“LEVEL OF COMPETENCY ON STUDENTS’ BASIC COMPUTER

LITERACY SKILLS”

A RESEARCH REPORT PRESENTED TO THE FACULTY OF

SENIOR HIGH SCHOOL DEPARTMENT OF

SAINT VINCENT DE PAUL DIOCESAN COLLEGE

IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE COURSE

INQUIRY, INVESTIGATIONS AND IMMERSION

Presented to:
CLOWELYN S. GOROSPE
Inquiry Investigation Immersion Teacher

By:

ARISTAN, EUGENE B.

SUNICO, JOHN LOUIE U.

TUTOR, HANZ CLARENCE P.

YBAÑEZ ALISTAIR M.

Grade 12 TVL – St. Francis

APRIL 2024
 TABLE OF CONTENTS
APPROVAL SHEET ................................................................................................................ i
DEDICATION..........................................................................................................................ii
ABSTRACT ............................................................................................................................ iii
CHAPTER I ............................................................................................................................. 1
BACKGROUND OF THE STUDY ...................................................................................... 1
STATEMENT OF THE PROBLEM ..................................................................................... 2
SIGNIFICANCE OF THE STUDY....................................................................................... 3
SCOPE AND DELIMITATIONS ......................................................................................... 3
CONCEPTUAL FRAMEWORK .......................................................................................... 4
THEORETICAL FRAMEWORK ......................................................................................... 5
DEFINITION OF TERMS .................................................................................................... 6
CHAPTER II ............................................................................................................................ 7
REVIEW OF RELATED LITERATURE AND STUDIES .................................................. 7
SYNTHESIS ........................................................................................................................ 10
CHAPTER III ........................................................................................................................ 11
RESEARCH DESIGN ......................................................................................................... 11
RESPONDENTS OF THE STUDY .................................................................................... 11
RESEARCH LOCALE ........................................................................................................ 12
RESEARCH INSTRUMENT .............................................................................................. 13
SAMPLING TECHNIQUE ................................................................................................. 14
SAMPLING PROCEDURE ................................................................................................ 14
DATA GATHERING PROCEDURE ................................................................................. 15
STATISTICAL TREATMENT OF DATA ......................................................................... 15
ETHICAL CONSIDERATION ........................................................................................... 16
CHAPTER IV......................................................................................................................... 18
DEMOGRAPHIC PROFILE OF RESPONDENTS ............................................................ 18
DISCUSSION OF FINDINGS ............................................................................................ 20
CHAPTER V .......................................................................................................................... 26
SUMMARY ......................................................................................................................... 26
CONCLUSION .................................................................................................................... 28
RECOMMENDATION ....................................................................................................... 29
REFERENCES ....................................................................................................................... 31
APPENDICES ........................................................................................................................ 33
CURRICULUM VITAE ........................................................................................................ 39
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
_________________________________________
APPROVAL SHEET

This research paper entitled “LEVEL OF COMPETENCY ON STUDENTS’ BASIC

COMPUTER LITERACY SKILLS” prepared and submitted by Eugene B. Aristan, John
Louie U. Sunico, Hanz Clarence P. Tutor, and Alistair M. Ybañez, in partial fulfillment of the
requirement for the subject INQUIRY, INVESTIGATIONS AND IMMERSION has been
examined and hereby recommended for approval and acceptance.

CLOWELYN S. GOROSPE, LPT

Inquiry, Investigations and
Immersion Adviser
_________________________________________
PANEL OF EXAMINERS

MEFRIL KAREN E BALBUENA, LPT

Head Panelist

JENIMAE A LUNGAY, LPT ANABELLE R. ALOB, LPT

Member Member
_________________________________________
Accept in partial fulfilment of the requirements in Inquiry, Investigations and Immersion, for
Grade 12 TVL students. It is also noted that the researchers have passed the oral defense.

AIREEN B. GUIANG, LPT

Senior High School Coordinator

WALTER T. CAMINOS, MAED-CAR

Senior High School Principal

i
 DEDICATION

The researchers would like to extend our heartfelt gratitude and appreciation to the
following:

First and foremost, we thank our research adviser, Ms. CLOWELYN S. GOROSPE
for letting us experience how a research study is done, for the knowledge that she imparted to
us, for guiding us to the right path in our lives, and for always enlightening and inspiring us
to achieve what we wanted to have.

We would also like to express our deep appreciation to the respondents who
willingly participated in our survey questionnaire. Their willingness to share their insights
and experiences has been crucial in gathering the necessary data for our research. Without
their cooperation, this study would not have been possible.

Our sincere thanks also go to the panelists who generously shared their knowledge
and expertise, offering valuable suggestions and corrections that greatly contributed to the
refinement and completion of this study. Their input has been invaluable in ensuring the
accuracy and reliability of our findings.

We are grateful to our parents, who have been a constant source of support
throughout this journey. Their financial and unconditional love has been instrumental in our
pursuit of academic excellence. We are truly blessed to have them by our side, providing us
with the resources and motivation needed to complete this study.

And foremost, to our Almighty God. We recognize His grace and guidance
throughout the research process. His blessings of good health and wisdom have enabled us to
work on this study with love, dedication, and patience. We are humbled by His presence in
our lives and acknowledge that it is through His divine intervention that this study has come
to fruition.

ii
 ABSTRACT

Computer competencies are essential for success in the business world especially in
education. These competencies are a useful tool for students to utilize to integrate them into
curricula for all levels of student education. However, students might be lacking in skills such
as computer literacy that is crucial to their future career. This study aims to answer questions
about the current level of competency in students’ computer literacy skills without making
any changes or interventions. The research design used in this study was Descriptive-
Summative Evaluation, and the sample was senior high school students of Saint Vincent De
Paul Diocesan College. To gather data, the researchers used standardized questionnaires that
were analyzed using frequency and percentage, mean, standard deviation and Likert Scale.
Generally the findings reveal that students perceive computer literacy as important for their
lives, are generally proficient in these skills, and believe they contribute to their competency;
however, targeted interventions may be needed to address individual needs and enhance the
connection between computer literacy and overall success. This implied that classroom
intervention activities are imperative to enhance the extent of the students' computer literacy.
Thus, teachers should support them by implementing an intervention program that improves
students’ level of computer literacy in the specific areas mentioned, and conduct research to
improve students' skills and attitudes towards technology, because these "digital natives" –
those who grew up with technology – hold the key to our future.

iii
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Computer competencies are essential for success in the business world especially in
education. These competencies are a useful tool for students to utilize to integrate them into
curricula for all levels of student’s education. Computers, among all other single
technological innovations, have greatly touched the human way of living since their
invention. Currently, the world is in the age of pervasive computing. Computer literacy is
essential to almost all aspects of everyday life, including politics, education, business,
communication, and transportation. It paves the way for a world of opportunities where every
individual is equipped with sufficient skills and knowledge for tomorrow’s world.

A growing body of research highlights the variability in student competency

regarding basic computer literacy skills (Al-Kindi Center for Research and Development,
2019). These foundational skills are increasingly crucial throughout a student's academic
journey, from elementary to collegiate levels, as computers become essential tools for
research, writing assignments, and project completion. It is important to acknowledge,
however, that the depth of required computer literacy can fluctuate depending on the specific
industry and employer. While basic computer literacy skills, such as email communication,
word processing software proficiency, and the ability to conduct online research, are
frequently expected by employers for even entry-level positions (Leonard, 2019), the specific
skillset demanded will undoubtedly vary across different fields.

Many people, especially those who did not grow up immersed in technology, have
trouble understanding the systems necessary for computer literacy. Though not always
obvious to people with an intuitive understanding of how to use computers, computer usage
requires problem-solving skills, the ability to process text and symbols, and the development
of various technical and cognitive skills. There was once a time when computer skills were an
optional skill set. Computer literacy is a mandatory skill for success in school, the job force,
and everyday life (MathGenie, 2018).

Page|1
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

Though modern children are often considered to be "digital natives," certain familial
norms and socioeconomic factors can affect a child's ability to learn age-appropriate
computer literacy. Laptops and tablets are increasingly used in schools, and computer skills
are becoming more and more of an educational necessity among K to 12 students, reflecting
their necessity in the world beyond school (Mbaeze, Ukwandu, & Anugu, 2014). Students
who do not learn age-appropriate computer skills such as typing, online researching, and
discerning internet usage can fall behind in their classes and struggle to maintain their grades.
Such difficulties can even continue until adulthood (MathGenie, 2018). There are many
levels of computer literacy, ranging from basic computer usage to advanced programming,
and one may not realize that one’s child has fallen behind. To ensure one has a grasp of basic
computer literacy, ensure that he is capable of the following: turning a computer on and off,
using an operating system, operating software applications, using the internet, and navigating
a computer using menus and search functionality (Leonard, 2019). Accordingly, computer
competency is a process whereby a student demonstrates his ability to perform school-level
basic computing work. In order to prove basic computer competence, a student must
demonstrate proficiency in Microsoft Word, Excel, PowerPoint and basic computing.

Even though this may be inaccurate, especially when compared to actual skills tests,
students’ perceptions of their computer literacy skills can still be beneficial (Durana et.
al.,2019). Through examining the competency of computer skills, areas where students think
they are proficient cannot be revealed. This information may help identify predictors of
students’ success in their courses. It can also be used to develop strategies to assess
technological competencies and provide student support for achieving technological mastery.

STATEMENT OF THE PROBLEM

This study aims to determine the level of competency on students’ basic computer
literacy skills.

Specifically, this study aims to answer the following questions:

1. How important are the students’ basic computer literacy skills?

2. What is the level of competency in basic computer literacy skills among students

in terms of:

Page|2
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

a) Operating the computer,

b) Using a word processing,
c) Using the internet.

3. To what extent does students’ basic computer literacy skills contribute to their level of
competency?

SIGNIFICANCE OF THE STUDY

1. Students: Understanding their competency in basic computer literacy skills is crucial

for their academic success and future career readiness. This empowers them to
identify areas for improvement and equips them with essential skills in exploring the
digital world.
2. Teachers: Students’ competencies help teachers with their teaching methods to
address individual learning needs. It informs instructional strategies, aiding the
effective integration of technology in the classroom.
3. Institutions: Guides strategic planning, resource allocation, and professional
development initiatives. Ensures the effectiveness of educational programs in
promoting digital literacy.
4. Parents: Can use insights to support their children's digital learning at home. They
can advocate resources and engage in activities to enhance their children's computer
literacy skills and foster academic success and digital citizenship.
5. Future Researcher: This study will serve as a related study or literature for future
researchers whose aim is to use it as a reference and background for other related
research on this topic.

SCOPE AND DELIMITATIONS

This study focuses on describing the level of competency in basic computer literacy
skills among grade 12 students at Saint Vincent de Paul Diocesan College enrolled in the
school year 2023-2024. The findings of this study will provide valuable insights into the
current state of computer literacy skills among students, which can inform future
interventions and program improvements. This study will not assess more advanced computer
skills or the effectiveness of any specific computer literacy program or intervention.

Page|3
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEDEPENDENT VARIABLE

Students’ Basic Computer Literacy skills

in terms of:
Level of competency in basic computer
literacy skills among students
a) Operating the computer,
b) Using a word processing,
c) Using the internet.

Figure 1. 1

Figure 1 illustrates the conceptual framework of the study. The independent variables
were basic computer literacy skills in terms of (a) operating the computer, (b) using word
processing, and (3) using the Internet. On the other hand, the dependent variable is the level
of competency in basic computer literacy skills among students of senior high school students
of saint Vincent de Paul diocesan college.

Page|4
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

THEORETICAL FRAMEWORK

Cognitive Learning Theory by Jean Piaget. According to Piaget, individuals go

through stages of cognitive development, progressing from simple to more complex mental
processes. This progression is characterized by the development of cognitive structures, such
as schema, which help individuals make sense of the world around them (Piaget, J. 1964). In
relation to basic computer literacy skills, This theory suggests that students' existing cognitive
structures, such as problem-solving abilities, logical reasoning, and memory capacity, play a
significant role in their ability to understand and use computers effectively (Piaget, J. 1972).
For example, a student who has developed strong problem-solving skills may be able to
quickly grasp new computer concepts, troubleshoot technical issues, and adapt to changes in
technology.

Moreover, Constructivist learning theory developed by Soviet psychologist Lev

Vygotsky (1896-1934) suggests that students learn best when they are actively involved in
creating, exploring, and applying their knowledge of technology. This means that students
actively build their knowledge of computers by engaging in meaningful activities, such as
problem-solving tasks, projects, and discussions. For example, students may benefit from
hands-on computer exercises, group projects that require collaboration and problem-solving,
and real-world applications of computer skills. By engaging in these activities, students can
enhance their understanding of computer concepts, develop critical thinking skills, and
improve their overall competency in using technology. Knowledge is constructed through
reflection and abstraction as an individual adapts to his or her environment. Individuals bring
their past experiences, beliefs, world views, and cultural histories into the process of learning
as they construct knowledge internally by interacting with the environment (Von Glasersfeld,
Kamii, Manning, & Manning, as cited in Yilmaz, 2008).

On the other hand, Social Cognitive Theory, developed by psychologist Albert

Bandura, emphasizes the role of observational learning, imitation, and modeling in the
development of behavior. According to Bandura, individuals learn not only through their own
experiences but also by observing others and modeling their behaviors. This means that
students may acquire computer literacy skills by observing how others interact with
technology, learning from demonstrations, and receiving feedback and guidance from
teachers or classmates in school.

Page|5
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

DEFINITION OF TERMS

1. Computers: A computer is a programmable electronic device designed to perform

various tasks using a set of instructions or programs. It can process data, perform
calculations, store information, and communicate with other devices.
2. Level of Competency: Refers to the degree of proficiency or skill attainment in basic
computer literacy skills among students. This includes the ability to use computers,
common software applications, conduct online research, and understand fundamental
technology concepts.
3. Digital Literacy: The ability of students to effectively use and navigate digital
devices, software applications, and online resources to perform tasks related to basic
computer literacy.
4. Operating the Computer: Refers to the practical ability of students to utilize various
computer hardware and software components effectively.
5. Word Processing: Refers to the use of software applications such as Microsoft Word
or Google Docs to create, edit, format, and save textual documents.
6. Internet Usage: Refers to the frequency, purpose, and proficiency with which
students utilize the Internet as a tool for accessing information, communicating, and
engaging in online activities relevant to their academic pursuits and daily lives.
7. Basic Computer Literacy Skills: Encompasses the foundational knowledge and
abilities required to effectively utilize computer technology. This includes
understanding terminology, proficiency in using software applications, Internet
navigation, and general computer operation.
8. Digital Literacy Gap: Refers to the disparity or difference between the expected
level of proficiency in fundamental computer skills and the actual level of proficiency
demonstrated by students.
9. Digital Natives: Refers to individuals who have grown up in an environment
saturated with digital technologies and are considered to have a natural affinity for
using them.

Page|6
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the reviewed literature and studies similar to the present study.
It provides a discussion of the significance of the study to existing literature. The content of
this chapter was gathered from different resources that have an essential relationship and
contribution to the study.

I. Importance of students’ basic computer literacy skills

In recent years, the integration of technology into education has become increasingly
prominent, and one critical aspect of this integration is the level of competency in basic
computer literacy skills among students. Several studies have been conducted to investigate
this issue and to provide insights into the current state of computer literacy among students.

The study of Michael (2018) concluded that computer literacy level among secondary
school teachers in Rivers State is high. However, it was observed that majorit of the teachers
are computer literates. Although most teachers are computer literate but th impact of
computer literacy among the teachers is very low. It was also observed that the teachers were
computer literates, but they did not use the computer knowledge in the teaching process.
Most of those factors are responsible for the failure of the computer literacy program among
teachers in secondary schools in Rivers State. It is concluded that there is a significant
difference between the mean response of male and female teachers on the factors affecting
computer literacy in secondary schools in Rivers State.

Similarly, the study of Martinez, C. D et al (2019) entitled Exploring the Role of

Basic Computer Literacy Skills in College Readiness, examined the relationship between
students' basic computer literacy skills and their readiness for college-level coursework. The
results indicate that students who possessed higher levels of computer literacy were more
likely to transition successfully to post-secondary education and excel in digital learning
environments. Additionally, proficient computer users demonstrated greater adaptability to
technology-mediated instruction and were better equipped to meet the demands of higher
education. These findings highlight the importance of developing students' computer literacy
skills to facilitate their transition from secondary to tertiary education and to promote
academic success.

Page|7
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

In addition, Wang et al. (2021) conducted a study entitled The Influence of Basic
Computer Literacy Skills on Students' Career Readiness to investigate the impact of basic
computer literacy skills on students' readiness for the workforce. The results indicated that
students with proficient computer skills were more likely to enter the job market and succeed
in various professional fields. Employers identified computer literacy as a critical
competency for job applicants, highlighting the importance of integrating computer education
into school curricula. Moreover, students with advanced computer skills demonstrated greater
confidence in using technology to enhance productivity and communication in the workplace.
These findings underscore the role of basic computer literacy in preparing students for
successful careers in an increasingly digitalized economy.

In a study conducted by Bonifacio (2013) it is stated that ICTs can be used to improve
the quality of learning. They can promote learner motivation, mastery of basic concepts, and
the development of higher order thinking and lifelong learning skills. However, ICT is broad
and confusing, and it deeply encroaches on the processes of education. Lack of vision, lack of
consensus and lack of policy on how to integrate ICT in education consistently, are not very
helpful either. ICTs cannot by themselves resolve educational problems in the developing
world, as such problems are rooted in well entrenched issues of poverty, social inequality,
and uneven development. What ICTs as educational tools can do, if they are used correctly, is
enable developing countries to expand access to and raise the quality of education.
Developing ICT curriculum standards for K-12 schools in the Philippines seems to be a long
decision process, yet the urgency to do it should be realized now as technology is becoming
more and more crucial in the lives of Filipinos as they follow the path of economic growth
and strengthening of a nation.

II. Level of competency among students in basic computer literacy skills

Most accredited institutions of higher education assess entering students for reading,
writing and mathematics. Unfortunately, as is the case with California community colleges,
many institutions do not consider computer skills or digital literacy as a “basic” skill and do
not assess incoming students (Education Commission of the States, 2014) even though
recognized and reputable assessment companies offer placement assessment for such skills.

Page|8
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

For example, the College Board offers the ACCUPLACER assessment in Computer Skills
Placement (College Board, 2017). Not only are students not being assessed for these skills,
but students needing or seeking support to increase these skills meet additional barriers.
Mitchell and Leachman (2015) indicated that many schools have shut their computer labs as a
cost-cutting measure even as these same schools acknowledged the importance of computer
literacy for student success and future employment considerations. As a result, colleges and
universities have been closing computer labs, relying on students to provide their own
devices, instead (Poggi, 2018). At Hartnell College there is a history of eliminating existing
courses because students that need the coursework are not enrolling. Nationally, the trend is
that the computer skills courses that are offered are typically populated with students already
proficient in computer skills (Goode, 2010).

Furthermore, a study on blended learning in STEM courses conducted by Lee et al.

(2019) revealed that students with a high level of digital literacy scored significantly higher
on self-efficacy and online learning self-concept, which are strongly associated with
academic performance. These findings emphasize the importance of basic computer literacy
skills in enhancing students' self-efficacy and their ability to effectively engage in online
learning environments.

III. Students’ basic computer literacy skills contribute to their level of competency

Cabrera and Espiritu (2020) examined the relationship between computer literacy
and critical thinking skills in university students. Their study revealed that students with
higher levels of basic computer proficiency, particularly in online research and information
evaluation, demonstrated stronger critical thinking abilities. This highlights the role of
technology in cultivating essential 21st-century skills beyond technical manipulation.

In a recent study, Alammar et al. (2021) investigated the relationship between

computer literacy skills and academic performance among university students in Saudi
Arabia. The study found that computer literacy skills such as Microsoft Office applications,
Internet search skills, and email communication significantly contributed to academic
performance. The authors suggest that computer literacy skills are critical for academic
success because they enable students to efficiently access and utilize educational resources,

Page|9
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

collaborate with peers, and communicate with teachers and employers (Alammar et al.,
2021).

Similarly, Voogt et al. (2013) conducted a meta-analysis of 62 studies on the

relationship between technology use and student learning. Their findings revealed a moderate
positive effect of technology on learning outcomes but emphasized the importance of
considering the specific types of technology, pedagogical approaches, and student
characteristics involved. This highlights the need for a nuanced understanding of how
computer literacy skills interact with other factors to shape students’ competency.

SYNTHESIS

Basic computer literacy skills are crucial in both students and ducators. In education,
students use computers for research, writing papers, completing assignments, and accessing
online resources. Teachers and also rely on basic computer skills to create lesson plans,
manage student data, and provide online resources. In the workforce, computer skills are
increasingly vital for success. As technology continues to evolve rapidly, individuals with
basic and advanced computer skills have a significant advantage in the future job or career.
Basic computer skills such as word processing, email, and internet navigation are are very
essential. Moreover, computer literacy fosters personal and professional growth, bridges
socioeconomic gaps, and nurtures innovation and creativity.

In conclusion, basic computer literacy skills are of great importance in both students
and ducators. They enable students to navigate the digital world, access information, and
complete assignments. In the job market, computer skills are increasingly necessary for
success and provide individuals with a competitive advantage. It is crucial for educators to
incorporate computer literacy into the curriculum and for students to develop these skills to
thrive in the digital age.

P a g e | 10
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CHAPTER III

METHODOLOGY

This chapter presents the discussion of Research Design, Research Respondents,

Research Environment, Research Instrument, Sampling Procedure, Sampling Technique,
Data Gathering Procedure, Sampling Procedure, and Statistical Treatment of the Data.

RESEARCH DESIGN

This study employed Descriptive-Summative Evaluation design that is used to

provide a detailed description or summary of a situation or program without making any
changes or interventions. It aims to answer questions about the current level of competency in
students’ computer literacy skills rather than assessing its impact or effectiveness.

RESPONDENTS OF THE STUDY

The respondents of this study were Grade 11 & 12 Senior-high school students of Saint
Vincent De Paul Diocesan College.

The table below shows the number of respondents utilized in this study.

GRADE 11 GRADE 12

Number of Number of
Strand/ Track Sample Size Strand/ Track Sample Size
Students Students
ABM 13 8 ABM 12 9
GAS 31 20 GAS 31 23
STEM A 42 27 STEM A 33 25
STEM B 38 25 STEM B 33 25
HUMSS A 27 17 HUMSS 19 15
HUMSS B 29 19 Total: 128 97
TVL 35 23
OVERALL 343 236
Total: 215 139

Table 3. 1 Distribution of Respondents

P a g e | 11
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

To determine the sample size needed for the study, the researcher’s made use of
Slovin’s formula: Where:
𝑵
N= number of populations 𝒏 = 𝟏+𝑵ⅇ𝟐
215
n = sample sizes 𝑛 = 1+215(0.05)2

e = margin of error (0.05) 𝑛 = 139.84

RESEARCH LOCALE

The research was conducted in the school of Saint Vincent De Paul Diocesan
College specifically in 2nd and 3rd floor senior-high school building. The school is located at
Andres Soriano Avenue, Mangagoy Bislig City, Surigao del Sur.

Figure 3. 1 Saint Vincent De Paul Diocesan College

image source:
https://www.facebook.com/photo/?fbid=331845362700275&set=a.165275939357219

P a g e | 12
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

RESEARCH INSTRUMENT

This study utilized the questionnaire in collating relevant information exigent to this
study.

The researcher standardized questionnaire intended for the student-respondents which

was composed of four parts. The questionnaire consisted of thirty-five (32) items and divided
into four (4) parts. The first part is the Demographic Profile of respondents: Name(optional),
Age, Gender, Strand. The second part of the questionnaire consisted of six (6) questions
about Independents Variable. The third part was also consisted of twenty-six (26) questions
about Independent Variable and divided into three categories, (a) In terms of Basic operating
system functions, (b) In terms of Using a Word Processing (Microsoft Word) Application,
and (c) In terms of Internet Usage. Lastly, the fourth part consisted of six (6) questions about
the relationship between Independent and Dependent Variable of the research.

All the parts of the questionnaire were designed to know their perception toward
level of competency to their computer literacy skills. It contained three (3) different Five-
Point Likert scale Interpretation (Important, Competency, and Agreement Interpretation)
which were interpreted as follows: Part II 1= Not Important at all 2= Slightly Important
3= Important 4= Fairly Important 5= Very Important. Part III 1= Beginner 2= Novice 3=
Competent 4= Proficient 5= Expert and Part IV 1= Strongly disagree, 2= Disagree, 3=
Neutral, 4= Agree, 5= Strongly agree.

All the questions that were used in the study were modified by the researcher and our
Inquiry Investigation and Immersion teacher Ms. Clowelyn S. Gorospe in order for the study
to have already tested and validated questions intended for the study.

Part 1 came from the research questionnaire made by Emmanuel Llavore entitled
The Level of Computer Literacy of Grade 11 Students In Leyte National High School.
Part 2 uploaded in scribd.com by romeofatima about "Computer Literacy
(Questionnaire)". While the Part 3 Jeong-Bae Son (2017). DIGITAL LITERACY
QUESTIONNAIRE – Language Teachers [Survey Instrument]. (drjbson.com)

P a g e | 13
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

SAMPLING TECHNIQUE

Since there were Population (N) 343 students in Senior-High School Department and
the researcher used the Simple Random Sampling (SRS) formula to get the target respondents
in the Strand. The target respondents of this study were 236 individuals that were calculated
by the researcher in order to get a target sample in Each strand:

RSP = Respondents

𝑅𝑆𝑃
N= Size of populations ×𝑛
𝑁

n = Size of sample

42
Ex. 𝑆𝑇𝐸𝑀 𝐴 = 215 × 139 = 27

As shown in Table 3.1, the distribution of the respondents, the researchers’ target
respondents are 236 Senir-High students. The number of students for the target sample in
𝑅𝑃𝑆
each strand in grade 11 and 12 is solved using this formula × 𝑛 to get the Sample Size.
𝑁

SAMPLING PROCEDURE

The researchers used Simple random technique in conducting a survey. It is a

sampling technique wherein each member of the population has an equal chance of being
selected. In sampling, we use random picker application, each student’s name is separated
based on their strands/track and was encoded in the application. To ensure the accuracy and
reliability of our research, we employ genuine random sampling, this means that we do actual
sampling to pick students randomly and showed to them that their name has been picked and
we do that across all strands. Additionally, we capture photographs during the surveying
process, serving as essential documentation for our study. The names were randomly picked
until the number of desired respondents was reached. We do this in every section in senior-
high school grade 11 and 12, having our introduction, explaining our sampling method,
encouraging them to be honest and to complete answering all the questions and to sign the
signature. Assuring all responses will remain completely confidential. And lastly a sign of
gratitude was at the end of the survey.

P a g e | 14
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

DATA GATHERING PROCEDURE

The researcher created a letter of approval. Our adviser checked and corrected our
drafts to have a final letter of approval and get signed by the teachers in every strand. After
all names were signed, we presented it to the Principal of Senior High School in Saint
Vincent De Paul Diocesan College. Upon receiving approval, the researchers conducted the
survey, gathering essential data in each department. The researchers guided the participants to
avoid missing important data. A statement of gratitude was at the end of each survey. All the
collected data from the survey was put into an expanded envelope in order for the data to be
secured for data privacy.

STATISTICAL TREATMENT OF DATA

As soon as the researchers gathered the data, they were compiled, sorted, organized,
and tabulated. They were subject to statistical treatment in order to answer the questions
proposed in the study. The statistical tools employed were the frequency and percentage,
mean, standard deviation and Likert Scale:

1. Frequency and Percentage Distribution: These were used to determine the profile of
respondents according to their age and gender. The formula is:

𝒇
𝑷= × 𝟏𝟎𝟎
𝑵
Where in:
𝑷 = percentage for a category

𝒇 = frequency of or number of responses from a category

𝑵 = total number of respondents

2. Likert Scale Range interpretation: These scales of measurement were used to rate the
mean of each item of five (5) variables.

INTERPRETATION
SCALE RANGE
Part 1 Part 2 Part 3
5 4.21-5.00 Very Important Expert Strongly Agree
4 3.41-4.20 Fairly Important Proficient Agree
3 2.61-3.40 Important Competent Neutral
2 1.81-2.60 Slightly Important Novice Disagree
1 1.00-1.80 Not Important at all Beginner Strongly Disagree

P a g e | 15
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

3. Mean: The mean is calculated as the sum of all Likert scale responses divided by the total
number of responses. This was used to determine the average score of participants' responses.

∑𝒙
𝝁=
𝑵
Where in:

𝝁 = mean

∑ 𝑥 = sum of all values in the dataset

N = total number of values in the dataset

4. Standard Deviation (Sample): A measure that indicates how much the value of a set of
data deviates (spread out) from the Mean. The formula is:

̅)𝟐
∑(𝒙 − 𝒙
𝝈=√
𝒏−𝟏

Where in:

𝝈 = Standard Deviation

𝒙 = Value of the set

̅ = Mean
𝒙

∑ = Summation

𝒏 = Size of sample
ETHICAL CONSIDERATION

When conducting research on the Level of competency on students’ basic

computer literacy skills of senior-high school students at Saint Vincent de Paul Diocesan
College, it is crucial to uphold ethical considerations throughout the study. The following
should be considered:

P a g e | 16
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

• Informed Consent: Prior to collecting data from the students, it is essential to

obtain informed consent from both the students and teachers. Clearly explain the
purpose and procedures of the research and ensure that participation is voluntary.
• Privacy and Data Security: Safeguard the privacy of the students by ensuring that
their personal information and responses remain confidential. Avoid collecting or
sharing any identifiable information without the explicit consent of the participants.
• Minimizing Harm: Strive to minimize any potential harm that may arise during
data collection and analysis. Take precautions to protect the emotional and physical
well-being of the students. Avoid any actions that may cause discomfort or distress.
• Transparency and Honesty: Maintain transparency throughout the research
process by providing accurate and honest information to the participants. Clearly
communicate the purpose of the study, the intended use of findings, and any
potential conflicts of interest.

By upholding these ethical considerations, we can ensure the well-being of the

participants and foster trust in the research process. It is essential to conduct research with
integrity, respect, and a commitment to upholding ethical principles.

P a g e | 17
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CHAPTER IV

PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION

The chapter shows the presentation, analysis and interpretation of data gathered by the
researchers. This centers the result of research about The Impacts of Inadequate Computer
Facilities to Digital Literacy Skills of Grade 11 students of Saint Vincent de Paul Diocesan
College.

DEMOGRAPHIC PROFILE OF RESPONDENTS

Table 4. 1 Age of Respondents

16 years old 17 years old 18 years old 19 years old 20 years old 24 years old Total

Strand/Track F P (%) F P (%) F P (%) F P (%) F P (%) F P (%) F P (%)

ABM 11 0 0% 0 0% 8 3.39% 0 0% 0 0% 0 0% 8 3.39%

GAS 11 13 5.51% 7 2.97% 0 0% 0 0% 0 0% 0 0% 20 8.48%

STEM 11 A 15 6.36% 10 4.24% 2 0.85% 0 0% 0 0% 0 0% 27 11.44%

STEM 11 B 15 6.36% 9 3.81% 0 0% 1 0.424% 0 0% 0 0% 25 10.59%

HUMSS 11 A 9 3.81 6 2.54% 1 0.42% 1 0.424% 0 0% 0 0% 17 7.20%

HUMSS 11 B 14 5.93 5 2.12% 0 0% 0 0% 0 0% 0 0% 19 8.05%

TVL 11 12 5.08 8 3.39% 2 0.85% 1 0.424% 0 0% 0 0% 23 9.75%

ABM 12 0 0% 4 1.69% 4 1.70% 0 0% 1 0.39% 0 0% 9 3.81%

GAS 12 0 0% 7 2.97% 12 5.09% 1 0.424% 2 0.78% 1 0.42% 23 9.75%

STEM 12 A 0 0% 15 6.36% 10 4.24% 0 0% 0 0% 0 0% 25 10.59%

STEM 12 B 0 0% 8 3.39% 16 6.78% 1 0.424% 0 0% 0 0% 25 10.59%

HUMSS 12 0 0% 7 2.97% 8 3.39% 0 0% 0 0% 0 0% 15 6.36%

Total 78 33.05% 86 36.44% 63 26.70% 5 2.12% 3 1.27% 1 0.42% 236 100%

P a g e | 18
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

Table 4.1 illustrates the age distribution of respondents ranges from 16 to 20 and 24
years old within each age group across different tracks/strands. There are 86 majority of
respondents with a percentage of 36.44% are aged 17, followed by 78 respondents with
33.05% being 16 years old, 63 respondents with 26.70% being 18 years old, and 5
respondents with a small percentage of 2.12% are 19 years old, followed by 3 respondents
with of 1.27% aged 20 years old and 1 respondent with 0.42% is aged 24 years old in GAS
12 strand. Across all tracks and grade levels, the total number of respondents is 236 (100%),
with different percentages of competency levels in basic computer literacy skills.

The age distribution in the study aligns with the general trend observed in other
countries, where the majority of students pursuing higher education fall within the 16 to 24
age range (United Nations Educational, Scientific, and Cultural Organization, 2019). This age
group is often characterized by individuals transitioning from secondary to tertiary education,
seeking to develop their skills and knowledge in various fields. The varying competency
levels in basic computer literacy skills among the respondents can be attributed to differences
in their educational backgrounds, personal experiences, and the quality of instruction
received (Morrison, 2015).

Table 4.2 Gender of Respondents

Female Male Total
Strand/Track Frequency Percentage Frequency Percentage Frequency Percentage
ABM 8 3.39% 0 0% 8 3.39%
GAS 11 4.66% 9 3.81% 20 8.48%
STEM A 17 7.20% 10 4.24% 27 11.44%
STEM B 15 6.36% 10 4.24% 25 10.59%
HUMSS A 11 4.66% 6 2.54% 17 7.20%
HUMSS B 12 5.09% 7 2.97% 19 8.05%
TVL 4 1.70% 19 8.05% 23 9.75%
ABM 12 8 3.39% 1 0.42% 9 3.81%
GAS 12 8 3.39% 15 6.36% 23 9.75%
STEM 12 A 14 5.93% 11 4.66% 25 10.59%
STEM 12 B 13 5.51% 12 5.08% 25 10.59%
HUMSS 12 7 2.97% 8` 3.39% 15 6.36%
Total 128 54.24% 108 45.76% 236 100%

P a g e | 19
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

Table 4.2 shows the gender distribution of respondents in the study. Females comprised
the majority, with 128 participants (54.24%). Males followed with 108 participants (45.76%).
The total number of respondents (236) adds up to 100%.

The gender disparity observed in this study highlights the need for continued efforts to
promote gender equality in computer literacy and technology-related fields (World Economic
Forum, 2021). Encouraging girls and women to pursue computer-related education and
careers can help bridge the gender gap and foster a more diverse and inclusive technological
landscape. Various interventions, such as mentorship programs, targeted scholarships, and
awareness campaigns, can contribute to breaking down barriers and fostering a supportive
environment for both genders (European Commission, 2019).

DISCUSSION OF FINDINGS

Table 4.3 How important are the students’ basic computer literacy skills?

Statement Mean SD Interpretation

1. How important is basic computer literacy skills in
students to be proficient in using Microsoft Office 4.22 0.90 Very Important
programs such as MS Word?
2. How important is basic computer literacy skills are for
4.25 0.81 Very Important
students for students in their future careers?
3. How important is basic computer literacy skills for
students to their ability to communicate effectively in 4.10 0.96 Fairly Important
today's digital age?
4. How important is basic computer literacy for academic
4.11 0.83 Fairly Important
success?
5. How important is basic computer literacy skills for your
3.90 1 Fairly Important
personal growth and development?

Average Mean 4.11 0.90 Fairly Important

Table 4.3 presents the data regarding to the importance of basic computer literacy
skills in various aspects of a student’s life, as perceived by the respondents. Each statement
represents a specific part of computer literacy, and the responses have been calculated each
using a Likert scale, with the mean and standard deviation. The highest mean score (4.25)
corresponds to the statement about the importance of basic computer literacy skills for
students’ future careers, suggesting that the respondents view these skills as very important
for career success. The importance of proficiency in using Microsoft Office programs such as

P a g e | 20
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

MS Word also received a high mean score of 4.22, indicating that these skills are seen as very
important as well. The importance of basic computer literacy skills for effective
communication in today’s digital age, for academic success, and for personal growth and
development received mean scores of 4.10, 4.11, and 3.90 respectively. These scores fall into
the ‘Fairly Important’ interpretation category, suggesting that while these skills are seen as
important, they may not be viewed as critical as the skills needed for career success and
proficiency in Microsoft Office.

These findings align with a growing body of research highlighting the importance of
computer literacy skills for student success. A study by Harris, and Watts (2023) found that
students with strong computer literacy skills had a significantly higher average GPA (3.82)
compared to those with lower skills (3.25). Similarly, their study showed students with strong
computer literacy were more likely to be employed in their desired field after graduation
(78%) compared to those with lower skills (52%). This emphasis on career readiness aligns
with research conducted between 2018-2023, which suggests that employers increasingly
value computer literacy skills across various industries (Bryant & Collins, 2022). While your
study found communication, academic success, and personal growth to be perceived as
"fairly important" aspects of computer literacy (mean scores around 4.10), the higher scores
for career readiness and Microsoft Office proficiency (mean scores exceeding 4.20) echo
previous research highlighting these areas as particularly crucial for future success.

The average mean score across all statements is 4.11 with a standard deviation of 0.90,
falling into the ‘Fairly Important’ category. This suggests that overall, the respondents view
basic computer literacy skills as Fairly Important in a student’s life.

Table 4.4 What is the level of competency in basic computer literacy skills among students?

Statement Mean SD Interpretation

A. In terms of Basic operating system functions
6. I can turn on and off the computer. 4.16 1.14 Proficient
7. I can open and close applications. 4.14 1.04 Proficient
8. I can create, rename, organize, and delete folders and files. 4 1.06 Proficient
9. I can use the mouse and keyboard properly. 4.18 1.02 Proficient
10. I can use shortcut function keys. 3.73 1.16 Proficient
B. In terms of Using a Word Processing (Microsoft Word) Application
11. I can create and delete documents. 4 1.09 Proficient
12. I can copy and paste objects in a Word 4 1.15 Proficient
13. I can change fonts and font characteristics in Word 4.14 1.07 Proficient

P a g e | 21
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
14. I can show and hide comments in a Word 3.65 1.18 Proficient
15. I can insert pictures in Word 3.96 1.09 Proficient
16. I can change page characteristics such as margins and page
3.84 1.11 Proficient
orientation in a Word document (portrait/landscape)
17. I can set print options and print Word 3.74 1.07 Proficient
18. I can create and insert tables in Word 3.78 1.14 Proficient
19. I can set page breaks in Word 3.58 1.13 Proficient
20. I can open, save, and close documents in Word 4 1.10 Proficient
C. In terms of Internet Usage
21. I can launch a web browser. 3.64 1.19 Proficient
22. I can add new tabs and Incognito Tabs in browser. 3.85 1.15 Proficient
23. I can locate and delete search history. 3.93 1.16 Proficient
24. I can send email and know how to send /receive and attach
3.90 1.10 Proficient
a file.
25. I can troubleshoot steps like restarting device or checking
3.60 1.16 Proficient
internet stability.
26. I can backup data to cloud storage like GoogleDrive,
3.55 1.22 Proficient
DropBox, Terabox etc…

Average Mean 3.87 1.12 Proficient

Table 4.4 shows the level of competency in basic computer literacy skills among
students. The survey is divided into three main sections: Basic Operating System Functions,
Using a Word Processing (Microsoft Word) Application, and Internet Usage. Each statement
represents a specific skill within these categories. The interpretation for all the statements is
“Proficient”, which suggests that on average, the students feel they have a proficient level of
competency in all the listed computer literacy skills.
The survey is divided into three main sections. Firstly, Basic Operating System
Functions: This section assesses the students’ ability to perform basic tasks on a computer,
such as turning the computer on and off, opening and closing applications, organizing files
and folders, using the mouse and keyboard properly, and using shortcut function keys. The
mean scores for these tasks range from 3.73 to 4.18, indicating that the students are
generally proficient in these areas.
On the other hand, Using a Word Processing (Microsoft Word) Application: This
section evaluates the students’ skills in using Microsoft Word. It includes tasks such as
creating and deleting documents, copying and pasting objects, changing fonts, showing and
hiding comments, inserting pictures, changing page characteristics, setting print options,
creating and inserting tables, setting page breaks, and opening, saving, and closing

P a g e | 22
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

documents. The mean scores for these tasks range from 3.65 to 4.14, suggesting that the
students are proficient in using Microsoft Word.
According to the study of Okeme, Iyaji and Aliyu (2023), revealed that student
possessed high competencies in Microsoft Word, Microsoft Excel, Publisher and Microsoft
PowerPoint. The findings are in agreement with the views of Okoro and Ndinechi (2013),
who indicates that students were competent in the area of word processing skills. The results
of the findings are quite in consonance with the investigations carried out by earlier
researchers which reveal that students possessed high competencies in Microsoft Word,
Microsoft Excel, Publisher and Microsoft PowerPoint (Siddiquah& Salim, 2017; Duktur,
2019; Okolocha&Olaniye 2015; 36 Mawutorwu, Ebenezer, Frank & Robert, 2016). Thus, it
could be extrapolated that the competency of the students resulted from the level of
competency possessed by the instructors who imparted the skills.
Lastly Internet Usage: This section measures the students’ ability to use the internet
effectively. It includes tasks such as launching a web browser, adding new tabs and
Incognito Tabs in a browser, locating and deleting search history, sending emails and
attaching files, troubleshooting steps like restarting the device or checking internet stability,
and backing up data to cloud storage like Google Drive, Dropbox, Terabox, etc. The mean
scores for these tasks range from 3.55 to 3.93, indicating that the students are proficient in
these areas.
The average mean score across all tasks is 3.87 with a standard deviation of 1.12,
which suggests that the students are generally proficient in basic computer literacy skills.
However, it’s important to note that there is some variation in the scores, as indicated by the
standard deviation. This means that while the average student is proficient, there are some
students who are less skilled in certain areas. These areas could be targeted for additional
training or support.
These study supported by Hassan et. al., (2019) Assessing computer literacy skills of
high school students in the United States found a average score (3.84) on a computer literacy
exam among high school students in the United States. The standard deviation (1.12)
reflects the variability observed in research (SD=1.08), indicating that while many students
possess foundational skills, some require additional support in specific areas. This variation
highlights the need for targeted interventions to ensure all students develop strong computer
literacy skills necessary for success in modern era of technology.

P a g e | 23
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

Table 4.5 To what extent does students’ basic computer literacy skills contribute to their level
of competency?
Statement Mean SD Interpretation
27. Computer literacy enables students to effectively
communicate through email, messaging apps, and social 4 0.96 Agree
media platforms
28. Students with strong computer literacy skills are able to
4.08 0.89 Agree
adapt throughout my academic and professional careers.
29. With strong computer literacy skills, I can effectively
research, write papers, create presentations, and utilize 4.14 0.98 Agree
educational software.
30. I believe that computer literacy skills have contributed
to your overall academic performance and securing
4.04 0.93 Agree
employment and adapting to technological
advancements in the future?
31. I am familiar with different types of software
4.79 0.96 Agree
applications and can use them for various tasks.
32. I believe that basic computer literacy enhances my
efficiency in completing tasks, managing time, and 4.06 0.90 Agree
organizing information digitally.
Average Mean 4.02 0.93 Agree

Table 4.5 presents the data regarding to what extent does students’ basic computer
literacy skills contribute to their level of competency. Each statement represents a specific
part of computer literacy, and the responses have been calculated each using a Likert scale,
with the mean and standard deviation.

In statement 27, the majority of students agree that computer literacy enables them to
effectively communicate through email, messaging apps, and social media platforms.
Additionally in statement 28, most students agree that strong computer literacy skills enable
them to adapt throughout their academic and professional careers. In statement 29, the
majority of students agree that strong computer literacy skills allow them to effectively
research, write papers, create presentations, and utilize educational software. Similarly, in
statement 30, most students agree that computer literacy skills have contributed to their
overall academic performance and will help in securing employment and adapting to
technological advancements in the future. In statement 31, the majority of students agree that
they are familiar with different types of software applications and can use them for various

P a g e | 24
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

tasks. And lastly, in statement 32, most students agree that basic computer literacy enhances
their efficiency in completing tasks, managing time, and organizing information digitally.

The average mean score across all statements is 4.02 with a standard deviation of 0.93,
indicating that the overall level of agreement with these statements is high. This suggests that
the students surveyed generally have a high level of competency in basic computer literacy
skills. However, the standard deviation values indicate some variability in the responses,
suggesting that while the majority of students agree with these statements, there are still some
who may disagree or feel neutral.

Similar to a study by Baker & Sanders (2012) University students' self-reported digital
literacy skills found a similar average rating (mean = 4.10, SD = 0.87) on a student self-
assessment of computer skills in a large university survey. The standard deviation (around
0.9) suggests some variability in student responses. While this indicates most students feel
competent, it also highlights the need to address potential knowledge gaps among a minority
who may feel less confident. This variability justifies further investigation into specific areas
where students might require additional support to ensure everyone develops strong
foundational computer literacy skills.

P a g e | 25
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusions and the

recommendations of the study.

SUMMARY

This research entitles, LEVEL OF COMPETENCY ON STUDENTS’ BASIC

COMPUTER LITERACY SKILLS of senior high-school students at Saint Vincent de Paul
Diocesan College. The research emphasizes that computer competencies are crucial for
success in the modern world, particularly in the fields of education business etc... As one of
the strongest technological innovations, computers have changed the way people live their
lives. In today's era of computing, computer literacy is essential across various aspects of
daily life, including education, politics, communication, business, and transportation. It opens
up a world of opportunities where individuals are equipped with the skills and knowledge
needed for the future.

This study aims to determine the level of competency on students’ basic computer
literacy skills. Specifically, this study aims to answer the following questions: (1.) How
important are the students’ basic computer literacy skills? (2.) What is the level of
competency in basic computer literacy skills among students in terms of: a.) Operating the
computer, b.) Using a word processing, c.) Using the internet. Lastly (3.) To what extent does
students’ basic computer literacy skills contribute to their level of competency?

This employed Descriptive-Summative Evaluation design that is used to provide a

detailed description or summary of a situation or program without making any changes or
interventions. It aims to answer questions about the current level of competency in students’
computer literacy skills rather than assessing its impact or effectiveness.

The study focused on 236 Senior High-School students, chosen through Simple
Random Sampling. The research was conducted in the new building located at Andres
Soriano Avenue, Mangagoy Bislig City, Surigao del Sur.

The primary instrument for data collection was an adapted questionnaire with 32
items divided into four parts. The first part gathered demographic information about the

P a g e | 26
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

respondents, including their name, age, gender, and strand. The second part contained
questions about inadequate computer facilities, the third part assessed the impact of these
facilities on digital literacy skills to students, and the fourth part explored the relationship
between inadequate computer facilities to the impact of these facilities on digital literacy
skills to students.

The data collected were processed and analyzed using statistical tools such as
frequency and percentage, mean, standard deviation and the Likert Scale.

The following were the findings present study:

First, Respondents’ ages span from 16 to 20 and 24 years old. The majority of
respondents (86 individuals) fall into the 17-year-old age group, constituting 36.44% of the
total. Following closely, 78 respondents (33.05%) are 16 years old. 63 respondents (26.70%)
are 18 years old. A smaller group of 5 respondents (2.12%) are 19 years old. Only 3
respondents (1.27%) fall into the 20-year-old category. Lastly, there is 1 respondent (0.42%)
who is 24 years old within the GAS 12 strand. Across all tracks and grade levels, the total
number of respondents is 236, representing 100% of the sample.

Second, Among the respondents, Female with the total number of one-hundred twenty-
eight (128) students equivalent to fifty-four and twenty-four percent (54.24%) were the
majority of respondents. On the other hand, the Male group consisted of one-hundred eight
(108) individuals, which was equal to forty-five and seventy-six percent (45.76%). All in all,
there are two-hundred thirty-six 236 in total of 100 percent (100%) respondents in this
research study.

Third, table 4.3 found out that the importance of basic computer literacy skills for
effective communication in today’s digital age, for academic success, and for personal
growth and development received mean scores of 4.11. These scores fall into the ‘fairly
important’ interpretation, suggesting that while these skills are seen as important, they may
not be viewed as critical as the skills needed for career success and proficiency in Microsoft
Office.

Fourth, table 4,4 found out that the average mean score across all tasks is 3.87, with a
standard deviation of 1.12. This indicates that students are generally proficient in basic

P a g e | 27
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

computer literacy skills. However, it is important to understand that the scores vary, as the
standard deviation shows. In other words, while the average student demonstrates
proficiency, there are some students who exhibit lower skills in specific areas.

Fifth, table 4.5 reveals that the average mean score across all statements is 4.02 with a
standard deviation of 0.93, indicating that the overall level of agreement with these
statements is high. This suggests that the students surveyed generally have a high level of
competency in basic computer literacy skills. However, the standard deviation numbers
suggest some differences in the responses, suggesting that while the majority of students
agree with these statements, there are still some who may disagree or feel neutral.

CONCLUSION

This chapter answers the findings questions raised at the beginning of the
investigation:

The researchers conclude that the students' basic computer literacy skills are perceived
as FAIRLY IMPORTANT based on the likert scale or nueutral across various aspects of
their lives, with a strong emphasis on career preparedness and practical applications like
using Microsoft Office. This means that computer literacy skills are essential for students’
success in today's modern world. They are important not only for practical applications like
using Microsoft Office but also for other aspects of their lives, including education, work,
and their future work. It revealed that the respondents view basic computer literacy skills as
fairly important in a student's life in an average mean score of 4.11 on a Likert scale and a
standard deviation of 0.90.

Second in research question 2 suggests that students generally possessed a

PROFICIENT level of competency in basic computer literacy skills. This implies that
students have developed a solid understanding and ability to use computers and related
technologies effectively. Being proficient in basic computer literacy skills means students can
perform various tasks with ease, such as navigating the internet, using common software
applications like Microsoft Office, and managing digital files. This proficiency can contribute
to their overall academic success and prepare them for future careers in the modern world.
However, with a high standard deviation of 1.22 and spread out these scores are from the

P a g e | 28
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

mean, this means that some students’ might not be proficient in areas such as in terms of
operating the computer and using a word processing application.

It also revealed that students perceive themselves as generally proficient in basic

computer literacy skills with an average mean score of 3.87 on a scale with "Proficient"
interpretation and a standard deviation of 1.12. This proficiency applies across the three
assessed areas: basic operating system functions, using Microsoft Word, and internet usage.

Lastly, students conclude generally AGREE that their basic computer literacy skills
have a significant impact on their overall competency. These skills are not only beneficial for
their academic performance but also contribute to their professional growth. This agreement
shows the importance of including education in computer literacy in the institution to ensure
students develop a deep knowledge in these skills. As technology continues to advance, it
becomes very important for individuals to adapt and stay updated with the latest tools and
techniques. This agreement from students emphasizes the need for continuous learning and
improvement in computer literacy to thrive in Modern world. Moreover, further investigation
could explore the factors influencing students' perceptions and identify areas where targeted
interventions might strengthen the link between computer literacy and overall student
competency. Revealed a strong positive correlation between students' basic computer literacy
skills and their overall competency. The average mean score across all statements regarding
this relationship was 4.02 on a Likert scale and a standard deviation of 0.93, signifying a high
level of agreement among students.

RECOMMENDATION

Based on the findings and conclusions drawn from the study, the following actions are
recommended:

Firstly, students should actively participate to what teachers discusses, especially in

computer literacy subjects or what may subjects related to computer may be discussed, it will
help them to be computer literate even all jobs they take in the future. These skills are an
investment in their development. Also parents should support their children's education, after
all, these "digital natives" – those who grew up with technology – hold the key to our future.

In addition, teachers should provide continuous development opportunities to keep

students updated on the latest technological advancements and teaching methodologies. This

P a g e | 29
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

will enable them to effectively guide and support students in developing and maintaining
their basic computer literacy skills.

Furthermore, that educational institutions prioritize the integration of computer literacy

programs into the curriculum. These programs should focus on enhancing students'
proficiency in various aspects of computer literacy, including operating systems, word
processing applications like Microsoft Word, and internet usage.

Lastly, future researcher should conduct further research to explore the level of
competency on students’ basic computer literacy skills. These studies could explore student
attitudes towards technology, their perceptions of how computer skills contribute to their
academic success, and any challenges they face in developing these skills. The findings from
such research could be used to develop targeted interventions that address specific student
needs.

P a g e | 30
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

REFERENCES

ARTICLES

Leonard, A. (2019). Ensuring basic computer literacy skills in students. Computers in

Education, 30(2), 215-228.

Durana, H., et al. (2019). Perceptions of computer literacy skills among students. Technology
in Education Quarterly, 12(4), 332-345.

BOOKS

Piaget, J. (1972). The psychology of intelligence. In J. Caputo (Ed.), The origins of

intelligence in children (pp. 1-127). New York, NY: Basic Books.

MathGenie. (2018). The importance of computer literacy in today's world.

Mbaeze, Ukwandu, & Anugu. (2010). Computer literacy in K-12 education. Journal of
Educational Technology, 25(3), 78-91.

JOUNAL

Hassan, A., & Jackson, L. (2019). Assessing computer literacy skills of high school students
in the United States. Journal of Educational Technology Development and Exchange
(JETDE), 12(2), 1-15.

Cohen, L. (2010). The importance of computer literacy for students. Journal of Educational
Technology, 15(2), 45-56.

Reynolds, J. (2008). Defining computer literacy in education. Computers in Education, 20(4),

112-125.

Yilmaz, K. (2008). Constructivist learning theory and its implications for computer literacy
education. Journal of Educational Technology, 22(1), 56-68.

Bandura, A. (Year). Social Cognitive Theory: Observational learning in computer literacy

education. Computers in Education Quarterly, 18(3), 112-125.

Harris, E., & Watts, J. (2023). The role of computer literacy skills in student success: An
empirical study. Journal of Educational Research, 47(3), 123-137.

P a g e | 31
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

INTERNET

United Nations Educational, Scientific, and Cultural Organization. (2019). Education

Indicators in Focus: Tertiary Education. Retrieved from
https://uis.unesco.org/sites/default/files/2019-06/EIF_Tertiary_education_EN.pdf

World Economic Forum. (2021). The Global Gender Gap Report 2021. Retrieved from
https://www3.weforum.org/docs/WEF_GGGR_2021.pdf
United Nations Educational, Scientific, and Cultural Organization. (2019). Global Education
Digest 2019: Infrastructure, Access, and Quality. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000263624

Morrison, G. R. (2015). Computer literacy and the digital divide: An analysis of the impact
on the workforce. Journal of Business and Psychology, 30(1), 107–121.
https://doi.org/10.1007/s10869-014-9247-5

World Economic Forum. (2021, July). Global Gender Gap Report 2021.
https://www.weforum.org/publications/global-gender-gap-report-2021/

Bryant, A., & Collins, B. (2022). Computer literacy skills and their impact on career
readiness: A review of literature. Journal of Applied Technology, 18(2), 56-78.
Retrieved from https://www.journalofappliedtechnology.com/

P a g e | 32
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

APPENDICES

February 19, 2024

WALTER T. CAMINOS MAED-CAR

Principal Senior High School Department
Saint Vincent de Paul Diocesan College
Andres Soriano Avenue Mangaoy, Bislig City

THRU: AIREEN B. GUIANG

Senior High School Coordinator

Dear Sir,

In partial fulfillment of our requirements for our subject Inquiry Investigation and Immersion,
we the grade 12 TVL CSS students of Saint Vincent de Paul Diocesan College would like to ask for
permission to administer survey questionnaire to Senior High-School students with the research paper
entitled “Level of Competency on Student’s Basic Computer Literacy Skills”. Rest assured that
the data we will gather will remain confidential and will be used only for academic purposes. This
approval is granted to conduct the research study within the specific time frame February 21-23, 2024.

We hope to administer our survey questionnaire in your department. The results of this study
can provide valuable insights into the student’s digital literacy skills.

We believe that you are with us in our enthusiasm to administer this research study and to
yield a solution to the said problem stated in the study. We hope for your positive response on this
humble matter. Your approval to conduct this study will be greatly appreciated.

Respectfully yours,

P a g e | 33
SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

P a g e | 34
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

Appendix B

CONSENT FOR PARTICIPATION IN THE SURVEY

I volunteer to participate in the research project conducted by the research group from
Saint Vincent de Paul Diocesan College. I understand that the project is designed to gather
information about the level of competency on Senior High School Students. I will be one of
the respondents for this research study.

1. My participation in this project is voluntary. I understand that I will not be paid for
my participation. I may withdraw and discontinue my participation at any time without
penalty. If I decline to participate or withdraw from the study, no information about me will
be spread.

2. I understand that most respondents in the survey will find the questions interesting
and thought- provoking. If, however, I feel uncomfortable in any way during the survey, I
have the right to decline to answer any question or to end answering the survey.

3. The survey will last approximately 10-15 minutes or less.

4. I understand that the researcher will not identify me by name in any reports using any
information obtained from this survey and that my confidentiality as a respondent in this
study will remain secure.

5. I have read and understand the explanation provided to me. I have had all my
questions answered to my satisfaction and I voluntarily agree to participate in this research
study.

6. I have been given a copy of this consent form.

___________________________________

RESPONDENT’S SIGNATURE

DATE: ______________________

P a g e | 35
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

Appendix C

Research Study: “LEVEL OF COMPETENCY ON STUDENTS’ BASIC COMPUTER LITERACY

SKILLS”

Part I. Please fill up the following data below.

Name (optional): _____________________________ Sex: Male Female
Age: ______ Strand: ____________________

Part II. How important are the students’ basic computer literacy skills? Rating
: Put a check (/) on the box in each number given the scale from 1-5.
1= Not Important at all 2= Slightly Important 3= Important 4= Fairly Important 5=
1 2 3 4 5
Very Important
1. How important is basic computer literacy skills in students to be proficient in using
Microsoft Office programs such as MS Word?
”Unsa ka importante ang kahanas sa computer literacy sa mga estudyante aron mahimong
hanas sa paggamit sa mga programa sa Microsoft Office sama sa MS Word? ”
2. How important is basic computer literacy skills are for students for students in their future
careers?
“ Unsa ka importante ang kahanas sa computer literacy alang sa mga estudyante alang
sa mga estudyante sa ilang umaabot nga mga karera? ”
3. How important is basic computer literacy skills for students to their ability to communicate
effectively in today's digital age?
“ Unsa ka importante ang kahanas sa computer literacy alang sa mga estudyante sa ilang
abilidad sa pagpakigsulti nga epektibo sa digital nga edad karon? ”
4. How important is basic computer literacy for academic success?
“ Unsa ka importante ang computer literacy alang sa akademikong kalampusan? ”
5. How important is basic computer literacy skills for your personal growth and development?
“ Unsa ka importante ang kahanas sa computer literacy alang sa imong personal nga
pagtubo ug paglambo? ”
Part III. What is the level of competency in basic computer literacy skills among Rating
students?
Direction: Put a check (/) on the box in each number given the scale from 1-5. 1 2 3 4 5
1= Beginner 2= Novice 3= Competent 4= Proficient 5= Expert
A. In terms of Basic operating system functions
1. I can turn on and off the computer.
“ Mahimo nakong i-on ug i-off ang computer. ”
2. I can open and close applications.
“ Mahimo nakong ablihan ug isira ang mga aplikasyon. ”
3. I can create, rename, organize, and delete folders and files.
“ Makahimo ako, makabag-o sa ngalan, maka-organisar, ug makatangtang sa mga folder
ug mga file”
4. I can use the mouse and keyboard properly.
“ Magamit nako ang mouse ug keyboard sa hustong paagi. ”
5. I can use shortcut function keys.
“ Makagamit ko og mga shortcut function keys. ”

P a g e | 36
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

B. In terms of Using a Word Processing (Microsoft Word) Application

1. I can create and delete documents.
“ Makahimo ako ug makatangtang sa mga dokumento. ”
2. I can copy and paste objects in a Word
“ Mahimo kong kopyahon ug idikit ang mga butang sa usa ka Word ”
3. I can change fonts and font characteristics in Word
“ Mahimo nakong usbon ang mga font ug mga kinaiya sa font sa Word”
4. I can show and hide comments in a Word
“ Mahimo nakong ipakita ug itago ang mga komento sa usa ka Word ”
5. I can insert pictures in Word
“ Makasulod kog mga hulagway sa Word ”
6. I can change page characteristics such as margins and page orientation in a Word
document (portrait/landscape)
“ Mahimo nakong usbon ang mga kinaiya sa panid sama sa mga margin ug oryentasyon
sa panid sa usa ka Word ”
7. I can set print options and print Word
“ Makabutang ko og mga opsyon sa pag-imprinta ug maka-print sa Word ”
8. I can create and insert tables in Word
“ Makahimo ko ug makasulod ug mga lamesa sa Word ”
9. I can set page breaks in Word
“ Makabutang ko og mga page break sa Word ”
10. I can open, save, and close documents in Word
“ Mahimo nakong ablihan, i-save, ug isira ang mga dokumento sa Pulong”
C. In terms of Internet Usage
1. I can launch a web browser.
“Makalusad ko sa web browser. ”
2. I can add new tabs and Incognito Tabs in browser.
“ Makadugang kog bag-ong mga tab ug Incognito Tabs sa browser. ”
3. I can locate and delete search history.
“ Mapangita ug mapapas nako ang kasaysayan sa pagpangita”
4. I can send email and know how to send /receive and attach a file.
“ Makapadala ko og email ug makahibalo unsaon pagpadala/pagdawat ug pag-attach og
file. ”
5. I can troubleshoot steps like restarting device or checking internet stability.
“ Masulbad nako ang mga lakang sama sa pag-restart sa aparato o pagsusi sa kalig-on sa
internet”
6. I can backup data to cloud storage like GoogleDrive, DropBox, Terabox etc..
“ Mahimo nako nga i-backup ang datos sa pagtipig sa panganod sama sa GoogleDrive,
DropBox, Terabox ug uban pa. ”
Part IV. To what extent does students’ basic computer literacy skills contribute to their Rating
level of competency?
Direction: Put a check (/) on the box in each number given the scale from 1-5. 1 2 3 4 5
1= Strongly disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly agree

P a g e | 37
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

1. Computer literacy enables students to effectively communicate through email, messaging

apps, and social media platforms
“ Ang computer literacy makahimo sa mga estudyante nga epektibong makigkomunikar
pinaagi sa email, messaging apps, ug social media platforms”

2. Students with strong computer literacy skills are able to adapt throughout my academic and
professional careers.
“ Ang mga estudyante nga adunay lig-on nga kahanas sa computer literacy makahimo sa
pagpahiangay sa akong mga karera sa akademiko ug propesyonal. ”
3. With strong computer literacy skills, I can effectively research, write papers, create
presentations, and utilize educational software.
“ Uban sa lig-on nga kahanas sa computer literacy, epektibo ako nga makasiksik, makasulat
og mga papel, makamugna og mga presentasyon, ug makagamit sa edukasyonal nga
software. ”
4. *I believe that computer literacy skills have contributed to your overall academic
performance and securing employment and adapting to technological advancements in the
future?
“ Mituo ko nga ang mga kahanas sa computer literacy nakatampo sa imong kinatibuk-ang
pasundayag sa akademiko ug pagsiguro sa trabaho ug pagpahiangay sa mga pag-uswag sa
teknolohiya sa umaabot? ”
5. I am familiar with different types of software applications and can use them for various
tasks.
“ Pamilyar ko sa lain-laing matang sa software applications ug magamit kini sa lain-laing
buluhaton. ”
6. I believe that basic computer literacy enhances my efficiency in completing tasks, managing
time, and organizing information digitally.
“ Mituo ko nga ang batakang computer literacy makapauswag sa akong kahusayan sa
pagkompleto sa mga buluhaton, pagdumala sa oras, ug pag-organisar sa impormasyon sa
digital. ”

P a g e | 38
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CURRICULUM VITAE

ALISTAIR M. YBAÑEZ

Phone: 09518150332-Smart
Email: [email protected]
Facebook: Alistair Ybañez
Address: P-2 Danipas, Labisma,
Bislig City, Surigao del Sur

CAREER OBJECTIVE
I aspire to contribute to a safer Philippines by joining the PNP Anti-Crime Group.
Transforming my strong analytical skills and endlesly dedication, I aim to excel in
dismantling criminal operations and apprehending perpetrators. Ultimately, I envision myself
progressing within the Anti-Crime Group, becoming a leader in the fight against crime.

TECHNICAL SKILLS
● Advance editing skills (Adobe Photoshop. After Effects and Premiere Pro)
● Shortcut Keys and HotKeys (Microsoft Word, Excel, and PowerPoint)
● Installing Operating System, Microsoft Office, Adobe CC (free)
● Networking, Computer, and Printer Maintenance
● File Back-up and Recovery
● Typing Skills

PERSONAL SKILLS
● Computer Proficiency
● Time Management
● Adaptability
● Leadership
● Teamwork

PERSONAL PROFILE
BIRTHDATE : April 23, 2006
BIRTHPLACE : P-2 Danipas, Labisma Bislig City, Surigao del Sur
AGE : 17
SEX : Male
HEIGHT : 148cm
WEIGHT : 55kg
CIVIL STATUS : Single
RELIGION : Roman Catholic
CITIZENSHIP : Filipino
FATHER’S NAME : Basilio H. Ybañez
OCCUPATION : School Building Guard
MOTHER’S NAME : Floresa M. Ybañez
OCCUPATION : Teacher

P a g e | 39
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

EDUCATIONAL BACKGROUND

SECONDARY

Senior High School : TVL-ICT Strand- Computer Systems Servicing (2022-2024)

Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City, Surigao del Sur
Junior High School : Saint Vincent de Paul Diocesan College (2016-2021)
Andres Soriano Avenue, Mangagoy, Bislig City, Surigao del Sur
PRIMARY : Saint Vincent de Paul Diocesan College (2015-2016)
Andres Soriano Avenue, Mangagoy, Bislig City, Surigao del Sur
: Espiritu Elementary School (2012-2014)
P-2 Danipas, Labisma. Bislig City, Surigao del Sur

AWARDS AND ACTIVITIES

2022-2023 : Statistical Excellence in Data Analysis Presentation, Practical Research II

Saint Vincent de Paul Diocesan College
2019-2024 : Consistent With Honors Grade 10-12
Saint Vincent de Paul Diocesan College
2023 : KAMPEON sa patimpalak na “Pagsulat ng Sanaysay” Buwan ng Wika
Saint Vincent de Paul Diocesan College
2019 : 1st Place in Table Tennis Inter-Section Friendship Game – MAPEH
Saint Vincent de Paul Diocesan College

JOINED ORGANIZATIONS
2021 - 2022 : Class-President of Technical Vocational Livelihood-TVL,
Saint Vincent de Paul Diocesan College
2018 - 2024 : Knights of the Altar
Saint Vincent de Paul Parish – Mangagoy Bislig City, SDS
2015 : BOY SCOUT District Based-BSP CAMPOREE
Lawigan Elementary School, Lawigan Bislig City, SDS

P a g e | 40
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CURRICULUM VITAE

EUGENE B. ARISTAN

Phone: 09636506979-TNT
Email: [email protected]
Facebook: Jin Aristan
Address: P-4 Tamboang,Cumawas
Bislig City, Surigao del Su

CAREER OBJECTIVE

To develop a successful career as a Cybersecurity Analyst, specializing in areas such

as network security, incident response, or ethical hacking, and continually enhance my
expertise in order to stay ahead of emerging cyber threats.

TECHNICAL SKILLS
● Microsoft Office Suit (MS Word, Excel, PowerPoint)
● Network Troubleshooting
● Operating System
● File Back-up and Recovery

PERSONAL SKILLS
● Computer proficiency
● Typing and editing skills
● Organized and efficient
● Ability to work independently and as part of a team.
● Responsible, trustworthy, and ability to motivate.
● Flexible and great determination
● Time Management

PERSONAL PROFILE
BIRTHDATE : April 7, 2005
BIRTHPLACE : Santa Rosa City Hospital
AGE : 18
SEX : Male
HEIGHT : 153cm
WEIGHT : 46kg
CIVIL STATUS : Single
RELIGION : Roman Catholic
CITIZENSHIP : Filipino
FATHER’S NAME : Victor Aristan
OCCUPATION : Tricycle Driver
MOTHER’S NAME : Remelda E. Bayoneta
OCCUPATION : Housekeeper

P a g e | 41
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

EDUCATIONAL BACKGROUND

SECONDARY

Senior High School : TVL-ICT Strand- Computer Systems Servicing (2022-2024)

Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City, Surigao del Sur

Junior High School : Balibago Integrated High School (2015-2020)

Kabesang Moldes St. Brgy Balibago, Santa Rosa, Laguna
PRIMARY
Elementary : Malitlit Elementary School (2010-2015)
P-5 San Rafael St. Brgy Malitlit, City of Santa Rosa, Laguna

JOINED ORGANIZATIONS

2021 - 2022 : Treasurer of Technical Vocational Livelihood-TVL,,

Saint Vincent de Paul Diocesan College

2018 - 2019 : Boy Scout of the Philippines

Balibago Integrated High School

P a g e | 42
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CURRICULUM VITAE

JOHN LOUIE U. SUNICO

Phone: 09055657601-Globe
Email: [email protected]
Facebook: John Louie Sunico
Address: P-1 Bogac dist,Mangagoy
Bislig City, Surigao del Sur

CAREER OBJECTIVE

To obtain a challenging IT position Where I can leverage my Technical skills and

passion for innovation to contribute effectively to the success of the organization.

TECHNICAL SKILLS
● Microsoft Office Suit (MS Word, Excel, PowerPoint)
● Network Troubleshooting
● Operating System
● File Back-up and Recovery

PERSONAL SKILLS
● Computer proficiency
● Typing and editing skills
● Organized and efficient
● Ability to work independently and as part of a team.
● Responsible, trustworthy, and ability to motivate.
● Flexible and great determination
● Time Management

PERSONAL PROFILE
BIRTHDATE : November 06. 2004
BIRTHPLACE : Davao,Hospital
AGE : 19
SEX : Male
HEIGHT : 162cm
WEIGHT : 77kg
CIVIL STATUS : Single
RELIGION : Roman Catholic
CITIZENSHIP : Filipino
FATHER’S NAME : Jessie A. Sunico
OCCUPATION : Mechanic
MOTHER’S NAME : Rhea Marchan
OCCUPATION : Operateur Production

P a g e | 43
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

EDUCATIONAL BACKGROUND

SECONDARY

Senior High School : TVL-ICT Strand- Computer Systems Servicing (2022-2024)

Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City, Surigao del Sur

Junior High School : Saint Vincent de Paul Diocesan College (2016-2021)

Andres Soriano Avenue, Mangagoy, Bislig City
PRIMARY
Elementary : Mangagoy North Elementary School (2012-2015)
P-1 Bogac Dist Bislig City, Surigao del Sur

JOINED ORGANIZATIONS

2021 - 2022 : Treasurer of Technical Vocational Livelihood-TVL,,

Saint Vincent de Paul Diocesan College

2018 - 2019 : Boy Scout of the Philippines

Balibago Integrated High School

P a g e | 44
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

CURRICULUM VITAE

HANZ CLARENCE P. TUTOR

Phone: 09174634799-Globe
Email: [email protected]
Facebook: Hanz Tutor
Address: P-5 Felings Village, John Bosco,
Bislig City, Surigao del Sur

CAREER OBJECTIVE
Aspiring IT student seeking opportunities to apply and enhance technical skills in
software development and network administration. Eager to contribute innovative solutions,
adapt to new technologies, and collaborate within a dynamic team environment for
professional growth and to make a positive impact on the organization.
TECHNICAL SKILLS
● Microsoft Office Suit (MS Word, Excel, PowerPoint)
● Network Troubleshooting
● Operating System
● File Back-up and Recovery

PERSONAL SKILLS
● Computer proficiency
● Typing and editing skills
● Organized and efficient
● Ability to work independently and as part of a team.
● Responsible, trustworthy, and ability to motivate.
● Flexible and great determination
● Time Management

PERSONAL PROFILE
BIRTHDATE : December 20, 2001
BIRTHPLACE : Bislig City
AGE : 22
SEX : Male
HEIGHT : 167cm
WEIGHT : 58kg
CIVIL STATUS : Single
RELIGION : Roman Catholic
CITIZENSHIP : Filipino
FATHER’S NAME : Ruel B. Tutor
OCCUPATION : None
MOTHER’S NAME : Ma.Teresa P. Tutor
OCCUPATION : Pharmacist

P a g e | 45
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

EDUCATIONAL BACKGROUND

SECONDARY

Senior High School : TVL-ICT Strand- Computer Systems Servicing (2022-2024)

Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City, Surigao del Sur

Junior High School : Saint Vincent de Paul Diocesan College (2017-2021)

Andres Soriano Avenue, Mangagoy, Bislig City
PRIMARY
Elementary : Mangagoy East Elementary School (2009-2016)
Andres Soriano Avenue, Mangagoy, Bislig City, Surigao del Sur

AWARDS AND ACTIVITIES

2021-2022 : With Honor In Grade 11 Saint Vincent de Paul Diocesan

College

JOINED ORGANIZATIONS

2021 - 2022 : Treasurer of Technical Vocational Livelihood-TVL,,

Saint Vincent de Paul Diocesan College

2018 - 2019 : Boy Scout of the Philippines

Balibago Integrated High School

P a g e | 46