Abstract
The study aimed to comprehensively examine the status of ICT resources in Masbate province's third congressional elementary and secondary district public schools, utilizing a mixed-methods approach. The quantitative aspect involved data collection from 102 school heads and ICT coordinators, while the qualitative component focused on insights gathered solely from school principals. A survey checklist was designed to assess the availability, functionality, and sufficiency of ICT resources, and statistical methods such as rank order, frequency, and a Likert scale were employed for interpretation. Qualitative data obtained through thematic analysis of interviews with school principals highlighted specific struggles and challenges faced by the schools. Findings indicated that there is a scarcity of ICT resources in third-district schools, and the existing resources are not fully functional or sufficient. Additional challenges, supported by qualitative findings, include an undersupply of ICT resources, untrained teachers, the unavailability of maintenance personnel, and unstable internet connectivity. These identified challenges underscored the need for a comprehensive approach to addressing ICT-related issues in the third district schools. In conclusion, the study's findings revealed a significant gap in the availability, functionality, and sufficiency of ICT resources in the third congressional district. To address these issues, the study proposed several recommendations based on its findings. Firstly, the department is encouraged to enhance intervention strategies related to all-inclusive procurement services. The study also suggested that the department will allocate funds for extra personnel to enhance the serviceability of ICT resources. Furthermore, providing additional training for teachers in utilizing ICT for classroom instruction was recommended. Lastly, utilization and procurement plans were recommended to serve as augmented solutions to improve the overall status of ICT in these schools and address the identified challenges for enhancing the quality of education.
