TECHNOLOGICAL BARRIERS IN ONLINE AND BLENDED CLASSROOM: BASIS FOR THE CONDUCT OF TECHNOLOGY-DRIVEN INSTRUCTION ENHANCEMENT PROGRAM IN PUBLIC SECONDARY SCHOOLS IN THE CITY DIVISION OF CABUYAO

Abstract

This study was conducted to assess the technological barrier in online and blended classroom as basis for the conduct of technology-driven instruction enhancement program in public secondary school in the City Division of Cabuyao, SY 2020-2021. A total of 332 teachers from public schools selected in a random manner served as respondents of the study. A researcher-made instrument was utilized to gather necessary data from the respondents. As to age, the result revealed that most of the respondents fell on the age bracket of 26-30 while 56-60 has the least percentage and most of the respondents were female. In terms of highest educational attainment, most of the respondents are those who are included in the group with no MA units and MA unit earners.

In terms of teaching position, most of the respondents are Teacher I. In terms of years in service, 100 out of 332 or 30% of the respondents fell on the bracket of 6-10 years. Generally, the demographic profile of the respondents has a significant relationship to most variables in the technological barriers in online and blended learning.