Abstract

This study aimed at determining the Level of Proficiency in Teaching Science through Information and Communication Technology Integration of the Elementary School teachers in Lavezares I District, Division of Northern Samar, for school year 2020-2021. Findings revealed that generally, the teachers’ level of proficiency in teaching Science through ICT-integration was found to be “highly proficient” as perceived both by themselves and by the school heads. Regression analysis revealed that generally, there was a significant relationship between the profile of the elementary school teachers and their proficiency in teaching Science through ICT-integration in terms of Laboratory Approach. Particularly, it was the Position currently handling by the respondents, their length of service, and their IPCRF rating which found to be significant predictors of their level of proficiency in teaching Science by integrating ICT in using Laboratory Approach. Revealed also from the findings of the study that there was a significant difference between the perception of the teachers and the school heads as regards to the level of proficiency of teachers in teaching science through ICT-integration. It was on the Laboratory Approach of the teachers in teaching Science with the integration of ICT that the significant difference between perceptions existed. Finally, among the problems encountered by the teachers in teaching Science through ICT-Integration, the top five were: “shortage of class time hinders teachers to use ICT”, “little access to ICT prevents teachers to use ICT”, “use of ICT is difficult for weaker students, because they may have problems with working independently and may need more support from the teacher”, “lack of trainings in ICT gives teachers hesitation to integrate ICT in teaching Science”, and “students tend to focus on superficial presentations and copy from the Internet”.