Class cancellations caused by typhoons have underscored the importance of integrating ICT into educational systems to ensure that teaching and learning continue without interruption. This study explores the role of digital technology in Science education during online learning amid typhoon-induced class suspensions. Using a quantitative approach, data were collected and analyzed using both descriptive and inferential methods. The findings reveal that students strongly agree with the various uses and benefits of ICT in their science subjects. They frequently use technological tools to research homework, participate in online communities, and download e-books for their studies. Additionally, students’ perceived benefits of ICT are significantly related to their year level, the availability of gadgets for online learning, and their family’s monthly income. However, factors such as internet connectivity and the availability of gadgets for online learning do not appear to impact students’ perceived use or extent of ICT use in their studies. These results emphasize the potential of ICT to bridge learning gaps during disruptions, but also highlight the need for policies that support the accessibility of digital resources and online tools, particularly for students from lower-income households, to ensure continuous and effective learning during emergencies like typhoons.
Ventura et al. (Mon,) studied this question.
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