This study examined the impact of using information and communication technology (ICT) and cooperative learning on student achievement in geometry class. Two groups of students were compared: one used ICT alone while the other used both ICT and cooperative learning. Pre- and post-tests showed that while both groups improved, the group using both ICT and cooperative learning performed significantly better. The results indicate that simply providing technology is not enough and that effective pedagogical approaches like cooperative learning maximize the benefits of integrating technology into teaching.

1. Renante P. Manlunas University of the Philippines Cebu College Professional Education Division High School Program ICT AND COOPERATIVE LEARNING: REINVENTING THE CLASSROOM

7. ICT Integration in the Learning Methods 2. Webquest A WebQuest," according to Bernie Dodge, the originator of the WebQuest concept, "is an inquiry–oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than on looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation."

8. ICT Integration in the Learning Methods 3. Use of MS Powerpoint Presentations in Games and Tournaments Implementation of TGT was modified through the use of computers and a presentation program called Microsoft Powerpoint. Instead of creating 400 cards for a 10–table and 20–item game, a presentation was created using the built-in features of the software. After the file was created, the presentation was copied in each of the 10 computers.

9. ICT Integration in the Learning Methods 4. Other ICT integration initiatives Online Puzzles Graphing Calculator Software Yahoo Group and e-mail Internet Research

13. Comparison of NCLM Pre–Test and Post–Test Mean Scores Against the Passing Score Comparison of CLM Pre–Test and Post–Test Mean Scores Against the Passing Score Survey Results The performance of the students in both learning environments improved significantly. ** - significant 1.96 9.46** 7.56 18 25.56 34 Post–Test 1.96 1.35 1.06 18 16.94 34 Pre–Test Critical t–value at p=0.05 Computed t–value Mean Difference Passing Score Pre–Test Means N Groups 1.96 16.26** 10.55 18 28.55 33 Post–Test 1.96 0.13 0.09 18 18.09 33 Pre–Test Critical t–value at p=0.05 Computed t–value Mean Difference Passing Score Pre–Test Means N Groups

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