“LEARNING CAPABILITY OF THE GEN Z LEARNERS IN USING

TECHNOLOGY TOOLS”

Lopez, Glaiza C.

Losloso, Didrey Z.

Racsag, Sharina Joy T.

Southern Luzon State University

College of Teacher Education

2022-2023
 Chapter I

INTRODUCTION

For decades, the amount of information that individuals need to reach has been

constantly increasing with the addition of new ones every second. That’s why the

emergence of modern technologies is widespread with each passing of time, and at the

same time, the population size of people who keep up with the modern world is growing.

With its rapid scientific and technological advances, it has seen an exponential rise in

accessible knowledge and continuously changing and emerging technology tools such as

Microsoft Word, PowerPoint, Excel, Publisher, and other software you can find on the

internet. Since the internet has long been utilized for educational purposes and a number

of well-known models of Internet-based education have arisen over the past 20 years, the

talents and knowledge are specifically of utmost importance for the advancement of our

education (Szymkowiak et al., 2021). The development of technology in the present day

does not, however, imply that the capability of users to utilize technological tools are

equal to those of a professional user, some average or just know the basics.

According to M. Carcary et al.(2017) the capabilities link individual actions

into seamless chains of action, coordinating the actions of both individuals and groups.

This creates repeatable patterns of interaction that get more efficient and effective as they

are used and internalized. The operation of capabilities must be reliable. A capability is

the ability of an organization to consistently and repeatedly complete a task. In a cycle of

experiment, feedback, learning, and development, people must gradually increase their

capacities. They must be able to realign their resources in response to adjustments made

to their strategy or the environment in which they operate. They also need to be able to
quickly innovate and accept change. However, a student's ability to use technology is still

based on how well he knows how to operate and manipulate these tools, especially how

to use them as learning tools so that they can get benefits from them.

Therefore, the purpose of this study is to ascertain the technology tool learning

capacity of Generation Z. Although many studies have already been conducted, the

researcher wants to explore more. Whether there is a significant relationship between

learning capability and using technology, what are the potential benefits, and what would

be the role of the level of capability of the Gen Z learners in using technology as their

learning tools. This is recognized as a literary gap that the researchers wanted to fill,

serving as a motive for this study.

Background of the Study

Many researcher and psychologists identify Generation Z as one of the 5

general trend and social. Who is the Generation Z? They are the generation that follows

Millennials and comes before Generation Alpha is known as Generation Z (or Gen Z for

short), also referred to as Zoomers. According to Pew Research Center (2020), Gen Z are

also digital natives who have little to no recall of the world as it was before cellphones

because they have never lived in a time before the Internet, when people preferred

reading books rather then surfing in the internet. Moreover, they demonstrate a level of

knowledge as a result of the fact that technology is now a part of their daily life and

social interactions.
 According to Kim et al. (2021) of McKinsey & Company research , Generation

Z (defined as those born between 1996 and 2012) will make up 25% of the population of

the Asia-Pacific area by 2025. It is evident that today’s youth represent digital natives

and are capable of using technology as learning tools because they were born where

technology are pervasive.

Even though youth are considered part of Generation Z, their capabilities in

using technology tools are still limited due to their diversity. According to Marr (2022)

the baby boomers, Gen Xers and often even Millennials have become used to thinking of

Gen Z as the first truly “digital native” generation. Due to the fact that they were born

when the internet was available to everyone and don’t remember a time when it wasn’t

normal to carry a smartphone wherever they go and document their lives on every social

media platforms. Unfortunately, it appears that this form of digital native may not have

the necessary skills that translate to being able to work with the tools and technologies

that are expected to shape the 21st century. Lack of knowledge about some of the most

significant technological trends that are expected to drive

education success over the next ten years effect the capability of the users since prior

knowledge has the capability of making processes more consistent, secure, efficient, and

effective.

In the study conducted by Muhammad Mansur Basheer et al. (2017), the general

technological proficiency of Nigerian students was examined. The findings from 39

responses indicate that most tertiary students are able to use technology. According to the

findings, 30.8% of participants require just minimal assistance to use technology, while

46.2% can do so without any help. The outcome also reveals that 23.1% of students
require a lot of help utilizing technology. Most of the Nigerian students has the ability to

use Technology without assistance , however the students are in tertiary which they have

already developed the skills required.

Senior High School in Pagbilao National High School is in different levels of

ability to use Technology specially the Public School has only limited technology

availability. As part of Gen Z, their learning capability in using technology tools may be

advance, moderate or stills need assistance from their teachers when it comes to using the

Microsoft Office ( PowerPoint, MS Word, Excel, Publisher). Although they are already

familiar with these technology tools, what is the level of their ability to use them for

creativity, critical thinking, digital literacy, problem solving, and adaptability when it

comes to using technology tools as their learning tools in Home Economics.

Objectives of the Study

               The main objective of this study is to determine the Learning Capability of the

Gen-Z Learners in using technology tools in Home Economics for A.Y 2022-2023.

               Specifically , it sought to answer the following objectives:

1. Determine the level of capability of Gen-Z Learners in terms of:

1.1 Creativity

1.2 Critical Thinking

1.3 Digital Literacy

1.4 Problem Solving

 1.5 Adaptability

2. Determine the level of technology as a learning tool of Gen-Z Learners in Home

Economics in terms of:

2.1 MS Word

2.2 PowerPoint

2.3 Excel

2.4 Publisher

3. Identify the significant relationship between learning capability and using

technology tools of Gen-Z Learners in Home Economics.

4. Create an output based on the findings of the study.

Significance of the Study

               This research was made with the aim to provide crucial information and

knowledge regarding the learning capability of the Gen-Z learners in using technology

tools in Home Economics that would be beneficial to the individual as follow: 

               Students. The results of this study will help them measure their learning

capabilities in using technology tools as their learning tools that may help them to

enhance or improve their learning skills and learning experiences when utilizing

technology tools in education.

             Teachers. This study will provide them extra sources of information and

networks of professional support about the learning capabilities of students in using

technology tools as a learning tools in classroom. This will help teachers in the process of
building knowledge, new experience in usage of different tools,  personal growth and

development in students. Bringing their expertise as an instructor and facilitator to their

classroom and by actively sharing the knowledge they have gained through research. In

addition, teachers would have information with more tools to support students in

learning.

               Parents. The results of this study will help the parents to learn what to give and

what to do to strengthen the learning capabilities in using technology tools as a learning

tools of their child in education. It can also help them to pursue their child to explore a

new material , give right guidance, knowledge and provide their needs to enhance child’s

capability.

           Future Researchers. They would have more knowledge about the capability of

Gen-Z learners in using technology tools. This study will add to the body of knowledge

that other researchers can use as a reference material to determine the level of capability

of Gen-Z and the level of technology as their learning tools in education.

Scope and Limitations 

               This study is conducted primarily for the purpose of determining the learners

level of capability and technology as a learning tools in Home Economics at Pagbilao

National High School A.Y 2022-2023. The data collection will be conducted to the total

of forty (40) students out of ninety- seven (97) students from Senior High School.

Definition of Terms
               For better understanding of the study following terms are defined conceptually

and operationally to understand their use in the study:

Adaptability

rfers to a soft skill of an individual ,that means you are flexible and easily adjust

to changing circumstances , factors, condition and environments.

Creativity

refers to a person’s ability to make or bring something new into existence.

Critical Thinking

is a form of emotional intelligence of a person. It is the ability to analyze facts and

make judgement.

Digital Literacy

is having the skills that an individual needs to live, learn, and work in a society.

Excel

is a spreadsheet program from Microsoft which allows the user to enter numerical

values or data in cells. It has a feature where users can use different calculations

or computation capabilities, graphing tools, pivot tables, and a macro

programming language called Visual Basic for Applications.

Gen-Z / Generation Z

known as Generation Z and Zoomers is a the generational cohort following

millennials, born between the late 1990s and early 2010s which are seen as
 confident user’s of new technology. Born and grew up with technology, internet

and social media.

MS Word

known as Microsoft Word is a word processing program that allows users for the

creation of both simple and complex documents. MS word create easy writing and

allows ideas to flow more easily.

PowerPoint

sometimes abbreviated as PPT or PT refers to a presentation software developed

by Microsoft which allows users to create a slide show with important

information, insert recordings, transition, charts and images.

Publisher

refers to a program developed by Microsoft that allows users to make professional

documents such as newsletters, postcards, flyers, invitations, brochures, and more

using built-in templates that are accessible for free.

.
 Chapter II

REVIEW OF RELATED LITERATURE

               This chapter present the related readings and literature on the topics associated

with the research problem. The topics presented below discussed the related literature of

the Learning Capability of the Gen-Z Learners in using Technology Tools.

GENERATION Z

The Gen Z classification is more related to technological innovations that

appeared, especially the Internet Innovation. There is a difference in determining the birth

year of Generation Z, such as 1992 (Bell.2013), 1994 to 2010 (Król and Zdonek.2020),

born after 1995, and the first digital generation (Shams et al. 2020; Smaliukiene et al.

2020). According to Poláková and Klmová (2019) Generation Z is the first generation to

have never experienced life before the Internet. Unsurprisingly, the technology revolution

was highlighted as having a key effect on this group.  (Sakdiyakorn et al., 2021). Their
lives are influenced by its usage, and they cannot imagine living without it since it has

become a natural part of their daily existence (Farrell and Phungsoonthorn.2020).

Gen Z is thought to be avid consumers of technology and truly digital; they

were born when technology was readily available, which means they are already users,

even though they are still young. Their ability to use them is far beyond the ability of a

mere novice.

Indigenous people (Goh and Lee, 2018). Generation Z is growing up in a world

saturated with  Technology and the Internet, complete with cell phones, video games, and

displays  (Haddouche and Salomone, 2018). Since early childhood, they have been

exposed to digital  Technology and virtual space, and they have become avid Internet

users (Puchkova et al.2017). According to Haddouche and Salomone (2018), the sending

of e-mails, SMS, and likes is an essential component of Gen Z’s everyday existence.

They can begin a video game with a  Neighbor and continue it with a person on the

opposite side of the world (Haddouche and  Salomone.2018). They are always linked to

networks and are

 Quick in all of their actions, including decision-making (Hernandez-de-Menendez et al.,

2020a).

Creativity

Creativity is often associated with artistic activity or – at its most extreme with

unique moments of genius changing how we understand and live our lives. However,

creativity as a skill can be expressed and leveraged by a variety of actors in a broad range

of contexts. This concept of ‘everyday creativity’ was defined, assessed, and validated as
an expressions of originality and meaningfulness (Richards, 2019). It emphasizes that the

construction is considered fit for purpose and valued by a relevant community (Amabile,

2018). However, there are some concerns about using appropriateness to identify creative

products.

In contrast, creative developments in physical science will have replicability as

a core criterion of appropriateness (Amabile, 2018). A creative development in social

science may reveal new relationships between the environment and group behavior,

whereas in business, creativity may involve using these social science perspectives in

new ways to create economic growth.

Furthermore, appropriateness is culturally dependent, with Western societies placing

higher value on horizontal creativity, and Asian societies placing greater value on vertical

creativity (Gardner & Weinstein, 2018; Niu, 2019). Horizontal creativity privileges

individual interpretations and the novelty and divergence of creative expression and

thinking. In contrast, vertical creativity privileges innovation within an existing practice

and the contextual relevance of new ideas (Niu 2019). Ultimately, although there is an

essential commonality in definition, interpretations and evaluations of creativity are

dependent on cultural, social and disciplinary contexts (Amabile, 2018).

Critical thinking

Moreover, one of the most important elements of critical thinking is creative

thinking skills. Birgili (2015) defined creative thinking as “a type of effort toward a

particular event and the problem based on the capacity of the individuals”. Creative

thinkers use their knowledge, imagination, intelligence, and ideas in relevant situations,
generating new and different solutions to relevant problems and situations. Creative

thinking is “correlated to critical thinking and problem solving” ( Birgili, 2015 ) but

creative thinking does not equal critical thinking because, as Black wrote, it “acts as the

means to an end”.

Digital literacies

Digital literacy, which is one of the challenges of integration of technology in

academic courses (Blau, Shamir-Inbal & Avdiel, 2020), has been defined in the current

literature as the competencies and skills required for navigating a fragmented and

complex information ecosystem.

Digital competencies

The Digital Competence Framework for Citizens (DigComp 2.1.), the most

recent framework proposed by the European Union, which is currently under review and

undergoing an updating process, contains five competency areas: (a) information and data

literacy, (b) communication and collaboration, (c) digital content creation, (d) safety, and

(e) problem solving (Carretero, Vuorikari & Punie, 2017).

Digital skills

In 2014, the same authors added communication and content creation skills to

the initial framework (van Dijk & van Deursen). Similarly, Helsper and Eynon (2013) put

forward a set of four digital skills: technical, social, critical, and creative skills.

Furthermore, van Deursen et al. (2015) built a set of items and factors to measure Internet

skills: operational, information navigation, social, creative, mobile. More recent literature

(vaan Laar et al., 2017) divides digital skills into seven core categories: technical,
information management, communication, collaboration, creativity, critical thinking, and

problem solving.

It is worth mentioning that the various methodologies used to classify digital literacy are

overlapping or non-exhaustive, which confirms the conceptual ambiguity mentioned by

van Deursen et al. (2015).

Digital thinking

In fact, critical thinking, creativity, and innovation are at the very core of

DigComp. Information and Communication Technology as a support for thinking is a

learning objective in any school curriculum. In the same vein, analytical thinking and

interdisciplinary thinking, which help solve problems, are yet other concerns of educators

in the Industry 4.0 (Ozkan-Ozen & Kazancoglu, 2021).However, we have recently

witnessed a shift of focus from learning how to use information and communication

technologies to using it while staying safe in the cyber-environment and being aware of

alternative facts. Digital thinking would encompass identifying fake news,

misinformation, and echo chambers (Sulzer, 2018). Not least important, concern about

cybersecurity has grown especially in times of political, social or economic turmoil, such

as the elections or the Covid-19 crisis (Sulzer, 2018; Puig, Blanco-Anaya & Perez-

Maceira, 2021).

Adaptability

According to Tolentino et al. (2014) career adaptability model includes

adaptability as a component attribute, which reveals a flexible or volatile personality.

Usually, the requirement for accommodation strengthens the willingness to adjust by

fostering feelings of distress. It is conceptualized as a self-regulation propensity that

manifests as goal orientation learning, a proactive personality, and career optimism.

According to Kairys et al. (2014), adaptability relates to characteristics of

unexamined career development that are only partially reflected in other comparable

variables. Second, the elements are cohesive, both in terms of chronological focus, a

crucial consideration when choosing a vocation. Finally, it promotes self-initiative and

taking responsibility for one's career construction, which is in line with both modern

world realities and the most recent theoretical approach to career development. Last but

not least, it offers a more modern approach to career development skills because it is

drawn from the idea of professional maturity.

MS Word

According to the study of Morales, M. & De Vera A. (2021) , the technical

skills acquired and practiced in ICT by the fifteen (15) TLE students shows that generally

the technical skills in the field of ICT are Very Highly Acquired with a mean

of 3.36 and Highly Practiced with a mean of 2.60 by the Grade 10 TLE

students. This indicates that students have not only learned the necessary skills but are

also capable of applying them with assurance in practical applications. Moreover, among

the ICT abilities, the indication “Encode and print papers, files, etc.” Had the highest

weighted mean of 3.68 (Very highly Acquired), indicating that it was the simplest skill

for the respondents to be acquired. While in terms of the skills that the students practiced

the most were “providing the functions of the parts of the computer unit,” this is also

according to the results of the study.

 According to Luna, M. L. et al (2019) Microsoft Word, for instance, is one of

the Microsoft Office applications that is most frequently used to draft reports for

management , significant business letters, classroom reports and other correspondence.

Given these widespread applications, it is simple to distinguish between MS Word

Office's two key capabilities: managing page layout and formatting and reusing headers.

PowerPoint

Microsoft Power-Point is a presentation program developed by Microsoft. It is a

part of the Microsoft Office system which is widely used by business people, educators,

students, and trainers. As a part of the Microsoft Office suite, Power-Point has become

the world’s most widely used presentation program.

Ozaslan & Maden (2013) concluded in their study that students learned better if

the course material was presented through some visual tools. They, also, reported that

teachers believed that PowerPoint presentations made the content more appealing;

therefore, they helped them to take students’ attention.

Levasseur And Sawyer, in an extensive review of the literature, Concluded that

most studies demonstrate that students prefer PowerPoint to traditional lectures.

Traditional Lecture-format PowerPoint, however, does not produce significant difference

in learning compared to Several alternatives ( Rick Penciner, 2013).

PowerPoint is widely known, it is often used, especially in student

presentations. This is useful when it comes to presenting images, videos, recordings, and

text that help improve the students’ learning when combined. As a learning tool,

frequently using PowerPoint enhances the ability of students to explore more features,
especially when it has an upgraded version. There is no difference if you use PowerPoint

since, like other alternative materials, it can better provide the information that students

want to get because it is a multimedia presentation.

According to Lenotti, P. (2014) a highly creative and adaptable program like

PowerPoint may guarantee effective communication. Whether you’re speaking in front of

your peers or in a lecture setting. If users are unaware, there are five features you should

be employing and mastering completely in order to enhance your presentational abilities

and effectively convey your message. (1) adding smart art, (2) inserting Shape, (3)

inserting an image, (4) slide transitions, and (5) adding animation

Excel

According to Dube (2014), since Excel is one of the most flexible Microsoft Office

applications available, it should be discussed first. Excel should be useful in almost all

fields and profession in the world. Microsoft Excel’s primary purpose is to organize and

improve understanding of information and data, and by being able to accomplish this

more quickly, you’ll be able to complete your task more faster. Using Microsoft Excel

involves the following steps: (1) utilize autofill; (2) use autofill for formulae; and (3) use

the pivot table tool to manage data with ease.

Theoretical Framework

According to the new research of Ingrid Robeyns (2017), state that Theory of

Capability of Amartya Sen “is an intellectual discipline that puts a strong emphasis on

assessing a person’s accomplishments and freedoms in terms of their actual capacity and
ability to engage in the range of activities a person has reason to value doing or being”.

The key ideas of the capability approach theory include functioning and capabilities. The

idea of “functioning,” which has distinctly Aristotelian roots, reflects the various things a

person may value doing and being, is one of the key ideas of the theory. Capabilities, on

the other hand, refer to the actual opportunities people have to enjoy a functioning rather

than the enjoyment of that functioning itself.

According to Bjorn- Soren Gigler (2015) access to and use of digital

technology must now be added to the list of what Amartya Sen has called a person’s

“human capabilities- the ability to be and do what that person “values doing or being.”

The idea of capability goes beyond the functions a person actually undertakes to the

larger idea of what the person has the capacity to achieve, and hence captures the critical

idea of human empowerment.

Conceptual Framework

As indicated in the previously cited study, members of Generation Z,

particularly students, are exposed to different technology tools such as Microsoft Word,

PowerPoint, Excel, and Publisher. Therefore, according to M. Dabic et al. (2021),

traditional forms of learning and one-sided acquisition of knowledge are less and

less attractive to young people. Considering their level of capability and adaptability in

using these tools with or without assistance from others, they still use Internet-based

technologies more often than traditional forms of learning tools such as blackboards and

chalk.
 These learners will be more inclined to utilize new technologies on their own

without supervision if teachers demonstrate how to use them and if they employ new

technical solutions in class, example using Excel formula features in problem solving.

Generation Z learners require creativity in using technology tools; they want them to be

used not just inside the classroom but also outside of the school. A frequent and fast

interactions with content in terms of critical thinking, and also have exceptional digital

literacy skills.

Research Paradigm

INPUT PROCESS OUTPUT

Brochure

The - Discuss different

Level of capability of Technology
development ,
Gen Z Learners and tools
validation and
level of technology as - Instructions how
administration of
their learning tool questionnaire to operate new
features

Figure 1. Conceptual Paradigm

Figure 1. Input emphasizes the Level of capability of Gen Z Learners and level of
technology as their learning tool. On the process stage, there is the development,
validation and administration of questionnaire. Then collection of data and information
follows and later, interpretation and analysis of data/information gathered were
conducted. And in the output is brochures which discuss different technology tools
that can be useful and instructions on how to operate new features that are
available in upgraded version.
 Chapter III

METHODOLOGY

               This chapter outlines the research techniques the researcher should use to collect

information for the study on learning capability of the Gen-Z learners in using technology

tools. It explains the research design, research locale, respondents of the study, research

instruments , data gathering procedure and the appropriate statistical treatment of data

applied.

Research Locale

               The study will be conducted at Senior High school in Pagbilao National High

School , located in Pagbilao, Quezon. PNHS is a public school under DepEd that offers

Home Economics

Research Design

               The aim of this study is to determine the level of capability and technology as a

learning tool in home economics of the learners. In this case, the researcher used

descriptive method design. Descriptive research is a type of research that can be used to

ascertain the context of a present phenomena. Furthermore, descriptive research is also

define as pertaining to an observation made while gathering data.

Population and Sampling

               The researcher will use the purposive sampling technique. The researcher

choose the Senior High School Grade 11 that offers Home Economics with the total

number of ninety-seven (97) students but only forty (40) students will be the respondents

of the study from 2 sections in Grade 11. All these respondents are from Pagbilao

National High School that are willing to provide variable information regarding the

study.

Research Instrument

               A questionnaire with a list of pertinent questions for the study that the

researcher has produced will be utilized as the primary instrument for gathering the

required data.  The instrument comprised three(3) parts: a letter of approval from research

instructor, dean of CTE, principal of SLSU-Lucban and Pagbilao National High School.

Consent form for students participation, profile of the respondents, and the quantitative

part - the four-point like-type and checklist type of questionnaire.

 Data Gathering Procedure

               The data gathering procedure begins with obtaining a letter of approval for the

research study's topic from the researcher's research instructor, particularly the dean and

principal of the College of Teacher Education also the principal of Pagbilao National

High for approval to conduct a study to their students. After receiving the letter of

approval, the researcher will go to Pagbilao National High School during leisure time to

conduct the study of the predetermined numbers of respondents from Senior High

School. The first step in acquiring the data would be to request the respondents' assent by
providing them with a student consent form as evidence that they are consenting and not

being coerced to participate in the study. Data collection tools were personally

administered by the researcher to responders.

              In the event that the study is successful, the researcher will make sure that the

information provided by the respondents is kept private and won't be released to

anybody. Data will be categorized and thematically evaluated to determine the outcomes.

Statistical Treatment

To identify the significant relationship between learning capability and using technology

tools of Gen-Z Learners in Home Economics, the formula that will be used is:

Where:

rxy- pearson r

N- number of respondents

Σ - summation of scores

x- scores of teaching styles

y- scores of learning styles

 Reference

Szymkowiak, A., Melovic, B. M., Dabic, M., Jeganathan, K., & Kundi, G. S. (2021).
Information technology and Gen Z: The role of teachers, the internet, and 
technology in the education of young people. Technology in Society, 65.
https://doi.org/10.1016/j.techsoc.2021.101565
Kim, A., McInerney, P., Smith, T. R., & Yamakawa, N. (2021, November 1). What
makes Asia−Pacific’s Generation Z different? McKinsey & Company.
https://www.mckinsey.com/capabilities/growth-marketing-and-sales/our-
insights/what-makes-asia-pacifics-generation-z-different
IT-CMF – A Management Guide - Based on the IT Capability Maturity FrameworkTM
(IT-CMFTM) 2nd edition. (n.d.). Google Books.
https://books.google.nl/books/about/IT_CMF_A_Management_Guide_Based_on_
the_I.html?id=BP0sDwAAQBAJ&redir_esc=y
Marr, B. (2022, December 2). Is Our Digital Future At Risk Because Of The Gen Z Skills
Gap? Forbes. https://www.forbes.com/sites/bernardmarr/2022/12/02/is-our-
digital-future-at-risk-because-of-the-gen-z-skills-gap/amp/
Sen’s Capabilities Approach and the Measurement of Communication Outcomes on
JSTOR. (n.d.). https://www.jstor.org/stable/10.5325/jinfopoli.9.2019.0111
Wellbeing, Freedom and Social Justice. (n.d.). Google Books.
https://books.google.nl/books/about/Wellbeing_Freedom_and_Social_Justice.htm
l?id=Af5BDwAAQBAJ&redir_esc=y
Development as Freedom in a Digital Age. (n.d.). Google Books.
https://books.google.com.ph/books?id=dxLwBwAAQBAJ
Morales, M. A., & De Vera, A. M. (2021). Acquisition and Practice of Technical Skills
Among Grade 10 TLE Students . Southeast Asian Journal of Science and
Technology, 6(1), 1-13. Retrieved from
https://www.sajst.org/online/index.php/sajst/article/view/159
Nedungadi, P. P., Menon, R., Gutjahr, G., Erickson, L., & Raman, R. (2018). Towards an

inclusive digital literacy framework for digital India. Education + Training,

60(6), 516–528. https://doi.org/10.1108/et-03-2018-0061

Lenotti, P. (2014). 5 features of Microsoft PowerPoint you should be using. Retrieved

from

https://learn.filtered.com/blog/5-features-of-microsoft-powerpoint-you-should-be-using

Dube, R. (2014). 5 Microsoft word and excel skills you must have to succeed at the
office. Retrieved from https://www.makeuseof.com/tag/5-microsoft-word-excel-skills-
must-should-office/
LUNA, M. L., & CUEVAS, L. M. (Eds.). (2019). TONYO’S JOURNAL. The Official

Research Journal of Callejon National High School (SHS), volume 1–no. 1(2672–

2976), 9. https://scholar.google.com/scholar?

hl=tl&as_sdt=0%2C5&q=Microsoft+word+used+in+learning+TVL&btnG=#d=g

s_qabs&t=1676790233186&u=%23p%3DbYyKGAhgJ1IJ

Stjepić, A. M., Vukšić, M., & Suša Vugec, D. (2019). Digital literacy of the generation z

students and their attitudes and beliefs towards ICT knowledge and skills.

International Journal Vallis Aurea, 5(1), 17–29.

https://doi.org/10.2507/ijva.5.1.2.56