1

CHAPTER I
THE PROBLEM

Introduction
Information and Communication Technologies (ICT) that are becoming
increasingly pervasive in societies around the world are also reaching
schools. With numerous global advancements in ICT it is essential that
educators have a thorough working knowledge of these media and their
influence on the performance and engagement of their students. There is no
firm agreement on the definition of ICT, as these technologies evolve almost
daily. Here we assume that ICT includes, but is not limited to, personal
computers, laptops, printers, LCD projectors, palm devices, iPods, fax
machines, cell phones, Internet, and Intranet. Also we employ what the
National (US) Higher Education ICT Initiative (2003) describes as the ICT
proficiency in the higher education context:
[T]he ability to use digital technology, communication tools,
and/or networks appropriately to solve information problems in
order to function in an information society. This includes the
ability to use technology as a tool to research, organize,
evaluate, and communicate information and the possession of
a fundamental understanding of the ethical/legal issues
surrounding the access and use of information. (p. 11)
The rapid advances in information and communication technologies
are offering new potentials for producing and distributing knowledge. These
techniques have fundamentally altered how we live and work as well as how
we learn and have transformed the world into global community. The

technological

innovations

in

informatics

and

telecommunications

revolutionizing capacity to store, transmit, access and use information, the key
instrument in this globalization is the computer. Computer connectivity has
allowed new form of correspondence to evolve. Academic, are fast extolling
academically, professionally due to the advert of information technology
(Kofoworola, 2003). The secondary and primary education should not be left
out in this global connectivity. Olabode, Herselman and Jacobs (2006) stated
that most developed countries have exploited the potentials of ICT to
transform their educational process. With the Advent of ICT, it is expected that
there should be revolutionalization in the pedagogical methods of teaching
which will lead to quality education and improve the management of education
systems.
The primary concern of the educational aspect is the pupils learning.
With this, educational curricula has always been revised making important
changes in order to produce graduates who are not only responsible, ready to
study in the secondary/tertiary level, with good academic achievement and a
value-oriented individual but also an information and communication
technology (ICT) literate (Marabong, 2013).
Today in schools are both a focus of study (technology education) and
a support for learning and teaching (educational technology). Rationales can
be presented for both computer literacy and using computers as part of
educational technology.
The Philippines Government has been committed to modernize the
Philippine educational system, in particular, on basic education, in its effort to

make each and every student at par with each other students in the
developed economics. This is because in todays knowledge economy, the
capability to utilize and produce information and to transform it into knowledge
and vast array of goods and services is very essential to economic growth
and social development. Along with this effort are the continuous curricular
changes and reorientation, teacher training and investment in school facilities
and infrastructure, one of which is geared towards the vision of equipping
each public school with the modern computer and other information and
communication (ICT)-related gadgets and instructional materials (Camacho,
et.al. 2006; Marambong, 2013).
Technology allows us to better serve the diverse learning styles of our
students and educate them for wider range of intelligence. Everybody has
different learning styles for meaningful learning but teachers cannot represent
all the styles in a traditional classroom environment. However, with the
flexibility and help of technologies, we can design learning environments in
which students can manage and construct their own representations of
knowledge in their minds (Marambong, 2013). The role of the classroom
teacher is crucial factor in the full development and use of technology from
hardware, software and connections into tools for teaching and learning
depends on knowledgeable and enthusiastic teacher who are motivated and
prepared to put technology to work on behalf of their students (CEO Forum on
Education and Technology, 2000) (Marambong, 2013).
On success story cited was that of Mandaluyong Elementary School in
Metro manila. In the last four years, pupils and teachers have been learning
from and learning with knowledge channel. The pupils show positive learning

from Knowledge Channel programs, which explicitly produced and used for
instructional purposes (www.pilipinasschool.net.org) (Marambong, 2013)
Another success story in integrating technology into teaching-learning process
was in the Bais City National High School in Negros Oriental. They used
WebQuest, an inquiry learning activity using multi-technology devices. The
WebQuest results show that appropriate use of computers and the internet
had been an important tool in achieving both subject and information literacy
objectives by providing the students with exposure to and practice with
diverse resources, making them active learners (www.pilipinasschool.net.org).
It is for the above reason that the researcher would like to know the
teachers ICT level of performance in the grade six elementary pupils as basis
for improving pupils computer literacy particularly in Dableston Elementary
School.
Theoretical and Conceptual Framework
Over the last two decades, the use of ICT has been an important topic
in education. On the one hand, studies have shown that ICT can enhance
teaching and learning outcomes. For example, in science and mathematics
education, scholars have documented that the use of ICT can improve
students conceptual understanding, problem solving, and team working skills
(Brouwer, Nocente & Martin, 2005). As a result, most curriculum documents
state the importance of ICT and encourage school teachers to use them.
However, teachers need to be specifically trained in order to integrate ICT in
their teaching (Markauskaite, 2007).
The conceptual framework of this study is presented in Figure 1.

Teachers ICT level of

performance

Basic computer
Word processing
Spreadsheets
Graphics
Technology
presentation
Internet use

Improvement of
Pupils computer
literacy

Figure 1. Conceptual Framework of the Study

As shown in the figure, the investigation focuses on the teachers ICT
level of performance (independent variable) as basis for the improvement of
pupils computer literacy (dependent variable) particularly in Dableston
Elementary School, Sultan Naga Dimaporo, Lanao del Norte.
Statement of the Problem
This study aims to find out the level of the pupils in computer
technology of Grade VI Pupils of Dableston Elementary School, Sultan Naga
Dimaporo, Lanao del Norte during the school year 2015-2016. This study
wants to answer the following problems:
1. What is the level of teachers ICT performance in terms of the following
aspects;
1.1 basic computer,
1.2 Word processing,
1.3 spreadsheet,
1.4 graphic,

1.5 technology presentation, and

1.6 internet use?
2. What is the level of the ICT performance of the grade six pupils?
3. Is there any significant relationship between teachers ICT performance to
the improvement of the pupils computer literacy?
Scope and Limitation of the Study
This study focused only on the following parameters that defined the
scope and limitation of the study.
This study focus in teachers ICT level of performance as basis for the
improvement of pupils computer literacy particularly in Dableston Elementary
School, Sultan Naga Dimaporo, Lanao del Norte for the year 2015-2016. The
investigation would try to find any significant relationship between the
Teachers ICT level

of

performance

and

Pupils computer

literacy.

Questionnaires were used to gather data. The results of the study may also
be a basis for other similar study.
Significance of the Study
The importance of this study lays on its potential to contribute to the
body of knowledge in education. The insights that will deduce on the
relationship of the awareness of teachers and the use of educational
technology in classroom teaching, could also be a significant help for a
proposed measures to be followed by the teachers in improving their teaching
practices.

Specifically, this study shall be importance to the following individual

and group who are seen to be direct beneficiaries of the results of these
investigations.
Pupils. The Findings of this research will be great to the pupils as they
are the direct beneficiaries of whatever improvement and modification the
school would make on their learning activities.
Teachers. The result of the study will benefit the teacher in the sense
that they will be able to identify the weak areas of their teaching practices and
school programs, which would cause them to institute some measures in the
classroom project and improve the pupils academic achievement.
Parents. These groups will greatly benefit from the result the study
through the insight on the effect of good utilization of technologies and the
academic achievement of their children.
School Administrators, Principals, and Head Teachers. These groups
will benefit through the findings of the pupils which will be furnished to them
later and in effect will allow them to identify what measures are needed in
order to improve the physical, emotional, spiritual and academic well-being of
the pupils.
Imminent Researchers. The results in this study will provide imminent
researchers some baseline information on two variables treated in this
investigation, when they conduct similar studies in
environment.

other research

Definition of Terms
The following words were defined conceptually and operationally.
Application the act of putting something to a special use or purpose;
an application of a new method
Computer Machine that could store a large amount of information
and do very quick and complicated calculation, a machine design to store and
process data.
Educational technology also called learning technology, the study
and ethical practice of facilitating learning and improving performance by
creating, using and managing appropriate technology processes and
resources includes all components of information technology used in the
delivery of educational materials. As used in this study, it refers to the
technology used by the teachers in their teaching.
Productivity the quality of being productive. As used in this study, it
refers to the teachers use of technology to enhance their productivity and
professional practices.
Technology the usage and knowledge of tools, techniques, crafts,
systems or methods of organization. The word technology comes from a
Greek word technologies an art, skill or craft; and logia the study of
something, or the branch of knowledge of discipline

CHAPTER II
REVIEW OF RELATED LITERATURE

During the past decade a great deal of literature has been produced on
the use of Information and Communication Technology (thereafter ICT) in
schools (Summak & Samancioglu, 2011; Goyal, Purohit & Bhaga, 2011). The
ICT refers to the hardware, software, networks and media for the collection,
storage, processing, transmission and presentation of information (voice,
data, text, images), as well as related services (Evoh, 2007:1). Perron, Taylor,
Glass & Margerum-Leys (2010:67) describe the extent of the uses of ITCs in
the following terms:
Information and communication technologies (ICTs) are broadly
defined as technologies used to convey, manipulate and store data by
electronic means. This can include e-mail, SMS text messaging, video chat
(e.g., Skype), and online social media (e.g., Facebook, mixit). It also includes
all the different computing devices (e.g., laptop, desktops and smart phones)
that carry out a wide range of communication and information functions. All
these electronic tools constitute the Information and communication
technologies (ICTs) and are used to convey, manipulate and store
information (Perron, et. al. 2010:67).
From the earliest times when computers were commercially available,
they could be found in use in educational institutions, and educators argued
that computers should be used to support learning. There has always been

10

huge community support for this as illustrated recently in a survey of voters in

the USA which indicated greatest support for expenditure on ICT in schools
when compared with a list of alternative expenditures in education
(Marambong, 2013).
Researchers (M. Drent and M. Meelissen, 2008) also conducted a
study about factors which influence the innovative use of ICT by teacher
educators in the Netherlands.120 teacher educators were the sample and the
study revealed that student oriented didactical approach, decisive attitude
towards computers, clear experience of computers, and personal enterprise of
the teacher educators have a direct positive influence on the innovative use of
ICT by the teacher.
In a qualitative multiple case-study research on primary school
competence and confidence level regarding the use of ICT in teaching
practice conducted in five European countries (H. Peralta and F. A. Costa,
2007) found that technical competence influenced Italian teachers use of ICT
in teaching. In Portugal, teachers reported different views regarding the most
important competences for training with ICT. The competent and new
teachers emphasized the need for technical skills and attitude, the creative
teachers stressed syllabus and instructional competences and the student
teachers cited technical competence and pedagogical efficiency as significant
to integrate ICT in teaching and learning process. According to them (H.
Peralta and F. A. Costa, 2007), teachers with more experience with computers
have greater confidence in their ability to use them effectively.

11

Investigator (A. Jones, 2004) reported that teachers competence

relates directly to tenacity. Teachers tenacity also relate to their understanding
of their ability to use computers in the classroom, especially in relation to their
childrens perceived competence. Researchers (D. Serhan, 2009), (C. S.
Chai, et.al., 2010) also investigated pre-service teachers beliefs about the
use of computer technology and the effectiveness of ICT programs. The
results of these two studies indicate that pre-service teachers recognized the
importance of technology integration into their syllabus and believed that ICT
use would enhance student learning. They felt that such programs inclined
them to apply ICT in the upcoming education scenario, and their capability to
evaluate, select, and use a variety of technological devices upgraded. More
specifically, (C. S. Chai, et.al., 2010) they found that ICT courses with direct
instruction on the use of technological tools through the technology enhanced
lesson (TEL) approach helped teachers to learn how to use technologies as
supporting tools in order to enhance their teaching and student learning.
Consequently, the pre-service teachers were found to be favorable towards
TEL.
Investigators study (G. Mcmahon, 2009) showed that there were
statistically significant correlations between studying with ICT and the
acquisition of critical thinking aptitude. An extensive liability in the ICT
environment can encourage students higher critical thinking aptitude. Thus,
schools are strongly advised to inculcate technology across all of the learning
areas and among all learning stages. Where, technological applications have
been done students are capable of attaining higher levels of technology based
cognition within unique learning contexts. The integration of ICT in schools

12

requires external ICT support and professional development policies for

teachers and need to have new ICT infrastructure and maintenance (M. O.
Egea, 2014).
The Ministry of Educational and Vocational Training (MoEVT) in
Tanzania has developed the ICT for Teacher Professional Development (ICTTPD) framework to address the challenges of teacher shortages in key
subjects (English, Mathematics and, Science), teacher support, and teacher
quality using the existing ICT infrastructure in the Teacher Training Colleges
(TTCs) for pre-service, in-service programs and ongoing learning of teachers
(United Republic of Tanzania, 2009). Using this framework, the Ministry of
Educational and Vocational Training of Tanzania also established an ICT for
Science, Mathematics and English (ICT-SMEs) project for secondary schools.
In consultation with the Ministry of Education and Vocational Training the
project was funded by the World Bank and implemented by the Global eschool community Initiatives (GESCI). Teachers from selected schools were
trained on the pedagogical use of technology in teaching (K. Ayoub and K.
Jared, 2014).
Researcher (J. Kumar et al., 2007) conducted study on "professional
competency of teachers and teacher educators in relation to their ICT usage"
with the sample of 30 teacher educators and 50 teacher from Government,
Government Aided and Aided Minority institution reported that professional
competency and ICT usage are significantly related.
According to Investigator (E. Tezci, 2011) teachers should learn not
only how to use technology to enhance traditional teaching or increase

13

productivity, but also should learn from a student centered perspective, how
ICT can be incorporated into teaching learning process in order to promote
student learning. Hence, teachers keep an open mind about ICT integration in
the classroom. This means that teachers need to use ICT in more creative
and productive ways in order to create more engaging and rewarding
activities and more effective lessons (A. Birch and V. Irvine, 2009), (E. Honan,
2008). Hence researcher (C. Snchez and E. C. Alemn, 2011) suggested
that teachers keep an open mind about ICT integration in classroom. It is
crucial that teachers learn new teaching methods to adapt to the new devices
when teaching with ICT.
Investigators (A. Doering, J. Hughes, and D. Huffman, 2003) analyzed
pre-service teachers perspectives regarding ICT in their future classrooms
before and after participation in a teacher preparation program. The study
revealed that teachers had a better understanding about ICT use in the
classroom.
Common Obstacles to Successful ICT Integration in Schools
According to Bingimlas (2009:235) the act of integrating ICT into
teaching and learning is a complex process and one that may encounter a
number of difficulties. Literature tends to highlight amongst others, the
following as being the common obstacles to successful ICT integration: lack of
teacher confidence, lack of teacher competence, lack of effective training,
resistance to change and negative attitudes, lack of technical support and lack
of infrastructure (Korte & Hsing, 2007).
Teacher Training in ICT

14

Naturally the use of ICT in teaching, learning and managing

educational institutions, just like any other innovation, compels the emergence
of a new set of skills, attitudes and pedagogical approaches that requires
continuous training programs to build sufficient capacity among teachers,
developers, educators and administrators (Rwanda Ministry of Education,
2008). This means that, while most schools (especially in developed
countries, and relatively in urban areas of developing countries) are now
equipped

with

computers,

Internet

access

and

occasionally

more

sophisticated equipment such as interactive whiteboards and effective eLearning requires far more than the mere introduction of hardware in the
classroom (van Rij & Warrington, 2010:8). For this ICT equipment to mean
anything, teachers must be conversant in utilizing them to implement an
integrated approach in ICT use and new approaches (Bialobrzeska & Cohen,
2005:99). Thus, in view of the current scenario characterized by lack of
capacity, there is a heightened need to fast-track the training of teachers
(Beyers, 2000:52).
ICT Policy Issues
The government, being the lead sector, should realize that without a
unifying policy framework in intergrating ICT in the basic education, the
Filipino student will always be lagging behind the global standards for digital
literacy and will always be at the losing end of digital divide. Although the
government has set forth some policy change such as implementation of the
RBEC, this only appears to be cosmetic and at the very least, a lip service.
The policy framework should be coherent and consistenet with the over-all

15

development agenda in equipping the conomy towards the requirements of a

knowledge and information-sensitive society.
The constitution sets the national mood for the development of
Information and Communication Technology (henceforth, ICT) yet we need to
keep an eye how the State does this and check if it adjust to the needs of the
present time-and how. As the country joined the global trend of ICT, both the
private and the public sectors adopted numerous schemes that propagate and
shape the access, utilization and development of ICT ion the country (Article
16, Section 10 of the Philippine Constitution) (A Next Generation of Teachers,
2012).
DepEd

Order

No.

s.2007:

Strengthening

the

Information

Communications Technology (ICT) Governance of the Department of

Eductaion; it was amended in the DepEd Order no. 26 S.2009: Guidelines in
Accepting Information and Communications Technology (ICT Equipment and
Internet Access Services for Classroom Instruction and Administrative Use.
The effectiveness of educational technology on student learning depends not
only what outcomes are targeted and how the technology is integrated into
instruction, but also on how teacher assess student performance in classroom
and adjust instruction accordingly (Barak, 2006). He further stated that
technology offers teachers a broad range tools to collect and analyze data
and richer sets of students data to guide instructional decisions. The primary
reasons teachers do not use technology in their classroom is a lack of
experience with the technology (Honey, et.al. 2005)(. It is important to provide
professional development to teachers t help them choose the most
appropriate technologies and instructional strategies. Students cannot be

16

expected to benefit from technology if there teachers are neither familiar nor
comfortable with it. In addition, obstacles such as access to equipment, time
pressure, lack of mentor and opportunities for partnership of observation also
have an impact on teachers ability to use ICT (Slauti and Barton, 2007).

17

CHAPTER III
METHODOLOGY

This chapter presents the research methodology of the study. It

includes discussion on the research design and research methods covering
the

research

environment,

research

subjects,

sampling

techniques,

instrumentation, data gathering techniques, and statistical treatment.

Research Design
This study will use the survey research design to determine the
teachers ICT level of performance and pupils computer literacy particularly in
Dableston Elementary School, Sulatn Naga Dimaporo, Lanao del Norte for
the year 2015-2016.
Survey design is a collection of a large amount data from a sizeable
population is highly economical way (Shajaha, 2004). The disadvantage of
survey research design is in questionnaire, and in letting the respondent to
answer his own, checking on the accuracy or honesty, which they cannot
emphasize his own. The advantage of survey research design is their
common types of instrument to be used. Questionnaire is the basic way of
collecting data.
Research Environment
The researcher selected the respondents randomly from the population
of the target location giving an equal chance for the samples to be chosen.

18

This study was conducted in Dableston Elementary School, Sultan Naga

Dimaporo, Lanao del Norte for the year 2015-2016.
Dableston, Sultan Naga Dimaporo, Lanao del Norte is an almost
evenly population of Muslims and Christians. It is mostly resided by farmers,
fishermen and a few business-minded people. Dableston Elementary School
is 225 meters away from the highway of Purok 3, Dableston, Sultan Naga
Dimaporo, Lanao del Norte. It has a total land area of more or less 10, 000
square meter as the school buildings and facilities are being erected and
established. A very civic spirited individual, the late Dimas Cole Sr., was
donating the school site on the year 1953.
Research Subjects/Respondents
The respondents of this study will be the ICT teachers with their
assistants and the Grade VI pupils in Dableston Elementary School, Sulatn
Naga Dimaporo, Lanao del Norte for the year 2015-2016 which was taken
randomly from the population. In order to determine the level of the teachers
ICT awareness, pupils level of ICT performance as well as the teachers
opinion about the impact of ICT use in student learning, the researcher used
questionnaire to gather data. An informed consent was given before
conducting the survey questionnaire to aforementioned respondents. Table 1
shows the research subjects of the study.

19

Table 1 Research Subjects of the Study

School

ICT Teachers
with their
Assistant
Male

Dableston Elementary
School

Total

Female

Grade Six
Pupils
Male

Total

Femal
e
7

15

22

Sampling Techniques
.A simple random sampling technique was utilized in choosing the
respondents of this study. The respondents of this study will be the ICT
teachers with their assistants and the Grade VI pupils in Dableston
Elementary School, Sulatn Naga Dimaporo, Lanao del Norte for the year
2015-2016.
Instrumentation
An informed consent was prepared to the respondents to be informed
for the study survey. The personal data of the respondents were not included
in this study to remain confidentiality for the purpose of research. Moreover,
the researcher translated each questionnaire into vernacular for the
respondents to avoid confusing words and understand what was written and
what was the researcher was trying to study. Questionnaires were formulated
and used by the researchers in this study. For the teachers, the
questionnaires were divided into 2 (two). Part 1 will assessed the teachers
awareness towards ICT. Part II of the questionnaire will determined the
teachers opinion about the impact of ICT use to student learning. For the

20

Grade Six pupils, only one questionnaire will be given. Likert Scale was used
to score and interpret the data gathered.
Likert Scale:
How aware?
2 - Highly Aware

1 - Fairly Aware

0 - Not Aware

2- A little somewhat

3- A lot

1 - Fairly Active

0 - Not Active

Teachers Opinion
1- Not at All
Pupils level of performance:
2 - Highly Active

Degree of Relationship
Correlation Coefficient
0 - 0.20
0.21 - 0.40
0.41 - 0.60
0.61 - 0.80
0.81 - 1.00

Degree of Relationship
Negligible
Low
Moderate
Substantial
High or Very High

Data Gathering Techniques

The researcher asked permission first to the Distrtict Supervisor of
Sultan Naga Dimaporo West District to conduct her study in his school.
Immediately, when she was allowed by the Supervisor, the researcher
proceeded to the target school (Dableston Elementary School) and discussed
the objectives of the study, and assures the respondents the confidentiality of
the information to be revealed.
Statistical Treatment
The following statistical tools were used in this study:

Average Mean. This was used to calculate the average of the

respondents responds to the questionnaires given.

Percentage. This was used to calculate the teachers level of ICT

awareness and pupils level of ICT performance.

Correlation Coefficient. This was used to measure the degree of
relationship between the teachers level of ICT awareness and pupils
level of ICT performance.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results of the teachers level of awareness to
ICT and the pupils level of performance in the use of ICT. Table 1 shows the
summary of level of teachers ICT awareness. Table 2 shows the summary of
the level of pupils performance in the use of ICT. Table 3 presents the degree
of relationship between the teachers ICT awareness and the pupils ICT
performance. Table 4 shows the teachers opinion about the impact of ICT use
to the student learning. The Liker Scale shown in each table was used to
interpret the data.
Teachers Level of ICT Awareness

The use of computers 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. This involves all levels of education, including
elementary schools (McCannon & Crews, 2000).
Table 1 Level of Teachers ICT awareness

Basic Computer Use

Use of Computer
Run specific, pre-loaded program
Run two programs simultaneously
and have several windows open at
the same time.
Troubleshoot successfully when
basic problems with my computer or
printer occur.
Teach basic computer operation to
my students.
Word Processing
Use of word processing.
Edit, spell check, save and open
documents in Microsoft Word.
Insert and format pictures, graphs,
tables; etc. using Microsoft Word.
Teach word processing program to
students.
Spreadsheet
Use of spreadsheet.
Create simple charts and diagrams.
Use of formulas, cell references and
formatting tools.
Use of spreadsheet for variety of

Mean

Level of
Performanc
e

Evaluation

93.33%

High Level
of
Performan
ce

Level of
Performanc
e

Evaluation

100.00%

High Level
of
Performan
ce

2.00
2.00
2.00
2.33
1.00
Mean
2.00
2.00
2.00
2.00
Level of
Performanc
e
90.00%
2.00
2.00

Mean

2.00
2.00

Evaluation
High Level
of
Performan
ce

records.
Teach students in the use of
spreadsheet.
Graphics
Use graphics with word processor
and/or PowerPoint presentation.
Open, create and paste simple
pictures into document using drawing
programs and clip-arts.
Format pictures using Photoshop.
Promote student interpretation and
display of visual data using variety of
tools and programs.
Technology Presentation
Use of PowerPoint Presentation.
Use of Movie Maker Program
Use of sound, video clips and
graphics.
Use of publisher.
Present information to class
discussion using several of
multimedia elements.
Internet Use
Search information through Google.
Access school and district websites
to find information.
Follow links from the sites.
Use of search engines for
educational resources.
Teach students how to search
information through internet.
Likert Scale
How aware?
2 - Highly Performed
1 - Fairly Performed
0 - Not Performed

1.00
Mean

Level of
Performanc
e

Evaluation

91.67%

High Level
of
Performan
ce

Level of
Performanc
e

Evaluation

90.00%

High Level
of
Performan
ce

Level of
Performanc
e

Evaluation

100.00%

High Level
of
Performan
ce

2.00
2.00
2.00
1.33
Mean
2.00
1.33
2.00
1.67
2.00
Mean
2.00
2.00
2.00
2.00
2.00
Level of Performance
81-100% - High Level of
Performance
41-80% - Moderate level of
Performance
21-40% - Poor Level of
Performance
0-20% - Completely Ignorant

The best of all possible worlds would be for computers and the
Internet to become part, and probably only a small part, of a thriving academy
of motivated learners whose time in cyberspace is significantly exceeded by
time spent reading, visiting interesting places and people, having fascinating
conversations, helping their peers, developing their physical and artistic
talents, and enjoying life. (Chapman 2005:342).
What is the level of teachers performance in terms of basic computer
use, word processing, spreadsheet, graphics, technology presentation and
internet use? To answer this question the questionnaire was scored in such a
way that when they respond Highly aware to an item they are scored 2, but
if the response is Fairly aware, they are scored 1 and 0 if they tick Not
aware. The resulting scores will be totaled to get the mean and used to build a
measure of performance. The resulting percentage of the total mean in each
term will be categorized in such a way that 0-20% is used to depict
Completely Ignorant, 21-40% - Poor Level of Performance, 41-80%
Moderate level of Performance and 81-100% - High Level of Performance.
Table 1 shows the level of teachers ICT performance in terms of basic
computer

use,

word

processing,

spreadsheet,

graphics,

technology

presentation and internet use.

Information

and

Communication

Technologies

are

the

major

contemporary factors shaping the global economy and producing rapid

changes in the society. They have fundamentally changed the way people
learn, communicate and do business. This development has given rise to new
educational needs and as well as teaching methods and strategies which

teachers in Philippines must not refuse to part of. This is conceivable when
teachers have right awareness, attitude and accept the integration of modern
technologies into the teaching process. Teachers basic computer use level of
performance is 93.33% which is of high level of performance. There is a clear
indication that there are computer literates in the public schools. As noted by
S.A. Onasanya, et.al. (2011), computer awareness refers to the ways in which
computers may have an impact on education. Computer awareness
programme familiarizes the students/teachers with the computer technology
and the basic principles on which computer works including some elementary
BASIC programming.
Teachers word processing level of performance is high (100%).
Perhaps no other technology resource has had as great an impact on
education as word processing. Not only does word processing offer high
versatility and flexibility, it also is "model-free" instructional software; that is, it
reflects no particular instructional approach. A teacher can use it to support
any kind of directed instruction or constructivist activity. Since its value as an
aid to teaching and learning is universally acknowledged, word processing
has become the most commonly used software in education.
Using Excel can enhance understanding of content within a graphic
presentation of the information; it provides a visual representation of data that
makes it easier to analyze. Teachers level of performance on spreadsheets is
high

(90%).

Spreadsheet

programs

like

Microsoft

Excel

and OpenOffice.org Calc can be used to manage grade sheets effectively. Not
only do they provide a safe (multiple backups) and clean (printouts) way of
keeping grade records, they can also be used to automate complicated tasks

from calculating averages to providing detailed statistical analyses of the

class's performance.
Teachers has a high level of performance in graphics (91.67%) and on
technology presentation is high (90%). Presentation provides students with an
understanding of how to communicate ideas effectively using a variety of
information media. In addition to learning the principles of effective
communication, students develop skills in integrating text, graphics, and audio
to communicate to a specific audience.
Teachers performance on internet use is high (100%). Educators who
are coming online must themselves experience what it is to learn through
project-based, technology-enhanced approaches in their own learning in order
to support this kind of learning for their students. To sum up, the results show
that the ICT teachers (respondents) are already knowledgeable enough with
regards to the use of computer.
Table 2 Level of Pupils Performance in the use of ICT

Basic Computer Use

Use of Computer
Run specific, pre-loaded program
Run two programs simultaneously and
have several windows open at the same
time.
Troubleshoot successfully when basic
problems with my computer or printer
occur.
Word Processing
Use of word processing.
Edit, spell check, save and open
documents in Microsoft Word.

Mea
n

Level of
Performanc Evaluation
e

1.67
1.67
1.33

62.50%

Moderate
level of
Performanc
e

0.33
Level of
Performanc Evaluation
e
50.00%
Moderate
1
level of
1
Performanc

Mea
n

Insert and format pictures, graphs,

tables; etc. using Microsoft Word.
Spreadsheet
Use of spreadsheet.
Create simple charts and diagrams.
Use of formulas, cell references and
formatting tools.
Use of spreadsheet for variety of
records.
Graphics
Use graphics with word processor and/or
PowerPoint presentation.
Open, create and paste simple pictures
into document using drawing programs
and clip-arts.
Format pictures using Photoshop.

1
Mea
n
0.67
0.33
0.33

Mea
n

1.33

1.67
0.67
1.67
1

Internet Use

Mea
n

1 - Fairly Active
0 - Not Active

61.11%

Moderate
level of
Performanc
e

Use of PowerPoint Presentation.

Use of Movie Maker Program
Use of sound, video clips and graphics.
Use of publisher.

2 - Highly Active

Completely
Ignorant

Level of
Performanc Evaluation
e

1.33

Technology Presentation

How active?

20.83%

0.33

Mea
n

Search information through Google.

Access school and district websites to
find information.
Follow links from the sites.
Use of search engines for educational
resources.
Likert Scale

e
Level of
Performanc Evaluation
e

Level of
Performanc Evaluation
e
Moderate
level of
62.50%
Performanc
e
Level of
Performanc Evaluation
e

2
0
1.67
1.67

66.67%

Moderate
level of
Performanc
e

Level of Performance
81-100% - High Level of
Performance
41-80% - Moderate level of
Performance
21-40% - Poor Level of
Performance
0-20% - Completely Ignorant

As cited by Li (2008), computer literacy consists of the experience and

ability to operate computers, including knowing the structures of computer
software and hardware, having the skills to operate computer software, and
applying computer usage to social issues.
The abilities on information technologies have turned out to be vital
elements which effect individual economic success, political participation and
social interaction. As the information technology becomes more widespread,
the importance of computer and technology use increases and turns out to be
an important element in human resources (Ono and Zavodny, 2004).
Educational technology will contribute to the solution of many problems if it is
used accurately. During the last few years educators have begun to use
computer assisted teaching methods often to increase the student
participation to the classroom activities and to promote access to learning
materials. Computer assisted teaching which is defined as the use of
computer by the students in teaching is an interactive process which makes
learning easier.
What is the level of the ICT performance of the grade six pupils? In
order to answer this question, the questionnaire was scored in such a way
that when they respond Highly active to an item they are scored 2, but if the
response is Fairly active, they are scored 1 and 0 if they tick Not active.
The resulting scores will be totaled to get the mean and used to build a
measure of ICT performance. The resulting percentage of the total mean in
each term will be categorized in such a way that 0-20% is used to depict
Completely Ignorant, 21-40% - Poor Level of Performance, 41-80%
Moderate level of Performance and 81-100% - High Level of Performance.

Table 2 presents the pupils level of ICT performance. Students have a

moderate level of performance in basic computer use (62.50%), word
processing (50.0%), graphics (61.11%), technology presentation (62.5%) and
internet use (66.67%).
Word processing software designed for young children is available, and
schools can introduce word processing to students as young as 4 or 5 years
old. Some educators feel that word processing will free students from the
physical constraints of handwriting and free them to develop written
expression skills. Others worry that it will make students unwilling to spend
time developing handwriting abilities and other activities requiring fine-motor
skills.
K-12 students used presentation and graphic organization software to
promote creative thinking and created movies. Students used word
processing and blogs to communicate. They used Internet search tools for
research and information fluency. The Internet supports a broad range of
activities. Students use the Internet as a medium to communicate, to find
information, to have fun, and to do homework. The high rate at which young
people use the Internet is partly attributable to the availability of this
technology in schools, where a major effort to move schools online
contributed to nearly all public schools (98 percent) having some level of
Internet access by 2000 (Cattagni and Farris 2001; U.S. Department of
Education 2000).
However, students level of performance in spreadsheets is completely
ignorant (20.83%). The inadequacies between the skills we thought students

have and their actual level of competence. Students abilities were clearly
lower than expected. Many students have little prior Excel experience and for
that matter, any application similar to Excel.
Table 3 Degree of Relationship between the Teachers ICT Awareness
and the Pupils ICT performance
Is there any significant relationship between teachers ICT awareness
to the improvement of the pupils ICT awareness?
Teachers'
Level of
Performanc
e
Average
Mean

Particulars
Basic
Computer
Use
1.87
Word
Processing
2.00
Spreadshe
et
1.80
Graphics
1.83
Technolog
y
Presentati
on
1.80
Internet
Use
2
Degree of Relationship

Pupils'
Level of
Performanc
e
Average
Mean

Correlation Coefficient
0 - 0.20
0.21 - 0.40
0.41 - 0.60
0.61 - 0.80
0.81 - 1.00

Compute
d Value
of r

Tabulate
d Value
of r

Remarks

0.31973

<
0.8114**

Low
Positive
Relationshi
p

1.25
1.00
0.42
1.22

1.25
1.33
Degree of Relationship
Negligible
Low
Moderate
Substantial
High or Very High

Table 3 shows the degree of relationship between the teachers ICT

awareness and the pupils ICT performance. It shows that it has a low positive
relationship. This means that as one variable increases in value, the second
variable also increase in value.
Teachers widely reported on ICT impacts arising when pupils could
make improvements to the quality of their work, in terms of writing,
appearance and presentation. The resources that pupils reported helping
them the most were internet resources (largely for research purposes), writing
and publishing software (for writing purposes mainly), interactive whiteboards
(on every occasion where these were present in the school), and
presentational software (often linked to use of interactive whiteboards).
Considering teachers as members of the wider community of
educational technology users means, according to Dawes (2000), that change
occurs in individuals and groups of colleagues as they develop professional
expertise and the motivation to evolve from being potential users (through
the stages of participant, involved and adept) to integral users ultimately.
Despite numerous reported examples of effective use and apparent teacher
motivation to develop their pedagogy and practice, clarification of what pupils
should learn using ICT and how teachers could facilitate this is said to be
needed (Ofsted 2001, 2002). Change is likely to be limited without guidance
of this kind, and without taking account of teachers own theories about
teaching and learning which are central to integration (Mumtaz 2000). Rogers
(2002) and colleagues observed that teachers reluctance to abandon their
existing pedagogy was more of an obstacle to teacher development in

classroom use of ICT than limited resources (known to be a major

impediment).

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The study aimed to determine the level of ICT performance of the

teachers as basis for improvement of pupils computer literacy particularly in
Dableston Elementary School, Sultan Naga Dimaporo, Lanao del Norte for
the year 2015-2016. The study attempts to answer the following questions:
What is the level of teachers performance in terms of the following aspects;
basic

computer,

Word

processing,

spreadsheet,

graphic,

technology

presentation, and internet use?; What is the level of the ICT performance of
the grade six pupils?; Is there any significant relationship between teachers
ICT performance to the improvement of the pupils computer literacy?
The researcher used a survey questionnaire to gather data in the target
school (Dableston Elementary School). Sample respondents were taken
randomly from the population. An informed consent was given to inform the
objectives of the study. The personal backgrounds of the respondents were
kept confidentially. The data gathered were analyzed using the statistical tools
(Average Mean, Percentage, and Correlation). Liker scale was used to
interpret the results. Results show that teachers basic computer use level of
performance is 93.33% which is of high level of awareness. Teachers word
processing level of performance is high (100%). Moreover, teachers level of
performance on spreadsheets is high (90%). Teachers has a high level of
performance in graphics (91.67%), technology presentation and on internet
use is high (100%) is high (90%).

Students have a moderate level of

performance in basic computer use (62.50%), word processing (50.0%),

graphics (61.11%), technology presentation (62.5%) and internet use
(66.67%). However, students level of performance in spreadsheets is
completely ignorant (20.83%). Table 3 shows the degree of relationship

between the teachers ICT performance and the pupils computer literacy. It
shows that it has a low positive relationship.
Conclusions
The findings in the survey were resulted to the formulation of the following
conclusions:

ICT has become an integral and accepted part of everyday life for
many people. ICT is increasing in importance in peoples lives and it is
expected that this trend will continue, to the extent that ICT literacy will
become a functional requirement for peoples work, social, and

personal lives.
To sum up, the results show that the ICT teachers (respondents) are

already knowledgeable enough with regards to the use of computer.

Pupils needs more improvement in ICT use.
There is no significant relationship between the teachers level of ICT
awareness and pupils level of ICT performance. Hence, teachers level

of ICT awareness relates to pupils level of ICT performance.

There are limited numbers of computers in Dableston. A total of 7
usable computers were recorded.

Recommendation
The following will be the recommendations of the researchers to the
teachers of Dableston Elementary School, Sultan Naga Dimaporo, Lanao del
Norte that would serve as the action plant for improving the ICT performance
of the pupils:

To direct students to use the Web as one of several research tools for
homework, essays, term papers, etc. Note that students are already

using this toolteachers need to be aware of its use, and to be aware

of the potential for plagiarism.

Teachers should be able to show students proper bibliographic format
for online material, how to search more efficiently, and when the Web

is, perhaps, not the most efficient way to find information about a topic.
Internet in education training course for all staff
effective teaching of the National Curriculum programme of study for

ICT (the subject);

appropriate opportunities for pupils to apply and develop ICT capability
in a range of subjects and contexts (transferable knowledge, skills and

understanding);
deployment of resources so that subject areas can access ICT when it
is needed, including provision of ICT within subject classrooms or

areas;
a policy for purchasing of resources that maximises their use and
allows for flexibility of use, for example, whole-class teaching, smallgroup work, individual teacher use this could include consideration of
whole-school networking provision, laptops and wireless networking

capability;
planned use of ICT in schemes of work for all subjects, so that

resources can be deployed and organized appropriately;

whole-staff awareness of ICT capability and what can reasonably be
expected of pupils in each year.