Computer Literacy Program Thesis

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College of the Immaculate Conception
Chapter 1THE PROBLEM AND ITS SETTING
Introduction
Today, computers play a big role in education especially indeveloping countries like the Philippines.
According to Casiano(2007), computer has a capability for administrative andmanagerial users,
namely: easing enrollment procedures,preparing transcript of records, recording grades, paying
schoolfees, and others, as well as for teaching purposes. Moreover, ithas given way to the
development of multi-media which iscreating an exciting and very real interactive
learningenvironment.According to Senator Oreta, three to four out of fiveteachers lacked knowledge in
using computers (Philippine Star,2002). In a survey research with an overall goal of determiningICT
preparedness of teacher stated that the literacy of teachersin using word processing software is about
63.27% while thesecond is internet browsing with 33.91%. The third is usingspreadsheets application,
13.84% and other software applicationis quite below at 10% (Magno, 2006). AlsoDepED estimates
thatonly one out of seven schools have teachers who are computerliterate (Abad, 2004).
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Being computer literate gives the learner an opportunity toexcel in rapidly changing environment in
technology. Accordingto Reynolds (2007), computer literacy means being knowledgeableabout the
capabilities of hardware and software andunderstanding how computers and the internet can
enhance
student
s educational experiences.The government and the education department has come upwith plans for
computer literacy of learners as well asteachers. According to Carandang (2010), Senator Angara
urgedthe incoming administration to legislate an integrated computereducation. He also proposed the
creation of the Board ofComputer Education. The proposed board will promote the Build-OperateTransfer (BOT) scheme of the program, which isfacilitating the computer literacy training of teachers.
Angaraalso urged to integrate computer subjects in private and publicschools from elementary up to
high school; providing materialsand equipment to be used in implementing computer literacy. Theyare
making laws and bills like House Bill No. 632 introduced bySenator Escudero (2003),an act to
integrate a computereducation program into the educational system and for otherpurposes,for
pursuing the objectives in achieving goals forbetter quality education.
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In schools, some books used by teachers have additionalinformation and useful links that can be
accessed in theinternet. There are times that the researcher integratesacademic subjects for the
hands-on activity of students in theircomputer subject. If the teachers know how to use computer
andits applications, it will be easy for them to understand theadvantage of being computer literate.
Also, students willrealize that the computer is not only for fun and entertainmentbut for their own
benefit. According to Carlson and Gadio(2002), educational technology is not, and never will
be,transformative on its own. It requires teachers who canintegrate technology into the curriculum and
use it to improvestudent
s learning. Teachers are the keys to how technology isused appropriately and effectively.Five years
ago, teachers of the Holy Rosary CollegesFoundation had an informal basic computer training held
duringthe summer vacation. It was held from one to two hours in twoweeks before the opening of
classes. The computer teacher taughtthe basics and she assigned another teacher for
demonstration.Furthermore, the teachers were asked to have hands-on activitieswith computer. It was
the first and last training conducted.
oday, most of the teachers of Holy Rosary CollegesFoundation have laptops or computers to help
them in their tasksin terms of preserving records, encoding documents, computationof grades and
browsing the internet. Other teachers studying fortheir masteral degree prepare presentations of their
reportusing their computers. Unfortunately, based on the
researchers
observation, some of the teachers have minimal computer literacyand the school has no program for
computer literacy forteachers. Despite of the complete equipment and facilitiesavailable to every
teacher for use in a computer literacyprogram, teachers learn operating computers by exploring
andthrough the help of their peers.Realizing the compelling need of teachers to be computerliterate,
the researcher was motivated to determine the computeraptitude and skills of the teachers at the Holy
Rosary CollegesFoundation. It is hoped that the results can help the researchercome up with a
computer literacy program for the teachers.
Conceptual Framework
Nowadays, every teacher relies on computers for makinglesson plans, preparing examinations,
recording and computinggrades, and others. Teachers have to immerse themselves in the
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age of information revolution since society is surrounded byrapid changes, media, knowledge
workers, technology and researchand development (CICT, 2006).Actually Sec. Lapuz (2008)
statedthat teachers must be equipped with 21st century skills that canempower all Filipin
os to become competitive in todays
digitalage.While there may be a general willingness to apply the toolsof technology in the different
learning areas, one of the majorhandicaps among teachers is having low level proficiency interms of
computer applications (Andrada, 2003). Although someteachers have knowledge in using computers,
their skills areoutdated (Philippine Star, 2010). In line with this,Mau (2001)in his case study about the
basic information technologytraining for teachers in Hong Kong revealed that the continuouslong-term
training should be arranged so that teachers canupdate their knowledge. More importantly, teachers
must bechallenged to go away from their familiar methods and approachesand instead adopt
themselves according to the educationaltechnologies appropriate for this generation (Haddad, 2002).
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INPUTPROCESSOUTPUT
Fig. 1 Research ParadigmFigure 1 shows the paradigm of the study. For the input,the researcher got
the profiles of the teacher:age, gender,educational attainment, years of teaching, number of
subject/staught, and computer application in teaching, computer trainingattended, ownership of
computer, and numbers of hours of
1. Problem Identification
2. Data Gathering-Questionaire-Interview3. Analysis and Interpretation of Data
4. Drawing Conclusions
1.Assessed ComputerLiteracy of Teachers2.Proposed ComputerLiteracy Program
1 . P r o f i l e o f T e a c h e r s - R e s p o n d e n t s -Age -Computer Applications in
Teaching-Gender -Computer Trainings Attended-Educational -Ownership of
ComputerAttainment -Number of Hours of Computer-Years of Teaching Usage per
Week-Number of Subject/s Taught2. Assessment of Teacher in Computer Literacy
ollege of the Immaculate Conception
INPUTPROCESSOUTPUT
Fig. 1 Research ParadigmFigure 1 shows the paradigm of the study. For the input, the researcher got
the profiles of the teacher:age, gender,educational attainment, years of teaching, number of
subject/staught, and computer application in teaching, computer trainingattended, ownership of
computer, and numbers of hours of
1. Problem Identification
2. Data Gathering-Questionaire-Interview3. Analysis and Interpretation of Data
4. Drawing Conclusions
1.Assessed ComputerLiteracy of Teachers2.Proposed ComputerLiteracy Program
1 . P r o f i l e o f T e a c h e r s - R e s p o n d e n t s -Age -Computer Applications in
Teaching-Gender -Computer Trainings Attended-Educational -Ownership of
ComputerAttainment -Number of Hours of Computer-Years of Teaching Usage per
Week-Number of Subject/s Taught2. Assessment of Teacher in Computer Literacy
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computer usage per week. It also included the assessment ofteacher
s
computer literacy in general computer operations,communication and internet, word processing,
spreadsheets, andgraphics. The process included the problem identification, datagathering, analysis
and interpretation of data and drawingconclusions. The output of the study assessed computer
literacyof teachers which was the basis in proposing a computer literacyprogram.
Statement of the Problem
This study aimed to assess the
teachers
computer literacyat Holy Rosary Colleges Foundation. Specifically, the researchersought answers to
the following questions:1.
How may the profile of the teacher respondents be describedin terms of:1.1
age;1.2
gender;1.3
educational attainment;1.4
years of teaching;1.5
number of subject/s taught;1.6
computer application in teaching;1.7
computer trainings attended;

1.8
ownership of computer; and1.9
number of hours of computer usage per week?2.
How may the computer competencies of teacher respondents bedescribed in terms of:2.1
General Computer Operations;2.2
Communication and Internet;2.3
Word Processing;2.4
Spreadsheets; and2.5
Graphics?3.
Is there a significant difference in the computer competencies of the respondents when grouped
according totheir profile variables?
4. What computer literacy program may be proposed for the teachers of the Holy Rosary Colleges
Foundation?
Hypothesis of the Study
The researcher tested the hypothesis:There is no significant difference in the computer competencies
of the respondents when grouped according to theirprofile variables.
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Significance of the Study
This study will be significant to:
School.
The outcomes of this study will be basis for a programwhich will benefit schools; elevating quality of
education ofteachers through the use of computer.
Administrator.
The results of this study will be used as a basisfor planning, designing and implementing a computer
literacyprogram. Also administrators may use the collected statistics oroutcomes to emphasize the
need for a computer literacy programfor teachers.
Teachers.
The output of this investigation would make theteachers aware of and updated on technology and use
thetechnology to improve instructional materials, learning
experiences, teaching competence, and students performance.
Also computers can help teachers in terms of information accessand research. Moreover, they will
also be aware of theirweaknesses and strengths about computer; and consequently, makethe
necessary adjustments from outdated to updated trainings andseminars.
Researchers.
The results of the study can be a basis for other
researchers future references.
It will also give them idea onthe importance of computer in the research process. They may
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include other variables to deepen the study for effectivecomputer literacy program.
Parents.
Continuous support to upgrade the technologicalexpertise of the teachers will in a better teachinglearningprocess for their children.
Students.
They will benefit from this study because they are theultimate recipients of computer literacy program
provided to theteachers.
Scope and Delimitation of the Study
This study focused on the assessment of the computerliteracy of teachers at the Holy Rosary
Colleges Foundation,S.Y. 2010
2011. The findings were the basis for a proposedcomputer literacy program. The study covered the
assessment ofthe teachers
computer
literacy in terms of general computeroperations; communication and the internet; word
processing;spreadsheets; graphics. The respondents are the total populationof teachers from preelementary up to college.
include other variables to deepen the study for effectivecomputer literacy program.
Parents.
Continuous support to upgrade the technologicalexpertise of the teachers will in a better teachinglearningprocess for their children.
Students.
They will benefit from this study because they are theultimate recipients of computer literacy program
provided to theteachers.
Scope and Delimitation of the Study

This study focused on the assessment of the computerliteracy of teachers at the Holy Rosary
Colleges Foundation,S.Y. 2010
2011. The findings were the basis for a proposed computer literacy program. The study covered the
assessment ofthe teachers computerliteracy in terms of general computeroperations;
communication and the internet; word processing;spreadsheets; graphics. The respondents are the
total populationof teachers from pre-elementary up to college.
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Definition of Terms
For a better and clearer understanding of this study, thefollowing terms are operationally defined, while
others weretaken from other sources:
Assessment means to evaluate a students progress in learning
new skills and knowledge. (Stronge, et al. 2004).In this study,assessment means to estimate the
literacy rate of teachers incomputer applications.
Computer literacy
means being knowledgeable about thecapabilities of hardware and software and understanding how
computers and the internet can enhance students educationa
lexperiences (Reynolds, et al. 2007).
Information Communication Technology (ICT)
means any piece oftechnology that allows users to create, store, displayinformation in all its forms
(text, images, video, and audio)and communicate it over distance. ICT includes computers,handheld
computers, and cell phones and the convergence of anyof these technologies (Gaible, 2005).
Teacher
means a person employed in an official capacity for thepurpose of giving instruction to students in an
educationalinstitution, whether public or private. (Molina, 2001) In this
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study, teacher means the faculty of the Holy Rosary CollegesFoundation from pre-elementary up to
college.
Word Processing
is a software program that includes tools forentering, editing, and formatting text and graphics. It
allowsyou to create and enhance a wide range of documents quickly andeasily (Beskeen, 2009).
Spreadsheet
is the type of application software used to createcomputerized spreadsheets, which typically contain a
great dealof numbers and mathematical calculations (Morley, 2009).
Graphics/Graphics Presentation
is an image designed to visuallyenhance a presentation, typically to convey information moreeasily to
people. It can be used in electronic slide shows, aswell as in printed handouts, overhead
transparencies, wordprocessing documents, and Web pages (Morley, 2009).
Communications/Communication network
is to convey message fromone point or place to another. It is associated with machine tomachine
communications, such as terminals to computer andcomputer to computer communications (Dhotre,
2007).
Internet is a worldwide collection of separate, butinterconnected, networks that are used daily by
millions ofpeople to obtain information, disseminate information, accessentertainment, or
communicate with others (Morley, 2009).
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Chapter 2REVIEW OF RELATED LITERATURE and STUDIES
This chapter presents the review of related literature andstudies, both local and foreign, which provides
a background anda frame of reference upon which the conceptual framework andother entries of this
study were formulated.
Foreign Literature
Veer (2005) pointed out that the progress of a country depends upon the quality of its teachers...
training isessential for every teacher. Trained teachers can do much morethan untrained teachers.
Teachers need continuous program forthe development in the field of education.Lee (2003) stated that
there is a definite deficit in theknowledge, skills and attitudes needed to use ICT as aneffective
teaching-learning tool. Well-trained teachers usingICT are not available in sufficient quantity. This is
partlybecause many teachers regard technology as a threat to theirauthority as the main source of
knowledge. Some teachers ignoredthe use of computers because they thought that computer
willreplace them in their field in the future. In addition, pupilsare often superior to their teachers in
computer skills, further
Chapter 2REVIEW OF RELATED LITERATURE and STUDIES
This chapter presents the review of related literature andstudies, both local and foreign, which provides
a background anda frame of reference upon which the conceptual framework andother entries of this
study were formulated.
Foreign Literature
Veer (2005) pointed out that the progress of a country depends upon the quality of its teachers...
training isessential for every teacher. Trained teachers can do much morethan untrained teachers.
Teachers need continuous program forthe development in the field of education.Lee (2003) stated that
there is a definite deficit in theknowledge, skills and attitudes needed to use ICT as aneffective
teaching-learning tool. Well-trained teachers usingICT are not available in sufficient quantity. This is
partlybecause many teachers regard technology as a threat to theirauthority as the main source of
knowledge. Some teachers ignored the use of computers because they thought that computer will
replace them in their field in the future. In addition, pupilsare often superior to their teachers in
computer skills, further
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undermining the traditional authority of teachers. Consequently,there is the need to break away from
the conventional working
culture of teachers as being solitary and rather to build
multi-disciplinary teams of teachers, curriculum specialists andICT technicians, who could provide the
range of skills necessaryfor the preparation of quality IT-based teaching materials.Jones (2003)
underscores the viewpoint that computers have proven to be immensely useful tools for teachers and
students,and they are now considered to be an essential component ofprimary and secondary
education in the United States. In orderto be able to teach with computers, teachers need to
havemastered a basic level of computer literacy, and they need todevelop pedagogical techniques for
integrating computers intothe curriculum.Baldauf (2009) indicated that digital technologies have hada
profound impact on most aspects of human life. The rapid paceof technology logical development has
given the currentgeneration one of the most fascinating eras in which to live.Nettlebeck (2005) also
identified that there is no choice but torecognize that the new information and computer
technologiesundergird much of the social and educational context in which wenow find ourselves.
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Abecede (2003) specified that
todays world teachers need
to be equipped not only with subject-specific expertise andeffective teaching methodologies, but with
the capacity toassist students to meet the demands of the emerging knowledge-base society.
Teachers therefore require familiarity with newforms of ICT and need to have the ability to use that
technologyto enhance the quality of teaching and learning.Jung (2002) stated that ICTs have also
been used to improveaccess to and the quality of teacher training. For example,institution like the
Cyber Teacher Training Center (CTTC) inSouth Korea are taking advantage of the internet to
providebetter teacher professional development opportunities to in-service teachers. The government
funded CTTC, established in1997, offers self-directed, self-paced Web-based courses for
primary and secondary school teachers. Courses include Computerin the Information
Society, Education Reform and FutureSociety and Education. On
line tutorials are also offered, withsome courses requiring occasional face-to-face meetings.According
to Corbel (2004), computer literacy skills aretaught because they:
lay the foundations for developing a critical
understanding of the Information Age;
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professional development that empowers teachers not just toimplement but also to lead educational
innovations that willtransform schools and ultimately, all of society.Shelly (2007) attested that teacher
can increase theirproductivity significantly by using word processing software tocreate documents,
such as lesson plans, handouts, parentcommunications, and student tests. Teachers use word
processingto transform paper documents into electronic form to eliminateredundant
works.Spreadsheets are similar to teacher grade books. Teachersoften keep grade books on a
spreadsheet and have completely up-to-date averages for all students. Some spreadsheet program
alsoincludes a chart function so that teachers can display classaverages on a bar chart to provide a
visual comparison on the
classes performance (Barry, 2004).
Teachers used spreadsheet torecord and compute student grades.According to Good (2008),
presentation graphics applicationsoftware are typically used to create presentation in the formof slides
that can be used to create overhead transparencies orprinted handouts or books, as well as to
present information inelectronic form. This type of software applications is importantfor educators,
because electronic presentation can be integrated
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into units or lesson. Teachers used presentation to demonstratetheir ideas using computer for better
understanding of thetopic.The Internet offers research, tips, lesson plans,discussion opportunities, and
a treasure trove of data (Depaul,2002). Teachers can find an almost unlimited number of ideas
andplans on the internet (Hunt, 2009). Also Dulan (2010), thinkthat an Internet connection would help
to get people to usecomputers more for research and to send e-mails to teachers.Teachers also use
internet for communication purposes tostudents and other peers.In Chandra (2005) works, teachers
need more that a quickcourse in basic computer operations. They need guidance in usingthe best tool
in the best ways to support the best kinds ofinstruction.
Local Literature
Students have high regard on the capability of theirteachers. It is a fact that many students can afford
to have ICTgadgets at home, hence, they are advanced in terms of knowledgeand skills on ICT. It is a
great challenge for teachers to learnand internalize the use of computers in the subjects they are
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teaching, integrating ICT in the classroom instruction (Itaas,2009).The Philippine Star (2006)
discussed the edge of studentsover teachers in ICT. Students now are virtually knowledgeableabout
chatting, on-line games and other useful applications ofcomputer, while teachers, mostly, are clueless
about them. Thesad part is teachers lack training so they cannot even teachstudents of
computer.According to Labian (2007), teachers touch the future ofthe learners that pass through their
caring hands. Their task isnot just imparting knowledge but also preparing studentswithstand all the
rigors in a high competitive societal order.Information Communication Technology knowledge is
theirtechnological fuel and raw materials that will help them achievelofty goals ahead.Teachers must
be the first one to be educated on how tomaximize the capabilities of computers. The generation
today isa world of innovation and new technology. The teachers must beaware and adapt the
changes so that they can gain additionalskills and improve their teaching styles and strategies
inteaching. It also gives them an opportunity for professional
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She stressed that teachers need to be competent in ICT soclassroom dynamics become more
innovative with ICT.Sen. Escudero (2002) gives importance to the advancement ofscience and
technology. Modern telecommunications and modes oftransportation have facilitated simultaneous
and fast exchangeof ideas, information and resources among nations. This is theglobal technological
and scientific setting which confronts thePhilippines today. That is why the government proposed a
billabout integrating computer education program in the educationalsystem. One of government plans
is to promote computer literacyby providing trainings and workshop for both learners
andteachers.Schools like Southern Iloilo Polytechnic College held acomputer literacy seminarworkshop. It aimed to provide computerliteracy training and update faculty and staff of the
differentsubject areas. School managers believed that the use of computercould help teachers
increase their efficiency and effectiveness.The use of this technology facilitates communication
andinformation, record keeping and retrieving, programming,research and evaluation, provisions of
instructional aids anddevices, preparation of reports, interpretation of test resultsand others (Dela Cruz,
2008). Datamex and Deped Intel Teach
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program also provide free seminars, workshops and trainings tothe teachers. It focuses on integrating
computer technology intothe curriculum.At present, the Department of Education aims to fully
equipadministrators, teachers, and support staff in word processing,electronic spreadsheets, and
graphic software to aid them intheir instructional task (Manzano, 2002).Casiano (2007) signified that
different places in the worldare connected. Globalization has bridged the gap, and computeris the key
instrument. Facebook, Friendster
these are just twosocial networking sites that pioneered the phenomenon. Thesefacts are most
observable in the developed and some developingcountries.On the other hand, Robles (2006) stated
that even thoughthe Philippine government has initiated several programmes andprojects for the use
of ICT in education, real implementation inday-to-day learning is still lim
ited. Teachers fear of
technology still hinders the optimal use of ICT-related skillsin their teaching activities. Other constraints
include thetraditional mindset of the school principals, inadequacy of ICTfacilities, the lack of adequate
maintenance of theavailable/existing ICT resources, dependence for financial
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investment on the central government and dependence on ICTservice providers for
software/courseware.Despite various training programmes having been provided toteachers, there is
still a need to embark on a comprehensive andsustained in-service training for teachers. Likewise,
asystematic development programme for education managers needsalso to be implemented to
change the mindset of principals sothey appreciate the value of ICT in education (Belawati, 2004).The
21st century is considered as the period of informationtechnology all over the world. In just a few
seconds, with thetip of
ones
finger, current information and facts are gatheredthrough the use of highly advanced facilities and
machines.This technological breakthrough has brought many changes ineducation and other
disciplines of learning. Technology hasconnected all places, people, and events in the world. It
hasmade learning-teaching convenient and easy. It is necessary forteachers to be aware of the
appropriate place of technology ineducation. They must know when and how to use technology
toadvance the purposes of education (Orencia, 2004).
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Foreign Studies
According to the study of Asan (2003), the use computer ineducation opens a new area of
knowledge and offers a tool thathas the potential to change some of the existing educationalmethods.
The teacher is the key to the effective exploitation ofthis resource in the educational system. As
computer usecontinues to increase in society, educators must also preparefor the use of computers
within the classroom.Undoubtedly the recent advancement in informationtechnology innovations and
computer usage is rapidlytransforming work culture and teachers cannot escape the fact
that todays classrooms must provide technology
-supportedlearning (Angers & Machtmes, 2005). Being prepared to adopt anduse technology and
knowing how that technology can supportstudent
learning must become integral skills in every teacher s
professional repertoire. District and school policy andprofessional development workshops and
training are designed to
positively influence teachers adoption and usage of computer
technology (Kumar, 2008).The study of Ogunkola (2008), seeks to examine the science
teachers computer attitude, ownership and frequency of computeruse as predictors of
the science teachers literacy in basic
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computer operations. In other words, the extents to which the
variables jointly and individually predict the teachers
computer literacy are determined.In a study conducted at Gordon University Aberdeen in
Scotland, teachers ICT skills and knowledge is relatively low
and is focused on a fairly narrow range of ICT. Word processingis the predominant used made of ICT
in primary and secondaryschools. The used of other software application likespreadsheets is minimal
(Tella, 2007).In Mahmud study (2010), most of the teachers had moderatelevel of basic ICT. They
were familiar with application softwaresuch word processing and electronic presentation.In this study
too it was found that formal ICT training andICT exp erience influence the teachers
knowledge, skills and attitude. Therefore, teachers especially the older ones and normally with more
teaching experience need to be identified,and provided with specially designed training
programs,invarious forms of ICT courses and workshops.In study of Razak (2009), after examining
various factorssuch as teachers competency, attitudes, infrastructure and
support, it can be concluded that the majority of English teachers in Malaysian technical schools are
still novice users
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of IT. Some of the reason deduced from the survey and theinterview were low level of computer
competency, less focus onthe new computing skills, limited training program, technofear,limited
infrastructure and support. Each of these factors isdiscussed below.
Low level of computer competency
:Data revealed that the majority of the English language teachers in this study were at the novice level.
This means that they still need help with various computer skills and far from having the expertise to
teach others. Having the competency in usingcomputer is crucial and the determinant factor in
ensuring the effective use of IT in education. Due to limited competencyamong English teachers, the
applications of IT in languageclassroom daily and weekly were very low. The study found thatmajority
of the teachers (58.2%) did not use computers at allfor teaching.
Lack of focus on new computing skills The findings also show that the teachers reported lowest
competency in new computing skills such as
Computer Mediated Communication
. Competencies in this category are considered as new skills and crucial for the classroom of
tomorrow as they enhance interaction and enable communication in real time to
27
take place. Majority of the teachers also reported that theywere not competent to interact with students
on-line. In Malaysian schools, conducting teaching on
-line is still new. Therefore, teachers need to be oriented to use IT for teaching and communication
purposes. Furthermore, on-line communication requires expertise in writing as to avoid
misunderstandings. Teachers need to be careful with the choice of words and use of emoticons to
encourage more interaction from and within
students group. The lack of expertise and experience can create
barrier to effective use of IT for such purposes.
Limited Training Program
The findings from this survey also reveal that teachers benefited from the in-service training either
provided by the schools, the computer vendors, or the Ministry of Education. However, the training
session contributed most is in the development of the basic skills related to the use of application
programs such as word processing, spreadsheet and presentation program like Power Point. Training
on new skills such as internet and web-based learning and teaching are usually for selected few and
not many English language teachers in technical schools had an opportunity to attend the training. Itis
proposed that training sessions should focus on development
29
that the schools need to find resources to equip and sustaintheir computer labs.
Limited support
The support received by teachers such as in-service training andcomputer loan is commendable but
not sufficient. Other supportssuch as recognition for developing software and support todesign new
software for competition should be provided to thoseteachers involved. These incentives can
encourage teachers to becreative and certainly upgrade their computer competency level.
Teachers participation in works hops and seminars related tocomputer in education should be
encouraged even more. Time offto go for IT training is another possibility that can be onrotational basis
to ensure sufficient number of Itliterateteachers in each school.Redmann and Kotrlik (2004) had
several recommendations asto how teachers can be proactive in their quest to become
morecomputer literate. These included attending workshops andconferences, taking college classes
that deal with technology and by engaging in self-directed learning to stay current with the use of
technology in the teachinglearning process
.
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Local Studies
In study of Famor (2005), the use of ICT in education has become a critical factor to ensure that
a countrys workforce is skilled and prepared to meet the challenges of development and global
employment opportunities. Thus, as ICT becomes part of the Philippine basic education landscape,
the inclusion of basic learning competencies in computers to educate our Filipino learners so that they
can be globally competitive and raise their personal and national esteem, and realize a progressive life
will be no less than strategic. The study made by Dollado (2002) showed that teachers and
administrators of Calbayog Pilot Central School had a minor knowledge in computer in terms of
concepts; also they lacked trainings in terms of computer. Based on Cajilin study (2009), the data
collected on Entraining programs revealed the scarcity of professional development opportunities. In
her example, out
of 111 teachersonly 30% were able to attend ICT training programs that werespread over a 15-year
period, from 1994 to early 2009.Valenzuela (2005) piloted a study to classify technologyorientation in
terms of awareness and utilization and the
perceived teachers competence in technology at the Dasmarinas purposes. The survey,
which covered 4,310 public schools, used the following indicators: (1) The percentage of computers
used for instruction and the percentage of computers used for administrative work, (2) The percentage
of classes (by subject types) that used computers in instruction, (3) The percentage of schools that
engaged on outside technical to maintain the computer system, (4) Percentage of schools with
telephone lines,(5) Observation of teacher and student practice and (6)Interviews of innovative
teachers on practices (teacher and student) related to innovation, problems, solutions and prospects
for sustaining and continuing innovation. The following were identified as key problem areas for
implementing ICT in basic education:1.
Teachers fear of the technology;
31
National High School, Cavite.
The respondents of the study were116 non-computer teachers. The questionnaire was
the main tooling gathering the data in order to solicit responses for the following areas: technology
orientation in terms of awareness, utilization and the teachers competency in technology.
The data gathered were analyzed using the following statistical treatments: mean, standard
deviation, correlated t-test. The results of the computations were the following:
The overall mean on the technology of awareness of teachers was 1.81, which means that
the respondents were aware on the use of technology to a little extent only. The overall mean of
technology utilization was 1.88, which means that the respondents seldom utilized technology in their
teaching. The overall mean of utilization and competence items showed correlated t-text value of .899.
The findings revealed that there was a positive and moderate to high significantcorrelations between
utilization and competence. This implied that the more teachers use technology applications and
operations the more they become competent in technology. The DOST conducted a survey of
schools that gathered
baseline data on schools Mathematics and Science teachers andthe extent of the
schools use of ICT for instruction and other
32.
School principals closed mindset to and non-appreciation of ICT in education;3. Constraints of
the annual education budget; 4Maintenance of ICT resources and lack of technical staff;5.
Limited availability of education software and courseware.
In study of Tinio (2002), respondents were asked to rankwhat they perceived to be the five biggest
obstacles to theirschools use of ICT for teaching and learning. Rankings were
33
consolidated and mean ranks were computed. Lack of enoughcomputers is the single biggest
obstacle. All other issues havemean rankings considerably lower than this. Lack of enough technical
support for operating and maintaining ICT resourcesand the lack of teacher training opportunities are
consideredbarriers to change as well. So too are the lack of space forcomputers and the general lack
of funds for operations, including maintenance of equipment, purchase of supplies, andelectricity.
Relationship of the Reviewed Literature and Studies with PresentStudy
Lee (2003) cited anticipations to the incorporation of ICTin education and were eventually used by the
researcher as guideposts regarding possible perceptions of teachers to theissue.The present study
finds similarities to the works of Jones(2003) wherein he stated that teachers need to have mastered a
basic level of computer literacy for them to take advantage of the pedagogical and perfunctory
upgrades that it could bring.
34
Corbels (2004) writings, just like Jones, focused on why

teachers need computer literacy skills. Teachers serve as the most direct agent of the
entire educational system. If armed with functional computer knowledge, they possess the
potentials to transform themselves into role models who may influence their students towards
developing positive orientations and attitude regarding the usefulness of computers.
The study conducted by Dollado (2002) and Cajilin (2009)tried to assess the computer
knowledge and skills of the teachers and administrators of the school respondents. The results of their
works highlighted the dismal level of computer literacy amongst surveyed school administrators and
teachers.These corpora strengthen the desire of the researcher toinvestigate whether Holy Rosary
Foundation has the samepredicament and if such is the case, what may be done to addressthe
problem.Raz
aks (2009)
and Tinios (2002) works
pointed out thepossible reasons why teachers lack computer literacy. AlthoughRazak conducted his
research in Malaysia, the results werenevertheless useful in this present study, i.e. basically,
thosereasons are of systemic and attitudinal in nature. Throughawareness and underscoring the
importance of addressing those
35
potential obstacles in initially blueprinting and consequently implementing an ICT program, the
researcher is purposively provided with a major leverage. Preemptive actions may be formulated to
avoid the incipience of potential problems. The problems identified by Department of Science and
Technology (DOST) in the course of computer resources utilization and application provides the
researcher invaluable insights on the possible recurrence of same constraints in the conduct of this
study. The work of Akhtar (2010), on the other hand, suggested plans and policies in training teachers
on ICT which can be used for the proposal of the program. The researcher concurs with his viewpoint
of giving primacy to the provision of sound and holistic ICT programs such that teachers may in turn
become proactive leaders in spearheading innovations as regards to their craft. The optimism that
such an ICT training program will consequently make them become invaluable assets of society in
pursuit of development furthers the researchers zealous
motivation to proceed with this study. Recognizing the educational enterprise as an open system,
Rodriguez (2007) cited the importance of positively involving other societal sectors that may influence
the success of
36
integrating technology in education. This will certainly help the researcher in planning for the program
that he aspires to bring into fruition.
Valenzuelas
(2005) study ran similar to the present study as regards to research design and instruments used, in
the sense that both studies aimed to determine
teachers technology awareness.
37
Chapter 3 METHODS AND PROCEDURES
This chapter presents and discusses the method of researchinstrument, and the procedures
used in this study, the sourcesof data, sampling design and also the statistical treatment ofthe data.
Method of Research
To attain the objectives of the study, the researcher used the descriptive method. Jackson (2007) says
that in descriptivemethod the researcher used questionnaires distributed to therespondents. After the
questionnaires were distributed andanswered the researcher retrieved the questionnaires
andcollected the data. The researcher also asks questions to the respondents on a topic or topics and
then describing their responses.
Research Locale
In view of the researchers intention to contribute to the furtherance of ICT in his workplace,
and his desire to look into the real status of ICT among the teachers which guided him in
39
In the year 2009, Holy Rosary Colleges Foundation enhanced the facilities and equipment of
computer laboratory for the benefit of students. In the elementary department they put up 36computer
units and in high school department they placed 45computer units.
The administrations today are open-minded to have additional personnel development program that
will conducted every summer vacation. The computer literacy program is one of the proposals for
teachers to fully enhance their skills in using computer.
40
Fig. 2Location of Holy Rosary Colleges Foundation
N
41
Respondents
The total populations of teachers from pre-elementary up to college were the respondents of the study.
Table 1. Distribution of Teacher-Respondents ofthe Different Departments According to GenderLevel
Male Female Total Pre-School and Grade School
6 11 17
High School and College
9 8 17
Total
15 19 34
Table 1 shows that pre-school and grade school departments had 6 male and 11 female teachers.
While in high school andcollege level, there were 9 male and 11 female teachers. There were
teachers who taught in grade school at the same time incollege level, while some high school
teachers also were teaching in grade school. The distribution of respondents in thetable depends
where teachers had the most number of teaching loads.
Data Gathering Procedures Data Gathering Instrument

Questionnaire is the principal instrument used in gathering data on the computer literacy of
respondents. This has two parts, namely:
42
Part I is about the profile of the teachers which includes age, gender, educational attainment, years of
teaching, subject taught, computer application in teaching, computer trainings attended, ownership of
computer, and number of hours of computer usage per week; and Part II is about the level of
computer literacy of the teachers.
Construction of the Instrument
The first part was constructed by the researcher based on the information needed by the
researcher. The content of the profile was presented to the adviser for comments and suggestions.
Part II was the questionnaire of Mr. Ronaldo C.Arimbuyutan when he conducted his research on
computer literacy of the college faculty of the College of the Immaculate Conception. Permission was
sought from the writer and was granted approval. To interpret the responses of the teachers, the
researcher used the ratings with its descriptive equivalent. The questionnaires scale was used in
the interpretation of the responses of the teachers. parts, namely: Part I is about the profile of the
teachers which includes age, gender, educational attainment, years of teaching, subject taught,
computer application in teaching, computer trainings attended, ownership of computer, and number of
hours of computer usage per week; and Part II is about the level of computer literacy of the teachers.
Construction/Formulation of the Instrument/Questionaire
The first part was constructed by the researcher based on the information needed by the researcher.
The content of the profile was presented to the adviser for comments and suggestions. Part II was the
questionnaire of Mr. Ronaldo C.Arimbuyutan when he conducted his research on computer literacy of
the college faculty of the College of the Immaculate Conception. Permission was sought from the
writer and was granted approval. To interpret the responses of the teachers, the researcher used the
ratings with its descriptive equivalent. The questionnaires scale was used in the interpretation of the
responses of the teachers.
43
Degree of Responses Verbal Interpretation for Assessment
5 Expert (can teach it to others)
4Very proficient (can come up with new solution)
3 Good, adequate for most tasks
2 Sufficient for basic tasks only
1 Very limited ability
0 No ability
The scale given below was used in the interpretation of average weighted mean.
Range of values Scale Verbal Description
0.84 - 1.66 1very limited ability1.67 - 2.49 2sufficient for basic tasks only2.5 - 3.32 3good, adequate for
most tasks3.33 - 4.15 4 very proficient (can come up withnew solution)4.16 - 5.00 5expert (can teach it
to others)T
The unstructured interview is another technique used in the gathering of data. This process checked,
verified and confirmed whatever inaccuracies might arise in the respondents answer
.
Administration and Retrieval of Research Instrument
The researcher requested the school administration to allow him the conduct of the study. Upon
granting of the permission, the questionnaires were distributed to the teachers who were first oriented
on the significance of the study. The questions
44
were explained to them by the researcher, after which, they were asked to answer individually. The
questionnaires were collected right after they were accomplished.
Statistical Treatment of Data

The frequency counts and percentage used in describing and assessing the computer literacy
program presents the formula for this as Calmorin (2006):P = x 100% Where:P = Percentage
f = frequency N = number of respondents.
To interpret and analyze the data on the respondents assessment of their computer literacy in the
areas of general computer operations, communication and the internet, word processing,
spreadsheets, the following formula was used: WM =f NTWFN
45
Where: WM = weighted mean TWF = total weighted mean N = number of respondents
To test if there is significant difference in the assessments of the respondents in the areas of general
computer operations, communication and the internet, word processing, spreadsheets, graphics, t-test
used for 2 groups and analysis of variance for 3 or more groups, these are embedded in the
computer software Phstat.
46
Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data on the computer literacy of teachers which were computed,
analyzed and interpreted.
I.
Profile of Teachers
The first item considered in this study is the profile of teacher respondents which includes age, gender,
highest educational attainment, years of teaching, subject/s taught, computer application in teaching,
attended computer trainings, ownership of a computer/laptop and number of hours of computer usage
per week.
1.1 Age Table 2
Distribution of Respondents According to Age
Age Bracket Frequency Percentage
21-30 years old 15 4431-40 years old 13 3841-50 years old 3 951-60 years old 1 3more than 60
years old 2 6Total 34 100
Table 2 shows the tabular presentation of the ages of respondents. Age bracket 21
30 years old had the most number of 47respondents with 15 or 44%; 13 respondent or 38% were
between31 40 years old, three or 9% respondents were between 4150years old, the age bracket
between 5160 years old had only one(1) or 3%, and two (2) or 6% of the respondents were more
than60 years old.
Majority of teachers were young because the school accepts and prefers dynamic and
talented young professionals to teach students. Young teachers are energetic and have fresh
knowledge in their specialization.1.2
Gender
Table 3 Distribution of Respondents According to Gender
Gender Frequency Percentage Male 15 44Female 19 56 Total 34 100 Table 3 shows the gender
distribution of the respondents. There were 19 (56%) females and 15 (44%) male respondents. This
affirms that there were more women than men in the field of education workplace. Generally, women
were known for nurturing children, and were perceived to be able to take care students much more
than males.
48
1.3
Highest Educational Attainment
Table 4
Distribution of RespondentsAccording to Highest Educational AttainmentHighest Educational
Attainment Frequency PercentageBEED 7 21BSED 11 32With MA units 8 24Others 8 24Total 34 100
Table 4 presents respondents profiles
in terms of highesteducational attainment. Out of 34 respondents, only eight or(24%) were accounted
to have units in the Graduate School, eleven or (32%) were BS major in Secondary Education
holders,seven or (21%) were BS major in Elementary Education holders andthe other educational
attainment holders were eight or (24%).The school wants a professional teacher with specialization
intheir major (i.e. English, Math, and Science). Teachers with amajor in his/her college are expected to
be able to fully teach the subject to their students.
49
1.4
Years of Teaching
Table 5 Distribution of Respondents According to Years of Teaching
Years of Teaching Frequency Percentage less than 5 years 10 295-9 years 14 4110-15 years 7
21more than 15 years 3 9Total 34 100
Table 5 presents the respondents profile in terms of years of teaching. Twenty four or 70% of the
34 respondents had lessthan 5 years and 5
9 years in teaching. Ten respondents or 30%had 10
15 years and more than 15 years in the teachingprofession. Teaching force of the school belonged to
the youngergeneration.1.5
Subject/s TaughtTable 6Distribution of RespondentsAccording to Number of Subject/s TaughtNumber

of Subject/s Taught Frequency Percentage1-2 subjects 17 503-4 subjects 14 415-6 subjects 2 6more
than 6 subjects 1 3Total 34 100
50
In relation to number of subject/s taught, out of 34respondents, seventeen or 50% were found to be
teaching theirmajor fields of specialization for they have 1
2 subject toteach. Fourteen or 41% of the respondents were teaching 3
4subjects, three or 9% of the respondents were teaching more thanfour subjects. The school wants to
focus on a 1
2 subjectpreparation in order to give their best in teaching students that would redound to the greater
quality of the teachinglearning process.1.6
Computer Application in TeachingTable 7
Distribution of RespondentsAccording to Computer Application in TeachingComputer Applications in
Teaching Frequency Percentage
None 11 321 application (either word processing,spreadsheets, presentation or othersoftware
application) 9 262 applications (either word processing,spreadsheets, presentation or othersoftware
applications) 9 263 applications (either word processing,spreadsheets, presentation or othersoftware
applications) 5 15more than 3 applications (either wordprocessing, spreadsheets, presentationor other
software applications) 0 0Total 34 100
51
Table 7 shows that, there were 11 or 32% who do not usecomputer applications in teaching. Eighteen
or 52% use 1 or 2applications either word processing, spreadsheets, presentationor other software
applications. Five respondents or 15% use morethan 2 applications.
Based on the researchers observation, they
were using visual aids using Manila paper instead of computeraided graphic presentation, lesson plan
for preparing lessonsinstead of word processing and record book and calculator forpreparation of
grades instead of spreadsheets.1.7
Attended Computer TrainingsTable 8Distribution of RespondentsAccording to Attended Computer
TrainingsAttended Computer Training Frequency PercentageYes 13 38No 21 62Total 34 100
Table 8 shows that twenty one respondents or 62% did notattend any computer related training while
13 respondents or 38%attended training related to computer applications. Based on
researchers interview,
teachers attended seminars, workshop andtraining in the field of education area.
51
Table 7 shows that, there were 11 or 32% who do not usecomputer applications in teaching. Eighteen
or 52% use 1 or 2applications either word processing, spreadsheets, presentationor other software
applications. Five respondents or 15% use morethan 2 applications.
Based on the researchers observation, they
were using visual aids using Manila paper instead of computeraided graphic presentation, lesson plan
for preparing lessonsinstead of word processing and record book and calculator forpreparation of
grades instead of spreadsheets.1.7
Attended Computer TrainingsTable 8Distribution of RespondentsAccording to Attended Computer
TrainingsAttended Computer Training Frequency PercentageYes 13 38No 21 62Total 34 100Table 8
shows that twenty one respondents or 62% did notattend any computer related training while 13
respondents or 38%attended training related to computer applications. Based on
researchers interview,
teachers attended seminars, workshop andtraining in the field of education area.
52
1.8
Ownership of a Computer/Laptop
Table 9 Distribution of Respondents
According to Ownership of a Computer/LaptopOwnership of a Computer/Laptop Frequency
PercentageYes 20 59No 14 41Total 34 100
Table 9 shows that twenty or 59% have their own computersor laptops while 14 out of 34 respondents
or 41% do not own acomputer or laptop. The school had always wanted teachers to becomputer
literate. Among young teachers, ownership of computerwas a big help in their tasks in school, thus
they tried to havea computer unit of their own.1.9
Number of Hours of Computer Usage per WeekTable 10Distribution of RespondentsAccording to
Number of Hours of Computer Usage per WeekNumber of Hours of Computer Usage per Week
Frequency Percentageless than 5 hours 24 705-9 hours 4 1210-14 hours 2 615-20 hours 0 0more
than 20 hours 4 12Total 34 100In terms of number of hours of computer usage, some of
therespondents use computer for less than 5 hours with a ratio of
53
24 out of 34 or 70% while 10 respondents or 30% consume morethan 5 hours in computer usage per
week. The findings mean thatmajority of teachers had minimal usage of computer because theyjust
used it for communication purposes not in relation to theirteaching or research purposes.
II.
Computer Competencies Of Teachers Of Holy Rosary CollegesFoundation
2.1
General Computer OperationsThe general computer operations is composed of performing basic
tasks like understanding proper booting procedure of computer, scanning of hard disk or flash disk for
possibleinfected virus, manipulate files like creating, renaming and deleting folders for storing and
organizing files, duplication of files for backup and using keyboard for inputting data.
Table 11Description of Computer Literacy ofTeachers in the Area of General Computer Operations
General computer operations WM VI1.
Perform basic tasks 2.73 good, adequate for mosttasks2.
Manipulate files 2.83 good, adequate for mosttasks3.
Use keyboard for dataentry 2.34 sufficient for basictasks onlyAverage Weighted Mean 2.63 good,
adequate for mosttasks College of the Immaculate Conception
24 out of 34 or 70% while 10 respondents or 30% consume morethan 5 hours in computer usage per
week. The findings mean thatmajority of teachers had minimal usage of computer because theyjust
used it for communication purposes not in relation to theirteaching or research purposes.
II.
Computer Competencies Of Teachers Of Holy Rosary CollegesFoundation
2.1
General Computer OperationsThe general computer operations is composed of performingbasic
tasks like understanding proper booting procedure ofcomputer, scanning of harddisk or flashdisk for
possibleinfected virus, manipulate files like creating, renaming anddeleting folders for storing and
organizing files, duplicationof files for backup and using keyboard for inputting data.Table
11Description of Computer Literacy ofTeachers in the Area of General Computer OperationsGeneral
computer operations WM VI1.
Perform basic tasks 2.73 good, adequate for mosttasks2.
Manipulate files 2.83 good, adequate for mosttasks3.
Use keyboard for dataentry2.34 sufficient for basictasks onlyAverage Weighted Mean 2.63 good,
adequate for mosttasks
54
The item manipulate files got the highest weighted mean
of 2.83 among the four sub-items enumerated in general computer operations. Teachers know how to
encode, edit, retrieve and savefiles. The item that got the lowest weighted mean of 2.34 with a
verbal description of sufficient for basic tasks only is the use keyboard for data entry.
Teachers did not practice home key positioning, the basic tool for proper typing, in encoding
andediting files. Based on theresearchers observation, most of them used two fingers instead of
ten fingers to encode. Teachers have difficulty in encoding using the proper typing position
.2.1.1 Perform basic tasks
Table 12General Computer Operation in the Area of Performing Basic Tasks
Item statement WM VI1.
Perform the boot process 2.47 sufficient for basictasks only2.
Perform virus protectionand scan2.29 sufficient for basictasks only3.
Install software from diskor CD-ROM2.35 sufficient for basictasks only4.
Create folders andsubdirectories2.76 good, adequate for mosttasks5.
Create and use filenamesand extensions 3.15good, adequate for mosttasks6.
Search for files anddirectories3.09 good, adequate for mosttasks7.
Print selected pages 3.00 good, adequate for mosttasksAverage Weighted Mean 2.73 good,
55
For Table 10
In performing basic tasks, the response to item create and use filenames and extensions
earned the highest weighted mean of 3.15. When saving files teachers knew how to change the
filename from a default name to his/her desired name to easily remember the filename. Teachers
easily recognized the file extension by its application or icon. On the other hand, perform virus
protection and scan got the lowest weighted meanof 2.29. Teachers had minimal knowledge
in scanning their files or folders. Teachers did not scan their computer because they did not know if
their computer contained a virus or had little knowledge about their existence. As long as the computer
is functioning they tend to forget the process of scanning the files for virus.
56
FOR TABLE 11
2.1.2 Manipulate file
sTable 13General Computer Operation in the Area of Manipulation of Files
Item Statement WM VI1.
Retrieve files 2.62 good, adequate for mosttasks2.
Copy, move, delete files 3.24 good, adequate for mosttasks3.
Back-up files 2.82 good, adequate for mosttasks4.
Use auto-save 2.97 good, adequate for mosttasks5.
Organize files insubdirectories / folders2.91 good, adequate for mosttasks6.
Import and export files 2.44 sufficient for basic tasks onlyAverage Weighted Mean 2.83 good,
The item copy, move, delete filesgot the highest weighted mean of 3.24. Teachers tended to
copy or move a file/sto folder/s to organize and back up their files for their futurereferences. If they did
not need the file they deleted it tosave spaces. On the other hand,the item import and
exportfilesgot the lowest weighted mean of 2.44. Teachers did not know how to change a
document file to a different file like
Hyper Text Markup Language file or Postscript Document file.
57
2.1.3 Use keyboard for data entry
Table 14General Computer Operation in the Area of Using Keyboard forData EntryItem Statement
WM VI1.
Correctly place fingers onthe HOME keys 2.26sufficient for basictasks only2.
Navigate appropriatelyf rom there to other keys 2.41sufficient for basictasks only
Average Weighted Mean 2.34 sufficient for basictasks only
FOR TABLE 12
The average weighted mean of the responses in use keyboard for data entry
is 2.34. Teachers used two fingers in encoding and editing their files and they intended to look for
the letters in the keyboard before they type the letter.
2.2
Communication and InternetCommunication and internet are composed of web browser likeInternet
Explorer, Mozilla Firefox, Google Chrome etc. forsurfing the internet, search engine like Yahoo,
Google, Bingetc. for the default homepage of a web browser, the email enginelike Yahoo Mail, Gmail,
Hotmail, etc. for electronic mailaccounts.
2.1.3 Use keyboard for data entryTable 14General Computer Operation in the Area of Using
Keyboard forData EntryItem Statement WM VI1.
Correctly place fingers onthe HOME keys 2.26sufficient for basictasks only2.
Navigate appropriatelyfrom there to other keys 2.41sufficient for basictasks onlyAverage Weighted
Mean 2.34 sufficient for basictasks only
The average weighted mean of the responses in
use keyboard for data entry
is 2.34. Teachers use
d two fingers in encodingand editing their files and they intended to look for theletters in the keyboard
before they type the letter
.2.2
Communication and InternetCommunication and internet are composed of web browser likeInternet
Explorer, Mozilla Firefox, Google Chrome etc. forsurfing the internet, search engine like Yahoo,
Google, Bingetc. for the default homepage of a web browser, the email enginelike Yahoo Mail, Gmail,
Hotmail, etc. for electronic mailaccounts
58
Table 15Description of Computer Literacyof Teachers in the Area of Communication and
InternetCommunication and internet WM VI1.
Using email 3.08 good, adequate for mosttasks2.
Using internet 2.92 good, adequate for mosttasksAverage Weighted Mean 3.00 good, adequate for
mosttasksThe average weighted mean of the responses in
communication and internet

is 3
.00. Teachers used computer to browse the internet. Internet contains full of information that the
teacher could access and explore. Teachers also used emailsfor exchanging information and
accepting links after registeringaccounts to social networking sites like Facebook, Twitter,Friendster
and etc. via internet.2.2.1 Using emailTable 16Communication and Internet in the Area of Using
EmailItem Statement WM VI1.
Send and receive e-mailmessages3.15 good, adequate for mosttasks2.
Enclose and recoverdocuments attached toe-mail messages3.00good, adequate for
mosttasksAverage Weighted Mean 3.08 good, adequate for mosttasks
59
using email
is 3.08. Since teachers use of
computer is about cheapcommunication through internet, this function of computer washighly
maximized and their computer literacy was good.2.2.2 Using internetTable 17Communication and
Internet in the Area of Using InternetItem Statement WM VI1.
Access the internet with abrowser3.03 good, adequate for mosttasks2.
Navigate the web by theuse of links and URLaddress2.80good, adequate for mosttasks3.
Use search engines tolocate desired information 2.89good, adequate for mosttasks4.
Download and print desireditems from the internet 2.97good, adequate for mosttasksAverage
Weighted Mean 2.92 good, adequate for mosttasks
The item
access the internet with a browser
got the
highest weighted mean of 3.03. The most common web browser thatthe teachers used wa
s Mozilla Firefox. While the item
navigatethe web by use of links and URL address
got the lowest weighted
mean of 2.8. Teachers search a certain topic in word not inaddress or universal resource locator (url).
Teachers usedshortcut method in encoding data instead of typing
http://www.facebook.com in url they type it as Facebook in
62
FOR TABLE 13
2.3.2 Perform editing tasks
Table 20Word Processing in the Area of Performing Editing Tasks
Item Statement WM VI1.
Cut, copy and pasteselected object3.35 very proficient (cancome up with newsolution)2.
Insert and delete selectedobject3.35 very proficient (cancome up with newsolution)3.
Make corrections usingspell check3.24 good, adequate for mosttasks4.
Make corrections usinggrammar check3.21 good, adequate for mosttasks5.
Use thesaurus 2.88 good, adequate for most tasks Average Weighted Mean 3.21 good, adequate for
most tasks
The item cut, copy and paste selected object and insert and delete selected object
got the highest weighted mean of 3.35 among the five sub-items enumerated in perform editing
tasks. Teachers were aware of the copy-paste method. Teachers tended to cut; copy; and paste
information to easily transfer to other document. The item that got the lowest weighted mean of 2.88
with a verbal description of good, adequate for most tasks was use thesaurus.
Teachers had minimal use of thesaurus because they drafted their document in a paper before
transferring them to computer. They did not want to change what they had written in a draft.
63
2.3.3 Perform formatting tasksTable 21Word Processing in the Area of Performing Formatting
TasksItem Statement WM VI1.
Select and change font 3.53 very proficient (cancome up with newsolution)2.
Select and change styles 3.56 very proficient (cancome up with newsolution)3.
Select and change fontsizes3.59 very proficient (cancome up with newsolution)4.
Set line spacing 3.44 very proficient (cancome up with newsolution)5.
Insert page numbers 3.29 good, adequate for mosttasks6.
Set paragraph alignment 3.41 very proficient (cancome up with newsolution)7.
Set paragraph indentation 3.32 good, adequate for mosttasks8.
Create itemized lists 3.41 very proficient (cancome up with newsolution)9.
Set margins 3.35 very proficient (cancome up with newsolution)10.

Create tables 3.29 good, adequate for mosttasksAverage Weighted Mean 3.42 very proficient
(cancome up with newsolution)Select and change font sizes got the highest weighted meanof 3.59.
Highlighting text and changing font size were usually
65
2.4
SpreadsheetsTeachers used spreadsheets to perform calculations andcomputations of grades of
students.Table 23Description of Computer Literacyof Teachers in the Area of
SpreadsheetsSpreadsheets WM VI1.
Perform data entry tasks 2.25 sufficient for basictasks only2.
Perform editing tasks2.77good, adequate for mosttasks3.
Perform formatting tasks 2.74 good, adequate for mosttasksAverage Weighted Mean 2.59 good,
adequate for mosttasksOf the three spreadsheets variables, perform editing tasksgot the highest
weighted mean of 2.77 followed by performformatting tasks with 2.74 weighted mean. Third in rank is
theperform data entry tasks with a weighted mean of 2.25 and
described as
sufficient for basic tasks only
.
The grand mean of spreadsheets was computed at 2.59 and has
a verbal interpretation of
good, adequate for most tasks
. Most
teachers used copy-paste method especially in building formula.It is better for them to copy and paste
rather than encode againthe said data. If they made an error they just deleted it.
66
2.4.1
Perform data entry tasksTable 24Spreadsheets in the Area of Perform Data Entry TasksItem
Statement WM VI1.
Enter labels, values,headings2.29 sufficient for basictasks only2.
Enter formula usingarithmetic operationsand/or built-in functions2.21sufficient for basictasks only3.
Create charts and graphicsfrom cell contents 2.26sufficient for basictasks onlyAverage Weighted
Mean 2.25 sufficient for basictasks onlyUnder this variable, the average weighted mean is 2.25 and
interpreted as
. Th
e sub-itemabout encoding label, values, and headings recorded the highestweighted mean of 2.29
described
as
sufficient for basic tasksonly
. Teache
rs were familiar with entering labels, values andheadings like in word processing; followed by creating
chartsand graphics from cell contents with a weighted mean of 2.26(sufficient for basic tasks only).
Finally, the lowest weighted
mean is 2.21 for the item
enter formula using arithmeticoperations and/or built-in functions
. Teachers
copied a formulaencoded in a cell and paste it to another. They did not analyzehow the formula was
made. This was because it would be difficultfor them to create a formula.
67
2.4.2
Perform editing tasksTable 25Spreadsheets in the Area of Performing Editing TasksItem Statement
WM VI1.
Cut, copy and paste cellcontents2.71 good, adequate for mosttasks2.
Delete cell contents 2.88 good, adequate for mosttasks3.
Insert and delete rows andcolumns2.71 good, adequate for mosttasksAverage Weighted Mean 2.77
good, adequate for mosttasks
The item
delete cell contents
got the highest weighted
mean of 2.88. Teachers could easily delete cell contents just by pressing the delete key or backspace
key. Teachers usually committed errors in encoding the contents in a cell because they were in the
basic level on how to use spreadsheets. While the
item
cut; copy; and paste cell contents
and
insert and deleterows and columns
got the same lowest weighted mean of 2.71.
This was because they had minimal knowledge in the environmentof spreadsheet. Instead of cut,
copy and paste, they tended todelete the content and retype again. Sometimes inserting rowsand
columns confused the teachers because the next cell of groupof cells would adjust or move if new
rows or columns were added.
68
2.4.3
Perform formatting tasksTable 26Spreadsheets in the Area of Performing Formatting TasksItem
Statement WM VI1.
Set fonts, font sizes,styles3.09 good, adequate for mosttasks2.
Apply appropriate formats for cell contents 2.65good, adequate for mosttasks3.
Align cell contents 2.59 good, adequate for mosttasks4.
Set and change row and column width and height 2.62good, adequate for most tasks. Average
Weighted Mean 2.74 good, adequate for most tasks Of the four areas of performing formatting tasks
variables, setting of fonts, sizes, and styles got the highest weighted mean of 3.09. Teachers could
change fonts, sizes, and styles,and recognize which is which. Next applying appropriate formatsfor cell
contents with 2.65 weighted mean. Third in rank is setting and changing row and column width and
height with a weighted mean of 2.62 and described as good, adequate for mosttasks
. F
ourth aligning cell contents with a weighted mean of2.59 and described also as good, adequate
for most tasks. Most teachers use left align because it is the default alignment inaligning text. They
use to a minimal extent the change in the alignment of a text.
69
The grand mean in performing formatting tasks was computedat 2.74 and had
.
2.5
GraphicGraphic or graphical presentation was used by the teachersto demonstrate and present a
particular topic using electronicdevices like computer or projector.Table 27Description of Computer
Literacyof Teachers in the Area of GraphicsCreate and manipulategraphics filesWM VI1.
Use clip arts 2.85 good, adequate for mosttasks2.
Capture a preexistingimage by scanning 2.53good, adequate for mosttasks3.
Capture a preexistingimage from video input 2.26sufficient for basictasks only4.
Create an image using agraphics program 2.35sufficient for basictasks only5.

Use font style and size 2.88 good, adequate for mosttasks6.
Use color, space andlayout2.79 good, adequate for mosttasksAverage Weighted Mean 2.61 good,
adequate for mosttasksUse of font style and size got the highest weighted mean of2.88. Teachers
changed the style and size in creating graphicpresentations for viewers to make the contents attractive
andeasier to use.
70
On the other hand, capture a preexisting image from videoinput posts the lowest weighted mean of
2.26 and equivalent to sufficient for basic tasks only
. Teachers did
not insertimages with video in their presentation; mostly teachers onlyused text for presentation.Table
28Summary Table on the Computer Literacy of RespondentsAreas of
ComputerCompetenciesWeightedMeanVerbalInterpretationGeneral ComputerOperations2.63good,
adequate formost tasksCommunication andInternet3.00good, adequate formost tasksWord
Processing 3.07good, adequate formost tasksSpreadsheets 2.59good, adequate formost
tasksGraphics 2.61good, adequate formost tasksAverage Weighted Mean 2.78good, adequate
formost tasksAs shown in the above data pertaining to the computerliteracy of respondents, word
processing got the highest ratewith the weighted mean of 3.07 followed by communication andinternet
having 3.00 weighted mean. Third in rank is utilizationof general computer operations with a weighted
mean of 2.63 and
described as
. F
ourth is the integration of graphics with a weighted mean of 2.61 and
described also as
. Lastly,
71
spreadsheets got a weighted mean of 2.59 and described also as

.
The grand mean of performing formatting tasks was computedat 2.78 and had
a verbal interpretation of good, adequate for most tasks
.
Teachers need more training in the application spreadsheets in relation to their profession. Using
spreadsheet in encoding records, computation of grades and formulating calculations reduce the
redundant work of a teacher.
72
III. Difference on Computer Literacy of Respondents when Grouped According to their Profile
Variables
Table 29ProfileVariablesDegreesoffreedomCriticalvalueObtainedF
valueProbabilityvalueSignificanceAge 3, 30 2.92 7.40 0.00075 SignificantGender 32 2.05 1.56 0.13
NotsignificantHighestEducationalAttainment3, 30 2.92 0.48 0.69 NotsignificantYears ofTeaching3, 30
2.92 5.75 0.0031 SignificantNumber ofSubject/sTaught3, 30 2.92 1.51 0.23
NotSignificantComputerApplicationin Teaching3, 30 2.92 3.84 0.019
SignificantComputerTrainingsAttended32 2.05 3.33 0.002 SignificantOwnershipof Computer32 2.05
1.37 0.18 NotsignificantHours ofComputerUsage perWeek3, 30 2.92 2.55 0.07 NotSignificantTable 29
clearly shows the results made to determine thesignificant difference on the computer literacy of
therespondents when grouped according to their profile variables.As shown, among the nine (9)
profile variables, four (4) werefound to be significantly different. They are age, years of
73
teaching, computer application in teaching, and computertrainings attended
. As to age, the computed F value is 7.40
while the critical value is 2.92; as to years of teaching, the
computed F value is 5.75 and the critical value is 2
.92; as to the computer application in teaching, the computed F value is
3.84 and the critical value is 2.92; and as to computer trainings attended,
the computed F value is 3.33
while the critical value is 2.05. Thus, enough evidences were found to reject the null hypothesis of the
study. There is significant difference in the computer literacy of the respondents when grouped
according to their profile variables. The findings imply that as teachers are getting older, the lesser they
are interested in computer hence lower computer literacy. It is affirmed by the analysis made on the
years of teaching, where teachers with longer years in service have lower computer literacy compared
to newly hired teachers or those with fewer years in service. Teachers who used computer
applications in teaching were found to be more competent, and attending to computer trainings have
significantly affected computer literacy.
74
Chapter 5SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings based onthe gathered data relative to the problems
cited in Chapter 1 of this study. This study evaluated and assessed the computer literacy of teachers at
the Holy Rosary Colleges Foundation. This also includes the conclusions drawn and derived from the
findings, and the recommendations. Specifically, the researcher sought answers to the following
questions on the profile of teacher respondents, their computer competencies, and the difference in
computer competencies of the respondents when grouped according to their profile variables. The
descriptive method was used in this study. Observations based on existing or prevailing conditions
were used. The basic data gathered from existing condition could provide for the development of a
computer literacy program at Holy RosaryColleges Foundation.
75
Summary of Findings
Organized according to the specific questions used in thestatement of the problem, the following were
the findings of thestudy.
I.
Profile of Teachers1.1
Age
Age bracket 21
30 years old had the most number ofrespondents with 15 or 44%; 13 respondent or 38% were
between31
40 years old, three or 9% respondents were between 41
50years old, the age bracket between 51
60 years old had only one(1) or 3%, and two (2) or 6% of the respondents were more than60 years
old.
1.2
Gender
There were 19 (56%) females and 15 (44%) male respondents.
1.3
Highest Educational Attainment
Out of 34 respondents, only eight or (24%) were accountedto have units in the Graduate School,
eleven or (32%) were BSmajor in Secondary Education holders, seven or (21%) were BSmajor in
Elementary Education holders and the other educationalattainment holders were eight or (24%).
76
1.4
Years of Teaching
Twenty four or 70% of the 34 respondents had less than 5years and 5

9 years in teaching. Ten respondents or 30% had 10
15 years and more than 15 years in the teaching profession.

1.5
Number of Subject/s Taught
Out of 34 respondents, seventeen or 50% were found to beteaching their major fields of specialization
for they have 1
2subject to teach. Fourteen or 41% of the respondents wereteaching 3
4 subjects, three or 9% of the respondents wereteaching more than four subjects.

1.6
Computer Application in Teaching
There were 11 or 32% who do not use computer applicationsin teaching. Eighteen or 52% use 1 or 2
applications. Fiverespondents or 15% use more than 2 applications.
1.7
Attended Computer Trainings
Twenty one respondents or 62% did not attend any computerrelated training while 13 respondents or
38% attended trainingrelated to computer applications.
1.8
Ownership of a Computer/Laptop
Twenty or 59% have their own computers or laptops while 14out of 34 respondents or 41% do not
own a computer or laptop.
77
1.9
Number of Hours of Computer Usage per Week
Some of the respondents use computer for less than 5 hourswith a ratio of 24 out of 34 or 70% while
10 respondents or 30%consume more than 5 hours in computer usage per week.
II.
Computer Competencies Of Teachers Of Holy Rosary CollegesFoundation2.1
General Computer Operations
The item
manipulate files
got the highest weighted mean
of 2.83 among the four sub-items enumerated in general computeroperations. The item that got the
lowest weighted mean of 2.34
with a verbal description of
is the use keyboard for data entry.In performing basic tasks, the r
esponse to item
create and use filenames and extensions
earned the highest weig
hted meanof 3.15. On the other hand,
perform virus protection and scan
got the lowest weighted mean of 2.29.In relation to manipulation of files, t

he item
copy, move,delete files
got the hig
hest weighted mean of 3.24. On theother hand,
the item
import and export files
got the lo
westweighted mean of 2.44.T
he average weighted mean of the responses in
use keyboard for data entry
is 2.34.
78
2.2
Communication and Internet
communication and internet

is 3
.00.
using email
is 3.08.In using internet, t

he item
access the internet with abrowser
mean of 3.03. While the item
navigate the web by use of links and URL address

got the
lowest weighted mean of 2.8.
2.
3 Word Processing
In terms of word processing, t
he item
perform formatting tasks
got the highest weig
hted mean of 3.42. While the item
create references and citations

got the lowest
weighted meanof 2.42.In relations to perform basic word processing tasks, the
item
enter text
got the highest weighted mean of 3.29 among
the four sub-items enumerated in performing basic wordprocessing tasks. The item that got the lowest
weighted mean of
3.09 with a verbal description of
good, adequate for mosttasks
wa
s insert pictures, shapes and other objects.
The item
cut, copy and paste selected object
and
insertand delete selected object
got the highest weighted mean of
79
3.35 among the five sub-items enumerated in perform editingtasks. The item that got the lowest
weighted mean of 2.88 with a
verbal description of
was use
thesaurus.In performing formatting tasks, select and change fontsizes got the highest weighted mean
of 3.59.On the other hand, insert page numbers and create tableshad
the lowest weighted mean of 3.29 and equivalent to
good,adequate for most tasks
making pagination and tables as
minimally utilized.
The item
insert headers/footers

mean of 2.5. T
he item
footnotes/endnotes
and
works cited page
got the same lowest weighted mean of 2.38.
2.4 Spreadsheets
Of the three spreadsheets variables, perform editing tasksgot the highest weighted mean of 2.77
followed by performformatting tasks with 2.74 weighted mean. Third in rank is theperform data entry
tasks with a weighted mean of 2.25 and
described as
.
The grand mean of spreadsheets was computed at 2.59 and has
.
80
Under this variable, the average weighted mean is 2.25 and
interpreted as
. Th
e sub-itemabout encoding label, values, and headings recorded the highestweighted mean of 2.29
described
as
sufficient for basic tasksonly
, followed
by creating charts and graphics from cellcontents with a weighted mean of 2.26 (sufficient for
basictasks only). The lowest weighted mean is 2.21 for the item
enter formula using arithmetic operations and/or built-infunctions

.The item
delete cell contents
mean of 2.88.
While the item
cut; copy; and paste cellcontents
and
insert and delete rows and columns
got the same
lowest weighted mean of 2.71.Of the four areas of performing formatting tasks variables,setting of
fonts, sizes, and styles got the highest weightedmean of 3.09, followed by appropriate formats for cell
contentswith 2.65 weighted mean, then third in rank is setting andchanging row and column width and
height with a weighted mean of
2.62 and described as

, and last,
fourth, aligning cell contents with a weighted mean of 2.59 and
described also as
.
is 2.34
81
.
2.5
Graphic
Use of font style and size got the highest weighted mean of2.88.On the other hand, capture a
preexisting image from videoinput posts the lowest weighted mean of 2.26 and equivalent to

.
Variables
The results made to determine the significant difference onthe computer literacy of the respondents
when grouped accordingto their profile variables. Among the nine (9) profile variablesshow that among
four (4) were found to be significantlydifferent. They are age, years of teaching, computer applicationin
teaching, and attendance to computer training. As to age, the
computed F value is 7.40 while the critical value is 2.92; as
to years of teaching,
the computed F value is 5.75 and the
critical value is 2.92; as to the computer application in
teaching, the computed F value is 3.84 and the critical value
is 2.92; and as to attendance to computer training, the computed
82
F value is 10.73 while the
critical value is 4.15. Thus,enough evidences were found to reject the null hypothesis of thestudy.
There is significant difference in the computer literacyof the respondents when grouped according to
their profilevariables.
Conclusions
Based on the findings of this study, the followingconclusions are drawn:1.

Mostly of the respondents were 20
30 years old, majoritywere female, holders of BSED degree, 5
10 years in service,have been teaching 1-2 subjects, did not use computerapplication in teaching, did
not attend computer trainings,own laptops or computers, and had less than 5 hours incomputer usage
per week.2.
The respondents were good, adequate for most tasks ingeneral computer operations but not in using
keyboard fordata entry. Most respondents use internet for communicationpurposes like online social
networking. Respondents possesssufficient skills in word processing. The literacy level ofrespondents
in spreadsheets is sufficient for basic tasksonly especially in performing data entry tasks which are
81
.
2.5
Graphic
Use of font style and size got the highest weighted mean of2.88.On the other hand, capture a
preexisting image from videoinput posts the lowest weighted mean of 2.26 and equivalent to

.
Variables
The results made to determine the significant difference onthe computer literacy of the respondents
when grouped accordingto their profile variables. Among the nine (9) profile variablesshow that among
four (4) were found to be significantlydifferent. They are age, years of teaching, computer applicationin
teaching, and attendance to computer training. As to age, the
computed F value is 7.40 while the critical value is 2.92; as
to years of teaching,
the computed F value is 5.75 and the
critical value is 2.92; as to the computer application in
teaching, the computed F value is 3.84 and the critical value
is 2.92; and as to attendance to computer training, the computed
82
F value is 10.73 while the
critical value is 4.15. Thus,enough evidences were found to reject the null hypothesis of thestudy.
There is significant difference in the computer literacyof the respondents when grouped according to
their profilevariables.
Conclusions
Based on the findings of this study, the followingconclusions are drawn:1.
Mostly of the respondents were 20
30 years old, majoritywere female, holders of BSED degree, 5
10 years in service,have been teaching 1-2 subjects, did not use computerapplication in teaching, did
not attend computer trainings,own laptops or computers, and had less than 5 hours incomputer usage
per week.2.
The respondents were good, adequate for most tasks ingeneral computer operations but not in using
keyboard fordata entry. Most respondents use internet for communicationpurposes like online social
networking. Respondents possesssufficient skills in word processing. The literacy level ofrespondents
in spreadsheets is sufficient for basic tasksonly especially in performing data entry tasks which are
83
needed in calculations and computations. Most respondentsknow how to use graphic application for
creatingpresentation.3.
There is significant difference in the computer literacy ofthe respondents when grouped according to
their age, yearsin teaching, computer application in teaching andattendance to computer training.
Recommendations
In view of the aforementioned conclusion, the following recommendations are hereby offered.1.
Teachers-applicants who have computer literacy training must be given priority in hiring.2.
A collaborated computer literacy program in the school must be implemented to cater to the needs of
teachers.3.
Attending computer trainings and seminars must be encouraged to improve the computer literacy
level ofteachers.
84
85

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computer trainings attended;

Scope and Delimitation of the Study

College of the Immaculate Conception

Corbels (2004) writings, just like Jones, focused on why

Data Gathering Procedures Data Gathering Instrument

Construction/Formulation of the Instrument/Questionaire

Statistical Treatment of Data

Subject/s TaughtTable 6Distribution of RespondentsAccording to Number of Subject/s TaughtNumber

2 subject toteach. Fourteen or 41% of the respondents were teaching 3

teachers attended seminars, workshop andtraining in the field of education area.

communication and internet

Set margins 3.35 very proficient (cancome up with newsolution)10.

Create an image using agraphics program 2.35sufficient for basictasks only5.

good, adequate for most tasks

40 years old, three or 9% respondents were between 41

50years old, the age bracket between 51

15 years and more than 15 years in the teaching profession.

2subject to teach. Fourteen or 41% of the respondents wereteaching 3

4 subjects, three or 9% of the respondents wereteaching more than four subjects.

perform virus protection and scan

got the lowest weighted mean of 2.29.In relation to manipulation of files, t

communication and internet

is 3.08.In using internet, t

navigate the web by use of links and URL address

create references and citations

got the highest weighted

enter formula using arithmetic operations and/or built-infunctions

2.62 and described as

sufficient for basic tasks only

Based on the findings of this study, the followingconclusions are drawn:1.

30 years old, majoritywere female, holders of BSED degree, 5

sufficient for basic tasks only

30 years old, majoritywere female, holders of BSED degree, 5

College of the Immaculate Conception

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