Chapter 1-5 Bibliography New

UNIVERSITY OF CALOOCAN CITY 1
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Today, computers play a big role in education especially in developing
countries like Philippines. According to Casiano (2007), computer has a
capability for administrative and managerial users namely: easing enrollment
procedures, preparing transcript of records, recording grades, paying school
fees, and other, as well as for teaching purposes. Moreover, it has given way
to the development of multi-media which is creating an exciting and very real
interactive learning environment.
Computers offer exciting approaches to teaching that were not even
dreamed of 20 years ago. Use of computers can revolutionize teaching and
learning and could bring advances that would improve education

dramatically. Ordinary students would make massive gains and bright
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students could meet greater challenges.
The teaching-learning processes, methodologies, and approaches
have continuously evolved along with the changes and demands in the
pedagogic environment. From traditional to a more contemporary teaching
philosophies, the gap had either increased or decreased based on how the
21st century teachers had addressed the needs of the 21st century learners.
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Most digital learners are digital natives. Digital natives are children
who were born on the digital age, the age or period where people have vast
access on the internet, computers and mobile devices. Their early exposure
on the use of technology makes conventional technology use inside the
classroom boring. The computed-aided instructions (CAI) when used in the
classroom may not offer much amusement to the digital natives. Digital
natives want more innovation and interactivity from their so-called 21st
century teachers.
The 21st century teachers, the digital migrants, are compelled to
attune their skills and knowhow in utilizing technology in the classroom based
on the demands of the digital learners and their school. It is important for
teachers to not only employ learner-centered and personalized approach in
the classroom but also integrate the optimal use of technology in their
teaching. The challenges for 21st century teachers do not only rest on the
instructional needs of their 21st century learners but also fulfilling the
administrative requirements of the institution that they serve.
Giron (2009), in his article titled “Enhanced Basic Education Program
(K to 12): The 21st Century Learning for Work and Life”, listed information,
media and technology skills as one of the expected 21st century skills that
must be developed graduates from K to 12 program. This post greater
challenge to teachers to update and upgrade their knowledge with

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information technology to transfer the expected competencies among their
students.
Pupils from public elementary schools come from diverse socio-
economic backgrounds that make teaching them even more challenging.
Bagong Silang Elementary School currently has 6,410 pupils and 156
teachers. Some of these students have early exposure on technology and
while others have. Some teachers, on the other hand, have embraced to the
digital age with ease while others were stuck on their traditional teaching
methodologies.
At this time and age, computer literacy does not only mean the ability
of the person to make use of computers and other technological gadgets
effectively and efficiently but also make use of it innovatively based on the
administrative and instructional requirements of their work as teachers. Basic
computer skills are needed in performing common and required
administrative tasks of teachers like preparing computerized lesson plans,

accomplishing computerized school forms (SFs) like SF 1, 2, 3 and 7, and
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preparing electronic presentations during in-campus trainings and seminars.
In addition to the abovementioned tasks, teachers are expected to not
only make use of traditional instructional materials in delivering their lessons
but also utilize technology in preparing more innovative and responsive
instructional materials. Teachers are also required to conduct actions

researches which would also require a bit of their computer skills while
preparing documentation for said task.
These existing and new demands for computer skills and know how
among teachers are expected for teachers to carry out their role effectively
and efficiently as 21st century teachers. Teachers of the 21st century are not
only confined in knowing the basic skills set in computing but also utilizing
what the power of the present technology offers like establishing virtual
classroom, blogging, etc.
According to Borabo (2009), based on the curriculum domain of the
National Competency Based Teacher Standards (NCBTS), teachers must
demonstrate skills in the use of information and communications technology.
This simply recognizes the role of technology in the teaching and learning
process.
In view of the foregoing paragraphs, the researcher decided to make
an assessment on the computer literacy and its effect to the efficacy of
Bagong Silang Elementary School teachers but also identify the needs of
teachers for an upgraded computer skills needed for them to carry out their
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responsibilities as 21st century teachers.
From the output of the study, it is expected that a computer literacy
program would be devised that would address the varying contemporary

needs of teachers in using computers and improve their level of efficacy to
better perform both their administrative and instructional tasks.
Statement of the Problem
This study will assess the computer literacy of teachers of Bagong
Silang Elementary School and its effect to their efficacy.
Specifically, it will seek answers to the following questions:
1. How many teacher respondents are computer literate based on;
1.1 gender,
1.2 age,
1.3 civil status,
1.4 highest educational attainment,
1.5 number of years in service, and
1.6 relevant trainings attended?
2. What is the level of computer literacy of the respondents in terms of:
2.1 basic computer literacy,
2.2 operating system familiarity,

2.3 knowledge on productivity tools, and
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2.4 knowledge on internet technology?
3. How many teacher respondents are computer literate?
4. What is the level of the teacher respondents’ computer literacy?

5. What is the level of the teachers’ efficacy?
6. What is the relationship of the computer literacy of the teacher
respondents to their efficacy?
7. What are the challenges met by the teacher respondents to become
computer literate to improve their efficacy?
8. How may the result of the study be utilized to improve the level of the
teachers’ efficacy?
Hypothesis of the Study
There is no significant difference in the level of computer literacy and
its effect on their efficacy of the respondents when grouped according to
profile.
Scope and Delimitation of the Study
The study will focus on assessing the computer literacy of Bagong
Silang Elementary School teachers on areas like basic computer literacy,
operating system familiarity, knowledge on productivity tools, and knowledge
on internet technology and its effect on their efficacy. It will be administered

to 100 teachers of Bagong Silang Elementary School from Grade 1 to Grade
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6 during the academic year 2017 - 2018.
The literacy level will gauge not only on the basic skills set required by
each area but also on the capability of the teachers to make use of
information and communication technology to address the changing and
varying needs of the 21st century learners. The study will gear also in
determining the challenges faced by teachers on the given areas of utilizing
information and communication technology for them to carry out their
administrative and instructional responsibilities more.
The outcome of the study will expect to yield to a proposed
competency training program for the teachers of BSES to improve their level
of computer literacy and efficacy.
Significance of the Study
The study will be beneficial to the following:
Bagong Silang Elementary School (BSES) teachers. The findings
of the study are expected to identify the needs of teachers with respect to
information and communications technology. The result of the study can be

used in improving teachers’ level of efficacy and competency skills for them
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to carry out their function well in school and to their students.
BSES pupils. The findings of the study are expected to benefit the
students by receiving more contemporary instructional methodologies and
materials from their teachers that are technologically-enhanced or
empowered. This would allow the students and teachers to bridge in the gap
with regard to technology utilization. It is also expected that

teachers would be able to relate their topics more with the interests of the
pupils, especially those that emanate from the usage of technology or
technological gadgets.
BSES grade level chairmen. The study would allow the grade level
chairmen to identify training needs of their teachers with respect to the usage
of technology and enhance their competencies to better perform their
administrative and instructional supervisory practices.
BSES principal. The study is deemed relevant to the job of the school
principal in integrating future training in school improvement plans. regarding
the needs of the teachers, like the need for more advance training on
computer literacy that would allow them to maximize the potential use of
technology in delivering their lessons and accomplishing their school reports.
Researchers. This will cater the continuous follow up in Computer
literacy and its innovation to the current trends in the field of education.
Future researchers. The study can be used by future researchers in
exploring other variables affecting the computer literacy of teachers. It may
also serve as their benchmark to future researchers with similar or related

UNIVERSITY OF CALOOCAN CITY
topic or subject. 10
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the different literature and studies that the
researcher deemed relevant in strengthening the framework of the present
study. It includes works articles from books, journals, theses, the internet,
and other reliable sources from local and foreign authors.
Related Literature
Advances in computer technology have caught the attention of many
educators and researchers. Computer-based multimedia applications,
because of their flexible and varied presentation capabilities, are considered
as an effective alternative to traditional training methods. Today in many
educational and training settings interactive computer programs are used to
teach young students and adults computer literacy skills. However, as
indicated in the study by Merchant, Kreie and Cronan (2001), little research
has been found in the literature investigating the effectiveness of computer-
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based computer literacy teaching programs.
The 21st century offers challenges not only to the learners but most
especially to teachers. In this time and age, digital learning is but a common
language in the pedagogic environment. As defined by Rauschenberg
(2015), digital learning is learning facilitated by technology that gives
students some element of control over time, place, path and/or pace. Digital
learning does not end with providing students with technological gadgets like
laptops. It requires a combination of technology, digital content and
instruction.
Digital learning targets digital natives. These are individuals who were
born on the age of high technological utilization and application. Although
there had been diversity in the definition and concepts about “digital native”,
Gallardo-Echenique et. al (2015) propose to unify these concepts under the
term “digital learners”. For them, the term digital learner is the most useful
term because it offers a more global vision of the 21st century student.
As suggested by Bullen and Morgan (2011), while research around
learners in the digital era is becoming more common and demanding more
critical examination – and the body of theoretical literature in education is
starting to explore concepts about learners in the digital era – it is critical that
bridge between the superficial dichotomy of “natives” and “immigrants” and
focus on the implications of being a learner in a digital era by trying to

develop a comprehensive understanding of the issues that take into account
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the contextual cultural and institutional diversity.
Eduviews (2008), posted different challenges emanating from 21st
century students which come to school with very different sets of experiences
and expectations than their 20th century counterparts. These tech-savvy,
multi-media, multi-tasking digital natives navigate everyday life far differently
than many of their digital immigrant teachers. Connecting with them, relating
to them, and motivating them now requires teachers who are open to new
ways of teaching and supporting students. Martinez-Castillo (2011) also
describes today’s learners are tech-savvy digital natives—mobile phone
toting, Internet surfing and RPG-game playing youngsters.
A survey conducted by Asian Institute of Journalism and
Communication (2010) on “Internet Access and Use by Filipino
Schoolchildren” from February to April 2009 in Metro Manila and selected
cities and municipalities representing Luzon, Visayas and Mindanao. The
respondents are schoolchildren 10-12 years old in elementary school and 13-
17 years old in high school from both public and private schools. For the
Metro Manila survey, a stratified proportional random sample was drawn
using the enrolment data from the Department of Education (DepED) as
basis. The following are major findings of the survey:
Filipino schoolchildren are computer literate, as almost three-fourths
(74%) have access to the Internet. But schoolchildren in the Visayas and
Metro Manila, or 9 out of 10, have greater access than their counterparts in
the Cordilleras and Mindanao.

Maintaining and visiting social networking sites (SNS) is emerging as
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the number one online activity of Filipino schoolchildren.
Flores (2009) further cited from the findings of that AIJC urged the
government to provide computers with Internet access to all public schools

after a recent study showed that 46 percent of schoolchildren in the country
spend P300 a month for Internet rentals. With these, according to AIJC,
Internet cafés provide the venue for bridging the digital divide, as eight out of
10 Internet users go online in Internet cafés. Grade-schoolers access the
Internet more at home than in Internet cafés probably because the former
may be perceived by parents and guardians as safer and more secure. It
means that children in this time and age have access to technology and its
potentials can definitely be harnessed by them.
In the digital era, as mentioned earlier, the focus of researches
revolving around said concept must not be confined with just one key players
of the teaching-learning process – the digital natives. Emphasis must also be
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given to the providers of knowledge – the 21st century teachers.
Who are the 21st century teachers? Palmer (2015) identified 15
characteristics of a 21st century teacher. These include building learner-
centered classroom and personalized instructions, making students as
producers, learning new technologies, going global, being smart and using
smart phones, do blogging, going digital, collaborating, using twitter chat,
connecting, employing project-based learning, building positive digital
footprint, coding, innovating, and keep learning. As observed in the given
attributes of 21st century teachers, a great number pertains to utilization of
available technologies like using smart phones, blogging, and using social
media. This simply proves that technology cannot be disregarded in this time
and age.
As early as 1997, the Department of Education, Culture and Sports
(1997), now Department of Education (DepEd) had already included basic
computer literacy as a basic requirement for teachers through DO 37, s.
1997. The content of said Memorandum are as follows:
In line with the modernization program of the Department of
Education, Culture and Sports, a new batch of teachers who are computer-
literate will be fielded to all public schools across the country at the beginning
of the school year 1997-1998.
This campaign will complement other moves and thrusts of the DECS
in achieving a sizeable group in the teaching force who have computer skills
and who will be expected to vitalize teaching-learning processes in the
schools through the use of their information technology skills.
Teacher-applicants with computer background in word processing,

spreadsheets, and database software are preferred for the new/vacant
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teaching positions this SY 1997-98.
Teacher-applicants with no computer background are advised to have
a crash course this summer to be able to present certification on computer
literacy before he/she will be accepted for teaching job.

Regional directors/schools superintendents are instructed to require
applicants to demonstrate their knowledge and skills on the use of computers
in the course of the screening process.
In 2011, according to Martinez-Castillo (2011), the Department of
Education (DepEd) put emphasis on the need to develop e-learning via its
five-year Information and Communication Technology for Education (ICT4E)
Strategy Plan. ICT4E aims to integrate ICT into every school’s curricula,
develop programs, establish infrastructure and come up with a system for
evaluating the program’s effectiveness. DepEd has also strove to strengthen
its Educational Technology Unit and conduct literacy training among
teachers. This simply proves how the government value the changing needs
of teachers to adapt to the demands of time and of computer literacy updates
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and upgrades.
Bonifacio (2013) in her article titled “Developing Information
Communication Technology (ICT) Curriculum Standards for K-12 Schools in
the Philippines stressed the importance of integrating technology in the K-12
classroom. Although ICT has been integrated at elementary level for their
Home Economics and Livelihood Education (HELE) and in the secondary
level as Technology and Home Economics (THE), in the majority of cases,
ICT materials such as software and multimedia, are used to supplement
instruction. She enumerated the requirements for efficient implementation of

ICT integration in the Philippines. These include the implementation plan,
teacher training, and technological leadership.
Related Studies
Othman et. al (2014) discussed the importance of adopting blended
learning in traditional school based learning. According to them, poor
traditional learning methods have been a main concern in learning and
teaching activity. These traditional methods (“talk and chalk”) is being
replaced by online learning, it helps students to get all the knowledge using
diversified tools, it places the student at the centre of the educational process
rather than the teacher, and the role of the teacher is to improve their skills,
and promote research and curiosity to seek the information, and then
analyze, evaluate and use it. Generally school-based learning (SBL) and
laboratory-based learning (LBL) activities are delivered via a blended
learning approach. The novel framework includes an e-learning package
which enables the development and improvement of students’ ICT skills,

digital age literacy, inventive and higher-order thinking before they attend the
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practical lab sessions.
In developing computer literacy among teachers, the development
may start even before they are actually sent to formal classroom teaching
and the extent to which they would make use of technology in their teaching
is dependent on their level of computer literacy. Røkenes and Krumsvik
(2014) made a literary review on the development of student teachers’ digital
competence. According to them, there has been an increase in the number
of studies in the field of ICT-training in teacher education over the past
decade. Their study reviewed 42 online peer-reviewed empirical studies by
focusing on the development of digital competence in student teachers
qualified to teach in the secondary school grade level through preparing them
in their teacher education program to use ICT in their future teaching. Eight
approaches were identified and presented through the analysis:
collaborative, metacognitive, multimodal, modeling, authentic learning,
student-active learning, assessment, and bridging the theory and practice
gap. These approaches highlight, at a micro- or interactional level, what

teacher Graduate
education programs School
can focus on for facilitating ICT-training and
development of student teachers’ digital competence.
Karsenti et. al (2014) further study the levels of ICT and information
literacy skills in Canada’s pre-service teachers and found out that in
improving pre-service teachers’ competencies, solutions to improve the
situation, effective approaches to training Canada’s future teachers must be
made. Usta and Korkmaz (2010) also made a study on pre-service teachers’
computer competencies, perception of technology use and attitudes toward
teaching career. They found out that participants think that they have a
higher level of computer competencies. This positive perception level affects
the attitude toward teaching career positively. The foregoing studies
highlighted the importance of one’s pre-service training on computer literacy
and their attitude towards achieving said competencies.
Maitaouthong et. al (2011) reviewed the factors affecting the
integration of information literacy in the teaching and learning processes of
general education courses at an undergraduate level, where information
literacy is used as a tool in the student-centered teaching approach. The
research was divided into two phases: (1) The study of factors affecting at a
policy level – a qualitative research method conducted through an in-depth
interview of the vice president for academic affairs and the Director of the
General Education Management Center, and (2) The survey of factors
affecting in the teaching and learning processes, which is concluded through
the questioning of lecturers of general education courses, and librarians. Two
major categories were found to have an impact on integrating information
literacy in the teaching and learning of general education courses at an
undergraduate level. (1) Six factors at a policy level, namely, institutional
policy, administrative structure and system, administrators’ roles, resources
and infrastructures, learning resources and supporting programs, and
teacher evaluation and development. (2) There are eleven instructional
factors: roles of lecturers, roles of librarians, roles of learners, knowledge and

understanding of information literacy of lecturers and librarians, cooperation
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between librarians and lecturers, learning outcomes, teaching plans,
teaching methods, teaching activities, teaching aids, and student assessment
and evaluation.
Bukaliya and Mubika (2011) examined the teachers competence in
ICT in Zimbabwean schools and study looked into the training and literacy
levels of computer usage by the practitioners with a view to find out the areas
of strengths and weaknesses in ICT usage. They found out that the practical
test given indicate that the majority of the respondents were not able to use
the basic software in computers for lesson delivery. Further indications are
that teachers lack the necessary skills and knowledge of computer. In terms
of applicability of the packages teacher weak knowledge levels show that
their competence in ICTs for classroom use still lags behind. Challenges to
ICT competence were identified as lack of adequate computer hardware,

limited knowledge on howGraduate
to make fullSchool
use of ICTs in the classrooms and
limited understanding on how to integrate ICTs into the teaching processes.
Günbayı and Cantürk (2012) to determine principals’ and teachers’
computer literacy level in the usage of computer technology in reaching
school goals effectively in Antalya, Turkey. Their study revealed that there
was a significant difference in their computer literacy level between school
principals and teachers in using internet, word-processing, data-base,

presentation, e-mail, internet applications. In all levels, principals use
computer applications more than teachers. It was found that primary school
teachers’ use of internet, word-processing and e-mail applications were in
average, excel and presentation software in ‘low’ level, data-base
applications in ‘very low’ level. It was also found that school principals’ use
internet applications were in ‘very high’ level, word-processing and e-mail

applications Graduate
in ‘high’ level, Schoolin average,
excel software data-base and
presentation software in ‘low’ level.
It is indeed observable that integrating technology in classroom
teaching has an effect. Tolentino (2011) in his study on the correlates of
Information and Communication Technology (ICT) integration in teaching
secondary school subjects found out teacher respondents have an average
attitude toward computer. Teachers also reported developing level of
computer competence. Significant relationships exist among teachers’
characteristics in terms of age, years of teaching experience, computer
training, attitude toward computer, computer competence, computer access,
teacher-computer ratio, student-computer ratio and the extent of ICT
integration in terms of frequency of computer use and types of materials
used.
Camacho and Pintor (2011) in their study titled “An Analysis of the
Effect of ICT Integration in High School Test Performance in Masbate,

Philippines” found out that high school education in the Philippines is still
faced with the difficulty in fully harnessing the potentials of digital literacy and
ICT diffusion. Although there are success stories that need to be told, these
are limited to those with ample access to digital infrastructure and ICT-open
minded teachers and administrators with the help of the private sector and
other education stakeholders. However, the government, being the lead
sector, should realize that without a unifying policy framework in integrating
ICT in the basic education, the Filipino student will always be lagging behind
Graduate
the global standards for digital School
literacy and will always be at the losing end of
the digital divide.
Chang and Wu (2012) further stressed that a student’s academic
achievements are often used to evaluate teaching effectiveness and are
influenced by the use of technology in school. In other words, a student’s use
of technology represents the teacher’s integration of technology into teaching
and curricula and also affects the teacher’s effectiveness. Further, their study
showed that students’ academic achievements are noticeably influenced by
the teacher’s use of technology. A teacher’s technological literacy directly
affects whether students can incorporate technology into the curriculum to
improve students’ academic achievements. Choy et. al (2012) pointed out
that teachers who resist change are not rejecting the need for change but are
resisting entering into something that they do not have the necessary
knowledge and skills for.
The computer literacy of teachers may also be transcended to
students’ computer literacy. As revealed by the study of Monsanto (2011) to
high school students of St. James College of Quezon City, there were
various competencies developed in the basic education of students along the
domain of cognitive, affective and psychomotor. However, problems were
encountered by them in developing their competencies.
Synthesis of the Reviewed Studies
The reviewed studies reveal that in this time and age, it is important to
take a look at the importance of blending learning. That is, having a fusion of
traditional Graduate School
classroom methodologies and contemporary ones that are
primarily aided by computer technology (Othman et. Al, 2014).
Having considered the importance of knowledge in technology,
computer literacy among teachers should start early on in their teaching
career. Røkenes and Krumsvik (2014) cited the early development of
student-teachers’ digital competence. Karsenti et. al (2014) also found out
that pre-service teachers’ competencies are affected by their level of iCT and
information literacy skills which Usta and Korkmaz (2010) also validated and
further noted that teachers think that they have higher level of computer
competencies and that their perception on teaching career is influenced
positively.
Teacher computer literacy varies from high to low. A study by Bukaliya
and Mubika (2011) revealed that the literacy levels of computer usage of
selected teachers in Zimbabwe were found to be lacking. This is also
supported by the study of Günbayı and Cantürk (2012) which found out upon
comparing the principals’ and teachers’ computer literacy level in the usage
of computer technology that teachers are less competent that their principal
counterparts.
According to Eshet (2009), research has shown that some changes in
digital thinking skills, such as photovisual. This means that although the
younger populations are deemed to be more adept in utilizing technology, the
older users are not left behind with respect to skills and competency. Similar
Graduate
to that of the case of teachers School
and students. Teachers are able to imbibe and
appreciate technology as part of their personal and professional lives.
As cited by Moila and Makgato (2014) on the findings of Jaber and
Moore (1999) on the survey of the factors which influence teachers’ use of
computer-based technology, there is a direct link that can be established
between the teachers’ demographic descriptors such as age, gender, race,
education level, socio-economic status of students taught, years of teaching,
years of technology use and their use of computer-based technology.

The foregoing studies suggest that computer literacy among teachers
are still on progress as the field of information and communications
technology are fast paced. It is necessary for teachers to continually improve
their knowledge and skills about computing to further explore and exploit its
use in the field UNIVERSITY

of education.OF CALOOCAN CITY 24
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Theoretical Framework
Limberg et. al (2012) identified three theoretical perspectives on
information literacy. According to them, the concept of information literacy
refers to purposeful information practices in a society characterized by
ubiquitous access to information and where information practices in digital
environments shape and constitute important elements in most people’s lives
in our part of the world. The meaning of the term information literacy varies
according to the theoretical lens from which it is approached. Theoretical
starting points are not always clearly stated in, for instance, information
literacy definitions, standards, research or educational practices. Regardless
of whether the underlying theory is made explicit or not, it will nevertheless
have a profound impact on the ways in which we teach or research
information literacy.
Three theoretical perspectives are presented that represent different
understandings of information literacy: phenomenography, a sociocultural

perspective and Foucauldian discourse analysis. The choice of perspectives
is grounded in the fact that all three are well represented in Nordic
information literacy research as opposed to the large body of information
literacy research conducted using cognitivist approaches. The
phenomenographic research approach forms the basis for a series of
influential studies on information literacy conducted in Sweden, Australia and
the United Kingdom. The sociocultural perspective which is increasingly used
in information literacy research has brought into view how people’s use of
information cannot be meaningfully separated from the tools that are an
integral part of social practices. Both phenomenographic and sociocultural
theories are explicitly grounded in theories of learning. Discourse analytical

approaches Graduate
have been used School
to explore understandings of information and
literacy practices from a broader historical and sociological perspective.
A phenomenographic approach is basically directed at studying
variation in people’s ways of experiencing different phenomena, for instance
information literacy. Phenomenography is grounded in a constructivist view
of learning, emphasizing the importance of understanding the learners’
perspective; that is learners’ ways of understanding the object of
teaching/learning, e.g. the notion of source credibility. Learning is viewed as
an activity of constructing meaning, not as the transfer of knowledge from
teacher to student.
Phenomenographic studies have explored ways of experiencing
information literacy within different groups, such as students in school,
undergraduate students, and higher educators within various disciplines, as
well as academic librarians and researchers. These studies enable us to
compare various views of information literacy from different perspectives, for
instance similarities and differences between a teaching and a learning
perspective or between teachers and librarians.
In the present study, the level of computer literacy among teachers of
Bagong Silang Elementary School will be assessed based on their pre-
acquired skills before any training program is introduced.
Researchers adopting a sociocultural perspective often start from the
writings of the Russian researcher Lev Vygotsky (1896-1934) and the
significance of people’s use of cultural tools when learning is discussed. The
sociocultural perspective on learning emphasises the relationship between
individuals and various forms of collective practices. For instance, a student
is part of a university programme, which in turn forms part of a discipline
which is situated in as specific university; a librarian is active in a workplace
and is at the same time a member of an occupational group. It is by
communicating through cultural tools that we participate in practices of
various kinds. In order to participate in a practice and its activities individuals
need to learn a specific language where certain concepts, theories and

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beliefs are central. Hence, information literacy implies learning to
communicate appropriately within a specific practice. The sociocultural
perspective further underlines that this is also about being able to use
physical artifacts for communication in a way that corresponds with the
purpose of the practice.
The present study would determine the difference in the level of
computer literacy based on the demographic profile of the respondents and
not on sociocultural perspective. Although sociocultural factors have
influence on one’s computer literacy, the parameter that would be used by

the researcher would only Graduate School
be confined with the demographic characteristics
of the respondents.
A discourse analytic perspective on information literacy aims at
capturing the socially and culturally shaped ways of understanding
information competences and information practices. Rather than analyzing
what people do or how people in practice perform specific information tasks,
discourse analysts study the interpretive repertoires through which people
give meanings to information competences and practices. The discourse
analytic perspective thus focuses on information literacy discourses rather
than accepts the nature of information competences as uncontested
phenomena.
The present study somehow applied discourse analysis on the area
where challenges encountered by the teachers in terms of using technology
was gauged.
According to Piaget (1967), constructivism is a theory of knowledge. It
is a learning theory which explains how individuals could learn and acquire
knowledge. The theory therefore can be applied to the field of education. The
theory suggests that people construct knowledge and meaning from their
experiences. The theory has had wide ranging effect on different learning
theories and teaching methodologies in the field of education.
The constructivist approach assumes that the nature of the learner
concerns the level and source of motivation for learning. Technology as a
tool in teaching can be used to motivate students. As stressed by Granito

and Chemobilsky (2012),Graduate
technology School
has the potential to be a powerful
educational tool for those who have interest in it.
The present study is guided by 21st century learning framework by
Punya Mishra (2011) Digital/ICT literacy is highly sought in the contemporary
times. As presented by Mishra on her article titled “What 21st Century
Learning? A review and a synthesis” revealed what are the skills that must
be acquired by the 21st century learners and the role of teachers in acquiring
said skills.
It is the stated mission of the Partnership for 21st Century Skills to
position 21st century readiness at the center of K-12 education in the United
States. The framework developed is constructed from a solid foundation of
content knowledge, and supported by specific skill, expertise, and literacies
necessary for success in personal and professional domains. Within the
foundation of core content knowledge exist the essential skills for success in
a highly digital and globalized world, skills such as critical thinking, problem
solving, communication and collaboration. The framework is born out of the
assumption that individuals now live in a technology rich environment, which
brings with it an abundance of information, rapid advancements in
technology, and unprecedented ability to communication and collaborate with
individuals around the world. To be successful in the new digital and
globalized world of the 21st century individuals must possess and utilize a
wide range of learning and innovation skills related to information, media and
technology.

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Figure 1. 21st Century Learning Framework by Punya Mishra

The teaching skills of teachers must be upgraded regularly according
to Republic Act no. 10533 Rule III. Teachers Qualifications, Training and
Continuing Professional Development. Section 12. Teacher Education and
Training. DepEd Order No.43 s.2013 Implementing Rules and Regulations
(IRR) of Republic Act No. 10533 Otherwise Known as the Enhanced Basic
Education Act of 2013
Conceptual Framework
The present study is anchored on the theory of information literacy
within the context of how individuals could learn and acquire knowledge.
Teachers are regarded as providers of knowledge but teachers need to
acquire knowledge first to be able to fulfill their role as teachers effectively
and efficiently. Teachers of this generation are digital migrants. They were
not born with technology. They did not grow up with technology. They
however, are compelled to embrace technology and its use to become
competitive on the things that they do.
Computer literacy among teachers transcends across their basic
knowledge on using technology in their day-to-day life. Computer literacy
among teachers is encompassing of how they are able to fully utilize
information and communications technology to work for their advantage as

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they perform their role as classroom teachers to mostly on digital natives,
their students of the contemporary times.
The present study is guided by the framework on how would be
carried out.
Inside the first box is the profile of the respondents. It includes their
sex, age, civil status, highest educational attainment, number of years in
service, and relevant trainings attended. It also identifies the challenges
encountered by the respondents in using technology.
The second box measures the computer literacy of the teachers
based on basic computer operations, operating systems familiarity,
knowledge on productivity tools and knowledge on internet technology. It
involves the application of statistical analysis and interpretation. It also
includes measure of the respondents’ differences on computer literacy based
on their profile. Thus, the independent variable used in gauging these
differences are the profile of the respondents while their knowledge on basic
computer operations, operating systems familiarity, knowledge on
productivity tools and knowledge and internet technology were used as
dependent variables of the study.
Lastly, under the third box is the expected outcome of the study, that
is, to come up with bases for a proper results-based competency training
program.
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 Gender  Basic Computer

 Age Literacy
 Civil Status  Operating
 Highest Systems
Educational Familiarity
Attainment  Knowledge on
 Number of Years Productivity
in Service Tools
 Relevant  Knowledge on
Trainings Internet
Attended Technology
Effect on Teachers Level of Efficacy
Figure 2. Conceptual Framework

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Definition of Terms
To facilitate better understanding and ease of comprehension, the
following terminologies are conceptually and operationally defined as used in
the study:
21st century learners. These are learners that demand greater
flexibility, innovativeness, and responsiveness on the teaching-learning
process and are often reliant on the use of computers and internet
technology.
21st century teachers. These are teachers that are able to capitalize
on their flexibility to face the challenges on addressing the diverse needs of
21st century learners and digital learners.
Efficacy. It refers to the power to produce a desired result or effect.
Competency. It refers to one’s acquired skills or knowledge on a
particular field or area that allows him to perform his task or duties effectively
and efficiently.
Computer-aided instructions. These are computerized systems that
help of facilitating learning inside and outside of the classroom.
Computer literacy. It refers to a person’s capability to optimize the
use of computers and other relevant technologies for his advantage.
Digital learners. These are students or pupils who utilize technology
as a supplemental tool for studying and learning.

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Digital migrants. These are individuals who were born on the period
where technology is not yet fully utilized but consequently adapting and
incorporating the use of technology in their day-to-day tasks because of the
changing needs of the society.
Digital natives. These are individuals who practically grew up
alongside with the proliferation of technological gadgets and tools.
Internet technology. It refers to the capability of a system to utilize
protocols and medium to transmit messages, images, and other multimedia
files and documents through the use of the internet.
Operating system. It is a software that is responsible for initiating the
use of computers and other devices.
Productivity tools. These are software particularly designed to help
someone carry out his basic work requirements such as word processing,
spreadsheet, and presentation programs.
Result-based competency program. It is a program that is devised
to achieve tangible results such as measurable skills set with respect to
computer literacy.
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Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the methods employed by the researcher in
soliciting the needed data of the study and the techniques used to give an
appropriate interpretation to the gathered data. It includes the research
design, population and sample of the study, research instrument, validation
of the research instrument, data gathering procedure, and statistical
treatment.
Research Design
De Vaus (2006) defined research design as the overall strategy that a
researcher chose to integrate the different components of the study in a
coherent and logical way, thereby, ensuring one will effectively address the
research problem; it constitutes the blueprint for the collection, measurement,
and analysis of data.
Generally, the descriptive research was used in the study. According
to Kowalczyk (2015), descriptive research is a study designed to depict the
respondents in an accurate way. More simply put, descriptive research is all
about describing people who take part in the study. Aside from the profile of
the respondents, the computer literacy of the BSES teachers would be
described based on four categories: basic computer literacy, operating

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system familiarity, knowledge on productivity tools, and knowledge on
internet technology.
Specifically, the researcher will use descriptive-evaluative and
descriptive comparative research design to determine the computer literacy
of Bagong Silang Elementary School teachers and its effect to their efficacy
in instructional and administrative tasks. As defined by Ariola (2006),
descriptive evaluative research design judges the goodness of an existing
program, in this case the computer literacy of teacher while descriptive-
comparative research design provides an explanation about the extent of
relationship between two or more variables. The quantitative variables that
would be measured by the researcher are the respondents’ profile, level of
computer literacy, and the test of significant difference among the profile and
computer literacy.
Population and Sample of the Study
The respondents of the study will come from Grade 1 to Grade 6
teachers of Bagong Silang Elementary School. At present, there are one-
hundred twenty-eight (128) Grade 1 to 6 teachers at Bagong Silang
Elementary School.
The selection of sample from the total population will be done using
the stratified random sampling. Agresti and Finlay (2008) defined stratified
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random sampling as probabilistic sampling option. The first step in stratified
random sampling is to split the population into groups, i.e. the grade level
handled by BSES teachers. The group are chosen to divide a population into
important categories relevant to the research interest. Seventy-five percent
(75) or a total of 96 respondents was utilized as samples of the study. Using
the said method, the researcher obtained the breakdown of the total number
of samples as shown below:
Grade Level Number of Teachers

1 20
2 19
3 20
4 19
5 27
6 23
Total 128
From the foregoing table, 15 Grade 1 teachers, 14 Grade 2 teachers,
15 Grade 3 teachers, 14 Grade 4 teachers, 21 Grade 5 teachers, and 17
Grade 6 teachers were selected as respondents of the study.
Research Instrument
The researcher will make use of questionnaire made by Ms. Yvette
Tanjista on her studies before with her permission and the researcher made
some modifications to determine the computer literacy level of Bagong Silang
Elementary teachers and its effect to their efficacy.

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After developing the final copy of the questionnaire, the researcher will
make a final consultation with her adviser for final validation of the
questionnaire before administering it to the target respondents of the
researcher. Upon the approval of the researcher’s advisers, the
questionnaire will be reproduced based on the number of targeted
participants as the researcher readied herself to float it to them. The content
of the final questionnaire holds the following parts:
Part 1. This part of the questionnaire solicits information about the
profile of the selected BSES teachers. It includes the respondents’ gender,
age, civil status, highest educational attainment, number of years in service,
and relevant trainings attended.
Part 2. This part of the questionnaire measures the respondents, level
of computer literacy on areas like basic computer literacy, operating system
familiarity, knowledge on productivity tools, and knowledge on internet
technology.
Part 3. This part of the questionnaire identifies the challenges
encountered by the respondents in using technology.

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Validation of the Research Instrument
The researcher first will seek the assistance of her adviser for the face
validity of the questionnaire.
The reliability of the questionnaire will be measured using Cronbach’s
Alpha. According to Tavakol and Dennick (2011), Cronbach’s alpha is done
to measure the internal consistency of a test or scale. Particularly, it is
applied on the measure of the level of computer literacy of the respondents.
Only items that have a value of 0.8 and above were reflected on the final
questionnaire which is suggestive of their reliability.
Data Gathering Procedure
Before administering the distribution of the questionnaire, the
researcher will send a letter of request to the school principal of Bagong
Silang Elementary School detailing the objectives of the research and a copy
of the drafted questionnaire. The researcher will personally submit the letter
and the copy of the questionnaire to the school principal to further address
concerns of the latter as regards the conduct on how the questionnaire would
be administered to selected respondents of the study.
Upon the approval of the school principal, the researcher will
coordinate with the different Grade Level Chairmen and will reiterate among
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them the objectives why the study will be undertaken. Their assistance will
be sought during the administration and retrieval of the questionnaire.
The researcher will personally administer the distribution of the
questionnaire to her fellow teachers and will make herself available for their
questions and clarifications. The distribution of the questionnaire will be
personally administered by the researcher to guarantee 100% retrieval of the
instrument.
Statistical Treatment
The researcher will utilize the following statistical tool to better
interpret the gathered data of the study:
Frequency and Percentage Distribution. This will be used to
present data on the respondents’ profile. The following formula will be used:
𝒇
%=
𝑵
Where:
f – the observed frequency of a given variable
N – total number of responses
Mean. It is the sum of all responses divided by the total number of the
respondents. This will intend to measure the level of computer literacy of

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Bagong Silang Elementary School teachers. This is represented by the
following formula:
∑𝑿
̅=
𝑿
𝑵
Where:
𝑋̅ – weighted mean
∑𝑋 – summary of frequency
N – total number of responses
The five-point Likert Scale was used with this formula:
Scale Level Description

3.24 – 4.00 4 Highly Competent (HC)
2.50 – 3.24 3 Competent (C)
1.75 – 2.49 2 Needs Improvement (NI)
1.0 – 1.74 1 Not Competent (NC)
Standard Deviation. It will be used to measure how spread are the
computer literacy of teachers to the grand mean of all the respondents. It is
represented by the following formula:

̅)
∑(𝑿−𝑿
𝑺𝑫 = 𝑵−𝟏
Where:
SD – standard deviation
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𝑋̅ – weighted mean
∑(𝑋 − 𝑋̅) – summation of variance
N – total number of respondents
One-way Analysis of Variance (F-Test). It will be used to determine
the difference the level of computer literacy of the respondents when
grouped according to profile. SPSS version 22 will be used to determine the
needed output of said statistical tool. T-test of Independence when grouped
according to sex.
Cronbach’s Alpha. It will be used to measure the validity of the
indicators in the questionnaire. The following formula is used.
𝑘 ∑ 𝑣𝑎𝑟
𝛼=( ) (1 − )
𝑘−1 𝑣𝑎𝑟
Where:
α – Cronbach’s alpha
k – number of questions/ indicators
∑var – summation of variance
var – variance
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Chapter 4
COMPUTER LITERACY OF PUBLIC SCHOOL TEACHERS IN
BAGONG SILANG ELEMENTARY SCHOOL
This chapter deals on the gathered data from the respondents with
respect to their capability and personal points. The gathered data are
presented in tabular and textual form with the aid of statistical treatment for
analysis and interpretation.
1.Profile of the respondents
Table 1 shows the profile of the respondents. It presents the
frequency and percent distribution of the respondents as to sex, age, civil
status, highest educational attainment and number of years in teaching.
Table 1 Respondents Profile
Profile Frequency ( f ) Percentage (%)

Sex
Male 15 15.00
Female 85 85.00
Age
21-30 yrs.old 23 23.00
31-40 yrs.old 36 36.00
41-50 yrs.old 21 21.00
51 and over 20 20.00
Civil Status
Single 31 31.00
Married 65 65.00
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Continuation of Table 1
Widow/er 3 3.00
Separated 1 1.00
Highest Educational
Attainment 56 56.00
Bachelor’s Degree 31 31.00
With MA units 10 10.00
Master’s Degree 1 1.00
With PHD Degree units 2 2.00
Doctor’s Degree
Number of Years in
Teaching 21 21.00
0-5 yrs. 28 28.00
6-10 yrs. 21 21.00
11-15 yrs. 9 9.00
16-20 yrs. 12 12.00
21-25 yrs. 4 4.00
26-30 yrs. 5 5.00
31 yrs. and above
Total 100 100%
As seen on the table, majority of the respondents, 85 or 85 percent
are females while 15 percent are males. This is a common observation
among elementary public school teachers where the school is primarily
dominated by the female teachers.
As regards the respondents’ age, 36 or 36 percent belong to the age
group of 31 to 40 years old, while 4 or 4.0 percent fall on 21 – 30 years old,
21 or 21 percent on 41 – 50 years old, and 20 or 20 percent on 51 years old
and above with 23, 21 and 20 percent respectively. It can be observed the
almost half of the teachers from Bagong Silang Elementary School are young
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adults; young adults who are most likely to be digital migrants and have
moderate to advance knowledge with regard to computer use.
As to civil status, majority of the respondents, 65 or 65 percent, are
married while a little over a quarter of them, 31 or 31 percent, are single.
Married teachers, who are still young, are expected to be more adept with
use of technology since they are keeping attune with their children’s need for
it.
With respect to the respondents highest educational attainment, more
than half, 56 or 56 percent are bachelor degree holders, 31 or 31 percent
have MA units, 10 with full-pledged master’s degree, 1 with units doctorate
degree and 2 with doctorate degrees. The teachers’ level of education may
gauge their technical competency on their field of specialization but does not
particularly translate to computer literacy.
For the respondents’ profile on number of years in teaching, 28 or 28
percent have been teaching from 6 to 10 years, 21 or 21 percent have been
teaching from 11 to 15 years and less than 5 years, 12 or 12 percent have
been teaching for 21 to 25 years, 9 or 9 percent from 16 to 20 years, 5 or 5
percent for more than 31 years and 4 or 4 percent for 26 to 30 years. The
number of years of teaching may be suggestive of the number of in-service
training that must have been attended by the teachers which may include
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literacy training programs on the use of computers and utilization of
information technology in the classroom.
Afshari et. al (2009) studied the different factors affecting the teachers’
use of information and communication technology. These include the
teacher’s characteristics such as individual’s educational level, age, gender,
educational experience, experience with the computer for educational
purposes, and financial position. As observed, fewer years of experience
were more likely to use computers in their classes than teachers
with more years of experience. This may be due, in part, to the fact that new
teachers have been exposed to computers during their training and
therefore, have more experience using this tool. Then, one of the factors that
determine the extent to which teachers use computers in their classes may
be the number of years they have been teaching. As to gender and age,
results showed that the decisions of men and younger worker were more
strongly influenced by their attitude toward using the new technology. In
contrast, women and older worker were more strongly influenced by
subjective norm and perceived behavioral control. These groups of people
adopt very different decision processes in evaluating new technologies.
Further, they found out that age was not a significant factor in relation to
teachers’ attitudes towards ICT though they were studies where age
correlated negatively with the attitude towards the use of information and
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communications technology. They also found that the teachers were highly
educated and skilled with technology, were innovative and adept at
overcoming obstacles, but that they did not integrate technology on a
consistent basis as both a teaching and learning tool.
1.1. Respondents’ Relevant Training attended
Table 2 shows the respondents’ relevant training attended. This
interpreted that most of the respondents have trainings in terms of
Spreadsheet Training (MS Excel) and basic computer operations.
Table 2. Relevant Trainings Attended
Training Frequency Rank

1. Basic Computer Operations 65 2
2. PC Trouble Shooting 0 9
3. Operating System Familiarization 4 5
4. Windows Operating System/Linux 2 6
5. Word Processor Training(e.g. MS Word) 9 3
6. Spreadsheet Training(e.g.MS Excel) 67 1
7. Presentation Program Training (e.g. Power Point) 8 4
8. Database Management System (e.g.MS Access) 1 7.5
9. Video Editing Software 1 7.5
Table 2 shows the respondents’ relevant training attended. As shown
on the table, most of the teachers have undergone training in the use of
spreadsheet program and basic computer operations with 67 or 67 percent
and 65 and 65 percent respectively. Very few of the teachers have had
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trainings related to operating system familiarization, Windows OS/ Linux,
Word Processor Training, Presentation Program Training, Database
Management and Video Editing Software. None had ever attended a training
in PC troubleshooting.
The table reveals that teachers are sent to trainings that are deemed
necessary in carrying out their administrative functions as teachers such as
preparation of school reports and other school- and DepEd-mandated
requirements.
However, as reported by Laurente (2015) in an online article titled
“Computer Literacy for Elementary Teachers”, the Department of Education
(DepEd) expects teachers to have basic knowledge of hardware and
software, web browsers, and other multimedia devices; monitor and facilitate
students’ use of tools and applications to collaborate, access information,
and communicate to analyze and solve problems; and model ICT learning
processes, where students apply their cognitive skills, need special attention;
fall below average, need tutorial, remediation, gift that need special
organization and advanced lessons. Thus, school systems and school
administrators are encouraged to provide professional in-service days for
computer literacy training and use technology with the whole class, small
groups and individual activities and assure equitable access.

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2. Level of Respondents’ Computer Literacy
2.1 Basic Computer Literacy
Illustrated in Table 3 is the summary of the teachers’ basic computer
literacy. It can be gleaned from the table that the overall mean of 2.21 is
interpreted as Good. The lowest mean among the indicators is number 5,
Trouble shooting of common computer problems, while the highest mean is
indicator number 1, Opening, saving and closing flies. This means the
majority of the respondents are knowledgeable in opening, saving and
closing files since it is the simplest and common among all indicators.
Troubleshooting got the lowest mean for reasons that its context is not
just conceptual but also technical. Troubleshooting involves not only
manipulation or tweaking system settings but also involves hardware
configuration which is not always included in teacher training. On the
other end, opening, saving and closing of files got the highest mean since
learning said activities are compelling for users to carry out their common
computing tasks.
Table 3. Knowledge on Basic Computer Literacy
Indicators Mea SD Interpretation

n
1. Opening, saving and closing files 2.61 1.14 Very Good
2. Installing devices 2.26 1.07 Good
3. Recognizing and saving files in
various file formats 2.28 1.02 Good
4. Using keyboard shortcuts 2.16 0.90 Good
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5. Trouble shooting common 2.04 0.93 Good
computer problems
6. Connecting computer with 2.07 0.95 Good
other devices
7. Installing software and other 2.07 1.00 Good
Applications
Overall Mean 2.21 0.85 Good

Legend: 3.50-4.00 –Excellent 2.50-3.49 – Very Good
1.50- 2.49- Good 0.50- 1.49- Fair
An overall mean of 2.21 or Good is suggestive of an average
knowledge on the aforementioned computer skills. Desai (2007), who
conducted a study on Increasing Integration of Technology in Classroom
through Enhanced Teacher Knowledge and Efficacy to 49 schools under the
Philadelphia School District for her dissertation found out that 66.7% of
teachers under said district are proficient in basic computer operations such
as creating, saving, copying, deleting files and word processing functions.
These skills are deemed necessary for the teachers to carry out their tasks
as teachers.
2.2 Operating System Familiarity
Table 4 shows the respondents’ summary of operating system
familiarity. The overall mean of 2.02 which are interpreted as Good. The
Lowest mean among the indicators is Number 7, using other operating
system aside from windows software. It simply means that most of the
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respondents are only familiar in Windows Software Operating System since
most computer trainings use Windows Operating System as a platform and
very minimal, if not none, utilize other operating system like Linux.
Table 4. Summary of Operating System Familiarity
Indicators Mean SD Interpretation

1. Changing computer’s display
settings or properties 2.12 1.00 Good
2. Locating and retrieving files
from different locations 2.12 1.02 Good
3. Performing system utility checks 1.97 0.95 Good
4. Determining system information 1.99 0.96 Good
5. Performing system backup 2.00 0.97 Good
6. Changing properties of mouse,
keyboard, etc. 2.00 0.93 Good
7. Using other operating system aside
from Windows Operating System 1.92 0.91 Good
1.50- 2.49- Good 0.50- 1.49- Fair
Teachers’ familiarity with the use of operating systems and its
functions could give them ease in properly utilizing the computing
experience. According to McDowell and Dougherty (2013), an operating
system (OS) is the main program on a computer. It performs a variety of
functions, including determining what types of software you can install
coordinating the applications running on the computer at any given time;
making sure that individual pieces of hardware, such as printers, keyboards,
and disk drives, all communicate properly; allowing applications such as

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word processors, email clients, and web browsers to perform tasks on the
system (e.g., drawing windows on the screen, opening files, communicating
on a network) and use other system resources (e.g., printers, disk drives);
and reporting error messages. An overall mean of Good connotes that
teachers of BSES only have basic knowledge on operating system
functionality thus the need to strengthen said knowledge to make them self-
sufficient in terms of fully utilizing the use of computers.
2.3. Knowledge on Productivity Tools.
Table 5. Summary of Knowledge on Productivity Tools

1. Creating, editing and formatting
word documents 2.21 1.08 Good
2. Using word processors’ available
document templates 1.99 0.94 Good
3. Inserting objects such as pictures,
graphs, etc. on the document 2.21 1.07 Good
4. Inserting and removing hyperlinks
on the document 1.96 0.93 Good
5. Creating document maps using
Hyperlinks 1.87 0.87 Good
6. Using basic spreadsheet functions
like SUM, AVERAGE, and IF 1.97 0.88 Good
7. Changing/ formatting cell properties
(e.g. display format, borders and
shading) 2.03 0.98 Good
8. Sorting, setting conditions, and
validating cell contents. 1.87 0.90 Good
9. Performing data analysis
(e.g. correlation, t-test, etc.) 1.79 0.87 Good
10. Creating slide presentation 1.96 0.98 Good
11. Adding animation and transition
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Continuation of Table 5 1.93 0.97 Good

effects to slide presentation
12. Creating games using a presentation 1.93 0.97 Good
software.
13. Enhancing photos using a photo 1.76 0.88 Good
editing software
14. Editing photo using a photo 1.81 0.84 Good
editing software
15. Creating a movie or video file using a 1.76 0.87 Good
video editing software
16. Edit video or movie using a video 1.68 0.85 Good
editing software
1.50- 2.49- Good 0.50- 1.49- Fair
Table 5, shows the summary of respondents’ knowledge on
Productivity tools. The overall mean of 1.81 which is interpreted as Good,
shows that more of the respondents have least knowledge on Productivity
Tools particularly in using a Word Processor but lacks skills on editing video
or movie using video editing software which has lowest mean in all
indicators.
The respondents’ Good rating on the use of common functions of a
word processor is indicative of previous training that they had which also
focused on basic computer operations, including the use of a word
processor. Also, the need for learning word processor among teachers is
compelling due to the administrative tasks that require their knowledge on
said software.
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The low rating of the respondents’ knowledge on using multimedia
tools that can be used for photo and video editing is a clear indicator that
were very low, if not nil, exposure or training was given to them.
Office productivity tools (e.g. Microsoft Office and OpenOffice.org) are
computer software that primarily include word processor, spreadsheet,
presentation packages, and database management system. According to
Mills and Roybler (2005), the use of computers in the classroom are here to
stay and the teachers’ knowledge on productivity tools would allow to help
their students in the classroom. They also regard that software skills are a
learning continuum thus understanding office productivity tools should start
from the most basic down to the its most complex applications. Office
productivity tools could also empower teachers by increasing their
productivity at work and improving their teaching methodologies. The overall
mean of 1.81 or Good on the respondents’ knowledge on office productivity
tools reveals a need for teachers to further elevate their knowledge on said
tools from moderate to advance or proficient level to make them self
sufficient in terms of productivity tools.

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2.4. Knowledge on Internet Technology
Table 6. Summary of Knowledge on Internet Technology

1. Creating email and other online
accounts 2.11 0.94 Good
2. Sending and filtering emails 2.02 0.83 Good
3. Utilizing and using social media 2.22 0.93 Good
4. Creating own and personal
Websites 1.93 0.84 Good
5. Using the internet as a virtual
Storage 1.95 0.87 Good
6. Maintaining and sharing online
documents and forms 2.06 0.89 Good
7. Using search engines in finding
topic of interest 2.11 0.95 Good
1.50- 2.49- Good 0.50- 1.49- Fair
Table 6 shows the summary of knowledge on internet technology with
the overall mean of 2.06 which is interpreted as Good. It shows that most of
the respondents are more knowledgeable in Internet Technology mostly in
indicator number 3, Utilizing and using social media which has highest mean
among all indicators and least knowledge on indicator number 4, creating
own and personal websites.
The respondents are most familiar with the use of social media since
the contemporary times demand for it. Social media presence can be
accessed not only on personal computers but also in mobile phones.

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On the other hand, creating websites is least of their skills since
among all Internet Technology skills, it is one of the most complex to achieve
since creating website does not only require creativity but also technical
knowhow on webpage designing.
The use of the Internet nowadays is as integral as the use of
computers in classroom. A fully-utilized computing experience is achieved
once connectivity to the World Wide Web is established. The result of the
survey revealed an overall mean of 2.06 or Good on the teachers’ knowledge
on Internet Technology. The result is somehow delimiting to the potentials of
what the technology could offer to both the teachers and the students. A
study by Manhas et. al (2015) on the use of internet and electronic
information resources by teachers and students in India revealed the number
one hindrance to access to Internet and electronic resources. The teachers
pointed out lack of IT knowledge to effectively utilize the services.
2.5. Overall Computer Literacy of Teachers
Table 7. Overall Computer Literacy of Teachers
Dimensions Mean SD Interpretation

Basic Computer Literacy 2.21 0.85 Good
Operating System Familiarity 2.02 0.87 Good
Knowledge on productivity tools 1.81 0.79 Good
Knowledge on Internet Technology 2.06 0.78 Good
Grand Mean 2.02 0.76 Good
1.50- 2.49- Good 0.50- 1.49- Fair
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Table 7 shows the overall computer literacy of Teachers. The overall
mean is 2.02 which is interpreted as Good, the lowest mean among all
dimensions is knowledge on productivity tools and the highest mean is basic
computer literacy which means most of the respondents are more
knowledgeable in terms of basic computer literacy rather than other
dimensions particularly on productivity tools and system familiarity.
The overall computer literacy of teachers of Bagong Silang
Elementary School is seen on the Table. All areas of computer literacy got a
mean falling within 1.50 to 4.49 brackets which are interpreted as Good. This
is suggestive that teachers do not regard themselves as proficient in the use
of computers and integrating its use in classroom teaching.
3. Differences of Computer Literacy to Respondents’ Demographic

Variables
Table 8. Differences of the Respondents’ Computer Literacy in

terms of Age
Dimensions Critical Comp. P-value Decision Conclusion

Value Value
Basic Computer Literacy 8.55 11.096 .000 Reject the Null There is significant
Hypothesis difference
Operating System Reject the Null There is significant
Familiarity 8.55 9.346 .000 Hypothesis difference
Knowledge on
productivity tools 8.55 9.587 .000 Reject the Null There is significant
Knowledge on Hypothesis difference
Internet Technology 8.55 9.120 .000 Reject the Null There is significant
Overall 8.55 12.014 .000
The p-value is significant at L =.05
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Table 8 shows the differences in the computer literacy of the
respondents in terms of age. As can be gleaned from the table, all the
computed value of the computer literacy dimensions are greater than the
critical value. The p-value are also below .05 level of significance. This
means that the null hypothesis is rejected and concludes that there are
significant differences in the computer literacy of respondents in terms of
age. The result of post-hoc revealed that younger teachers are more literate
than the seasoned teachers. This supports the study of Hsu et. al (2009)
which revealed that age is a significant factor that affected computer literacy
levels.
Table 9. Differences of the Respondents in the Computer Literacy in

Terms of Gender

Value Value
Basic Computer Accept There is no
Literacy 1.95 .268 .606 Null significant
Operating System Accept There is no
Familiarity 1.95 .650 .422 Null significant
Knowledge on Accept There is no
productivity tools 1.95 .052 .820 Null significant
Internet Technology 1.95 .003 .953 Null significant
Overall 1.95 .024 .877 Accept There is no
Null significant
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Table 9 shows the difference in the computer literacy of the
respondents when they are grouped according to gender. Based on the
statistical computation results, the critical values are greater than the
computed values. Moreover the p-value is greater than .05 level of
significance. These means that the null hypothesis is accepted and
concludes that there is no significant difference in the computer literacy of the
respondents in terms of gender.
Table 10. Differences in the Computer Literacy in Terms of Highest

Educational Attainment

Value Value
Basic Computer Accept There is no
Literacy 5.64 .254 .907 Null significant
Operating System Accept There is no
Familiarity 5.64 1.202 .315 Null significant
productivity tools 5.64 1.006 .409 Null significant
Internet Technology 5.64 1.437 .228 Null significant
Overall 5.64 .831 .509 Accept There is no
Null significant
Table 10 illustrates the differences in the computer literacy of the
respondents in terms of highest educational attainment. As observed, the

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critical value in all dimensions are greater than the computed values. It was
supported by the p-value greater than .05 level of significance. The decision
for this is to accept the null hypothesis and concludes that there is no
significant difference in the respondents’ computer literacy regardless of their
educational attainment. This findings validate the data of frequency and
distribution that majority of the respondents are baccalaureate degree
holders and only half of their population are with masters’ units. With this
result, the researcher developed an impression that educational attainment
should not be an indicator in selecting teachers to be trained in computer
utilization.
Table 11. Differences in the Computer Literacy in Terms of Length

of Years in Teaching

Value Value
Basic Computer Reject the There is
Literacy 3.70 6.908 .000 Null significant
Operating System Reject the There is
Familiarity 3.70 7.856 .000 Null significant
Knowledge on Reject the There is
productivity tools 3.70 8.165 .000 Null significant
Knowledge on Reject the There is
Internet Technology 3.70 6.050 .000 Null significant
Overall 3.70 8.542 .000 Reject the There is
Null significant
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Table 11 indicates the differences in the respondents’ Computer
Literacy when grouped according to their length in years of teaching. As
shown the critical values are lesser than the computed values, the p-values
are also lesser than .05 level of significance. These findings lead to the
rejection of null hypothesis and concludes that there are significant difference
in computer literacy in terms of their number of years in teaching.
Overall, the test of significant differences on the computer literacy vis-
à-vis different respondents’ demographic variables revealed that in age and
in number of years in teaching, computer literacy is affected. Age is indeed a
factor for learning new technology. The young ones are perceived to be more
adept with the use of technology as compared to the old ones. Years in
teaching are also a factor since it determines the likelihood of the number of
trainings that had been attended by the respondents also as regards the use
of computers.
4. Challenges Encountered in Using Technology
Table 12 Challenges Encountered in Using Technology
Challenges Frequency Rank

1. minimal number of computers
for use of pupils and teachers 94 1
2. lack of pupils’ interest on
computer technology 7 10
3. lack of teachers’ interest in
integrating technology in teaching 52 8
4. inability of the teacher to apply
technology due to lack of competence 87 3
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81 5
5. absence of internet connection in
the school 72 6
6. absence of instructional materials to
aid in teaching (i.e projectors) 84 4
7. inability of the students to use
technology due to economic reasons 89 2
8. lack of training in integrating
technology in classroom teaching 29 9
9. lack of support from the official of
the school 61 7
10.lack of support from the
Department of Education
Table 12 highlights the challenges encountered by teachers in using
and integrating technology in teaching. As seen on the table, minimal number
of computers for use of pupils and teachers is most prevalent followed by
lack of training in integrating computer technology in classroom teaching and
inability of the teacher to apply technology to apply technology due to lack of
competence. The result showed what the current system of education is
facing and encountering with regard to the full utilization of information and
communication technology in classroom teaching. As highlighted in the
article written by Nagel (2013) titled “6 Technology Challenges Facing
Education”, professional development is identified as key. Among all
challenges is the lack of adequate, ongoing professional development for
teachers who are required to integrate new technologies into their
classrooms yet are unprepared or unable to understand new technologies..

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5. Proposed Teachers’ Competency Training Program
The summary of the teachers’ self-competency assessment revealed
that majority of them are mostly familiar with basic computer operations. This
can be attributed to the trainings given to teachers on the use of computers
and technology which normally focused on basic computer use and
functions. Among the four major areas that were assessed – basic computer
literacy, operating system familiarity, use of office productivity tools, and
knowledge on internet technology, the use of office productivity tools which
covers knowledge on software like word processors, spreadsheet,
presentation packages, database and multimedia programs, ranked the
lowest.
Surprisingly, since office productivity tools are often needed for
teachers to carry out their administrative tasks, they knowledge on said tools
are also limited to their basic functionalities thus their optimal uses are
unlikely to be utilized by the teachers for instructional purposes.
In view of the foregoing statement, the proposed competency training
program for teachers on the use computers would primarily revolve around
exploring the advance features of office productivity tools and how these
tools can be utilized to aid teachers in carrying out their instructional
responsibilities more efficiently and effectively.

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PROPOSED COMPUTER COMPETENCY TRAINING

Goal 1: EQUIP TEACHERS WITH BASIC COMPUTING SKILLS

Targeted Recommended Success Indicators/ Responsible Resources
Objective Time Table
Competency Program/ Activity Measures Person/ Office Required
Resource
ResourceSpeaker
Speaker Computer
Basic computer Participants should
To equip selected Principal and Laboratory
literacy (Basic Back to Basics: achieve a HSGrade
PrincipalLevel
&
BSES teachers of the Chairmen May 2017
computer Computing 101 "COMPETENT" rating Department
basic skills in BSES LCD Projector INSET
operations, PC Training on post-assessment Heads
Selected
computing Teachers
troubleshooting) exam
Mic
Selected Teachers
Goal 2: ACHIEVE SELF-EFFICIENCY THROUGH SOLID FOUNDATION ON OPERATING SYSTEMS

Resource Speaker
Resource
To acquaint BSES of Operating System Speaker Computer
Participants should Principal and
the hidden wonders Familiarity BE OPERATIONAL: Laboratory
achieve a HSGrade
PrincipalLevel
Chairmen
&
of Operating System (System Operating System May 2017
"COMPETENT" rating Department
BSES
(OS) and its Configuration, Familiarity Training Selected
LCD Projector INSET
on post-assessment Heads
configuration tools System Interfaces, (Windows & Linux) Teachers
exam
and to Open Source OS) Mic
BSES Teachers
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Goal 3: MAXIMIZE THE FULL POTENTIAL OF THE INTERNET IN TEACHING

Use of the ResourceSpeaker
Resource
To acquaint teachers Internet Speaker Computer
Participants should
on how the Internet (Blogging, Talk to the Net: How Laboratory
achieve a HSPrincipal
Principal
Grade
and
&
Level
can be used as a Webpage to optimize the Chairmen
October
"COMPETENT" rating Department
supplemental tool in Designing, Online students' Internet LCD Projector 2017 INSET
on post-assessment Heads
BSES
facilitating virtual Learning Experience Teachers
exam
learning Management Mic
BSES Teachers
System)
Goal 4: EXPLORE ADVANCE FEATURES OF MS WORD & POWERPOINT

ResourceSpeaker
Resource
To learn the advance Speaker Computer
PRESENTING the Participants should
features of MS Word Advance Word Principal and Laboratory
WORD of Wonders: achieve a HSGrade
PrincipalLevel
&
and MS Powerpoint Processing and Chairmen
May 2018
Advance MS Word "COMPETENT" rating Department
that can be used to Presentation LCD Projector INSET
and MS Powerpoint on post-assessment Heads
BSES
facilitate teaching Skills Teachers
Training exam
and learning Mic
BSES Teachers

Goal 5: EXPLORE THE ADVANCE FEATURES OF MS EXCEL

Resource
Resource
Speaker
Speaker
Computer
To learn the advance Participants should
Advance Word Laboratory
features of MS Excel EXCELing BEYOND: achieve a HSPrincipal
Principaland&
Processing and Grade Level May 2018
that can be used to Advance MS Excel "COMPETENT" rating Department
Chairmen
Presentation LCD Projector INSET
facilitate teaching Training on post-assessment Heads
BSES
Skills
and learning exam Teachers
Mic
BSES Teachers
Graduate School
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This study aims to gauge the computer literacy of Bagong Silang
Elementary School teachers with the attempt to identify salient teachers’
needs necessary for crafting competency training programs in the use of
information and communications technology in teaching. Specifically, the
study solicits demographic information about the teachers, determines their
level of knowledge of different areas of computer use like basic computer
operations, familiarity on operating system, use of office productivity tools
and utilization of internet technology. The study also determines the
differences of the teachers’ level of competency based on their profile.
Further, it identifies the different challenges encountered by teachers with
regard to the use of technology. The data were solicited through a survey-
questionnaire prepared by the researcher as administered to selected
elementary teachers of BSES.
1. Demographic Profile of Bagong Silang Elementary School Teachers
Teachers of Bagong Silang Elementary School are mainly
composed of female teachers which have lesser interest in technical
issues and concerns as regards the use of technology in the classroom
and in teaching.
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Majority of BSES teachers are also young adults who are regarded
as digital migrants and are expected to be knowledgeable in basic ideas
and concepts about computer use. The use of technology however is
deemed more appealing to them, the young teachers, as compared to the
older ones.
Most of the surveyed teachers are also married individuals who are
presumably taking care of children that are digital natives thus the need to
better understand the kind of technology that they are growing with and
using at home and in school.
It was also observed that teachers of BSES are simply bachelor’s
degree holders. However, their educational attainment cannot be deemed
prejudicial to their computer literacy since the younger population are
more exposed in the use of technology as compared to their older
counterparts.
Most of the BSES teachers have been teaching for 15 years or
less which is suggestive of their age thus have higher chance of exposure
to technology.
Finally, as to relevant trainings attended, most of BSES teachers
are only exposed to trainings on the use of spreadsheet program and
basic computer operations that are necessary for them to perform their
administrative tasks as teachers such as grade computation and

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preparation of needed reports and deliverables but not necessarily those
that are needed in teaching.
2. Computer Literacy of Bagong Silang Elementary School Teachers
2.1 Knowledge on Basic Computer Operations
Knowledge on basic computer operations include computer operations
like opening, saving, deleting files; installing devices; recognizing different
file formats, troubleshooting; connecting computer to other devices and
installing software and programs among others. BSES teachers assessed
their knowledge on basic computer operations as Good which can be
translated to average knowledge. They are most aware on how to open,
save and close file but are mediocre in all other aspects of basic computer
operations thus they full utilization of computers may be deemed to be very
limited.
2.2 Familiarity on Operating System
Operating system familiarity includes changing properties and settings
of the computer’s interface and functions to suit the needs of its users.
Overall, the familiarity of BSES teachers of the functionalities of operating
system that they are using to make their computing experience more
efficient and productive is just Good. This means that teachers would only
settle for the given functionality of their operating system and would not look
for ways to optimize their use of the computer. Thus, the performance of the
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computers and its users are average which could have been much better if
properly optimized to fit in to the individual needs of its users.
2.3 Knowledge on Office Productivity Tools
Knowledge of productivity tools include knowledge on the use of basic
computer software like word processor, spreadsheet program, database
management system, and presentation packages. The overall mean of the
teachers’ knowledge on intermediate to advance office productivity tools falls
only on a “Good” level. This implies that teachers are only aware about the
basic functions of the different productivity tools but not its advance
functionalities which can be used to better enhance not only the teachers’
teaching experience but also that of the students’ learning outcomes.
2.4 Knowledge on Internet Technology
The knowledge on internet technology covers teachers’ knowledge on
utilizing internet as a tool to communicate (e.g. creating, sending and
filtering email), and connect (i.e. social media and virtual storage), and
express (i.e. blogging). The survey revealed that teachers of BSES have
average knowhow on said internet facilities thus an overall mean falling on
the Good interpretation. The knowledge of teachers for internet use may be
associated with the extent and degree of access that they have on said
technology.
Graduate School
3. Differences of Computer Literacy of Bagong Silang Elementary

Teachers based on their Demographic Profile
As to age, younger teachers are deemed to be more literate in terms
of using computers as compared to seasoned teachers. This can be
attributed to the younger teachers’ greater exposure to technology while they
were growing up and studying in formal schools.
As to gender, no significant difference can be found between the
computer literacy of the respondents across different gender. This can be
associated with the fact that in the Philippines, equality on schooling
opportunity is given to both male and female population thus the exposure to
technology of both sexes is nondiscriminating.
As to highest educational attainment, no significant difference can also
be identified from among the different groups. Access to technology is given
to all yet its utilization is still subjective. In a pedagogic environment, when
training to computer literacy is given, educational attainment is often not
considered as a factor to include or exclude one in the training.
As to years of teaching experience, there is a significant difference
between the parameters used in the study. The difference may be connected
to the fact that teachers who had long served the institution may have had
numerous training relevant to the use of technology as compared to those
who are only new in the profession.

Graduate School
4. Challenges Encountered by Bagong Silang Elementary Teachers on

the Use of Technology
Teachers of Bagong Silang Elementary Schools face a wide array of
challenges with regard to using technology. Among the most salient are the
availability of computers that can be used by both teachers and students,
absence or lack of training on integrating technology in classroom teaching
and inability of the teacher to apply technology due to lack of competence.
This can be associated with the fact that training on the use of computers are
primarily confined with how the teachers can accomplish their administrative
responsibilities rather than integrating technology as a method in classroom
teaching.
5. Propose Teachers’ Training Competency Program
Based on the assessment of teachers’ competency and the
findings that their competency level simply falls on mediocre, it is
recommended that teachers should be given a competency program on the
use of computers targeting those skills that are necessary for them to
improve the teaching and learning processes. This covers training on utilizing
tools that would allow teachers to prepare not only interesting materials for
teaching but also interactive materials that would capture not only the
interests of the students but also stimulate their critical thinking. In addition,
integration of technology in classroom teaching and use of technology to

Graduate School
augment physical classroom interaction may be included in the training by
introducing virtual interaction between the teacher and the student
particularly over the Internet. However, before advance training skills are
given to teachers, the training should also cover assessing core competency
of teachers in technology use for them to feel at ease in utilizing technology
not only in the performance of their administrative task but also instructional
responsibilities.
Conclusions
Based on the findings of the study, the following conclusions are
drawn:
1. Teachers of Bagong Silang Elementary School have varying
characteristics and needs with regard to use of computer technology
thus the computer literacy level also varies with respect to their
demographic profiles and relevant trainings attended.
2. The computer literacy of teachers from Bagong Silang Elementary
School with respect to their knowledge on basic computer operations,
familiarity on operating systems, knowledge on office productivity tools
and use of internet technology are at the average level thus the need
to further their knowledge on the functionalities of the different tools

Graduate School
that they can use to optimize their computing experience and
revolutionize their classroom teaching.
3. There is a significant difference between the computer literacy level of
Bagong Silang Elementary teachers across different age groups and
number of trainings attended. However, no difference can be
established on demographic profiles like gender, civil status, and
educational qualification.
4. Teachers of Bagong Silang Elementary School encounter a diverse
set of challenges related to computer use in their school. Primarily,
lack of computers and appropriate trainings are the most salient.
Recommendations
Based on the findings of the study and the conclusions drawn, the
following recommendations are offered:
1. A competency training program on the use of computers as an aide in
classroom teaching must be included in the annual in-service training
for teachers.
2. Needs assessment for computer literacy training must be done to
different teachers teaching different subject areas to suit the needs of
the teachers to the content of the training module.

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3. Teachers must not only be subjected to training programs but they
must also be encouraged to integrate their knowledge in computer use
to classroom teaching.
4. The grade chairmen and school principal should be committed to
continual training programs on integrating technology inside the
classroom since technology is continually evolving thus the training for
it should not be intermittent.
5. The school administration should promote the use of technology
inside the classroom and must offer possible remedies to problems
like lack of computers that can be used by both teachers and
students.
6. The school should tie up with training institutions or HEIs that could
provide free computer training for their teachers during in-service
trainings.
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UNIVERSITY OF CALOOCAN CITY 1

THE PROBLEM AND ITS BACKGROUND

Today, computers play a big role in education especially in developing

countries like Philippines. According to Casiano (2007), computer has a

capability for administrative and managerial users namely: easing enrollment

procedures, preparing transcript of records, recording grades, paying school

to the development of multi-media which is creating an exciting and very real

interactive learning environment.

Computers offer exciting approaches to teaching that were not even

dreamed of 20 years ago. Use of computers can revolutionize teaching and

learning and could bring advances that would improve education

The teaching-learning processes, methodologies, and approaches

pedagogic environment. From traditional to a more contemporary teaching

on the use of technology makes conventional technology use inside the

classroom boring. The computed-aided instructions (CAI) when used in the

The 21st century teachers, the digital migrants, are compelled to

teachers to not only employ learner-centered and personalized approach in

administrative requirements of the institution that they serve.

Giron (2009), in his article titled “Enhanced Basic Education Program

must be developed graduates from K to 12 program. This post greater

challenge to teachers to update and upgrade their knowledge with

information technology to transfer the expected competencies among their

Pupils from public elementary schools come from diverse socio-

economic backgrounds that make teaching them even more challenging.

teachers. Some of these students have early exposure on technology and

of the person to make use of computers and other technological gadgets

administrative and instructional requirements of their work as teachers. Basic

computer skills are needed in performing common and required

administrative tasks of teachers like preparing computerized lesson plans,

In addition to the abovementioned tasks, teachers are expected to not

only make use of traditional instructional materials in delivering their lessons

but also utilize technology in preparing more innovative and responsive

instructional materials. Teachers are also required to conduct actions

preparing documentation for said task.

classroom, blogging, etc.

According to Borabo (2009), based on the curriculum domain of the

National Competency Based Teacher Standards (NCBTS), teachers must

demonstrate skills in the use of information and communications technology.

In view of the foregoing paragraphs, the researcher decided to make

an assessment on the computer literacy and its effect to the efficacy of

From the output of the study, it is expected that a computer literacy

program would be devised that would address the varying contemporary

better perform both their administrative and instructional tasks.

Statement of the Problem

This study will assess the computer literacy of teachers of Bagong

Silang Elementary School and its effect to their efficacy.

Specifically, it will seek answers to the following questions:

1. How many teacher respondents are computer literate based on;

1.3 civil status,

1.4 highest educational attainment,

1.5 number of years in service, and

1.6 relevant trainings attended?

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

2.1 basic computer literacy,

2.2 operating system familiarity,

3. How many teacher respondents are computer literate?

4. What is the level of the teacher respondents’ computer literacy?

6. What is the relationship of the computer literacy of the teacher

respondents to their efficacy?

7. What are the challenges met by the teacher respondents to become

computer literate to improve their efficacy?

Hypothesis of the Study

There is no significant difference in the level of computer literacy and