Computer Literacy Program Thesis

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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

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

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

32


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

33


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

34


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.

35


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.

36


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

37


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

38


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

39


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.

40


Fig. 2 Location of Holy Rosary Colleges Foundation

N

41


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

42


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.

43


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

44


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

45


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

46


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–

47


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

48


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.

49


I.4 Years of Teaching


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


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

50


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


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

51


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


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.

52


I.8 Ownership of a Computer/Laptop


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


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

53


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

54


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

55


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.

57


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

58


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


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

59


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


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



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.

60


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


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

61


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


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


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


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


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


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


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


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.

64


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

65


Teachers used spreadsheets to perform calculations and

computations of grades of students.


of Teachers in the Area of Spreadsheets

Spreadsheets WM VI1. Perform data entry tasks 2.25 sufficient for basic

tasks only2. Perform editing tasks


tasks3. Perform formatting tasks 2.74 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

67


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


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.

68


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


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.

69


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.


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


3. Capture a preexisting image from video input 2.26


4. Create an image using a graphics program 2.35


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


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.

70


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,

71


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


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.

72


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,

73


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

74


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

75


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

76


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

77


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

78


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

79


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

80


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


most tasks”.

2.5 Graphic

81


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.

82


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

83


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.

84


85


86


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APPENDICES

APPENDIX AProfile of Teachers Graph

94


44%

38%

9%

3%6%

21 - 30 years old

31 - 40 years old

41 - 50 years old

51 - 60 years old

more than 60 years old

Fig. 3Distribution of Respondents According to Age

44%56%

Male Female

Fig. 4Distribution of Respondents According to Gender

95


21%

32%24%

24%BEED BSED

With MA units Others

Fig. 5Distribution of Respondents According to

Highest Educational Attainment

29%

41%

21%

9%

less than 5 years

5 - 9 years

10 - 15 years

more than 15 years


Years of Teaching

96


50%41%

6%3%

1 - 2 subjects

2 - 4 subjects

5 - 6 subjects

more than 6 subjects



32%

26%

26%

15%None

1 application

2 applications

3 applications



97


38%

62%

Yes No


Attended Computer Training

59%

41%Yes No


Ownership of a Computer/Laptop

98


70%

12%

6% 12%less than 5 hours

5 - 9 hours

10 - 14 hours

15 -20 hours

more than 20 hours

Fig. 11Distribution of Respondents According to No. of Hours of Computer Usage per Week

99


APPENDIX BComputer Literacy of Teachers of Holy Rosary Colleges Foundation

Weighted Mean


Communication and Internet

Word Processing Spreadsheets Graphics

2.63

3.00

3.07

2.59 2.61

Fig. 12Summary Figures on the Computer Literacy of Respondents

100


APPENDIX CDifference on Computer Literacy of Respondents when Grouped

According to their Profile VariablesSignificant Not Significant

Age Gender

Years of Teaching Highest Educational Attainment




Table 31Summary of Computer Literacy of Respondents when Grouped

According to their Profile Variables

101


APPENDIX DANOVA: Single Factor

AgeGroups Count Sum Average Variance

1 15 52.91525 3.527684 1.300606

2 13 36.71186 2.82399 1.143328

3 3 7.745763 2.581921 1.307766

4 3 1 0.333333 0.333333

ANOVASource of Variation SS Df MS F

Between Groups 26.05025 3 8.683416 7.398408 P-value F crit

Within Groups 35.21061 30 1.173687 0.00075 2.922277

Total 61.26086 33

Highest Educational AttainmentGroups Count Sum Average Variance

BEED 7 19.457632.77966

1 1.985062

BSED 11 32.813562.98305

1 0.839586

GS 8 19.779662.47245

8 3.490412

Others 8 26.322033.29025

4 1.952184

ANOVASource of Variation SS df MS F P-value F crit

Between Groups 2.856452 3

0.952151 0.489082

0.692474

2.922277

Within Groups 58.40441 30

1.946814

Total 61.26086 33

Years of Teaching

Groups Count Sum AverageVarianc

e

1 1033.5084

73.35084

71.69498

2

2 1443.4067

83.10048

41.09205

9

3 7 20.4576 2.92251 1.46364

102


3 8 6

4 3 10.33333

30.33333

3

ANOVASource of Variation SS Df MS F P-value F crit

Between Groups

22.36072 3

7.453572

5.748234 0.003132

2.922277

Within Groups

38.90015 30

1.296672

Total61.2608

6 33

Number of Subject/s TaughtGroups Count Sum Average Variance

1 to 2 17 56.59322 3.329013 1.525534

3 to 4 14 32.50847 2.322034 2.151106

5 to 6 2 6.440678 3.220339 0.873887

7 and above 1 2.830508 2.830508 #DIV/0!


Between Groups 8.01406 3 2.671353 1.505078 0.233315 2.922277Within Groups 53.2468 30 1.774893

Total 61.26086 33

Computer Application in TeachingGroups Count Sum Average Variance

Not using at all 11 25.10169 2.281972 2.873902

1 9 24.11864 2.679849 0.976619

2 9 26.81356 2.979284 0.815482

3 5 22.33898 4.467797 0.300575


Between Groups 16.98273 3 5.660909 3.835465 0.019478 2.922277Within Groups 44.27814 30 1.475938

Total 61.26086 33

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Groups Count Sum AverageVarianc

e

Less than 5 24 60.96612.54025

41.75392

7

5 to 9 412.7796

63.19491

51.38896

9

10 to 14 27.57627

13.78813

60.02427

5

15 & above 417.0508

54.26271

21.42382

5


Between Groups 12.4579 3

4.152632

2.552692 0.074147

2.922277

Within Groups

48.80297 30

1.626766

Total61.2608

6 33

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APPENDIX Et-Test: Two-Sample Assuming Unequal Variances

GenderMale Female

Mean 3.302825 2.570027Variance 2.179664 1.458017Observations 15 19Hypothesized Mean Difference 0df 32t Stat 1.555107P(T<=t) two-tail 0.131566t Critical two-tail 2.05183

Computer Trainings Attended Yes 1.728814

Mean 3.74837 2.395763Variance 0.996497 1.76269Observations 14 20Hypothesized Mean Difference 0df 32t Stat 3.332029P(T<=t) two-tail 0.002299t Critical two-tail 2.042272

Ownership of Computer

Yes NoMean 3.164065 2.515462Variance 1.596366 2.018341

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Observations 20 14Hypothesized Mean Difference 0df 32t Stat 1.370467P(T<=t) two-tail 0.182258t Critical two-tail 2.055529

APPENDIX F

SURVEY QUESTIONNAIRES FOR TEACHERS

Assessment on Computer Literacy

Name:____________________________ Date:_______________

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:


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

space, double space, etc.)5. Insert page numbers6. Set paragraph alignment (e.g.

left, right, center, justified)7. Set paragraph indentation (e.g.

bullets, numbered lists8. Create itemized lists (e.g.

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,

110


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.

111


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,

112


Wilson W. CensonResearcher

Noted by:

Dr. Rosalita LicupAdviser

Dr. Milagros CortezDean, Graduate SchoolCollege of Immaculate Conception

Appendix J

CURRICULUM VITAE

WILSON WING CENSON342 Putlod, Jaen, Nueva Ecija 310909228398223/[email protected]/[email protected]

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

113


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

Documents

Computer Literacy Program Thesis