Teachers’ Utilization and Effectiveness of Information and Communications Technology (ICT) -Based Instruction in Values Education: Their Influence on Learners’ Performance

Abstract

This descriptive correlational study examined teachers’ utilization and effectiveness of Information and Communication Technology (ICT)-Based instruction in Values Education and their influence on learners’ performance in the Schools Division of Iloilo, Philippines, for the school year 2025-2026. The descriptive research design was used with 284 randomly selected teachers in Values Education from the population of 984. They were classified according to their educational attainment, position, length of service, grade level taught, and congressional district. The independent variables were the utilization and effectiveness of ICT-based instruction in Values Education, while the dependent variable was learners' performance, measured by their average grade in the first and second quarters of the school year. The data-gathering instrument was developed and modified based on the literature and theories and underwent validation and reliability testing. The statistical tools used were frequency, mean, t-test, Analysis of Variance, and multiple regression, with the level of significance set at 0.05. The results revealed that teachers utilized ICT-based instruction to a great extent. They assessed its level of effectiveness as very high. Significant differences were observed in utilization when teachers were classified by position, length of service, grade level taught, and congressional district. Their assessment of its effectiveness also varies when classified by position and congressional district. Finally, the extent of utilization and level of effectiveness of ICT-based instruction in Values Education significantly influence learners' performance