Computer Literacy and Usage of Computer-Related

Assignment Among Teachers of GSCNHS: Basis for

Interaction Program

A Research Project

__________________________________

By:

Aguelo, John Cyriel M.

Canono, Brian Jay G.
Demegillo, Kent Gesleir M.
Salloman, Joshua P.
Tipay, Jaylord T.

GRADE 12/ICT
SENIOR HIGH SCHOOL DEPARTMENT

GENERAL SANTOS CITY NATIONAL HIGH SCHOOLCalumpang,

General Santos City

October 2019
 Chapter 1

Introduction

Background of the study

Being a computer literate offers the learner an ability to succeed in a

rapidly changing technology environment. According to Reynolds (2007),
computer literacy means being informed about hardware and software
capabilities and knowing how computers and the internet can improve
student / educational experience. The government and the education
department has come up with the plan 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
.
In schools, some books used by teachers have additional information
and useful links that can be accessed on the internet. There are times that
the researcher integrates academic subjects for the hands-on activity of
students in their computer subject on the teachers now 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 0arlson 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 pupils/
learning. Teachers are the keys to how technology is used appropriately
and effectively
 In 2002 the department of education has started to implement the
basic education curriculum (BEC) where ICT was integrated. The BEC
encourages ICT to focus on the following areas: school computerization,
teacher training, IT curriculum development, multimedia content
development, financing, and monitoring evaluation. On the other hand,
Thornburg (1999), as cited by Tinio (2002), emphasizes the crucial
importance of these ICT’s in developing three foundational skills of the
learners. These, he said "are (1) how to find information (2) how to
determine if what is found is relevant to the task at hand and (3) how to
determine if the relevant information is accurate."

Former President Gloria Macapagal Arroyo signed into law Executive

Order no. 269 in July 2004 creating the commission on information and
communication Technology (CICT).Section 2 Mandates that: The
commission shall be the primary policy planning coordinating,
implementing, regulating and administrative entity of the executive branch
of the government that will promote develop, and regulate integrated and
strategic ICT system and reliable and cost-efficient communication
facilities and services.

The commission has hence composed and implemented it plans as

regards its mandates active role in streamlining, managing, coordinating,
and implementing the various ICT relative plans and policies of the
government were given emphasis. Through. the CICT l programs and
project such as the ICT literacy training program, it aims to train public
secondary school teacher on basic ICT literacy skill so that they will be able
to effectively use ICT technology in their classes, lesson preparation,
assessment activities and record update. The teachers have to immerse
themselves in the age of information revolution since society is surrounded
by rapid change, media, knowledge worker, technology and research and
development. It was supported by the Deped Order No. 32 as 2009 which
is the national adoption and implementation of National Competency Base
Teacher standard, Teachers strength, and Training needs Assessment of
NCBTS-TSNA.
Statement of the problem

This study aims to determine the computer literacy of teachers in General

Santos City National High School and its extent of application/utilization as
basis in the formulation of a training design to improve the computer
literacy of the teacher in General Santos City National High School, School
year 2019-2020.

Specifically, it sought an answer to the following questions:

1. What is the teachers/ background in computer literacy along:

1.1 Computer operation

1.2 Microsoft word office operation

1.3 Internet operation

2. What problems do they encounter in using computer operation and

program software in different ones in General Santos City National High

School?

3.How significant is the agreement on the rank order of the usage of

computer of teachers in the different zones?

4. Is there any significant relatively between Computer Literacy and Usage

of Computer-related assignment?
Hypothesis

This study tested the following hypothesis:

1. There is no significant agreement on the rank order of the

teachers/problems in the different zone.

2. There is no significant between Computer Literacy and Usage of

Computer-related assignment.

Scope and Delimitation

This research study will focus on an assessment of the teachers' level

of computer competences on computer literacy along with computer

operation, Microsoft word operation and internet operation using a

researcher-made test. Hands-on activities were not considered. The

formulation of the training design will be based on the test result. It was

delimited to the status of public High school teachers in General Santos

City National High School in the given statement of the problem, the topics

stated in the table of specification and the measurement of the teachers'

computer literacy.The study period covers the school year 2019-2020. .

Significance of the study

This study is particularly significant to all teachers in public high school

Teachers in General Santos City National High School. The outcome of

this study would be of great help to the enhancement of computer

utilization as aid in instructions and related paper works of teachers. In

order to improve the

quality of learning, one must initiate an investigation and convert this to

reality. This will be beneficial to:

Students

They will benefit from this study because they are the ultimate

recipients of the computer literacy program provided to the teachers.

Parents

Continuous support to upgrade the technological expertise of the

teachers will in a better teaching-learning process for their children.

Teachers.

As a result of this study, educators would be made aware of and

up-to-date on technology and would use technology to improve teaching

materials, learning experience, teaching skills and the success of students.

Computers can also support teachers in terms of access to information and

research. In addition, they will also be aware of their machine weaknesses

and strengths and their effects.

School

The outcomes of this study will be the basis for a program that will

benefit schools elevating the quality of education of teachers through the

use of the computer.

School heads

The results of this study will be used as a guide for the planning, design

and implementation of a computer literacy programme.

DepEd

Being the policy makers of this study will provide them with

perspectives as one of the initial studies on the programs and training

courses tailored to the needs of educators to develop their computer skills.

Researchers

The results of the study may be the basis for future references from

other researchers. It will also give them an idea of the role of computers in

the research process. These may include other variables intended to

expand the study for an active computer literacy programme.

Definition of terms

In dealing ahead of time the unwarranted digression from the scope of

the study and for transmitting light comprehension, the following terms are

hereby defined.

Computer literacy is defined as the knowledge and ability to use

computers and related technology efficiently, with a range of skills covering

levels from elementary use to programming and advanced problem

solving.

Computer skills refer to the ability to use the software and hardware of a

computer. Being "computer functional" is usually what is meant by one with

computer skills computer literacy is only really evident in advanced

computer skills.

Computer utilization is an act of making use of the computer, an

application of computer knowledge.

Internet is a worldwide collection of separate, but interconnected,

networks that are used daily by billions of people to obtain information,

disseminate information, access entertainment, or

communicate with others Morley, (2009).

Proficiency is exhibited when the teacher has shown effective use of a

computer to aid them in their tasks.

Surfing accessing of Internet is the activity of browsing through the

information and sites available on the internet.

 Chapter 2

REVIEW OF RELATED LITERATURE, STUDIES, RESEARCH GAP AND

THEOROTICAL FRAMEWORK

This chapter presents the review of related literature, conceptual

framework, theoretical framework and studies about the variables of the

study.

A. Related Literature

This section provides discussions on the concepts, ideas, and

viewpoints from various authors who contributed literature and readings

that have bearing and relevance to the current research. The content is

gathered and collected in foreign, and local sources to present a better

discussion.

Computer Literacy and Usage

According to Wikipedia (2011). Computer Literacy is the

understanding and ability to effectively use computers and related

technology, with a variety of skills ranging from elementary use to coding

and advanced problem solving.

Jack (2010) said computers are part of education; computers are

used in schools for many purposes, such as writing papers, searching for

information on the internet (browsing), educational multimedia, etc. To

improve education; to be computer literates, curriculum implements

(teachers) are required.

Indeed, to successfully integrate technology into the classroom,

educators need to improve their job knowledge and skills in virtual

environments (Rilling, Dahlman, Dodson, Boyles & Pazvant, 2005) and use

various computer applications for educational purposes (Cunningham,

2000).

Additionally, Shelly (2007) attested that teacher can increase the

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 class performance (Barry, 2004). Teachers used spreadsheet to

record and compute student grades. According to (Good, 2008),

presentation graphics application software is 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

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 emails 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.

Computer-Related Assignments

The integration of technology into the classroom has many benefits

that lead to students’ academic progress and success. Classroom

collaboration is significantly impacted. Kara-Soteriou (2006) suggests that

adolescents who are asked to play the role 22 of the technology instructor

are learning how to cooperate with others while at the same time gaining

more confidence as valuable members of their class community.

Consequently, if the more technologically knowledgeable students happen

to be students who are usually characterized as poor readers, or weak

students, this experience becomes even more important. For once, these

students are the ones who are more knowledgeable; as a result, they are

more motivated to actively participate in instructional activities.

 Regarding teacher instruction and student learning, Windschitl and

Sahl (2002) state that the infusion of technology into classroom

discussions, particularly online discussions, is comfortable for students.

They further state that these online discussions break down barriers that

often exist in face-to-face situations in the classroom.

Additionally, Alvermann (2002) confirms this finding, suggesting that

students use the Internet for most facets of their lives, including school

work, communication with friends, chat-room discussions, instant

messaging, gaming, listening and downloading music, exploring websites,

and document sharing—all of which may or may not be related to

homework. Berry and Staub (2011) state that new software available for

computers can assist teachers in engaging and facilitating students in their

learning. When technology is used daily, DeGennaro (2010) suggests that

students see this infusion as integral to constructing knowledge. He further

believes that the integration of technology also assists teachers in more

objectively assessing students. DeGennaro responds to Warren (1995)

and his concept of relational power in that technology infusion strengthens

relationships and open communication on many levels: between teachers

and students, between students and their parents, and between teachers

and parents.
B. Related Studies

Local

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.

However, 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.

Foreign

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).

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, in various

forms of ICT courses and workshops

However, in study of Razak (2009), after examining various factors such as

teacher’s competency, attitudes, infrastructure and support, it can be concluded

that the majority of English teachers in Malaysian technical schools are still novice

users 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, techno fear, limited infrastructure and support.

Conceptual Framework

Figure 1 shows the schematic diagram of the study. This diagram

illustrates the relationship between the computer literacy and usage of

Senior High School Teachers to the computer-related assignments.

The line drawn to connect these two variables convey that these

variables are related to each other and one could influence the other.

Independent Variable Dependent Variable

Computer Literacy and Computer-Related

Assignments
Usage

Figure 1
Schematic Diagram of the study
 Chapter 3

Methodology

This chapter presents the methods and procedures for conducting the

study. It also describes the following research design, research procedure,

the subject of the study, determination of sample, research instrument and

statistical treatment data.

Research Design

This study will use the correlational method. It will be appropriate

in this research because it will determine the Computer Literacy and

Usage of Computer-Related Assignment Among Teachers in

GSCNHS: Basis for Interaction Program

Correlation research design is a statistical technique which

shows whether and how strongly two continuous variables are

related (Aggarwal & Ranganathan, 2016).

Sampling

Purposive sampling method was done for sample selection. Purposive

sampling refers to the selection of units based on personal judgement

rather randomization. This purposive sampling is getting respondents

purposively.

Research Respondents

The respondents of the study will be five (5) Teachers in General

Santos City National High School teaching in school year (2019-2020).

Research Locale

This study will be conducted in General Santos City National High

School of the Division of General Santos City at the Barangay Calumpang,

School Year: 2019-2020. The School was founded in 1980 envisioning the

developed a God-fearing and globally competitive graduate with the help of

competent and committed mentors in a conducive learning environment.

The currently implements a K-12 Basic Education Program offering both

junior and senior high school in accordance with the resolution that was

ordered by the Department of Education (DepEd). It has academic tracks

such as Humanities and Social Science (HUMSS) strand, General

Academic Strand (GAS) and Technical-Vocational Livelihood (TVL) strand

which equips students with skills as well as Science, Technology,

Engineering and Mathematics (STEM) strand and Sports track for its

senior high program.

Figure 1. Map of the Location of the Study.
Research Procedure and Data Gathering

The proponents will the following procedures:

1. The researchers will write a letter to the principal asking permission to

conduct the study.

2. Then, they immediately administered the survey upon approval.

3. After that, the instrument will be retrieved.

4. Next, the data will be tallied and treated by the researchers.

5. Lastly, the researchers will endorse the tallied data to their adviser and

statistician for statistical treatment. The result will then analyze and

interpret.

Research Instrument

A computer literacy questionnaire was employed to collect data on the

computer literacy. Section I (background of the teachers); Section II (use of

computer applications) the teachers will answer on how frequent they use

computer applications on teaching and it will be answered by: ‘Almost

everyday’, ‘3-4 times per week’, ‘1-2 times per week’, ‘1-2 times per month’,

‘Rarely’ or ‘Never used’. If there is any item you do not know, it can be

assumed that you do not have any experience with the item.
Statistical Treatment
The data gathered will be tabulated and compute. Frequency

count/percentage weighted mean and Person Product Moment Correlation

Coefficient were applied to answer the questions thus determining the

relationship between two variables.

 Table of Contents
Page
Title Page
APPROVAL SHEET
ABSTRACT
ACKNOWLEDGEMENT
Chapter 1: INTRODUCTION
Background of the Study
Statement of the problem
Research Hypothesis
Scope and Delimitation
Significance of the study
Definition of terms
Chapter 2: Review of Related Literature and Studies
A. Related Literature
B. Related Studies
C. Research Gaps
D. Theoretical Framework
Chapter 3: Methodology
Research Design
Research Respondents
Locale of the Study
Map of the Location of the Study
Data Gathering
Research Instrument
Statistical Analysis
 COMPUTER LITERACY QUESTIONNAIRE

We are grateful for your participation and assistance in

answering this questionnaire. We would like to know something
about your computer experience, knowledge and skills. Your
responses will be treated in strict confidence and individual
teachers/schools will not be identified in any report or publication.
Please answer all questions as accurately as you can.
SECTION I

For each question, please mark your response with a tick

(√), unless otherwise indicated. For ‘Other’ responses, provide a
brief response.

Q1. Gender: Male ( ) Female ( )

Q2. Age:
Q3. What is your job & position? (please specify)
1. What is the teachers/ background in computer literacy along:

1.1 Computer operation

1.2 Microsoft word office operation

1.3 Internet operation

 Microsoft Office
Always
5
1.When
making
activity on
Microsoft
office, do
you check
the
spelling
and
grammar?
2.
 Always
5
1. Do you often
use the
Internet?
2. Using
internet for
education.
3.Knowing the
bad and good
effect on using
internet.
4.
 Always Often Sometimes Rarely Never
5 4 3 2 1
1.How often
you use
Microsoft
office to
create
presentation
2. How
much do
you rely om
using
Microsoft
office to
make
activity
3. When
using
Microsoft
office, do
you create
some edit to
make your
assignment
good on
visual
4 When
making
assignment
on Microsoft
office, do
you check
the spelling
and
grammar?