As the quality of learning becomes diverse, effective teaching must be also bring various strategies in the classroom to discover much effective approach that would bring better results. Kolb’s (1984) “experiential theory” as stated by McLeod (2013) proves to be an effective strategy for learning since “learning is a process, in which knowledge is created through the transformation of experience.” In ICT, there is high level of innovation; thus, it involves a high level of knowledge or skills transfer. Therefore, an ICT teacher should access the effectivity of his/her instructional strategy.
To find out the effects of Web 2.0 Instruction in selected topics in ICT, a quasi-experimental pretest– posttest control group design was used. The groups were matched using their grades in ICT in the second grading period. The difference between the means using the T-test was employed to determine the effectiveness of the treatment. As for the instrument of the study, a 100-item validated teacher-made test was administered for pretest and posttest to both groups to determine the effect of the experiment. The statistical analysis of data included the computation of the mean, standard deviation and test of significance.
There was a significant difference between the mean scores of the students subjected to Web 2.0 instruction and those of the conventional method of teaching. It can be concluded that Web 2.0 instruction was effective. The difference in the mean attitude of the students in the experimental and control groups after the teaching was highly significant when pretest and posttest were compared. There is a significant difference in the mean scores of the two groups.
The results demonstrate the effectiveness of Web 2.0 instruction in teaching, it is recommended that Teachers can use this approach to help the students learn the subject and improve attitude towards ICT or in any subjects. The school may use Web 2.0 approach in delivering the lessons as method of teaching.