Abstract
This study focus to determine the effectiveness of utilization of information and communication technology concerning the pupils’ academic performance in Binalbagan District II. A descriptive research design was used in this study. The respondents were the 60 teachers in the 14 public elementary schools in Binalbagan District II. A researcher-made questionnaire was used in this study. The frequency and percentage, the mean, Mann Whitney U Test, and Pearson’s r are the statistical tools used in this study. The findings revealed that out of 60 teacher respondents majority were older (39 years old and above, had longer( 14 years and above) length of service, were bachelor’s degree holders, and with both higher and lower income. The extent of effectiveness of the utilization of information and communication technology in planning the lesson, delivery of the lesson, and monitoring and evaluation was highly effective. The extent of effectiveness of the utilization of information and communication technology when grouped according to the aforementioned variables was highly effective. The academic performance of the pupils was satisfactory. In addition, no significant difference in the extent of effectiveness of the teacher’s utilization of the information and communication technology in terms of age and length of service in the area of planning the lesson and delivery of the lesson. There was a significant difference in the extent of effectiveness of the teacher’s utilization of the information and communication technology in terms of age and length of service in the area of planning the lesson and delivery of the lesson. Further, there was a significant difference in the extent of effectiveness of the teacher’s utilization of the information and communication technology according to variables in the area of monitoring and assessment. Furthermore, there was no significant relationship between the extent of effectiveness of the utilization of information and communication technology and pupils’ academic performance. Lastly, the lack of inadequate ICT equipment was the most common problem encountered by the teachers.
