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_aNavarro, Leah Cambonero.
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_aTechnology integration in the teaching Introductory Physics using outcome based-education approach /
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_cLeah Cambonero Navarro.
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_axvii, 207 pages
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_aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2015.;A dissertation presented to the Graduate School of Arts, Sciences, Education Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration.
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_aThe study was focused on determining the effectiveness of an outcome-based education approach for technology integration in teaching introductory physics among second year BSIT/ BSCS students of Cavite State University enrolled at six (6) chosen campuses during the second semester of school year 2014-2015. Through purposive sampling and census method three hundred fifty nine (359) students and eight (8) instructors were used as respondents respectively. The researcher used Quasi-experimental research, through random assignment two groups were formed both groups were pretested and post tested but only one received the treatment. Majority of the teacher-respondents were young, novice in the teaching profession, not yet a holder of post-graduate degree and all of the teacher-respondents have competencies and literacy on the use of computers and some computer software. Teacher-respondents strongly agreed on the positive influence and effect of integrating effectiveness on integrating technology in teaching physics and its positive impact on the improvement of their learning capacity. Students and teachers differ in their insights regarding the use of technology in teaching physics. Teachers gave a higher insight compared to students. Students from both the control and experimental group did not perform well in the given pre-test. On the other hand, result of post-test performance of the control and experimental group showed that students from the experimental group performed better in the given post-test as compared to the students in the control group. A higher experimental posttest score compared to the control posttest score was found after controlling for the effect of the pretest. The result suggests that the technology integration intervention used for physics instruction used by the experimental group was effective in improving the student's test scores. It was found out that (1) there is significant difference between the insights of the teachers' and students' in using technology integrated strategy. (2) There is a significant difference in the post-test between the experimental and control group. (3) There is significant difference in the post-test between the experimental and control group. Based on the foregoing discussions, development of learning plans employing Technology Integrated Strategy (TIS) using outcome based education approach is highly recommended to actively involve the students in the teaching-learning process. The study conducted is limited in determining the effectiveness of TIS in teaching physics, it is also recommended to replicate the study in other discipline likewise the instrument crafted by the researcher may be used by other institution in promoting technology integrated lesson presentations. To enhance the creativity, innovativeness as well as enrich teachers' competence in using technology, administrators are highly encouraged to initiate the conduct of seminar-workshop about the use of different Technology Integrated Strategy on various discipline through continuing education program. Technology plays an important role in enhancing student learning as well as in presenting new alternative in teaching. Thus, technology integration in teaching introductory physics using outcome based education approach was found to be effective.
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