ICT-Based Instruction in the Teaching Practices of Grade 5 Teachers in Echague West District
DOI:
https://doi.org/10.55927/fjmr.v5i5.68Keywords:
ICT Integration, Teacher Competence, Instructional ChallengesAbstract
This study examined the conditions and challenges in the implementation of ICT-based instruction among Grade 5 teachers in Echague West District using a descriptive-correlational design. It assessed ICT resources, teacher competence, institutional support, challenges, and coping strategies, and analyzed their relationships with ICT integration. Findings revealed that ICT resources are moderately available, while integration remains limited due to inadequate infrastructure, insufficient training, weak administrative support, and workload constraints. Despite these challenges, teachers demonstrated high levels of adaptability through self-learning, collaboration, and resource improvisation. Results also showed a significant relationship between ICT resources and integration. The study concludes that comprehensive interventions focusing on infrastructure, professional development, and policy support are necessary to achieve effective and sustainable ICT integration.
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Copyright (c) 2026 Charmaine D Saflor, Celso C Dumalig
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