1 College of the Immaculate Conception Chapter 1 THE PROBLEM AND ITS SETTING Introduction Today, computers play a big role in education especially in developing countries like the Philippines. According to Casiano (2007), computer has a capability for administrative and managerial users, namely: easing enrollment procedures, preparing transcript of records, recording grades, paying school fees, and others, as well as for teaching purposes. Moreover, it has given way to the development of multi-media which is creating an exciting and very real interactive learning environment. According to Senator Oreta, three to four out of five teachers lacked knowledge in using computers (Philippine Star, 2002). In a survey research with an overall goal of determining ICT preparedness of teacher stated that the literacy of teachers in using word processing software is about 63.27% while the second is internet browsing with 33.91%. The third is using spreadsheets application, 13.84% and other software application
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College of the Immaculate Conception
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Today, computers play a big role in education especially in
developing countries like the Philippines. According to Casiano
(2007), computer has a capability for administrative and
transcript of records, recording grades, paying school fees, and
others, as well as for teaching purposes. Moreover, it has given
way to the development of multi-media which is creating an
exciting and very real interactive learning environment.
According to Senator Oreta, three to four out of five
teachers lacked knowledge in using computers (Philippine Star,
2002). In a survey research with an overall goal of determining
ICT preparedness of teacher stated that the literacy of teachers
in using word processing software is about 63.27% while the
second is internet browsing with 33.91%. The third is using
spreadsheets application, 13.84% and other software application
is quite below at 10% (Magno, 2006). Also DepED estimates that
only one out of seven schools have teachers who are computer
literate (Abad, 2004).
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Being computer literate gives the learner an opportunity to
excel in rapidly changing environment in technology. According to
Reynolds (2007), computer literacy means being knowledgeable
about the capabilities of hardware and software and understanding
how computers and the internet can enhance student’s educational
experiences.
The government and the education department has come up with
plans for computer literacy of learners as well as teachers.
According to Carandang (2010), Senator Angara urged the incoming
administration to legislate an integrated computer education. He
also proposed the creation of the Board of Computer Education.
The proposed board will promote the Build-Operate-Transfer (BOT)
scheme of the program, which is facilitating the computer
literacy training of teachers. Angara also urged to integrate
computer subjects in private and public schools from elementary
up to high school; providing materials and equipment to be used
in implementing computer literacy. They are making laws and bills
like House Bill No. 632 introduced by Senator Escudero (2003), an
act to integrate a computer education program into the
educational system and for other purposes, for pursuing the
objectives in achieving goals for better quality education.
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In schools, some books used by teachers have additional
information and useful links that can be accessed in the
internet. There are times that the researcher integrates academic
subjects for the hands-on activity of students in their computer
subject. If the teachers know how to use computer and its
applications, it will be easy for them to understand the
advantage of being computer literate. Also, students will realize
that the computer is not only for fun and entertainment but for
their own benefit. According to Carlson and Gadio (2002),
educational technology is not, and never will be, transformative
on its own. It requires teachers who can integrate technology
into the curriculum and use it to improve student’s learning.
Teachers are the keys to how technology is used appropriately and
effectively.
Five years ago, teachers of the Holy Rosary Colleges
Foundation had an informal basic computer training held during
the summer vacation. It was held from one to two hours in two
weeks before the opening of classes. The computer teacher taught
the basics and she assigned another teacher for demonstration.
Furthermore, the teachers were asked to have hands-on activities
with computer. It was the first and last training conducted.
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Today, most of the teachers of Holy Rosary Colleges
Foundation have laptops or computers to help them in their tasks
in terms of preserving records, encoding documents, computation
of grades and browsing the internet. Other teachers studying for
their masteral degree prepare presentations of their report using
their computers. Unfortunately, based on the researchers’
observation, some of the teachers have minimal computer literacy
and the school has no program for computer literacy for teachers.
Despite of the complete equipment and facilities available to
every teacher for use in a computer literacy program, teachers
learn operating computers by exploring and through the help of
their peers.
Realizing the compelling need of teachers to be computer
literate, the researcher was motivated to determine the computer
aptitude and skills of the teachers at the Holy Rosary Colleges
Foundation. It is hoped that the results can help the researcher
come up with a computer literacy program for the teachers.
Conceptual Framework
Nowadays, every teacher relies on computers for making
lesson plans, preparing examinations, recording and computing
grades, and others. Teachers have to immerse themselves in the
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age of information revolution since society is surrounded by
rapid changes, media, knowledge workers, technology and research
and development (CICT, 2006). Actually Sec. Lapuz (2008) stated
that teachers must be equipped with 21st century skills that can
empower all Filipinos to become competitive in today’s digital
age.
While there may be a general willingness to apply the tools
of technology in the different learning areas, one of the major
handicaps among teachers is having low level proficiency in terms
of computer applications (Andrada, 2003). Although some teachers
have knowledge in using computers, their skills are outdated
(Philippine Star, 2010). In line with this, Mau (2001) in his
case study about the basic information technology training for
teachers in Hong Kong revealed that the continuous long-term
training should be arranged so that teachers can update their
knowledge. More importantly, teachers must be challenged to go
away from their familiar methods and approaches and instead adopt
themselves according to the educational technologies appropriate
for this generation (Haddad, 2002).
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INPUT
PROCESS
OUTPUT
Fig. 1 Research Paradigm
Figure 1 shows the paradigm of the study. For the input, the
researcher got the profiles of the teacher: age, gender,
educational attainment, years of teaching, number of subject/s
taught, and computer application in teaching, computer training
attended, ownership of computer, and numbers of hours of computer
1. Problem Identification2. Data Gathering -Questionaire -Interview3. Analysis and Interpretation of Data4. Drawing Conclusions
1. Assessed Computer Literacy of Teachers
2. Proposed Computer Literacy Program
1. Profile of Teachers - Respondents-Age -Computer Applications in Teaching-Gender -Computer Trainings Attended-Educational -Ownership of Computer Attainment -Number of Hours of Computer -Years of Teaching Usage per Week-Number of Subject/s Taught
2. Assessment of Teacher in Computer Literacy
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usage per week. It also included the assessment of teachers’
computer literacy in general computer operations, communication
and internet, word processing, spreadsheets, and graphics. The
process included the problem identification, data gathering,
analysis and interpretation of data and drawing conclusions. The
output of the study assessed computer literacy of teachers which
was the basis in proposing a computer literacy program.
Statement of the Problem
This study aimed to assess the teachers’ computer literacy
at Holy Rosary Colleges Foundation. Specifically, the researcher
sought answers to the following questions:
1. How may the profile of the teacher respondents be described
in terms of:
1.1 age;
1.2 gender;
1.3 educational attainment;
1.4 years of teaching;
1.5 number of subject/s taught;
1.6 computer application in teaching;
1.7 computer trainings attended;
1.8 ownership of computer; and
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1.9 number of hours of computer usage per week?
2. How may the computer competencies of teacher respondents be
described in terms of:
2.1 General Computer Operations;
2.2 Communication and Internet;
2.3 Word Processing;
2.4 Spreadsheets; and
2.5 Graphics?
3. Is there a significant difference in the computer
competencies of the respondents when grouped according to
their profile variables?
4. What computer literacy program may be proposed for the
teachers of the Holy Rosary Colleges Foundation?
Hypothesis of the Study
The researcher tested the hypothesis:
There is no significant difference in the computer
competencies of the respondents when grouped according to their
profile variables.
Significance of the Study
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This study will be significant to:
School. The outcomes of this study will be basis for a program
which will benefit schools; elevating quality of education of
teachers through the use of computer.
Administrator. The results of this study will be used as a basis
for planning, designing and implementing a computer literacy
program. Also administrators may use the collected statistics or
outcomes to emphasize the need for a computer literacy program
for teachers.
Teachers. The output of this investigation would make the
teachers aware of and updated on technology and use the
technology to improve instructional materials, learning
experiences, teaching competence, and students’ performance. Also
computers can help teachers in terms of information access and
research. Moreover, they will also be aware of their weaknesses
and strengths about computer; and consequently, make the
necessary adjustments from outdated to updated trainings and
seminars.
Researchers. The results of the study can be a basis for other
researchers’ future references. It will also give them idea on
the importance of computer in the research process. They may
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include other variables to deepen the study for effective
computer literacy program.
Parents. Continuous support to upgrade the technological
expertise of the teachers will in a better teaching-learning
process for their children.
Students. They will benefit from this study because they are the
ultimate recipients of computer literacy program provided to the
teachers.
Scope and Delimitation of the Study
This study focused on the assessment of the computer
literacy of teachers at the Holy Rosary Colleges Foundation, S.Y.
2010–2011. The findings were the basis for a proposed computer
literacy program. The study covered the assessment of the
teachers’ computer literacy in terms of general computer
operations; communication and the internet; word processing;
spreadsheets; graphics. The respondents are the total population
of teachers from pre-elementary up to college.
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Definition of Terms
For a better and clearer understanding of this study, the
following terms are operationally defined, while others were
taken from other sources:
Assessment means to evaluate a student’s progress in learning new
skills and knowledge. (Stronge, et al. 2004).In this study,
assessment means to estimate the literacy rate of teachers in
computer applications.
Computer literacy means being knowledgeable about the
capabilities of hardware and software and understanding how
computers and the internet can enhance student’s educational
experiences (Reynolds, et al. 2007).
Information Communication Technology (ICT) means any piece of
technology that allows users to create, store, display
information in all its forms (text, images, video, and audio) and
communicate it over distance. ICT includes computers, handheld
computers, and cell phones and the convergence of any of these
technologies (Gaible, 2005).
Teacher means a person employed in an official capacity for the
purpose of giving instruction to students in an educational
institution, whether public or private. (Molina, 2001) In this
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study, teacher means the faculty of the Holy Rosary Colleges
Foundation from pre-elementary up to college.
Word Processing is a software program that includes tools for
entering, editing, and formatting text and graphics. It allows
you to create and enhance a wide range of documents quickly and
easily (Beskeen, 2009).
Spreadsheet is the type of application software used to create
computerized spreadsheets, which typically contain a great deal
of numbers and mathematical calculations (Morley, 2009).
Graphics/Graphics Presentation is an image designed to visually
enhance a presentation, typically to convey information more
easily to people. It can be used in electronic slide shows, as
well as in printed handouts, overhead transparencies, word
processing documents, and Web pages (Morley, 2009).
Communications/Communication network is to convey message from
one point or place to another. It is associated with machine to
machine communications, such as terminals to computer and
computer to computer communications (Dhotre, 2007).
Internet is a worldwide collection of separate, but
interconnected, networks that are used daily by millions of
people to obtain information, disseminate information, access
entertainment, or communicate with others (Morley, 2009).
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Chapter 2
REVIEW OF RELATED LITERATURE and STUDIES
This chapter presents the review of related literature and
studies, both local and foreign, which provides a background and
a frame of reference upon which the conceptual framework and
other entries of this study were formulated.
Foreign Literature
Veer (2005) pointed out that the progress of a country
depends upon the quality of its teachers... training is essential
for every teacher. Trained teachers can do much more than
untrained teachers. Teachers need continuous program for the
development in the field of education.
Lee (2003) stated that there is a definite deficit in the
knowledge, skills and attitudes needed to use ICT as an effective
teaching-learning tool. Well-trained teachers using ICT are not
available in sufficient quantity. This is partly because many
teachers regard technology as a threat to their authority as the
main source of knowledge. Some teachers ignored the use of
computers because they thought that computer will replace them in
their field in the future. In addition, pupils are often superior
to their teachers in computer skills, further undermining the
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traditional authority of teachers. Consequently, there is the
need to break away from the conventional working culture of
teachers as being ‘solitary’ and rather to build multi-
disciplinary teams of teachers, curriculum specialists and ICT
technicians, who could provide the range of skills necessary for
the preparation of quality IT-based teaching materials.
Jones (2003) underscores the viewpoint that computers have
proven to be immensely useful tools for teachers and students,
and they are now considered to be an essential component of
primary and secondary education in the United States. In order to
be able to teach with computers, teachers need to have mastered a
basic level of computer literacy, and they need to develop
pedagogical techniques for integrating computers into the
curriculum.
Baldauf (2009) indicated that digital technologies have had
a profound impact on most aspects of human life. The rapid pace
of technology logical development has given the current
generation one of the most fascinating eras in which to live.
Nettlebeck (2005) also identified that there is no choice but to
recognize that the new information and computer technologies
undergird much of the social and educational context in which we
now find ourselves.
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Abecede (2003) specified that today’s world teachers need to
be equipped not only with subject-specific expertise and
effective teaching methodologies, but with the capacity to assist
students to meet the demands of the emerging knowledge-base
society. Teachers therefore require familiarity with new forms of
ICT and need to have the ability to use that technology to
enhance the quality of teaching and learning.
Jung (2002) stated that ICTs have also been used to improve
access to and the quality of teacher training. For example,
institution like the Cyber Teacher Training Center (CTTC) in
South Korea are taking advantage of the internet to provide
better teacher professional development opportunities to in-
service teachers. The government funded CTTC, established in
1997, offers self-directed, self-paced Web-based courses for
primary and secondary school teachers. Courses include “Computer
in the Information Society”, “Education Reform” and “Future
Society and Education”. Online tutorials are also offered, with
some courses requiring occasional face-to-face meetings.
According to Corbel (2004), computer literacy skills are
taught because they:
• lay the foundations for developing a critical
understanding of the Information Age;
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• help students make effective use of computers, both in
classroom and workplace settings, which in turn improves
attitudes and reduces frustration;
• shape a proactive view regarding the role of computers in
everyday life;
• assist those who are ‘technophobic’ to overcome fears of
increasing computerization of government and social support
agencies;
• create a solid skills base among students so that we can
collectively pursue more creative uses of computers in the
syllabus, such as project-based learning;
• extend the personal enjoyment gained through keeping in
touch by regular email use, for example, or in finding
satisfying search engine results;
• provide ‘realia’ for terms that relate to hardware,
software, the Internet, and the many different uses and
phenomena that have arisen from online culture.
Akhtar (2010) gave emphasis to a sound policy and holistic
plan for ICT integration and recognized the critical role that
teachers play in ensuring the appropriate, effective, and
sustainable use of ICTs to provide quality education for all.
Thus, such a policy and plan give priority to teachers’
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professional development that empowers teachers not just to
implement but also to lead educational innovations that will
transform schools and ultimately, all of society.
Shelly (2007) attested that teacher can increase their
productivity significantly by using word processing software to
create documents, such as lesson plans, handouts, parent
communications, and student tests. Teachers use word processing
to transform paper documents into electronic form to eliminate
redundant works.
Spreadsheets are similar to teacher grade books. Teachers
often keep grade books on a spreadsheet and have completely up-
to-date averages for all students. Some spreadsheet program also
includes a chart function so that teachers can display class
averages on a bar chart to provide a visual comparison on the
classes’ performance (Barry, 2004). Teachers used spreadsheet to
record and compute student grades.
According to Good (2008), presentation graphics application
software are typically used to create presentation in the form of
slides that can be used to create overhead transparencies or
printed handouts or books, as well as to present information in
electronic form. This type of software applications is important
for educators, because electronic presentation can be integrated
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into units or lesson. Teachers used presentation to demonstrate
their ideas using computer for better understanding of the topic.
The Internet offers research, tips, lesson plans, discussion
opportunities, and a treasure trove of data (Depaul, 2002).
Teachers can find an almost unlimited number of ideas and plans
on the internet (Hunt, 2009). Also Dulan (2010), think that an
Internet connection would help to get people to use computers
more for research and to send e-mails to teachers. Teachers also
use internet for communication purposes to students and other
peers.
In Chandra (2005) works, teachers need more that a quick
course in basic computer operations. They need guidance in using
the best tool in the best ways to support the best kinds of
instruction.
Local Literature
Students have high regard on the capability of their
teachers. It is a fact that many students can afford to have ICT
gadgets at home, hence, they are advanced in terms of knowledge
and skills on ICT. It is a great challenge for teachers to learn
and internalize the use of computers in the subjects they are
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teaching, integrating ICT in the classroom instruction (Itaas,
2009).
The Philippine Star (2006) discussed the edge of students
over teachers in ICT. Students now are virtually knowledgeable
about chatting, on-line games and other useful applications of
computer, while teachers, mostly, are clueless about them. The
sad part is teachers lack training so they cannot even teach
students of computer.
According to Labian (2007), teachers touch the future of the
learners that pass through their caring hands. Their task is not
just imparting knowledge but also preparing students withstand
all the rigors in a high competitive societal order. Information
Communication Technology knowledge is their technological fuel
and raw materials that will help them achieve lofty goals ahead.
Teachers must be the first one to be educated on how to
maximize the capabilities of computers. The generation today is a
world of innovation and new technology. The teachers must be
aware and adapt the changes so that they can gain additional
skills and improve their teaching styles and strategies in
teaching. It also gives them an opportunity for professional
development. Promoting computer literacy program will lead to the
excellence of teachers.
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According to Rodriguez (2007), it is also important to
remember that technology requires administrative and community
support and involvement that are critical to its successful
integration in education. Commitment and interest of teachers and
school heads is the most critical factor for successful
implementation of any school innovation, especially technology.
The teacher must be fully-equipped and up to the task.
Teacher must harness the full potential of technology to improve
learning outcomes (Sec. Lapus, 2008). This information age needs
modern teachers. They are the one who build education and
learning; and if they lack knowledge and skills, the learners
will be most affected.
Former President Arroyo called for a better integration of
ICT into the Philippine educational system to improve the quality
of learning and hone the computer skills of young Filipinos to
give them a competitive edge in securing work in a world that is
growing highly technical (Manila Bulletin, 2006). Also she
enjoins all teachers from public schools to get the National ICT
Competency Standards (NICS) and be ICT-certified. She stressed
that teachers need to be competent in ICT so classroom dynamics
become more innovative with ICT.
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Sen. Escudero (2002) gives importance to the advancement of
science and technology. Modern telecommunications and modes of
transportation have facilitated simultaneous and fast exchange of
ideas, information and resources among nations. This is the
global technological and scientific setting which confronts the
Philippines today. That is why the government proposed a bill
about integrating computer education program in the educational
system. One of government plans is to promote computer literacy
by providing trainings and workshop for both learners and
teachers.
Schools like Southern Iloilo Polytechnic College held a
computer literacy seminar-workshop. It aimed to provide computer
literacy training and update faculty and staff of the different
subject areas. School managers believed that the use of computer
could help teachers increase their efficiency and effectiveness.
The use of this technology facilitates communication and
information, record keeping and retrieving, programming, research
and evaluation, provisions of instructional aids and devices,
preparation of reports, interpretation of test results and others
(Dela Cruz, 2008). Datamex and Deped Intel Teach program also
provide free seminars, workshops and trainings to the teachers.
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It focuses on integrating computer technology into the
curriculum.
At present, the Department of Education aims to fully equip
administrators, teachers, and support staff in word processing,
electronic spreadsheets, and graphic software to aid them in
their instructional task (Manzano, 2002).
Casiano (2007) signified that different places in the world
are connected. Globalization has bridged the gap, and computer is
the key instrument. Facebook, Friendster – these are just two
social networking sites that pioneered the phenomenon. These
facts are most observable in the developed and some developing
countries.
On the other hand, Robles (2006) stated that even though the
Philippine government has initiated several programmes and
projects for the use of ICT in education, real implementation in
day-to-day learning is still limited. Teachers’ fear of
technology still hinders the optimal use of ICT-related skills in
their teaching activities. Other constraints include the
traditional mindset of the school principals, inadequacy of ICT
facilities, the lack of adequate maintenance of the
available/existing ICT resources, dependence for financial
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investment on the central government and dependence on ICT
service providers for software/courseware.
Despite various training programmes having been provided to
teachers, there is still a need to embark on a comprehensive and
sustained in-service training for teachers. Likewise, a
systematic development programme for education managers needs
also to be implemented to change the mindset of principals so
they appreciate the value of ICT in education (Belawati, 2004).
The 21st century is considered as the period of information
technology all over the world. In just a few seconds, with the
tip of one’s finger, current information and facts are gathered
through the use of highly advanced facilities and machines.
This technological breakthrough has brought many changes in
education and other disciplines of learning. Technology has
connected all places, people, and events in the world. It has
made learning-teaching convenient and easy. It is necessary for
teachers to be aware of the appropriate place of technology in
education. They must know when and how to use technology to
advance the purposes of education (Orencia, 2004).
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Foreign Studies
According to the study of Asan (2003), the use computer in
education opens a new area of knowledge and offers a tool that
has the potential to change some of the existing educational
methods. The teacher is the key to the effective exploitation of
this resource in the educational system. As computer use
continues to increase in society, educators must also prepare for
the use of computers within the classroom.
Undoubtedly the recent advancement in information technology
innovations and computer usage is rapidly transforming work
culture and teachers cannot escape the fact that today’s
classrooms must provide technology-supported learning (Angers &
Machtmes, 2005). Being prepared to adopt and use technology and
knowing how that technology can support student learning must
become integral skills in every teacher’s professional
repertoire. District and school policy and professional
development workshops and training are designed to positively
influence teachers’ adoption and usage of computer technology
(Kumar, 2008).
The study of Ogunkola (2008), seeks to examine the science
teachers’ computer attitude, ownership and frequency of computer
use as predictors of the science teachers’ literacy in basic
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computer operations. In other words, the extents to which the
variables jointly and individually predict the teachers’ computer
literacy are determined.
In a study conducted at Gordon University Aberdeen in
Scotland, teachers’ ICT skills and knowledge is relatively low
and is focused on a fairly narrow range of ICT. Word processing
is the predominant used made of ICT in primary and secondary
schools. The used of other software application like spreadsheets
is minimal (Tella, 2007).
In Mahmud study (2010), most of the teachers had moderate
level of basic ICT. They were familiar with application software
such word processing and electronic presentation.
In this study too it was found that formal ICT training and
ICT experience influence the teachers’ knowledge, skills and
attitude. Therefore, teachers especially the older ones and
normally with more teaching experience need to be identified, and
provided with specially designed training programs, invarious
forms of ICT courses and workshops.
In study of Razak (2009), after examining various factors
such as teachers’ competency, attitudes, infrastructure and
support, it can be concluded that the majority of English
teachers in Malaysian technical schools are still novice users of
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IT. Some of the reason deduced from the survey and the interview
were low level of computer competency, less focus on the new
computing skills, limited training program, technofear, limited
infrastructure and support. Each of these factors is discussed
below.
Low level of computer competency:
Data revealed that the majority of the English language teachers
in this study were at the novice level. This means that they
still need help with various computer skills and far from having
the expertise to teach others. Having the competency in using
computer is crucial and the determinant factor in ensuring the
effective use of IT in education. Due to limited competency among
English teachers, the applications of IT in language classroom
daily and weekly were very low. The study found that majority of
the teachers (58.2%) did not use computers at all for teaching.
Lack of focus on new computing skills
The findings also show that the teachers reported lowest
competency in new computing skills such as Computer Mediated
Communication. Competencies in this category are considered as
new skills and crucial for the classroom of tomorrow as they
enhance interaction and enable communication in real time to take
place. Majority of the teachers also reported that they were not
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competent to interact with students on-line. In Malaysian
schools, conducting “teaching” on-line is still new. Therefore,
teachers need to be oriented to use IT for teaching and
communication purposes. Furthermore, on-line communication
requires expertise in writing as to avoid misunderstandings.
Teachers need to be careful with the choice of words and use of
emoticons to encourage more interaction from and within students’
group. The lack of expertise and experience can create barrier to
effective use of IT for such purposes.
Limited Training Program
The findings from this survey also reveal that teachers benefited
from the in-service training either provided by the schools, the
computer vendors, or the Ministry of Education. However, the
training session contributed most is in the development of the
basic skills related to the use of application programs such as
word processing, spreadsheet and presentation program like Power
Point. Training on new skills such as internet and web-based
learning and teaching are usually for selected few and not many
English language teachers in technical schools had an opportunity
to attend the training. It is proposed that training sessions
should focus on development of new skills and IT applications in
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teaching and learning. Furthermore, the training must be tailored
to the different needs of the teachers.
Technofear
The major finding on the teachers’ attitude towards computer is
technofear. In the interview conducted, it was found that the
teachers’ low competency in using IT was partly due to fear of
change. They feared that with the use of IT, they would have more
work and the shift from conventional teaching to the use of IT
could create more confusion among the teachers and students.
Therefore, IT awareness program should conducted on regular basis
could correct this misconception.
Limited infrastructure
Some of the teachers interviewed reported that lack of computer
software in schools and the priority to complete the syllabus for
the examination made their effort to apply technology is even
more difficult. Most of the schools have only one computer lab
equipped with 20 computers and due to the limited hardware and
facilities, teachers had to rotate and plan carefully their lab
schedules to avoid clashes. Teachers also reported lack of
technical help in the computer lab. Therefore, it is suggested
that the schools need to find resources to equip and sustain
their computer labs.
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Limited support
The support received by teachers such as in-service training and
computer loan is commendable but not sufficient. Other supports
such as recognition for developing software and support to design
new software for competition should be provided to those teachers
involved. These incentives can encourage teachers to be creative
and certainly upgrade their computer competency level. Teachers’
participation in workshops and seminars related to computer in
education should be encouraged even more. Time off to go for IT
training is another possibility that can be on rotational basis
to ensure sufficient number of Itliterate teachers in each
school.
Redmann and Kotrlik (2004) had several recommendations as to
how teachers can be proactive in their quest to become more
computer literate. These included attending workshops and
conferences, taking college classes that deal with technology and
by engaging “in self-directed learning to stay current with the
use of technology in the teaching-learning process”.
Local Studies
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In study of Famor (2005), the use of ICT in education has
become a critical factor to ensure that a country’s workforce is
skilled and prepared to meet the challenges of development and
global employment opportunities. Thus, as ICT becomes part of the
Philippine basic education landscape, the inclusion of basic
learning competencies in computers to educate our Filipino
learners so that they can be globally competitive and raise their
personal and national esteem, and realize a progressive life will
be no less than strategic.
The study made by Dollado (2002) showed that teachers and
administrators of Calbayog Pilot Central School had a minor
knowledge in computer in terms of concepts; also they lacked
trainings in terms of computer.
Based on Cajilin study (2009), the data collected on ICT
training programs revealed the scarcity of professional
development opportunities. In her example, out of 111 teachers
only 30% were able to attend ICT training programs that were
spread over a 15-year period, from 1994 to early 2009.
Valenzuela (2005) piloted a study to classify technology
orientation in terms of awareness and utilization and the
perceived teachers’ competence in technology at the Dasmarinas
National High School, Cavite. The respondents of the study were
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116 non-computer teachers. The questionnaire was the main tool in
gathering the data in order to solicit responses for the
following areas: technology orientation in terms of awareness,
utilization and the teacher’s competency in technology. The data
gathered were analyzed using the following statistical
treatments: mean, standard deviation, correlated t-test. The
results of the computations were the following:
The overall mean on the technology of awareness of teachers
was 1.81, which means that the respondents were aware on the use
of technology to a little extent only. The overall mean of
technology utilization was 1.88, which means that the respondents
seldom utilized technology in their teaching. The overall mean of
utilization and competence items showed a correlated t-text value
of .899. The findings revealed that there was a positive and
moderate to high significant correlations between utilization and
competence. This implied that the more teachers use technology
applications and operations the more they become competent in
technology.
The DOST conducted a survey of schools that gathered
baseline data on schools’ Mathematics and Science teachers and
the extent of the schools’ use of ICT for instruction and other
purposes. The survey, which covered 4,310 public schools, used
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the following indicators: (1) The percentage of computers used
for instruction and the percentage of computers used for
administrative work, (2) The percentage of classes (by subject
types) that used computers in instruction, (3) The percentage of
schools that engaged on outside technical to maintain the
computer system, (4) Percentage of schools with telephone lines,
(5) Observation of teacher and student practice and (6)
Interviews of innovative teachers on practices (teacher and
student) related to innovation, problems, solutions and prospects
for sustaining and continuing innovation.
The following were identified as key problem areas for
implementing ICT in basic education:
1. Teachers’ fear of the technology;
2. School principals’ closed mindset to and non-appreciation of
ICT in education;
3. Constraints of the annual education budget;
4. Maintenance of ICT resources and lack of technical staff;
5. Limited availability of education software and courseware.
In study of Tinio (2002), respondents were asked to rank
what they perceived to be the five biggest obstacles to their
schools use of ICT for teaching and learning. Rankings were
consolidated and mean ranks were computed. Lack of enough
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computers is the single biggest obstacle. All other issues have
mean rankings considerably lower than this. Lack of enough
technical support for operating and maintaining ICT resources and
the lack of teacher training opportunities are considered
barriers to change as well. So too are the lack of space for
computers and the general lack of funds for operations, including
maintenance of equipment, purchase of supplies, and electricity.
Relationship of the Reviewed Literature and Studies with Present
Study
Lee (2003) cited anticipations to the incorporation of ICT
in education and were eventually used by the researcher as
guideposts regarding possible perceptions of teachers to the
issue.
The present study finds similarities to the works of Jones
(2003) wherein he stated that teachers need to have mastered a
basic level of computer literacy for them to take advantage of
the pedagogical and perfunctory upgrades that it could bring.
Corbel’s (2004) writings, just like Jones’, focused on why
teachers need computer literacy skills. Teachers serve as the
most direct agent of the entire educational system. If armed with
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functional computer knowledge, they possess the potentials to
transform themselves into role models who may influence their
students towards developing positive orientations and attitude
regarding the usefulness of computers.
The study conducted by Dollado (2002) and Cajilin (2009)
tried to assess the computer knowledge and skills of the teachers
and administrators of the school respondents. The results of
their works highlighted the dismal level of computer literacy
amongst surveyed school administrators and teachers. These
corpora strengthen the desire of the researcher to investigate
whether Holy Rosary Foundation has the same predicament and if
such is the case, what may be done to address the problem.
Razak’s (2009) and Tinio’s (2002) works pointed out the
possible reasons why teachers lack computer literacy. Although
Razak conducted his research in Malaysia, the results were
nevertheless useful in this present study, i.e. basically, those
reasons are of systemic and attitudinal in nature. Through
awareness and underscoring the importance of addressing those
potential obstacles in initially blueprinting and consequently
implementing an ICT program, the researcher is purposively
provided with a major leverage. Preemptive actions may be
formulated to avoid the incipience of potential problems.
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The problems identified by Department of Science and
Technology (DOST) in the course of computer resources utilization
and application provides the researcher invaluable insights on
the possible recurrence of same constraints in the conduct of
this study.
The work of Akhtar (2010), on the other hand, suggested
plans and policies in training teachers on ICT which can be used
for the proposal of the program. The researcher concurs with his
viewpoint of giving primacy to the provision of sound and
holistic ICT programs such that teachers may in turn become
proactive leaders in spearheading innovations as regards to their
craft. The optimism that such an ICT training program will
consequently make them become invaluable assets of society in
pursuit of development furthers the researcher’s zealous
motivation to proceed with this study.
Recognizing the educational enterprise as an open system,
Rodriguez (2007) cited the importance of positively involving
other societal sectors that may influence the success of
integrating technology in education. This will certainly help the
researcher in planning for the program that he aspires to bring
into fruition.
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Valenzuela’s (2005) study ran similar to the present study
as regards to research design and instruments used, in the sense
that both studies aimed to determine teachers’ technology
awareness.
Chapter 3
METHODS AND PROCEDURES
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This chapter presents and discusses the method of research
instrument, and the procedures used in this study, the sources of
data, sampling design and also the statistical treatment of the
data.
Method of Research
To attain the objectives of the study, the researcher used
the descriptive method. Jackson (2007) says that in descriptive
method the researcher used questionnaires distributed to the
respondents. After the questionnaires were distributed and
answered the researcher retrieved the questionnaires and
collected the data. The researcher also asks questions to the
respondents on a topic or topics and then describing their
responses.
Research Locale
In view of the researchers’ intention to contribute to the
furtherance of ICT in his workplace, and his desire to look into
the real status of ICT among the teachers which guided him in
formulating and planning a computer literacy program, the
researcher opted to conduct his study at the Holy Rosary Colleges
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Foundation. Figure 2 shows the map where Holy Rosary Colleges
Foundation is located. The school is indicated by an X.
Holy Rosary Colleges Foundation (formerly Our Lady of the
Holy Rosary Kindergarten) was formally established in June 1988.
In its first year of operation, the school became the second home
of pre-schoolers. The school continued to grow, as such, a new
grade level was added every year and then became Holy Rosary
School Foundation. With the completion of the elementary
department, the next task was the need to put up the secondary
department. The school kept on growing by leaps and bounds in
terms of enrollment as well as the needed manpower from pre-
elementary up to high school. The improvement of the school
facilities seemed to be a non-stop project of the school
administrators. Every year, there are new constructions which the
school could be proud of. Eventually the Holy Rosary Colleges
Foundation became known in the whole province of Nueva Ecija.
The College Department was opened during the S.Y. 2007–2008
hence the name “Holy Rosary Colleges Foundation”.
In the year 2009, Holy Rosary Colleges Foundation enhanced
the facilities and equipment of computer laboratory for the
benefit of students. In the elementary department they put up 36
computer units and in high school department they placed 45
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computer units. The administrations today are open-minded to have
additional personnel development program that will conducted
every summer vacation. The computer literacy program is one of
the proposals for teachers to fully enhance their skills in using
computer.
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Fig. 2 Location of Holy Rosary Colleges Foundation
N
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Respondents
The total populations of teachers from pre-elementary up to
college were the respondents of the study.
Table 1Distribution of Teacher-Respondents of
the Different Departments According to GenderLevel Male Female Total
Pre-School and Grade School 6 11 17
High School and College 9 8 17
Total 15 19 34
Table 1 shows that pre-school and grade school departments
had 6 male and 11 female teachers. While in high school and
college level, there were 9 male and 11 female teachers. There
were teachers who taught in grade school at the same time in
college level, while some high school teachers also were teaching
in grade school. The distribution of respondents in the table
depends where teachers had the most number of teaching loads.
Data Gathering Procedures
Data Gathering Instrument
Questionnaire is the principal instrument used in gathering
data on the computer literacy of respondents. This has two
parts, namely: Part I is about the profile of the teachers which
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includes age, gender, educational attainment, years of teaching,
subject taught, computer application in teaching, computer
trainings attended, ownership of computer, and number of hours of
computer usage per week; and Part II is about the level of
computer literacy of the teachers.
Construction of the Instrument
The first part was constructed by the researcher based on
the information needed by the researcher. The content of the
profile was presented to the adviser for comments and
suggestions. Part II was the questionnaire of Mr. Ronaldo C.
Arimbuyutan when he conducted his research on computer literacy
of the college faculty of the College of the Immaculate
Conception. Permission was sought from the writer and was granted
approval.
To interpret the responses of the teachers, the researcher
used the ratings with its descriptive equivalent. The
questionnaire’s scale was used in the interpretation of the
responses of the teachers.
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Degree of Responses
Verbal Interpretation for Assessment
5 Expert (can teach it to others)
4Very proficient (can come up with new solution)
3 Good, adequate for most tasks2 Sufficient for basic tasks only1 Very limited ability0 No ability
The scale given below was used in the interpretation of
average weighted mean.
Range of values Scale Verbal Description0.84 - 1.66 1 very limited ability1.67 - 2.49 2 sufficient for basic tasks only2.5 - 3.32 3 good, adequate for most tasks3.33 - 4.15 4 very proficient (can come up with
new solution)4.16 - 5.00 5 expert (can teach it to others)
The unstructured interview is another technique used in the
gathering of data. This process checked, verified and confirmed
whatever inaccuracies might arise in the respondents’ answer.
Administration and Retrieval of Research Instrument
The researcher requested the school administration to allow
him the conduct of the study. Upon granting of the permission,
the questionnaires were distributed to the teachers who were
first oriented on the significance of the study. The questions
were explained to them by the researcher, after which, they were
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asked to answer individually. The questionnaires were collected
right after they were accomplished.
Statistical Treatment of Data
The frequency counts and percentage used in describing and
assessing the computer literacy program presents the formula for
this as Calmorin (2006):
P = x 100%
Where:
P = Percentage
f = frequency
N = number of respondents
To interpret and analyze the data on the respondents’
assessment of their computer literacy in the areas of general
computer operations, communication and the internet, word
processing, spreadsheets, the following formula was used:
WM =
Where:
f
N
TWF
N
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WM = weighted mean
TWF = total weighted mean
N = number of respondents
To test if there is significant difference in the
assessments of the respondents in the areas of general computer
operations, communication and the internet, word processing,
spreadsheets, graphics, t-test used for 2 groups and analysis of
variance for 3 or more groups, these are embedded in the computer
software “Phstat.”
Chapter 4
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data on the computer
literacy of teachers which were computed, analyzed and
interpreted.
I. Profile of Teachers
The first item considered in this study is the profile of
teacher respondents which includes age, gender, highest
educational attainment, years of teaching, subject/s taught,
computer application in teaching, attended computer trainings,
ownership of a computer/laptop and number of hours of computer
usage per week.
I.1 Age
Table 2Distribution of Respondents According to Age
Age Bracket Frequency Percentage21-30 years old 15 4431-40 years old 13 3841-50 years old 3 951-60 years old 1 3more than 60 years old 2 6Total 34 100
Table 2 shows the tabular presentation of the ages of
respondents. Age bracket 21–30 years old had the most number of
respondents with 15 or 44%; 13 respondent or 38% were between 31–
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College of the Immaculate Conception
40 years old, three or 9% respondents were between 41–50 years
old, the age bracket between 51–60 years old had only one (1) or
3%, and two (2) or 6% of the respondents were more than 60 years
old. Majority of teachers were young because the school accepts
and prefers dynamic and talented young professionals to teach
students. Young teachers are energetic and have fresh knowledge
in their specialization.
I.2 Gender
Table 3Distribution of Respondents According to Gender
GenderFrequen
cyPercenta
geMale 15 44Female 19 56Total 34 100
Table 3 shows the gender distribution of the respondents.
There were 19 (56%) females and 15 (44%) male respondents. This
affirms that there were more women than men in the field of
education workplace. Generally, women were known for nurturing
children, and were perceived to be able to take care students
much more than males.
I.3 Highest Educational Attainment
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College of the Immaculate Conception
Table 4Distribution of Respondents
According to Highest Educational Attainment
Highest Educational Attainment
Frequency
Percentage
BEED 7 21BSED 11 32With MA units 8 24Others 8 24Total 34 100
Table 4 presents respondents’ profiles in terms of highest
educational attainment. Out of 34 respondents, only eight or
(24%) were accounted to have units in the Graduate School, eleven
or (32%) were BS major in Secondary Education holders, seven or
(21%) were BS major in Elementary Education holders and the other
educational attainment holders were eight or (24%). The school
wants a professional teacher with specialization in their major
(i.e. English, Math, and Science). Teachers with a major in
his/her college are expected to be able to fully teach the
subject to their students.
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I.4 Years of Teaching
Table 5Distribution of Respondents
According to Years of Teaching
Years of Teaching
Frequency
Percentage
less than 5 years 10 295-9 years 14 4110-15 years 7 21more than 15 years 3 9Total 34 100
Table 5 presents the respondents’ profile in terms of years
of teaching. Twenty four or 70% of the 34 respondents had less
than 5 years and 5–9 years in teaching. Ten respondents or 30%
had 10–15 years and more than 15 years in the teaching
profession. Teaching force of the school belonged to the younger
generation.
I.5 Subject/s Taught
Table 6Distribution of Respondents
According to Number of Subject/s Taught
Number of Subject/s Taught Frequency Percentage1-2 subjects 17 503-4 subjects 14 415-6 subjects 2 6more than 6 subjects 1 3Total 34 100
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In relation to number of subject/s taught, out of 34
respondents, seventeen or 50% were found to be teaching their
major fields of specialization for they have 1–2 subject to
teach. Fourteen or 41% of the respondents were teaching 3–4
subjects, three or 9% of the respondents were teaching more than
four subjects. The school wants to focus on a 1–2 subject
preparation in order to give their best in teaching students that
would redound to the greater quality of the teaching learning
process.
I.6 Computer Application in Teaching
Table 7Distribution of Respondents
According to Computer Application in Teaching
Computer Applications in Teaching Frequency PercentageNone 11 321 application (either word processing, spreadsheets, presentation or other software application) 9 262 applications (either word processing, spreadsheets, presentation or other software applications) 9 263 applications (either word processing, spreadsheets, presentation or other software applications) 5 15more than 3 applications (either word processing, spreadsheets, presentation or other software applications) 0 0Total 34 100
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Table 7 shows that, there were 11 or 32% who do not use
computer applications in teaching. Eighteen or 52% use 1 or 2
applications either word processing, spreadsheets, presentation
or other software applications. Five respondents or 15% use more
than 2 applications. Based on the researcher’s observation, they
were using visual aids using Manila paper instead of computer
aided graphic presentation, lesson plan for preparing lessons
instead of word processing and record book and calculator for
preparation of grades instead of spreadsheets.
I.7 Attended Computer Trainings
Table 8Distribution of Respondents
According to Attended Computer Trainings
Attended Computer Training Frequency PercentageYes 13 38No 21 62Total 34 100
Table 8 shows that twenty one respondents or 62% did not
attend any computer related training while 13 respondents or 38%
attended training related to computer applications. Based on
researchers’ interview, teachers attended seminars, workshop and
training in the field of education area.
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I.8 Ownership of a Computer/Laptop
Table 9Distribution of Respondents
According to Ownership of a Computer/Laptop
Ownership of a Computer/Laptop Frequency PercentageYes 20 59No 14 41Total 34 100
Table 9 shows that twenty or 59% have their own computers or
laptops while 14 out of 34 respondents or 41% do not own a
computer or laptop. The school had always wanted teachers to be
computer literate. Among young teachers, ownership of computer
was a big help in their tasks in school, thus they tried to have
a computer unit of their own.
I.9 Number of Hours of Computer Usage per Week
Table 10Distribution of Respondents
According to Number of Hours of Computer Usage per Week
Number of Hours of Computer Usage per Week Frequency Percentageless than 5 hours 24 705-9 hours 4 1210-14 hours 2 615-20 hours 0 0more than 20 hours 4 12Total 34 100
In terms of number of hours of computer usage, some of the
respondents use computer for less than 5 hours with a ratio of 24
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out of 34 or 70% while 10 respondents or 30% consume more than 5
hours in computer usage per week. The findings mean that majority
of teachers had minimal usage of computer because they just used
it for communication purposes not in relation to their teaching
or research purposes.
II. Computer Competencies Of Teachers Of Holy Rosary Colleges
Foundation
II.1 General Computer Operations
The general computer operations is composed of performing
basic tasks like understanding proper booting procedure of
computer, scanning of harddisk or flashdisk for possible infected
virus, manipulate files like creating, renaming and deleting
folders for storing and organizing files, duplication of files
for backup and using keyboard for inputting data.
Table 11Description of Computer Literacy of
Teachers in the Area of General Computer Operations
General computer operations WM VI1. Perform basic tasks 2.73 good, adequate for most
tasks2. Manipulate files 2.83 good, adequate for most
tasks3. Use keyboard for data
entry2.34 sufficient for basic
tasks onlyAverage Weighted Mean 2.63 good, adequate for most
tasks
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College of the Immaculate Conception
The item “manipulate files” got the highest weighted mean of
2.83 among the four sub-items enumerated in general computer
operations. Teachers know how to encode, edit, retrieve and save
files. The item that got the lowest weighted mean of 2.34 with a
verbal description of “sufficient for basic tasks only” is the
use keyboard for data entry. Teachers did not practice home key
positioning, the basic tool for proper typing, in encoding and
editing files. Based on the researcher’s observation, most of
them used two fingers instead of ten fingers to encode. Teachers
have difficulty in encoding using the proper typing position.
2.1.1 Perform basic tasks
Table 12General Computer Operation in the Area of Performing Basic Tasks
Item statement WM VI1. Perform the boot process 2.47 sufficient for basic
tasks only2. Perform virus protection
and scan2.29 sufficient for basic
tasks only3. Install software from disk
or CD-ROM2.35 sufficient for basic
tasks only4. Create folders and
subdirectories2.76 good, adequate for most
tasks5. Create and use filenames
and extensions 3.15good, adequate for most
tasks6. Search for files and
directories3.09 good, adequate for most
tasks7. Print selected pages 3.00 good, adequate for most
tasksAverage Weighted Mean 2.73 good, adequate for most
tasks
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In performing basic tasks, the response to item “create and
use filenames and extensions” earned the highest weighted mean of
3.15. When saving files teachers knew how to change the filename
from a default name to his/her desired name to easily remember
the filename. Teachers easily recognized the file extension by
its application or icon. On the other hand, “perform virus
protection and scan” got the lowest weighted mean of 2.29.
Teachers had minimal knowledge in scanning their files or
folders. Teachers did not scan their computer because they did
not know if their computer contained a virus or had little
knowledge about their existence. As long as the computer is
functioning they tend to forget the process of scanning the files
for virus.
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2.1.2 Manipulate files
Table 13 General Computer Operation in the Area of Manipulation of Files
Item Statement WM VI1. Retrieve files 2.62 good, adequate for most
tasks2. Copy, move, delete files 3.24 good, adequate for most
tasks3. Back-up files 2.82 good, adequate for most
tasks4. Use auto-save 2.97 good, adequate for most
tasks5. Organize files in
subdirectories / folders2.91 good, adequate for most
tasks6. Import and export files 2.44 sufficient for basic
tasks onlyAverage Weighted Mean 2.83 good, adequate for most
tasks
The item “copy, move, delete files” got the highest weighted
mean of 3.24. Teachers tended to copy or move a file/s to
folder/s to organize and back up their files for their future
references. If they did not need the file they deleted it to save
spaces. On the other hand, the item “import and export files” got
the lowest weighted mean of 2.44. Teachers did not know how to
change a document file to a different file like Hyper Text Markup
Language file or Postscript Document file.
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2.1.3 Use keyboard for data entry
Table 14General Computer Operation in the Area of Using Keyboard for Data
Entry
Item Statement WM VI1. Correctly place fingers on
the HOME keys 2.26sufficient for basic
tasks only2. Navigate appropriately
from there to other keys 2.41sufficient for basic
tasks onlyAverage Weighted Mean 2.34 sufficient for basic
tasks only
The average weighted mean of the responses in “use keyboard
for data entry” is 2.34. Teachers used two fingers in encoding
and editing their files and they intended to look for the letters
in the keyboard before they type the letter.
II.2 Communication and Internet
Communication and internet are composed of web browser like
Internet Explorer, Mozilla Firefox, Google Chrome etc. for
surfing the internet, search engine like Yahoo, Google, Bing etc.
for the default homepage of a web browser, the email engine like
Yahoo Mail, Gmail, Hotmail, etc. for electronic mail accounts.
Table 15
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Description of Computer Literacy of Teachers in the Area of Communication and Internet
Communication and internet WM VI1. Using email 3.08 good, adequate for most
tasks2. Using internet 2.92 good, adequate for most
tasksAverage Weighted Mean 3.00 good, adequate for most
tasks
The average weighted mean of the responses in “communication
and internet” is 3.00. Teachers used computer to browse the
internet. Internet contains full of information that the teacher
could access and explore. Teachers also used emails for
exchanging information and accepting links after registering
accounts to social networking sites like Facebook, Twitter,
Friendster and etc. via internet.
2.2.1 Using email
Table 16Communication and Internet in the Area of Using Email
Item Statement WM VI1. Send and receive e-mail
messages3.15 good, adequate for most
tasks2. Enclose and recover
documents attached toe-mail messages
3.00good, adequate for most
tasks
Average Weighted Mean 3.08 good, adequate for most tasks
The average weighted mean of the responses in “using email”
is 3.08. Since teachers’ use of computer is about cheap
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communication through internet, this function of computer was
highly maximized and their computer literacy was good.
2.2.2 Using internet
Table 17Communication and Internet in the Area of Using Internet
Item Statement WM VI1. Access the internet with a
browser3.03 good, adequate for most
tasks2. Navigate the web by the
use of links and URL address
2.80good, adequate for most
tasks
3. Use search engines to locate desired information 2.89
good, adequate for most tasks
4. Download and print desired items from the internet 2.97
good, adequate for most tasks
Average Weighted Mean 2.92 good, adequate for most tasks
The item “access the internet with a browser” got the
highest weighted mean of 3.03. The most common web browser that
the teachers used was Mozilla Firefox. While the item “navigate
the web by use of links and URL address” got the lowest weighted
mean of 2.8. Teachers search a certain topic in word not in
address or universal resource locator (url). Teachers used
shortcut method in encoding data instead of typing
“http://www.facebook.com” in url they type it as “Facebook” in
the search engine. Such names are easy to memorize rather than
the whole address.
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II.3 Word Processing
Word processing is the most commonly used computer
application for preparation of documents.
Table 18Description of Computer Literacy
of Teachers in the Area of Word Processing
Word processing WM VI1. Perform basic word
processing tasks3.21 good, adequate for most
tasks2. Perform editing tasks 3.21 good, adequate for most
tasks3. Perform formatting tasks 3.42 very proficient (can
come up with new solution)
4. Create references and citations
2.42 sufficient for basic tasks only
Average Weighted Mean 3.07 good, adequate for most tasks
The item “perform formatting tasks” got the highest weighted
mean of 3.42. Teachers used format to modify and customized the
documents. While the item “create references and citations” got
the lowest weighted mean of 2.42. Teachers used citations and
references only if required like in documentation or research.
2.3.1 Perform basic word processing tasks
Table 19Word Processing in the Area of Performs Basic Word Processing
Tasks
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Item Statement WM VI1. Enter text 3.29 good, adequate for most
tasks2. Insert pictures, shapes
and other objects 3.09good, adequate for most
tasks3. Print document files 3.26 good, adequate for most
tasks4. Use document preview
option3.21 good, adequate for most
tasksAverage Weighted Mean 3.21 good, adequate for most
tasks
The item “enter text” got the highest weighted mean of 3.29
among the four sub-items enumerated in performing basic word
processing tasks. Basically entering text is the easiest part in
word processing. The item that got the lowest weighted mean of
3.09 with a verbal description of “good, adequate for most tasks”
was insert pictures, shapes and other objects. Few teachers used
insert pictures, shapes and other objects because they used word
processing for making exams, lessons plans and encoding documents
where the said procedure seemed unnecessary. Probably too,
teachers had not explored the computer for these tasks to use
them as often as they could.
2.3.2 Perform editing tasks
Table 20Word Processing in the Area of Performing Editing Tasks
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Item Statement WM VI1. Cut, copy and paste
selected object3.35 very proficient (can
come up with new solution)
2. Insert and delete selected object
3.35 very proficient (can come up with new
solution)3. Make corrections using
spell check3.24 good, adequate for most
tasks4. Make corrections using
grammar check3.21 good, adequate for most
tasks5. Use thesaurus 2.88 good, adequate for most
tasksAverage Weighted Mean 3.21 good, adequate for most
tasks
The item “cut, copy and paste selected object” and “insert
and delete selected object” got the highest weighted mean of 3.35
among the five sub-items enumerated in perform editing tasks.
Teachers were aware of the copy-paste method. Teachers tended to
cut; copy; and paste information to easily transfer to other
document. The item that got the lowest weighted mean of 2.88 with
a verbal description of “good, adequate for most tasks” was use
thesaurus. Teachers had minimal use of thesaurus because they
drafted their document in a paper before transferring them to
computer. They did not want to change what they had written in a
draft.
2.3.3 Perform formatting tasks
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Table 21Word Processing in the Area of Performing Formatting Tasks
Item Statement WM VI1. Select and change font 3.53 very proficient (can
come up with new solution)
2. Select and change styles 3.56 very proficient (can come up with new
solution)3. Select and change font
sizes3.59 very proficient (can
come up with new solution)
4. Set line spacing 3.44 very proficient (can come up with new
solution)5. Insert page numbers 3.29 good, adequate for most
tasks6. Set paragraph alignment 3.41 very proficient (can
come up with new solution)
7. Set paragraph indentation 3.32 good, adequate for most tasks
8. Create itemized lists 3.41 very proficient (can come up with new
solution)9. Set margins 3.35 very proficient (can
come up with new solution)
10. Create tables 3.29 good, adequate for most tasks
Average Weighted Mean 3.42 very proficient (can come up with new
solution)
Select and change font sizes got the highest weighted mean
of 3.59. Highlighting text and changing font size were usually
used by the teachers to emphasize a word or group of words to
easily recognize.
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On the other hand, insert page numbers and create tables had
the lowest weighted mean of 3.29 and equivalent to “good,
adequate for most tasks” making pagination and tables as
minimally utilized. Usually, teachers used pagination if they
were encoding a thesis or dissertation while use of table
appeared to be less utilized.
2.3.4 Create references and citations
Table 22Word Processing in the Area of Creating References and Citations
Item Statement WM VI1. Footnotes/endnotes 2.38 sufficient for basic
tasks only2. Works cited page 2.38 sufficient for basic
tasks only3. Insert headers/footers 2.50 good, adequate for most
tasksAverage Weighted Mean 2.42 sufficient for basic
tasks only
The item “insert headers/footers” got the highest weighted
mean of 2.5. In school, teachers of Holy Rosary Colleges
Foundation use headers and footers to specify title of the
document. The item “footnotes/endnotes” and “works cited page”
got the same lowest weighted mean of 2.38. Teachers used
footnotes/endnotes and works cited page if they had a thesis or
dissertation.
II.4 Spreadsheets
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Teachers used spreadsheets to perform calculations and
computations of grades of students.
Table 23Description of Computer Literacy
of Teachers in the Area of Spreadsheets
Spreadsheets WM VI1. Perform data entry tasks 2.25 sufficient for basic
tasks only2. Perform editing tasks
2.77good, adequate for most
tasks3. Perform formatting tasks 2.74 good, adequate for most
tasksAverage Weighted Mean 2.59 good, adequate for most
tasks
Of the three spreadsheets variables, perform editing tasks
got the highest weighted mean of 2.77 followed by perform
formatting tasks with 2.74 weighted mean. Third in rank is the
perform data entry tasks with a weighted mean of 2.25 and
described as “sufficient for basic tasks only”.
The grand mean of spreadsheets was computed at 2.59 and has
a verbal interpretation of “good, adequate for most tasks”. Most
teachers used copy-paste method especially in building formula.
It is better for them to copy and paste rather than encode again
the said data. If they made an error they just deleted it.
II.4.1 Perform data entry tasks
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Table 24Spreadsheets in the Area of Perform Data Entry Tasks
Item Statement WM VI1. Enter labels, values,
headings2.29 sufficient for basic
tasks only2. Enter formula using
arithmetic operations and/or built-in functions
2.21sufficient for basic
tasks only
3. Create charts and graphics from cell contents 2.26
sufficient for basic tasks only
Average Weighted Mean 2.25 sufficient for basic tasks only
Under this variable, the average weighted mean is 2.25 and
interpreted as “sufficient for basic tasks only”. The sub-item
about encoding label, values, and headings recorded the highest
weighted mean of 2.29 described as “sufficient for basic tasks
only”. Teachers were familiar with entering labels, values and
headings like in word processing; followed by creating charts and
graphics from cell contents with a weighted mean of 2.26
(sufficient for basic tasks only). Finally, the lowest weighted
mean is 2.21 for the item “enter formula using arithmetic
operations and/or built-in functions”. Teachers copied a formula
encoded in a cell and paste it to another. They did not analyze
how the formula was made. This was because it would be difficult
for them to create a formula.
II.4.2 Perform editing tasks
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Table 25Spreadsheets in the Area of Performing Editing Tasks
Item Statement WM VI1. Cut, copy and paste cell
contents2.71 good, adequate for most
tasks2. Delete cell contents 2.88 good, adequate for most
tasks3. Insert and delete rows and
columns2.71 good, adequate for most
tasksAverage Weighted Mean 2.77 good, adequate for most
tasks
The item “delete cell contents” got the highest weighted
mean of 2.88. Teachers could easily delete cell contents just by
pressing the delete key or backspace key. Teachers usually
committed errors in encoding the contents in a cell because they
were in the basic level on how to use spreadsheets. While the
item “cut; copy; and paste cell contents” and “insert and delete
rows and columns” got the same lowest weighted mean of 2.71. This
was because they had minimal knowledge in the environment of
spreadsheet. Instead of cut, copy and paste, they tended to
delete the content and retype again. Sometimes inserting rows and
columns confused the teachers because the next cell of group of
cells would adjust or move if new rows or columns were added.
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II.4.3 Perform formatting tasks
Table 26Spreadsheets in the Area of Performing Formatting Tasks
Item Statement WM VI1. Set fonts, font sizes,
styles3.09 good, adequate for most
tasks2. Apply appropriate formats
for cell contents 2.65good, adequate for most
tasks3. Align cell contents 2.59 good, adequate for most
tasks4. Set and change row and
column width and height 2.62good, adequate for most
tasksAverage Weighted Mean 2.74 good, adequate for most
tasks
Of the four areas of performing formatting tasks variables,
setting of fonts, sizes, and styles got the highest weighted mean
of 3.09. Teachers could change fonts, sizes, and styles, and
recognize which is which. Next applying appropriate formats for
cell contents with 2.65 weighted mean. Third in rank is setting
and changing row and column width and height with a weighted mean
of 2.62 and described as “good, adequate for most tasks”. Fourth
aligning cell contents with a weighted mean of 2.59 and described
also as “good, adequate for most tasks”. Most teachers use left
align because it is the default alignment in aligning text. They
use to a minimal extent the change in the alignment of a text.
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The grand mean in performing formatting tasks was computed
at 2.74 and had a verbal interpretation of “good, adequate for
most tasks”.
II.5 Graphic
Graphic or graphical presentation was used by the teachers
to demonstrate and present a particular topic using electronic
devices like computer or projector.
Table 27Description of Computer Literacy
of Teachers in the Area of Graphics
Create and manipulate graphics files
WM VI
1. Use clip arts 2.85 good, adequate for most tasks
2. Capture a preexisting image by scanning 2.53
good, adequate for most tasks
3. Capture a preexisting image from video input 2.26
sufficient for basic tasks only
4. Create an image using a graphics program 2.35
sufficient for basic tasks only
5. Use font style and size 2.88 good, adequate for most tasks
6. Use color, space and layout
2.79 good, adequate for most tasks
Average Weighted Mean 2.61 good, adequate for most tasks
Use of font style and size got the highest weighted mean of
2.88. Teachers changed the style and size in creating graphic
presentations for viewers to make the contents attractive and
easier to use.
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On the other hand, capture a preexisting image from video
input posts the lowest weighted mean of 2.26 and equivalent to
“sufficient for basic tasks only”. Teachers did not insert images
with video in their presentation; mostly teachers only used text
for presentation.
Table 28Summary Table on the Computer Literacy of RespondentsAreas of Computer Competencies
Weighted Mean
VerbalInterpretation
General Computer Operations
2.63good, adequate for
most tasks
Communication and Internet 3.00good, adequate for
most tasks
Word Processing 3.07good, adequate for
most tasks
Spreadsheets 2.59good, adequate for
most tasks
Graphics 2.61good, adequate for
most tasks
Average Weighted Mean 2.78good, adequate for
most tasks
As shown in the above data pertaining to the computer
literacy of respondents, word processing got the highest rate
with the weighted mean of 3.07 followed by communication and
internet having 3.00 weighted mean. Third in rank is utilization
of general computer operations with a weighted mean of 2.63 and
described as “good, adequate for most tasks”. Fourth is the
integration of graphics with a weighted mean of 2.61 and
described also as “good, adequate for most tasks”. Lastly,
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spreadsheets got a weighted mean of 2.59 and described also as
“good, adequate for most tasks”.
The grand mean of performing formatting tasks was computed
at 2.78 and had a verbal interpretation of “good, adequate for
most tasks”.
Teachers need more training in the application spreadsheets
in relation to their profession. Using spreadsheet in encoding
records, computation of grades and formulating calculations
reduce the redundant work of a teacher.
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III. Difference on Computer Literacy of Respondents when Grouped According to their Profile Variables
Table 29
Profile Variables
Degrees of freedom
Critical value
Obtained F value
Probability value
Significance
Age 3, 30 2.92 7.40 0.00075 SignificantGender 32 2.05 1.56 0.13 Not
significantHighest Educational Attainment
3, 30 2.92 0.48 0.69 Not significant
Years of Teaching
3, 30 2.92 5.75 0.0031 Significant
Number of Subject/s Taught
3, 30 2.92 1.51 0.23 Not Significant
Computer Application in Teaching
3, 30 2.92 3.84 0.019 Significant
Computer Trainings Attended
32 2.05 3.33 0.002 Significant
Ownership of Computer
32 2.05 1.37 0.18 Not significant
Hours of Computer Usage per Week
3, 30 2.92 2.55 0.07 Not Significant
Table 29 clearly shows the results made to determine the
significant difference on the computer literacy of the
respondents when grouped according to their profile variables. As
shown, among the nine (9) profile variables, four (4) were found
to be significantly different. They are age, years of teaching,
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College of the Immaculate Conception
computer application in teaching, and computer trainings
attended. As to age, the computed “F” value is 7.40 while the
critical value is 2.92; as to years of teaching, the computed “F”
value is 5.75 and the critical value is 2.92; as to the computer
application in teaching, the computed “F” value is 3.84 and the
critical value is 2.92; and as to computer trainings attended,
the computed “F” value is 3.33 while the critical value is 2.05.
Thus, enough evidences were found to reject the null hypothesis
of the study. There is significant difference in the computer
literacy of the respondents when grouped according to their
profile variables.
The findings imply that as teachers are getting older, the
lesser they are interested in computer hence lower computer
literacy. It is affirmed by the analysis made on the years of
teaching, where teachers with longer years in service have lower
computer literacy compared to newly hired teachers or those with
fewer years in service. Teachers who used computer applications
in teaching were found to be more competent, and attending to
computer trainings have significantly affected computer literacy.
Chapter 5
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College of the Immaculate Conception
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings based on
the gathered data relative to the problems cited in Chapter 1 of
this study. This study evaluated and assessed the computer
literacy of teachers at the Holy Rosary Colleges Foundation. This
also includes the conclusions drawn and derived from the
findings, and the recommendations.
Specifically, the researcher sought answers to the following
questions on the profile of teacher respondents, their computer
competencies, and the difference in computer competencies of the
respondents when grouped according to their profile variables.
The descriptive method was used in this study. Observations
based on existing or prevailing conditions were used. The basic
data gathered from existing condition could provide for the
development of a computer literacy program at Holy Rosary
Colleges Foundation.
Summary of Findings
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College of the Immaculate Conception
Organized according to the specific questions used in the
statement of the problem, the following were the findings of the
study.
I. Profile of Teachers
I.1 Age
Age bracket 21–30 years old had the most number of
respondents with 15 or 44%; 13 respondent or 38% were between 31–
40 years old, three or 9% respondents were between 41–50 years
old, the age bracket between 51–60 years old had only one (1) or
3%, and two (2) or 6% of the respondents were more than 60 years
old.
I.2 Gender
There were 19 (56%) females and 15 (44%) male respondents.
I.3 Highest Educational Attainment
Out of 34 respondents, only eight or (24%) were accounted to
have units in the Graduate School, eleven or (32%) were BS major
in Secondary Education holders, seven or (21%) were BS major in
Elementary Education holders and the other educational attainment
holders were eight or (24%).
I.4 Years of Teaching
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College of the Immaculate Conception
Twenty four or 70% of the 34 respondents had less than 5
years and 5–9 years in teaching. Ten respondents or 30% had 10–15
years and more than 15 years in the teaching profession.
I.5 Number of Subject/s Taught
Out of 34 respondents, seventeen or 50% were found to be
teaching their major fields of specialization for they have 1–2
subject to teach. Fourteen or 41% of the respondents were
teaching 3–4 subjects, three or 9% of the respondents were
teaching more than four subjects.
I.6 Computer Application in Teaching
There were 11 or 32% who do not use computer applications in
teaching. Eighteen or 52% use 1 or 2 applications. Five
respondents or 15% use more than 2 applications.
I.7 Attended Computer Trainings
Twenty one respondents or 62% did not attend any computer
related training while 13 respondents or 38% attended training
related to computer applications.
I.8 Ownership of a Computer/Laptop
Twenty or 59% have their own computers or laptops while 14
out of 34 respondents or 41% do not own a computer or laptop.
I.9 Number of Hours of Computer Usage per Week
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Some of the respondents use computer for less than 5 hours
with a ratio of 24 out of 34 or 70% while 10 respondents or 30%
consume more than 5 hours in computer usage per week.
II. Computer Competencies Of Teachers Of Holy Rosary Colleges
Foundation
II.1 General Computer Operations
The item “manipulate files” got the highest weighted mean of
2.83 among the four sub-items enumerated in general computer
operations. The item that got the lowest weighted mean of 2.34
with a verbal description of “sufficient for basic tasks only” is
the use keyboard for data entry.
In performing basic tasks, the response to item “create and
use filenames and extensions” earned the highest weighted mean of
3.15. On the other hand, “perform virus protection and scan” got
the lowest weighted mean of 2.29.
In relation to manipulation of files, the item “copy, move,
delete files” got the highest weighted mean of 3.24. On the other
hand, the item “import and export files” got the lowest weighted
mean of 2.44.
The average weighted mean of the responses in “use keyboard
for data entry” is 2.34.
II.2 Communication and Internet
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College of the Immaculate Conception
The average weighted mean of the responses in “communication
and internet” is 3.00.
The average weighted mean of the responses in “using email”
is 3.08.
In using internet, the item “access the internet with a
browser” got the highest weighted mean of 3.03. While the item
“navigate the web by use of links and URL address” got the lowest
weighted mean of 2.8.
2. 3 Word Processing
In terms of word processing, the item “perform formatting
tasks” got the highest weighted mean of 3.42. While the item
“create references and citations” got the lowest weighted mean of
2.42.
In relations to perform basic word processing tasks, the
item “enter text” got the highest weighted mean of 3.29 among the
four sub-items enumerated in performing basic word processing
tasks. The item that got the lowest weighted mean of 3.09 with a
verbal description of “good, adequate for most tasks” was insert
pictures, shapes and other objects.
The item “cut, copy and paste selected object” and “insert
and delete selected object” got the highest weighted mean of 3.35
among the five sub-items enumerated in perform editing tasks. The
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College of the Immaculate Conception
item that got the lowest weighted mean of 2.88 with a verbal
description of “good, adequate for most tasks” was use thesaurus.
In performing formatting tasks, select and change font sizes
got the highest weighted mean of 3.59.
On the other hand, insert page numbers and create tables had
the lowest weighted mean of 3.29 and equivalent to “good,
adequate for most tasks” making pagination and tables as
minimally utilized.
The item “insert headers/footers” got the highest weighted
mean of 2.5. The item “footnotes/endnotes” and “works cited page”
got the same lowest weighted mean of 2.38.
2.4 Spreadsheets
Of the three spreadsheets variables, perform editing tasks
got the highest weighted mean of 2.77 followed by perform
formatting tasks with 2.74 weighted mean. Third in rank is the
perform data entry tasks with a weighted mean of 2.25 and
described as “sufficient for basic tasks only”.
The grand mean of spreadsheets was computed at 2.59 and has
a verbal interpretation of “good, adequate for most tasks”.
Under this variable, the average weighted mean is 2.25 and
interpreted as “sufficient for basic tasks only”. The sub-item
about encoding label, values, and headings recorded the highest
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College of the Immaculate Conception
weighted mean of 2.29 described as “sufficient for basic tasks
only”, followed by creating charts and graphics from cell
contents with a weighted mean of 2.26 (sufficient for basic tasks
only). The lowest weighted mean is 2.21 for the item “enter
formula using arithmetic operations and/or built-in functions”.
The item “delete cell contents” got the highest weighted
mean of 2.88. While the item “cut; copy; and paste cell contents”
and “insert and delete rows and columns” got the same lowest
weighted mean of 2.71.
Of the four areas of performing formatting tasks variables,
setting of fonts, sizes, and styles got the highest weighted mean
of 3.09, followed by appropriate formats for cell contents with
2.65 weighted mean, then third in rank is setting and changing
row and column width and height with a weighted mean of 2.62 and
described as “good, adequate for most tasks”, and last, fourth,
aligning cell contents with a weighted mean of 2.59 and described
also as “good, adequate for most tasks”.
The grand mean in performing formatting tasks was computed
at 2.74 and had a verbal interpretation of “good, adequate for
most tasks”.
2.5 Graphic
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College of the Immaculate Conception
Use of font style and size got the highest weighted mean of
2.88.
On the other hand, capture a preexisting image from video
input posts the lowest weighted mean of 2.26 and equivalent to
“sufficient for basic tasks only”.
III. Difference on Computer Literacy of Respondents when Grouped
According to their Profile Variables
The results made to determine the significant difference on
the computer literacy of the respondents when grouped according
to their profile variables. Among the nine (9) profile variables
show that among four (4) were found to be significantly
different. They are age, years of teaching, computer application
in teaching, and attendance to computer training. As to age, the
computed “F” value is 7.40 while the critical value is 2.92; as
to years of teaching, the computed “F” value is 5.75 and the
critical value is 2.92; as to the computer application in
teaching, the computed “F” value is 3.84 and the critical value
is 2.92; and as to attendance to computer training, the computed
“F” value is 10.73 while the critical value is 4.15. Thus, enough
evidences were found to reject the null hypothesis of the study.
There is significant difference in the computer literacy of the
respondents when grouped according to their profile variables.
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College of the Immaculate Conception
Conclusions
Based on the findings of this study, the following
conclusions are drawn:
1. Mostly of the respondents were 20–30 years old, majority
were female, holders of BSED degree, 5–10 years in service,
have been teaching 1-2 subjects, did not use computer
application in teaching, did not attend computer trainings,
own laptops or computers, and had less than 5 hours in
computer usage per week.
2. The respondents were good, adequate for most tasks in
general computer operations but not in using keyboard for
data entry. Most respondents use internet for communication
purposes like online social networking. Respondents possess
sufficient skills in word processing. The literacy level of
respondents in spreadsheets is sufficient for basic tasks
only especially in performing data entry tasks which are
needed in calculations and computations. Most respondents
know how to use graphic application for creating
presentation.
3. There is significant difference in the computer literacy of
the respondents when grouped according to their age, years
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College of the Immaculate Conception
in teaching, computer application in teaching and attendance
to computer training.
Recommendations
In view of the aforementioned conclusion, the following
recommendations are hereby offered.
1. Teachers-applicants who have computer literacy training must
be given priority in hiring.
2. A collaborated computer literacy program in the school must
be implemented to cater to the needs of teachers.
3. Attending computer trainings and seminars must be encouraged
to improve the computer literacy level of teachers.
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Stronge, J. H. et. al. (2004). Handbook for Qualities of Effective Teachers,Association for Supervision and Curriculum Development.
Supnad, M. T. (June 05, 2010). Balanga launches laptops for teachers program. Manila Bulletin.
Swennen, A. and Van Der Klink, M. (2009). Becoming a Teacher Educator: Theory and Practice for Teacher Educators, Springer Science+Business Media B. V.
Tella, A.(July 2007). “An Assessment of Secondary School Teachers Uses of ICT’s: Implications for Further Development of ICT’s Use in Nigerian Secondary Schools,” The Turkish Online Journal of Educational Technology, Vol.6, Issue 3, Article 1.
The Philippine Star (August 23, 2010). Public school teachers get relevant computer knowledge.
The Philippine Star (April 8, 2006). Public school teachers to get free computer training.
Tinio, V. L. (2002). Survey of Information & Communication Technology Utilization in Philippine Public High Schools. Foundation for Information Technology Education and Development.
Valenzuela, M. F. (March 2005). “Perceived Technology Orientation and Competency of Non-Computer Teachers in Dasmarinas National High School–Main: Input for Staff Development.” Unpublished Master’s Thesis. Technological University of the Philippines, Manila.
Legend:0 = no ability1 = very limited ability2 = sufficient for basic tasks only3 = good, adequate for most tasks4 = very proficient (can come up with new solution)5 = expert (can teach it to others)
Put check () on your skills in each areas:
General Computer Operations
1. PERFORM ELEMENTARY TASKS:
1. Perform the boot process 2. Perform virus protection and
scan 3. Install software from disk or
CD-ROM4. Create folders and
subdirectories5. Create and use filenames and
extensions 6. Search for files and directories7. Print selected pages
0 1 2 3 4 5
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2. MANIPULATE FILES
1. Retrieve files 2. Copy, move, delete files3. Back-up files4. Use auto-save5. Organize files in
subdirectories/folders6. Import and export files
3. USE KEYBOARD FOR DATA AND PROGRAM ENTRY
1. Correctly place fingers on the HOME keys
2. Navigate appropriately to other keys
Communication and Internet
1. USING EMAIL
1. Send and receive e-mail messages2. Enclose and recover documents
attached to e-mail messages
2. USING INTERNET
1. Access the internet with a browser2. Navigate the web by the use of
links and URL address3. Use search engines to locate
desired information4. Download and print desired items
from the internet
Word Processing
1. PERFORM BASIC WORD PROCESSING TASKS
1. Enter text2. Insert pictures, shapes and
other objects
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3. Print document files4. Use document preview option
2. PERFORM EDITING TASKS
1. Cut, copy and paste selected object2. Insert and delete selected
object3. Make corrections using spell
check4. Make corrections using grammar
check5. Use thesaurus
3. PERFORM FORMATTING TASKS
1. Select and change font2. Select and change styles (e.g.
boldface, italics, underlining)3. Select and change font sizes4. Set line spacing (e.g. single
bullets, numbered lists)9. Set margins10. Create tables
4. CREATE REFERENCES AND CITATIONS
1. Footnotes/endnotes
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2. Works cited page3. Insert headers/footers
Spreadsheets
1. PERFORM DATA ENTRY TASKS
1. Enter labels, values, headings2. Enter formula using arithmetic
operations and/or built-in functions
3. Create charts and graphics from cell contents
2. PERFORM EDITING TASKS
1. Cut, copy and paste cell contents
2. Delete cell contents3. Insert and delete rows and columns
3. PERFORM FORMATTING TASKS
1. Set fonts, font sizes, styles2. Apply appropriate formats for
cell contents (e.g. currency, percent, etc.)
3. Align cell contents (left, right, center, justify, center across columns)
4. Set and change row and column width and height
Graphics
1. CREATE AND MANIPULATE GRAPHICS FILES
1. Use clip art2. Capture a preexisting image by
scanning3. Capture a preexisting image from
video input4. Create an image using a graphics
program
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5. Use font style and size6. Use color, space and layout
APPENDIX G
August 28, 2010
Mr. Ronaldo C. ArimbuyutanHead, E-learning Curriculum DevelopmentCollege of Immaculate ConceptionCabanatuan City
Dear Mr. Arimbuyutan,
The undersigned is presently conducting a research entitled the “Assessment of Teachers’ Computer Literacy: A Basis for Teachers’ Computer Literacy Program” in partial fulfillment of the requirements for the degree in Master of Arts in Educational Management.
Knowing your utmost interest in the value of research as a tool for development, I would like to request permission to use your questionnaires regarding assessment of teacher’s computer literacy and eventually use the same to my respondents.
Thank you very much in anticipation of your favorable action and continued support.
Respectfully yours,
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Mr. Wilson W. CensonResearcher
Noted by:
Dr. Rosalita M. LicupAdviser
APPENDIX H
January 18, 2011
Dear Respondent,
Good day!
The undersigned is in the process of gathering data in preparation for his thesis entitled “Teachers’ Computer Literacy at Holy Rosary Colleges Foundation: Basis for Teachers’ Computer Literacy Program” as a requirement for the degree of Master of Arts in Education major in Educational Management.
To the best of your ability, kindly answer the attached questionnaires. Rest assured that any information given will be treated with outmost confidentiality.
Thank you very much.
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Truly yours,
Wilson W. CensonResearcher
APPENDIX I
January 12, 2011
Jose G. Rivera, Jr. Ed. D.PresidentHoly Rosary Colleges Foundation
Dear Mr. Rivera,
Greetings!
I am a graduate school student of College of the Immaculate Conception, Cabanatuan City. At present, I am conducting a study entitled “Teachers’ Computer Literacy at Holy Rosary Colleges Foundation: Basis for Teachers’ Computer Literacy Program” in partial fulfillment of the requirements for the degree Masteral of Arts Major in Educational Management.
In this connection, may I humbly ask you to allow me to administer my questionnaire to your teachers. Your favorable action on the request will be highly appreciated.
Thank you very much and God bless.
Respectfully yours,
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College of the Immaculate Conception
Wilson W. CensonResearcher
Noted by:
Dr. Rosalita LicupAdviser
Dr. Milagros CortezDean, Graduate SchoolCollege of Immaculate Conception
PERSONAL DATADate of Birth October 23, 1981Age 29Marital Status SingleHeight 5’6Weight 80 kgs.Gender MaleCitizenship FilipinoReligion Roman CatholicLanguage/Dialect English, Filipino
EDUCATIONAL BACKGROUNDElementary Saint Cyr Academy 1994
Sucat Road, Parañaque CitySecondary Parañaque National High School 1998
Sucat Road, Parañaque CityTertiary College for Research and Technology
Padre Burgos, Cabanatuan CityCourse Computer Business Management 2006
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B.S.in Information Technology 2008Graduate School College of Immaculate Conception
Maharlika Highway, Cabanatuan CityCourse M.A. in Educational Management 2011
CITATIONCommittee on External Affairs, SSITE Officer Region 3 S.Y. 07-08SSITE President, CRT Chapter S.Y. 07-08President, Literature Club S.Y. 06-07Governor, Overall Student Organization CRT Cabanatuan S.Y. 06-07Governor, Overall Student Organization CRT Gapan S.Y. 05-06President, Management Department CRT Gapan S.Y. 05-06
WORKING EXPERIENCEHigh School Computer TeacherHoly Rosary Colleges Foundation San Isidro, Nueva EcijaNovember 2009-Present
College Computer TeacherCollege for Research and TechnologyGapan City, Nueva EcijaJune 2008-August 2009