and a member of Bohol Association of Catholic

School-Tagbilaran. As private school, it is expected to have a well-trained and

advanced key of learning. The researchers are all aware that applying ICT in research

writing has a big progression of academic performance of the students of Sacred Heart

Academy. However, not all students got benefited of applying ICT on research writing in

a better way, thus, resulting to a poor development of intellectual ability.

As Brush, Glazewski and Hew (2008) have stated, ICT is used as a tool for

students to discover learning topics, solve problems, and provide solutions to the

problems in the learning process. ICT makes knowledge acquisition more accessible,

and concepts in learning areas are understood while engaging students in the

application of ICT. Students are now more frequently engaged in the meaningful use of

computers (Castro Sánchez and Alemán 2011). They build new knowledge through

accessing, selecting, organizing, and interpreting information and data. Based on

learning through ICT, students are more capable of using information and data from

various sources, and critically assessing the quality of the learning materials.

Learning should be done meticulously and careful. No knowledge can be

acquired in an instant way. “Education needs to figure out how to use technology in a

way that doesn’t replace knowledge”- quoted at edtechtimes website. It means that

research writing must be used in gaining more information for a learners’ experience.

The researchers, as students, also undergo to the above-mentioned scenario.

The main goal of this study is exploring learners’ experiences in applying ICT in

research writing thereby guiding them to apply ICT in research writing.

The main purpose of research study is to explore the experience of the ICT

students to apply their experience in writing research productively.

LITERATURE REVIEW

A. Perception and Belief in Learning

Overall, perception may be defined as a process of perceiving something as

a result of a reaction to a stimulus on an individual person after having used his or her

sensory to react to it and the result of which is an interpretation or identification of the

perceived objects. (cf. Robbins, 2003, p. 160). Perception links the external stimuli with

the received objects based on each individual person experience that produces a

unique meaning of the perceived objects. Based on that, he or she can create meanings

out of them. (Walgito, 1991, p.11). This is in line with Branca (in Walgito, 1991, p. 54)

that perception serves as a process of organizing and interpreting stimulus in order to

create a new meaning of the perceived objects. From the available references,

perception is closely liked to beliefs since something is only considered right when it is

perceived right as well (Benson & Lor, 1999).Beliefs that learning will be successful can

be garnered from the past experiences, education, cultural backgrounds, as well as own

true personality. Unfortunately, such a linkage is not easily established due to its

dynamic and situational natures. Also, the exact relation between perception or beliefs

and the success of learning is hard to establish. Yet, there has been a common

agreement that they are indirectly connectable to each other, in particular in their

positive impact on strategies of learning (Ellis, 2008).

 B. Why ICT

Have generally agreed that ICT has a capacity to allow access to information in

faster, more efficient, and effective ways. The wealth of resources available

which are accessible through different gadgets of ICT increases the learners’

opportunities to discover the world. Besides, research indicates that human

perceptions about technologies determine their them (Aviram&Tami, 2004).

Discovery and problem solving which characterize the act of good learning are

very compatible with the of ICT. Learning process, therefore, may well be

optimized should it be properly directed by people competent of using ICT.

Through it, students maybe guided to discover learning topics and solutions to

problems (Brush, Glazewski and Hew, 2008). Based on previous study (Castro

Sánchez and Alemán 2011), students are now generally more viable to access

the data critically and to use relevant information for use of learning selectively,

meaning that given a conducive learning environment, students must be able to

perform a lot faster.

The plentiful and rich resources for learning coming with the ICT gadgets offer

almost limitless options for learning. Teachers of these days are the parties indulged

with rich resources readily exploitable for teaching provided that they invested time and

effort to search and to apply them into use. At the same time, each individual learner

surely has to be the side who should jointly contribute to determining the success of
learning. To succeed in exploiting the ICT gadgets for learning, teachers play their

directing, guiding and orchestrating roles, while students should be persons of discipline

with positive choice and a sense of achievement. By being so, the activities using ICT

gadgets will be of a meaningful engagement, as a responsible use of ICT may add up to

a sense of creativity in searching for relevant, meaningful, and positive data or

information for teaching and learning.

Due to its’ resourcefulness, ICT, to a certain extent, is like a jack of all trades,

Through which approaches to learning may manifest in such modes as:

a. Drill, where students can do repeated quizzes or exercises for certain language

skills.

b. Simulation, in which students can pretend to perform a certain role following a

real life model observable via computer screen or self-recording facilities. Body

language, facial expressions, and accuracy of pronunciation maybe benefited

from using this mode.

c. Games, which are available off and on line, may serve as a means for students

to train both mental and physical endurance following a certain instruction to do

sport, socio drama, and social duties.

d. Online learning tutorial or e-learning resources, a modular learning model which

is much adopted by open access and distance learning. In this mode, computer

provides information pertaining to a certain topic of learning subjects readily

accesible to be understood or to be responded to.

e. Test/Quizz, by which students can independently andideosyncratically do self-

assessment on a certain aspect of language skills. Surprisingly, more and more

numbers of websites these days made different quizzes available for free access

to students. Even, some types of tests have been equipped with answer keys

and instant feedback of test outcomes.

f. Online discussion forums. For those passionately participating in an online

discussion, they are easily connectable to other people on a large number of lists

of discussions on a wide range of subject areas.

g. Consultant and information source. With the greater and more powerful capacity

of servers, computer technology is currently capable of providing gargantuan

data basis readily traceable by the Internet users. Through Google, students can

now make limitless queries that can instantly find unimaginable answers.

h. Information swap. Again the connectivity of the world-wide webs making

computers all over the world connectable wire or wirelessly. The web

connections allow the users to exchange information (mostly free of charge).

i. Online gigantic library. Unlike people in the past when access to information was

so much confined by space and time, people of the digital age are indulged by

hands-on sources of information called the Internet which grows bigger every

second with new update of information

Last but not least, communication in education in this current era can be made

through different modes such as via telephone, computer, Internet, e-mail, and

many new coming social media, making contact and interaction between

teachers and students a lot easier. Even in passing through academic

information from and to, teachers and students can take advantage of the cyber

space. Liu (2012) found that social network sites can provide students
 opportunities to be more independent in their study. Interaction can be virtually

done synchronously or asynchronously through the Internet.

Fortunately, language learning, particularly English is one of the best facilitated

subjects, in a sense that it has been much benefited from the English as an

International lingua franca for people of any nation and walk of life. At the same time,

computer application programmers are mostly written in English which is certainly

facilitative to English learning. What is more, all four skills of language (Speaking,

reading, writing and listening) exercises have been much written on the Net which allow

all the users to access and use for free practices.

The key to success of using ICT for language learning lies on three qualities that

each learner and teacher has to have, I, e autonomy, capability, and creativity (Lowther

et al., 2008). Autonomous in taking control of their own learning or teaching; being

capable of using necessary gadgets for appropriate purposes; and is able to create

every possible opportunity to learn anew thing. All the three characteristics are

necessities to develop good quality teaching and learning with ICT.

 C. ICT and Learning

Amidst the revolutionary progress and innovation of ICT, the use of media

technology in foreign language teaching and learning has constantly evolved in a

relatively slow pace. Despite more and more gadget availability, sporadic efforts

by teachers to try to make use of the technology such as audio, video, and

computers as a part of teaching activities remain noticeably insufficient. Even,

when technology has developed a lot faster in the last decades and a lot of

technological gadgets are getting more affordable to almost everyone, questions

remain hanging over the usability for learning assistance. Although these

gadgets are not particularly designed for learning purposes, they contain

authentic materials usable for learning, such as learning language. Even when

gadgets are used for games or for communication they, as a matter of fact, can

potentially be useable for learning.

As cited by Chen (2011) research conducted by Chappelle, 2001;Egbert, Chao, &

Hanson-Smith, 2007; Sala berry, 2001; Zhao, 2003) has shown that the use of

technology can broaden the horizons for learning anL2, and also has an impact on the

nature of both the acquisition process and the object of study. The use of technology

helps learners to expose themselves to English, a language which has been learnt and

used by more and more speakers. According to David Gradual (in Shyamlee, 2012),

digital technologies provide avenues to improving certain skills such as writing, writing
and reading, despite posing challenges such as plagiarism and unfair use. Yet still, the

potentials remain outweighing the risks so long as their actual wealth is optimally

explored.

As a showcase, a previous pilot study involving 112 University students in

Semarang, conducted by Suratno, et al. (2013) suggests that all the students of a

faculty of Letters, of a private university in Semarang, Indonesia, have made IT gadgets

part of their day-to-day life activities. As indicated by the responses of the questionnaire,

smart phones have been the most frequently and laptops as their second most

frequently-used gadgets. They all enjoy using the technological gadgets and they admit

that their vocabulary expands as a result of using them.

Addition, learning through the facilities offered by the Internet, as they admit, is both

interesting and engaging. What remains to be answered is how they perceive about the

existing technological gadgets they currently can get access to and what kinds of

activities they have taken their advantages for, as well as whether they are generally

facilitative to learning, especially for English language learning.

In addition to the elaborated potentials, technology offers with it both visual and

audial comfort and indulgence to its users. The more homecoming technology comes

with novelties, the broader the chances to explore and to exploit for the improved

qualities. Both teachers and learners have a lot more opportunities to invest time for

innovative learning and teaching. This certainly provides challenges for anyone
committed technological use, as it requires them to keep doing whatever is necessary to

constantly investigate and find the answer to the questions as to how to make the most

of the technological gadgets for optimal teaching and learning.

Truly genuine endeavor has to be done through research which is expected to provide

inputs to the world of education, particularly that of the English language, so that all the

persons in charge of the policy making positions are convinced that indeed ICT gadgets

will persistently evolve to be richer facilities for learning which will be capable of

changing and shipping amore rosy facet of education.

Statement of the Problem

This study aims to explore the experiences in applying ICT in research writing

among the grade 12 students of Sacred Heart Academy, Lintuan, Loon, Bohol.

Specifically, it aims to answer the following aspects of the problem:

1. How did the participants apply their ICT skills in research writing?

2. What are the experience of the participants in applying ICT in research writing?

3. What are the challenges and issues they encountered in applying ICT in

research writing?

4. How did the participants cope with this challenges?

Participants: All grade 12 students who have taken practical research 1 and 2 Semi-

Structured Interview Guide Key Qualitative exam

Scope and Delimitation

This study was focused mainly on the student’s experiences in applying ICT in

research writing.

This seeks to examine and understand the methodology used by researchers to study

the student’s experiences in applying ICT in research writing. The finding from these

research studies will help to evaluate its effectiveness on students learning outcomes

and implications for education and further research.

ICT in education improves engagement and knowledge retention: When ICT is

integrated into lessons, students become more engaged in their work. This is because
technology provides different opportunities to make it more fun and enjoyable in terms

of teaching the same things in different ways.

Significant of the Study

The result of this research will provide deeper understanding on how exploring

students experiences in applying ICT in research writing. The information yielded in this

research would be a great benefit to the following:

To the students, the results of this study will give them experience on how to apply

ICT in research Writing. And provide them never, better, and quicker ways for student to

interact with their studies. They well experience on how to apply a range of computer

programs, software and other applications.

To the parents, the result of this study will encourage them to like technology and

motivate their children how to learn computer programming because computer

important in our life it store, access, manipulate, calculate, analyze date and

information. All our daily life activities are based on online services and products which

can only be possible via technology. That’s why it is important to experience applying

ICT to the exploring students.

To the teachers, the result of this study will encourage them to teach the exploring

student more about how important applying ICT in research writing

To the school administrator, the result of this study will play an important role in

enhancing the quality of education. The technology provides increase of quick and

frequent communication between students, teacher and parents. And helps the

exploring students experience the field of technology.

Conceptual Framework

INPUT PROCESS OUTPUT

 Applying ICT  Conducting a survey

experiences  Data gathering
“Experience in Applying ICT
in research writing  Making a conclusion
in Research Writing of
 Research instrument and
Senior High School Students
Recommendation.
in Sacred Heart Academy.
Research Methodology

Rapid progress of information and communication technologies is considered as one of

the key factors of change in humankind society. The main impact of ICT in education

can be seen in improving the capabilities of instructors, changing the educational

structure, creating opportunities for greater and more comprehensive learning,

enhancing educational quality and improving teaching skills. Due to this dramatic effect,

this study has sought to investigate the influence of technology involved in teaching and

learning. In order to gather information, a questionnaire containing six sections

(personal data, software knowledge, skills and attitude, university atmosphere and self-

confidence) was used. The validity and reliability of the questions answered by the

grade 12 ICT students in Sacred Heart Academy, Loon, Bohol. There was not a

significant statistical difference between female and male instructors in respect to

software knowledge, skill and attitude. There was significant difference of .002 between

assistant professors and instructors in respect to software attitude.

SEMI-STRUCTURED INTERVIEW GUIDE:

1. How does ICT help you as a student?

2. What are your experiences in applying ICT in research writing?

3. What are the positive effects of the ICT in improving the education of the

students in this new normal?

4. Why is ICT important to a senior high school student?

5. In what way is ICT very useful in your research writing?

6. What is the importance of exploring ICT in research writing?

7. What is the role of ICT in research based learning?

8. How can information and communication technology help in research?

9. How can technology affect students?

10. What questions do you have about using technologies to support learning

and teaching?