EFFECTIVENESS OF USING ICT IN CLASSROOM INSTRUCTION AMONG THE TEACHING STAFF OF ARITAO II DISTRICT ELEMENTARY SCHOOLS

Information and Communication Technology (ICT) has become a crucial element in contemporary education, enhancing instruction delivery, boosting student involvement, and facilitating meaningful learning experiences. Gaining insight into teachers' views on ICT integration is vital for bolstering technology-driven teaching and pinpointing areas that need institutional backing. This study explored the attitudes of elementary school teachers towards ICT integration and its efficacy in classroom teaching within the Aritao II District Elementary Schools. A descriptive research approach was used, with 100 teaching staff participating as respondents. Data were collected using a validated survey questionnaire, and analysis was performed using frequency, percentage, weighted mean, independent samples t-test, and Kruskal–Wallis H-test. The results indicated that teachers held a very positive view of ICT integration, with an overall mean score of 3.59, reflecting strong confidence in utilizing technology and acknowledging its role in enhancing teaching and learning. Teachers also concurred that ICT integration was effective in classroom instruction, achieving an overall mean score of 2.77. Inferential analysis revealed no significant differences in teachers' perceptions and perceived effectiveness of ICT integration when categorized by age, gender, years of teaching experience, and area of specialization. These results imply that teachers generally maintain positive attitudes towards ICT, irrespective of their demographic backgrounds. This study underscores the necessity of maintaining ICT integration through ongoing professional development, sufficient technological resources, and institutional support. Enhancing teachers' digital skills and improving access to ICT facilities could further elevate the quality of instruction and foster more effective technology integration in elementary education.