Computer Literacy Among Grade 7 Students of Djapmnhs PDF

COMPUTER LITERACY AMONG GRADE 7 STUDENTS OF DR. JUAN A.
PASTOR
MEMORIAL NATIONAL HIGH SCHOOL
A Research Study Presented

to the Faculty of
the Science, Technology, Engineering and Mathematics (STEM) Track
of Dr. Juan A. Pastor Memorial National High School
Senior High School Department
Ibaan, Batangas
Batangas Province Division
In Partial Fulfillment for the Subject

Inquiries, Investigations, and Immersion
By:
Alondra C. Borja
Angelito C. Tejada
Jerwin E. Intac
Elmarie Joy P. Nicolas
Richmon C. Gomez
Saint John L. Ilag
Joemari B. Zuño
Co-Author
Engr. Andrea P. Briones
Research Adviser
Dr.Precy I. Guerra
November 2017
ABSTRACT
TITLE : COMPUTER LITERACY AMONG GRADE 7 STUDENTS

OF DR. JUAN A. PASTOR MEMORIAL NATIONAL HIGH
SCHOOL
NAME : Alondra C. Borja, Angelito C. Tejada, Jerwin E. Intac,

Elmarie Joy P. Nicolas, Richmon C. Gomez,
Saint John L. Ilag, Joemari B. Zuño
Track : Science, Technology, Engineering and Mathematics

(STEM)
School : Dr. Juan A. Pastor Memorial National High School –

Senior High School
School Year : 2017
Adviser : Dr. Precy I. Guerra
Co-author : Engr. Andrea P. Briones
No. of Pages: 44
Objectives
General : The purpose of this study is to determine the level of
computer literacy of selected Grade 7 students of Dr.
Juan A. Pastor Memorial National High School.
Specific
Specifically, the following questions were answered:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 sex;
1.3 family income;
1.4 elementary school graduated from; and

1.5 accessibility to computer?
2. What is the level of respondents’ computer literacy in terms of:
2.1 awareness on basic computer operations;
2.2 use of office application such as:
2.2.1 word processing;
2.2.2 presentation; and
2.2.3 spreadsheet?
3. Is there a significant relationship between the respondent’s level of
computer literacy when grouped according to profile variables?
4. What plan of action can be proposed to enhance Grade 7 students’
computer literacy?
Summary of Findings
The salient findings of the study are as follows:
1. Profile of the Respondents
1.1 Age. The majority of the respondents were aged 12 years old. This was
evident with the 55 percent that the age range obtained.
1.2 Sex. The majority of the respondents were female. This was evident with
the percentage of 59 that the sex obtained.
1.3 Family Income. A large number of the respondents have a family
income of Php 5,000 and below. This was composed of 43 percent of
the total number of population.

1.4 Elementary School Graduated From. The majority of the respondents
graduated in Ibaan Central School. This was composed of 23 percent of
the total number of population.
1.5 Accessibility to Computer. A large number of the respondents or 36
percent of the total population can access computers at home.
2. Level of Respondents’ Computer Literacy
2.1. Basic Computer Operations. The composite mean of 2.45 signifies that
the respondents are slightly aware on basic computer operations.
2.2.1. Word Processing. The composite mean of 2.43 signifies that the
respondents are slightly aware on word processing.
2.2.2. Presentation. The composite mean of 1.91 signifies that the
respondents are slightly aware on presentations.
2.2.3. Spreadsheet. The composite mean of 1.61 signifies that the
respondents are slightly aware on spreadsheets.
3. Relationship between the Respondent’s Level of Computer Literacy
when Grouped According to Profile Variables
There is significant relationship between respondent’s level of
computer literacy when grouped in terms of basic computer
operations; word processing; presentation; and spreadsheet when
grouped according to age; sex; family income; elementary school
graduated from; and accessibility to computer. The Chi-Square test
values showed significant relationship values lower than the critical
value of 0.05. Thus, enough evidences were found to reject the null
hypothesis of the study. There is a significant relationship between
the respondent’s level of computer literacy when grouped according
to profile variables.
4. Proposed Action Plan to Enhance Grade 7 Students’ Computer
Literacy
The proposed action plan of the researchers were video crash
course and computer literacy assessment. The goal of the video
crash course was to introduce a video to grade seven students that
contains different discussions such as basic computer operations,
word processing, presentation and spreadsheet. While the goal of the
computer literacy assessment was to measure the knowledge and
competency of the students after watching the video crash course
about computer literacy made by the researchers. These proposed
actions were made by the researchers to enhance the grade seven
students’ computer literacy.
Conclusions
Based on the findings presented, the following conclusions were drawn:
1. Mostly of the respondents can access computer at their homes, but they have
insufficient knowledge on using computers.
2. The respondents were slightly aware on basic computer operations and using
different office applications.
3. Implementation of computer literacy programs and seminars can help to
improve and enhance the students’ computer literacy.

4. Computer literacy is essential and necessary to everyone as information age
arises.
Recommendations
From the foregoing conclusions, the following were the recommendations
given:
1. The researchers recommended To determine other profile variables that are
related to the study for the enhancement and improvement of the study.
2. The researchers recommended That the same study be conducted school-
wide. This is for the highest level of administration of DJAPMNHS to
determine the level of computer literacy of all students in the whole campus.
3. Another recommendation is For the administration of DJAPMNHS to conduct
and implement computer literacy programs and seminars based on the
findings of this study to enhance the level of computer literacy of the students.
4. Last recommendation For the future researchers to use the findings of the
study in their future research endeavors.

TABLE OF CONTENTS
PAGE
TITLE PAGE ................................ i
ABSTRACT ................................ ii
TABLE OF CONTENTS ................................ iii
LIST OF FIGURES ................................ iv
LIST OF TABLES ................................ v
PAGE
Background of the Study ........................................ 1
Conceptual Framework ........................................ 2
Conceptual Paradigm ........................................ 3
Hypothesis ........................................ ...... 4
Statement of the Problem ........................................ 4
Definition of Terms ............................................... 5
Importance of the Study ........................................ 6
Scope, Limitation and Delimitation of the Study .................... 7
Related Literature ............................................... 8
Related Studies ............................................. 10
Synthesis ............................................. 13
Research Design ........................................ 15
Data Gathering Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Data Collection Procedure ........................................ 17
Data Analysis Method ....................................... 18
Results
Specific Problem No. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Summary ............... ....................... 30
Findings .............. ........................ 30
Conclusions ............... ....................... 34
Recommendations ............... ....................... 34
BIBLIOGRAPHY
APPENDICES
LIST OF FIGURES
FIGURE No. TITLE PAGE
1 Conceptual Paradigm of the Study 3

LIST OF TABLES
TABLE No. TITLE PAGE
1 Respondents’ Profile As to Age 19

2 Respondents’ Profile As to Sex 20
3 Respondents’ Profile As to Family Income 20
4 Respondents’ Profile As to Elementary 21
School Graduated From
5 Respondents’ Profile As to Accessibility 23
to Computer
6 Respondents’ Computer Literacy in Terms 24
Of Basic Computer Operations
Of Word Processing
Of Presentation
Of Spreadsheet
10 Significant Relationship between the Respondent’s 28
Level of Computer Literacy When
Grouped According to Profile Variables
11 Proposed Action Plan to Enhance Grade 7 Students’ 29
Computer Literacy of Dr. Juan A. Pastor Memorial
National High School
1
Background of the Problem
Nowadays, computers play a big role in learning as our society becomes
more progressive. As our society becomes increasingly dependent on computers
to take care of our daily needs, it creates a high demand for skilled professionals
to maintain as well as take advantage of this technology. According to Censo
(2012), computer has given way to the development of multi-media which is
creating an exciting and very real interactive learning environment.
Being computer literate gives the learner an opportunity to excel in rapidly
changing environment in technology. According to Csapo (2002), computer
literacy usually refers to the ability to use applications and touch type smoothly.
Computer literacy can be defined as "having a basic understanding of what a
computer is and how it can be used as a resource”. Computer literacy is
considered to be a very important skill to possess of every individual (Urbano,
2013). There are a lot of factors producing wide variations in the computer
literacy levels of students. Research suggest that factors such as gender, age,
experience, and interest in computers might affect students' computer literacy
and skills (Morahan-Martin, 1992).
Computers are now favoured over pen and paper due to their ability to
send, retain and print information very quickly and with ease. Computers are no
longer a basic tool, but rather a very powerful machine, that is quickly changing
the way we live our lives and means that it is vital that people become computer
literate (Minor, 2016). Computer literacy is essential for every individual in today's
world. People who lack ICT skills cannot rise to the challenges of what is
2
usually referred to as the information age (Kozina, 2010). Computer literate
persons understand how a computer works with information (Crawford, 1992).
This study will help the students, teachers, school, community and the
future researchers to explain the impacts of different variables to the level of
computer literacy of a student. Also, the collected statistics of this study will also
serve as a reference that can be used to emphasize the level of computer
literacy of the students and to improve their level of computer literacy.
As future computer engineers, the researchers would like to determine the
level of computer literacy of selected Grade 7 students of Dr. Juan A. Pastor
Memorial National High School. The researchers also chose this study as a
further investigation if it could be beneficial to the school and community.
Conceptual Framework
The conceptual framework shows the procedures that served as the guide
of the study. The conceptual paradigm comprised of three stages shown in figure
1. This shows the process on conducting the study. The first stage which is the
input includes the profiling of the respondents in terms of age, gender, family
income, school graduated from and accessibility to computer. Moreover, the
dependent variable that this study determined was the students’ level of
computer literacy in terms of awareness on basic computer operations, and use
of office applications such as word processing, presentation and spreadsheet.
The second stage includes only the survey method. While the third stage which
3
is the output of the study is the plan of action to enhance Grade 7 students’
computer literacy of Dr. Juan A. Pastor Memorial National High School.
Conceptual Paradigm
INPUT PROCESS OUTPUT
Respondents’
Profile:
 age
 sex Planning
 family income
 elementary
school Data Collection
graduated from Survey Method Plan of Action to
 accessibility to
Enhance Grade 7
computer
Statistical Treatment Students’ Computer
Respondents’ level
Literacy of Dr. Juan
of computer
literacy: Data Analysis A. Pastor Memorial
National High
 awareness on
School
basic computer Findings and
operations; Conclusions
 use of office
applications:
• word
processing
• presentation
• spreadsheet
Figure 1: The Conceptual Paradigm

4
Hypothesis
There is no significant relationship between the respondents' level of
computer literacy and their demographic profiles.
Statement of the Problem
The purpose of this study is to determine the level of computer literacy of
selected Grade 7 students of Dr. Juan A. Pastor Memorial National High School.
Objectives of the Study
Specifically, this will answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 sex;
1.3 family income;
1.4 elementary school graduated from; and
1.5 accessibility to computer
2. What is the level of respondents’ computer literacy in terms of:
2.1 awareness on basic computer operations;
2.2 use of office application such as:
2.2.1 word processing;
2.2.2 presentation; and
2.2.3 spreadsheet
3. Is there a significant relationship between the respondent’s level of
computer literacy when grouped according to profile variables?

5
4. What plan of action can be proposed to enhance Grade 7 students’
computer literacy?
Definition of Terms
Accessibility to Computer. This refers to the ability of computer to be
used or accessed and the availability of computers at home, neighbourhood or
school.
Awareness. This refers to the ability to understand and knowledge about
computers.
Basic Computer Operations. This refers to the ability to perform basic
tasks, manipulate files, use keyboard for data and program entry and primary
knowledge about computer.
Computer Literacy. This refers to the awareness on basic computer
operations and the ability to use computers for data entry such as word
processing, presentation, and spreadsheets.
Dr. Juan A. Pastor Memorial National High School. This refers to the
public secondary school in the District of Ibaan under the Department of
Education, in the Province of Batangas.
Grade 7 students. They refer to the respondents of the study.
Presentation. This refers to the office application that can be used to
display information in the form of a slide show.
Spreadsheet. This refers to the office application that can be used to
encode and manipulate data arranged in rows and columns.

6
Word Processing. This refers to the office application that can be used to
create, edit and print documents.
Video Crash Course. This refers to the proposed plan of action of the
researchers in the form of video presentation.
Importance of the Study
Computer literacy is the ability to use computers and related technology
efficiently. The researchers believe that the study will benefit the following:
The students. This study can be used to explain the effects of different
demographic profile to the level of computer literacy of the students.
The teachers. This study can be used to understand the level of computer
literacy of the students and to enhance their computer literacy.
The school. The collected statistics of the study will serve as a reference
that can be used to emphasize the level of computer literacy of the students. This
can also be a reference to improve the level of computer literacy of the students.
The community. The findings of this study can make a significant
contribution on improving the computer literacy of everyone. This study can
establish the importance of computer literacy and its benefits. This can also
demonstrate how computer literacy can be used as a resource of everyone.
The future researchers. This will serve as a new reference of gaining
much information about computer literacy and will help them in their research
process. They can also include or formulate other variables that can improve the
findings of the study.

7
Scope, Limitation and Delimitation of the Study
This study focused on determining the level of computer literacy of
selected Grade 7 students of Dr. Juan A. Pastor Memorial National High School.
The study included the profile of the respondents in terms of age, sex, family
income, elementary school graduated from and accessibility to computer. This
also included the respondents’ level of computer literacy in terms of awareness
on basic computer operations and use of office applications such as word
processing, presentation and spreadsheet. In addition, the study aimed to know if
there is a significant relationship between the respondents’ profile and their level
of computer literacy.
The study used descriptive correlational research design in data gathering
and interpretation. Specifically, the study will require the survey method on
collecting the data. In addition, the study will propose a plan of action to enhance
Grade 7 students’ computer literacy.
The population and sample will be limited to the selected 160 Grade 7
students of Dr. Juan A. Pastor Memorial National High School. Out of 890 Grade
7 students, 160 Grade 7 students will be used as a sample in conducting the
survey. The data collected were subjected to appropriate statistical treatment
such as frequency, percentage, ranking, weighted mean, and chi-square test.
The study will be used as a reference to determine of level of computer
literacy of the students. This study will be performed on the first semester of the
year at Dr. Juan A. Pastor Memorial National High School.

8
Related Literature
Computers are electronic devices capable to receive information as input
and give result as output after performing the sequence of operations.
Computers have many uses. In schools, they can help learners to comprehend
the basic concepts better with the help of video or audio examples. In higher
learning institutions, they can help the professors and researchers to do their
work very fast through an efficient and better ways (Konan, 2010).
According to Rosales (2010), computer literacy is the knowledge and
ability to use computers and technology efficiently. Computer literacy can also
refer to the comfort level someone has with using computer programs and other
applications that are associated with computers. Another definition of computer
literacy by Francis (1998), are the computer experiences, uses, programming
skills and ability to use software. It is the ability to use computers and other
technology to improve learning, productivity and performance.
However, “computer literate” often connotes little more that the ability to
use several specific applications for certain very well-defined simple tasks. A
computer-literate person is someone who has a basic familiarity with computer
hardware and software (Wempen, 2014). Computer literate is a term used to
describe individuals who have the knowledge and skills to use a computer and
other related technology. This term is usually used to describe the most basic
knowledge and skills needed to operate software products (Nopedia, 2017).

9
Computers have four basic operations which are input, processing, output,
and storage. Input are the information and programs entered into the computer
through input devices. The input device also retrieves information off disks.
Processing includes the CPU or central processing unit which directs the
operation of the input and output devices. The output devices display information
on the screen. They also display messages about what errors may have
occurred and save information on the disk for future use. Last is the storage,
which allows the computer to recall previously entered data and store
information. This includes documents, music, log files, software, and the
operating system (OS). The most common storage medium is the hard drive
(Walla, 2015).
According to Nathi (2017), knowing how to use a computer often allows to
get work done in a more organized, efficient and timely manner, especially in
performing a job that requires to use a computer on a frequent or regular basis.
Computers feature programs such spreadsheet, word-processing or presentation
programs that can help to organize information.
Almost any person or an organization using personal computers to handle
daily documentation and number crunching are using different office applications.
Word processing, presentation and spreadsheets softwares are examples of
most commonly used office applications (Hadar, 2016).
Word processing software is a graphical word processing program that
users can type with. Its purpose is to allow users to type and save documents.
Presentation software is a program that uses slides to convey information rich in

10
multimedia. The term slide refers to the old slide projector, which this software
effectively replaces. Spreadsheets present tables of values arranged in rows and
columns that can be manipulated mathematically using both basic and complex
arithmetic operations and functions (Nopedia, 2017).
Related Studies
The following related studies were conducted by their authors or
researchers and are used to help the present researchers for conducting this
study. Moreover, this will also be necessary to support the findings that the
present study aims to arrive at.
The study of Taqueban (1990) determined if differences existed between
computer specialists and computer-using teachers on the perceived level of
importance of selected computer competencies for elementary teachers. The
results suggested that computer specialists perceived computer competencies in
educational applications, software, implementation, and information resources of
greater importance for elementary teachers than general applications, future
trends, and computers in society.
Another study of LaPlant (2008) defined computer literacy as knowledge
and skills required for basic use of computer hardware, software and the Internet.
These critical computer and Internet skills are valued in today’s academic and
professional environments. This leads to success in education and employment
since computer skills are integral to all areas of study and work.
11
The study of Rodrigo (2009) discussed the pedagogical, social, and
economic benefits that developing nations hope to gain by infusing schools with
ICT. It also cited national policies and programs to infuse schools with ICT, as
well as parallel programs initiated by the private sector. The findings of the study
found considerable gaps still in implementing ICT programs. There is a lack of
data on schools’ use of ICT and lack of coordination between public and private
sectors.
Cinso et. al. (2010) study aimed to assess the level of ICT competencies
of public school teachers and their computer literacy. Results showed that most
of the teachers have a basic knowledge on ICT and needs improvement. More
trainings is hereby needed to the teachers for them to integrate ICT in teaching.
Another study of Konan (2010) determined the level of teachers’ computer
literacy, which is a need for teachers especially in both reaching information and
making the process of learning and teaching more effective. The study also
determined if there is a significant difference between the levels of teachers’
computer literacy in terms of gender, teaching experience, the latest educational
institution, the latest education level and fields. The findings of the researcher’s
study presented that computer literacy level of male teachers with high education
level was higher than that of female teachers with low education level.
Sharp (2010) study measured the students’ perceptions of their IT fluency
skills using a rigorous judgment-quantification process. The purpose of this study
was to establish the content validity of an instrument to measure students’
perceptions of their IT fluency skills computer literacy. The findings of his study
12
revealed that respondents use internet for communication purposes like online
social networking, and the literacy level of respondents in spreadsheets is
sufficient for basic task only especially in performing data entry tasks which are
needed in calculations and computation. Respondents know how to use graphic
application for creating presentation.
The study of Elmy (2014) identified the information and communications
technology (ICT) literacy level of trainee teachers in Malaysia by investigating
their cognitive and technical ICT proficiency. Questionnaires are used to identify
respondents’ background and self-asses their ICT knowledge. The results of this
study confirmed that ICT literacy is one of the important capabilities in order to
function in a knowledge society.
Lastly, the study of Camacho (2015) aimed to provide educators and
policy makers with guidance and insights on whether investments in ICT have
benefited the learners and how far has ICT been integrated in Philippine high
school education. A survey of the private and public high schools in Masbate,
Philippines was conducted to determine the effect of different ICT resources on
educational performance of students using the education production function as
the framework. The findings showed that ICT resources such as televisions,
radios, dot-matrix printers, CD writers and digital imaging devices positively
affected student outcome. However, software, colour printers, overhead
projectors, fax machines and the pc-student ratio were significant factors that
were inversely related with student performance.

13
Synthesis
The different cited related literature were considered to provide the
readers better explanation and interpretation about the study. The researched
literature and studies delivered knowledge on the study.
The study of Taqueban (1990) is related to the present study because
both studies discussed the importance of computer literacy to an individual.
However, the two studies are different because the study of Taqueban
determined if differences existed between computer specialists and computer-
using teachers on the perceived level of importance of selected computer
competencies for elementary teachers. While the present study is only limited to
one category of respondents which are grade seven students.
Another study of LaPlant (2008) is related to the present study because
both studies defined computer literacy as knowledge and skills required for basic
use of computer hardware, and software. However, they are different because
the study of LaPlant included the internet while the present study is only limited
to basic computer operations and familiarity of respondents to different offices.
The study of Rodrigo (2009) is similar to the present study because both
studies found that there is a lack of data on schools’ use of ICT. However, the
study of Rodrigo is different to the present study because it discussed the
pedagogical, social, and economic benefits that developing nations hope to gain
by infusing schools with ICT. Also, it focused on coordination between public and
14
private sectors while the present study is only limited to the researchers’ school
which is a public school.
On the other hand, the present study and the study of Cinso et. al. (2010)
is similar because both studies aimed to assess the respondents' computer
literacy. However, they are different because the study of Cinso assessed the
level of ICT competencies of public school teachers while the present study
focused on the relationship of the respondents’ profile to their level of computer
literacy.
The study of Konan (2010) is similar to the present study because both
studies also determined the level of respondents’ computer literacy. However,
the two studies are different because the present study determined the significant
relationship between the respondents’ level of computer literacy to their profile
while the other study determined the significant difference between the levels of
teachers’ computer literacy to their profile.
The study of Sharp (2010) is similar to the present study since both
studies determined the literacy level of respondents in terms of spreadsheets and
presentations. However, they are unlike because the study of Sharp measured
the students’ perceptions of their IT fluency skills using a rigorous judgment-
quantification process and measured the students’ perceptions of their IT fluency
skills computer literacy while the present study measured the level of computer
literacy of the respondents.

15
Another study of Elmy (2014) is related to the present study since both
studies used questionnaires to determine the respondents’ computer literacy.
However, they are unlike because the former study identified the information and
communications technology (ICT) literacy level of trainee teachers by
investigating their cognitive and technical ICT proficiency while the latter study is
only limited to computer literacy.
Lastly, the study of Camacho (2015) is related to the present study
because both studies aimed to provide insights if ICT have benefited the learners
or the respondents. However, they are different because the study of Camacho
determined the effect of different ICT resources on educational performance of
students using the education production function as the framework while the
present study did not include the effects of different ICT resources in the
computer literacy of the respondents and is only limited on determining the level
of computer literacy of the respondents.
Research Design
This study used descriptive correlational approach through survey
method. According to Hopkins (2008), descriptive research design establishes
only associations between variables. There is no attempt made to change
behaviour or conditions. Also, descriptive research design usually needs a
sample of hundreds or thousands for an accurate estimate of the relationship
between variables.
16
Thus, the researchers used this research design since it is believed to be
essential and appropriate to the aim of the study, which was to determine the
level of computer literacy of selected Grade 7 students of Dr. Juan A. Pastor
Memorial National High School.
According to Cherry (2017), survey is a data collection tool used to gather
information. A survey may focus on factual information about individuals, or it
might aim to obtain the opinions of the survey takers. Surveys are one of the
most commonly used research tools and can be utilized to collect data and
describe naturally occurring phenomena that exist in the real-world.
Population
Out of 890 Grade 7 students, 160 Grade 7 students will be used as a
sample in conducting the survey. This study was conducted in Dr. Juan A. Pastor
Memorial High School, Ibaan, Batangas.
Sampling Method
The researchers used simple random sampling method in order to show
efficient information regarding to level of computer literacy that is relevant to the
study. All of the respondents answered the survey questionnaires about their
demographic profile. They also responded to rating scale questionnaire
according to their level of awareness to basic computer operations and different
offices such as word processing, presentation and spreadsheet. Thus, the
researchers randomly selected the respondents which created new set of
samples.
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Data Gathering Instruments
Questionnaire is the principal instrument used in gathering data on the
computer literacy of the respondents. The questionnaire has two parts. The first
part is about the profile of the students which includes age, sex, family income,
elementary school graduated from, and accessibility to computer. The second
part is about level of computer literacy of the students in terms of awareness on
basic computer operations and use of office application such as word processing,
presentation and spreadsheet.
The first part of the questionnaire was constructed by the researchers
based on the information needed. The researchers modified the questionnaire
used in the study conducted by Censon (2012) for the second part of the
questionnaire. The content of the questionnaire was presented to the research
adviser and co-author of the study for comments, suggestions and
recommendations.
Data Collection Procedure
The researchers randomly selected the respondents. The researchers first
explained the nature and purpose of the study to the selected respondents. After
answering the survey, the questionnaires were retrieved for the data analysis.
Ethical Issues
Before considering the respondents as participants of the study, the
researchers first provided the permission consent of the respondents to

18
participate in the survey. The selected respondents were assured that their
responses were used only for the purposes of this research.
Data Analysis Method
The following statistical methods were applied for efficient treatment and
relevant results of the study.
1. Frequency/Percentage
This was used to show the frequency and percentage of the items
referring to the respondent’s profile. This was used to answer the statement of
the problem number one of the study.
2. Weighted Mean
This was used to show the typicality of responses in terms of the
respondents’ level of computer literacy. This was used together with frequency
of the items to answer statement of the problem numbers two and three.
3. Standard Deviation
This was used to show the measure of central tendency and the dispersal
of the responses. This was used together with the weighted mean computation.
Moreover, a Likert scale of 1 – 4 was used to determine the responses of
respondents regarding to level computer literacy.
Option Ranges Verbal Interpretation
4 3.50 – 4.00 Fully aware
3 2.50 – 3.49 Aware

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2 1.50 – 2.49 Slightly aware
1 1.00 – 1.49 Not aware
Results
The data include the demographic profile of the respondents in terms of
age, sex, family income, elementary school graduated from and accessibility to
computer.
1.1. Age. Table 1.1 shows the demographic characteristics of the
respondents in terms of their grade level.
Table 1.1
Respondents’ Profile As to Age
Grade Level Frequency Percentage Rank
11 years old 25 16 3
14 years old and above 18 11 4
Total 160 100
Table 1 shows that a large number of respondents were 12 years old with
a frequency of 88 and percentage of 55 percent. This was followed by
respondents who were 13 years old with a frequency of 29 and percentage of 18.
Next, having a frequency of 25 and percentage of 16 percent were group of
respondents with the age of 11. Last in rank, with a frequency of 18 and
percentage of 11 percent were group of respondents who were 14 years old and
above.
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1.2. Sex. Table 1.2 shows the demographic characteristics of the
respondents in terms of their sex.
Table 1.2
Respondents’ Profile As to Sex
Sex Frequency Percentage Rank
Male 66 41 2
Female 94 59 1
Total 160 100
Table 1.2 shows that out of 160 respondents, majority of the respondents
were female with a frequency of 94 and percentage of 59 percent and the male
respondents have a frequency of 66 and percentage of 41 percent.
1.3. Family Income. Table 1.3 shows the demographic characteristics of
the respondents in terms of family income.
Table 1.3
Respondents’ Profile As to Family Income
Family Income Frequency Percentage Rank
Php 5,000 and below 69 43 1
Php 6,000 to Php 10, 000 45 28 2
Php 11,000 to Php 15,0000 19 12 3
Php 16,000 to Php 20,000 13 8 5
Php 21,000 and above 14 9 4
Total 160 100
In terms of family income of the respondents, data showed that majority of
them have a family income of Php 5,000 and below with a frequency of 69 and
percentage of 43 percent. Second in rank were the respondents having a family
income of Php 6,000 to Php 10, 000 with a frequency of 45 and percentage of 28.
This was followed by group of respondents with a frequency of 19 and
percentage of 12 percent that have a family income of Php 11,000 to Php 15,000.
21
Next were the respondents that have a family income of Php 16,000 to Php
20,000, with a frequency of 13 and percentage of 8 percent. And the rest of the
respondents have a family income of Php 21,000 and above with a frequency of
14 and percentage of 9 percent.
1.4. Elementary School Graduated From. Table 1.4 shows the
demographic characteristics of the respondents in terms of elementary
school graduated from.
Table 1.4
Respondents’ Profile As to Elementary
School Graduated From
School Frequency Percent Rank
Balanga ES 6 4 5
Bay Central ES 2 1 19
Bright Christian Academy 2 1 19
Buensuceso ES 1 1 27
Bungahan ES 2 1 19
Calamias ES 3 2 14
Coliat ES 23 14 2
Dona Ata ES 2 1 19
Estanza ES 1 1 27
Fountain Harvest Academy 1 1 27
Gregorio Sison Memorial ES 1 1 27
Ibaan Central School 36 23 1
Lemery ES 2 1 19
Lucsuhin ES 5 3 9
Mabalor/Catandala ES 3 2 14
Mabini ES 4 3 12
Malainin ES 3 2 14
Marfeben Academy 3 2 14
Masaya ES 5 3 9
Nangka ES 1 1 27
Palindan ES 6 4 5
Procopio Mailig Memorial ES 2 1 19
Quilo ES 8 5 4
Sabang ES 4 3 12
Saint James Academy 3 2 14
22
San Agustin ES 9 6 3
Southville 3 ES 2 1 19
Sto. Niño ES 5 3 9
Talaibon ES 6 4 5
Tinga Itaas ES 2 1 19
Tulay ES 6 4 5
Salaban ES 1 1 27
Total 160 100
Data shows that large number of the respondents graduated in Ibaan
Central School with a frequency of 36 and percentage of 23 percent. This was
followed by respondents who graduated in Coliat ES with a frequency of 23 and
percentage of 14 percent. Third in rank were the respondents who graduated in
San Agustin ES with a frequency of 9 and percentage of 14 percent.Next were
the respondents who graduated in Quilo ES with a frequency of 8 and
percentage of 14 percent. Respondents who ranked fifth were the students who
graduated in Balanga ES, Palindan ES, Talaibon ES and Tulay ES which each
school obtained a frequency of 6 and percentage of 4 percent.Next in rank were
the respondents who graduated in Lucsuhin ES, Masaya ES and Sto. Niño ES
which each school obtained a frequency of 5 and percentage of 3 percent.Twelfth
in rank were the respondents who graduated in Mabini ES and Sabang ESwhich
each school obtained a frequency of 4 and percentage of 3 percent. This was
followed by respondents who graduated in Calamias ES, Mabalor/Catandala ES,
Malainin ES, Marfeben Academy and Saint James Academy which each school
obtained a frequency of 3 and percentage of 2 percent. Respondents who ranked
nineteenth were the students who graduated in Bay Central ES, Bright Christian
Academy, Bungahan ES, Dona Ata ES, Lemery ES, Procopio Mailig Memorial ES,
23
Southville 3 ES and Tinga Itaas ESwhich each school obtained a frequency of 2
and percentage of 1 percent. Last in rank were the students who graduated in
Buensuceso ES, Estanza ES, Fountain Harvest Academy, Gregorio Sison
Memorial ES, Nangka ES and Salaban ES which each school obtaineda
frequency of 1 and percentage of 1 percent.
1.5. Accessibility to Computer. Table 1.5 shows the demographic
characteristics of the respondents in terms of accessibility to computer
Table 1.5
Respondents’ Profile As to Accessibility to Computer
Accessibility to
Frequency Percentage Rank
Computer
At home 57 36 1
In neighborhood 38 24 2
In school 35 22 3
None 30 19 4
Total 160 100
In terms of accessibility to computer of the respondents, data showed that
majority of the respondents can access computers at home with a frequency of
57 and percentage of 36 percent. Second in rank were the respondents that can
access computers in their neighborhood with a frequency of 38 and percentage
of 24 percent. This was followed by the group of respondents with a frequency of
35 and percentage of 22 percent that can computers in their school. And last in
rank were the respondents that cannot access to computer with a frequency of
30 and percentage of 19 percent.

24
The data include level of respondents’ computer literacy in terms of: (1)
awareness on basic computer operations; and (2) use of office application such
as: word processing, presentation and spreadsheet.
2.1. Basic Computer Operations. Table 2.1 summarizes respondents’
computer literacy in terms of basic operations.
Table 2.1
Respondents’ Computer Literacy in Terms of Basic Operations
Basic Computer Weighted Verbal
Rank
Operations Mean Interpretation
Primary Knowledge 2.58 Aware 2
Perform Basic Tasks 2.71 Aware 1
Manipulate Files 2.28 Slightly aware 3
Use Keyboard for Data and
2.24 Slightly aware 4
Program Entry
Composite Mean 2.45 Slightly aware
Based on therespondents’ computer literacy in terms of basic operations,
the highest among the items revealed that the respondents were aware of
performing basic tasks in computer with a weighted mean of 2.71. Second in
rank, the weighted mean of 2.58 implies that the respondents were aware of
primary knowledge in computer. On the other hand, the respondents were
slightly aware of manipulating files in computer that obtained a weighted mean of
2.28. And last in rank that obtained a weighted mean of 2.24 revealed that the
respondents were slightly aware of using keyboard for data and program entry.
The composite mean of 2.45 signifies that the respondents were slightly
aware about: (1) performing basic tasks in computer; (2) primary knowledge in
computer; (3) manipulating files; and (4) using keyboard for data and program
25
entry into computer.
2.2.1.Word Processing. Table 2.2 summarizes respondents’ computer literacy
in terms of word processing.
Table 2.2.1
Respondents’ Computer Literacy in Terms of Word Processing
Weighted Verbal
Word Processing Rank
Mean Interpretation
Perform Basic Word 2.66 Aware 1
Processing Tasks
Perform editing tasks 2.55 Aware 2
Perform Formatting Tasks 2.27 Slightly aware 3
Use keyboard for data and 2.24 Slightly aware 4
program entry
Table 2.2.1 shows the respondents’ computer literacy in terms of word
processing. Among the items, data revealed that the respondents were aware of
performing basic word processing tasks with a weighted mean of 2.66. This was
followed by the weighted mean of 2.55 which implies that the respondents were
aware of performing editing tasks in word processing. Third in rank, that obtained
a weighted mean of 2.27 revealed that respondents were slightly aware of
performing formatting tasks in word processing. Last in rank, with a weighted
mean of 2.24 shows that respondents are slightly aware of using keyboard for
data and program entry in word processing.
aware about: (1) performing basic word processing tasks; (2) performing editing
tasks; (3)performing formatting tasks; and (4) using keyboard for data and
program entry into word processing.

26
2.2.2.Presentation. Table 2.3 summarizes respondents’ computer literacy in
terms of presentation.
Table 2.2.2
Respondents’ Computer Literacy in Terms of Presentation
Weighted Verbal
Presentation Rank
Mean Interpretation
Perform Basic
Presentation Data Tasks
Perform Editing Tasks 1.96 Slightly aware 2
Perform Formatting
Tasks
Based on the respondents’ computer literacy in terms of word presentation,
the highest among the items revealed that the respondents were slightly aware of
performing basic presentation data tasks in presentation with a weighted mean of
2.03. On the other hand, the weighted mean of 1.96 implies that the respondents
were slightly aware of performing editing tasks in presentation. And last in rank
that obtained a weighted mean of 1.75 revealed that the respondents were
slightly aware of performing formatting tasks in presentation.
aware about: (1) performing basic presentation data tasks; (2) performing editing
tasks; and (3) performing formatting tasks into presentation.

27
2.2.3.Spreadsheet. Table 2.2.3 summarizes respondents’ computer literacy in
terms of spreadsheet.
Table 2.2.3
Respondents’ Computer Literacy in Terms of Spreadsheet
Weighted Verbal
Presentation Rank
Mean Interpretation
Perform Data Entry
Tasks
Perform editing Tasks 1.62 Slightly aware 2
Perform Formatting
Tasks
Table 2.2.3 shows the respondents’ computer literacy in terms of
spreadsheet. Among the items, data revealed that the respondents were slightly
aware of performing data entry tasks with a weighted mean of 1.71. This was
followed by the weighted mean of 1.62 which implies that the respondents were
slightly aware of performing editing tasks in spreadsheet. Last in rank, with a
weighted mean of 1.50 shows that respondents are slightly aware of performing
formatting tasks in spreadsheet.
aware about: (1) performing data entry tasks; (2) performing editing tasks; and
(3)performing formatting tasks into spreadsheet.

28
3. Significant Relationship between the Student-Respondent’s Level of
Computer Literacy When Grouped According to Profile Variables
The data include the significant relationship between the student-
respondent’s level of computer literacy when grouped according to profile
variables (age, sex, family income, elementary school graduated from, and
accessibility to computer).
Table 3
Significant Relationship between the Student-Respondent’s Level of
Computer Literacy When Grouped According to Profile Variables
P- Verbal Decision
Profile Chi-Square Test
Value Interpretation on Ho
Basic Computer
216.91 0.000 Significant Reject Ho
Operations
Age Word Processing 243.31 0.000 Significant Reject Ho
Presentation 139.49 0.000 Significant Reject Ho
Spreadsheet 119.09 0.000 Significant Reject Ho
Basic Computer
Operations
Sex Word Processing 60.69 0.000 Significant Reject Ho
Basic Computer
Operations
Family Income Word Processing 6.94 0.008 Significant Reject Ho
Basic Computer
Elementary 595.39 0.000 Significant Reject Ho
Operations
School
Word Processing 631.47 0.000 Significant Reject Ho
Graduated
From
Basic Computer
Operations
Accessibility to
Word Processing 133.62 0.000 Significant Reject Ho
Computer
Based from Table 3, there is significant relationship between student-
respondent’s level of computer literacy when grouped in terms of (1) basic

29
computer operations; (2) word processing (3) presentation; and (4) spreadsheet
when grouped according to: (1) age; (2) sex; (3) family income; (4) elementary
school graduated from; and (5) accessibility to computer.
The Chi-Square test values showed significant relationship values lower
than the critical value of 0.05. Then, the formulated null hypothesis was rejected.
Proposed Action Plan to Enhance Grade 7 Students’ Computer Literacy of

Dr. Juan A. Pastor Memorial National High School
ACTION BRIEF PERSON/S TARGET
OBJECTIVE/S RESOURCES
STEPS DESCRIPTION INVOLVED TIME
The video crash
course consists of
four major topics
related to computer
literacy. The four
major topics are the
following: basic
computer
To introduce a operations, use of
video crash word processing,
course to grade presentation and
Research
seven students spreadsheet.
Teachers and Laptop
that contains The video crash
Coordinator, Flat screen TV
different course discusses
Video Crash Grade 7 Video crash November
discussions such different subjects
Course Coordinator, course 2017
as computer according to its
Researchers, Classroom
operations, word given topic. The
Grade 7
processing, topics being
students
power point discussed were
presentation and only basic or simple
spreadsheet. ideas. The
maximum time for
the video crash
course must only be
40 minutes. The
video should be
originally produced
by the researchers
to avoid plagiarism.
The computer
literacy assessment
To measure the have 40 items.
knowledge and Each topic have 10 Research
After
competency of questions that will Teachers and
watching
the students assess the Coordinator,
Computer Classroom the video
after watching students’ literacy Grade 7
Literacy Handouts crash
the video crash and competency Coordinator,
Assessment Test papers course
course about based on the video Researchers,
(November
computer literacy watched. The Grade 7
2017)
made by the assessment will students
researchers. only be 1 hour long.
About 1 and 1/2
minutes per item.
30
Summary
This study aimed to determine the profile of the respondents in terms of
age, sex, family income, elementary school graduated from and accessibility to
computer, the level of respondents’ computer literacy in terms of awareness on
basic computer operations and use of office applications such as word
processing, presentation and spreadsheet, the significant relationship between
the respondent’s level of computer literacy when grouped according to profile
variables, and the plan of action that can be proposed to enhance Grade 7
students’ computer literacy. Using the descriptive correlational research design
and the survey method, 160 respondents were included in this study to answer
the above mentioned research questions. The respondents were selected using
simple random sampling technique. Data gathered from the respondents were
subjected to statistical treatment – frequency, percentage, ranking, weighted
mean, and chi-square. Findings and conclusions are stated in the following
section.
Findings
After the tabulation, analysis, and interpretation of data, the following
findings were generated.
1.1. Age. Fifty-five percent (55%) of the respondents or 88 of them are 12
years old;eighteen percent (18%) of the respondents or 29 of them are 13 years
old;sixteen percent (16%) of the respondents or 25 of them are 11 years old;and

31
eleven percent (11%) of the respondents or 18 of them are 14 years old and
above.
1.2. Sex. Fifty-nine percent (59%) of the respondents or 94 of them were
female while forty-one percent (41%) of the respondents or 66 of them are male.
1.3. Family Income. Forty-three percent (43%) of the respondents or 69
of
them have a family income of Php 5,000 and below;twenty-eight percent (28%)
of the respondents or 45 of them have a family income of Php 6,000 to Php 10,
000;twelve percent (12%) of the respondents or 19 of them have a family income
of Php 11,000 to Php 15,000;nine percent (9%) of the respondents or 14 of them
have a family income of Php 21,000 and above;and eight percent (8%) of the
respondents or 13 of them have a family income of Php 16,000 to Php 20,000.
1.4. Elementary School Graduated From. Twenty-three percent (23%)
of the respondents or 36 of them graduated in Ibaan Central School; fourteen
percent (14%) of the respondents or 23 of them graduated in Coliat ES; six
percent (6%) of the respondents or 9 of them graduated in San Agustin ES; five
percent (5%) of the respondents or 8 of them graduated in Quilo ES.
Respondents who graduated in Balanga ES, Palindan ES, Talaibon ES and
Tulay ES have all got a percentage of four percent (4%) and frequency of 6 each
school; respondents who graduated in Lucsuhin ES, Masaya ES and Sto. Niño
ES have all got a percentage of three percent (3%) and frequency of 5 each
school; also respondents who graduated in Mabini ES and Sabang ES have all
got a percentage of three percent (3%) and frequency of 4 each school.

32
Respondents who graduated in Calamias ES, Mabalor/Catandala ES, Malainin
ES, Marfeben Academy and Saint James Academy have all got a percentage of
two percent (2%) and frequency of 3 each school; respondents who graduated in
Bay Central ES, Bright Christian Academy, Bungahan ES, Dona Ata ES, Lemery
ES, Procopio Mailig Memorial ES, Southville 3 ES and Tinga Itaas ES have all
got a percentage of one percent (1%) and frequency of 2 each school; and lastly,
respondents who graduated in ay Buensuceso ES, Estanza ES, Fountain
Harvest Academy, Gregorio Sison Memorial ES, Nangka ES and Salaban ES
have all got a percentage of one percent (1%) and frequency of 1 each school.
1.5. Accessibility to Computer. Thirty-six percent (36%) of the respondents
or 57 of them can access computers at home; twenty-four percent (24%) of the
respondents or 38 of them can access computers in their neighbourhood; twenty-
two percent (22%) of the respondents or 35 of them can access computers in
their school; and nineteen percent (19%) of the respondents or 30 of them
cannot access to computer.
2.1. Basic Computer Operations. The composite mean of 2.45 signifies
that the respondents are slightly aware on basic computer operations.
2.2.1. Word Processing. The composite mean of 2.43 signifies that the
respondents are slightly aware on word processing.
2.2.2. Presentation. The composite mean of 1.91 signifies that the
respondents are slightly aware on presentations.

33
2.2.3. Spreadsheet. The composite mean of 1.61 signifies that the
respondents are slightly aware on spreadsheets.
3. Relationship between the Respondent’s Level of Computer Literacy
when Grouped According to Profile Variables
The results are made to determine the significant relationship between the
respondent’s level of computer literacy when grouped according to profile
variables. There is significant relationship between respondent’s level of
computer literacy when grouped in terms of basic computer operations; word
processing; presentation; and spreadsheet when grouped according to age;
sex; family income; elementary school graduated from; and accessibility to
computer. The Chi-Square test values showed significant relationship values
lower than the critical value of 0.05. Thus, enough evidences were found to
reject the null hypothesis of the study. There is a significant relationship
between the respondent’s level of computer literacy when grouped according
to profile variables.
4. Proposed Action Plan to Enhance Grade 7 Students’ Computer
Literacy
The proposed action plan of the researchers were video crash course and
computer literacy assessment. The goal of the video crash course was to
introduce a video to grade seven students that contains different discussions
such as basic computer operations, word processing, presentation and
spreadsheet. While the goal of the computer literacy assessment was to
measure the knowledge and competency of the students after watching the
34
video crash course about computer literacy made by the researchers. These
proposed actions were made by the researchers to enhance the grade seven
students’ computer literacy.
Conclusions
Based on the findings presented, the following conclusions were drawn.
1. Mostly of the respondents can access computer at their homes, but
they have insufficient knowledge on using computers.
2. The respondents were slightly aware on basic computer operations
and using different office applications.
3. Implementation of computer literacy programs and seminars can help
to improve and enhance the students’ computer literacy.
4. Computer literacy is essential and necessary to everyone as
information age arises.
Recommendations
From the foregoing conclusions, the following were the recommendations
given.
1. The researchers recommended To determine other profile variables
that are related to the study for the enhancement and improvement of
the study.
2. The researchers recommended That the same study be conducted
school-wide. This is for the highest level of administration of
DJAPMNHS to determine the level of computer literacy of all students
in the whole campus.

35
3. Another recommendation is For the administration of DJAPMNHS to
conduct and implement computer literacy programs and seminars
based on the findings of this study to enhance the level of computer
literacy of the students.
4. Last recommendation For the future researchers to use the findings of
the study in their future research endeavors.

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COMPUTER LITERACY AMONG GRADE 7 STUDENTS OF DR. JUAN A.

A Research Study Presented

In Partial Fulfillment for the Subject

TITLE : COMPUTER LITERACY AMONG GRADE 7 STUDENTS

NAME : Alondra C. Borja, Angelito C. Tejada, Jerwin E. Intac,

Track : Science, Technology, Engineering and Mathematics

School : Dr. Juan A. Pastor Memorial National High School –

School Year : 2017

Adviser : Dr. Precy I. Guerra

Co-author : Engr. Andrea P. Briones

General : The purpose of this study is to determine the level of

computer literacy of selected Grade 7 students of Dr.

Juan A. Pastor Memorial National High School.

Specifically, the following questions were answered:

1. What is the profile of the respondents in terms of:

1.3 family income;

1.4 elementary school graduated from; and

2. What is the level of respondents’ computer literacy in terms of:

2.1 awareness on basic computer operations;

2.2 use of office application such as:

2.2.1 word processing;

2.2.2 presentation; and

3. Is there a significant relationship between the respondent’s level of

computer literacy when grouped according to profile variables?

4. What plan of action can be proposed to enhance Grade 7 students’

The salient findings of the study are as follows:

1. Profile of the Respondents

evident with the 55 percent that the age range obtained.

the percentage of 59 that the sex obtained.

1.3 Family Income. A large number of the respondents have a family

income of Php 5,000 and below. This was composed of 43 percent of

the total number of population.

graduated in Ibaan Central School. This was composed of 23 percent of

the total number of population.

1.5 Accessibility to Computer. A large number of the respondents or 36

percent of the total population can access computers at home.

2. Level of Respondents’ Computer Literacy

the respondents are slightly aware on basic computer operations.

respondents are slightly aware on word processing.

2.2.2. Presentation. The composite mean of 1.91 signifies that the

respondents are slightly aware on presentations.

2.2.3. Spreadsheet. The composite mean of 1.61 signifies that the

respondents are slightly aware on spreadsheets.

3. Relationship between the Respondent’s Level of Computer Literacy

when Grouped According to Profile Variables

There is significant relationship between respondent’s level of

computer literacy when grouped in terms of basic computer

operations; word processing; presentation; and spreadsheet when

grouped according to age; sex; family income; elementary school

graduated from; and accessibility to computer. The Chi-Square test

values showed significant relationship values lower than the critical

the respondent’s level of computer literacy when grouped according

4. Proposed Action Plan to Enhance Grade 7 Students’ Computer

The proposed action plan of the researchers were video crash

course and computer literacy assessment. The goal of the video

crash course was to introduce a video to grade seven students that

contains different discussions such as basic computer operations,

word processing, presentation and spreadsheet. While the goal of the

computer literacy assessment was to measure the knowledge and

competency of the students after watching the video crash course

about computer literacy made by the researchers. These proposed

actions were made by the researchers to enhance the grade seven

students’ computer literacy.