CHAPTER I

INTRODUCTION

The advent of technology has changed and is continually changing the way people
live, work and interact socially. Its impact on peoples lives have become more visible
through time. One of the greatest products of technology are computers. They have multi-
tasking features that makes work faster to accomplish, they can display and let you
manipulate stored information, and they are used in almost all fields for any purpose.

Today, there is a tough competition in the workforce. To be able to compete and be

globally competitive, one needs to be computer proficient. The continually increasing use of
computers in daily communications and work, the knowledge of computer systems and the
ability to work with word processing, data management, and spreadsheet and data analysis
programs have become essential requirements for many desirable work positions. In order to
build and sustain computer proficiency, people must have formal and informal opportunities
to interact with computers. Early development of computer literacy may be as critical as
reading and writing literacy. (Grant, et.al, 2009)

Computer literacy is defined as an understanding of computer characteristics,

capabilities, and applications, as well as an ability to implement this knowledge in the
skillful, productive use of computer applications suitable to individual roles in society
(Simonson, Mauer, Toradi, & Whitaker, 1987). Computer proficiency is the knowledge and
ability to use specific computer applications (spreadsheet, word processors, etc.). Computer
literacy and proficiency are often used interchangeably; however, it is believed that
increasing computer proficiency positively impacts computer literacy.

Educators have to see and understand why its very important to integrate computer
education. The main source of knowledge of these students will be coming from them and
teachers should put great value on that. For students to be computer proficient, it should not
only based on lectures but also practical exercises that would immerse them on how to use a
computer and eventually be proficient. Thisvision would really require schools to have at
least one is to one ratio between students and the computer facility.
 Philippines is a third world country and there is hardly enough resources to put up
computer facilities that will be enough for allespecially to those who are situated in small
towns in far provinces. But there will always be means to provide, if the government just
prioritize funds for it. Being in a poor country gives more reason for the government to invest
on facilities which would be essential in makingthe Filipino students, which are the future of
this country, competitive in the global job market.

In this study, the researcher aims to assess the level of computer proficiency among
the senior high school students in Sapang Dalaga, a small town in Misamis Occidental. This
assessment will be of great help to know what areas should be improved and what needs to be
given attention.

Background of the Study

Sapang Dalaga is a fifth class municipality in the province of Misamis Occidental,

Philippines, 96 kilometres (60 mi) from Ozamiz City and 50 kilometres (31 mi) from Dipolog
City airport. According to the 2010 census, it has a population of 19,431 people. (Wikipedia,
2010)

Sapang Dalaga, given the data above, is a small town in a province and these kinds of
towns are usually the ones which are not greatly reached and outdated with these
technological advancements.

The vision of the researcher is to be able to assess the level of computer proficiency of
the grade 11-12 teachers of Sapang Dalaga which would be the basis of computer programs
that the researcher would propose among the schools for improvement and advancement of
knowledge.

It is important to know to what extent of the computer related lessons the students
have learned and if they are able to apply it correctly and appropriately in practical exercise
so that there is a complete understanding of the said course.
Scope and Delimitation

This study is limited to the Grade 10 - 11 bonafide teachers of the three schools in
Sapang Dalaga, Misamis Occidental namely, (1) Medina College, (2) SapangDalaga National
Highschool, and (3) Holy Rosary Academy.

This study is an assessment of the level of computer proficiency of the teachers in the
above mentioned schools. The researcher will conduct a series of tests. First step will be a
computer proficiency survey to be followed practical tests. The researcher will also conduct
interview among the teachers on computer subjects to gauge other factors affecting the
teachers level of proficiency.

Chapter 2

Problem Statement, Analysis, Criteria, Solution

Statement of the Problem

This study seeks to determine the level of computer proficiency of the grade 10 - 11
teachers in Sapang Dalaga, Misamis Occidental This seeks to answer the following research
questions:

2. How may the profile of the teacher respondents be described in terms of:

a. age;

b. gender;

c. educational attainment;

d. years of teaching;

e. number of subject/s taught;

f. computer application in teaching;

 g. computer trainings attended;

h. ownership of computer; and

i. number of hours of computer usage per week?

3. How may the computer competencies of teacher respondents be described in terms of:

a. General Computer Operations;

b. Communication and Internet;

c. Word Processing;

d. Spreadsheets; and

e. Graphics?

4. Is there a significant difference in the computer competencies of the respondents

when grouped according to their profile variables?

5. What computer literacy program may be proposed for the teachers of the three

schools mentioned above?

6. Is there a significant relationship between the frequency of computer usage to the

level of computer proficiency of these teachers?

7. Is there a significant relationship between the personal profile of the teachers and the
level of computer proficiency?

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.

Null Hypothesis:

HO: There is no significant relationship between the frequencies of computer usage to

the level of computer proficiency of the grade 11 - 12 teachers in Sapang Dalaga, Misamis
Occidental.

Theoretical Framework

In this study, researcher will use the theoretical framework Input-Process-Output

(IPO) Model. In this model, a process is viewed asa series of boxes (processing elements)
connected by input and outputs. The IPO Model has three (3) components, namely (1) input
(2) process and (3) output.

Input is the information, ideas and resources used in the study. These are the data that
will be used as one of the basis of the assessment of the level of proficiency of the grade 11 -
12 teachers in the three schools in Sapang Dalaga. In this study, the input would be the
demographic of the teachers, their exposure on computer as well as the frequency of
computer usage. Process, on the other hand, is the actions taken upon using the input or the
stored material. So in this component the input (information, resources and data) is being
gathered, specified, analyzed and drawn conclusions. Lastly, is the output component which
is defined as the results of the processing that then exits the system. In here, the assessed
level of proficiency will now reflect based on the input and process and a proposal of
program and advancements will be given based on the result.
 The IPO model will provide the general structure and guide the direction of this study.

1. Profile of Teachers - Respondents

-Age -Computer Applications in Teaching
-Gender -Computer Trainings Attended
INPUT -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

1. Problem Identification
2. Data Gathering
-Questionaire

PROCESS -Interview
3. Analysis and
Interpretation of Data
4. Drawing Conclusions

1. Assessed Computer
Literacy of Teachers
2. Proposed Computer
Literacy Program OUTPUT

Figure 1. Conceptual Paradigm

 Figure 1 shows the conceptual paradigm of the study. For the input, the researcher
acquired the age, gender, year level, computer application used, ownership of computer and
number of hours in computer/usage per week. It also included the assessment of the students
computer proficiency in the general computer applications like word processing, spreadsheets
and graphic/graphic presentation. The process included the problem identification, data
gathering by means of survey questionnaires, interview and practical exam thereafter.
Analysis and interpretation of data as well as drawing of conclusions is also made. The output
of the study assessed level of computer proficiency of grade 10-11 teachers and proposed
computer proficiency programs.

Significance of the Study

This study will be beneficial to:

Students

The students are the primary recipient of this study and the programs that would be
proposed herein. Knowing their level of proficiency would help them improve or advance
their learning in computer related studies and application and be ready for the demands of the
professional world.

Teachers

The result of this study would also mean the assessment of the extent of learnings or
lessons their students have understood in their subjects. Results of this study would also show
which areas should they focus on and what other programs or means of effective teaching
strategies they can give or do to better improve or advance the learning of their students.

Schools

The result of this study would be the basis for the programs that the researcher would
suggest to better improve or even advance the level of computer proficiency of the schools
senior high school students. This will also help improve quality education among their
students in computer related studies.

Future Researchers

This study is also important to future researchers as it will help them assess and
further improve and/or eventually develop programs that will help improve computer
proficiency.

Definition of Terms:

For clearer understanding of the terms used in this study, below are their meanings:

Assessment the evaluation or estimation of the quality, or ability of someone or something.

Computer Proficiency Computer proficiency is the knowledge and ability to use specific
computer applications (spreadsheet, word processors, etc.).

Computer Literacy the understanding of computer characteristics, capabilities, and

applications, as well as an ability to implement this knowledge in the skillful, productive use
of computer applications suitable to individual roles in society (Simonson, Mauer, Toradi, &
Whitaker, 1987).

Word Processing - is a software program that includes tools forentering, editing, and
formatting text and graphics. It allowsyou to create and enhance a wide range of documents
quickly andeasily (Beskeen, 2009).

Spreadsheet - is the type of application software used to createcomputerized spreadsheets,

which typically contain a great dealof numbers and mathematical calculations (Morley,
2009).

Graphics/Graphics Presentation - is an image designed to visuallyenhance a presentation,

typically to convey information moreeasily to people. It can be used in electronic slide shows,
aswell as in printed handouts, overhead transparencies, wordprocessing documents, and Web
pages (Morley, 2009).
RRL

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 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

According to Corbel (2004), computer literacy skills are taught because they:

lay the foundations for developing a critical understanding of the Information Age;

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.

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 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 novicelevel. This means that they still need help with various computer skills and far from

having theexpertise 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 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 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 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.

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 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.

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 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.

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 professional development that empowers teachers not just to implement

but also to lead educational innovations that will transform schools and ultimately, all of

society.

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.

Valenzuela (2005) piloted a study to classify technology orientation in terms of

awareness and utilization and the perceived teachers competence in technology at the

DasmarinasNational 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 teachers competency in technology. The data gathered were analyzed

using the following statistical treatments: mean, standard deviation, correlated t-test. The

results of the computations were the following:

The overall mean on the technology of awareness of teachers was 1.81, which means

that the respondents were aware on the use of technology to a little extent only. The overall

mean of technology utilization was 1.88, which means that the respondents seldom utilized

technology in their teaching. The overall mean of utilization and competence items showed 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.

Chapter 3

Methodology, Presentation of Assessment

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

Methodological Approach

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.

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

literacy skills. Teachers serve as the most direct agent of the entire educational system. If

armed with functional computer knowledge, they possess the potentials to transform

themselves into role models who may influence their students towards developing positive

orientations and attitude regarding the usefulness of computers.

Razaks (2009)and Tinios (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 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 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.

The work of Akhtar (2010), on the otherhand, suggested plans and policies in training

teachers on ICT which can be used for the proposal of the program. The researcher concurs

with his viewpoint of giving primacy to the provision of sound and holistic ICT programs

such that teachers may in turn become proactive leaders in spearheading innovations as

regards to their craft. The optimism that such an ICT training program will consequently

make them become invaluable assets of society in pursuit of development furthers the

researchers zealous motivation to proceed with this study.

Recognizing the educational enterprise as an open system, Rodriguez (2007) cited the

importance of positively involving other societal sectors that may influence the success of

integrating technology in education. This will certainly help the researcher in planning for the

program that he aspires to bring into fruition.

Valenzuelas (2005) study ran similar to the present study as regards to research

design and instruments used, in the sense that both studies aimed to determine teachers

technology awareness.
Research Environment

The location of this study will be three schools in Sapang Dalaga Misamis Occidental, all are

located at brgy. Poblacion near the Municipal hall namely

Medina College

o Private Non Sectarian School

Sapang Dalaga National Highschool

o Public School
 Holy Rosary Academy

o Private Catholic School

These schools offer Grade 10 11 programs although different academic tracks offered such

as Humanities and Social Sciences (HUMSS), Accountancy, Business and Management

(ABM) and General Academic Strand (GAS) Except for Science, Technology, Engineering

and Mathematics (STEM) but all of these academic strands are bound to learn basic computer

literacy. All have computer lab ranging 10-30 computers.

Respondents

The total populations of teachers from grade 10 up to grade 11 of the three schools in Sapang
Dalaga Misamis Occidental namely, Medina College, Sapang Dalaga National Highschool,
and Holy Rosary Academy were the respondents of the study.

Table 1

Distribution of Teacher-Respondents of
the Different Strands and Schools According to Gender
Level Male Female Total

Grade 10 13 15 28

Grade 11 8 9 17

Total 21 24 45

Table 1 shows that grade 10 departments had 13 male and 15 female teachers. While

in grade 11, there were 8 male and 9 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.

Research Instruments

The study will make use of self-made questionnaire for the survey and guide questionnaire
for the teachers interview.

The Section A of the survey questionnaire determines the personal profile of the grade 10
11 teachers. The Section B assesses the frequency of exposure and usage of computer
programs and applications of the grade 10 11 teachers. The last part assesses the level of
computer proficiency among the grade 10 11 teachers.

A practical test will also be conducted after the survey. This test will determine their
capability to apply what they have answered in their Section B assessment survey. This test
would include the use of word processing, spreadsheets, and graphic presentation. This will
be the last step in the assessment of the level of computer proficiency.

To interpret the responses of the teachers, the researcher used the ratings with its

descriptive equivalent. The questionnaires scale was used in the interpretation of the

responses of the teachers.

Degree of Responses Verbal Interpretation for Assessment

5 Expert (can teach it to others)
4 Very proficient (can come up with new solution)
3 Good, adequate for most tasks
2 Sufficient for basic tasks only
1 Very limited ability
0 No ability

The scale given below was used in the interpretation of average weighted mean.

Range of values Scale Verbal Description

0.84 - 1.66 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 indistinct 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 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

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 TESDA ONLINE PROGRAM.

 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 of the three (3) schools mentioned above

Age Bracket Frequency Percentage

21-30 years old 15 33
31-40 years old 7 16
41-50 years old 7 16
51-60 years old 14 31
more than 60 years old 2 4
Total 45 100

Table 2 shows the tabular presentation of the ages of respondents. Age bracket 5160

years old had the most number of respondents with 15 or 33%; 14 respondent or 33% were
between 2130 years old, three or 16% respondents were between 3140 years old, the age

bracket between 4150 years old had 7 or 16%, and two (2) or 4% 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 of the three (3) schools stated above

Gender Frequency Percentage

Male 21 47
Female 24 53
Total 45 100

Table 3 shows the gender distribution of the respondents. There were 24 (53%)

females and 21 (47%) male respondents. This states 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 of the students much more than males.

1.3 Highest Educational Attainment

Table 4
Distribution of Respondents According to Highest Educational Attainment of the three (3)
schools stated above

Highest Educational Attainment Frequency Percentage

BEED 6 14
BSED 19 42
With MA units 10 22
Others 10 22
Total 45 100

Table 4 presents respondents profiles in terms of highest educational attainment. Out

of 45 respondents, only ten or (22%) were accounted to have units in the Graduate School,
nineteen or (42%) were BS major in Secondary Education holders, ten or (22%) were BS

major in Elementary Education holders and the other educational attainment holders were

eight or (42%). 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

1.4 Years of Teaching

Table 5
Distribution of Respondents According to Years of Teaching of the three (3) schools stated
above

Years of Teaching Frequency Percentage

less than 5 years 24 53
5-9 years 8 18
10-15 years 3 7
more than 15 years 10 22
Total 45 100

Table 5 presents the respondents profile in terms of years of teaching. Thirty two or

71% of the 45 respondents had less than 5 years and 5 9 years in teaching. Eleven

respondents or 29% had 1015 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
Distribution of Respondents
According to Number of Subject/s Taught
of the three (3) schools stated above

Number of Subject/s Taught Frequency Percentage

1-2 subjects 23 51
3-4 subjects 18 40
5-6 subjects 3 7
more than 6 subjects 1 2
Total 45 100
 In relation to number of subject/s taught, out of 45 respondents, twenty three or 51%

were found to be teaching their major fields of specialization for they have 12 subject to

teach. Eighteen or 40% of the respondents were teaching 34 subjects; 3 or 7% of the

respondents were teaching more than four subjects. The school wants to focus on a 12

subject preparation in order to give their best in teaching students that would lead to the

greater quality of the teaching learning process.

1.6 Computer Application in Teaching

Table 7
Distribution of Respondents
According to Computer Application in Teaching
of the three (3) schools stated above

Computer Applications in Teaching Frequency Percentage

None 0 0
1 application (either word processing, spreadsheets,
presentation or other software application) 11 26
2 applications (either word processing, spreadsheets,
presentation or other software applications) 11 26
3 applications (either word processing, spreadsheets,
presentation or other software applications) 8 16
more than 3 applications (either word processing,
spreadsheets, presentation or other software applications) 15 32
Total 45 100

Table 7 shows that, there were 15 or 32% who use computer applications in teaching.

Twenty two or 52% use 1 or 2 applications either word processing, spreadsheets, presentation

or other software applications. Eight respondents or 16% use more than 2 applications. Based

on the researchers observation, Most of them were using visual aids using Manila paper

instead of computer aided graphic presentation, lesson plan for preparing lessons instead of

word processing and most of the teachers use spreadsheet instead of record book and

calculator for preparation of grades.

 1.7 Attended Computer Trainings

Table 8
Distribution of Respondents
According to Attended Computer Trainings

Attended Computer Training Frequency Percentage

Yes 21 47
No 24 53
Total 45 100

Table 8 shows that twenty one respondents or 53% did not attend any computer

related training while twenty four respondents or 47% attended training related to computer

applications. Based on researchers interview, teachers attended seminars, workshop and

training in the field of education area.

1.8 Ownership of a Computer/Laptop

Table 9
Distribution of Respondents
According to Ownership of a Computer/Laptop

Ownership of a Computer/Laptop Frequency Percentage

Yes 21 47
No 24 53
Total 45 100

Table 9 shows that twenty one or 47% have their own computers or laptops while

twenty four out of 45 respondents or 53% 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
Distribution of Respondents
According to Number of Hours of Computer Usage per Week

Number of Hours of Computer Usage per Week Frequency Percentage

less than 5 hours 28 62
5-9 hours 8 18
10-14 hours 4 9
15-20 hours 0 0
more than 20 hours 5 11
Total 45 100

In terms of number of hours of computer usage, some of the respondents use

computer for less than 5 hours with a ratio of 28 out of 45 or 62% while 12 respondents or

27% 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 Grade 10 - 11 Teachers

2.1 General Computer Operations

The general computer operations is composed of performing basic tasks like

understanding proper booting procedure of computer, scanning of hard disk or flash disk 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 entry 2.34 sufficient for basic tasks only
Average Weighted Mean 2.63 good, adequate for most tasks

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 researchers 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 and scan 2.29 sufficient for basic tasks only
3. Install software from disk or CD- 2.35 sufficient for basic tasks only
ROM
4. Create folders and subdirectories 2.76 good, adequate for most tasks
5. Create and use filenames and good, adequate for most tasks
extensions 3.15
6. Search for files and directories 3.09 good, adequate for most tasks
7. Print selected pages 3.00 good, adequate for most tasks
Average Weighted Mean 2.73 good, adequate for most tasks

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.

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 subdirectories / 2.91 good, adequate for most tasks
folders
6. Import and export files 2.44 sufficient for basic tasks only
Average Weighted Mean 2.83 good, adequate for most 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.

2.1.3 Use keyboard for data entry

Table 14
General Computer Operation in the Area of Using Keyboard for Data Entry

Item Statement WM VI
1. Correctly place fingers on the sufficient for basic tasks only
 HOME keys 2.26
2. Navigate appropriately from there to sufficient for basic tasks only
other keys 2.41
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, and 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.

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
Average Weighted Mean 3.00 good, adequate for most 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

Item Statement WM VI
1. Send and receive e-mail messages 3.15 good, adequate for most tasks
2. Enclose and recover documents good, adequate for most tasks
attached to 3.00
e-mail messages
Average Weighted Mean 3.08 good, adequate for most tasks

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

Item Statement WM VI
1. Access the internet with a browser 3.03 good, adequate for most tasks
2. Navigate the web by the use of links good, adequate for most tasks
and URL address 2.80
3. Use search engines to locate desired good, adequate for most tasks
information 2.89
4. Download and print desired items good, adequate for most tasks
from the internet 2.97
Average Weighted Mean 2.92 good, adequate for most 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 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
Description of Computer Literacy
of Teachers in the Area of Word Processing

Word processing WM VI
1. Perform basic word processing tasks 3.21 good, adequate for most 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 citations 2.42 sufficient for basic tasks only
Average Weighted Mean 3.07 good, adequate for most 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. Teachersused citations and references only

if required like in documentation or research.

2.3.1 Perform basic word processing tasks

Table 19
Word Processing in the Area of Performs Basic Word Processing Tasks

Item Statement WM VI
1. Enter text 3.29 good, adequate for most tasks
2. Insert pictures, shapes and other good, adequate for most tasks
objects 3.09
3. Print document files 3.26 good, adequate for most tasks
4. Use document preview option 3.21 good, adequate for most tasks
Average Weighted Mean 3.21 good, adequate for most 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.

2.3.2 Perform editing tasks

Table 20
Word Processing in the Area of Performing Editing Tasks

Item Statement WM VI
1. Cut, copy and paste selected object 3.35 very proficient (can come up
with new solution)
2. Insert and delete selected object 3.35 very proficient (can come up
with new solution)
3. Make corrections using spell check 3.24 good, adequate for most tasks
4. Make corrections using grammar 3.21 good, adequate for most tasks
check
5. Use thesaurus 2.88 good, adequate for most tasks
Average Weighted Mean 3.21 good, adequate for most tasks

The item cut, copy and paste selected object and insert and delete selected object

got the highest weighted mean of 3.35 among the five sub-items enumerated in perform

editing tasks. Teachers were aware of the copy-paste method. Teachers tended to cut; copy;

and paste information to easily transfer to other document. The item that got the lowest

weighted mean of 2.88 with a verbal description of good, adequate for most tasks was use

thesaurus. Teachers had minimal use of thesaurus because they drafted their document in a

paper before transferring them to computer. They did not want to change what they had

written in a draft.

2.3.3 Perform formatting tasks

Table 21
Word Processing in the Area of Performing Formatting Tasks
 Item Statement WM VI
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 sizes 3.59 very proficient (can 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 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

Item Statement WM VI
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
Average Weighted Mean 2.42 sufficient for basic tasks only
 The item insert headers/footers got the highest weighted mean of 2.5. In school,

teachers 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.

2.4 Spreadsheets

Teachers used spreadsheets to perform calculations and computations of grades of

students.

Table 23
Description of Computer Literacy
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 tasks
2.77
3. Perform formatting tasks 2.74 good, adequate for most tasks
Average Weighted Mean 2.59 good, adequate for most 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.

2.4.1 Perform data entry tasks

Table 24
Spreadsheets in the Area of Perform Data Entry Tasks
 Item Statement WM VI
1. Enter labels, values, headings 2.29 sufficient for basic tasks only
2. Enter formula using arithmetic sufficient for basic tasks only
operations and/or built-in functions 2.21
3. Create charts and graphics from cell sufficient for basic tasks only
contents 2.26
Average Weighted Mean 2.25 sufficient for basic 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 notanalyze how the formula was made. This was because it

would be difficult for them to create a formula.

2.4.2 Perform editing tasks

Table 25
Spreadsheets in the Area of Performing Editing Tasks

Item Statement WM VI
1. Cut, copy and paste cell contents 2.71 good, adequate for most tasks
2. Delete cell contents 2.88 good, adequate for most tasks
3. Insert and delete rows and columns 2.71 good, adequate for most tasks
Average Weighted Mean 2.77 good, adequate for most 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.

2.4.3 Perform formatting tasks

Table 26
Spreadsheets in the Area of Performing Formatting Tasks

Item Statement WM VI
1. Set fonts, font sizes, styles 3.09 good, adequate for most tasks
2. Apply appropriate formats for cell good, adequate for most tasks
contents 2.65
3. Align cell contents 2.59 good, adequate for most tasks
4. Set and change row and column good, adequate for most tasks
width and height 2.62
Average Weighted Mean 2.74 good, adequate for most tasks

Of the four areas of performing formatting tasks variables, setting of fonts, sizes, and

styles got the highest weighted mean of 3.09. Teachers could change fonts, sizes, and styles,

and recognize which is which. Next applying appropriate 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.

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
Description of Computer Literacy
of Teachers in the Area of Graphics

Create and manipulate graphics files WM VI

1. Use clip arts 2.85 good, adequate for most tasks
2. Capture a preexisting image by good, adequate for most tasks
scanning 2.53
3. Capture a preexisting image from sufficient for basic tasks only
video input 2.26
4. Create an image using a graphics sufficient for basic tasks only
program 2.35
5. Use font style and size 2.88 good, adequate for most tasks
6. Use color, space and layout 2.79 good, adequate for most tasks
Average Weighted Mean 2.61 good, adequate for most tasks

Use of font style and size got the highest weighted mean of 2.88. Teachers changed

the style and size in creating graphic presentationsfor viewers tomake the contents attractive

and easier to use.

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 Competencies Weighted Verbal
Mean Interpretation
General Computer Operations 2.63 good, adequate for most tasks
Communication and Internet 3.00 good, adequate for most tasks
Word Processing 3.07 good, adequate for most tasks
Spreadsheets 2.59 good, adequate for most tasks
Graphics 2.61 good, adequate for most tasks
Average Weighted Mean 2.78 good, adequate for 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, 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 at 2.78 and had a

verbal interpretation of good, adequate for most tasks.

Teachers need more training in the application spreadsheets in relation to their

profession. Using spreadsheet in encoding records, computation of grades and formulating

calculations reduce the redundant work of a teacher.

III. Difference on Computer Literacy of Respondents when Grouped According to their

Profile Variables

Table 29

Profile Variables Degrees of Critical Obtained Probability Significance

freedom value F value value
Age 3, 30 2.92 7.40 0.00075 Significant
Gender 32 2.05 1.56 0.13 Not
significant
Highest Educational 3, 30 2.92 0.48 0.69 Not
Attainment significant
Years of Teaching 3, 30 2.92 5.75 0.0031 Significant
Number of 3, 30 2.92 1.51 0.23 Not
Subject/sTaught Significant
Computer Application 3, 30 2.92 3.84 0.019 Significant
in Teaching
Computer Trainings 32 2.05 3.33 0.002 Significant
Attended
Ownership of 32 2.05 1.37 0.18 Not
Computer significant
Hours of Computer 3, 30 2.92 2.55 0.07 Not
Usage per Week Significant

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 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.

Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the whole study, the conclusions that can be
drawn and the recommendations based on the results from the data gathered through the
specified research method used by the researcher.

SUMMARY
 This qualitative study seeks to determine the significant relationship between the
frequencies of computer usage to the level of computer proficiency of the grade 11 - 12
teachers in SapangDalaga, Misamis Occidental when grouped according to their profile
variables. This study evaluated and assessed the computer literacy of teachers of the three
schools in Sapang Dalaga, Misamis Occidental namely, (1) Medina College, (2) Sapang
Dalaga National High School, and (3) Holy Rosary Academy.

This study is anchored on theoretical framework Input-Process-Output (IPO) Model. Input is

the information, ideas and resources used in the study. These are the data used as one of the
basis of the assessment of the level of proficiency of the grade 10-11 teachers in the three
schools in Sapang Dalaga. In this study, the input is the demographic of the teachers, their
exposure on computer as well as the frequency of computer usage. Process, on the other
hand, is the actions taken upon using the input or the stored material and the output
component is the assessed level of proficiency will now reflect based on the input and
process and a proposal of program and advancements will be given based on the result.

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 of the three schools in Sapang Dalaga
mentionedabove.

Summary of Findings

The following are the findings of the study arranged according to the specific

questions given in the statement of the problem;

I. Profile of Teachers

1.1 Age

Age bracket 2130 years old had the most number of respondents with 15 or 33%; 7

respondent or 16% were between 3140 years old, 7 or 16% respondents were between 41

50 years old, the age bracket between 5160 years old had one (14) or 31%, and two (2) or

4% of the respondents were more than 60 years old.

 1.2 Gender

There were 21 (47%) females and 24 (53%) male respondents.

1.3 Highest Educational Attainment

Out of 45 respondents, only 10 or (22%) were accounted to have units in the Graduate

School, nineteen or (42%) were BS major in Secondary Education holders, six or (14%) were

BS major in Elementary Education holders and the other educational attainment holders were

ten or (22%).

1.4 Years of Teaching

32 or 71% of the 45 respondents had less than 5 years and 59 years in teaching. 13

respondents or 29% had 1015 years and more than 15 years in the teaching profession.

1.5 Number of Subject/s Taught

Out of 45 respondents, 23 or 51% were found to be teaching their major fields of

specialization for they have 12 subject to teach. Eighteen or 40% of the respondents were

teaching 34 subjects; 4 or 9% of the respondents were teaching more than four subjects.

1.6 Computer Application in Teaching

There were none who do not use computer applications in teaching. Eleven or 52%

use 1 or 2 applications. 23 respondents or 48% use more than 2 applications.

1.7 Attended Computer Trainings

Twenty four respondents or 53% did not attend any computer related training while

21 respondents or 47% attended training related to computer applications.

1.8 Ownership of a Computer/Laptop

Twenty One or 59% have their own computers or laptops while 24 out of 45

respondents or 53% do not own a computer or laptop.

 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 28 out of

45 or 62% while 19 respondents or 38% consume more than 5 hours in computer usage per

week.

II. Computer Competencies Of Grade 11 - 12 Teachers

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.

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 3.09 with a verbal

description of good, adequate for most 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 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.

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.

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

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

According to their Profile Variables

 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 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. The respondents age were mostly in the range 2130 years old, majority were female,

holders of BSED degree, 510 years in service, have been teaching 1-2 subjects. It

was also shown that 50% or 20 of the respondent teachers use computer application

in teaching but did not attend computer trainings, own laptops or computers, and had

less than 5 hours in computer usage per week.

2. The respondents are knowledgeable enough in the general computer operations but

not so good in using keyboard for entering data. Most respondents are adequate on

basic word processing but their skills in handling spreadsheets is limited only in data

entry and calculations as this is what they use for grades computation of the students.

Other than that, the teachers are not really knowledgeable on the more technical use

of the spreadsheets. For graphic application in creating presentations, the teachers are
 not also skilled at it but they do know the basics and uses it sometimes for

discussions.

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

Given the results from the data gathered, the researchers recommend the following:

a) That the schools must come up with their own integrated computer proficiency

and literacy program for their teachers.

b) That the schools must require and sponsor their teachers computer trainings and

seminars other than that given in their program to improve the level of their

computer proficiency and competence.

c) Those applicant teachers who have undergone computer literacy and proficiency

training must be given priority to provide better discussion among students in this

subject.