Computer Literacy Program Thesis

1

College of the Immaculate Conception Chapter 1 THE PROBLEM AND ITS SETTING Introduction Today, computers play a big role in education especially in developing countries like the Philippines. (2007),

computer

managerial

has

users,

a

capability

namely:

According to Casiano

for

easing

administrative

enrollment

and

procedures,

preparing transcript of records, recording grades, paying school fees, and others, as well as for teaching purposes. Moreover, it has

given

creating

way an

to

the

exciting

development and

of

very

real

Oreta,

three

multi-media

which

interactive

is

learning

environment. According

to

Senator

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

second is internet browsing with 33.91%.

63.27%

while the

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).

2

College of the Immaculate Conception 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

understanding

how

of

computers

hardware and

the

and

software

internet

can

and

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 BuildOperate-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 education

Escudero program

(2003), into

the

an

act

to

educational

integrate system

and

a

computer for

other

purposes, for pursuing the objectives in achieving goals for better quality education.

3

College of the Immaculate Conception In schools, some books used by teachers have additional information internet.

and

useful

There

are

links

times

that that

can the

be

accessed

researcher

in

the

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

(2002),

their

own

benefit.

educational

transformative

on

According

technology its

own.

is

It

not,

to

Carlson

and

requires

and

Gadio

never

will

be,

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.

4

College of the Immaculate Conception 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

teachers.

Despite

available

to

program,

has of

every

teachers

no

program

the

complete

teacher

learn

for

for

operating

use

computer

equipment in

a

computers

literacy and

facilities

computer by

for

literacy

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, lesson plans,

every

teacher

relies

on

computers

for

preparing examinations, recording and

making

computing

grades, and others. Teachers have to immerse themselves in the

5

College of the Immaculate Conception 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 update

training

their

should

knowledge.

be More

arranged

so

that

importantly,

teachers

teachers

must

can 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).

6

College of the Immaculate Conception INPUT 1.

2.

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 Assessment of Teacher in Computer Literacy

PROCESS 1. Problem Identification 2. Data Gathering -Questionaire -Interview 3. Analysis and Interpretation of Data 4. Drawing Conclusions

OUTPUT 1. Assessed Computer Literacy of Teachers 2. Proposed Computer Literacy Program

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

7

College of the Immaculate Conception computer usage per week. It also included teachers‟

computer

literacy

in

general

the assessment of

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;

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College of the Immaculate Conception 1.8

ownership of computer; and

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.

9

College of the Immaculate Conception Significance of the Study 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

teachers

aware

technology

to

experiences,

output of

of

and

improve

teaching

this

investigation

updated

on

technology

instructional

competence,

would

and

and

materials, students‟

make

the

use

the

learning

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

10

College of the Immaculate Conception 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.

11

College of the Immaculate Conception 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

capabilities computers

of

and

means

hardware

the

being and

internet

knowledgeable

software

can

and

enhance

about

understanding

student‟s

the how

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

12

College of the Immaculate Conception 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

interconnected, people to

a

worldwide

networks

that

collection are

used

of daily

separate, by

millions

but of

obtain information, disseminate information, access

entertainment, or communicate with others (Morley, 2009).

13

College of the Immaculate Conception 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, effective

skills

and

attitudes

teaching-learning

tool.

needed

to

Well-trained

use

ICT

teachers

as

an

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

14

College of the Immaculate Conception undermining the 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.

15

College of the Immaculate Conception Abecede (2003) specified that today‟s world teachers need to

be

equipped

effective

not

teaching

only

with

subject-specific

methodologies,

but

with

expertise

the

capacity

and to

assist students to meet the demands of the emerging knowledgebase 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

service 1997,

professional

teachers.

offers

The

development

government

self-directed,

opportunities

funded

self-paced

CTTC,

to

established

Web-based

courses

inin 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

understanding of the Information Age;

a

critical

16

College of the Immaculate Conception • 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‟

17

College of the Immaculate Conception 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 upto-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

18

College of the Immaculate Conception 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

19

College of the Immaculate Conception 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

20

College of the Immaculate Conception development. Promoting computer literacy program will lead to the excellence of teachers. 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

quality

of

the

Philippine

learning

and

educational hone

the

system

computer

to

improve

skills

of

the

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.

21

College of the Immaculate Conception She

stressed

that

teachers

need

to

be

competent

in

ICT

so

classroom dynamics become more innovative with ICT. 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

information,

this record

technology keeping

facilitates and

communication

retrieving,

and

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

22

College of the Immaculate Conception program also provide free seminars, workshops and trainings to the teachers. 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

available/existing

lack ICT

of

adequate

resources,

maintenance

dependence

for

of

the

financial

23

College of the Immaculate Conception 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).

24

College of the Immaculate Conception 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 technology

the

recent

innovations

and

advancement computer

in

usage

information 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

25

College of the Immaculate Conception 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

attitude.

influence

Therefore,

the

teachers‟

teachers

knowledge,

especially

the

skills

older

ones

and 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

support,

teachers‟ it

can

be

competency, concluded

attitudes, that

the

infrastructure majority

of

and

English

teachers in Malaysian technical schools are still novice users

26

College of the Immaculate Conception of

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

27

College of the Immaculate Conception take place. Majority of the teachers also reported that they were

not

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

development

training of

the

session

basic

contributed

skills

related

most to

is the

in use

the 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

28

College of the Immaculate Conception of new skills and IT applications in 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

29

College of the Immaculate Conception that the schools need to find resources to equip and sustain their computer labs. 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”.

30

College of the Immaculate Conception Local Studies 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

31

College of the Immaculate Conception National High School, Cavite. The respondents of the study were 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

treatments:

analyzed

mean,

using

standard

the

following

statistical

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

technology

to

a

little

utilization

extent

was

only.

1.88,

The

which

overall means

mean

that

of the

respondents seldom utilized technology in their teaching. The overall

mean

correlated there

was

of

t-text a

utilization value

of

positive

and

.899.

and

competence The

moderate

items

findings to

showed

revealed

high

a

that

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

32

College of the Immaculate Conception purposes. The survey, which covered 4,310 public schools, used 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

Interviews student)

of

of

teacher

innovative

related

to

and

teachers

student on

innovation,

practice

practices

problems,

and

(6)

(teacher

and

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

33

College of the Immaculate Conception consolidated

and

mean

ranks

were

computed.

Lack

of

enough

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

guideposts

and

were

regarding

eventually

possible

used

by

perceptions

the of

researcher

teachers

to

as 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.

34

College of the Immaculate Conception 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 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

investigate

strengthen

whether

Holy

the

desire

Rosary

of

the

Foundation

researcher has

the

to 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

35

College of the Immaculate Conception potential obstacles in initially blueprinting and consequently implementing provided

an

with

ICT

a

program,

major

the

leverage.

researcher Preemptive

is

purposively

actions

may

be

formulated to avoid the incipience of potential problems. The

problems

Technology

identified

(DOST)

in

the

by

Department

course

of

of

Science

computer

and

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

36

College of the Immaculate Conception integrating technology in education. This will certainly help the researcher in planning for the program that he aspires to bring into fruition. Valenzuela‟s (2005) study ran similar to the present study as regards to research design and instruments used, in the sense that

both

awareness.

studies

aimed

to

determine

teachers‟

technology

37

College of the Immaculate Conception Chapter 3 METHODS AND PROCEDURES

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

respondents. answered

After

the

used

the

questionnaires

questionnaires

researcher

retrieved

distributed

to

the

distributed

and

questionnaires

and

were

the

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

38

College of the Immaculate Conception formulating

and

researcher

opted

planning to

a

conduct

computer his

literacy

study

at

program,

the

Holy

the

Rosary

Colleges 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 preelementary up to facilities

seemed

high school. The improvement of the school 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”.

39

College of the Immaculate Conception 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 computer have

units.

additional

The

administrations

personnel

today

development

are

open-minded

program

that

to

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

College of the Immaculate Conception

N

Fig. 2 Location of Holy Rosary Colleges Foundation

41

College of the Immaculate Conception Respondents The total populations of teachers from pre-elementary up to college were the respondents of the study. Table 1 Distribution of Teacher-Respondents of the Different Departments According to Gender Male Female Total Level Pre-School and Grade School

6

11

17

High School and College

9

8

17

15

19

34

Total

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

42

College of the Immaculate Conception parts, namely: Part I is about the profile of the teachers which 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

Conception.

faculty

Permission

of

was

the

College

sought

from

of the

the

Immaculate

writer

and

was

granted approval. To interpret the responses of the teachers, the researcher used

the

ratings

questionnaire‟s

scale

with

its

was

used

responses of the teachers.

descriptive in

the

equivalent.

interpretation

of

The the

43

College of the Immaculate Conception

Degree of Responses 5 4 3 2 1 0

Verbal Interpretation for Assessment Expert (can teach it to others) Very proficient (can come up with new solution) Good, adequate for most tasks Sufficient for basic tasks only Very limited ability No ability

The scale given below was used in the interpretation of average weighted mean. Range 0.84 1.67 2.5 3.33

of values Scale Verbal Description very limited ability - 1.66 1 sufficient for basic tasks only - 2.49 2 good, adequate for most tasks - 3.32 3 - 4.15 4 very proficient (can come up with new solution) expert (can teach it to others) 4.16 - 5.00 5

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

44

College of the Immaculate Conception were explained to them by the researcher, after which, they were 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):

f

P =

x 100%

N

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,

processing, spreadsheets, the following formula was used:

WM =

TWF N

word

45

College of the Immaculate Conception Where: 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

computer software “Phstat.”

groups,

these

are

embedded

in

the

46

College of the Immaculate Conception Chapter 4 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

educational

which

attainment,

includes

years

of

age,

teaching,

gender,

highest

subject/s

taught,

computer application in teaching, attended computer trainings, ownership of a computer/laptop and number of hours of computer usage per week. 1.1

Age Table 2 Distribution of Respondents According to Age Age Bracket 21-30 years old 31-40 years old 41-50 years old 51-60 years old more than 60 years old Total

Table

2

shows

the

tabular

Frequency Percentage 15 44 13 38 3 9 1 3 2 6 34 100 presentation

of

the

ages

of

respondents. Age bracket 21–30 years old had the most number of

47

College of the Immaculate Conception 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. 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. 1.2

Gender Table 3 Distribution of Respondents According to Gender Gender Male Female Total

Frequency Percentage 15 44 19 56 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.

48

College of the Immaculate Conception 1.3

Highest Educational Attainment Table 4 Distribution of Respondents According to Highest Educational Attainment

Highest Educational Attainment BEED BSED With MA units Others Total

Frequency Percentage 7 21 11 32 8 24 8 24 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

College of the Immaculate Conception 1.4

Years of Teaching Table 5 Distribution of Respondents According to Years of Teaching Years of Teaching Frequency Percentage less than 5 years 10 29 5-9 years 14 41 10-15 years 7 21 more than 15 years 3 9 Total 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. 1.5

Subject/s Taught Table 6 Distribution of Respondents According to Number of Subject/s Taught Number of Subject/s Taught Frequency Percentage 1-2 subjects 17 50 3-4 subjects 14 41 5-6 subjects 2 6 more than 6 subjects 1 3 Total 34 100

50

College of the Immaculate Conception 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

teach. Fourteen or 41% of the respondents were

subject to

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. 1.6

Computer Application in Teaching Table 7 Distribution of Respondents According to Computer Application in Teaching

Computer Applications in Teaching None 1 application (either word processing, spreadsheets, presentation or other software application) 2 applications (either word processing, spreadsheets, presentation or other software applications) 3 applications (either word processing, spreadsheets, presentation or other software applications) more than 3 applications (either word processing, spreadsheets, presentation or other software applications) Total

Frequency Percentage 11 32 9

26

9

26

5

15

0 34

0 100

51

College of the Immaculate Conception 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. 1.7

Attended Computer Trainings Table 8 Distribution of Respondents According to Attended Computer Trainings

Attended Computer Training Yes No Total

Frequency Percentage 13 38 21 62 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

College of the Immaculate Conception 1.8

Ownership of a Computer/Laptop Table 9 Distribution of Respondents According to Ownership of a Computer/Laptop

Ownership of a Computer/Laptop Yes No Total

Frequency Percentage 20 59 14 41 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. 1.9

Number of Hours of Computer Usage per Week

Table 10 Distribution of Respondents According to Number of Hours of Computer Usage per Week Number of Hours of Computer Usage per Week Frequency Percentage less than 5 hours 24 70 5-9 hours 4 12 10-14 hours 2 6 15-20 hours 0 0 more than 20 hours 4 12 Total 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

53

College of the Immaculate Conception 24 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 2.1

General Computer Operations

The general computer operations is composed of performing basic

tasks

computer, infected

like

understanding

scanning virus,

of

proper

harddisk

manipulate

files

or

booting

flashdisk

like

creating,

procedure for

of

possible

renaming

and

deleting folders for storing and organizing files, duplication of files for backup and using keyboard for inputting data. Table 11 Description of Computer Literacy of Teachers in the Area of General Computer Operations General computer operations 1. Perform basic tasks

WM 2.73

2. Manipulate files

2.83

3. Use keyboard for data entry Average Weighted Mean

2.34 2.63

VI good, adequate for most tasks good, adequate for most tasks sufficient for basic tasks only good, adequate for most tasks

54

College of the Immaculate Conception The item “manipulate files” got the highest weighted mean of 2.83 among the four sub-items enumerated in general computer operations. Teachers know how to encode, edit, retrieve and save files. The item that got the lowest weighted mean of 2.34 with a verbal description of “sufficient for basic tasks only” is the use keyboard for data entry. Teachers did not practice home key positioning, the basic tool for proper typing, in encoding and editing files. Based on the researcher‟s observation, most of them used two fingers instead of ten fingers to encode. Teachers have difficulty in encoding using the proper typing position. 2.1.1 Perform basic tasks Table 12 General Computer Operation in the Area of Performing Basic Tasks Item statement 1. Perform the boot process

WM 2.47

2. Perform virus protection and scan 3. Install software from disk or CD-ROM 4. Create folders and subdirectories 5. Create and use filenames and extensions 6. Search for files and directories 7. Print selected pages

2.29

Average Weighted Mean

2.35 2.76 3.15 3.09 3.00 2.73

VI sufficient for basic tasks only sufficient for basic tasks only sufficient for basic tasks only good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks

55

College of the Immaculate Conception 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

extension

by

filename. its

Teachers

application

or

easily icon.

recognized On

the

the

other

file 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.

56

College of the Immaculate Conception 2.1.2 Manipulate files Table 13 General Computer Operation in the Area of Manipulation of Files Item Statement 1. Retrieve files

WM 2.62

2. Copy, move, delete files

3.24

3. Back-up files

2.82

4. Use auto-save

2.97

5. Organize files in subdirectories / folders 6. Import and export files

2.91

Average Weighted Mean

2.83

The

item

“copy,

move,

2.44

delete

VI good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks sufficient for basic tasks only good, adequate for most tasks 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

College of the Immaculate Conception 2.1.3 Use keyboard for data entry Table 14 General Computer Operation in the Area of Using Keyboard for Data Entry Item Statement 1. Correctly place fingers on the HOME keys 2. Navigate appropriately from there to other keys Average Weighted Mean

WM

VI sufficient for basic tasks only sufficient for basic tasks only sufficient for basic tasks only

2.26 2.41 2.34

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. 2.2

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

accounts.

Mail,

Gmail,

Hotmail,

etc.

for

electronic

mail

58

College of the Immaculate Conception Table 15 Description of Computer Literacy of Teachers in the Area of Communication and Internet Communication and internet 1. Using email

WM 3.08

2. Using internet

2.92

Average Weighted Mean

The

average

weighted

3.00

mean

VI good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks 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 16 Communication and Internet in the Area of Using Email Item Statement 1. Send and receive e-mail messages 2. Enclose and recover documents attached to e-mail messages Average Weighted Mean

WM 3.15 3.00 3.08

VI good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks

59

College of the Immaculate Conception The average weighted mean of the responses in “using email” is

3.08.

Since

teachers‟

use

of

computer

is

about

cheap

communication through internet, this function of computer was highly maximized and their computer literacy was good. 2.2.2 Using internet Table 17 Communication and Internet in the Area of Using Internet Item Statement 1. Access the internet with a browser 2. Navigate the web by the use of links and URL address 3. Use search engines to locate desired information 4. Download and print desired items from the internet Average Weighted Mean

The

item

“access

the

WM 3.03 2.80 2.89 2.97 2.92

internet

VI good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks 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 shortcut

or

universal method

in

resource encoding

locator data

(url). instead

Teachers of

used

typing

“http://www.facebook.com” in url they type it as “Facebook” in

60

College of the Immaculate Conception the search engine. Such names are easy to memorize rather than the whole address. 2.3 Word

Word Processing processing

is

the

most

commonly

used

computer

application for preparation of documents. Table 18 Description of Computer Literacy of Teachers in the Area of Word Processing Word processing 1. Perform basic word processing tasks 2. Perform editing tasks

WM 3.21

3. Perform formatting tasks

3.42

4. Create references and citations Average Weighted Mean

2.42

The

item

weighted

mean

“perform of

3.42.

3.21

3.07

formatting Teachers

VI good, adequate for most tasks good, adequate for most tasks very proficient (can come up with new solution) sufficient for basic tasks only good, adequate for most tasks tasks”

used

got

format

to

the

highest

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.

61

College of the Immaculate Conception 2.3.1 Perform basic word processing tasks Table 19 Word Processing in the Area of Performs Basic Word Processing Tasks Item Statement 1. Enter text

WM 3.29

2. Insert pictures, shapes and other objects 3. Print document files

3.09 3.26

4. Use document preview option Average Weighted Mean

3.21 3.21

VI good, adequate tasks good, adequate tasks good, adequate tasks good, adequate tasks good, adequate tasks

for most for most for most for most for most

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

tasks”

was

a

verbal insert

description pictures,

of

shapes

“good, and

adequate other

for

objects.

most 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.

62

College of the Immaculate Conception 2.3.2 Perform editing tasks Table 20 Word Processing in the Area of Performing Editing Tasks Item Statement 1. Cut, copy and paste selected object

WM 3.35

2. Insert and delete selected object

3.35

3. Make corrections using spell check 4. Make corrections using grammar check 5. Use thesaurus

3.24 3.21 2.88

Average Weighted Mean

3.21

VI very proficient (can come up with new solution) very proficient (can come up with new solution) good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks 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.

63

College of the Immaculate Conception 2.3.3 Perform formatting tasks Table 21 Word Processing in the Area of Performing Formatting Tasks Item Statement 1. Select and change font

WM 3.53

2. Select and change styles

3.56

3. Select and change font sizes

3.59

4. Set line spacing

3.44

5. Insert page numbers

3.29

6. Set paragraph alignment

3.41

7. Set paragraph indentation

3.32

8. Create itemized lists

3.41

9. Set margins

3.35

10.

3.29

Create tables

Average Weighted Mean

3.42

VI very proficient (can come up with new solution) very proficient (can come up with new solution) very proficient (can come up with new solution) very proficient (can come up with new solution) good, adequate for most tasks very proficient (can come up with new solution) good, adequate for most tasks very proficient (can come up with new solution) very proficient (can come up with new solution) good, adequate for most tasks 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

64

College of the Immaculate Conception used by the teachers to emphasize a word or group of words to easily recognize. 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 22 Word Processing in the Area of Creating References and Citations Item Statement 1. Footnotes/endnotes

WM 2.38

2. Works cited page

2.38

3. Insert headers/footers

2.50

Average Weighted Mean

2.42

VI sufficient for basic tasks only sufficient for basic tasks only good, adequate for most tasks sufficient for basic tasks only

The item “insert headers/footers” got the highest weighted mean

of

2.5.

Foundation

use

In

school,

headers

and

teachers

of

Holy

Rosary

footers

to

specify

title

Colleges 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.

65

College of the Immaculate Conception 2.4

Spreadsheets

Teachers used spreadsheets to perform calculations and computations of grades of students. Table 23 Description of Computer Literacy of Teachers in the Area of Spreadsheets Spreadsheets 1. Perform data entry tasks

WM 2.25

2. Perform editing tasks 3. Perform formatting tasks

2.77 2.74

Average Weighted Mean

2.59

VI sufficient for basic tasks only good, adequate for most tasks good, adequate for most tasks 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.

66

College of the Immaculate Conception 2.4.1

Perform data entry tasks

Table 24 Spreadsheets in the Area of Perform Data Entry Tasks Item Statement 1. Enter labels, values, headings 2. Enter formula using arithmetic operations and/or built-in functions 3. Create charts and graphics from cell contents Average Weighted Mean

WM 2.29 2.21 2.26 2.25

VI sufficient for basic tasks only sufficient for basic tasks only sufficient tasks sufficient tasks

for basic only for basic 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.

67

College of the Immaculate Conception 2.4.2

Perform editing tasks

Table 25 Spreadsheets in the Area of Performing Editing Tasks Item Statement 1. Cut, copy and paste cell contents 2. Delete cell contents

WM 2.71

good,

2.88

good,

3. Insert and delete rows and columns Average Weighted Mean

2.71

good,

2.77

good,

VI adequate tasks adequate tasks adequate tasks adequate tasks

for most for most for most for most

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

College of the Immaculate Conception 2.4.3

Perform formatting tasks

Table 26 Spreadsheets in the Area of Performing Formatting Tasks Item Statement 1. Set fonts, font sizes, styles 2. Apply appropriate formats for cell contents 3. Align cell contents 4. Set and change row and column width and height Average Weighted Mean

WM 3.09

good, good,

2.65 2.59

good, good,

2.62 2.74

good,

VI adequate tasks adequate tasks adequate tasks adequate tasks adequate tasks

for most for most for most for most for most

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

College of the Immaculate Conception The grand mean in performing formatting tasks was computed at 2.74 and had a verbal interpretation of “good, adequate for most tasks”. 2.5

Graphic

Graphic or graphical presentation was used by the teachers to demonstrate and present a particular topic using electronic devices like computer or projector. Table 27 Description of Computer Literacy of Teachers in the Area of Graphics Create and manipulate graphics files 1. Use clip arts 2. Capture a preexisting image by scanning 3. Capture a preexisting image from video input 4. Create an image using a graphics program 5. Use font style and size 6. Use color, space and layout Average Weighted Mean

WM

VI

2.85

good, adequate for most tasks good, adequate for most tasks sufficient for basic tasks only sufficient for basic tasks only good, adequate for most tasks good, adequate for most tasks good, adequate for most tasks

2.53 2.26 2.35 2.88 2.79 2.61

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

College of the Immaculate Conception 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 28 Summary Table on the Computer Literacy of Respondents Areas of Computer Weighted Verbal Competencies Mean Interpretation General Computer good, adequate for 2.63 Operations most tasks Communication and good, adequate for 3.00 Internet most tasks good, adequate for Word Processing 3.07 most tasks good, adequate for Spreadsheets 2.59 most tasks good, adequate for Graphics 2.61 most tasks good, adequate for Average Weighted Mean 2.78 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 described

of

also

graphics as

“good,

with

a

weighted

adequate

for

mean

most

of

2.61

tasks”.

and

Lastly,

71

College of the Immaculate Conception spreadsheets got a weighted mean of 2.59 and described also as “good, adequate for most tasks”. The grand mean of performing formatting tasks was computed at 2.78 and had a verbal interpretation of “good, adequate for most tasks”. Teachers need more training in the application spreadsheets in relation to their profession. Using spreadsheet in encoding records,

computation

of

grades

and

reduce the redundant work of a teacher.

formulating

calculations

72

College of the Immaculate Conception III. Difference on Computer Literacy of Respondents when Grouped According to their Profile Variables Table 29 Profile Variables Age Gender Highest Educational Attainment Years of Teaching Number of Subject/s Taught Computer Application in Teaching Computer Trainings Attended Ownership of Computer Hours of Computer Usage per Week

Degrees of freedom 3, 30 32

Critical Obtained Probability Significance value F value value 2.92 2.05

7.40 1.56

0.00075 0.13

3, 30

2.92

0.48

0.69

3, 30

2.92

5.75

0.0031

Significant

3, 30

2.92

1.51

0.23

Not Significant

3, 30

2.92

3.84

0.019

Significant

32

2.05

3.33

0.002

Significant

32

2.05

1.37

0.18

3, 30

2.92

2.55

0.07

Not significant Not Significant

Significant Not significant 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

73

College of the Immaculate Conception teaching,

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 literacy.

trainings

have

significantly

affected

computer

74

College of the Immaculate Conception Chapter 5 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

development

of

from a

Colleges Foundation.

existing computer

condition literacy

could program

provide at

Holy

for

the

Rosary

75

College of the Immaculate Conception Summary of Findings 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 1.1

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. 1.2

Gender

There were 19 (56%) females and 15 (44%) male respondents. 1.3

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%).

76

College of the Immaculate Conception 1.4

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. 1.5

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 teaching

to

teach.

3–4

Fourteen

subjects,

or

three

41%

of

the

respondents

were

9%

of

the

respondents

were

or

teaching more than four subjects. 1.6

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. 1.7

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. 1.8

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.

77

College of the Immaculate Conception 1.9

Number of Hours of Computer Usage per Week

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 2.1

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.

78

College of the Immaculate Conception 2.2 The

Communication and Internet 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

79

College of the Immaculate Conception 3.35

among

the

five

sub-items

enumerated

in

perform

editing

tasks. The 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”.

80

College of the Immaculate Conception 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”,

followed

by

creating

charts

and

graphics

from

cell

contents with a weighted mean of 2.26 (sufficient for basic tasks

only).

“enter

The

formula

lowest

using

weighted

arithmetic

mean

is

2.21

operations

for

and/or

the

item

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”.

81

College of the Immaculate Conception The grand mean in performing formatting tasks was computed at 2.74 and had a verbal interpretation of “good, adequate for most tasks”. 2.5

Graphic

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

82

College of the Immaculate Conception “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.

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

83

College of the Immaculate Conception 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 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 encouraged teachers.

computer to

trainings

improve

the

and

computer

seminars

must

be

literacy

level

of

84

College of the Immaculate Conception

85

College of the Immaculate Conception

86

College of the Immaculate Conception

87

College of the Immaculate Conception REFERENCES Abad, F. (2004). Policy Directions for ICT Use in Primary and Secondary Schools in the Philippines. Paper delivered during the First National ICTs in Basic Education Congress, 6-7 December 2004, Cebu City, Philippines. Abecede, M. (2003). “Projects: ICT in Education. UNESCO Bangkok. Policy.” http://www.unescobkk.org/index.php?id=1229 Akhtar, S. et. al.(2010). Digital Review of Asia Pacific 2009 – 2010, Sage Publications India Pvt. Ltd. Andal, R. (April 03, 2002). 3-4 guro sa public schools hindi marunong gumamit ng computer, Pilipino Star Ngayon. Anderson, R. E. and Law, N. (2009). Cross-national Information and Communication Technology: policies and practices in education, National Policies and Practices on ICT Education: Philippines. Andrada, L. M. et. al.(2003). The Use of ICT in Basic Education in the Philippines and Efforts to Measure Its Impact, APEC e-Learning Summit, Chinese Taipei. Andrews, R. (2004).The Impact of ICT on Literary Education. Angers, J. and Machtmes, K. (2005). An ethnographic-case study of beliefs, context factors, and practices of teachers integrating technology. The Qualitative Report. Arimbuyutan, R. C. (October 2010). Assessment on Computer Literacy for College Faculty. College of the Immaculate Conception, Cabanatuan City. Asan, A. (2003). Computer Technology Awareness by Elementary School Teachers: A Case Study from Turkey, Journal of Information Technology Education. Baldauf, K. J. and Stair, R. M. (2009). The World of Information Technology.

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College of the Immaculate Conception Barry, L. et. al. (2004). The Best Teacher‟s Test Preparation for the FTCE: Florida Teachers Certification Examination, Research and Education Associate, Inc. United States of America. Belawati, T. (2004).Philippines ICT use in Education Beskeen, D. et. al. (2009). Microsoft Office 2007 Illustrated: Introductory Premium Video Edition, Cengage Learning Inc. United States of America. Bidgoli, H.(2004). The Internet Encyclopedia, Vol. 1, John Wiley &Sons.Inc., Hoboken, New Jersey. Cajilig, N. G. (2009). Integration of Information and Communication Technology in Mathematics Teaching in Metro Manila Public Secondary Schools. College of Education, University of the Philippines, Diliman. Calmorin, M. A. and Calmorin, L. P. (2006). Statistics Education and the Sciences. Rex Book Store, Manila. Carandang, R. T. (June 03, 2010). schools, incoming gov't urged.

in

Integrate IT education in

Carlson, S. and Gadio, C.T. (2002). Teacher professional development in the use of technology. Paris/Washington: UNESCO and the Academy for Educational Development. Casiano, M. N. (2007). Teaching Computer Tertiary Levels, Rex Bookstore, Manila.

for

Secondary

and

Chandra, R. (2005). Web-Based Education, Kalpaz Publications, Delhi. Corbel, C. and Gruba, P. (2004). Teaching Computer Literacy, National Centre for English Language Teaching and Research, Sydney. Dela Cruz, L. V. Jr. (March 2008). An Evaluation of Computer Literacy Program for Public Secondary Schools in the Division of Bulacan. Depaul, A. (2002). Survival Guide for New Teachers.

89

College of the Immaculate Conception Draft Deped ICT4E Strategic Plan (2007). http://www.deped.gov. ph/cpanel/uploads/issuanceImg/Draft%20DepED%20ICT4E%20Strat egic%20Plan.pdf Dhotre, I. A. (2007). Data Publications Pune, India.

Communications,

Technical

Dollado, R. F. Jr. (2002). “A Computer Education Program for the Teachers of Calbayog Pilot Central School: A feasibility study.” Unpublished Master‟s Thesis, Tiburcio Tancinco Memorial Institute of Science and Technology, Calbayog City. Dulan, S. (2010). McGraw-Hill‟s ACT, 2011 Edition, The McGrawHill Companies, Inc. United States of America. Escudero, F. G. (2003). “An Act to Integrate a Computer Education Program into the Educational System and for other Purposes,” 12th Congress, Quezon City. Gaible, E. and Burns, M. (2005). Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries, Washington, DC. Good, L. (2008). Teaching and Learning with Digital Photography: Tips and Tools for Early Childhood Classrooms, Sage Publications Asia-Pacific Pte, Ltd. United States of America. Haddad, W. and Draxler (2002). “The Dynamics of Technology for Education”, UNESCO and AED, Paris and Washington. Hunt, G. H. and Touzel, T. J. (2009). Effective Teaching: Preparation and Implementation, Charles C. Thomas Publisher, Ltd. Illinois. Itaas, E. C. (March 2009). “Capacity-building for Philippine Public Secondary School Teachers on the Information and Communications Technology Literacy Training Program,” Jackson, S. L. (2008). Research Methods: a modular approach, Thompson Learning, Inc. United States of America.

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College of the Immaculate Conception Jones, S. (2003). Encyclopedia of new media: an essential reference to communication and technology, New York: The Moschovitis Group. Jung, I. (August 4, 2002). “Issues and Challenges of Providing Online In-service Teacher Training” http://www.irrodl.org /content/v2.1/jung.pdf. Labian, M D. Jr. (April 2007). “Status and Problems program in the secondary schools of Northern Samar.

of

ICT

Lapus, J. A. (July 2008). “Philippine Digital Literacy Program to Train and Certify Public School Teachers,” Certiport Success Story. Lee, M. (2003).Training and Professional Development of Teachers and Other Facilitators for Effective Use of ICT in Improving Teaching and Learning Light, D. and Culp, K. M. (January 2006). Preparing Teachers for the 21st Century Classroom: Current Findings from Evaluations of the Intel Teach to the Future Essentials Course. Kumar, N. et. al. (2008). Teachers‟ Readiness to Use Technology in the Classroom: An Empirical Study. European Journal of Scientific Research. Magno, M. (2006). Digital Divide in Philippine Schools. Mahmud, R. and Ismail M.A. (December 2010). Impact of Training and Experience in Using ICT On in-Service Teachers‟ Basic ICT Literacy. Manzano, T. L. (November 2002). Computerization of Instructions in the Public Secondary Schools of Nueva Ecija: An evaluation. Molina, R. L. Jr. (March 2001). Computer Literacy: Its Influence to the teaching competency of teachers at the Iloilo National High School.

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College of the Immaculate Conception Morley, D. and Parker, C. S. (2009). Understanding Computers: Today and Tomorrow Comprehensive, Cengage Learning Inc. United States of America. Muyong, R.F. (Jun.2003-Jan.2004). The Weaver, One-week seminarworkshop & computer literacy training conducted National Framework Plan for ICTs in Basic Education (2005-20010) Harnessing ICTs for Quality Basic Education for All. http://ebookbrowse.com/national-framework-plan-for-icts-inbasic-education-pdf-d18473851 Nettlebeck, D. C. (2005). Computer, thinking and learning: inspiring students with technology, Acer Press Australian Council for Educational Research Ltd., Victoria. Ogunkola, B. J. (2008). Computer Attitude, Ownership and Use as Predictors of Computer Literacy of Science Teachers in Nigeria. International Journal of Environmental & Science Education. Orencia, M. R. (2004). “The Impact of the Intel Teach to the Future Pre-service Program on Selected BEED Students‟ Learning,” Philippine Normal University, Manila. Rapatan, L. and Mosqueda, M. W. Jr. (September 7, 2006). ICT Education needed by RP. The Manila Bulletin. Razak, N. A. et.al. (2009). IT Literacy of Language Teachers in Malaysian Technical Schools. Universiti Kebangsaan, Malaysia. Redmann, D. H. and Kotrlik, J. W. (2004). Analysis of technology integration in the teaching-learning process in selected career and technical education programs. Journal of Vocational Education Research. Reyes, M. Z. (2004). Social Research: A Deductive Approach, Rex Book Store, Inc. Sampaloc, Manila. Reynolds, C. R. and Elaine F. (2007). Encyclopedia of Special Education: A Reference for the Education of Children,

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College of the Immaculate Conception Adolescents, and Adults with Disabilities and Exceptional Individuals, New Jersey: John Wiley & Inc. Robles, M. (2006). Designing and Implementing an Teacher Professional Development Program Integration: A Framework for Decision-Making.

Other Sons,

Effective on ICT

Rodrigo, M. T. (2003). Information and Communication Technology Use in Philippine Public and Private Schools Rodriguez, C. (2007). Building teachers‟ capacity to make better use of ICT in Philippines schools Santos, A. (2008). Teachers Should Use ICT to Improve Learning through Motivation http://depedteacher.blogspot.com/ search/label/ICT%20Education Shelly, G. B. and Cashman, T. J. (2007). Teachers discovering computers: integrating technology and digital media in the Classroom, Thomson Course Technology, United States of America. Stronge, J. H. et. al. (2004). Handbook Effective Teachers,Association for Curriculum Development.

for Qualities of Supervision and

Supnad, M. T. (June 05, 2010). Balanga launches laptops for teachers program. Manila Bulletin. Swennen, A. and Van Der Klink, M. (2009). Becoming a Teacher Educator: Theory and Practice for Teacher Educators, Springer Science+Business Media B. V. Tella, A.(July 2007). “An Assessment of Secondary School Teachers Uses of ICT‟s: Implications for Further Development of ICT‟s Use in Nigerian Secondary Schools,” The Turkish Online Journal of Educational Technology, Vol.6, Issue 3, Article 1. The Philippine Star (August 23, 2010). Public school teachers get relevant computer knowledge.

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College of the Immaculate Conception The Philippine Star (April 8, 2006). Public school teachers to get free computer training. Tinio, V. L. (2002). Survey of Information & Communication Technology Utilization in Philippine Public High Schools. Foundation for Information Technology Education and Development. Valenzuela, M. F. (March 2005). “Perceived Technology Orientation and Competency of Non-Computer Teachers in Dasmarinas National High School–Main: Input for Staff Development.” Unpublished Master‟s Thesis. Technological University of the Philippines, Manila. Veer, U. (2005).Modern Teacher Training, Anmol Publications Pvt. Ltd. Daryagani, New Delhi.

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College of the Immaculate Conception APPENDICES APPENDIX A Profile of Teachers Graph

3% 6%

21 - 30 years old

9%

31 - 40 years old

44%

41 - 50 years old 51 - 60 years old

38%

more than 60 years old

Fig. 3 Distribution of Respondents According to Age

44%

Male

Female

56%

Fig. 4 Distribution of Respondents According to Gender

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College of the Immaculate Conception

21%

24%

BEED BSED With MA units

24%

31%

Others

Fig. 5 Distribution of Respondents According to Highest Educational Attainment

9% 29% 21%

less than 5 years 5 - 9 years 10 - 15 years more than 15 years

41% Fig. 6 Distribution of Respondents According to Years of Teaching

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College of the Immaculate Conception

6%

3% 1 - 2 subjects

50% 41%

2 - 4 subjects 5 - 6 subjects more than 6 subjects

Fig. 7 Distribution of Respondents According to Number of Subject/s Taught

15% 33%

None 1 application

26%

2 applications

26%

3 applications

Fig. 8 Distribution of Respondents According to Computer Application in Teaching

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College of the Immaculate Conception

38% Yes

No

62%

Fig. 9 Distribution of Respondents According to Attended Computer Training

41% Yes

No

59%

Fig. 10 Distribution of Respondents According to Ownership of a Computer/Laptop

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College of the Immaculate Conception

0% 6%

12%

less than 5 hours 5 - 9 hours

12%

10 - 14 hours

70%

15 -20 hours more than 20 hours

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

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College of the Immaculate Conception APPENDIX B Computer Literacy of Teachers of Holy Rosary Colleges Foundation Weighted Mean

3.07 3.00

2.63

General Computer Communication and Word Processing Operations Internet

2.59

2.61

Spreadsheets

Graphics

Fig. 12 Summary Figures on the Computer Literacy of Respondents

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College of the Immaculate Conception APPENDIX C Difference on Computer Literacy of Respondents when Grouped According to their Profile Variables Significant

Not Significant

Age

Gender

Years of Teaching

Highest Educational Attainment

Computer Application in Teaching

Number of Subject/s Taught Hours of Computer Usage per Week

Table 31 Summary of Computer Literacy of Respondents when Grouped According to their Profile Variables

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College of the Immaculate Conception APPENDIX D ANOVA: Single Factor Age Groups 1 2 3 4 ANOVA Source of Variation Between Groups Within Groups Total

15 13 3 3

52.91525 36.71186 7.745763 1

Count 3.527684 2.82399 2.581921 0.333333

SS

Df

MS

F

8.683416

7.398408

26.05025 35.21061 61.26086

3 30

Sum 1.300606 1.143328 1.307766 0.333333

1.173687

Average

Variance

P-value

F crit

0.00075

2.922277

33

Highest Educational Attainment Groups BEED BSED GS

Count

Others ANOVA Source of Variation Between Groups Within Groups Total

7 11 8

Sum 19.45763 32.81356 19.77966

Average 2.779661 2.983051 2.472458

Variance 1.985062 0.839586 3.490412

8

26.32203

3.290254

1.952184

df

MS

F

P-value

F crit

0.489082

0.692474

2.922277

P-value

F crit

SS 2.856452

3

0.952151

58.40441

30

1.946814

61.26086

33

Years of Teaching 1 2 3

Groups

Count 10 14 7

Sum 33.50847 43.40678 20.45763

Average 3.350847 3.100484 2.922518

Variance 1.694982 1.092059 1.463646

4

3

1

0.333333

0.333333

MS

F

ANOVA Source of Variation

SS

Df

102

College of the Immaculate Conception Between Groups Within Groups Total

22.36072

3

7.453572

38.90015

30

1.296672

61.26086

33

5.748234

0.003132

2.922277

Number of Subject/s Taught Groups 1 to 2 3 to 4 5 to 6

Count 17 14 2

Sum 56.59322 32.50847 6.440678

Average 3.329013 2.322034 3.220339

Variance 1.525534 2.151106 0.873887

1

2.830508

2.830508

#DIV/0!

Df

MS

F

P-value

F crit

1.505078

0.233315

2.922277

7 and above ANOVA Source of Variation Between Groups Within Groups Total

SS 8.01406

3

2.671353

53.2468

30

1.774893

61.26086

33

Computer Application in Teaching Groups Not using at all 1 2

Count

3 ANOVA Source of Variation Between Groups Within Groups Total

Sum

Average

Variance

11 9 9

25.10169 24.11864 26.81356

2.281972 2.679849 2.979284

2.873902 0.976619 0.815482

5

22.33898

4.467797

0.300575

Df

MS

F

P-value

F crit

3.835465

0.019478

2.922277

SS 16.98273

3

5.660909

44.27814

30

1.475938

61.26086

33

Hours of Computer Usage per Week Groups Less than 5 5 to 9 10 to 14 15 & above

Count 24 4 2

Sum 60.9661 12.77966 7.576271

Average 2.540254 3.194915 3.788136

Variance 1.753927 1.388969 0.024275

4

17.05085

4.262712

1.423825

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College of the Immaculate Conception ANOVA Source of Variation Between Groups Within Groups

12.4579

Total

SS

Df

MS

F

P-value

F crit

3

4.152632

2.552692

0.074147

2.922277

48.80297

30

1.626766

61.26086

33

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College of the Immaculate Conception APPENDIX E t-Test: Two-Sample Assuming Unequal Variances Gender Mean Variance Observations Hypothesized Mean Difference df t Stat P(T