Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 33 no. 8 (2025)

Competence and Constraints on Information and Communications Technology Utilization of Teachers and Learning Environment in Relation to the Performance of Pupils: Basis for Enhancement Program

May Ann Fortaleza Lamason | Randy Andales

Discipline: Education

 

Abstract:

The study entitled, Competence and Constraints on Information and Communications Technology Utilization of Teachers and Learning Environment in Relation to Performance of Pupils: Basis for Enhancement Program determined the the ICT utilization competence and constraints of Grade One of teachers and the learning environment in relation to performance of teachers in the Division of Bago City for S.Y. 2023-2024. Respondents included 105 teachers and 2,957 pupils. Data were collected using a standardized Likert Scale survey and analyzed with statistical tools, including frequency percent distribution, mean, Mann-Whitney U test, Kruskal-Wallis test, and Gamma Coefficient. Findings revealed that most teachers were female (98.10%), there are aged 30-39 years (38.10%), and married (81%). Nearly half (44.80%) pursued advanced master’s degrees, and 49.50% had a monthly family income of ?20,000–29,999, categorized as lower middle-income. Teachers demonstrated high competence in ICT utilization and medium-level constraints, while the learning environment was rated high with an overall mean of 2.70. Pupils generally performed very satisfactorily. The study found no significant differences in teachers’ ICT competence, constraints, or the learning environment when grouped by profile. Additionally, no significant relationships were identified between teachers’ ICT utilization or constraints and pupils’ performance, nor between the learning environment and pupils’ performance. These findings provide insights into the current state of ICT use and its impact on education, serving as a basis for developing enhancement programs nor between the learning environment and pupil performance.



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