Computer Literacy Program Thesis

1
College of the Immaculate Conception
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Today, computers play a big role in education especially in
developing countries like the Philippines. According to Casiano
(2007), computer has a capability for administrative and
managerial users, namely: easing enrollment procedures,
preparing transcript of records, recording grades, paying school
fees, and others, as well as for teaching purposes. Moreover, it
has given way to the development of multi-media which is
creating an exciting and very real interactive learning
environment.
According to Senator Oreta, three to four out of five
teachers lacked knowledge in using computers (Philippine Star,
2002). In a survey research with an overall goal of determining
ICT preparedness of teacher stated that the literacy of teachers
in using word processing software is about 63.27% while the
second is internet browsing with 33.91%. The third is using
spreadsheets application, 13.84% and other software application
is quite below at 10% (Magno, 2006). Also DepED estimates that
only one out of seven schools have teachers who are computer
literate (Abad, 2004).

2
Being computer literate gives the learner an opportunity to
excel in rapidly changing environment in technology. According
to Reynolds (2007), computer literacy means being knowledgeable
about the capabilities of hardware and software and
understanding how computers and the internet can enhance
student‟s educational experiences.
The government and the education department has come up
with plans for computer literacy of learners as well as
teachers. According to Carandang (2010), Senator Angara urged
the incoming administration to legislate an integrated computer
education. He also proposed the creation of the Board of
Computer Education. The proposed board will promote the Build-
Operate-Transfer (BOT) scheme of the program, which is
facilitating the computer literacy training of teachers. Angara
also urged to integrate computer subjects in private and public
schools from elementary up to high school; providing materials
and equipment to be used in implementing computer literacy. They
are making laws and bills like House Bill No. 632 introduced by
Senator Escudero (2003), an act to integrate a computer
education program into the educational system and for other
purposes, for pursuing the objectives in achieving goals for
better quality education.

3
In schools, some books used by teachers have additional
information and useful links that can be accessed in the
internet. There are times that the researcher integrates
academic subjects for the hands-on activity of students in their
computer subject. If the teachers know how to use computer and
its applications, it will be easy for them to understand the
advantage of being computer literate. Also, students will
realize that the computer is not only for fun and entertainment
but for their own benefit. According to Carlson and Gadio
(2002), educational technology is not, and never will be,
transformative on its own. It requires teachers who can
integrate technology into the curriculum and use it to improve
student‟s learning. Teachers are the keys to how technology is
used appropriately and effectively.
Five years ago, teachers of the Holy Rosary Colleges
Foundation had an informal basic computer training held during
the summer vacation. It was held from one to two hours in two
weeks before the opening of classes. The computer teacher taught
the basics and she assigned another teacher for demonstration.
Furthermore, the teachers were asked to have hands-on activities
with computer. It was the first and last training conducted.

4
Today, most of the teachers of Holy Rosary Colleges
Foundation have laptops or computers to help them in their tasks
in terms of preserving records, encoding documents, computation
of grades and browsing the internet. Other teachers studying for
their masteral degree prepare presentations of their report
using their computers. Unfortunately, based on the researchers‟
observation, some of the teachers have minimal computer literacy
and the school has no program for computer literacy for
teachers. Despite of the complete equipment and facilities
available to every teacher for use in a computer literacy
program, teachers learn operating computers by exploring and
through the help of their peers.
Realizing the compelling need of teachers to be computer
literate, the researcher was motivated to determine the computer
aptitude and skills of the teachers at the Holy Rosary Colleges
Foundation. It is hoped that the results can help the researcher
come up with a computer literacy program for the teachers.
Conceptual Framework
Nowadays, every teacher relies on computers for making
lesson plans, preparing examinations, recording and computing
grades, and others. Teachers have to immerse themselves in the

5
age of information revolution since society is surrounded by
rapid changes, media, knowledge workers, technology and research
and development (CICT, 2006). Actually Sec. Lapuz (2008) stated
that teachers must be equipped with 21st century skills that can
empower all Filipinos to become competitive in today‟s digital
age.
While there may be a general willingness to apply the tools
of technology in the different learning areas, one of the major
handicaps among teachers is having low level proficiency in
terms of computer applications (Andrada, 2003). Although some
teachers have knowledge in using computers, their skills are
outdated (Philippine Star, 2010). In line with this, Mau (2001)
in his case study about the basic information technology
training for teachers in Hong Kong revealed that the continuous
long-term training should be arranged so that teachers can
update their knowledge. More importantly, teachers must be
challenged to go away from their familiar methods and approaches
and instead adopt themselves according to the educational
technologies appropriate for this generation (Haddad, 2002).

6
INPUT
1. Profile of Teachers - Respondents
-Age -Computer Applications in Teaching
-Gender -Computer Trainings Attended
-Educational -Ownership of Computer
Attainment -Number of Hours of Computer
-Years of Teaching Usage per Week
-Number of Subject/s Taught
2. Assessment of Teacher in Computer Literacy
PROCESS
1. Problem Identification
2. Data Gathering
-Questionaire
-Interview
3. Analysis and Interpretation of Data
4. Drawing Conclusions
OUTPUT
1. Assessed Computer
Literacy of Teachers
2. Proposed Computer
Literacy Program
Fig. 1 Research Paradigm
Figure 1 shows the paradigm of the study. For the input,
the researcher got the profiles of the teacher: age, gender,
educational attainment, years of teaching, number of subject/s
taught, and computer application in teaching, computer training
attended, ownership of computer, and numbers of hours of

7
computer usage per week. It also included the assessment of
teachers‟ computer literacy in general computer operations,
communication and internet, word processing, spreadsheets, and
graphics. The process included the problem identification, data
gathering, analysis and interpretation of data and drawing
conclusions. The output of the study assessed computer literacy
of teachers which was the basis in proposing a computer literacy
program.
Statement of the Problem
This study aimed to assess the teachers‟ computer literacy
at Holy Rosary Colleges Foundation. Specifically, the researcher
sought answers to the following questions:
1. How may the profile of the teacher respondents be described
in terms of:
1.1 age;
1.2 gender;
1.3 educational attainment;
1.4 years of teaching;
1.5 number of subject/s taught;
1.6 computer application in teaching;
1.7 computer trainings attended;

8
1.8 ownership of computer; and
1.9 number of hours of computer usage per week?
2. How may the computer competencies of teacher respondents be
described in terms of:
2.1 General Computer Operations;
2.2 Communication and Internet;
2.3 Word Processing;
2.4 Spreadsheets; and
2.5 Graphics?
3. Is there a significant difference in the computer
competencies of the respondents when grouped according to
their profile variables?
4. What computer literacy program may be proposed for the
teachers of the Holy Rosary Colleges Foundation?
Hypothesis of the Study
The researcher tested the hypothesis:
There is no significant difference in the computer
competencies of the respondents when grouped according to their
profile variables.
9
Significance of the Study
This study will be significant to:
School. The outcomes of this study will be basis for a program
which will benefit schools; elevating quality of education of
teachers through the use of computer.
Administrator. The results of this study will be used as a basis
for planning, designing and implementing a computer literacy
program. Also administrators may use the collected statistics or
outcomes to emphasize the need for a computer literacy program
for teachers.
Teachers. The output of this investigation would make the
teachers aware of and updated on technology and use the
technology to improve instructional materials, learning
experiences, teaching competence, and students‟ performance.
Also computers can help teachers in terms of information access
and research. Moreover, they will also be aware of their
weaknesses and strengths about computer; and consequently, make
the necessary adjustments from outdated to updated trainings and
seminars.
Researchers. The results of the study can be a basis for other
researchers‟ future references. It will also give them idea on
the importance of computer in the research process. They may

10
include other variables to deepen the study for effective
computer literacy program.
Parents. Continuous support to upgrade the technological
expertise of the teachers will in a better teaching-learning
process for their children.
Students. They will benefit from this study because they are the
ultimate recipients of computer literacy program provided to the
teachers.
Scope and Delimitation of the Study
This study focused on the assessment of the computer
literacy of teachers at the Holy Rosary Colleges Foundation,
S.Y. 2010–2011. The findings were the basis for a proposed
computer literacy program. The study covered the assessment of
the teachers‟ computer literacy in terms of general computer
operations; communication and the internet; word processing;
spreadsheets; graphics. The respondents are the total population
of teachers from pre-elementary up to college.

11
Definition of Terms
For a better and clearer understanding of this study, the
following terms are operationally defined, while others were
taken from other sources:
Assessment means to evaluate a student‟s progress in learning
new skills and knowledge. (Stronge, et al. 2004).In this study,
assessment means to estimate the literacy rate of teachers in
computer applications.
Computer literacy means being knowledgeable about the
capabilities of hardware and software and understanding how
computers and the internet can enhance student‟s educational
experiences (Reynolds, et al. 2007).
Information Communication Technology (ICT) means any piece of
technology that allows users to create, store, display
information in all its forms (text, images, video, and audio)
and communicate it over distance. ICT includes computers,
handheld computers, and cell phones and the convergence of any
of these technologies (Gaible, 2005).
Teacher means a person employed in an official capacity for the
purpose of giving instruction to students in an educational
institution, whether public or private. (Molina, 2001) In this

12
study, teacher means the faculty of the Holy Rosary Colleges
Foundation from pre-elementary up to college.
Word Processing is a software program that includes tools for
entering, editing, and formatting text and graphics. It allows
you to create and enhance a wide range of documents quickly and
easily (Beskeen, 2009).
Spreadsheet is the type of application software used to create
computerized spreadsheets, which typically contain a great deal
of numbers and mathematical calculations (Morley, 2009).
Graphics/Graphics Presentation is an image designed to visually
enhance a presentation, typically to convey information more
easily to people. It can be used in electronic slide shows, as
well as in printed handouts, overhead transparencies, word
processing documents, and Web pages (Morley, 2009).
Communications/Communication network is to convey message from
one point or place to another. It is associated with machine to
machine communications, such as terminals to computer and
computer to computer communications (Dhotre, 2007).
Internet is a worldwide collection of separate, but
interconnected, networks that are used daily by millions of
people to obtain information, disseminate information, access
entertainment, or communicate with others (Morley, 2009).

13
Chapter 2
REVIEW OF RELATED LITERATURE and STUDIES
This chapter presents the review of related literature and
studies, both local and foreign, which provides a background and
a frame of reference upon which the conceptual framework and
other entries of this study were formulated.
Foreign Literature
Veer (2005) pointed out that the progress of a country
depends upon the quality of its teachers... training is
essential for every teacher. Trained teachers can do much more
than untrained teachers. Teachers need continuous program for
the development in the field of education.
Lee (2003) stated that there is a definite deficit in the
knowledge, skills and attitudes needed to use ICT as an
effective teaching-learning tool. Well-trained teachers using
ICT are not available in sufficient quantity. This is partly
because many teachers regard technology as a threat to their
authority as the main source of knowledge. Some teachers ignored
the use of computers because they thought that computer will
replace them in their field in the future. In addition, pupils
are often superior to their teachers in computer skills, further

14
undermining the traditional authority of teachers. Consequently,
there is the need to break away from the conventional working
culture of teachers as being „solitary‟ and rather to build
multi-disciplinary teams of teachers, curriculum specialists and
ICT technicians, who could provide the range of skills necessary
for the preparation of quality IT-based teaching materials.
Jones (2003) underscores the viewpoint that computers have
proven to be immensely useful tools for teachers and students,
and they are now considered to be an essential component of
primary and secondary education in the United States. In order
to be able to teach with computers, teachers need to have
mastered a basic level of computer literacy, and they need to
develop pedagogical techniques for integrating computers into
the curriculum.
Baldauf (2009) indicated that digital technologies have had
a profound impact on most aspects of human life. The rapid pace
of technology logical development has given the current
generation one of the most fascinating eras in which to live.
Nettlebeck (2005) also identified that there is no choice but to
recognize that the new information and computer technologies
undergird much of the social and educational context in which we
now find ourselves.

15
Abecede (2003) specified that today‟s world teachers need
to be equipped not only with subject-specific expertise and
effective teaching methodologies, but with the capacity to
assist students to meet the demands of the emerging knowledge-
base society. Teachers therefore require familiarity with new
forms of ICT and need to have the ability to use that technology
to enhance the quality of teaching and learning.
Jung (2002) stated that ICTs have also been used to improve
access to and the quality of teacher training. For example,
institution like the Cyber Teacher Training Center (CTTC) in
South Korea are taking advantage of the internet to provide
better teacher professional development opportunities to in-
service teachers. The government funded CTTC, established in
1997, offers self-directed, self-paced Web-based courses for
primary and secondary school teachers. Courses include “Computer
in the Information Society”, “Education Reform” and “Future
Society and Education”. Online tutorials are also offered, with
some courses requiring occasional face-to-face meetings.
According to Corbel (2004), computer literacy skills are
taught because they:
• lay the foundations for developing a critical
understanding of the Information Age;

16
• help students make effective use of computers, both in
classroom and workplace settings, which in turn improves
attitudes and reduces frustration;
• shape a proactive view regarding the role of computers in
everyday life;
• assist those who are „technophobic‟ to overcome fears of
increasing computerization of government and social support
agencies;
• create a solid skills base among students so that we can
collectively pursue more creative uses of computers in the
syllabus, such as project-based learning;
• extend the personal enjoyment gained through keeping in
touch by regular email use, for example, or in finding
satisfying search engine results;
• provide „realia‟ for terms that relate to hardware,
software, the Internet, and the many different uses and
phenomena that have arisen from online culture.
Akhtar (2010) gave emphasis to a sound policy and holistic
plan for ICT integration and recognized the critical role that
teachers play in ensuring the appropriate, effective, and
sustainable use of ICTs to provide quality education for all.
Thus, such a policy and plan give priority to teachers‟

17
professional development that empowers teachers not just to
implement but also to lead educational innovations that will
transform schools and ultimately, all of society.
Shelly (2007) attested that teacher can increase their
productivity significantly by using word processing software to
create documents, such as lesson plans, handouts, parent
communications, and student tests. Teachers use word processing
to transform paper documents into electronic form to eliminate
redundant works.
Spreadsheets are similar to teacher grade books. Teachers
often keep grade books on a spreadsheet and have completely up-
to-date averages for all students. Some spreadsheet program also
includes a chart function so that teachers can display class
averages on a bar chart to provide a visual comparison on the
classes‟ performance (Barry, 2004). Teachers used spreadsheet to
record and compute student grades.
According to Good (2008), presentation graphics application
software are typically used to create presentation in the form
of slides that can be used to create overhead transparencies or
printed handouts or books, as well as to present information in
electronic form. This type of software applications is important
for educators, because electronic presentation can be integrated

18
into units or lesson. Teachers used presentation to demonstrate
their ideas using computer for better understanding of the
topic.
The Internet offers research, tips, lesson plans,
discussion opportunities, and a treasure trove of data (Depaul,
2002). Teachers can find an almost unlimited number of ideas and
plans on the internet (Hunt, 2009). Also Dulan (2010), think
that an Internet connection would help to get people to use
computers more for research and to send e-mails to teachers.
Teachers also use internet for communication purposes to
students and other peers.
In Chandra (2005) works, teachers need more that a quick
course in basic computer operations. They need guidance in using
the best tool in the best ways to support the best kinds of
instruction.
Local Literature
Students have high regard on the capability of their
teachers. It is a fact that many students can afford to have ICT
gadgets at home, hence, they are advanced in terms of knowledge
and skills on ICT. It is a great challenge for teachers to learn
and internalize the use of computers in the subjects they are

19
teaching, integrating ICT in the classroom instruction (Itaas,
2009).
The Philippine Star (2006) discussed the edge of students
over teachers in ICT. Students now are virtually knowledgeable
about chatting, on-line games and other useful applications of
computer, while teachers, mostly, are clueless about them. The
sad part is teachers lack training so they cannot even teach
students of computer.
According to Labian (2007), teachers touch the future of
the learners that pass through their caring hands. Their task is
not just imparting knowledge but also preparing students
withstand all the rigors in a high competitive societal order.
Information Communication Technology knowledge is their
technological fuel and raw materials that will help them achieve
lofty goals ahead.
Teachers must be the first one to be educated on how to
maximize the capabilities of computers. The generation today is
a world of innovation and new technology. The teachers must be
aware and adapt the changes so that they can gain additional
skills and improve their teaching styles and strategies in
teaching. It also gives them an opportunity for professional

20
development. Promoting computer literacy program will lead to
the excellence of teachers.
According to Rodriguez (2007), it is also important to
remember that technology requires administrative and community
support and involvement that are critical to its successful
integration in education. Commitment and interest of teachers
and school heads is the most critical factor for successful
implementation of any school innovation, especially technology.
The teacher must be fully-equipped and up to the task.
Teacher must harness the full potential of technology to improve
learning outcomes (Sec. Lapus, 2008). This information age needs
modern teachers. They are the one who build education and
learning; and if they lack knowledge and skills, the learners
will be most affected.
Former President Arroyo called for a better integration of
ICT into the Philippine educational system to improve the
quality of learning and hone the computer skills of young
Filipinos to give them a competitive edge in securing work in a
world that is growing highly technical (Manila Bulletin, 2006).
Also she enjoins all teachers from public schools to get the
National ICT Competency Standards (NICS) and be ICT-certified.

21
She stressed that teachers need to be competent in ICT so
classroom dynamics become more innovative with ICT.
Sen. Escudero (2002) gives importance to the advancement of
science and technology. Modern telecommunications and modes of
transportation have facilitated simultaneous and fast exchange
of ideas, information and resources among nations. This is the
global technological and scientific setting which confronts the
Philippines today. That is why the government proposed a bill
about integrating computer education program in the educational
system. One of government plans is to promote computer literacy
by providing trainings and workshop for both learners and
teachers.
Schools like Southern Iloilo Polytechnic College held a
computer literacy seminar-workshop. It aimed to provide computer
literacy training and update faculty and staff of the different
subject areas. School managers believed that the use of computer
could help teachers increase their efficiency and effectiveness.
The use of this technology facilitates communication and
information, record keeping and retrieving, programming,
research and evaluation, provisions of instructional aids and
devices, preparation of reports, interpretation of test results
and others (Dela Cruz, 2008). Datamex and Deped Intel Teach
22
program also provide free seminars, workshops and trainings to
the teachers. It focuses on integrating computer technology into
the curriculum.
At present, the Department of Education aims to fully equip
administrators, teachers, and support staff in word processing,
electronic spreadsheets, and graphic software to aid them in
their instructional task (Manzano, 2002).
Casiano (2007) signified that different places in the world
are connected. Globalization has bridged the gap, and computer
is the key instrument. Facebook, Friendster – these are just two
social networking sites that pioneered the phenomenon. These
facts are most observable in the developed and some developing
countries.
On the other hand, Robles (2006) stated that even though
the Philippine government has initiated several programmes and
projects for the use of ICT in education, real implementation in
day-to-day learning is still limited. Teachers‟ fear of
technology still hinders the optimal use of ICT-related skills
in their teaching activities. Other constraints include the
traditional mindset of the school principals, inadequacy of ICT
facilities, the lack of adequate maintenance of the
available/existing ICT resources, dependence for financial

23
investment on the central government and dependence on ICT
service providers for software/courseware.
Despite various training programmes having been provided to
teachers, there is still a need to embark on a comprehensive and
sustained in-service training for teachers. Likewise, a
systematic development programme for education managers needs
also to be implemented to change the mindset of principals so
they appreciate the value of ICT in education (Belawati, 2004).
The 21st century is considered as the period of information
technology all over the world. In just a few seconds, with the
tip of one‟s finger, current information and facts are gathered
through the use of highly advanced facilities and machines.
This technological breakthrough has brought many changes in
education and other disciplines of learning. Technology has
connected all places, people, and events in the world. It has
made learning-teaching convenient and easy. It is necessary for
teachers to be aware of the appropriate place of technology in
education. They must know when and how to use technology to
advance the purposes of education (Orencia, 2004).

24
Foreign Studies
According to the study of Asan (2003), the use computer in
education opens a new area of knowledge and offers a tool that
has the potential to change some of the existing educational
methods. The teacher is the key to the effective exploitation of
this resource in the educational system. As computer use
continues to increase in society, educators must also prepare
for the use of computers within the classroom.
Undoubtedly the recent advancement in information
technology innovations and computer usage is rapidly
transforming work culture and teachers cannot escape the fact
that today‟s classrooms must provide technology-supported
learning (Angers & Machtmes, 2005). Being prepared to adopt and
use technology and knowing how that technology can support
student learning must become integral skills in every teacher‟s
professional repertoire. District and school policy and
professional development workshops and training are designed to
positively influence teachers‟ adoption and usage of computer
technology (Kumar, 2008).
The study of Ogunkola (2008), seeks to examine the science
teachers‟ computer attitude, ownership and frequency of computer
use as predictors of the science teachers‟ literacy in basic

25
computer operations. In other words, the extents to which the
variables jointly and individually predict the teachers‟
computer literacy are determined.
In a study conducted at Gordon University Aberdeen in
Scotland, teachers‟ ICT skills and knowledge is relatively low
and is focused on a fairly narrow range of ICT. Word processing
is the predominant used made of ICT in primary and secondary
schools. The used of other software application like
spreadsheets is minimal (Tella, 2007).
In Mahmud study (2010), most of the teachers had moderate
level of basic ICT. They were familiar with application software
such word processing and electronic presentation.
In this study too it was found that formal ICT training and
ICT experience influence the teachers‟ knowledge, skills and
attitude. Therefore, teachers especially the older ones and
normally with more teaching experience need to be identified,
and provided with specially designed training programs,
invarious forms of ICT courses and workshops.
In study of Razak (2009), after examining various factors
such as teachers‟ competency, attitudes, infrastructure and
support, it can be concluded that the majority of English
teachers in Malaysian technical schools are still novice users

26
of IT. Some of the reason deduced from the survey and the
interview were low level of computer competency, less focus on
the new computing skills, limited training program, technofear,
limited infrastructure and support. Each of these factors is
discussed below.
Low level of computer competency:
Data revealed that the majority of the English language teachers
in this study were at the novice level. This means that they
still need help with various computer skills and far from having
the expertise to teach others. Having the competency in using
computer is crucial and the determinant factor in ensuring the
effective use of IT in education. Due to limited competency
among English teachers, the applications of IT in language
classroom daily and weekly were very low. The study found that
majority of the teachers (58.2%) did not use computers at all
for teaching.
Lack of focus on new computing skills
The findings also show that the teachers reported lowest
competency in new computing skills such as Computer Mediated
Communication. Competencies in this category are considered as
new skills and crucial for the classroom of tomorrow as they
enhance interaction and enable communication in real time to

27
take place. Majority of the teachers also reported that they
were not competent to interact with students on-line. In
Malaysian schools, conducting “teaching” on-line is still new.
Therefore, teachers need to be oriented to use IT for teaching
and communication purposes. Furthermore, on-line communication
requires expertise in writing as to avoid misunderstandings.
Teachers need to be careful with the choice of words and use of
emoticons to encourage more interaction from and within
students‟ group. The lack of expertise and experience can create
barrier to effective use of IT for such purposes.
Limited Training Program
The findings from this survey also reveal that teachers
benefited from the in-service training either provided by the
schools, the computer vendors, or the Ministry of Education.
However, the training session contributed most is in the
development of the basic skills related to the use of
application programs such as word processing, spreadsheet and
presentation program like Power Point. Training on new skills
such as internet and web-based learning and teaching are usually
for selected few and not many English language teachers in
technical schools had an opportunity to attend the training. It
is proposed that training sessions should focus on development

28
of new skills and IT applications in teaching and learning.
Furthermore, the training must be tailored to the different
needs of the teachers.
Technofear
The major finding on the teachers‟ attitude towards computer is
technofear. In the interview conducted, it was found that the
teachers‟ low competency in using IT was partly due to fear of
change. They feared that with the use of IT, they would have
more work and the shift from conventional teaching to the use of
IT could create more confusion among the teachers and students.
Therefore, IT awareness program should conducted on regular
basis could correct this misconception.
Limited infrastructure
Some of the teachers interviewed reported that lack of computer
software in schools and the priority to complete the syllabus
for the examination made their effort to apply technology is
even more difficult. Most of the schools have only one computer
lab equipped with 20 computers and due to the limited hardware
and facilities, teachers had to rotate and plan carefully their
lab schedules to avoid clashes. Teachers also reported lack of
technical help in the computer lab. Therefore, it is suggested

29
that the schools need to find resources to equip and sustain
their computer labs.
Limited support
The support received by teachers such as in-service training and
computer loan is commendable but not sufficient. Other supports
such as recognition for developing software and support to
design new software for competition should be provided to those
teachers involved. These incentives can encourage teachers to be
creative and certainly upgrade their computer competency level.
Teachers‟ participation in workshops and seminars related to
computer in education should be encouraged even more. Time off
to go for IT training is another possibility that can be on
rotational basis to ensure sufficient number of Itliterate
teachers in each school.
Redmann and Kotrlik (2004) had several recommendations as
to how teachers can be proactive in their quest to become more
computer literate. These included attending workshops and
conferences, taking college classes that deal with technology
and by engaging “in self-directed learning to stay current with
the use of technology in the teaching-learning process”.

30
Local Studies
In study of Famor (2005), the use of ICT in education has
become a critical factor to ensure that a country‟s workforce is
skilled and prepared to meet the challenges of development and
global employment opportunities. Thus, as ICT becomes part of
the Philippine basic education landscape, the inclusion of basic
learning competencies in computers to educate our Filipino
learners so that they can be globally competitive and raise
their personal and national esteem, and realize a progressive
life will be no less than strategic.
The study made by Dollado (2002) showed that teachers and
administrators of Calbayog Pilot Central School had a minor
knowledge in computer in terms of concepts; also they lacked
trainings in terms of computer.
Based on Cajilin study (2009), the data collected on ICT
training programs revealed the scarcity of professional
development opportunities. In her example, out of 111 teachers
only 30% were able to attend ICT training programs that were
spread over a 15-year period, from 1994 to early 2009.
Valenzuela (2005) piloted a study to classify technology
orientation in terms of awareness and utilization and the
perceived teachers‟ competence in technology at the Dasmarinas

31
National High School, Cavite. The respondents of the study were
116 non-computer teachers. The questionnaire was the main tool
in gathering the data in order to solicit responses for the
following areas: technology orientation in terms of awareness,
utilization and the teacher‟s competency in technology. The data
gathered were analyzed using the following statistical
treatments: mean, standard deviation, correlated t-test. The
results of the computations were the following:
The overall mean on the technology of awareness of teachers
was 1.81, which means that the respondents were aware on the use
of technology to a little extent only. The overall mean of
technology utilization was 1.88, which means that the
respondents seldom utilized technology in their teaching. The
overall mean of utilization and competence items showed a
correlated t-text value of .899. The findings revealed that
there was a positive and moderate to high significant
correlations between utilization and competence. This implied
that the more teachers use technology applications and
operations the more they become competent in technology.
The DOST conducted a survey of schools that gathered
baseline data on schools‟ Mathematics and Science teachers and
the extent of the schools‟ use of ICT for instruction and other
32
purposes. The survey, which covered 4,310 public schools, used
the following indicators: (1) The percentage of computers used
for instruction and the percentage of computers used for
administrative work, (2) The percentage of classes (by subject
types) that used computers in instruction, (3) The percentage of
schools that engaged on outside technical to maintain the
computer system, (4) Percentage of schools with telephone lines,
(5) Observation of teacher and student practice and (6)
Interviews of innovative teachers on practices (teacher and
student) related to innovation, problems, solutions and
prospects for sustaining and continuing innovation.
The following were identified as key problem areas for
implementing ICT in basic education:
1. Teachers‟ fear of the technology;
2. School principals‟ closed mindset to and non-appreciation
of ICT in education;
3. Constraints of the annual education budget;
4. Maintenance of ICT resources and lack of technical staff;
5. Limited availability of education software and courseware.
In study of Tinio (2002), respondents were asked to rank
what they perceived to be the five biggest obstacles to their
schools use of ICT for teaching and learning. Rankings were

33
consolidated and mean ranks were computed. Lack of enough
computers is the single biggest obstacle. All other issues have
mean rankings considerably lower than this. Lack of enough
technical support for operating and maintaining ICT resources
and the lack of teacher training opportunities are considered
barriers to change as well. So too are the lack of space for
computers and the general lack of funds for operations,
including maintenance of equipment, purchase of supplies, and
electricity.
Relationship of the Reviewed Literature and Studies with Present
Study
Lee (2003) cited anticipations to the incorporation of ICT
in education and were eventually used by the researcher as
guideposts regarding possible perceptions of teachers to the
issue.
The present study finds similarities to the works of Jones
(2003) wherein he stated that teachers need to have mastered a
basic level of computer literacy for them to take advantage of
the pedagogical and perfunctory upgrades that it could bring.

34
Corbel‟s (2004) writings, just like Jones‟, focused on why
teachers need computer literacy skills. Teachers serve as the
most direct agent of the entire educational system. If armed
with functional computer knowledge, they possess the potentials
to transform themselves into role models who may influence their
students towards developing positive orientations and attitude
regarding the usefulness of computers.
The study conducted by Dollado (2002) and Cajilin (2009)
tried to assess the computer knowledge and skills of the
teachers and administrators of the school respondents. The
results of their works highlighted the dismal level of computer
literacy amongst surveyed school administrators and teachers.
These corpora strengthen the desire of the researcher to
investigate whether Holy Rosary Foundation has the same
predicament and if such is the case, what may be done to address
the problem.
Razak‟s (2009) and Tinio‟s (2002) works pointed out the
possible reasons why teachers lack computer literacy. Although
Razak conducted his research in Malaysia, the results were
nevertheless useful in this present study, i.e. basically, those
reasons are of systemic and attitudinal in nature. Through
awareness and underscoring the importance of addressing those

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 researcher‟s zealous
motivation to proceed with this study.
Recognizing the educational enterprise as an open system,
Rodriguez (2007) cited the importance of positively involving
other societal sectors that may influence the success of

36
integrating technology in education. This will certainly help
the researcher in planning for the program that he aspires to
bring into fruition.
Valenzuela‟s (2005) study ran similar to the present study
as regards to research design and instruments used, in the sense
that both studies aimed to determine teachers‟ technology
awareness.
37
Chapter 3
METHODS AND PROCEDURES
This chapter presents and discusses the method of research
instrument, and the procedures used in this study, the sources
of data, sampling design and also the statistical treatment of
the data.
Method of Research
To attain the objectives of the study, the researcher used
the descriptive method. Jackson (2007) says that in descriptive
method the researcher used questionnaires distributed to the
respondents. After the questionnaires were distributed and
answered the researcher retrieved the questionnaires and
collected the data. The researcher also asks questions to the
respondents on a topic or topics and then describing their
responses.
Research Locale
In view of the researchers‟ intention to contribute to the
furtherance of ICT in his workplace, and his desire to look into
the real status of ICT among the teachers which guided him in
38
formulating and planning a computer literacy program, the
researcher opted to conduct his study at the Holy Rosary
Colleges Foundation. Figure 2 shows the map where Holy Rosary
Colleges Foundation is located. The school is indicated by an X.
Holy Rosary Colleges Foundation (formerly Our Lady of the
Holy Rosary Kindergarten) was formally established in June 1988.
In its first year of operation, the school became the second
home of pre-schoolers. The school continued to grow, as such, a
new grade level was added every year and then became Holy Rosary
School Foundation. With the completion of the elementary
department, the next task was the need to put up the secondary
department. The school kept on growing by leaps and bounds in
terms of enrollment as well as the needed manpower from pre-
elementary up to high school. The improvement of the school
facilities seemed to be a non-stop project of the school
administrators. Every year, there are new constructions which
the school could be proud of. Eventually the Holy Rosary
Colleges Foundation became known in the whole province of Nueva
Ecija.
The College Department was opened during the S.Y. 2007–2008
hence the name “Holy Rosary Colleges Foundation”.

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 36
computer units and in high school department they placed 45
computer units. The administrations today are open-minded to
have additional personnel development program that will
conducted every summer vacation. The computer literacy program
is one of the proposals for teachers to fully enhance their
skills in using computer.

40
Fig. 2
Location of Holy Rosary Colleges Foundation
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 of
the Different Departments According to Gender
Level Male Female Total
Pre-School and Grade School 6 11 17
High School and College 9 8 17
Total 15 19 34
Table 1 shows that pre-school and grade school departments
had 6 male and 11 female teachers. While in high school and
college level, there were 9 male and 11 female teachers. There
were teachers who taught in grade school at the same time in
college level, while some high school teachers also were
teaching in grade school. The distribution of respondents in the
table depends where teachers had the most number of teaching
loads.
Data Gathering Procedures
Data Gathering Instrument
Questionnaire is the principal instrument used in gathering
data on the computer literacy of respondents. This has two

42
parts, namely: Part I is about the profile of the teachers which
includes age, gender, educational attainment, years of teaching,
subject taught, computer application in teaching, computer
trainings attended, ownership of computer, and number of hours
of computer usage per week; and Part II is about the level of
computer literacy of the teachers.
Construction of the Instrument
The first part was constructed by the researcher based on
the information needed by the researcher. The content of the
profile was presented to the adviser for comments and
suggestions. Part II was the questionnaire of Mr. Ronaldo C.
Arimbuyutan when he conducted his research on computer literacy
of the college faculty of the College of the Immaculate
Conception. Permission was sought from the writer and was
granted approval.
To interpret the responses of the teachers, the researcher
used the ratings with its descriptive equivalent. The
questionnaire‟s scale was used in the interpretation of the
responses of the teachers.

43
Degree of Verbal Interpretation for

Responses Assessment
5 Expert (can teach it to others)
Very proficient (can come up
4
with new solution)
3 Good, adequate for most tasks
2 Sufficient for basic tasks only
1 Very limited ability
0 No ability
The scale given below was used in the interpretation
of average weighted mean.
Range of values Scale Verbal Description

0.84 - 1.66 1 very limited ability
1.67 - 2.49 2 sufficient for basic tasks only
2.5 - 3.32 3 good, adequate for most tasks
3.33 - 4.15 4 very proficient (can come up with
new solution)
4.16 - 5.00 5 expert (can teach it to others)
The unstructured interview is another technique used in the
gathering of data. This process checked, verified and confirmed
whatever inaccuracies might arise in the respondents‟ answer.
Administration and Retrieval of Research Instrument
The researcher requested the school administration to allow
him the conduct of the study. Upon granting of the permission,
the questionnaires were distributed to the teachers who were
first oriented on the significance of the study. The questions

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):
f
P = x 100%
N
Where:
P = Percentage
f = frequency
N = number of respondents
To interpret and analyze the data on the respondents‟
assessment of their computer literacy in the areas of general
computer operations, communication and the internet, word
processing, spreadsheets, the following formula was used:
TWF
WM =
N
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 44
31-40 years old 13 38
41-50 years old 3 9
51-60 years old 1 3
more than 60 years old 2 6
Total 34 100
Table 2 shows the tabular presentation of the ages of
respondents. Age bracket 21–30 years old had the most number of
47
respondents with 15 or 44%; 13 respondent or 38% were between
31–40 years old, three or 9% respondents were between 41–50
years old, the age bracket between 51–60 years old had only one
(1) or 3%, and two (2) or 6% of the respondents were more than
60 years old. Majority of teachers were young because the school
accepts and prefers dynamic and talented young professionals to
teach students. Young teachers are energetic and have fresh
knowledge in their specialization.
1.2 Gender
Table 3
Distribution of Respondents According to Gender
Gender Frequency Percentage

Male 15 44
Female 19 56
Total 34 100
Table 3 shows the gender distribution of the respondents.
There were 19 (56%) females and 15 (44%) male respondents. This
affirms that there were more women than men in the field of
education workplace. Generally, women were known for nurturing
children, and were perceived to be able to take care students
much more than males.

48
1.3 Highest Educational Attainment
Table 4
Distribution of Respondents
According to Highest Educational Attainment
Highest Educational Attainment Frequency Percentage

BEED 7 21
BSED 11 32
With MA units 8 24
Others 8 24
Total 34 100
Table 4 presents respondents‟ profiles in terms of highest
educational attainment. Out of 34 respondents, only eight or
(24%) were accounted to have units in the Graduate School,
eleven or (32%) were BS major in Secondary Education holders,
seven or (21%) were BS major in Elementary Education holders and
the other educational attainment holders were eight or (24%).
The school wants a professional teacher with specialization in
their major (i.e. English, Math, and Science). Teachers with a
major in his/her college are expected to be able to fully teach
the subject to their students.

49
1.4 Years of Teaching
Table 5
According to Years of Teaching
Years of Teaching Frequency Percentage

less than 5 years 10 29
5-9 years 14 41
10-15 years 7 21
more than 15 years 3 9
Total 34 100
Table 5 presents the respondents‟ profile in terms of years
of teaching. Twenty four or 70% of the 34 respondents had less
than 5 years and 5–9 years in teaching. Ten respondents or 30%
had 10–15 years and more than 15 years in the teaching
profession. Teaching force of the school belonged to the younger
generation.
1.5 Subject/s Taught
Table 6
According to Number of Subject/s Taught
Number of Subject/s Taught Frequency Percentage

1-2 subjects 17 50
3-4 subjects 14 41
5-6 subjects 2 6
more than 6 subjects 1 3
Total 34 100
50
In relation to number of subject/s taught, out of 34
respondents, seventeen or 50% were found to be teaching their
major fields of specialization for they have 1–2 subject to
teach. Fourteen or 41% of the respondents were teaching 3–4
subjects, three or 9% of the respondents were teaching more than
four subjects. The school wants to focus on a 1–2 subject
preparation in order to give their best in teaching students
that would redound to the greater quality of the teaching
learning process.
1.6 Computer Application in Teaching
Table 7
According to Computer Application in Teaching
Computer Applications in Teaching Frequency Percentage

None 11 32
1 application (either word processing,
spreadsheets, presentation or other
software application) 9 26
2 applications (either word processing,
software applications) 9 26
3 applications (either word processing,
software applications) 5 15
more than 3 applications (either word
processing, spreadsheets, presentation
or other software applications) 0 0
Total 34 100
51
Table 7 shows that, there were 11 or 32% who do not use
computer applications in teaching. Eighteen or 52% use 1 or 2
applications either word processing, spreadsheets, presentation
or other software applications. Five respondents or 15% use more
than 2 applications. Based on the researcher‟s observation, they
were using visual aids using Manila paper instead of computer
aided graphic presentation, lesson plan for preparing lessons
instead of word processing and record book and calculator for
preparation of grades instead of spreadsheets.
1.7 Attended Computer Trainings
Table 8
According to Attended Computer Trainings
Attended Computer Training Frequency Percentage

Yes 13 38
No 21 62
Total 34 100
Table 8 shows that twenty one respondents or 62% did not
attend any computer related training while 13 respondents or 38%
attended training related to computer applications. Based on
researchers‟ interview, teachers attended seminars, workshop and
training in the field of education area.

52
1.8 Ownership of a Computer/Laptop
Table 9
According to Ownership of a Computer/Laptop
Ownership of a Computer/Laptop Frequency Percentage

Yes 20 59
No 14 41
Total 34 100
Table 9 shows that twenty or 59% have their own computers
or laptops while 14 out of 34 respondents or 41% do not own a
computer or laptop. The school had always wanted teachers to be
computer literate. Among young teachers, ownership of computer
was a big help in their tasks in school, thus they tried to have
a computer unit of their own.
1.9 Number of Hours of Computer Usage per Week
Table 10
According to Number of Hours of Computer Usage per Week
Number of Hours of Computer Usage per Week Frequency Percentage

less than 5 hours 24 70
5-9 hours 4 12
10-14 hours 2 6
15-20 hours 0 0
more than 20 hours 4 12
Total 34 100
In terms of number of hours of computer usage, some of the
respondents use computer for less than 5 hours with a ratio of

53
24 out of 34 or 70% while 10 respondents or 30% consume more
than 5 hours in computer usage per week. The findings mean that
majority of teachers had minimal usage of computer because they
just used it for communication purposes not in relation to their
teaching or research purposes.
II. Computer Competencies Of Teachers Of Holy Rosary Colleges
Foundation
2.1 General Computer Operations
The general computer operations is composed of performing
basic tasks like understanding proper booting procedure of
computer, scanning of harddisk or flashdisk for possible
infected virus, manipulate files like creating, renaming and
deleting folders for storing and organizing files, duplication
of files for backup and using keyboard for inputting data.
Table 11
Description of Computer Literacy of
Teachers in the Area of General Computer Operations
General computer operations WM VI

1. Perform basic tasks 2.73 good, adequate for most
tasks
2. Manipulate files 2.83 good, adequate for most
tasks
3. Use keyboard for data 2.34 sufficient for basic
entry tasks only
Average Weighted Mean 2.63 good, adequate for most
tasks
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 save
files. The item that got the lowest weighted mean of 2.34 with a
verbal description of “sufficient for basic tasks only” is the
use keyboard for data entry. Teachers did not practice home key
positioning, the basic tool for proper typing, in encoding and
editing files. Based on the researcher‟s observation, most of
them used two fingers instead of ten fingers to encode. Teachers
have difficulty in encoding using the proper typing position.
2.1.1 Perform basic tasks
Table 12
General Computer Operation in the Area of Performing Basic Tasks
Item statement WM VI
1. Perform the boot process 2.47 sufficient for basic
tasks only
2. Perform virus protection 2.29 sufficient for basic
and scan tasks only
3. Install software from disk 2.35 sufficient for basic
or CD-ROM tasks only
4. Create folders and 2.76 good, adequate for most
subdirectories tasks
5. Create and use filenames good, adequate for most
and extensions 3.15 tasks
6. Search for files and 3.09 good, adequate for most
directories tasks
7. Print selected pages 3.00 good, adequate for most
tasks
tasks
55
In performing basic tasks, the response to item “create and
use filenames and extensions” earned the highest weighted mean
of 3.15. When saving files teachers knew how to change the
filename from a default name to his/her desired name to easily
remember the filename. Teachers easily recognized the file
extension by its application or icon. On the other hand,
“perform virus protection and scan” got the lowest weighted mean
of 2.29. Teachers had minimal knowledge in scanning their files
or folders. Teachers did not scan their computer because they
did not know if their computer contained a virus or had little
knowledge about their existence. As long as the computer is
functioning they tend to forget the process of scanning the
files for virus.

56
2.1.2 Manipulate files
Table 13
General Computer Operation in the Area of Manipulation of Files
Item Statement WM VI
1. Retrieve files 2.62 good, adequate for most
tasks
2. Copy, move, delete files 3.24 good, adequate for most
tasks
3. Back-up files 2.82 good, adequate for most
tasks
4. Use auto-save 2.97 good, adequate for most
tasks
5. Organize files in 2.91 good, adequate for most
subdirectories / folders tasks
6. Import and export files 2.44 sufficient for basic
tasks only
tasks
The item “copy, move, delete files” got the highest
weighted mean of 3.24. Teachers tended to copy or move a file/s
to folder/s to organize and back up their files for their future
references. If they did not need the file they deleted it to
save spaces. On the other hand, the item “import and export
files” got the lowest weighted mean of 2.44. Teachers did not
know how to change a document file to a different file like
Hyper Text Markup Language file or Postscript Document file.

57
2.1.3 Use keyboard for data entry
Table 14
General Computer Operation in the Area of Using Keyboard for
Data Entry
1. Correctly place fingers on sufficient for basic
the HOME keys 2.26 tasks only
2. Navigate appropriately sufficient for basic
from there to other keys 2.41 tasks only
Average Weighted Mean 2.34 sufficient for basic
tasks only
The average weighted mean of the responses in “use keyboard
for data entry” is 2.34. Teachers used two fingers in encoding
and editing their files and they intended to look for the
letters in the keyboard before they type the letter.
2.2 Communication and Internet
Communication and internet are composed of web browser like
Internet Explorer, Mozilla Firefox, Google Chrome etc. for
surfing the internet, search engine like Yahoo, Google, Bing
etc. for the default homepage of a web browser, the email engine
like Yahoo Mail, Gmail, Hotmail, etc. for electronic mail
accounts.
58
Table 15
Description of Computer Literacy
of Teachers in the Area of Communication and Internet
Communication and internet WM VI

1. Using email 3.08 good, adequate for most
tasks
2. Using internet 2.92 good, adequate for most
tasks
tasks
The average weighted mean of the responses in
“communication and internet” is 3.00. Teachers used computer to
browse the internet. Internet contains full of information that
the teacher could access and explore. Teachers also used emails
for exchanging information and accepting links after registering
accounts to social networking sites like Facebook, Twitter,
Friendster and etc. via internet.
2.2.1 Using email
Table 16
Communication and Internet in the Area of Using Email
1. Send and receive e-mail 3.15 good, adequate for most
messages tasks
2. Enclose and recover good, adequate for most
documents attached to 3.00 tasks
e-mail messages
tasks
59
The average weighted mean of the responses in “using email”
is 3.08. Since teachers‟ use of computer is about cheap
communication through internet, this function of computer was
highly maximized and their computer literacy was good.
2.2.2 Using internet
Table 17
Communication and Internet in the Area of Using Internet
1. Access the internet with a 3.03 good, adequate for most
browser tasks
2. Navigate the web by the good, adequate for most
use of links and URL 2.80 tasks
address
3. Use search engines to good, adequate for most
locate desired information 2.89 tasks
4. Download and print desired good, adequate for most
items from the internet 2.97 tasks
tasks
The item “access the internet with a browser” got the
highest weighted mean of 3.03. The most common web browser that
the teachers used was Mozilla Firefox. While the item “navigate
the web by use of links and URL address” got the lowest weighted
mean of 2.8. Teachers search a certain topic in word not in
address or universal resource locator (url). Teachers used
shortcut method in encoding data instead of typing
“http://www.facebook.com” in url they type it as “Facebook” in

60
the search engine. Such names are easy to memorize rather than
the whole address.
2.3 Word Processing
Word processing is the most commonly used computer
application for preparation of documents.
Table 18
of Teachers in the Area of Word Processing
Word processing WM VI
1. Perform basic word 3.21 good, adequate for most
processing tasks tasks
2. Perform editing tasks 3.21 good, adequate for most
tasks
3. Perform formatting tasks 3.42 very proficient (can
come up with new
solution)
4. Create references and 2.42 sufficient for basic
citations tasks only
tasks
The item “perform formatting tasks” got the highest
weighted mean of 3.42. Teachers used format to modify and
customized the documents. While the item “create references and
citations” got the lowest weighted mean of 2.42. Teachers used
citations and references only if required like in documentation
or research.
61
2.3.1 Perform basic word processing tasks
Table 19
Word Processing in the Area of Performs Basic Word Processing
Tasks
1. Enter text 3.29 good, adequate for most
tasks
2. Insert pictures, shapes good, adequate for most
and other objects 3.09 tasks
3. Print document files 3.26 good, adequate for most
tasks
4. Use document preview 3.21 good, adequate for most
option tasks
tasks
The item “enter text” got the highest weighted mean of 3.29
among the four sub-items enumerated in performing basic word
processing tasks. Basically entering text is the easiest part in
word processing. The item that got the lowest weighted mean of
3.09 with a verbal description of “good, adequate for most
tasks” was insert pictures, shapes and other objects. Few
teachers used insert pictures, shapes and other objects because
they used word processing for making exams, lessons plans and
encoding documents where the said procedure seemed unnecessary.
Probably too, teachers had not explored the computer for these
tasks to use them as often as they could.

62
2.3.2 Perform editing tasks
Table 20
Word Processing in the Area of Performing Editing Tasks
1. Cut, copy and paste 3.35 very proficient (can
selected object come up with new
solution)
2. Insert and delete selected 3.35 very proficient (can
object come up with new
solution)
3. Make corrections using 3.24 good, adequate for most
spell check tasks
4. Make corrections using 3.21 good, adequate for most
grammar check tasks
5. Use thesaurus 2.88 good, adequate for most
tasks
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
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 tasks
Table 21
Word Processing in the Area of Performing Formatting Tasks
1. Select and change font 3.53 very proficient (can
come up with new
solution)
2. Select and change styles 3.56 very proficient (can
come up with new
solution)
3. Select and change font 3.59 very proficient (can
sizes come up with new
solution)
4. Set line spacing 3.44 very proficient (can
come up with new
solution)
5. Insert page numbers 3.29 good, adequate for most
tasks
6. Set paragraph alignment 3.41 very proficient (can
come up with new
solution)
7. Set paragraph indentation 3.32 good, adequate for most
tasks
8. Create itemized lists 3.41 very proficient (can
come up with new
solution)
9. Set margins 3.35 very proficient (can
come up with new
solution)
10. Create tables 3.29 good, adequate for most
tasks
Average Weighted Mean 3.42 very proficient (can
come up with new
solution)
Select and change font sizes got the highest weighted mean
of 3.59. Highlighting text and changing font size were usually

64
used by the teachers to emphasize a word or group of words to
easily recognize.
On the other hand, insert page numbers and create tables
had the lowest weighted mean of 3.29 and equivalent to “good,
adequate for most tasks” making pagination and tables as
minimally utilized. Usually, teachers used pagination if they
were encoding a thesis or dissertation while use of table
appeared to be less utilized.
2.3.4 Create references and citations
Table 22
Word Processing in the Area of Creating References and Citations
1. Footnotes/endnotes 2.38 sufficient for basic
tasks only
2. Works cited page 2.38 sufficient for basic
tasks only
3. Insert headers/footers 2.50 good, adequate for most
tasks
tasks only
The item “insert headers/footers” got the highest weighted
mean of 2.5. In school, teachers of Holy Rosary Colleges
Foundation use headers and footers to specify title of the
document. The item “footnotes/endnotes” and “works cited page”
got the same lowest weighted mean of 2.38. Teachers used
footnotes/endnotes and works cited page if they had a thesis or
dissertation.
65
2.4 Spreadsheets
Teachers used spreadsheets to perform calculations and
computations of grades of students.
Table 23
of Teachers in the Area of Spreadsheets
Spreadsheets WM VI
1. Perform data entry tasks 2.25 sufficient for basic
tasks only
2. Perform editing tasks good, adequate for most
2.77 tasks
3. Perform formatting tasks 2.74 good, adequate for most
tasks
tasks
Of the three spreadsheets variables, perform editing tasks
got the highest weighted mean of 2.77 followed by perform
formatting tasks with 2.74 weighted mean. Third in rank is the
perform data entry tasks with a weighted mean of 2.25 and
described as “sufficient for basic tasks only”.
The grand mean of spreadsheets was computed at 2.59 and has
a verbal interpretation of “good, adequate for most tasks”. Most
teachers used copy-paste method especially in building formula.
It is better for them to copy and paste rather than encode again
the said data. If they made an error they just deleted it.
66
2.4.1 Perform data entry tasks
Table 24
Spreadsheets in the Area of Perform Data Entry Tasks
1. Enter labels, values, 2.29 sufficient for basic
headings tasks only
2. Enter formula using sufficient for basic
arithmetic operations 2.21 tasks only
and/or built-in functions
3. Create charts and graphics sufficient for basic
from cell contents 2.26 tasks only
tasks only
Under this variable, the average weighted mean is 2.25 and
interpreted as “sufficient for basic tasks only”. The sub-item
about encoding label, values, and headings recorded the highest
weighted mean of 2.29 described as “sufficient for basic tasks
only”. Teachers were familiar with entering labels, values and
headings like in word processing; followed by creating charts
and graphics from cell contents with a weighted mean of 2.26
(sufficient for basic tasks only). Finally, the lowest weighted
mean is 2.21 for the item “enter formula using arithmetic
operations and/or built-in functions”. Teachers copied a formula
encoded in a cell and paste it to another. They did not analyze
how the formula was made. This was because it would be difficult
for them to create a formula.

67
2.4.2 Perform editing tasks
Table 25
Spreadsheets in the Area of Performing Editing Tasks
1. Cut, copy and paste cell 2.71 good, adequate for most
contents tasks
2. Delete cell contents 2.88 good, adequate for most
tasks
3. Insert and delete rows and 2.71 good, adequate for most
columns tasks
tasks
The item “delete cell contents” got the highest weighted
mean of 2.88. Teachers could easily delete cell contents just by
pressing the delete key or backspace key. Teachers usually
committed errors in encoding the contents in a cell because they
were in the basic level on how to use spreadsheets. While the
item “cut; copy; and paste cell contents” and “insert and delete
rows and columns” got the same lowest weighted mean of 2.71.
This was because they had minimal knowledge in the environment
of spreadsheet. Instead of cut, copy and paste, they tended to
delete the content and retype again. Sometimes inserting rows
and columns confused the teachers because the next cell of group
of cells would adjust or move if new rows or columns were added.

68
2.4.3 Perform formatting tasks
Table 26
Spreadsheets in the Area of Performing Formatting Tasks
1. Set fonts, font sizes, 3.09 good, adequate for most
styles tasks
2. Apply appropriate formats good, adequate for most
for cell contents 2.65 tasks
3. Align cell contents 2.59 good, adequate for most
tasks
4. Set and change row and good, adequate for most
column width and height 2.62 tasks
tasks
Of the four areas of performing formatting tasks variables,
setting of fonts, sizes, and styles got the highest weighted
mean of 3.09. Teachers could change fonts, sizes, and styles,
and recognize which is which. Next applying appropriate formats
for cell contents with 2.65 weighted mean. Third in rank is
setting and changing row and column width and height with a
weighted mean of 2.62 and described as “good, adequate for most
tasks”. Fourth aligning cell contents with a weighted mean of
2.59 and described also as “good, adequate for most tasks”. Most
teachers use left align because it is the default alignment in
aligning text. They use to a minimal extent the change in the
alignment of a text.
69
The grand mean in performing formatting tasks was computed
at 2.74 and had a verbal interpretation of “good, adequate for
most tasks”.
2.5 Graphic
Graphic or graphical presentation was used by the teachers
to demonstrate and present a particular topic using electronic
devices like computer or projector.
Table 27
of Teachers in the Area of Graphics
Create and manipulate WM VI

graphics files
1. Use clip arts 2.85 good, adequate for most
tasks
2. Capture a preexisting good, adequate for most
image by scanning 2.53 tasks
3. Capture a preexisting sufficient for basic
image from video input 2.26 tasks only
4. Create an image using a sufficient for basic
graphics program 2.35 tasks only
5. Use font style and size 2.88 good, adequate for most
tasks
6. Use color, space and 2.79 good, adequate for most
layout tasks
tasks
Use of font style and size got the highest weighted mean of
2.88. Teachers changed the style and size in creating graphic
presentations for viewers to make the contents attractive and
easier to use.
70
On the other hand, capture a preexisting image from video
input posts the lowest weighted mean of 2.26 and equivalent to
“sufficient for basic tasks only”. Teachers did not insert
images with video in their presentation; mostly teachers only
used text for presentation.
Table 28
Summary Table on the Computer Literacy of Respondents
Areas of Computer Weighted Verbal
Competencies Mean Interpretation
General Computer good, adequate for
2.63
Operations most tasks
Communication and good, adequate for
3.00
Internet most tasks
good, adequate for
Word Processing 3.07
most tasks
good, adequate for
Spreadsheets 2.59
most tasks
good, adequate for
Graphics 2.61
most tasks
good, adequate for
Average Weighted Mean 2.78
most tasks
As shown in the above data pertaining to the computer
literacy of respondents, word processing got the highest rate
with the weighted mean of 3.07 followed by communication and
internet having 3.00 weighted mean. Third in rank is utilization
of general computer operations with a weighted mean of 2.63 and
described as “good, adequate for most tasks”. Fourth is the
integration of graphics with a weighted mean of 2.61 and
described also as “good, adequate for most tasks”. Lastly,

71
spreadsheets got a weighted mean of 2.59 and described also as
“good, adequate for most tasks”.
The grand mean of performing formatting tasks was computed
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 29
Profile Degrees Critical Obtained Probability Significance

Variables of value F value value
freedom
Age 3, 30 2.92 7.40 0.00075 Significant
Gender 32 2.05 1.56 0.13 Not
significant
Highest 3, 30 2.92 0.48 0.69 Not
Educational significant
Attainment
Years of 3, 30 2.92 5.75 0.0031 Significant
Teaching
Number of 3, 30 2.92 1.51 0.23 Not
Subject/s Significant
Taught
Computer 3, 30 2.92 3.84 0.019 Significant
Application
in Teaching
Computer 32 2.05 3.33 0.002 Significant
Trainings
Attended
Ownership 32 2.05 1.37 0.18 Not
of Computer significant
Hours of 3, 30 2.92 2.55 0.07 Not
Computer Significant
Usage per
Week
Table 29 clearly shows the results made to determine the
significant difference on the computer literacy of the
respondents when grouped according to their profile variables.
As shown, among the nine (9) profile variables, four (4) were
found to be significantly different. They are age, years of

73
teaching, computer application in teaching, and computer
trainings attended. As to age, the computed “F” value is 7.40
while the critical value is 2.92; as to years of teaching, the
computed “F” value is 5.75 and the critical value is 2.92; as to
the computer application in teaching, the computed “F” value is
3.84 and the critical value is 2.92; and as to computer
trainings attended, the computed “F” value is 3.33 while the
critical value is 2.05. Thus, enough evidences were found to
reject the null hypothesis of the study. There is significant
difference in the computer literacy of the respondents when
grouped according to their profile variables.
The findings imply that as teachers are getting older, the
lesser they are interested in computer hence lower computer
literacy. It is affirmed by the analysis made on the years of
teaching, where teachers with longer years in service have lower
computer literacy compared to newly hired teachers or those with
fewer years in service. Teachers who used computer applications
in teaching were found to be more competent, and attending to
computer trainings have significantly affected computer
literacy.
74
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings based on
the gathered data relative to the problems cited in Chapter 1 of
this study. This study evaluated and assessed the computer
literacy of teachers at the Holy Rosary Colleges Foundation.
This also includes the conclusions drawn and derived from the
findings, and the recommendations.
Specifically, the researcher sought answers to the
following questions on the profile of teacher respondents, their
computer competencies, and the difference in computer
competencies of the respondents when grouped according to their
profile variables.
The descriptive method was used in this study. Observations
based on existing or prevailing conditions were used. The basic
data gathered from existing condition could provide for the
development of a computer literacy program at Holy Rosary
Colleges Foundation.
75
Summary of Findings
Organized according to the specific questions used in the
statement of the problem, the following were the findings of the
study.
I. Profile of Teachers
1.1 Age
Age bracket 21–30 years old had the most number of
respondents with 15 or 44%; 13 respondent or 38% were between
31–40 years old, three or 9% respondents were between 41–50
years old, the age bracket between 51–60 years old had only one
(1) or 3%, and two (2) or 6% of the respondents were more than
60 years old.
1.2 Gender
There were 19 (56%) females and 15 (44%) male respondents.
1.3 Highest Educational Attainment
Out of 34 respondents, only eight or (24%) were accounted
to have units in the Graduate School, eleven or (32%) were BS
major in Secondary Education holders, seven or (21%) were BS
major in Elementary Education holders and the other educational
attainment holders were eight or (24%).

76
1.4 Years of Teaching
Twenty four or 70% of the 34 respondents had less than 5
years and 5–9 years in teaching. Ten respondents or 30% had 10–
15 years and more than 15 years in the teaching profession.
1.5 Number of Subject/s Taught
Out of 34 respondents, seventeen or 50% were found to be
teaching their major fields of specialization for they have 1–2
subject to teach. Fourteen or 41% of the respondents were
teaching 3–4 subjects, three or 9% of the respondents were
teaching more than four subjects.
1.6 Computer Application in Teaching
There were 11 or 32% who do not use computer applications
in teaching. Eighteen or 52% use 1 or 2 applications. Five
respondents or 15% use more than 2 applications.
1.7 Attended Computer Trainings
Twenty one respondents or 62% did not attend any computer
related training while 13 respondents or 38% attended training
related to computer applications.
1.8 Ownership of a Computer/Laptop
Twenty or 59% have their own computers or laptops while 14
out of 34 respondents or 41% do not own a computer or laptop.

77
1.9 Number of Hours of Computer Usage per Week
Some of the respondents use computer for less than 5 hours
with a ratio of 24 out of 34 or 70% while 10 respondents or 30%
consume more than 5 hours in computer usage per week.
II. Computer Competencies Of Teachers Of Holy Rosary Colleges
Foundation
2.1 General Computer Operations
The item “manipulate files” got the highest weighted mean
of 2.83 among the four sub-items enumerated in general computer
operations. The item that got the lowest weighted mean of 2.34
with a verbal description of “sufficient for basic tasks only”
is the use keyboard for data entry.
In performing basic tasks, the response to item “create and
use filenames and extensions” earned the highest weighted mean
of 3.15. On the other hand, “perform virus protection and scan”
got the lowest weighted mean of 2.29.
In relation to manipulation of files, the item “copy, move,
delete files” got the highest weighted mean of 3.24. On the
other hand, the item “import and export files” got the lowest
weighted mean of 2.44.
The average weighted mean of the responses in “use keyboard
for data entry” is 2.34.

78
2.2 Communication and Internet
The average weighted mean of the responses in
“communication and internet” is 3.00.
The average weighted mean of the responses in “using email”
is 3.08.
In using internet, the item “access the internet with a
browser” got the highest weighted mean of 3.03. While the item
“navigate the web by use of links and URL address” got the
lowest weighted mean of 2.8.
2. 3 Word Processing
In terms of word processing, the item “perform formatting
tasks” got the highest weighted mean of 3.42. While the item
“create references and citations” got the lowest weighted mean
of 2.42.
In relations to perform basic word processing tasks, the
item “enter text” got the highest weighted mean of 3.29 among
the four sub-items enumerated in performing basic word
processing tasks. The item that got the lowest weighted mean of
tasks” was insert pictures, shapes and other objects.
The item “cut, copy and paste selected object” and “insert
and delete selected object” got the highest weighted mean of

79
3.35 among the five sub-items enumerated in perform editing
tasks. The item that got the lowest weighted mean of 2.88 with a
verbal description of “good, adequate for most tasks” was use
thesaurus.
In performing formatting tasks, select and change font
sizes got the highest weighted mean of 3.59.
On the other hand, insert page numbers and create tables
had the lowest weighted mean of 3.29 and equivalent to “good,
adequate for most tasks” making pagination and tables as
minimally utilized.
The item “insert headers/footers” got the highest weighted
mean of 2.5. The item “footnotes/endnotes” and “works cited
page” got the same lowest weighted mean of 2.38.
2.4 Spreadsheets
Of the three spreadsheets variables, perform editing tasks
got the highest weighted mean of 2.77 followed by perform
formatting tasks with 2.74 weighted mean. Third in rank is the
perform data entry tasks with a weighted mean of 2.25 and
described as “sufficient for basic tasks only”.
The grand mean of spreadsheets was computed at 2.59 and has
a verbal interpretation of “good, adequate for most tasks”.

80
Under this variable, the average weighted mean is 2.25 and
interpreted as “sufficient for basic tasks only”. The sub-item
about encoding label, values, and headings recorded the highest
weighted mean of 2.29 described as “sufficient for basic tasks
only”, followed by creating charts and graphics from cell
contents with a weighted mean of 2.26 (sufficient for basic
tasks only). The lowest weighted mean is 2.21 for the item
“enter formula using arithmetic operations and/or built-in
functions”.
The item “delete cell contents” got the highest weighted
mean of 2.88. While the item “cut; copy; and paste cell
contents” and “insert and delete rows and columns” got the same
lowest weighted mean of 2.71.
Of the four areas of performing formatting tasks variables,
setting of fonts, sizes, and styles got the highest weighted
mean of 3.09, followed by appropriate formats for cell contents
with 2.65 weighted mean, then third in rank is setting and
changing row and column width and height with a weighted mean of
2.62 and described as “good, adequate for most tasks”, and last,
fourth, aligning cell contents with a weighted mean of 2.59 and
described also as “good, adequate for most tasks”.

81
The grand mean in performing formatting tasks was computed
most tasks”.
2.5 Graphic
Use of font style and size got the highest weighted mean of
2.88.
On the other hand, capture a preexisting image from video
input posts the lowest weighted mean of 2.26 and equivalent to
“sufficient for basic tasks only”.
III. Difference on Computer Literacy of Respondents when Grouped
The results made to determine the significant difference on
the computer literacy of the respondents when grouped according
to their profile variables. Among the nine (9) profile variables
show that among four (4) were found to be significantly
different. They are age, years of teaching, computer application
in teaching, and attendance to computer training. As to age, the
computed “F” value is 7.40 while the critical value is 2.92; as
to years of teaching, the computed “F” value is 5.75 and the
critical value is 2.92; as to the computer application in
teaching, the computed “F” value is 3.84 and the critical value
is 2.92; and as to attendance to computer training, the computed

82
“F” value is 10.73 while the critical value is 4.15. Thus,
enough evidences were found to reject the null hypothesis of the
study. There is significant difference in the computer literacy
of the respondents when grouped according to their profile
variables.
Conclusions
Based on the findings of this study, the following
conclusions are drawn:
1. Mostly of the respondents were 20–30 years old, majority
were female, holders of BSED degree, 5–10 years in service,
have been teaching 1-2 subjects, did not use computer
application in teaching, did not attend computer trainings,
own laptops or computers, and had less than 5 hours in
computer usage per week.
2. The respondents were good, adequate for most tasks in
general computer operations but not in using keyboard for
data entry. Most respondents use internet for communication
purposes like online social networking. Respondents possess
sufficient skills in word processing. The literacy level of
respondents in spreadsheets is sufficient for basic tasks
only especially in performing data entry tasks which are

83
needed in calculations and computations. Most respondents
know how to use graphic application for creating
presentation.
3. There is significant difference in the computer literacy of
the respondents when grouped according to their age, years
in teaching, computer application in teaching and
attendance to computer training.
Recommendations
In view of the aforementioned conclusion, the following
recommendations are hereby offered.
1. Teachers-applicants who have computer literacy training
must be given priority in hiring.
2. A collaborated computer literacy program in the school must
be implemented to cater to the needs of teachers.
3. Attending computer trainings and seminars must be
encouraged to improve the computer literacy level of
teachers.
84

85

86

87
REFERENCES
Abad, F. (2004). Policy Directions for ICT Use in Primary and

Secondary Schools in the Philippines. Paper delivered
during the First National ICTs in Basic Education Congress,
6-7 December 2004, Cebu City, Philippines.
Abecede, M. (2003). “Projects: ICT in Education. UNESCO Bangkok.

Policy.” http://www.unescobkk.org/index.php?id=1229
Akhtar, S. et. al.(2010). Digital Review of Asia Pacific 2009 –

2010, Sage Publications India Pvt. Ltd.
Andal, R. (April 03, 2002). 3-4 guro sa public schools hindi

marunong gumamit ng computer, Pilipino Star Ngayon.
Anderson, R. E. and Law, N. (2009). Cross-national Information

and Communication Technology: policies and practices in
education, National Policies and Practices on ICT
Education: Philippines.
Andrada, L. M. et. al.(2003). The Use of ICT in Basic Education

in the Philippines and Efforts to Measure Its Impact, APEC
e-Learning Summit, Chinese Taipei.
Andrews, R. (2004).The Impact of ICT on Literary Education.
Angers, J. and Machtmes, K. (2005). An ethnographic-case study

of beliefs, context factors, and practices of teachers
integrating technology. The Qualitative Report.
Arimbuyutan, R. C. (October 2010). Assessment on Computer

Literacy for College Faculty. College of the Immaculate
Conception, Cabanatuan City.
Asan, A. (2003). Computer Technology Awareness by Elementary

School Teachers: A Case Study from Turkey, Journal of
Information Technology Education.
Baldauf, K. J. and Stair, R. M. (2009). The World of Information

Technology.
88
Barry, L. et. al. (2004). The Best Teacher‟s Test Preparation

for the FTCE: Florida Teachers Certification Examination,
Research and Education Associate, Inc. United States of
America.
Belawati, T. (2004).Philippines ICT use in Education
Beskeen, D. et. al. (2009). Microsoft Office 2007 Illustrated:

Introductory Premium Video Edition, Cengage Learning Inc.
United States of America.
Bidgoli, H.(2004). The Internet Encyclopedia, Vol. 1, John Wiley

&Sons.Inc., Hoboken, New Jersey.
Cajilig, N. G. (2009). Integration of Information and

Communication Technology in Mathematics Teaching in Metro
Manila Public Secondary Schools. College of Education,
University of the Philippines, Diliman.
Calmorin, M. A. and Calmorin, L. P. (2006). Statistics in

Education and the Sciences. Rex Book Store, Manila.
Carandang, R. T. (June 03, 2010). Integrate IT education in

schools, incoming gov't urged.
Carlson, S. and Gadio, C.T. (2002). Teacher professional

development in the use of technology. Paris/Washington:
UNESCO and the Academy for Educational Development.
Casiano, M. N. (2007). Teaching Computer for Secondary and

Tertiary Levels, Rex Bookstore, Manila.
Chandra, R. (2005). Web-Based Education, Kalpaz Publications,

Delhi.
Corbel, C. and Gruba, P. (2004). Teaching Computer Literacy,

National Centre for English Language Teaching and Research,
Sydney.
Dela Cruz, L. V. Jr. (March 2008). An Evaluation of Computer

Literacy Program for Public Secondary Schools in the
Division of Bulacan.
Depaul, A. (2002). Survival Guide for New Teachers.

89
Draft Deped ICT4E Strategic Plan (2007). http://www.deped.gov.

ph/cpanel/uploads/issuanceImg/Draft%20DepED%20ICT4E%20Strat
egic%20Plan.pdf
Dhotre, I. A. (2007). Data Communications, Technical

Publications Pune, India.
Dollado, R. F. Jr. (2002). “A Computer Education Program for the

Teachers of Calbayog Pilot Central School: A feasibility
study.” Unpublished Master‟s Thesis, Tiburcio Tancinco
Memorial Institute of Science and Technology, Calbayog
City.
Dulan, S. (2010). McGraw-Hill‟s ACT, 2011 Edition, The McGraw-

Hill Companies, Inc. United States of America.
Escudero, F. G. (2003). “An Act to Integrate a Computer

Education Program into the Educational System and for other
Purposes,” 12th Congress, Quezon City.
Gaible, E. and Burns, M. (2005). Using Technology to Train

Teachers: Appropriate Uses of ICT for Teacher Professional
Development in Developing Countries, Washington, DC.
Good, L. (2008). Teaching and Learning with Digital Photography:

Tips and Tools for Early Childhood Classrooms, Sage
Publications Asia-Pacific Pte, Ltd. United States of
America.
Haddad, W. and Draxler (2002). “The Dynamics of Technology for

Education”, UNESCO and AED, Paris and Washington.
Hunt, G. H. and Touzel, T. J. (2009). Effective Teaching:

Preparation and Implementation, Charles C. Thomas
Publisher, Ltd. Illinois.
Itaas, E. C. (March 2009). “Capacity-building for Philippine

Public Secondary School Teachers on the Information and
Communications Technology Literacy Training Program,”
Jackson, S. L. (2008). Research Methods: a modular approach,

Thompson Learning, Inc. United States of America.
90
Jones, S. (2003). Encyclopedia of new media: an essential

reference to communication and technology, New York: The
Moschovitis Group.
Jung, I. (August 4, 2002). “Issues and Challenges of Providing

Online In-service Teacher Training” http://www.irrodl.org
/content/v2.1/jung.pdf.
Labian, M D. Jr. (April 2007). “Status and Problems of ICT

program in the secondary schools of Northern Samar.
Lapus, J. A. (July 2008). “Philippine Digital Literacy Program

to Train and Certify Public School Teachers,” Certiport
Success Story.
Lee, M. (2003).Training and Professional Development of Teachers

and Other Facilitators for Effective Use of ICT in
Improving Teaching and Learning
Light, D. and Culp, K. M. (January 2006). Preparing Teachers for

the 21st Century Classroom: Current Findings from
Evaluations of the Intel Teach to the Future Essentials
Course.
Kumar, N. et. al. (2008). Teachers‟ Readiness to Use Technology

in the Classroom: An Empirical Study. European Journal of
Scientific Research.
Magno, M. (2006). Digital Divide in Philippine Schools.
Mahmud, R. and Ismail M.A. (December 2010). Impact of Training

and Experience in Using ICT On in-Service Teachers‟ Basic
ICT Literacy.
Manzano, T. L. (November 2002). Computerization of Instructions

in the Public Secondary Schools of Nueva Ecija: An
evaluation.
Molina, R. L. Jr. (March 2001). Computer Literacy: Its Influence

to the teaching competency of teachers at the Iloilo
National High School.
91
Morley, D. and Parker, C. S. (2009). Understanding Computers:

Today and Tomorrow Comprehensive, Cengage Learning Inc.
United States of America.
Muyong, R.F. (Jun.2003-Jan.2004). The Weaver, One-week seminar-

workshop & computer literacy training conducted
National Framework Plan for ICTs in Basic Education (2005-20010)

Harnessing ICTs for Quality Basic Education for All.
http://ebookbrowse.com/national-framework-plan-for-icts-in-
basic-education-pdf-d18473851
Nettlebeck, D. C. (2005). Computer, thinking and learning:

inspiring students with technology, Acer Press Australian
Council for Educational Research Ltd., Victoria.
Ogunkola, B. J. (2008). Computer Attitude, Ownership and Use as

Predictors of Computer Literacy of Science Teachers in
Nigeria. International Journal of Environmental & Science
Education.
Orencia, M. R. (2004). “The Impact of the Intel Teach to the

Future Pre-service Program on Selected BEED Students‟
Learning,” Philippine Normal University, Manila.
Rapatan, L. and Mosqueda, M. W. Jr. (September 7, 2006). ICT

Education needed by RP. The Manila Bulletin.
Razak, N. A. et.al. (2009). IT Literacy of Language Teachers in

Malaysian Technical Schools. Universiti Kebangsaan,
Malaysia.
Redmann, D. H. and Kotrlik, J. W. (2004). Analysis of technology

integration in the teaching-learning process in selected
career and technical education programs. Journal of
Vocational Education Research.
Reyes, M. Z. (2004). Social Research: A Deductive Approach, Rex

Book Store, Inc. Sampaloc, Manila.
Reynolds, C. R. and Elaine F. (2007). Encyclopedia of Special

Education: A Reference for the Education of Children,
92
Adolescents, and Adults with Disabilities and Other

Exceptional Individuals, New Jersey: John Wiley & Sons,
Inc.
Robles, M. (2006). Designing and Implementing an Effective

Teacher Professional Development Program on ICT
Integration: A Framework for Decision-Making.
Rodrigo, M. T. (2003). Information and Communication Technology

Use in Philippine Public and Private Schools
Rodriguez, C. (2007). Building teachers‟ capacity to make better

use of ICT in Philippines schools
Santos, A. (2008). Teachers Should Use ICT to Improve Learning

through Motivation http://depedteacher.blogspot.com/
search/label/ICT%20Education
Shelly, G. B. and Cashman, T. J. (2007). Teachers discovering

computers: integrating technology and digital media in the
Classroom, Thomson Course Technology, United States of
America.
Stronge, J. H. et. al. (2004). Handbook for Qualities of

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

teachers program. Manila Bulletin.
Swennen, A. and Van Der Klink, M. (2009). Becoming a Teacher

Educator: Theory and Practice for Teacher Educators,
Springer Science+Business Media B. V.
Tella, A.(July 2007). “An Assessment of Secondary School
Teachers Uses of ICT‟s: Implications for Further
Development of ICT‟s Use in Nigerian Secondary Schools,”
The Turkish Online Journal of Educational Technology,
Vol.6, Issue 3, Article 1.
The Philippine Star (August 23, 2010). Public school teachers

get relevant computer knowledge.
93
The Philippine Star (April 8, 2006). Public school teachers to

get free computer training.
Tinio, V. L. (2002). Survey of Information & Communication

Technology Utilization in Philippine Public High Schools.
Foundation for Information Technology Education and
Development.
Valenzuela, M. F. (March 2005). “Perceived Technology

Orientation and Competency of Non-Computer Teachers in
Dasmarinas National High School–Main: Input for Staff
Development.” Unpublished Master‟s Thesis. Technological
University of the Philippines, Manila.
Veer, U. (2005).Modern Teacher Training, Anmol Publications Pvt.

Ltd. Daryagani, New Delhi.
94
APPENDICES
APPENDIX A
Profile of Teachers Graph
3%
6% 21 - 30 years old
9% 31 - 40 years old
44%
41 - 50 years old
51 - 60 years old
38% more than 60 years old
Fig. 3
Distribution of Respondents According to Age
44% Male Female
56%
Fig. 4
Distribution of Respondents According to Gender
95
24% 21% BEED
BSED
With MA units
24% 31% Others
Fig. 5
Distribution of Respondents According to
Highest Educational Attainment
9%
29% less than 5 years
21%
5 - 9 years
10 - 15 years
more than 15 years
41%
Fig. 6
Years of Teaching
96
6% 3%
1 - 2 subjects
2 - 4 subjects
50%
41% 5 - 6 subjects
more than 6 subjects
Fig. 7
Number of Subject/s Taught
15%
None
33%
1 application
26%
2 applications
3 applications
26%
Fig. 8
Computer Application in Teaching
97
38%
Yes No
62%
Fig. 9
Attended Computer Training
41%
Yes No
59%
Fig. 10
Ownership of a Computer/Laptop
98
0%
6% 12% less than 5 hours
5 - 9 hours
12% 10 - 14 hours
15 -20 hours
70%
more than 20 hours
Fig. 11
No. of Hours of Computer Usage per Week
99
APPENDIX B
Computer Literacy of Teachers of
Holy Rosary Colleges Foundation
Weighted Mean
3.07
3.00
2.63 2.61
2.59
General Computer Communication and Word Processing Spreadsheets Graphics

Operations Internet
Fig. 12
Summary Figures on the Computer Literacy of Respondents
100
APPENDIX C
Difference on Computer Literacy of Respondents when Grouped
Significant Not Significant
Age Gender
Years of Teaching Highest Educational Attainment
Computer Application in Number of Subject/s Taught
Teaching
Hours of Computer Usage per Week
Table 31
Summary of Computer Literacy of Respondents when Grouped
101
APPENDIX D
ANOVA: Single Factor
Age
Groups Count Sum Average Variance
1 15 52.91525 3.527684 1.300606
2 13 36.71186 2.82399 1.143328
3 3 7.745763 2.581921 1.307766
4 3 1 0.333333 0.333333
ANOVA
Source of
Variation SS Df MS F
Between
Groups 26.05025 3 8.683416 7.398408 P-value F crit
Within
Groups 35.21061 30 1.173687 0.00075 2.922277
Total 61.26086 33
Highest Educational Attainment

BEED 7 19.45763 2.779661 1.985062
BSED 11 32.81356 2.983051 0.839586
GS 8 19.77966 2.472458 3.490412
Others 8 26.32203 3.290254 1.952184
ANOVA
Source of
Variation SS df MS F P-value F crit
Between
Groups 2.856452 3 0.952151 0.489082 0.692474 2.922277
Within
Groups 58.40441 30 1.946814
Total 61.26086 33
Years of Teaching
1 10 33.50847 3.350847 1.694982
2 14 43.40678 3.100484 1.092059
3 7 20.45763 2.922518 1.463646
4 3 1 0.333333 0.333333
ANOVA
Source of
Variation SS Df MS F P-value F crit
102
Between
Groups 22.36072 3 7.453572 5.748234 0.003132 2.922277
Within
Groups 38.90015 30 1.296672
Total 61.26086 33
Number of Subject/s Taught

1 to 2 17 56.59322 3.329013 1.525534
3 to 4 14 32.50847 2.322034 2.151106
5 to 6 2 6.440678 3.220339 0.873887
7 and above 1 2.830508 2.830508 #DIV/0!
ANOVA
Source of
Between
Groups 8.01406 3 2.671353 1.505078 0.233315 2.922277
Within
Groups 53.2468 30 1.774893
Total 61.26086 33
Computer Application in Teaching

Not using
at all 11 25.10169 2.281972 2.873902
1 9 24.11864 2.679849 0.976619
2 9 26.81356 2.979284 0.815482
3 5 22.33898 4.467797 0.300575
ANOVA
Source of
Between
Groups 16.98273 3 5.660909 3.835465 0.019478 2.922277
Within
Groups 44.27814 30 1.475938
Total 61.26086 33
Hours of Computer Usage per Week

Less than 5 24 60.9661 2.540254 1.753927
5 to 9 4 12.77966 3.194915 1.388969
10 to 14 2 7.576271 3.788136 0.024275
15 & above 4 17.05085 4.262712 1.423825
103
ANOVA
Source of
Between
Groups 12.4579 3 4.152632 2.552692 0.074147 2.922277
Within
Groups 48.80297 30 1.626766
Total 61.26086 33
104
APPENDIX E
t-Test: Two-Sample Assuming Unequal Variances
Gender
Male Female
Mean 3.302825 2.570027
Variance 2.179664 1.458017
Observations 15 19
Hypothesized Mean
Difference 0
df 32
t Stat 1.555107
P(T<=t) two-tail 0.131566
t Critical two-tail 2.05183
Computer Trainings Attended

Yes 1.728814
Mean 3.74837 2.395763
Variance 0.996497 1.76269
Observations 14 20
Hypothesized Mean
Difference 0
df 32
t Stat 3.332029
Ownership of Computer
Yes No
Mean 3.164065 2.515462
Variance 1.596366 2.018341
Observations 20 14
Hypothesized Mean
Difference 0
df 32
t Stat 1.370467
105
APPENDIX F
SURVEY QUESTIONNAIRES FOR TEACHERS
Assessment on Computer Literacy
Name:____________________________ Date:_______________
Legend:
0 = no ability
1 = very limited ability
2 = sufficient for basic tasks only
3 = good, adequate for most tasks
4 = very proficient (can come up with new solution)
5 = expert (can teach it to others)
Put check () on your
skills in each areas:
General Computer Operations
1. PERFORM ELEMENTARY TASKS:

0 1 2 3 4 5
1. Perform the boot process
2. Perform virus protection and scan
3. Install software from disk or CD-
ROM
4. Create folders and subdirectories
5. Create and use filenames and
extensions
6. Search for files and directories
7. Print selected pages
2. MANIPULATE FILES
1. Retrieve files
2. Copy, move, delete files
3. Back-up files
4. Use auto-save
5. Organize files in
subdirectories/folders
6. Import and export files
106
3. USE KEYBOARD FOR DATA AND PROGRAM ENTRY
1. Correctly place fingers on the

HOME keys
2. Navigate appropriately to other
keys
Communication and Internet
1. USING EMAIL
1. Send and receive e-mail messages

2. Enclose and recover documents
attached to e-mail messages
2. USING INTERNET
1. Access the internet with a browser

2. Navigate the web by the use of
links and URL address
3. Use search engines to locate
desired information
4. Download and print desired items
from the internet
Word Processing
1. PERFORM BASIC WORD PROCESSING TASKS
1. Enter text
2. Insert pictures, shapes and other
objects
3. Print document files
4. Use document preview option
107
2. PERFORM EDITING TASKS
1. Cut, copy and paste selected

object
2. Insert and delete selected object
3. Make corrections using spell check
4. Make corrections using grammar
check
5. Use thesaurus
3. PERFORM FORMATTING TASKS
1. Select and change font

2. Select and change styles (e.g.
boldface, italics, underlining)
3. Select and change font sizes
4. Set line spacing (e.g. single
space, double space, etc.)
5. Insert page numbers
6. Set paragraph alignment (e.g.
left, right, center, justified)
7. Set paragraph indentation (e.g.
bullets, numbered lists
8. Create itemized lists (e.g.
bullets, numbered lists)
9. Set margins
10. Create tables
4. CREATE REFERENCES AND CITATIONS
1. Footnotes/endnotes
2. Works cited page
3. Insert headers/footers
Spreadsheets
1. PERFORM DATA ENTRY TASKS
1. Enter labels, values, headings

2. Enter formula using arithmetic
operations and/or built-in
functions
3. Create charts and graphics from
cell contents
108
2. PERFORM EDITING TASKS
1. Cut, copy and paste cell contents

2. Delete cell contents
3. Insert and delete rows and columns
3. PERFORM FORMATTING TASKS
1. Set fonts, font sizes, styles

2. Apply appropriate formats for cell
contents (e.g. currency, percent,
etc.)
3. Align cell contents (left, right,
center, justify, center across
columns)
4. Set and change row and column
width and height
Graphics
1. CREATE AND MANIPULATE GRAPHICS FILES
1. Use clip art

2. Capture a preexisting image by
scanning
3. Capture a preexisting image from
video input
4. Create an image using a graphics
program
5. Use font style and size
6. Use color, space and layout
109
APPENDIX G
August 28, 2010
Mr. Ronaldo C. Arimbuyutan

Head, E-learning Curriculum Development
College of Immaculate Conception
Cabanatuan City
Dear Mr. Arimbuyutan,
The undersigned is presently conducting a research entitled the

“Assessment of Teachers‟ Computer Literacy: A Basis for
Teachers‟ Computer Literacy Program” in partial fulfillment of
the requirements for the degree in Master of Arts in Educational
Management.
Knowing your utmost interest in the value of research as a tool

for development, I would like to request permission to use your
questionnaires regarding assessment of teacher‟s computer
literacy and eventually use the same to my respondents.
Thank you very much in anticipation of your favorable action and

continued support.
Respectfully yours,
Mr. Wilson W. Censon

Researcher
Noted by:
Dr. Rosalita M. Licup

Adviser
110
APPENDIX H
January 18, 2011
Dear Respondent,
Good day!
The undersigned is in the process of gathering data in

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

questionnaires. Rest assured that any information given will be
treated with outmost confidentiality.
Thank you very much.
Truly yours,
Wilson W. Censon
Researcher
111
APPENDIX I
January 12, 2011
Jose G. Rivera, Jr. Ed. D.

President
Dear Mr. Rivera,
Greetings!
I am a graduate school student of College of the Immaculate

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

administer my questionnaire to your teachers. Your favorable
action on the request will be highly appreciated.
Thank you very much and God bless.
Respectfully yours,
Wilson W. Censon
Researcher
Noted by:
Dr. Rosalita Licup

Adviser
Dr. Milagros Cortez

Dean, Graduate School
College of Immaculate Conception
112
Appendix J
CURRICULUM VITAE
WILSON WING CENSON

342 Putlod, Jaen, Nueva Ecija 3109
09228398223/09276558688
ken_nson@yahoo.com/wilsoncenson@gmail.com
PERSONAL DATA
Date of Birth October 23, 1981
Age 29
Marital Status Single
Height 5‟6
Weight 80 kgs.
Gender Male
Citizenship Filipino
Religion Roman Catholic
Language/Dialect English, Filipino
EDUCATIONAL BACKGROUND
Elementary Saint Cyr Academy 1994
Sucat Road, Parañaque City
Secondary Parañaque National High School 1998
Sucat Road, Parañaque City
Tertiary College for Research and Technology
Padre Burgos, Cabanatuan City
Course Computer Business Management 2006
B.S.in Information Technology 2008
Graduate School College of Immaculate Conception
Maharlika Highway, Cabanatuan City
Course M.A. in Educational Management 2011
CITATION
Committee on External Affairs, SSITE Officer Region 3 S.Y. 07-08
SSITE President, CRT Chapter S.Y. 07-08
President, Literature Club S.Y. 06-07
Governor, Overall Student Organization CRT Cabanatuan S.Y. 06-07
Governor, Overall Student Organization CRT Gapan S.Y. 05-06
President, Management Department CRT Gapan S.Y. 05-06
113
WORKING EXPERIENCE
High School Computer Teacher
San Isidro, Nueva Ecija
November 2009-Present
College Computer Teacher

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

Computer Literacy Program Thesis

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Computer Literacy Program Thesis

Încărcat de

Drepturi de autor:

Formate disponibile

1

College of the Immaculate Conception

THE PROBLEM AND ITS SETTING

Today, computers play a big role in education especially in

developing countries like the Philippines. According to Casiano

(2007), computer has a capability for administrative and

managerial users, namely: easing enrollment procedures,

preparing transcript of records, recording grades, paying school

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

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

creating an exciting and very real interactive learning

According to Senator Oreta, three to four out of five

teachers lacked knowledge in using computers (Philippine Star,

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

ICT preparedness of teacher stated that the literacy of teachers

in using word processing software is about 63.27% while the

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

spreadsheets application, 13.84% and other software application

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

literate (Abad, 2004).

College of the Immaculate Conception

Being computer literate gives the learner an opportunity to

excel in rapidly changing environment in technology. According

to Reynolds (2007), computer literacy means being knowledgeable

about the capabilities of hardware and software and

understanding how computers and the internet can enhance

student‟s educational experiences.

The government and the education department has come up

with plans for computer literacy of learners as well as

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

the incoming administration to legislate an integrated computer

education. He also proposed the creation of the Board of

Computer Education. The proposed board will promote the Build-

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

facilitating the computer literacy training of teachers. Angara

also urged to integrate computer subjects in private and public

schools from elementary up to high school; providing materials

and equipment to be used in implementing computer literacy. They

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

education program into the educational system and for other

purposes, for pursuing the objectives in achieving goals for

better quality education.

College of the Immaculate Conception

In schools, some books used by teachers have additional

information and useful links that can be accessed in the

internet. There are times that the researcher integrates

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

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

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

advantage of being computer literate. Also, students will

but for their own benefit. According to Carlson and Gadio

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

transformative on its own. It requires teachers who can

integrate technology into the curriculum and use it to improve

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

used appropriately and effectively.

Five years ago, teachers of the Holy Rosary Colleges

Foundation had an informal basic computer training held during

weeks before the opening of classes. The computer teacher taught

the basics and she assigned another teacher for demonstration.

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

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

College of the Immaculate Conception