Two Grade 11 classes in a private secondary school in Quezon City, the Philippines, were randomly assigned as experimental groups in which ICT-assisted instruction was introduced after one month in one of their subjects. In Experimental Group 1, ICT- assisted instruction was implemented in their Math subject, Statistics and Probability, while in Experimental Group 2, it was applied in their Science subject, Disaster Preparedness and Risk Reduction in Philippine Setting. Two other Grade 11 classes served as their controls. Experimental and Control participants were taken from academic strands of Senior High School in which the two subjects (Mathematics and Science) were required in their curricular programs. These strands were ICT strand (for the Math subject), and General Academic strand (for the Science subject). For each strand, students were randomly assigned to Experimental and Control groups; stratified random assignment was utilized to ensure that class sizes were equal, and so was gender distribution. ICT-assisted instruction came in the form of digital copies of textbooks and an Internet-based teaching-learning platform in which teachers uploaded class materials, and students submitted their class work and assignments. Tests, classroom observations, Focus Group Discussions (FGDs) with students and interviews with teachers revealed factors that enhanced independent and interdependent learning. Problem areas that hindered independent and interdependent learning are pointed out, and suggestions for addressing these problems are also offered.
Fe Josefa Nava, University of the Philippines, The Philippines
Patrick Alain Azanza, Eclaro Academy, The Philippines
Allan Susarno, Eclaro Academy, The Philippines
Stream: Learning Experiences
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Fe Josefa Nava, Patrick Alain Azanza, and Allan Susarno