ICT integration has become an essential factor of making teaching and learning in Science more effective. This study aimed to determine the teachers’ level of ICT integration in Science classes and the pupils’ level of learning outcomes. It also evaluated how ICT adoption by teachers impact pupils’ academic performance in Science education. The respondents in this study were Grade 6 pupils from three sampled schools that have equal access to ICT randomly selected through Slovin’s formula. The study employed a descriptive-correlational and causal research designs, utilizing a research-made questionnaires that underwent validity and reliability tests. Mean and Standard Deviation, as well as the Pearson Product Moment Correlation Coefficient and Multiple Linear Regression Analysis were used to analyzed data gathered. Results showed that level of ICT integration by Science teachers is high at the emerging and applying stages and low in infusing and transforming stages. Pupils’ learning outcomes in Science is Very Satisfactory. A significant moderate positive correlation is identified between teachers’ ICT integration and pupils’ learning outcomes in Science. All stages of ICT integration are predictors of pupils’ learning outcomes in Science. Thus, Teachers’ ICT integration in Science is associated with the pupils’ learning outcomes. As teachers use ICT more effectively, pupils tend to achieve better outcomes. It is recommended that teachers may keep abreast with the latest trends in ICT and its integration to improve the teaching and learning process.
Pamisa et al. (Tue,) studied this question.