This study employed a descriptive-comparative research design to determine the extent of technology integration among private Higher Education Institutions (HEIs) in Negros Occidental offering Business Administration programs. Data were collected from 117 faculty members and administrative staff across 18 higher education institutions using purposive sampling. All data were analyzed using frequency, percentage, mean, and Kruskal-Wallis H test. Findings revealed that most respondents held a master’s degree and were regular employees with 1–5 years of service. Many respondents came from institutions with no accreditation, followed by those with Level I and II accreditation. Respondents rated technology integration in HEIs “great extent” in terms of tangibility, reliability, responsiveness, assurance, and empathy. The highest ratings were associated with respondents having doctoral degrees, longer years of service, and those from institutions with higher accreditation levels. It can be noted that those contractual or part-time employees and institutions without accreditation provided lower ratings. Significant differences were found in technology integration when grouped by length of service and program accreditation. These results suggest that institutional quality assurance mechanisms and professional development are closely linked with improved integration of technology among HEIs.
Toleco et al. (Tue,) studied this question.