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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Today, computers play a big role in education especially in

developing countries like the Philippines. According to Casiano

(2007), computer has a capability for administrative and

managerial users, namely: easing enrollment procedures,

preparing transcript of records, recording grades, paying school

fees, and others, as well as for teaching purposes. Moreover, it

has given way to the development of multi-media which is

creating an exciting and very real interactive learning

environment.

According to Senator Oreta, three to four out of five

teachers lacked knowledge in using computers (Philippine Star,

2002). In a survey research with an overall goal of determining

ICT preparedness of teacher stated that the literacy of teachers

in using word processing software is about 63.27% while the

second is internet browsing with 33.91%. The third is using

spreadsheets application, 13.84% and other software application

is quite below at 10% (Magno, 2006). Also DepED estimates that

only one out of seven schools have teachers who are computer

literate (Abad, 2004).

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Being computer literate gives the learner an opportunity to

excel in rapidly changing environment in technology. According

to Reynolds (2007), computer literacy means being knowledgeable

about the capabilities of hardware and software and

understanding how computers and the internet can enhance

student‟s educational experiences.

The government and the education department has come up

with plans for computer literacy of learners as well as

teachers. According to Carandang (2010), Senator Angara urged

the incoming administration to legislate an integrated computer

education. He also proposed the creation of the Board of

Computer Education. The proposed board will promote the Build-

Operate-Transfer (BOT) scheme of the program, which is

facilitating the computer literacy training of teachers. Angara

also urged to integrate computer subjects in private and public

schools from elementary up to high school; providing materials

and equipment to be used in implementing computer literacy. They

are making laws and bills like House Bill No. 632 introduced by

Senator Escudero (2003), an act to integrate a computer

education program into the educational system and for other

purposes, for pursuing the objectives in achieving goals for

better quality education.

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In schools, some books used by teachers have additional

information and useful links that can be accessed in the

internet. There are times that the researcher integrates

academic subjects for the hands-on activity of students in their

computer subject. If the teachers know how to use computer and

its applications, it will be easy for them to understand the

advantage of being computer literate. Also, students will

realize that the computer is not only for fun and entertainment

but for their own benefit. According to Carlson and Gadio

(2002), educational technology is not, and never will be,

transformative on its own. It requires teachers who can

integrate technology into the curriculum and use it to improve

student‟s learning. Teachers are the keys to how technology is

used appropriately and effectively.

Five years ago, teachers of the Holy Rosary Colleges

Foundation had an informal basic computer training held during

the summer vacation. It was held from one to two hours in two

weeks before the opening of classes. The computer teacher taught

the basics and she assigned another teacher for demonstration.

Furthermore, the teachers were asked to have hands-on activities

with computer. It was the first and last training conducted.

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Today, most of the teachers of Holy Rosary Colleges

Foundation have laptops or computers to help them in their tasks

in terms of preserving records, encoding documents, computation

of grades and browsing the internet. Other teachers studying for

their masteral degree prepare presentations of their report

using their computers. Unfortunately, based on the researchers‟

observation, some of the teachers have minimal computer literacy

and the school has no program for computer literacy for

teachers. Despite of the complete equipment and facilities

available to every teacher for use in a computer literacy

program, teachers learn operating computers by exploring and

through the help of their peers.

Realizing the compelling need of teachers to be computer

literate, the researcher was motivated to determine the computer

aptitude and skills of the teachers at the Holy Rosary Colleges

Foundation. It is hoped that the results can help the researcher

come up with a computer literacy program for the teachers.

Conceptual Framework

Nowadays, every teacher relies on computers for making

lesson plans, preparing examinations, recording and computing

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

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age of information revolution since society is surrounded by

rapid changes, media, knowledge workers, technology and research

and development (CICT, 2006). Actually Sec. Lapuz (2008) stated

that teachers must be equipped with 21st century skills that can

empower all Filipinos to become competitive in today‟s digital

age.

While there may be a general willingness to apply the tools

of technology in the different learning areas, one of the major

handicaps among teachers is having low level proficiency in

terms of computer applications (Andrada, 2003). Although some

teachers have knowledge in using computers, their skills are

outdated (Philippine Star, 2010). In line with this, Mau (2001)

in his case study about the basic information technology

training for teachers in Hong Kong revealed that the continuous

long-term training should be arranged so that teachers can

update their knowledge. More importantly, teachers must be

challenged to go away from their familiar methods and approaches

and instead adopt themselves according to the educational

technologies appropriate for this generation (Haddad, 2002).

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INPUT
1. Profile of Teachers - Respondents
-Age -Computer Applications in Teaching
-Gender -Computer Trainings Attended
-Educational -Ownership of Computer
Attainment -Number of Hours of Computer
-Years of Teaching Usage per Week
-Number of Subject/s Taught
2. Assessment of Teacher in Computer Literacy

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

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computer usage per week. It also included the assessment of

teachers‟ computer literacy in general computer operations,

communication and internet, word processing, spreadsheets, and

graphics. The process included the problem identification, data

gathering, analysis and interpretation of data and drawing

conclusions. The output of the study assessed computer literacy

of teachers which was the basis in proposing a computer literacy

program.

Statement of the Problem

This study aimed to assess the teachers‟ computer literacy

at Holy Rosary Colleges Foundation. Specifically, the researcher

sought answers to the following questions:

1. How may the profile of the teacher respondents be described

in terms of:

1.1 age;

1.2 gender;

1.3 educational attainment;

1.4 years of teaching;

1.5 number of subject/s taught;

1.6 computer application in teaching;

1.7 computer trainings attended;

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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.
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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 output of this investigation would make the

teachers aware of and updated on technology and use the

technology to improve instructional materials, learning

experiences, teaching competence, and students‟ performance.

Also computers can help teachers in terms of information access

and research. Moreover, they will also be aware of their

weaknesses and strengths about computer; and consequently, make

the necessary adjustments from outdated to updated trainings and

seminars.

Researchers. The results of the study can be a basis for other

researchers‟ future references. It will also give them idea on

the importance of computer in the research process. They may

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include other variables to deepen the study for effective

computer literacy program.

Parents. Continuous support to upgrade the technological

expertise of the teachers will in a better teaching-learning

process for their children.

Students. They will benefit from this study because they are the

ultimate recipients of computer literacy program provided to the

teachers.

Scope and Delimitation of the Study

This study focused on the assessment of the computer

literacy of teachers at the Holy Rosary Colleges Foundation,

S.Y. 2010–2011. The findings were the basis for a proposed

computer literacy program. The study covered the assessment of

the teachers‟ computer literacy in terms of general computer

operations; communication and the internet; word processing;

spreadsheets; graphics. The respondents are the total population

of teachers from pre-elementary up to college.

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Definition of Terms

For a better and clearer understanding of this study, the

following terms are operationally defined, while others were

taken from other sources:

Assessment means to evaluate a student‟s progress in learning

new skills and knowledge. (Stronge, et al. 2004).In this study,

assessment means to estimate the literacy rate of teachers in

computer applications.

Computer literacy means being knowledgeable about the

capabilities of hardware and software and understanding how

computers and the internet can enhance student‟s educational

experiences (Reynolds, et al. 2007).

Information Communication Technology (ICT) means any piece of

technology that allows users to create, store, display

information in all its forms (text, images, video, and audio)

and communicate it over distance. ICT includes computers,

handheld computers, and cell phones and the convergence of any

of these technologies (Gaible, 2005).

Teacher means a person employed in an official capacity for the

purpose of giving instruction to students in an educational

institution, whether public or private. (Molina, 2001) In this

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study, teacher means the faculty of the Holy Rosary Colleges

Foundation from pre-elementary up to college.

Word Processing is a software program that includes tools for

entering, editing, and formatting text and graphics. It allows

you to create and enhance a wide range of documents quickly and

easily (Beskeen, 2009).

Spreadsheet is the type of application software used to create

computerized spreadsheets, which typically contain a great deal

of numbers and mathematical calculations (Morley, 2009).

Graphics/Graphics Presentation is an image designed to visually

enhance a presentation, typically to convey information more

easily to people. It can be used in electronic slide shows, as

well as in printed handouts, overhead transparencies, word

processing documents, and Web pages (Morley, 2009).

Communications/Communication network is to convey message from

one point or place to another. It is associated with machine to

machine communications, such as terminals to computer and

computer to computer communications (Dhotre, 2007).

Internet is a worldwide collection of separate, but

interconnected, networks that are used daily by millions of

people to obtain information, disseminate information, access

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

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Chapter 2

REVIEW OF RELATED LITERATURE and STUDIES

This chapter presents the review of related literature and

studies, both local and foreign, which provides a background and

a frame of reference upon which the conceptual framework and

other entries of this study were formulated.

Foreign Literature

Veer (2005) pointed out that the progress of a country

depends upon the quality of its teachers... training is

essential for every teacher. Trained teachers can do much more

than untrained teachers. Teachers need continuous program for

the development in the field of education.

Lee (2003) stated that there is a definite deficit in the

knowledge, skills and attitudes needed to use ICT as an

effective teaching-learning tool. Well-trained teachers using

ICT are not available in sufficient quantity. This is partly

because many teachers regard technology as a threat to their

authority as the main source of knowledge. Some teachers ignored

the use of computers because they thought that computer will

replace them in their field in the future. In addition, pupils

are often superior to their teachers in computer skills, further

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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.

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Abecede (2003) specified that today‟s world teachers need

to be equipped not only with subject-specific expertise and

effective teaching methodologies, but with the capacity to

assist students to meet the demands of the emerging knowledge-

base society. Teachers therefore require familiarity with new

forms of ICT and need to have the ability to use that technology

to enhance the quality of teaching and learning.

Jung (2002) stated that ICTs have also been used to improve

access to and the quality of teacher training. For example,

institution like the Cyber Teacher Training Center (CTTC) in

South Korea are taking advantage of the internet to provide

better teacher professional development opportunities to in-

service teachers. The government funded CTTC, established in

1997, offers self-directed, self-paced Web-based courses for

primary and secondary school teachers. Courses include “Computer

in the Information Society”, “Education Reform” and “Future

Society and Education”. Online tutorials are also offered, with

some courses requiring occasional face-to-face meetings.

According to Corbel (2004), computer literacy skills are

taught because they:

• lay the foundations for developing a critical

understanding of the Information Age;

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• help students make effective use of computers, both in

classroom and workplace settings, which in turn improves

attitudes and reduces frustration;

• shape a proactive view regarding the role of computers in

everyday life;

• assist those who are „technophobic‟ to overcome fears of

increasing computerization of government and social support

agencies;

• create a solid skills base among students so that we can

collectively pursue more creative uses of computers in the

syllabus, such as project-based learning;

• extend the personal enjoyment gained through keeping in

touch by regular email use, for example, or in finding

satisfying search engine results;

• provide „realia‟ for terms that relate to hardware,

software, the Internet, and the many different uses and

phenomena that have arisen from online culture.

Akhtar (2010) gave emphasis to a sound policy and holistic

plan for ICT integration and recognized the critical role that

teachers play in ensuring the appropriate, effective, and

sustainable use of ICTs to provide quality education for all.

Thus, such a policy and plan give priority to teachers‟

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professional development that empowers teachers not just to

implement but also to lead educational innovations that will

transform schools and ultimately, all of society.

Shelly (2007) attested that teacher can increase their

productivity significantly by using word processing software to

create documents, such as lesson plans, handouts, parent

communications, and student tests. Teachers use word processing

to transform paper documents into electronic form to eliminate

redundant works.

Spreadsheets are similar to teacher grade books. Teachers

often keep grade books on a spreadsheet and have completely up-

to-date averages for all students. Some spreadsheet program also

includes a chart function so that teachers can display class

averages on a bar chart to provide a visual comparison on the

classes‟ performance (Barry, 2004). Teachers used spreadsheet to

record and compute student grades.

According to Good (2008), presentation graphics application

software are typically used to create presentation in the form

of slides that can be used to create overhead transparencies or

printed handouts or books, as well as to present information in

electronic form. This type of software applications is important

for educators, because electronic presentation can be integrated

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into units or lesson. Teachers used presentation to demonstrate

their ideas using computer for better understanding of the

topic.

The Internet offers research, tips, lesson plans,

discussion opportunities, and a treasure trove of data (Depaul,

2002). Teachers can find an almost unlimited number of ideas and

plans on the internet (Hunt, 2009). Also Dulan (2010), think

that an Internet connection would help to get people to use

computers more for research and to send e-mails to teachers.

Teachers also use internet for communication purposes to

students and other peers.

In Chandra (2005) works, teachers need more that a quick

course in basic computer operations. They need guidance in using

the best tool in the best ways to support the best kinds of

instruction.

Local Literature

Students have high regard on the capability of their

teachers. It is a fact that many students can afford to have ICT

gadgets at home, hence, they are advanced in terms of knowledge

and skills on ICT. It is a great challenge for teachers to learn

and internalize the use of computers in the subjects they are

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teaching, integrating ICT in the classroom instruction (Itaas,

2009).

The Philippine Star (2006) discussed the edge of students

over teachers in ICT. Students now are virtually knowledgeable

about chatting, on-line games and other useful applications of

computer, while teachers, mostly, are clueless about them. The

sad part is teachers lack training so they cannot even teach

students of computer.

According to Labian (2007), teachers touch the future of

the learners that pass through their caring hands. Their task is

not just imparting knowledge but also preparing students

withstand all the rigors in a high competitive societal order.

Information Communication Technology knowledge is their

technological fuel and raw materials that will help them achieve

lofty goals ahead.

Teachers must be the first one to be educated on how to

maximize the capabilities of computers. The generation today is

a world of innovation and new technology. The teachers must be

aware and adapt the changes so that they can gain additional

skills and improve their teaching styles and strategies in

teaching. It also gives them an opportunity for professional

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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 the Philippine educational system to improve the

quality of learning and hone the computer skills of young

Filipinos to give them a competitive edge in securing work in a

world that is growing highly technical (Manila Bulletin, 2006).

Also she enjoins all teachers from public schools to get the

National ICT Competency Standards (NICS) and be ICT-certified.

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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 this technology facilitates communication and

information, record keeping and retrieving, programming,

research and evaluation, provisions of instructional aids and

devices, preparation of reports, interpretation of test results

and others (Dela Cruz, 2008). Datamex and Deped Intel Teach
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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 lack of adequate maintenance of the

available/existing ICT resources, dependence for financial

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investment on the central government and dependence on ICT

service providers for software/courseware.

Despite various training programmes having been provided to

teachers, there is still a need to embark on a comprehensive and

sustained in-service training for teachers. Likewise, a

systematic development programme for education managers needs

also to be implemented to change the mindset of principals so

they appreciate the value of ICT in education (Belawati, 2004).

The 21st century is considered as the period of information

technology all over the world. In just a few seconds, with the

tip of one‟s finger, current information and facts are gathered

through the use of highly advanced facilities and machines.

This technological breakthrough has brought many changes in

education and other disciplines of learning. Technology has

connected all places, people, and events in the world. It has

made learning-teaching convenient and easy. It is necessary for

teachers to be aware of the appropriate place of technology in

education. They must know when and how to use technology to

advance the purposes of education (Orencia, 2004).

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Foreign Studies

According to the study of Asan (2003), the use computer in

education opens a new area of knowledge and offers a tool that

has the potential to change some of the existing educational

methods. The teacher is the key to the effective exploitation of

this resource in the educational system. As computer use

continues to increase in society, educators must also prepare

for the use of computers within the classroom.

Undoubtedly the recent advancement in information

technology innovations and computer usage is rapidly

transforming work culture and teachers cannot escape the fact

that today‟s classrooms must provide technology-supported

learning (Angers & Machtmes, 2005). Being prepared to adopt and

use technology and knowing how that technology can support

student learning must become integral skills in every teacher‟s

professional repertoire. District and school policy and

professional development workshops and training are designed to

positively influence teachers‟ adoption and usage of computer

technology (Kumar, 2008).

The study of Ogunkola (2008), seeks to examine the science

teachers‟ computer attitude, ownership and frequency of computer

use as predictors of the science teachers‟ literacy in basic

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computer operations. In other words, the extents to which the

variables jointly and individually predict the teachers‟

computer literacy are determined.

In a study conducted at Gordon University Aberdeen in

Scotland, teachers‟ ICT skills and knowledge is relatively low

and is focused on a fairly narrow range of ICT. Word processing

is the predominant used made of ICT in primary and secondary

schools. The used of other software application like

spreadsheets is minimal (Tella, 2007).

In Mahmud study (2010), most of the teachers had moderate

level of basic ICT. They were familiar with application software

such word processing and electronic presentation.

In this study too it was found that formal ICT training and

ICT experience influence the teachers‟ knowledge, skills and

attitude. Therefore, teachers especially the older ones and

normally with more teaching experience need to be identified,

and provided with specially designed training programs,

invarious forms of ICT courses and workshops.

In study of Razak (2009), after examining various factors

such as teachers‟ competency, attitudes, infrastructure and

support, it can be concluded that the majority of English

teachers in Malaysian technical schools are still novice users

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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

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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 training session contributed most is in the

development of the basic skills related to the use of

application programs such as word processing, spreadsheet and

presentation program like Power Point. Training on new skills

such as internet and web-based learning and teaching are usually

for selected few and not many English language teachers in

technical schools had an opportunity to attend the training. It

is proposed that training sessions should focus on development

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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

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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”.

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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

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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 analyzed using the following statistical

treatments: mean, standard deviation, correlated t-test. The

results of the computations were the following:

The overall mean on the technology of awareness of teachers

was 1.81, which means that the respondents were aware on the use

of technology to a little extent only. The overall mean of

technology utilization was 1.88, which means that the

respondents seldom utilized technology in their teaching. The

overall mean of utilization and competence items showed a

correlated t-text value of .899. The findings revealed that

there was a positive and moderate to high significant

correlations between utilization and competence. This implied

that the more teachers use technology applications and

operations the more they become competent in technology.

The DOST conducted a survey of schools that gathered

baseline data on schools‟ Mathematics and Science teachers and

the extent of the schools‟ use of ICT for instruction and other
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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 of teacher and student practice and (6)

Interviews of innovative teachers on practices (teacher and

student) related to innovation, problems, solutions and

prospects for sustaining and continuing innovation.

The following were identified as key problem areas for

implementing ICT in basic education:

1. Teachers‟ fear of the technology;

2. School principals‟ closed mindset to and non-appreciation

of ICT in education;

3. Constraints of the annual education budget;

4. Maintenance of ICT resources and lack of technical staff;

5. Limited availability of education software and courseware.

In study of Tinio (2002), respondents were asked to rank

what they perceived to be the five biggest obstacles to their

schools use of ICT for teaching and learning. Rankings were

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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 and were eventually used by the researcher as

guideposts regarding possible perceptions of teachers to the

issue.

The present study finds similarities to the works of Jones

(2003) wherein he stated that teachers need to have mastered a

basic level of computer literacy for them to take advantage of

the pedagogical and perfunctory upgrades that it could bring.

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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 strengthen the desire of the researcher to

investigate whether Holy Rosary Foundation has the same

predicament and if such is the case, what may be done to address

the problem.

Razak‟s (2009) and Tinio‟s (2002) works pointed out the

possible reasons why teachers lack computer literacy. Although

Razak conducted his research in Malaysia, the results were

nevertheless useful in this present study, i.e. basically, those

reasons are of systemic and attitudinal in nature. Through

awareness and underscoring the importance of addressing those

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potential obstacles in initially blueprinting and consequently

implementing an ICT program, the researcher is purposively

provided with a major leverage. Preemptive actions may be

formulated to avoid the incipience of potential problems.

The problems identified by Department of Science and

Technology (DOST) in the course of computer resources

utilization and application provides the researcher invaluable

insights on the possible recurrence of same constraints in the

conduct of this study.

The work of Akhtar (2010), on the other hand, suggested

plans and policies in training teachers on ICT which can be used

for the proposal of the program. The researcher concurs with his

viewpoint of giving primacy to the provision of sound and

holistic ICT programs such that teachers may in turn become

proactive leaders in spearheading innovations as regards to

their craft. The optimism that such an ICT training program will

consequently make them become invaluable assets of society in

pursuit of development furthers the researcher‟s zealous

motivation to proceed with this study.

Recognizing the educational enterprise as an open system,

Rodriguez (2007) cited the importance of positively involving

other societal sectors that may influence the success of

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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 studies aimed to determine teachers‟ technology

awareness.
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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 used questionnaires distributed to the

respondents. After the questionnaires were distributed and

answered the researcher retrieved the questionnaires and

collected the data. The researcher also asks questions to the

respondents on a topic or topics and then describing their

responses.

Research Locale

In view of the researchers‟ intention to contribute to the

furtherance of ICT in his workplace, and his desire to look into

the real status of ICT among the teachers which guided him in
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formulating and planning a computer literacy program, the

researcher opted to conduct his study at the Holy 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 pre-

elementary up to high school. The improvement of the school

facilities seemed to be a non-stop project of the school

administrators. Every year, there are new constructions which

the school could be proud of. Eventually the Holy Rosary

Colleges Foundation became known in the whole province of Nueva

Ecija.

The College Department was opened during the S.Y. 2007–2008

hence the name “Holy Rosary Colleges Foundation”.

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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 units. The administrations today are open-minded to

have additional personnel development program that will

conducted every summer vacation. The computer literacy program

is one of the proposals for teachers to fully enhance their

skills in using computer.

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Fig. 2
Location of Holy Rosary Colleges Foundation
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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
Level Male Female Total

Pre-School and Grade School 6 11 17

High School and College 9 8 17

Total 15 19 34

Table 1 shows that pre-school and grade school departments

had 6 male and 11 female teachers. While in high school and

college level, there were 9 male and 11 female teachers. There

were teachers who taught in grade school at the same time in

college level, while some high school teachers also were

teaching in grade school. The distribution of respondents in the

table depends where teachers had the most number of teaching

loads.

Data Gathering Procedures

Data Gathering Instrument

Questionnaire is the principal instrument used in gathering

data on the computer literacy of respondents. This has two

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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 faculty of the College of the Immaculate

Conception. Permission was sought from the writer and was

granted approval.

To interpret the responses of the teachers, the researcher

used the ratings with its descriptive equivalent. The

questionnaire‟s scale was used in the interpretation of the

responses of the teachers.

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Degree of Verbal Interpretation for

Responses Assessment
5 Expert (can teach it to others)
Very proficient (can come up
4
with new solution)
3 Good, adequate for most tasks
2 Sufficient for basic tasks only
1 Very limited ability
0 No ability

The scale given below was used in the interpretation

of average weighted mean.

Range of values Scale Verbal Description

0.84 - 1.66 1 very limited ability
1.67 - 2.49 2 sufficient for basic tasks only
2.5 - 3.32 3 good, adequate for most tasks
3.33 - 4.15 4 very proficient (can come up with
new solution)
4.16 - 5.00 5 expert (can teach it to others)

The unstructured interview is another technique used in the

gathering of data. This process checked, verified and confirmed

whatever inaccuracies might arise in the respondents‟ answer.

Administration and Retrieval of Research Instrument

The researcher requested the school administration to allow

him the conduct of the study. Upon granting of the permission,

the questionnaires were distributed to the teachers who were

first oriented on the significance of the study. The questions

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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, word

processing, spreadsheets, the following formula was used:

TWF
WM =
N
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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 groups, these are embedded in the

computer software “Phstat.”

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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 which includes age, gender, highest

educational attainment, years of teaching, subject/s taught,

computer application in teaching, attended computer trainings,

ownership of a computer/laptop and number of hours of computer

usage per week.

1.1 Age

Table 2
Distribution of Respondents According to Age

Age Bracket Frequency Percentage

21-30 years old 15 44
31-40 years old 13 38
41-50 years old 3 9
51-60 years old 1 3
more than 60 years old 2 6
Total 34 100

Table 2 shows the tabular presentation of the ages of

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

Male 15 44
Female 19 56
Total 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.

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1.3 Highest Educational Attainment

Table 4
Distribution of Respondents
According to Highest Educational Attainment

Highest Educational Attainment Frequency Percentage

BEED 7 21
BSED 11 32
With MA units 8 24
Others 8 24
Total 34 100

Table 4 presents respondents‟ profiles in terms of highest

educational attainment. Out of 34 respondents, only eight or

(24%) were accounted to have units in the Graduate School,

eleven or (32%) were BS major in Secondary Education holders,

seven or (21%) were BS major in Elementary Education holders and

the other educational attainment holders were eight or (24%).

The school wants a professional teacher with specialization in

their major (i.e. English, Math, and Science). Teachers with a

major in his/her college are expected to be able to fully teach

the subject to their students.

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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
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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 subject to

teach. Fourteen or 41% of the respondents were teaching 3–4

subjects, three or 9% of the respondents were teaching more than

four subjects. The school wants to focus on a 1–2 subject

preparation in order to give their best in teaching students

that would redound to the greater quality of the teaching

learning process.

1.6 Computer Application in Teaching

Table 7
Distribution of Respondents
According to Computer Application in Teaching

Computer Applications in Teaching Frequency Percentage

None 11 32
1 application (either word processing,
spreadsheets, presentation or other
software application) 9 26
2 applications (either word processing,
spreadsheets, presentation or other
software applications) 9 26
3 applications (either word processing,
spreadsheets, presentation or other
software applications) 5 15
more than 3 applications (either word
processing, spreadsheets, presentation
or other software applications) 0 0
Total 34 100
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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 Frequency Percentage

Yes 13 38
No 21 62
Total 34 100

Table 8 shows that twenty one respondents or 62% did not

attend any computer related training while 13 respondents or 38%

attended training related to computer applications. Based on

researchers‟ interview, teachers attended seminars, workshop and

training in the field of education area.

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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 Frequency Percentage

Yes 20 59
No 14 41
Total 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

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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 like understanding proper booting procedure of

computer, scanning of harddisk or flashdisk for possible

infected virus, manipulate files like creating, renaming and

deleting folders for storing and organizing files, duplication

of files for backup and using keyboard for inputting data.

Table 11
Description of Computer Literacy of
Teachers in the Area of General Computer Operations

General computer operations WM VI

1. Perform basic tasks 2.73 good, adequate for most
tasks
2. Manipulate files 2.83 good, adequate for most
tasks
3. Use keyboard for data 2.34 sufficient for basic
entry tasks only
Average Weighted Mean 2.63 good, adequate for most
tasks
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College of the Immaculate Conception

The item “manipulate files” got the highest weighted mean

of 2.83 among the four sub-items enumerated in general computer

operations. Teachers know how to encode, edit, retrieve and save

files. The item that got the lowest weighted mean of 2.34 with a

verbal description of “sufficient for basic tasks only” is the

use keyboard for data entry. Teachers did not practice home key

positioning, the basic tool for proper typing, in encoding and

editing files. Based on the researcher‟s observation, most of

them used two fingers instead of ten fingers to encode. Teachers

have difficulty in encoding using the proper typing position.

2.1.1 Perform basic tasks

Table 12
General Computer Operation in the Area of Performing Basic Tasks

Item statement WM VI
1. Perform the boot process 2.47 sufficient for basic
tasks only
2. Perform virus protection 2.29 sufficient for basic
and scan tasks only
3. Install software from disk 2.35 sufficient for basic
or CD-ROM tasks only
4. Create folders and 2.76 good, adequate for most
subdirectories tasks
5. Create and use filenames good, adequate for most
and extensions 3.15 tasks
6. Search for files and 3.09 good, adequate for most
directories tasks
7. Print selected pages 3.00 good, adequate for most
tasks
Average Weighted Mean 2.73 good, adequate for most
tasks
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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 filename. Teachers easily recognized the file

extension by its application or icon. On the other hand,

“perform virus protection and scan” got the lowest weighted mean

of 2.29. Teachers had minimal knowledge in scanning their files

or folders. Teachers did not scan their computer because they

did not know if their computer contained a virus or had little

knowledge about their existence. As long as the computer is

functioning they tend to forget the process of scanning the

files for virus.

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2.1.2 Manipulate files

Table 13
General Computer Operation in the Area of Manipulation of Files

Item Statement WM VI
1. Retrieve files 2.62 good, adequate for most
tasks
2. Copy, move, delete files 3.24 good, adequate for most
tasks
3. Back-up files 2.82 good, adequate for most
tasks
4. Use auto-save 2.97 good, adequate for most
tasks
5. Organize files in 2.91 good, adequate for most
subdirectories / folders tasks
6. Import and export files 2.44 sufficient for basic
tasks only
Average Weighted Mean 2.83 good, adequate for most
tasks

The item “copy, move, delete files” got the highest

weighted mean of 3.24. Teachers tended to copy or move a file/s

to folder/s to organize and back up their files for their future

references. If they did not need the file they deleted it to

save spaces. On the other hand, the item “import and export

files” got the lowest weighted mean of 2.44. Teachers did not

know how to change a document file to a different file like

Hyper Text Markup Language file or Postscript Document file.

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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 WM VI
1. Correctly place fingers on sufficient for basic
the HOME keys 2.26 tasks only
2. Navigate appropriately sufficient for basic
from there to other keys 2.41 tasks only
Average Weighted Mean 2.34 sufficient for basic
tasks only

The average weighted mean of the responses in “use keyboard

for data entry” is 2.34. Teachers used two fingers in encoding

and editing their files and they intended to look for the

letters in the keyboard before they type the letter.

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 Mail, Gmail, Hotmail, etc. for electronic mail

accounts.
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Table 15
Description of Computer Literacy
of Teachers in the Area of Communication and Internet

Communication and internet WM VI

1. Using email 3.08 good, adequate for most
tasks
2. Using internet 2.92 good, adequate for most
tasks
Average Weighted Mean 3.00 good, adequate for most
tasks

The average weighted mean of the responses in

“communication and internet” is 3.00. Teachers used computer to

browse the internet. Internet contains full of information that

the teacher could access and explore. Teachers also used emails

for exchanging information and accepting links after registering

accounts to social networking sites like Facebook, Twitter,

Friendster and etc. via internet.

2.2.1 Using email

Table 16
Communication and Internet in the Area of Using Email

Item Statement WM VI
1. Send and receive e-mail 3.15 good, adequate for most
messages tasks
2. Enclose and recover good, adequate for most
documents attached to 3.00 tasks
e-mail messages
Average Weighted Mean 3.08 good, adequate for most
tasks
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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 WM VI
1. Access the internet with a 3.03 good, adequate for most
browser tasks
2. Navigate the web by the good, adequate for most
use of links and URL 2.80 tasks
address
3. Use search engines to good, adequate for most
locate desired information 2.89 tasks
4. Download and print desired good, adequate for most
items from the internet 2.97 tasks
Average Weighted Mean 2.92 good, adequate for most
tasks

The item “access the internet with a browser” got the

highest weighted mean of 3.03. The most common web browser that

the teachers used was Mozilla Firefox. While the item “navigate

the web by use of links and URL address” got the lowest weighted

mean of 2.8. Teachers search a certain topic in word not in

address or universal resource locator (url). Teachers used

shortcut method in encoding data instead of typing

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

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the search engine. Such names are easy to memorize rather than

the whole address.

2.3 Word Processing

Word 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 WM VI
1. Perform basic word 3.21 good, adequate for most
processing tasks tasks
2. Perform editing tasks 3.21 good, adequate for most
tasks
3. Perform formatting tasks 3.42 very proficient (can
come up with new
solution)
4. Create references and 2.42 sufficient for basic
citations tasks only
Average Weighted Mean 3.07 good, adequate for most
tasks

The item “perform formatting tasks” got the highest

weighted mean of 3.42. Teachers used format to modify and

customized the documents. While the item “create references and

citations” got the lowest weighted mean of 2.42. Teachers used

citations and references only if required like in documentation

or research.
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2.3.1 Perform basic word processing tasks

Table 19
Word Processing in the Area of Performs Basic Word Processing
Tasks

Item Statement WM VI
1. Enter text 3.29 good, adequate for most
tasks
2. Insert pictures, shapes good, adequate for most
and other objects 3.09 tasks
3. Print document files 3.26 good, adequate for most
tasks
4. Use document preview 3.21 good, adequate for most
option tasks
Average Weighted Mean 3.21 good, adequate for most
tasks

The item “enter text” got the highest weighted mean of 3.29

among the four sub-items enumerated in performing basic word

processing tasks. Basically entering text is the easiest part in

word processing. The item that got the lowest weighted mean of

3.09 with a verbal description of “good, adequate for most

tasks” was insert pictures, shapes and other objects. Few

teachers used insert pictures, shapes and other objects because

they used word processing for making exams, lessons plans and

encoding documents where the said procedure seemed unnecessary.

Probably too, teachers had not explored the computer for these

tasks to use them as often as they could.

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2.3.2 Perform editing tasks

Table 20
Word Processing in the Area of Performing Editing Tasks

Item Statement WM VI
1. Cut, copy and paste 3.35 very proficient (can
selected object come up with new
solution)
2. Insert and delete selected 3.35 very proficient (can
object come up with new
solution)
3. Make corrections using 3.24 good, adequate for most
spell check tasks
4. Make corrections using 3.21 good, adequate for most
grammar check tasks
5. Use thesaurus 2.88 good, adequate for most
tasks
Average Weighted Mean 3.21 good, adequate for most
tasks

The item “cut, copy and paste selected object” and “insert

and delete selected object” got the highest weighted mean of

3.35 among the five sub-items enumerated in perform editing

tasks. Teachers were aware of the copy-paste method. Teachers

tended to cut; copy; and paste information to easily transfer to

other document. The item that got the lowest weighted mean of

2.88 with a verbal description of “good, adequate for most

tasks” was use thesaurus. Teachers had minimal use of thesaurus

because they drafted their document in a paper before

transferring them to computer. They did not want to change what

they had written in a draft.

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2.3.3 Perform formatting tasks

Table 21
Word Processing in the Area of Performing Formatting Tasks

Item Statement WM VI
1. Select and change font 3.53 very proficient (can
come up with new
solution)
2. Select and change styles 3.56 very proficient (can
come up with new
solution)
3. Select and change font 3.59 very proficient (can
sizes come up with new
solution)
4. Set line spacing 3.44 very proficient (can
come up with new
solution)
5. Insert page numbers 3.29 good, adequate for most
tasks
6. Set paragraph alignment 3.41 very proficient (can
come up with new
solution)
7. Set paragraph indentation 3.32 good, adequate for most
tasks
8. Create itemized lists 3.41 very proficient (can
come up with new
solution)
9. Set margins 3.35 very proficient (can
come up with new
solution)
10. Create tables 3.29 good, adequate for most
tasks
Average Weighted Mean 3.42 very proficient (can
come up with new
solution)

Select and change font sizes got the highest weighted mean

of 3.59. Highlighting text and changing font size were usually

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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 WM VI
1. Footnotes/endnotes 2.38 sufficient for basic
tasks only
2. Works cited page 2.38 sufficient for basic
tasks only
3. Insert headers/footers 2.50 good, adequate for most
tasks
Average Weighted Mean 2.42 sufficient for basic
tasks only

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

mean of 2.5. In school, teachers of Holy Rosary Colleges

Foundation use headers and footers to specify title of the

document. The item “footnotes/endnotes” and “works cited page”

got the same lowest weighted mean of 2.38. Teachers used

footnotes/endnotes and works cited page if they had a thesis or

dissertation.
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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 WM VI
1. Perform data entry tasks 2.25 sufficient for basic
tasks only
2. Perform editing tasks good, adequate for most
2.77 tasks
3. Perform formatting tasks 2.74 good, adequate for most
tasks
Average Weighted Mean 2.59 good, adequate for most
tasks

Of the three spreadsheets variables, perform editing tasks

got the highest weighted mean of 2.77 followed by perform

formatting tasks with 2.74 weighted mean. Third in rank is the

perform data entry tasks with a weighted mean of 2.25 and

described as “sufficient for basic tasks only”.

The grand mean of spreadsheets was computed at 2.59 and has

a verbal interpretation of “good, adequate for most tasks”. Most

teachers used copy-paste method especially in building formula.

It is better for them to copy and paste rather than encode again

the said data. If they made an error they just deleted it.
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2.4.1 Perform data entry tasks

Table 24
Spreadsheets in the Area of Perform Data Entry Tasks

Item Statement WM VI
1. Enter labels, values, 2.29 sufficient for basic
headings tasks only
2. Enter formula using sufficient for basic
arithmetic operations 2.21 tasks only
and/or built-in functions
3. Create charts and graphics sufficient for basic
from cell contents 2.26 tasks only
Average Weighted Mean 2.25 sufficient for basic
tasks only

Under this variable, the average weighted mean is 2.25 and

interpreted as “sufficient for basic tasks only”. The sub-item

about encoding label, values, and headings recorded the highest

weighted mean of 2.29 described as “sufficient for basic tasks

only”. Teachers were familiar with entering labels, values and

headings like in word processing; followed by creating charts

and graphics from cell contents with a weighted mean of 2.26

(sufficient for basic tasks only). Finally, the lowest weighted

mean is 2.21 for the item “enter formula using arithmetic

operations and/or built-in functions”. Teachers copied a formula

encoded in a cell and paste it to another. They did not analyze

how the formula was made. This was because it would be difficult

for them to create a formula.

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2.4.2 Perform editing tasks

Table 25
Spreadsheets in the Area of Performing Editing Tasks

Item Statement WM VI
1. Cut, copy and paste cell 2.71 good, adequate for most
contents tasks
2. Delete cell contents 2.88 good, adequate for most
tasks
3. Insert and delete rows and 2.71 good, adequate for most
columns tasks
Average Weighted Mean 2.77 good, adequate for most
tasks

The item “delete cell contents” got the highest weighted

mean of 2.88. Teachers could easily delete cell contents just by

pressing the delete key or backspace key. Teachers usually

committed errors in encoding the contents in a cell because they

were in the basic level on how to use spreadsheets. While the

item “cut; copy; and paste cell contents” and “insert and delete

rows and columns” got the same lowest weighted mean of 2.71.

This was because they had minimal knowledge in the environment

of spreadsheet. Instead of cut, copy and paste, they tended to

delete the content and retype again. Sometimes inserting rows

and columns confused the teachers because the next cell of group

of cells would adjust or move if new rows or columns were added.

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2.4.3 Perform formatting tasks

Table 26
Spreadsheets in the Area of Performing Formatting Tasks

Item Statement WM VI
1. Set fonts, font sizes, 3.09 good, adequate for most
styles tasks
2. Apply appropriate formats good, adequate for most
for cell contents 2.65 tasks
3. Align cell contents 2.59 good, adequate for most
tasks
4. Set and change row and good, adequate for most
column width and height 2.62 tasks
Average Weighted Mean 2.74 good, adequate for most
tasks

Of the four areas of performing formatting tasks variables,

setting of fonts, sizes, and styles got the highest weighted

mean of 3.09. Teachers could change fonts, sizes, and styles,

and recognize which is which. Next applying appropriate formats

for cell contents with 2.65 weighted mean. Third in rank is

setting and changing row and column width and height with a

weighted mean of 2.62 and described as “good, adequate for most

tasks”. Fourth aligning cell contents with a weighted mean of

2.59 and described also as “good, adequate for most tasks”. Most

teachers use left align because it is the default alignment in

aligning text. They use to a minimal extent the change in the

alignment of a text.
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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 WM VI

graphics files
1. Use clip arts 2.85 good, adequate for most
tasks
2. Capture a preexisting good, adequate for most
image by scanning 2.53 tasks
3. Capture a preexisting sufficient for basic
image from video input 2.26 tasks only
4. Create an image using a sufficient for basic
graphics program 2.35 tasks only
5. Use font style and size 2.88 good, adequate for most
tasks
6. Use color, space and 2.79 good, adequate for most
layout tasks
Average Weighted Mean 2.61 good, adequate for most
tasks

Use of font style and size got the highest weighted mean of

2.88. Teachers changed the style and size in creating graphic

presentations for viewers to make the contents attractive and

easier to use.
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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 of graphics with a weighted mean of 2.61 and

described also as “good, adequate for most tasks”. Lastly,

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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 formulating calculations

reduce the redundant work of a teacher.

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College of the Immaculate Conception

III. Difference on Computer Literacy of Respondents when Grouped

According to their Profile Variables

Table 29

Profile Degrees Critical Obtained Probability Significance

Variables of value F value value
freedom
Age 3, 30 2.92 7.40 0.00075 Significant
Gender 32 2.05 1.56 0.13 Not
significant
Highest 3, 30 2.92 0.48 0.69 Not
Educational significant
Attainment
Years of 3, 30 2.92 5.75 0.0031 Significant
Teaching
Number of 3, 30 2.92 1.51 0.23 Not
Subject/s Significant
Taught
Computer 3, 30 2.92 3.84 0.019 Significant
Application
in Teaching
Computer 32 2.05 3.33 0.002 Significant
Trainings
Attended
Ownership 32 2.05 1.37 0.18 Not
of Computer significant
Hours of 3, 30 2.92 2.55 0.07 Not
Computer Significant
Usage per
Week

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

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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 trainings have significantly affected computer

literacy.
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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 from existing condition could provide for the

development of a computer literacy program at Holy Rosary

Colleges Foundation.
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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%).

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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 to teach. Fourteen or 41% of the respondents were

teaching 3–4 subjects, three or 9% of the respondents were

teaching more than four subjects.

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.

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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.

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College of the Immaculate Conception

2.2 Communication and Internet

The average weighted mean of the responses in

“communication and internet” is 3.00.

The average weighted mean of the responses in “using email”

is 3.08.

In using internet, the item “access the internet with a

browser” got the highest weighted mean of 3.03. While the item

“navigate the web by use of links and URL address” got the

lowest weighted mean of 2.8.

2. 3 Word Processing

In terms of word processing, the item “perform formatting

tasks” got the highest weighted mean of 3.42. While the item

“create references and citations” got the lowest weighted mean

of 2.42.

In relations to perform basic word processing tasks, the

item “enter text” got the highest weighted mean of 3.29 among

the four sub-items enumerated in performing basic word

processing tasks. The item that got the lowest weighted mean of

3.09 with a verbal description of “good, adequate for most

tasks” was insert pictures, shapes and other objects.

The item “cut, copy and paste selected object” and “insert

and delete selected object” got the highest weighted mean of

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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”.

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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). The lowest weighted mean is 2.21 for the item

“enter formula using arithmetic operations and/or built-in

functions”.

The item “delete cell contents” got the highest weighted

mean of 2.88. While the item “cut; copy; and paste cell

contents” and “insert and delete rows and columns” got the same

lowest weighted mean of 2.71.

Of the four areas of performing formatting tasks variables,

setting of fonts, sizes, and styles got the highest weighted

mean of 3.09, followed by appropriate formats for cell contents

with 2.65 weighted mean, then third in rank is setting and

changing row and column width and height with a weighted mean of

2.62 and described as “good, adequate for most tasks”, and last,

fourth, aligning cell contents with a weighted mean of 2.59 and

described also as “good, adequate for most tasks”.

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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

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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

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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 computer trainings and seminars must be

encouraged to improve the computer literacy level of

teachers.
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College of the Immaculate Conception

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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
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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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Adolescents, and Adults with Disabilities and Other

Exceptional Individuals, New Jersey: John Wiley & Sons,
Inc.

Robles, M. (2006). Designing and Implementing an Effective

Teacher Professional Development Program on ICT
Integration: A Framework for Decision-Making.

Rodrigo, M. T. (2003). Information and Communication Technology

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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/
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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 for Qualities of

Effective Teachers,Association for Supervision and
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Supnad, M. T. (June 05, 2010). Balanga launches laptops for

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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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The Philippine Star (April 8, 2006). Public school teachers to

get free computer training.

Tinio, V. L. (2002). Survey of Information & Communication

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Development.” Unpublished Master‟s Thesis. Technological
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Veer, U. (2005).Modern Teacher Training, Anmol Publications Pvt.

Ltd. Daryagani, New Delhi.
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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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24% 21% BEED

BSED

With MA units

24% 31% Others

Fig. 5
Distribution of Respondents According to
Highest Educational Attainment

9%
29% less than 5 years

21%
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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6% 3%

1 - 2 subjects

2 - 4 subjects
50%
41% 5 - 6 subjects

more than 6 subjects

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

15%
None
33%
1 application

26%
2 applications

3 applications
26%

Fig. 8
Distribution of Respondents According to
Computer Application in Teaching
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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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0%
6% 12% less than 5 hours

5 - 9 hours

12% 10 - 14 hours

15 -20 hours
70%
more than 20 hours

Fig. 11
Distribution of Respondents According to
No. of Hours of Computer Usage per Week
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APPENDIX B
Computer Literacy of Teachers of
Holy Rosary Colleges Foundation
Weighted Mean

3.07
3.00

2.63 2.61
2.59

General Computer Communication and Word Processing Spreadsheets Graphics

Operations Internet
Fig. 12
Summary Figures on the Computer Literacy of Respondents
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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 Number of Subject/s Taught
Teaching
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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APPENDIX D
ANOVA: Single Factor

Age
Groups Count Sum Average Variance
1 15 52.91525 3.527684 1.300606
2 13 36.71186 2.82399 1.143328
3 3 7.745763 2.581921 1.307766
4 3 1 0.333333 0.333333
ANOVA
Source of
Variation SS Df MS F
Between
Groups 26.05025 3 8.683416 7.398408 P-value F crit
Within
Groups 35.21061 30 1.173687 0.00075 2.922277
Total 61.26086 33

Highest Educational Attainment

Groups Count Sum Average Variance
BEED 7 19.45763 2.779661 1.985062
BSED 11 32.81356 2.983051 0.839586
GS 8 19.77966 2.472458 3.490412
Others 8 26.32203 3.290254 1.952184
ANOVA
Source of
Variation SS df MS F P-value F crit
Between
Groups 2.856452 3 0.952151 0.489082 0.692474 2.922277
Within
Groups 58.40441 30 1.946814
Total 61.26086 33

Years of Teaching
Groups Count Sum Average Variance
1 10 33.50847 3.350847 1.694982
2 14 43.40678 3.100484 1.092059
3 7 20.45763 2.922518 1.463646
4 3 1 0.333333 0.333333
ANOVA
Source of
Variation SS Df MS F P-value F crit
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Between
Groups 22.36072 3 7.453572 5.748234 0.003132 2.922277
Within
Groups 38.90015 30 1.296672
Total 61.26086 33

Number of Subject/s Taught

Groups Count Sum Average Variance
1 to 2 17 56.59322 3.329013 1.525534
3 to 4 14 32.50847 2.322034 2.151106
5 to 6 2 6.440678 3.220339 0.873887
7 and above 1 2.830508 2.830508 #DIV/0!
ANOVA
Source of
Variation SS Df MS F P-value F crit
Between
Groups 8.01406 3 2.671353 1.505078 0.233315 2.922277
Within
Groups 53.2468 30 1.774893
Total 61.26086 33

Computer Application in Teaching

Groups Count Sum Average Variance
Not using
at all 11 25.10169 2.281972 2.873902
1 9 24.11864 2.679849 0.976619
2 9 26.81356 2.979284 0.815482
3 5 22.33898 4.467797 0.300575
ANOVA
Source of
Variation SS Df MS F P-value F crit
Between
Groups 16.98273 3 5.660909 3.835465 0.019478 2.922277
Within
Groups 44.27814 30 1.475938
Total 61.26086 33

Hours of Computer Usage per Week

Groups Count Sum Average Variance
Less than 5 24 60.9661 2.540254 1.753927
5 to 9 4 12.77966 3.194915 1.388969
10 to 14 2 7.576271 3.788136 0.024275
15 & above 4 17.05085 4.262712 1.423825
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ANOVA
Source of
Variation SS Df MS F P-value F crit
Between
Groups 12.4579 3 4.152632 2.552692 0.074147 2.922277
Within
Groups 48.80297 30 1.626766
Total 61.26086 33
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APPENDIX E
t-Test: Two-Sample Assuming Unequal Variances

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

Computer Trainings Attended

Yes 1.728814
Mean 3.74837 2.395763
Variance 0.996497 1.76269
Observations 14 20
Hypothesized Mean
Difference 0
df 32
t Stat 3.332029
P(T<=t) two-tail 0.002299
t Critical two-tail 2.042272

Ownership of Computer
Yes No
Mean 3.164065 2.515462
Variance 1.596366 2.018341
Observations 20 14
Hypothesized Mean
Difference 0
df 32
t Stat 1.370467
P(T<=t) two-tail 0.182258
t Critical two-tail 2.055529
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APPENDIX F

SURVEY QUESTIONNAIRES FOR TEACHERS

Assessment on Computer Literacy

Name:____________________________ Date:_______________

Legend:
0 = no ability
1 = very limited ability
2 = sufficient for basic tasks only
3 = good, adequate for most tasks
4 = very proficient (can come up with new solution)
5 = expert (can teach it to others)
Put check () on your
skills in each areas:
General Computer Operations

1. PERFORM ELEMENTARY TASKS:

0 1 2 3 4 5
1. Perform the boot process
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. MANIPULATE FILES

1. Retrieve files
2. Copy, move, delete files
3. Back-up files
4. Use auto-save
5. Organize files in
subdirectories/folders
6. Import and export files
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3. USE KEYBOARD FOR DATA AND PROGRAM ENTRY

1. Correctly place fingers on the

HOME keys
2. Navigate appropriately to other
keys

Communication and Internet

1. USING EMAIL

1. Send and receive e-mail messages

2. Enclose and recover documents
attached to e-mail messages

2. USING INTERNET

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

Word Processing

1. PERFORM BASIC WORD PROCESSING TASKS

1. Enter text
2. Insert pictures, shapes and other
objects
3. Print document files
4. Use document preview option
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College of the Immaculate Conception

2. PERFORM EDITING TASKS

1. Cut, copy and paste selected

object
2. Insert and delete selected object
3. Make corrections using spell check
4. Make corrections using grammar
check
5. Use thesaurus

3. PERFORM FORMATTING TASKS

1. Select and change font

2. Select and change styles (e.g.
boldface, italics, underlining)
3. Select and change font sizes
4. Set line spacing (e.g. single
space, double space, etc.)
5. Insert page numbers
6. Set paragraph alignment (e.g.
left, right, center, justified)
7. Set paragraph indentation (e.g.
bullets, numbered lists
8. Create itemized lists (e.g.
bullets, numbered lists)
9. Set margins
10. Create tables

4. CREATE REFERENCES AND CITATIONS

1. Footnotes/endnotes
2. Works cited page
3. Insert headers/footers

Spreadsheets

1. PERFORM DATA ENTRY TASKS

1. Enter labels, values, headings

2. Enter formula using arithmetic
operations and/or built-in
functions
3. Create charts and graphics from
cell contents
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College of the Immaculate Conception

2. PERFORM EDITING TASKS

1. Cut, copy and paste cell contents

2. Delete cell contents
3. Insert and delete rows and columns

3. PERFORM FORMATTING TASKS

1. Set fonts, font sizes, styles

2. Apply appropriate formats for cell
contents (e.g. currency, percent,
etc.)
3. Align cell contents (left, right,
center, justify, center across
columns)
4. Set and change row and column
width and height

Graphics

1. CREATE AND MANIPULATE GRAPHICS FILES

1. Use clip art

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
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College of the Immaculate Conception

APPENDIX G

August 28, 2010

Mr. Ronaldo C. Arimbuyutan

Head, E-learning Curriculum Development
College of Immaculate Conception
Cabanatuan City

Dear Mr. Arimbuyutan,

The undersigned is presently conducting a research entitled the

“Assessment of Teachers‟ Computer Literacy: A Basis for
Teachers‟ Computer Literacy Program” in partial fulfillment of
the requirements for the degree in Master of Arts in Educational
Management.

Knowing your utmost interest in the value of research as a tool

for development, I would like to request permission to use your
questionnaires regarding assessment of teacher‟s computer
literacy and eventually use the same to my respondents.

Thank you very much in anticipation of your favorable action and

continued support.

Respectfully yours,

Mr. Wilson W. Censon

Researcher

Noted by:

Dr. Rosalita M. Licup

Adviser
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College of the Immaculate Conception

APPENDIX H

January 18, 2011

Dear Respondent,

Good day!

The undersigned is in the process of gathering data in

preparation for his thesis entitled “Teachers‟ Computer Literacy
at Holy Rosary Colleges Foundation: Basis for Teachers‟ Computer
Literacy Program” as a requirement for the degree of Master of
Arts in Education major in Educational Management.

To the best of your ability, kindly answer the attached

questionnaires. Rest assured that any information given will be
treated with outmost confidentiality.

Thank you very much.

Truly yours,

Wilson W. Censon
Researcher
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College of the Immaculate Conception

APPENDIX I

January 12, 2011

Jose G. Rivera, Jr. Ed. D.

President
Holy Rosary Colleges Foundation

Dear Mr. Rivera,

Greetings!

I am a graduate school student of College of the Immaculate

Conception, Cabanatuan City. At present, I am conducting a study
entitled “Teachers‟ Computer Literacy at Holy Rosary Colleges
Foundation: Basis for Teachers‟ Computer Literacy Program” in
partial fulfillment of the requirements for the degree Masteral
of Arts Major in Educational Management.

In this connection, may I humbly ask you to allow me to

administer my questionnaire to your teachers. Your favorable
action on the request will be highly appreciated.

Thank you very much and God bless.

Respectfully yours,

Wilson W. Censon
Researcher

Noted by:

Dr. Rosalita Licup

Adviser

Dr. Milagros Cortez

Dean, Graduate School
College of Immaculate Conception
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College of the Immaculate Conception

Appendix J

CURRICULUM VITAE

WILSON WING CENSON

342 Putlod, Jaen, Nueva Ecija 3109
09228398223/09276558688
[email protected]/[email protected]

PERSONAL DATA
Date of Birth October 23, 1981
Age 29
Marital Status Single
Height 5‟6
Weight 80 kgs.
Gender Male
Citizenship Filipino
Religion Roman Catholic
Language/Dialect English, Filipino

EDUCATIONAL BACKGROUND
Elementary Saint Cyr Academy 1994
Sucat Road, Parañaque City
Secondary Parañaque National High School 1998
Sucat Road, Parañaque City
Tertiary College for Research and Technology
Padre Burgos, Cabanatuan City
Course Computer Business Management 2006
B.S.in Information Technology 2008
Graduate School College of Immaculate Conception
Maharlika Highway, Cabanatuan City
Course M.A. in Educational Management 2011

CITATION
Committee on External Affairs, SSITE Officer Region 3 S.Y. 07-08
SSITE President, CRT Chapter S.Y. 07-08
President, Literature Club S.Y. 06-07
Governor, Overall Student Organization CRT Cabanatuan S.Y. 06-07
Governor, Overall Student Organization CRT Gapan S.Y. 05-06
President, Management Department CRT Gapan S.Y. 05-06
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College of the Immaculate Conception

WORKING EXPERIENCE
High School Computer Teacher
Holy Rosary Colleges Foundation
San Isidro, Nueva Ecija
November 2009-Present

College Computer Teacher

College for Research and Technology
Gapan City, Nueva Ecija
June 2008-August 2009