Author

Marvey O. Oriesga
Cebu Technological University-Main Campus
Cebu City, Philipppines
Email: marveyoriesga@gmail.com

Abstract

In the context of the Philippine educational system, the integration of Information and Communication Technology (ICT) in various subjects is a growing trend that has the potential to enhance both teaching and learning processes. This study assessed the influence of the teachers’ attitudes and perceptions toward the integration of Information and Communication Technology tools in the selected upland elementary schools of Tabogon District, Tabogon, Cebu, for the school year 2024–2025 as the basis for a targeted intervention plan. The research design utilized a descriptive correlational research design. The weighted mean and the Pearson product-moment correlation r were also employed. The study revealed that there was no significant relationship between most of the respondents’ profile variables such as age, gender, highest educational attainment, number of years in teaching, learners’ general academic performance, and availability of ICT tools and their perceptions in all three aspects (challenges, benefits, and ethical considerations). In addition, it also concluded that variables such as age, gender, highest educational attainment, number of years in teaching, participation in ICT tools, learners’ general academic performance, and the availability of ICT tools do not significantly influence respondents’ attitudes in these three areas. Therefore, the researcher highly recommends applying the output of this study entitled “Intervention Plan on Enriching Attitudes and Perceptions Toward the Integration of Information and Communication Technology Tools and Academic Performance in EPP”.

Keywords: Vocational education, Information and Communication Technology (ICT), descriptive correlational, intervention plan, Tabogon District, Cebu, Philippines

DOI: http://doi.org/10.69651/PIJHSS0501737

Recommended citation:
Oriesga, M. O. (2026). Information and Communication Technology (ICT) tools in the classroom: Teachers’ perspectives and pathways for effective integration. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8147-8159. http://doi.org/10.69651/PIJHSS0501737

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