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Asia Pacific Journal of Multidisciplinary Research
P-ISSN 2350-7756 | E-ISSN 2350-8442 | Volume 2, No. 6 | December 2014 __________________________________________________________________________________________________________________

Preparedness and Attitude of College Students toward ICT-Based Education In a Younger HEI in Bacoor City, Cavite, Philippines Jonathan R. Adanza, PhD
Research Development Officer, St. Dominic College of Asia, Bacoor City, Philippines [email protected]
Date Received: November 5, 2014; Date Revised: November 30, 2014 Abstract - The ubiquity of ICT has been a phenomenon in any of the world’s educational system. With the challenges of ASEAN integration in 2015, are new and younger HEI’s and their learners coping with this trend? This study seeks to determine the preparedness and attitude of higher education students of new HEI’s about ICT-based education. Descriptive design was used in this research that utilized a researcher-made questionnaire (α=.971). The results of the study show that college students have positive affirmation (“agree”) about ICT use in education (x=3.71, S=.75). Moreover, it is also revealed that gender significantly influence attitude of students (z=3.91, p=.00), in which male has higher level of attitude (x=3.91) than women (x=3.61). Moreover, it demonstrates that generally preparedness towards ICT has nothing to do with the attitude of students toward ICT use in education. However, a significant negligible positive correlation is noted between exposure to ICT and attitude at .05 level of significance (r=.15; p=.002; one-tailed), which implies that the more a student is exposed to ICT, the more that one’s attitude towards ICT-based education improves. It was concluded that ICT-based education through full ICT integration can be easily accepted and adapted as the new structure of education for the next years to come. Therefore, new and younger HEIs should invest more on ICT accessibility and connectivity to further enhance attitude and preparedness towards ICT-based education. Keywords - ICT-Based Education, ICT Attitude, ICT Preparedness I. INTRODUCTION

The use of information and communications
technology has been a universal phenomenon. From
the invention of the wheel, to the discovery of the
telephone, and to the uncovering of one of the greatest
discoveries of all—the Internet; technology has
encroached into the workplace. Just as the declaration
of the computer as Time Magazine’s 1982 Person of
the Year foreshadowed the computer’s ubiquity in
everyday life, we believe this symbolic award is a
harbinger of vast technological and societal changes
that will unfold over many years. Information
technologies have become more increasingly
ubiquitous and more social. [1]
In South Asia, particularly Bhutan, which is a
third-world country, exponential growth of this
industry has been observed since the introduction of
computers in the 1980s. Pradhan (2003a) revealed
that Bhutan has 1,130 internet connections yet in just
two years in 2005 it increased to 3,036 (Government
of Bhutan, 2006, as cited in Baggaley and Belawati
(2010a)[2]. To corroborate this, an article shared that
as of 2010, 40 percent of adults age 30 and over, 72 %
of young adults, and 73% of teens use social network
sites, with year-over-year time spent on Facebook
increasing by 566%. In 2009, Twitter users were

generating 35 million messages (tweets) per day.
Wikipedia has more than 12 million registered users
and more than 3 million content pages. Many
examples of vibrant communities have emerged on
the web, as well as novel forms of socialcomputational systems such as prediction markets, collaborative filtering, social bookmarking, online
auctions, and network-based peer-production systems
[3]. Indeed, these further show that ICT, particularly
the Internet, is truly a global infrastructure for the 21st
century- the first really new infrastructure to develop
in nearly a century.
A. ICT and Education
Kozma (2010) asserted that every aspect of 21st
century society is being transformed by information
and communication technologies: the economy, the
workplace, the home, commerce, government, the
health sector and even education.[4] However,
Kozma believed that ICT in education is late
compared to others because according to him,
educational systems (referring to changes made by
ICTs to other aspects) operate much as they did at the
beginning of the 20th century (cf. Roblyer and
Doering, 2013a).[5]

P-ISSN 2350-7756 | E-ISSN 2350-8442 |

Asia Pacific Journal of Multidisciplinary Research
P-ISSN 2350-7756 | E-ISSN 2350-8442 | Volume 2, No. 6 | December 2014 __________________________________________________________________________________________________________________ Studies show that higher results in the students’ this limitless library to find what students and achievement scores on high-stakes test were observed. teachers need (Coleman, 2012). [9] Schools with one-to-one computing programs had

The advantages of ICT in education come with
70% increase, as compared to non-one-to-one challenges. Ali (2003) categorized these challenges computing programs, which was only 69%. However, into three broad areas. The first has to do with it was much higher, 85% increase, in schools with participation in the information society; the second is one-to-one computing programs that “employed ICT’s impact on access, cost-effectiveness and quality strategies for success, including electronic formative of education, while the third is to do with the way that assessments on a regular basis and frequent ICT changes the education process. Baggaley and collaboration of teachers in professional learning Belawati concluded that these challenges are focused communities” (Devaney, 2010 in Roblyer and on cost of ICT which affects accessibility and Doering, 2013c).

affordability; training needs of the educators;
Similarly, a series of studies in South Asia, inaccessibility of learning materials that are ICT primarily in Bhutan, Pakistan and Sri Lanka was supported and delivered through Internet as these are done. In these studies, it was revealed that ICT, as stored in closed systems. [10] used in education, is a welcome tool to make

C. ICT and Education in the Philippines
education more meaningful and effective (Baggaley
The Philippine government through the DepED
and Belawati, 2010b; Jamtsho and Bullen, 2007;
has shown serious commitment to ICT in education
Sangi and Ahmed, 2007)[6]. Attygale, (2006) in
by announcing a series of initiatives to apply ICT in
Baggaley and Belawati (2010c) noted that students
teaching and learning. These were aligned to the
have positive attitude towards ICT and its usage. It
Millennium Development Goals and the Education for
promotes a paradigm shift from teacher-based to
All movements. In response to the need, the ICT4E
learner-based methods (Baggaley and Belawati) and
Strategic Plan came to life. In this plan, the use of ICT
teaching becomes individualized thus promoting
in teaching and learning must be accompanied by a
higher achievement results from students (Barrow,
corresponding enhancement of the school curriculum,
Markman, and Rouse, 2009)[7]. In a study of Jamtsho
according to the DepED. With various existing
and Bullen (2007b), 77% of students and educators in
studies, a description of attitude and preparedness of
higher education in Bhutan use ICT methods. San...

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