BIBLIOGRAPHY CALISOG,REYMEDIOS Y. APRIL 2010. BSU-...
BIBLIOGRAPHY
CALISOG,REYMEDIOS Y. APRIL 2010. BSU- Secondary Laboratory School
Teachers’ Utilization and Perceptions on the Use of Computers in Teaching. Benguet
State University, La Trinidad Benguet.
Adviser: Marife D. Carpio, BSc
ABSTRACT
This study was conducted to determine the usage and perceptions of BSU-
Secondary Laboratory School teachers regarding the use of computers in teaching.
Specifically, the study aimed to determine the socio-demographic profile of the
respondents; determine how teachers use computers in teaching; determine the level of
expertise of teachers in using computers; determine the perceptions of the respondents
towards the use of computers in teaching; and determine the perceived advantages and
disadvantages of computers in teaching.
A survey questionnaire was used to gather the needed data.
Most of the respondents belonged to the age bracket 31-40 years old, males,
married, are relatively new in service (with 1-10 years), and were handling 1 to 2
subjects in different levels.
Majority (64.29%) used a computer only to prepare for their classes or in other
school activities. They used the computer in computing grades, preparing for their
lessons, sourcing out materials for their lessons and making information materials. Only a
few (35.71%) used the computer during class hours either in the classroom or in the
computer laboratory. They used the computer in showing certain concepts, relationships,
data, objects, etc. to their students, through presentations software, word processing and
spreadsheet/data-based programs.
The respondents’ level of expertise regarding computer hardware and other related
components, word processing, spreadsheet and presentation were rated as average.
Teachers perceived computers as having the ability to be a good tool in aiding the
teaching-learning process, however it should still be largely supported by interpersonal
communication.
The computer has its advantages in terms of its capacity for entertainment,
catching students’ attention and facilitating submission of school requirements. On the
other hand, the computer can be disadvantageous when used by students in ways that are
not related to school work; when the equipment becomes susceptible to technical
problems ; and when students become too dependent on the equipment.
Recommendations for additional training and procurement of additional computer
units as well as for further study regarding the use and perception of computers in other
schools are in order, based on the results of this study.
ii
TABLE OF CONTENTS
Page
Bibliography……………………………………………………………………….. i
Abstract ……… …………………………………………………………………..
i
Table of Contents ………………………………………………………………….
iii
INTRODUCTION
Rationale ……………….………………………………………………..…
1
Statement of the Problem ………………………………………………….
2
Objectives of the Study …………………………………………………….
3
Importance of the Study …………………………………………………...
3
Scope and Limitation of the Study …………………………..…………….
4
REVIEW OF LITERATURE
Importance of Computer …………………………….……………………..
5
Use of Computer in High School ………………………………………….
7
Perceptions and Use of Computer in Teaching ………...………………….
10
Teacher's Use of Computers ….….………………………………………...
11
The iSchools Project – “Internet
for Public High Schools”……….…………………………………….….....
12
METHODOLOGY
Locale and Time of the Study …………………………………………..….
15
Respondents of the Study ……………………………………………….....
15
Data Collection ………………………………………………………….…
15
Data to be gathered …………………………………………………….…..
17
iii
Data Analysis ……………………………………………..………………..
17
RESULTS AND DISCUSSION
Profile of the Respondents …………………………………………………
18
Computer Utilization of Teachers in Teaching ……………………………
20
Level of Expertise of the Respondents ………………………….…………
24
Perception of the Respondents towards
the Use of Computer in Teaching ……………………………..…………...
25
Perceived Advantages and Disadvantages
Of Computers in Teaching …………………………….…………………..
27
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary …………………………………………….……………………..
30
Conclusions …………………………………………….………………….
31
Recommendations …………………………………….…………………...
32
LITERATURE CITED …………………………………………………………….
33
APPENDICES
A. Communication Letter ….……………………………..………….……
34
B. Survey Questionnaire …….…..………………………..……………....
35
C. Level of Expertise of the Respondent
in Using Computer ……….……………………..…………..………….
42
iv
1
INTRODUCTION
Rationale
The generation today is said to be the “Computer Generation” because of the
advanced technologies which provide faster access to information and learning. However,
access to information is limited in terms of availability of machines like computer.
Nothing epitomizes modern life better than the computer. For better or worse, computers
have infiltrated every aspect of our society. However, how about in the field of teaching?
Aquino, (1986) as cited by Macato (2008), said that teaching is the act of
providing activities that facilitates learning. It is the process where gaining knowledge
and learning takes place.
In addition, Becker (2001) said that we often speak about computers in
classrooms as if we and our audience have a common view of what they are and what
function they serve. But the character of computers and their functionality have been very
different at different points in time and remain quite different for teachers of different
subjects, teachers who teach students of different ages and backgrounds, and teachers
who have characteristically different pedagogies.
These are just some of the facts to which the Commission on Information and
Communications Technology (CICT) has based their iSchools project. Having realized
that there is an urgency to provide effective training on the available up-to-date and
appropriate information & communications technology, the CICT targeted the public
high schools to provide them with much- needed ICT skills training to become globally
competitive.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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The project aims to strengthen classroom learning and instruction by providing a
means of accessing the plethora of online information; build the information and
computer literacy of public high school teachers such that they can integrate computer in
teaching and learning; and ultimately to measure the impact of integrating computer in
education.
The Benguet State University Secondary Laboratory School (BSU-SLS) is a
recipient of the project in 2007. As such, the school was provided with a computer
laboratory equipped with 20 units of computers, one laptop, an LCD projector and a one-
year free Internet connection. Alongside these are human capability building programs
that aimed at providing the teachers, as well as the students with the skills in
manipulating the computers and in using these in the teaching-learning process.
It has been a year after all the necessary trainings and workshops have been given
to the beneficiaries. It would be constructive for all concerned to see if the project is on
the right track in terms of achieving its objectives specifically in terms of the progress of
the teachers in integrating computer in their teaching.
Unfortunately, the result of having these initiatives may affect the environment of
the teachers when it comes to teaching and learning. So it is in this view that this study
will be conducted to determine the BSU-Secondary Laboratory School Teachers’
Utilization and Perceptions on the use of computers in teaching.
Statement of the Problem
The technology today is one of the reasons that affect the person’s perspective
and utility. However, it depends upon the person on how to accept it and use it in terms of
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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learning. Therefore, this study seeks to determine the BSU-Secondary Laboratory School
Teachers’ utilization and perceptions on the use of computers in teaching.
Specifically the study aimed to answer the following questions:
1. What is the socio-demographic profile of the respondents?
2. How do teachers use computers in teaching?
3. What is the level of expertise of the teachers in using computers?
4. What are the perceptions of the respondents towards the use of computers in
teaching?
5. What are the perceived advantages and disadvantages of computers in
teaching?
Objectives of the Study
The study aimed to:
1. determine the socio-demographic profile of the respondents;
2. determine how teachers use computers in teaching;
3. determine the level of expertise of teachers in using computers;
4. determine the perceptions of the respondents towards the use of computers in
teaching; and
5. determine the perceived advantages and disadvantages of computers in
teaching
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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Importance of the Study
The rhetoric on computer use in teaching exhorts that to remain relevant in an
increasingly networked economy and society, education providers need to integrate
computer-based activities and resources into their curriculum offerings. The result of this
study may lend insight to the project implementers to have an in-depth analysis of the
experiences of educators in using computers. Such analysis may provide the background
for additional capability-building or enhancement programs for the beneficiaries. It is
also hoped that the study will inculcate among educators greater appreciation of
computers.
In addition, this study can be beneficial to all researchers, instructors and students
for it may serve as an additional source of information especially on a similar topic.
Scope and Limitation
The emphasis of the study was the BSU-Secondary Laboratory School Teachers’
utilization and perceptions on the use of computers in teaching.
The study does not aim to evaluate the project as a whole.
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REVIEW OF LITERATURE
The Importance of Computer
Before the computer became an everywhere tool in the home and workplace,
these used to be the realm of computer engineers and experts. In the past, we could only
find computers in laboratories and universities, and only programmers have the skill to
use these. Today, computers are virtually everywhere—at homes, offices, and even
outdoors, with portable computers being inexpensive and accessible (Alexander, 2009).
According to Alexander (2009), with the younger generations practically being
raised on computers, we would wonder why computer education is necessary at all.
However, even if one would often expect students to learn computers by themselves, it’s
still a good idea to have them started with the basic and important concepts before they
even start learning from video games and other less productive activities. Computer study
in school often involves various subjects and applications.
Moreover, these are word processing, programming, and basic layout or design
(Alexander, 2009).
• Word processing- Word processing is often one of the basic computer-
related subjects taught in school curriculums. This is usually in
conjunction with other literary-related subjects, such as language. Word
processing also involves skills that students might find useful later on in
their professional lives, such as correspondence, typing, and even other
writing-related subjects, such as journalism and creative writing. This
fosters not only the skill of typing and laying out words on screen and on
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paper, but also the development of creativity in terms of content.
• Programming- Apart from encoding, basic programming can also be
included in schools’ computer-related programs of study. Different
programming languages offer different functionalities and flexibility. But
the main training that comes with this is logic and analytical thinking.
Students are taught how to use programming languages to express logical
arguments, and use these in creating meaningful applications, no matter
how basic.
• Design- Great designers are usually individuals who have the artistic
inclinations even before they touch a computer mouse and keyboard.
However, being able to apply one’s artistic talents on the computer would
help boost one’s creative tendencies. Schools usually let students dabble
with simple design applications, such as photo-manipulation software like
Photoshop. These skills can help develop a liking for design and the arts in
general, and can help hone a student’s skills in manipulating graphical and
design elements on a computer.
• Research- Another important skill that students can learn through
computers is research. The Internet is a rich resource of information.
However, not all information that can be found online is valid and true.
Therefore, schools can train students on the right methodologies of
research and information-gathering, particularly those that are done online.
Apart from this, students would also need to learn how to properly cite and
quote research material found online.
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• Higher learning- Apart from the basic skills that can be taught with the
help of computers, schools and learning institutions can also offer courses
and programs of study that cater to higher learning. Engineering and
Computer Science departments, for example, can offer bachelor's or
graduate degrees in programming, computer engineering, and the like.
These academic programs can help develop future entrepreneurs,
developers, engineers, and other professionals in the field of technology.
In addition, Alexander (2009), a computer study that is integrates part of any
school’s curriculum may these help develop basic skills that students will find useful in
their professional life.
Use of Computer in High School
The education of the workforce for the first half of the twenty-first century is now
underway in the high schools. For some, this may be the last formal education the
individual may receive. The use of technology in the classroom as a teaching tool is
becoming an ever important medium. While technology itself has undergone some major
changes in the last ten years, the use of technology in the high school has also undergone
some major changes. Setting goals for the future will help guide technology in the
education setting (Geselbracht, 2000).
According to Geselbracht (2000), the computers in schools ten years ago were
mostly Apple IIC's and Apple IIE's with one or two floppy disk drives, and no hard
drives. They were stand alone models, memory many with only 125K or 256K of online
memory. In high schools, computers are being used to learn keyboarding in place of
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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typing. They are also used for word processing and some spreadsheet work in order to
write papers. Because of the limited memory among other things, though, few software
programs were written and effective at the high school level. Teacher training in
technology was almost non-existent. The computers were in laboratories and not in
regular classrooms, so teachers and students had limited access to them. Up until recently
each teacher's belief about instruction, personal knowledge of technology and prior
attitudes of machines is determined by the students' use of computers.
Geselbracht (2000), also mentioned that few schools provided teachers with
computers to practice with and seldom were technical support available immediately
when computers broke down. There would be nothing worse than for a lesson to center
around computer work and then the computer having a malfunction that the teacher
couldn't figure out. Being prepared for a class before they enter is a necessity when
working with teenagers.
Moreover, the technique for building high tech schools is to allow greater access
to students each week. Except in a few cases, student access in high school is very short
each week. We don't give a student a textbook only an hour or two a couple times a
week. Some say one hour a day on the computer is what is needed for effective learning.
A California plan calls for two hours a day computer access for students. We don't let a
business have one computer for every sixteen workers which is the national average for
computers to students in the classroom. Experts have said one computer for every six
students would be the best situation in secondary schools. When the number of computers
is sufficient, the result is positive student learning and large gains in education quality.
Student attitude toward learning seems to be enhanced since the introduction of
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computers into the classroom. Students are not afraid of the computer and explore
without fear of hurting the equipment. With regular use of computers, early research
seems to indicate improving grades and test scores for students (Geselbracht, 2000).
Geselbracht (2000), added that to use a computer effectively, good software must
be available. There is a lot of educational software written now for secondary students.
Right now a shift in programming software needs to happen. Up until now software was
written for single users at the computer and now there is a need for software that can be
used by groups of students. CD ROM technology has given access to reference tools not
readily available in every classroom before even in book form. Also video disc
technology has been very beneficial at providing educational programming in all subject
areas. Multimedia computers and software can offer a wide range of media images, text,
sound and video to convey subject material, all good for getting teenage student attention.
An explosion of learning resources is available on the internet. The whole global
community is available for education of a student, not just one classroom.
Importantly, technology is needed in the secondary schools today both for
learning subject matter and for learning computer skills increasingly needed in the
workplace. Ongoing teacher training in technology must become a priority in order for
maximum potential to be realized with computers. Software must be of good quality and
effective for groups of students, not just single users. And finally giving students quality
access and quality time can improve interest in learning as well as provide many tools
that can be used well into the future (Geselbracht, 2000).
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Perceptions and Use of Computer in Teaching
According to Teo (2008), computers are increasingly widespread, influencing
many aspects of our social and work lives, as well as many of our leisure activities. As
more tasks involve human computer interaction, computer skills and knowledge have
become more positively correlated with both occupational and personal success. In most
cases, the teacher is key to effective implementation of the use of computers in the
educational system and given that teachers have tremendous potential to transmit beliefs
and values to students, it is important to understand the biases and stereotypes that
teachers may hold about the use of computers and the factors that act as facilitators to
teachers’ positive computer usage.
Teachers often view the computer as a tool to accomplish housekeeping tasks,
manage their students more efficiently, and to communicate with parents more easily.
The success of student learning with computer technology will depend largely on the
perception of teachers and their willingness to embrace the technology. Gaining an
appreciation of the teachers’ perceptions towards computer use may provide useful
insights into technology integration and acceptance and usage of technology in teaching
and learning (Teo, 2006).
The success of any initiatives to implement technology in an educational program
depends strongly upon the support and perceptions of teachers involved. It has been
suggested that if teachers believed or perceived proposed computer programs as fulfilling
neither their own or their students’ needs, they are not likely to attempt to introduce
technology into their teaching and learning. Among the factors that affect the successful
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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use of computers in the classroom are teachers’ perceptions towards computers (Huang
and Liaw, 2005).
Teacher's Use of Computers
The use of computers by high school teachers, as Larry Cuban (2001) argues, still
very much a rare phenomenon. Outside of word processing, very few teachers have their
students make frequent use of computers during class. Students in lower-ability classes
are often given computer games and drills related to the subject area of their class, but it
is primarily those rare classes of other students and other teachers who use more
sophisticated computer software as resources and tools for doing productive and
constructive academic work.
The teachers’ philosophy of education certainly plays a role in determining
whether she will use computers and how they will be used, but there are even stronger
factors at work in determining whether teachers will make use of computers during class
time for constructivist learning approaches. Specifically, those stronger factors are the
teacher’s own technical expertise and professional experience in using computer
applications, the number of computers in their own classroom, and their personal
involvement in their profession, both within their school building and beyond. Each of
those factors, explored only in a small way in this paper, appear to be stronger
determinants of constructivist uses of computers during class than the teacher’s
philosophy itself (Cuban, 2001).
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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The iSchools Project – “Internet
for Public High Schools”
The iSchools Project is one of the education support efforts being carried out
under the Commission on Information and Communication Technology – Human Capital
Development Group (CICT – HCDG). The iSchools Project supports the efforts of the
Philippine Government, and the Department of Education to integrate computer and
internet education in Public High Schools (iSchools, 2007).
According to iSchools (2007) under the iSchools-CeC Project, schools will be
provided with twenty one (21) computers (server and workstations), network related
peripherals, internet connections (including fixed line or wireless connectivity if
necessary) as well as relevant educator training in the use of ICT in the education
process.
Moreover, the iSchools-CeC Project focuses on strengthening classroom learning
and instruction by expanding access to various sources of information. In so doing, the
Project aims to increase the ability of public high school students throughout the
Philippines to be globally competitive in accessing employment and higher education
opportunities.
In addition, the CICT-HCDG will implement the iSchools-CeC Project in
collaboration with the Department of Education (DepEd), House of Representatives,
other government agencies, Local Government Units (LGUs), non-government
organizations (NGOs) and other stakeholders (iSchools, 2007).
Project component:
Network Infrastructure- The following are the hardware requirements for an iSchools:
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1. Provision of Internet laboratory:
Installation of Local Area Network (LAN) one (1) server and twenty (20)
workstations.
2. Internet connectivity:
Digital Service Line (DSL) or Wireless Broadband Internet Access (Microwave
Access) with free unlimited internet access for one year.
Educators’ Training- Various training programs will be conducted to develop the
ICT competencies of teachers in client schools.
The following training programs are:
1. Laboratory Management Training Program (40 hours)
This is designed for would be Lab Managers and technicians who will be
selected by their respective School Heads. The first part of the module will
require the presence of lab managers during the installation period to get training
on actual networking procedures and software installation. The second part will
train the participants on networking concepts and proper maintenance procedures.
2. Teacher's Training on ICT Literacy Program (40 hours)
This is designed to train the high school’s faculty members on basic ICT
literacy skills so that they will be able to effectively use ICT technology in their
classes, lesson preparation, and record updates. The course will be designed in
accordance with the National ICT Competency Standards (NICS) Basic and
advanced based on internationally accepted standards.
3. CeC and Project Sustainability Training Program (24 hours)
This is designed to further gain stakeholders’ commitment to the project. It
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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will train them on how to sustain the project by their own means, when they
upgrade laboratory units or provide additional laboratories. Training on business
planning on potential income-generating projects will be conducted that will
include SWOT analysis, forecasting, marketing, and financial projections.
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METHODOLOGY
Locale and Time of Study
The study was conducted in Benguet Sate University- Secondary Laboratory
School. The school was chosen because the school is one of the CICT iSchools Project
beneficiary.
The Benguet State University- Secondary Laboratory School (Figure 1.) is located
in the heart of La Trinidad Benguet.
La Trinidad is the capital town of the Benguet Province, the erstwhile "Salad
Bowl" of the Philippines. It is about 1,300 meters above the sea level, 6 km north of
Baguio City and 90 km South of Mountain Province.
The place can be accessed by air and land transportation through the road going to
La Trinidad Benguet.
The study was conducted from December to February 2010.
Respondents of the Study
The respondents of the study were the 28 teachers of Benguet Sate University-
Secondary Laboratory School. These teachers should also be using computers either in
preparing for lessons or during their class.
Data Collection
A survey questionnaire was used to collect the information and empirical data.
The researcher was personally conducted the survey. Some parts of the survey
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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Secondary
Laboratory
School
BENGUET STATE
UNIVERSITY-
SECONDARY
LABORATORY
SCHOOL
Figure1. Map of BSU-Secondary Laboratory School
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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have been adopted from an instrument used in a study on “How Are Teachers Using
Computers in Instruction?” by Henry J. Becker, Center for Research on Information
Technology & Organizations University of California, Irvine on April 2001 and
Commission On Information And Communications Technology Human Capital
Development Group, Pre-assessment Evaluation Sheet on ICT Skills Survey based on the
National ICT Competency Standards.
Data Gathered
The data was the respondent’s profile; teachers’ level of expertise in using
computers in teaching; perceptions of the respondents towards computer and their use of
computers in teaching; and the perceived advantages and disadvantages of computers in
their teaching.
Data Analysis
The data was collected using survey questionnaire. It was tabulated; consolidated
and analyzed using descriptive statistics such as frequency count, average and
percentage. Quantitative data was categorized and described in narrative form.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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RESULTS AND DISCUSSION
Profile of the Respondents
Table 1 shows the profile of the respondents with regards to their age, gender,
civil status, year of service, and subject taught and year level.
The oldest was 65 years old while the youngest was 26 years old. Majority of
them (39.28 %) were from the age range of 31-40 years old. Younger teachers (31-40
years old) employed in the high school were greater in number than those aged above 40
years old. More than half (53.57 %) of them were male and almost half (46.86 %) were
female. Most of them (64.28 %) were married and only few (32.14 %) were single.
In terms of years in service, 50% of the respondents has served in high school for
1-10 years, and 25 % has served for 21-30 years, 17.86% has served for 11-20 years and
only three (10.71%) has served for 31-40 years. This result implies that most of the
teachers are relatively new in service.
With regards to subject taught, out of 28 teachers, there were 8 (25%) who taught
Makabayan in different levels. Four (14%) of the respondents taught science in different
levels; three teachers taught English, Math and MAPEH subject in different levels; and
two teachers taught Filipino and Agricultural Science. Only one teacher taught the
subjects VO-AG, Research, TLE-Entrepreneurship and Computer.
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Table 1. Profile of the respondents
CHARACTERISTICS
FREQUENCY
PERCENTAGE
N=28
Age
21-30 7
25
31-40 11
39.28
41-50 4
14.28
51-60 3
10.71
TOTAL 28 100
Gender
Male 15
53.57
Female 13
46.28
TOTAL 28 100
Civil Status
Single 9
32.14
Married 18
64.29
Widower 1 3.57
TOTAL 28 100
Years of Service
1-10 14
50
11-20 5
17.86
21-30 7
25
31-40 3
10.71
TOTAL 28 100
Subject Taught
Makabayan 8 28.57
Science 4
14.28
English 3
10.71
MAPEH 3 10.71
Math 3
10.71
Filipino 2 7.14
Agri Science
2
7.14
Vo-Ag 1
3.57
Research 1 3.57
TLE-
1 3.57
Entrepreneurship
Computer 1 3.57
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Computer Utilization of Teachers in Teaching
Table 2 shows how teachers use the computer. Majority (64.29%) of the
respondents used a computer only to prepare for their classes or in other school activities.
Further details regarding these activities are shown in Table 3. Only 10 (35.71%) of the
respondents used a computer during their class hours. There is a relatively low
percentage of teachers who used computers during class. However, it is to be noted that
all of them have the basic knowledge and skills in operating a computer.
Table 3 shows in detail how the respondents use the computer in preparing for
their classes and in other academic-related activities. All 28 (100%) respondents record
and calculate their students’ grades through the computer. Majority (85.71%) used a
computer to make handouts for their students while 82.14% of them used a computer to
get information or pictures from the internet to use in their lessons.
On the other hand, 20 (71.43%) of the respondents use the computer to write their
lesson plan or related notes to remind them on what they will do or what topic they want
to discuss on the next day.
Table 2. Computer use among the respondents
USAGE
NO. OF RESPONDENTS
PERCENTAGE
(N=28)
I use computer only to
18 64.29
prepare for classes or in
other school activities
I use computer during class
10 35.71
hours
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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Table 3. Respondents’ use of computer in preparing for classes or in other school
activities
THEY USE COMPUTER TO:
NO. OF RESPONDENTS
PERCENTAGE
(N=28)
Record or calculate students grades
28
100
Make handouts for the students
24
85.71
Get information or picture from the
23 82.14
internet for use in lessons
Write lesson plans or related notes
20
71.43
Use scanners to prepare for class
15
53.57
Communicate with parents
9
32.14
Exchange computer files with other
7
25
teachers
Post students work, suggestions for
3 10.71
resources, or ideas and opinions on
the world wide web
*Multiple responses
There were 15 (53.57%) of them who used scanners to prepare for their class.
This is when they have pictures in books or magazines that they need to scan to be able to
come up with a bigger picture to show to their students. Nine (32.14) of the respondents
used a computer to communicate with the parents of the students, by means of letter.
Instead of writing these letters manually, teachers preferred to make use of the computer
and some word processing application. Also there are templates in these applications
wherein they can just fill in the needed information.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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22
Only seven (25%) of the respondents exchanged files with the other teachers
when needed. According to the respondents, the files that they exchanged with colleagues
were those that are related to school matters.
Few (10.71%) of the respondents post students work, suggestions for resources,
ideas and opinions on the World Wide Web. According to some, they kept their students
suggestions, ideas and opinions confidential. In addition, students’ works, assignments
and requirements were checked immediately and were returned as soon as the scores
have been recorded.
Table 4, on the other hand, shows that only few (10) of the respondents use
computer during their class. Many of the respondents (32. 14%) used softwares for
making presentations (e.g. PowerPoint) during their class. According to the respondents,
using presentation during their class helps to prevent boredom and facilitates discussions.
They also added that there was a certain degree of increase in attention among the
students when they used interesting presentations. Seven (25 %) make use of word
processing (MS Word/ Writer) in class. This is when they need to show students some
concepts or to demonstrate to them some things regarding students’ requirements. At
times, they have documents that they need to show to their students and these documents
are in formats readable in word processing applications.
Four (14.28%) used spreadsheet (Excel/Calc) or data based programs. There
were times that the teachers need to show their students the relationships of certain data
and the spreadsheet is a good application for this. Graphs and charts may also be shown
for each data input.
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Table 4.Types of software used by the respondents during class
TYPES OF SOFTWARE
NO. OF RESPONDENTS
PERCENTAGE
(n=10)
Software for making presentation
9 32.14
(e.g PowerPoint)
Word processing (MS Word/
7 25
Writer)
Spreadsheet or date based (Excel/
4 14.28
Calc) programs
World Wide Web
3
10.71
Encyclopedias and other
2 7.14
references on CD-ROM
Electronic mail
2
7.14
Graphics oriented printing (e.g.
1
3.57
Print shop)
1
3.57
Games for practicing skills
*Multiple answers
According to some of them, some use spreadsheets when they show the grades of
the students and how they computed their students grades. They used it also to file some
important documents.
The World Wide Web, Electronic mail, encyclopedias and other references on
CD-ROM, were some peripherals. They rarely used of these, only when the topic or
subject calls for it and to break the monotony of class discussions. At times, they also
used of these to initiate participation from the students, especially in drills and games.
This is the same as Larry Cuban’s (2001) study wherein students in lower-ability
classes were often given computer games and drills related to the subject area of their
class.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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For those respondents who used computer to teach, they use it in the classroom or
at the computer lab, according to them, they used computer one to three times in a day,
and in every subject that they were teaching. They reflected that the number of computers
was not enough for the number of students, which maybe a factor why majority of the
teachers did not use the computer during their class hours. According to them, there was
also a limited number of available LCD projectors and teachers had to wait for their turn
in order to use the projector for class presentations.
Level of Expertise of the Respondents
in using Computer
Table 5 reflects the level of expertise of the respondents regarding computer
hardware and software. With regards to hardware and other related components the
respondents have used or done the function or operation occasionally but they need
further practice for them to become confident in using it. Especially to those who were
new users of computer, they are poor in identifying the different hardware and other
related components.
In terms of word processing, the respondents can manage documents, format text,
format documents, insert tables, insert pictures and images, create letter using mail
message and print documents is leveled as average. They were also very good in moving
and copying text, inserting text and previewing a document.
Although the respondents always used spreadsheet to record students’ grade, the
respondents rated it as average, thus they still need to practice their skills in using it.
Some of the respondents are poor in formatting table cells and managing workbooks.
On the other hand, their expertise in using presentation was rated average. One of
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Table 5. Level of expertise of the respondents in using computer
SOFWARES AND
TOTAL AVERAGE
LEVEL OF EXPERTISE
PROGRAMS
Hardware and other related
2.70 Average
components
Word Processing
2.70
Average
Spreadsheets 3.10
Average
Presentation 3.04
Average
*Legend
1 (Didn’t Use)
2 (Poor)
3 (Average)
4 (Very Good)
5 (Excellent)
0.15-1.50
1.60-2.50
2.60-3.50
3.60-4.50
4.60-5.50
the respondents said that most of the English and Science teachers use the presentation
software. A lot of their topics require showing of actual pictures of events and things.
More details regarding the level of expertise of the respondents in using computer
is shown in Appendix C.
Perceptions of the Respondents Towards
the use of Computers in Teaching
Generally, the respondents had a positive view about the use of computer in
teaching. Table 6 shows that the respondents agree that computers can provide
remediation of skills not learned well (1.04 µ). It can be a tool to aid the teacher to
supplement the lessons in the classroom. The respondents also agreed that computers can
aid in expressing one’s self in writing and encoding (1.07µ). The computer offers various
applications that can facilitate different school activities. For the student, projects, write-
ups, essays and other school requirements were made with ease using the computer.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Further, and for the respondents’ average who agreed that computer can aid in expressing
one’s self in writing/encoding.
Further, respondents view the computer as having the ability to enhance students’
skills, knowledge and capacities; and as a good tool for facilitating communication.
Identically, Toe’s (2008) study claimed that the success of students learning with
computer technology will depend largely on the perception of teachers and their
willingness to embrace the technology.
Table 6. Perceptions of the respondents towards the use of computer in teaching
PERCEPTIONS
AVERAGE
RESPONSE
Computers can help in mastering skills just taught
1.14
yes
Computer are necessary to facilitate
1.14 yes
communication, especially since electronic
communication has become a necessity
Computers can provide additional ideas and
1.11 yes
information
Computers are a good tool in presenting
1.11 yes
information to an audience
Computer can help students and teachers to learn
1.11 yes
collaboratively
Computer can help students and teachers to learn
1.11 yes
independently
Computer can aid in expressing one’s self in
1.07 yes
writing/ encoding
Computers can provide remediation of skills not
1.04 yes
learned well
TOTAL AVERAGE
1.10
yes
*Legend: 1- Yes
YES
NO
2- No
0.15- 1.50
1.60- 2.50
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Perceived Advantages and Disadvantages
of Computers in Teaching
Table 7 shows the advantages of computer in teaching. All of the listed
advantages were perceived as such only that they differ in gravity or measure of
advantages. Majority of the advantages listed were rated true, modest advantage.
Some of the respondents claimed, however, that the computer has a tendency to
make students lazy. They said that at times, they would discover that the students’
submitted assignments were done by using “copy and paste” method. They said that since
most of the information that the students need are available online, they no longer process
the information, instead they just copy what they see and paste it on the work area of
whichever application they are using.
According to one of the respondents, sometimes the traditional way of teaching is
still effective than using computer in teaching. The computer may act as a supplementary
tool in teaching but not the main source or method for learning.
The perceived advantages of using the computer relate to its capacity to entertain
while informing and its ability to minimize the time in creating projects or other outputs.
Table 8 shows the perceived disadvantages of computer in teaching. Majority of
the disadvantages were answered as true, modest advantage. The use of computers can
be disadvantageous when it comes to it being used for other purposes other than learning;
it being an expensive and fragile equipment; it as capable of encouraging laziness in
students; it being susceptible to damages; and it as having the capacity to diminish the
role of the instructor in the teaching-learning process.
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Table 7. Advantages of using computer in teaching
ADVANTAGES
AVERAGE
DESCRIPTION
Computers provide a welcome break for
3.39
True, a modest advantage
students from more routine learning activities
Students create better-looking products than
3.21
True, a modest advantage
they could do with just writing and other
traditional media
Students help one another more while doing
3.07
True, a modest advantage
computer work
Students take more initiative outside of class
2.75
True, a modest advantage
time-doing extra research or polishing their
work
Students are more willing to do second drafts
2.68
True, a modest advantage
’Average’ students are communicating and
producing in ways only ’gifted’ ones did
before
Students work harder at their assignments
2.32
Somewhat true, a mild
when they use computers
advantage
Students’ writing quality is better when they
2.21
Somewhat true, a mild
use word processing
advantage
TOTAL AVERAGE
2.80
True, a modest advantage
*Average:
1
2
3
4
5
0.15-1.50
1.60-2.50
2.60-3.50
3.60-4.50
4.60-5.50
*Legend:
1- Not true, not a advantage
2- Somewhat true, a mild advantage
3- True, a modest advantage
4- True, a strong advantage
5- Don’t know
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Table 8. Disadvantages of computer in teaching
DISADVANTAGES
AVERAGE
DESCRIPTION
Many students use computers in order to
3.14
True, a modest
avoid doing more important school work
disadvantage
Many students are not careful enough with
3.14
True, a modest
this expensive equipment.
disadvantage
Students can cheat easier copying work and
3
True, a modest
turning it in as their own
disadvantage
Computers are too unpredictable they
2.96
True, a modest
“crash” or software doesn’t work right
disadvantage
A teacher has to give up too much
2.85
True, a modest
instructional responsibility to the computer
disadvantage
software- I feel I’m not “teaching”
Students often get so wound up, I can’t get
2.25
Somewhat true, a mild
them to settle down afterwards
disadvantage
Computers are hard to figure out how to
2.18
Somewhat true, a mild
use
disadvantage
TOTAL AVERAGE
2.68
True, a modest
disadvantage
*Legend:
1- Not true, not a disadvantage
2- Somewhat true, a mild disadvantage
3- True, a modest disadvantage
4- True, a strong disadvantage
5- Don’t know
1
2
3
4
5
0.15-1.50
1.60-2.50
2.60-3.50
3.60-4.50
4.60-5.50
Generally, the respondents said that, sometimes the traditional way of teaching is
still more effective than using technology like computer in teaching. They added that,
although, the computer can be used during class, it should be noted that more guidance
and more interpersonal communication between and among teachers and students should
be taken into consideration.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study wanted to analyze the use of computers in teaching among BSU-
Secondary Laboratory School Teachers.
The study aimed to determine the socio-demographic profile of the respondents;
determine how teachers use computers in teaching; determine the level of expertise of
teachers in using computers; determine the perceptions of the respondents towards the
use of computers in teaching; and determine the perceived advantages and disadvantages
of computers in teaching.
The study was conducted in Benguet Sate University- Secondary Laboratory
School La Trinidad Benguet from December 2009 to February 2010. The data was
collected using survey questionnaire and was tabulated, consolidated and analyzed using
descriptive statistics such as frequency count, average and percentage. Quantitative data
was categorized and described in narrative form.
The study shows that there are more younger teachers (31-40 years old) employed
in the High School than those aged above 40 years old. Majority of the respondents were
males (53.57 %) and were married (64.28 %). Half of the respondents had served the
High School for 1-10 years, each of them teaching one to two subjects in different year
levels.
Majority (64.29%) use a computer only to prepare for their classes or in other
school activities. They make use of the computer in computing grades, preparing for their
lessons, sourcing out materials for their lessons and making information materials. Only a
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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few (35.71%) use the computer during class hours either in the classroom or in the
computer laboratory. They make use of the computer in showing certain concepts,
relationships, data, objects, etc. to their students.
Few (10) of the respondents use computer during their class. Most of them make
use of presentation software (32.14%), word processing (25%) and spreadsheet or data
based (Excel/Calc) programs (14.28%). The World Wide Web, Electronic mail,
encyclopedias and other references on CD-ROM, are some peripherals.
The respondents’ level of expertise regarding computer hardware and other related
components, word processing, spreadsheet and presentation were rated as average.
All of the listed perceptions towards the use of computer in teaching were
positively viewed by the respondents.
The result shows all of the listed advantages were perceived as such only that they
differ in gravity or measure of advantages. Majority of the advantages were answered as
true, modest advantage. Most of the disadvantages were also measured as true, a modest
disadvantage.
Conclusions
Based on the findings of the study the following conclusions were derived.
1. Respondents used of the computers mostly outside of the classroom to work
on academic-related activities;
2. BSU High School teachers still need capability building programs or
additional trainings on the use of various computer software or applications;
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
32
3. Teachers perceived computers as having the ability to be a good tool in aiding
the teaching-learning process, however it should still be largely supported by
interpersonal communication;
4. The computer has its advantages in terms of its capacity for entertainment,
catching students’ attention and facilitating submission of school requirements;
5. The computer can be disadvantageous when used by students in ways that are
not related to school work; when the equipment becomes susceptible to technical
problems; and when students become too dependent on the equipment.
Recommendations
Based on the findings and conclusions, the following recommendations were
derived:
1. The teachers should undergo training to increase their knowledge and skills in
computer use.
2. The school should try to collaborate with other agencies requiring the
provision of more computer equipment.
3. Further studies should be conducted to y determine other teachers’ perception
and utilization of computer in teaching for comparison and validation.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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LITERATURE CITED
ALEXANDER, M. 2009. How to Learn Importance of Computer Study In Schools from
http://www.howtodothings.com/education/how-to-learn-importance-of-
computer-study-in-schools.html
BECKER, J. 2001. How are Teachers Using Computers in Instruction? Center for
Research on Information Technology & Organizations University of
California, Irvine from http://www.crito.uci.edu/tlc/html/findings.html
iSchools 2007. iSchools Project- Internet for Public High Schools from
http://www.iSchools.wikispaces.com/mainpage.html
GESELBRACHT, L. C. 2000. Computer and High School Education from
http://www.iit.edu/~geselan/hischool.htm
HUANG, H. M. and S. S. LIAW 2005. Exploring user’s Attitudes and Intentions toward
the Web as a Survey tool. Computers in Human Behavior, 21(5), 729-743.
MACATO, L. P 2008. Instructional Media Utilization and Preferences of Teachers in
Porais National High School; San Jose City, Nueva Ecija. BS Thesis. Benguet
State University, La Trinidad Benguet. Pp-12
TEO, T. 2006. A path analysis of pre-service teachers’ attitudes toward computer use:
applying and extending the Technology Acceptance Model in an educational
context. Interactive Learning Environments.
TEO, T. 2008. Pre-service teachers’ attitudes towards computer use: A Singapore survey.
Anyang Technological University, 24 (4), 413-424.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
34
APPENDIX A
BENGUET STATE UNIVERSITY
2601 La Trinidad, Benguet
COLLEGE OF AGRICULTURE
Department of Development Communication
January 4, 2010
PROF. JOHN P. BOTENGAN JR.
Principal
BSU- Secondary Laboratory School
Warm greetings!
I am Reymedios Y. Calisog a fourth year student taking up Bachelor of Science in
Development Communication major in Educational Communication at Benguet State
University. I am conducting my undergraduate thesis entitled “BSU- Secondary
Laboratory School Teachers’ Utilization and Perceptions on the Use of Computers in
Teaching.”
In this connection, I would like to ask your permission to administer the questionnaires to
your faculty members. This will facilitate the gathering of the data needed for my study.
Rest assured that the data will be kept confidential and for research purpose only.
Thank you very much for your kind consideration.
Truly Yours,
REYMEDIOS Y. CALISOG
Student Researcher
NOTED BY:
MARIFE D. CARPIO
Adviser
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APPENDIX B
Survey Questionnaire
BSU-SECONDARY LABORATORY SCHOOL TEACHERS’ UTILIZATION AND
PERCEPTIONS ON THE USE OF COMPUTERS IN TEACHING
Part I. Socio-demographic Profile of the Respondents
Name: ____________________
Age:
_____
Gender:
__ (Male) __ (Female)
Civil Status: __ (Single) __ (Married) __ (Widower)
Number of years in service: __________
Teaching, what subject? What year level? (Please check below)
___English
___First year
___Second year ___Third year
___Fourth year
___Math
___First year
___Second year ___Third year
___Fourth year
___Science
___First year
___Second year ___Third year
___Fourth year
___ Makabayan ___First year
___Second year ___Third year
___Fourth year
___Filipino
___First year
___Second year ___Third year
___Fourth year
___ MAPEH
___First year
___Second year ___Third year
___Fourth year
___ Others, please specify
_______________________________________________________________________________
A0. When and where do you use computers?
___I use computer during class hours. (Please continue to A1)
___I use computer only to prepare for classes or in other professional activities. (Please proceed to A5)
A1. How many times in a day do you use a computer while you are teaching?
TIMES IN A DAY
1 time
1-2 times
1-3 times
1-4 times
1-5 times
Other (pls.
specify)
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A2. In times when you and your student use computer during a subject, how many students operate in one computer
at one time?
NO. OF STUDENTS IN ONE COMPUTER
One student
In pairs (2)
In group of 3-4
Other (pls. specify)
A3. Where do you use computer when you are teaching?
PLACES
Classroom Computer
lab Media
center
Other (pls. specify)
A4. Which of the following types of software are you applying in your class?
TYPES OF SOFTWARE
Please check below
a. Games for practicing skills
b. Simulation or exploratory environments
c. Encyclopedias and other references on CD-ROM
d. Word Processing (MS Word/Writer)
e. Software for making presentation (eg. PowerPoint)
f. Graphics oriented printing (eg. Print shop)
g. Spreadsheet or data based (Excel/Calc) programs
h. Hyper Studio, Hyper Card, or other Multi Media authoring environment
i. World Wide Web
j. Electronic mail
k. Other, please specify
________________________________________________________
A5. In which of the following ways do you use computer in preparing for teaching class in:
I use computer to:
Please check below
a. Record or calculate students grades
b. Make handouts for the students
c. Corresponds with parents
d. Write lesson plans or related notes
e. Get information or pictures from the internet for use in lessons
f. Use camcorders, digital cameras, or scanners to prepare for class
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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g. Exchange computer files with other teachers
h. Post students work, suggestions for resources, or ideas and opinions on the
world wide web
i. Others, please specify
___________________________________________
A6.What is your level of expertise in using computer? (Based on the National ICT Competency Standards)
INSTRUCTION:
On a scale of 1 to 5, rate the items in each of the indices below. Put a check mark that best indicates your
rating on each items.
SCALES:
1 – I am not aware of/not have tried this function/operation/tool.
2 – I am aware of this function/operation but have not experiences in using it.
3 – I have used/done this function/operation occasionally but need further practice to be
confident.
4 – I am a regular and confident user of this function/operation.
5 – I am fully competent with this function and could confidently explain it to others.
Item A. Hardware and other components
5
4
3
2
1
a. Identify the different hardware and software components of a computer
and how they work together.
b. Differentiate the different types of software
c. Discuss
networking/communications
technology
d. Operate
a
computer
e. Arrange and customize the desktop
f. Manage
applications
g. Manage
files
h. Manage
a
printer
i. Troubleshooting
the
computer
Item B. Word Processing
5
4
3
2
1
a. Manage
documents
b. Format text
c. Format
paragraph
d. Format
document
e. Move and copy text, insert text, delete text
f. Insert
tables
g. Insert
pictures
and
images
h. Create letter using mail merge
i. Preview
a
document
j. Print
a
document
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Item
C.
Spreadsheets
5 4 3 2 1
a. Manage
workbooks
b. Select cell, enter data in a cell, insert and delete cells, insert and delete
rows and columns
c. Handle
worksheets
d. Format data
e. Format
cells
f. Format
worksheet
g. Create
formulas
and
functions
h. Create charts/graphs, format charts/graphs
i. Preview a worksheet, print a worksheet
Item
D
Presentation
5 4 3 2 1
a. Discuss
basic
presentation
skills
b. Apply appropriate visuals and design considerations
c. Manage presentations using a presentation tool
d. Create slides, use different slide views
e. Apply slide layouts and templates
f. Format text
g. Insert
pictures
and
images
h. Insert
drawn
objects
i. Create charts/graphs, format charts/graphs
j. Create a slideshow, apply slide
show
effects
k. Prepare
outputs
l. Print
slides
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Part II. Perceptions of the Respondents toward the Use of Computer in Teaching
1. Computers can help in mastering skills just taught.
___
Yes
___
No
2. Computers can provide remediation of skills not learned well.
___
Yes
___
No
3. Computer can aid in expressing one’s self in writing/ encoding.
___
Yes
___
No
4. Computes are necessary to facilitate communication, especially since electronic communication
has become a necessity.
___
Yes
___
No
5. Computers can provide additional ideas and information.
___
Yes
___
No
6. Computers are a good tool in presenting information to an audience.
___
Yes
___
No
7. Computers can help students and teachers to learn how to work collaboratively.
___
Yes
___
No
8. Computers can help students and teachers to learn how to work independently.
___
Yes
___
No
9. Others, please specify:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Part III. Advantages and Disadvantages of Computer in Teaching
1. Which of these are advantages of using computers in teaching? If you haven’t had enough
experience with computers to have an opinion, check the "don’t know" box.
ADVANTAGES ANSWERS
Not
true,
Somewhat
True,
True, a
Don’t
not an
true, a mild
a modest
strong
know
advantage
advantage
advantage
advantage
a. Students create better-looking
products than they could do with just
writing and other traditional media
b. Computers provide a welcome
break for
students from more routine learning
activities
c. Students help one another more
while doing computer work
d. Students take more initiative
outside of class time-doing extra
research or polishing their work
e. Students’ writing quality is better
when they use word processing
f. Students work harder at their
assignments when they use
computers
g. Students are more willing to do
second drafts ’Average’ students are
communicating and producing in
ways only ’gifted’ ones did before
h. Others, please specify
______________________________
______________________________
______________________________
______________________________
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
41
2. Which of these are disadvantages of using computers in teaching?
DISADVANTAGES
ANSWERS
Not
true,
Somewhat
True, a
True, a
Don’t
not a
true, a mild
modest
strong
Know
disadvantage disadvantage disadvantage disadvantage
a. Computers are too unpredictable
they "crash," or the software doesn’t
work right
b. Computers are hard to figure out
how to use
c. Many students use computers in
order to avoid doing more important
school work
d. Many students are not careful
enough with this expensive equipment.
e. It is difficult to integrate computer
activities into most of my regular
lesson plans
f. Often too many students need my
help at the same time
g. Students often get so wound up, I
can’t get them to settle down
afterwards
h. A teacher has to give up too much
instructional responsibility to the
computer software-I feel I’m not really
“teaching”
i. Students can cheat easier copying
work and turning it in as their own
j. Others, please specify
_______________________________
_______________________________
_______________________________
_______________________________
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
42
APPENDIX C
Level of Expertise of the Respondents in Using Computer
SOFWARES AND PROGRAMS
AVERAGE LEVEL OF EXPERTISE
Hardware and other related components:
Identify the different hardware and
2.43 Poor
software components of a computer
and how they work together.
Differentiate the different types of
2.43 Poor
software
Discuss networking/communications
2.39 Poor
technology
Operate a computer
3.32
Average
Arrange and customize the desktop
2.86
Average
Manage applications
2.75
Average
Manage files
3.04
Average
Manage a printer
3.21
Average
Troubleshooting the computer
1.86
DU
TOTAL AVERAGE
2.70
Average
Word Processing:
Manage documents
3.26
Average
Format text
3.46
Average
Format paragraph
3.50
Average
Format document
3.46
Average
Move and copy text, insert text,
3.57 Very
Good
delete text
Insert tables
3.54
Average
Insert pictures and images
3.50
Average
Create letter using mail merge
3.25
Average
Preview a document
3.64
Very Good
Print a document
2.54
Average
TOTAL AVERAGE
2.70
Average
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
43
Spreadsheets:
Manage workbooks
2.93
Select cell, enter data in a cell, insert
3.25 Average
and delete cells, insert and delete
rows and columns
Handle worksheets
3.25
Average
Format data
3.25
Average
Format cells
2.29
Poor
Format worksheet
3.25
Average
Create formulas and functions
3.07
Average
Create charts/graphs, format
3.21
Average
charts/graphs
Preview a worksheet, print a
3.36 Average
worksheet
TOTAL AVERAGE
3.10
Average
Presentation:
Discuss basic presentation skills
3.04
Average
Apply appropriate visuals and design
2.89 Average
considerations
Manage presentations using a
3.04 Average
presentation tool
Create slides, use different slide
3.11 Average
views
Apply slide layouts and templates
3.04
Average
Format text
2.93
Average
Insert pictures and images
3.07
Average
Insert drawn objects
3.06
Average
Create charts/graphs, format
3.07 Average
charts/graphs
Create a slideshow, apply slide show
3.07 Average
effects
Prepare outputs
3.07
Average
Print slides
3.14
Average
TOTAL AVERAGE
3.04
Average
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
44
*Legend:
1- I am not aware of or not have tried this function
2- I am aware of this function but have not experiences in using it
2- I am aware of this function but need further practice to be confident
4- I am a regular and confident user of this function
5- I am fully competent with this function and could confidently explain it to
others
1 (Didn’t Used)
2 (Poor)
3 (Average)
4 (Very Good)
5 (Excellent)
0.15-1.50 1.60-2.50 2.60-3.50 3.60-4.50 4.60-5.50
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
CALISOG,REYMEDIOS Y. APRIL 2010. BSU- Secondary Laboratory School
Teachers’ Utilization and Perceptions on the Use of Computers in Teaching. Benguet
State University, La Trinidad Benguet.
Adviser: Marife D. Carpio, BSc
ABSTRACT
This study was conducted to determine the usage and perceptions of BSU-
Secondary Laboratory School teachers regarding the use of computers in teaching.
Specifically, the study aimed to determine the socio-demographic profile of the
respondents; determine how teachers use computers in teaching; determine the level of
expertise of teachers in using computers; determine the perceptions of the respondents
towards the use of computers in teaching; and determine the perceived advantages and
disadvantages of computers in teaching.
A survey questionnaire was used to gather the needed data.
Most of the respondents belonged to the age bracket 31-40 years old, males,
married, are relatively new in service (with 1-10 years), and were handling 1 to 2
subjects in different levels.
Majority (64.29%) used a computer only to prepare for their classes or in other
school activities. They used the computer in computing grades, preparing for their
lessons, sourcing out materials for their lessons and making information materials. Only a
few (35.71%) used the computer during class hours either in the classroom or in the
computer laboratory. They used the computer in showing certain concepts, relationships,
data, objects, etc. to their students, through presentations software, word processing and
spreadsheet/data-based programs.
The respondents’ level of expertise regarding computer hardware and other related
components, word processing, spreadsheet and presentation were rated as average.
Teachers perceived computers as having the ability to be a good tool in aiding the
teaching-learning process, however it should still be largely supported by interpersonal
communication.
The computer has its advantages in terms of its capacity for entertainment,
catching students’ attention and facilitating submission of school requirements. On the
other hand, the computer can be disadvantageous when used by students in ways that are
not related to school work; when the equipment becomes susceptible to technical
problems ; and when students become too dependent on the equipment.
Recommendations for additional training and procurement of additional computer
units as well as for further study regarding the use and perception of computers in other
schools are in order, based on the results of this study.
ii
TABLE OF CONTENTS
Page
Bibliography……………………………………………………………………….. i
Abstract ……… …………………………………………………………………..
i
Table of Contents ………………………………………………………………….
iii
INTRODUCTION
Rationale ……………….………………………………………………..…
1
Statement of the Problem ………………………………………………….
2
Objectives of the Study …………………………………………………….
3
Importance of the Study …………………………………………………...
3
Scope and Limitation of the Study …………………………..…………….
4
REVIEW OF LITERATURE
Importance of Computer …………………………….……………………..
5
Use of Computer in High School ………………………………………….
7
Perceptions and Use of Computer in Teaching ………...………………….
10
Teacher's Use of Computers ….….………………………………………...
11
The iSchools Project – “Internet
for Public High Schools”……….…………………………………….….....
12
METHODOLOGY
Locale and Time of the Study …………………………………………..….
15
Respondents of the Study ……………………………………………….....
15
Data Collection ………………………………………………………….…
15
Data to be gathered …………………………………………………….…..
17
iii
Data Analysis ……………………………………………..………………..
17
RESULTS AND DISCUSSION
Profile of the Respondents …………………………………………………
18
Computer Utilization of Teachers in Teaching ……………………………
20
Level of Expertise of the Respondents ………………………….…………
24
Perception of the Respondents towards
the Use of Computer in Teaching ……………………………..…………...
25
Perceived Advantages and Disadvantages
Of Computers in Teaching …………………………….…………………..
27
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary …………………………………………….……………………..
30
Conclusions …………………………………………….………………….
31
Recommendations …………………………………….…………………...
32
LITERATURE CITED …………………………………………………………….
33
APPENDICES
A. Communication Letter ….……………………………..………….……
34
B. Survey Questionnaire …….…..………………………..……………....
35
C. Level of Expertise of the Respondent
in Using Computer ……….……………………..…………..………….
42
iv
1
INTRODUCTION
Rationale
The generation today is said to be the “Computer Generation” because of the
advanced technologies which provide faster access to information and learning. However,
access to information is limited in terms of availability of machines like computer.
Nothing epitomizes modern life better than the computer. For better or worse, computers
have infiltrated every aspect of our society. However, how about in the field of teaching?
Aquino, (1986) as cited by Macato (2008), said that teaching is the act of
providing activities that facilitates learning. It is the process where gaining knowledge
and learning takes place.
In addition, Becker (2001) said that we often speak about computers in
classrooms as if we and our audience have a common view of what they are and what
function they serve. But the character of computers and their functionality have been very
different at different points in time and remain quite different for teachers of different
subjects, teachers who teach students of different ages and backgrounds, and teachers
who have characteristically different pedagogies.
These are just some of the facts to which the Commission on Information and
Communications Technology (CICT) has based their iSchools project. Having realized
that there is an urgency to provide effective training on the available up-to-date and
appropriate information & communications technology, the CICT targeted the public
high schools to provide them with much- needed ICT skills training to become globally
competitive.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
2
The project aims to strengthen classroom learning and instruction by providing a
means of accessing the plethora of online information; build the information and
computer literacy of public high school teachers such that they can integrate computer in
teaching and learning; and ultimately to measure the impact of integrating computer in
education.
The Benguet State University Secondary Laboratory School (BSU-SLS) is a
recipient of the project in 2007. As such, the school was provided with a computer
laboratory equipped with 20 units of computers, one laptop, an LCD projector and a one-
year free Internet connection. Alongside these are human capability building programs
that aimed at providing the teachers, as well as the students with the skills in
manipulating the computers and in using these in the teaching-learning process.
It has been a year after all the necessary trainings and workshops have been given
to the beneficiaries. It would be constructive for all concerned to see if the project is on
the right track in terms of achieving its objectives specifically in terms of the progress of
the teachers in integrating computer in their teaching.
Unfortunately, the result of having these initiatives may affect the environment of
the teachers when it comes to teaching and learning. So it is in this view that this study
will be conducted to determine the BSU-Secondary Laboratory School Teachers’
Utilization and Perceptions on the use of computers in teaching.
Statement of the Problem
The technology today is one of the reasons that affect the person’s perspective
and utility. However, it depends upon the person on how to accept it and use it in terms of
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
3
learning. Therefore, this study seeks to determine the BSU-Secondary Laboratory School
Teachers’ utilization and perceptions on the use of computers in teaching.
Specifically the study aimed to answer the following questions:
1. What is the socio-demographic profile of the respondents?
2. How do teachers use computers in teaching?
3. What is the level of expertise of the teachers in using computers?
4. What are the perceptions of the respondents towards the use of computers in
teaching?
5. What are the perceived advantages and disadvantages of computers in
teaching?
Objectives of the Study
The study aimed to:
1. determine the socio-demographic profile of the respondents;
2. determine how teachers use computers in teaching;
3. determine the level of expertise of teachers in using computers;
4. determine the perceptions of the respondents towards the use of computers in
teaching; and
5. determine the perceived advantages and disadvantages of computers in
teaching
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
4
Importance of the Study
The rhetoric on computer use in teaching exhorts that to remain relevant in an
increasingly networked economy and society, education providers need to integrate
computer-based activities and resources into their curriculum offerings. The result of this
study may lend insight to the project implementers to have an in-depth analysis of the
experiences of educators in using computers. Such analysis may provide the background
for additional capability-building or enhancement programs for the beneficiaries. It is
also hoped that the study will inculcate among educators greater appreciation of
computers.
In addition, this study can be beneficial to all researchers, instructors and students
for it may serve as an additional source of information especially on a similar topic.
Scope and Limitation
The emphasis of the study was the BSU-Secondary Laboratory School Teachers’
utilization and perceptions on the use of computers in teaching.
The study does not aim to evaluate the project as a whole.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
5
REVIEW OF LITERATURE
The Importance of Computer
Before the computer became an everywhere tool in the home and workplace,
these used to be the realm of computer engineers and experts. In the past, we could only
find computers in laboratories and universities, and only programmers have the skill to
use these. Today, computers are virtually everywhere—at homes, offices, and even
outdoors, with portable computers being inexpensive and accessible (Alexander, 2009).
According to Alexander (2009), with the younger generations practically being
raised on computers, we would wonder why computer education is necessary at all.
However, even if one would often expect students to learn computers by themselves, it’s
still a good idea to have them started with the basic and important concepts before they
even start learning from video games and other less productive activities. Computer study
in school often involves various subjects and applications.
Moreover, these are word processing, programming, and basic layout or design
(Alexander, 2009).
• Word processing- Word processing is often one of the basic computer-
related subjects taught in school curriculums. This is usually in
conjunction with other literary-related subjects, such as language. Word
processing also involves skills that students might find useful later on in
their professional lives, such as correspondence, typing, and even other
writing-related subjects, such as journalism and creative writing. This
fosters not only the skill of typing and laying out words on screen and on
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
6
paper, but also the development of creativity in terms of content.
• Programming- Apart from encoding, basic programming can also be
included in schools’ computer-related programs of study. Different
programming languages offer different functionalities and flexibility. But
the main training that comes with this is logic and analytical thinking.
Students are taught how to use programming languages to express logical
arguments, and use these in creating meaningful applications, no matter
how basic.
• Design- Great designers are usually individuals who have the artistic
inclinations even before they touch a computer mouse and keyboard.
However, being able to apply one’s artistic talents on the computer would
help boost one’s creative tendencies. Schools usually let students dabble
with simple design applications, such as photo-manipulation software like
Photoshop. These skills can help develop a liking for design and the arts in
general, and can help hone a student’s skills in manipulating graphical and
design elements on a computer.
• Research- Another important skill that students can learn through
computers is research. The Internet is a rich resource of information.
However, not all information that can be found online is valid and true.
Therefore, schools can train students on the right methodologies of
research and information-gathering, particularly those that are done online.
Apart from this, students would also need to learn how to properly cite and
quote research material found online.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
7
• Higher learning- Apart from the basic skills that can be taught with the
help of computers, schools and learning institutions can also offer courses
and programs of study that cater to higher learning. Engineering and
Computer Science departments, for example, can offer bachelor's or
graduate degrees in programming, computer engineering, and the like.
These academic programs can help develop future entrepreneurs,
developers, engineers, and other professionals in the field of technology.
In addition, Alexander (2009), a computer study that is integrates part of any
school’s curriculum may these help develop basic skills that students will find useful in
their professional life.
Use of Computer in High School
The education of the workforce for the first half of the twenty-first century is now
underway in the high schools. For some, this may be the last formal education the
individual may receive. The use of technology in the classroom as a teaching tool is
becoming an ever important medium. While technology itself has undergone some major
changes in the last ten years, the use of technology in the high school has also undergone
some major changes. Setting goals for the future will help guide technology in the
education setting (Geselbracht, 2000).
According to Geselbracht (2000), the computers in schools ten years ago were
mostly Apple IIC's and Apple IIE's with one or two floppy disk drives, and no hard
drives. They were stand alone models, memory many with only 125K or 256K of online
memory. In high schools, computers are being used to learn keyboarding in place of
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
8
typing. They are also used for word processing and some spreadsheet work in order to
write papers. Because of the limited memory among other things, though, few software
programs were written and effective at the high school level. Teacher training in
technology was almost non-existent. The computers were in laboratories and not in
regular classrooms, so teachers and students had limited access to them. Up until recently
each teacher's belief about instruction, personal knowledge of technology and prior
attitudes of machines is determined by the students' use of computers.
Geselbracht (2000), also mentioned that few schools provided teachers with
computers to practice with and seldom were technical support available immediately
when computers broke down. There would be nothing worse than for a lesson to center
around computer work and then the computer having a malfunction that the teacher
couldn't figure out. Being prepared for a class before they enter is a necessity when
working with teenagers.
Moreover, the technique for building high tech schools is to allow greater access
to students each week. Except in a few cases, student access in high school is very short
each week. We don't give a student a textbook only an hour or two a couple times a
week. Some say one hour a day on the computer is what is needed for effective learning.
A California plan calls for two hours a day computer access for students. We don't let a
business have one computer for every sixteen workers which is the national average for
computers to students in the classroom. Experts have said one computer for every six
students would be the best situation in secondary schools. When the number of computers
is sufficient, the result is positive student learning and large gains in education quality.
Student attitude toward learning seems to be enhanced since the introduction of
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
9
computers into the classroom. Students are not afraid of the computer and explore
without fear of hurting the equipment. With regular use of computers, early research
seems to indicate improving grades and test scores for students (Geselbracht, 2000).
Geselbracht (2000), added that to use a computer effectively, good software must
be available. There is a lot of educational software written now for secondary students.
Right now a shift in programming software needs to happen. Up until now software was
written for single users at the computer and now there is a need for software that can be
used by groups of students. CD ROM technology has given access to reference tools not
readily available in every classroom before even in book form. Also video disc
technology has been very beneficial at providing educational programming in all subject
areas. Multimedia computers and software can offer a wide range of media images, text,
sound and video to convey subject material, all good for getting teenage student attention.
An explosion of learning resources is available on the internet. The whole global
community is available for education of a student, not just one classroom.
Importantly, technology is needed in the secondary schools today both for
learning subject matter and for learning computer skills increasingly needed in the
workplace. Ongoing teacher training in technology must become a priority in order for
maximum potential to be realized with computers. Software must be of good quality and
effective for groups of students, not just single users. And finally giving students quality
access and quality time can improve interest in learning as well as provide many tools
that can be used well into the future (Geselbracht, 2000).
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
10
Perceptions and Use of Computer in Teaching
According to Teo (2008), computers are increasingly widespread, influencing
many aspects of our social and work lives, as well as many of our leisure activities. As
more tasks involve human computer interaction, computer skills and knowledge have
become more positively correlated with both occupational and personal success. In most
cases, the teacher is key to effective implementation of the use of computers in the
educational system and given that teachers have tremendous potential to transmit beliefs
and values to students, it is important to understand the biases and stereotypes that
teachers may hold about the use of computers and the factors that act as facilitators to
teachers’ positive computer usage.
Teachers often view the computer as a tool to accomplish housekeeping tasks,
manage their students more efficiently, and to communicate with parents more easily.
The success of student learning with computer technology will depend largely on the
perception of teachers and their willingness to embrace the technology. Gaining an
appreciation of the teachers’ perceptions towards computer use may provide useful
insights into technology integration and acceptance and usage of technology in teaching
and learning (Teo, 2006).
The success of any initiatives to implement technology in an educational program
depends strongly upon the support and perceptions of teachers involved. It has been
suggested that if teachers believed or perceived proposed computer programs as fulfilling
neither their own or their students’ needs, they are not likely to attempt to introduce
technology into their teaching and learning. Among the factors that affect the successful
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
11
use of computers in the classroom are teachers’ perceptions towards computers (Huang
and Liaw, 2005).
Teacher's Use of Computers
The use of computers by high school teachers, as Larry Cuban (2001) argues, still
very much a rare phenomenon. Outside of word processing, very few teachers have their
students make frequent use of computers during class. Students in lower-ability classes
are often given computer games and drills related to the subject area of their class, but it
is primarily those rare classes of other students and other teachers who use more
sophisticated computer software as resources and tools for doing productive and
constructive academic work.
The teachers’ philosophy of education certainly plays a role in determining
whether she will use computers and how they will be used, but there are even stronger
factors at work in determining whether teachers will make use of computers during class
time for constructivist learning approaches. Specifically, those stronger factors are the
teacher’s own technical expertise and professional experience in using computer
applications, the number of computers in their own classroom, and their personal
involvement in their profession, both within their school building and beyond. Each of
those factors, explored only in a small way in this paper, appear to be stronger
determinants of constructivist uses of computers during class than the teacher’s
philosophy itself (Cuban, 2001).
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
12
The iSchools Project – “Internet
for Public High Schools”
The iSchools Project is one of the education support efforts being carried out
under the Commission on Information and Communication Technology – Human Capital
Development Group (CICT – HCDG). The iSchools Project supports the efforts of the
Philippine Government, and the Department of Education to integrate computer and
internet education in Public High Schools (iSchools, 2007).
According to iSchools (2007) under the iSchools-CeC Project, schools will be
provided with twenty one (21) computers (server and workstations), network related
peripherals, internet connections (including fixed line or wireless connectivity if
necessary) as well as relevant educator training in the use of ICT in the education
process.
Moreover, the iSchools-CeC Project focuses on strengthening classroom learning
and instruction by expanding access to various sources of information. In so doing, the
Project aims to increase the ability of public high school students throughout the
Philippines to be globally competitive in accessing employment and higher education
opportunities.
In addition, the CICT-HCDG will implement the iSchools-CeC Project in
collaboration with the Department of Education (DepEd), House of Representatives,
other government agencies, Local Government Units (LGUs), non-government
organizations (NGOs) and other stakeholders (iSchools, 2007).
Project component:
Network Infrastructure- The following are the hardware requirements for an iSchools:
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
13
1. Provision of Internet laboratory:
Installation of Local Area Network (LAN) one (1) server and twenty (20)
workstations.
2. Internet connectivity:
Digital Service Line (DSL) or Wireless Broadband Internet Access (Microwave
Access) with free unlimited internet access for one year.
Educators’ Training- Various training programs will be conducted to develop the
ICT competencies of teachers in client schools.
The following training programs are:
1. Laboratory Management Training Program (40 hours)
This is designed for would be Lab Managers and technicians who will be
selected by their respective School Heads. The first part of the module will
require the presence of lab managers during the installation period to get training
on actual networking procedures and software installation. The second part will
train the participants on networking concepts and proper maintenance procedures.
2. Teacher's Training on ICT Literacy Program (40 hours)
This is designed to train the high school’s faculty members on basic ICT
literacy skills so that they will be able to effectively use ICT technology in their
classes, lesson preparation, and record updates. The course will be designed in
accordance with the National ICT Competency Standards (NICS) Basic and
advanced based on internationally accepted standards.
3. CeC and Project Sustainability Training Program (24 hours)
This is designed to further gain stakeholders’ commitment to the project. It
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
14
will train them on how to sustain the project by their own means, when they
upgrade laboratory units or provide additional laboratories. Training on business
planning on potential income-generating projects will be conducted that will
include SWOT analysis, forecasting, marketing, and financial projections.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
15
METHODOLOGY
Locale and Time of Study
The study was conducted in Benguet Sate University- Secondary Laboratory
School. The school was chosen because the school is one of the CICT iSchools Project
beneficiary.
The Benguet State University- Secondary Laboratory School (Figure 1.) is located
in the heart of La Trinidad Benguet.
La Trinidad is the capital town of the Benguet Province, the erstwhile "Salad
Bowl" of the Philippines. It is about 1,300 meters above the sea level, 6 km north of
Baguio City and 90 km South of Mountain Province.
The place can be accessed by air and land transportation through the road going to
La Trinidad Benguet.
The study was conducted from December to February 2010.
Respondents of the Study
The respondents of the study were the 28 teachers of Benguet Sate University-
Secondary Laboratory School. These teachers should also be using computers either in
preparing for lessons or during their class.
Data Collection
A survey questionnaire was used to collect the information and empirical data.
The researcher was personally conducted the survey. Some parts of the survey
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
16
Secondary
Laboratory
School
BENGUET STATE
UNIVERSITY-
SECONDARY
LABORATORY
SCHOOL
Figure1. Map of BSU-Secondary Laboratory School
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
17
have been adopted from an instrument used in a study on “How Are Teachers Using
Computers in Instruction?” by Henry J. Becker, Center for Research on Information
Technology & Organizations University of California, Irvine on April 2001 and
Commission On Information And Communications Technology Human Capital
Development Group, Pre-assessment Evaluation Sheet on ICT Skills Survey based on the
National ICT Competency Standards.
Data Gathered
The data was the respondent’s profile; teachers’ level of expertise in using
computers in teaching; perceptions of the respondents towards computer and their use of
computers in teaching; and the perceived advantages and disadvantages of computers in
their teaching.
Data Analysis
The data was collected using survey questionnaire. It was tabulated; consolidated
and analyzed using descriptive statistics such as frequency count, average and
percentage. Quantitative data was categorized and described in narrative form.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
18
RESULTS AND DISCUSSION
Profile of the Respondents
Table 1 shows the profile of the respondents with regards to their age, gender,
civil status, year of service, and subject taught and year level.
The oldest was 65 years old while the youngest was 26 years old. Majority of
them (39.28 %) were from the age range of 31-40 years old. Younger teachers (31-40
years old) employed in the high school were greater in number than those aged above 40
years old. More than half (53.57 %) of them were male and almost half (46.86 %) were
female. Most of them (64.28 %) were married and only few (32.14 %) were single.
In terms of years in service, 50% of the respondents has served in high school for
1-10 years, and 25 % has served for 21-30 years, 17.86% has served for 11-20 years and
only three (10.71%) has served for 31-40 years. This result implies that most of the
teachers are relatively new in service.
With regards to subject taught, out of 28 teachers, there were 8 (25%) who taught
Makabayan in different levels. Four (14%) of the respondents taught science in different
levels; three teachers taught English, Math and MAPEH subject in different levels; and
two teachers taught Filipino and Agricultural Science. Only one teacher taught the
subjects VO-AG, Research, TLE-Entrepreneurship and Computer.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
19
Table 1. Profile of the respondents
CHARACTERISTICS
FREQUENCY
PERCENTAGE
N=28
Age
21-30 7
25
31-40 11
39.28
41-50 4
14.28
51-60 3
10.71
TOTAL 28 100
Gender
Male 15
53.57
Female 13
46.28
TOTAL 28 100
Civil Status
Single 9
32.14
Married 18
64.29
Widower 1 3.57
TOTAL 28 100
Years of Service
1-10 14
50
11-20 5
17.86
21-30 7
25
31-40 3
10.71
TOTAL 28 100
Subject Taught
Makabayan 8 28.57
Science 4
14.28
English 3
10.71
MAPEH 3 10.71
Math 3
10.71
Filipino 2 7.14
Agri Science
2
7.14
Vo-Ag 1
3.57
Research 1 3.57
TLE-
1 3.57
Entrepreneurship
Computer 1 3.57
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
20
Computer Utilization of Teachers in Teaching
Table 2 shows how teachers use the computer. Majority (64.29%) of the
respondents used a computer only to prepare for their classes or in other school activities.
Further details regarding these activities are shown in Table 3. Only 10 (35.71%) of the
respondents used a computer during their class hours. There is a relatively low
percentage of teachers who used computers during class. However, it is to be noted that
all of them have the basic knowledge and skills in operating a computer.
Table 3 shows in detail how the respondents use the computer in preparing for
their classes and in other academic-related activities. All 28 (100%) respondents record
and calculate their students’ grades through the computer. Majority (85.71%) used a
computer to make handouts for their students while 82.14% of them used a computer to
get information or pictures from the internet to use in their lessons.
On the other hand, 20 (71.43%) of the respondents use the computer to write their
lesson plan or related notes to remind them on what they will do or what topic they want
to discuss on the next day.
Table 2. Computer use among the respondents
USAGE
NO. OF RESPONDENTS
PERCENTAGE
(N=28)
I use computer only to
18 64.29
prepare for classes or in
other school activities
I use computer during class
10 35.71
hours
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Table 3. Respondents’ use of computer in preparing for classes or in other school
activities
THEY USE COMPUTER TO:
NO. OF RESPONDENTS
PERCENTAGE
(N=28)
Record or calculate students grades
28
100
Make handouts for the students
24
85.71
Get information or picture from the
23 82.14
internet for use in lessons
Write lesson plans or related notes
20
71.43
Use scanners to prepare for class
15
53.57
Communicate with parents
9
32.14
Exchange computer files with other
7
25
teachers
Post students work, suggestions for
3 10.71
resources, or ideas and opinions on
the world wide web
*Multiple responses
There were 15 (53.57%) of them who used scanners to prepare for their class.
This is when they have pictures in books or magazines that they need to scan to be able to
come up with a bigger picture to show to their students. Nine (32.14) of the respondents
used a computer to communicate with the parents of the students, by means of letter.
Instead of writing these letters manually, teachers preferred to make use of the computer
and some word processing application. Also there are templates in these applications
wherein they can just fill in the needed information.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Only seven (25%) of the respondents exchanged files with the other teachers
when needed. According to the respondents, the files that they exchanged with colleagues
were those that are related to school matters.
Few (10.71%) of the respondents post students work, suggestions for resources,
ideas and opinions on the World Wide Web. According to some, they kept their students
suggestions, ideas and opinions confidential. In addition, students’ works, assignments
and requirements were checked immediately and were returned as soon as the scores
have been recorded.
Table 4, on the other hand, shows that only few (10) of the respondents use
computer during their class. Many of the respondents (32. 14%) used softwares for
making presentations (e.g. PowerPoint) during their class. According to the respondents,
using presentation during their class helps to prevent boredom and facilitates discussions.
They also added that there was a certain degree of increase in attention among the
students when they used interesting presentations. Seven (25 %) make use of word
processing (MS Word/ Writer) in class. This is when they need to show students some
concepts or to demonstrate to them some things regarding students’ requirements. At
times, they have documents that they need to show to their students and these documents
are in formats readable in word processing applications.
Four (14.28%) used spreadsheet (Excel/Calc) or data based programs. There
were times that the teachers need to show their students the relationships of certain data
and the spreadsheet is a good application for this. Graphs and charts may also be shown
for each data input.
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Table 4.Types of software used by the respondents during class
TYPES OF SOFTWARE
NO. OF RESPONDENTS
PERCENTAGE
(n=10)
Software for making presentation
9 32.14
(e.g PowerPoint)
Word processing (MS Word/
7 25
Writer)
Spreadsheet or date based (Excel/
4 14.28
Calc) programs
World Wide Web
3
10.71
Encyclopedias and other
2 7.14
references on CD-ROM
Electronic mail
2
7.14
Graphics oriented printing (e.g.
1
3.57
Print shop)
1
3.57
Games for practicing skills
*Multiple answers
According to some of them, some use spreadsheets when they show the grades of
the students and how they computed their students grades. They used it also to file some
important documents.
The World Wide Web, Electronic mail, encyclopedias and other references on
CD-ROM, were some peripherals. They rarely used of these, only when the topic or
subject calls for it and to break the monotony of class discussions. At times, they also
used of these to initiate participation from the students, especially in drills and games.
This is the same as Larry Cuban’s (2001) study wherein students in lower-ability
classes were often given computer games and drills related to the subject area of their
class.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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For those respondents who used computer to teach, they use it in the classroom or
at the computer lab, according to them, they used computer one to three times in a day,
and in every subject that they were teaching. They reflected that the number of computers
was not enough for the number of students, which maybe a factor why majority of the
teachers did not use the computer during their class hours. According to them, there was
also a limited number of available LCD projectors and teachers had to wait for their turn
in order to use the projector for class presentations.
Level of Expertise of the Respondents
in using Computer
Table 5 reflects the level of expertise of the respondents regarding computer
hardware and software. With regards to hardware and other related components the
respondents have used or done the function or operation occasionally but they need
further practice for them to become confident in using it. Especially to those who were
new users of computer, they are poor in identifying the different hardware and other
related components.
In terms of word processing, the respondents can manage documents, format text,
format documents, insert tables, insert pictures and images, create letter using mail
message and print documents is leveled as average. They were also very good in moving
and copying text, inserting text and previewing a document.
Although the respondents always used spreadsheet to record students’ grade, the
respondents rated it as average, thus they still need to practice their skills in using it.
Some of the respondents are poor in formatting table cells and managing workbooks.
On the other hand, their expertise in using presentation was rated average. One of
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Table 5. Level of expertise of the respondents in using computer
SOFWARES AND
TOTAL AVERAGE
LEVEL OF EXPERTISE
PROGRAMS
Hardware and other related
2.70 Average
components
Word Processing
2.70
Average
Spreadsheets 3.10
Average
Presentation 3.04
Average
*Legend
1 (Didn’t Use)
2 (Poor)
3 (Average)
4 (Very Good)
5 (Excellent)
0.15-1.50
1.60-2.50
2.60-3.50
3.60-4.50
4.60-5.50
the respondents said that most of the English and Science teachers use the presentation
software. A lot of their topics require showing of actual pictures of events and things.
More details regarding the level of expertise of the respondents in using computer
is shown in Appendix C.
Perceptions of the Respondents Towards
the use of Computers in Teaching
Generally, the respondents had a positive view about the use of computer in
teaching. Table 6 shows that the respondents agree that computers can provide
remediation of skills not learned well (1.04 µ). It can be a tool to aid the teacher to
supplement the lessons in the classroom. The respondents also agreed that computers can
aid in expressing one’s self in writing and encoding (1.07µ). The computer offers various
applications that can facilitate different school activities. For the student, projects, write-
ups, essays and other school requirements were made with ease using the computer.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Further, and for the respondents’ average who agreed that computer can aid in expressing
one’s self in writing/encoding.
Further, respondents view the computer as having the ability to enhance students’
skills, knowledge and capacities; and as a good tool for facilitating communication.
Identically, Toe’s (2008) study claimed that the success of students learning with
computer technology will depend largely on the perception of teachers and their
willingness to embrace the technology.
Table 6. Perceptions of the respondents towards the use of computer in teaching
PERCEPTIONS
AVERAGE
RESPONSE
Computers can help in mastering skills just taught
1.14
yes
Computer are necessary to facilitate
1.14 yes
communication, especially since electronic
communication has become a necessity
Computers can provide additional ideas and
1.11 yes
information
Computers are a good tool in presenting
1.11 yes
information to an audience
Computer can help students and teachers to learn
1.11 yes
collaboratively
Computer can help students and teachers to learn
1.11 yes
independently
Computer can aid in expressing one’s self in
1.07 yes
writing/ encoding
Computers can provide remediation of skills not
1.04 yes
learned well
TOTAL AVERAGE
1.10
yes
*Legend: 1- Yes
YES
NO
2- No
0.15- 1.50
1.60- 2.50
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Perceived Advantages and Disadvantages
of Computers in Teaching
Table 7 shows the advantages of computer in teaching. All of the listed
advantages were perceived as such only that they differ in gravity or measure of
advantages. Majority of the advantages listed were rated true, modest advantage.
Some of the respondents claimed, however, that the computer has a tendency to
make students lazy. They said that at times, they would discover that the students’
submitted assignments were done by using “copy and paste” method. They said that since
most of the information that the students need are available online, they no longer process
the information, instead they just copy what they see and paste it on the work area of
whichever application they are using.
According to one of the respondents, sometimes the traditional way of teaching is
still effective than using computer in teaching. The computer may act as a supplementary
tool in teaching but not the main source or method for learning.
The perceived advantages of using the computer relate to its capacity to entertain
while informing and its ability to minimize the time in creating projects or other outputs.
Table 8 shows the perceived disadvantages of computer in teaching. Majority of
the disadvantages were answered as true, modest advantage. The use of computers can
be disadvantageous when it comes to it being used for other purposes other than learning;
it being an expensive and fragile equipment; it as capable of encouraging laziness in
students; it being susceptible to damages; and it as having the capacity to diminish the
role of the instructor in the teaching-learning process.
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Table 7. Advantages of using computer in teaching
ADVANTAGES
AVERAGE
DESCRIPTION
Computers provide a welcome break for
3.39
True, a modest advantage
students from more routine learning activities
Students create better-looking products than
3.21
True, a modest advantage
they could do with just writing and other
traditional media
Students help one another more while doing
3.07
True, a modest advantage
computer work
Students take more initiative outside of class
2.75
True, a modest advantage
time-doing extra research or polishing their
work
Students are more willing to do second drafts
2.68
True, a modest advantage
’Average’ students are communicating and
producing in ways only ’gifted’ ones did
before
Students work harder at their assignments
2.32
Somewhat true, a mild
when they use computers
advantage
Students’ writing quality is better when they
2.21
Somewhat true, a mild
use word processing
advantage
TOTAL AVERAGE
2.80
True, a modest advantage
*Average:
1
2
3
4
5
0.15-1.50
1.60-2.50
2.60-3.50
3.60-4.50
4.60-5.50
*Legend:
1- Not true, not a advantage
2- Somewhat true, a mild advantage
3- True, a modest advantage
4- True, a strong advantage
5- Don’t know
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Table 8. Disadvantages of computer in teaching
DISADVANTAGES
AVERAGE
DESCRIPTION
Many students use computers in order to
3.14
True, a modest
avoid doing more important school work
disadvantage
Many students are not careful enough with
3.14
True, a modest
this expensive equipment.
disadvantage
Students can cheat easier copying work and
3
True, a modest
turning it in as their own
disadvantage
Computers are too unpredictable they
2.96
True, a modest
“crash” or software doesn’t work right
disadvantage
A teacher has to give up too much
2.85
True, a modest
instructional responsibility to the computer
disadvantage
software- I feel I’m not “teaching”
Students often get so wound up, I can’t get
2.25
Somewhat true, a mild
them to settle down afterwards
disadvantage
Computers are hard to figure out how to
2.18
Somewhat true, a mild
use
disadvantage
TOTAL AVERAGE
2.68
True, a modest
disadvantage
*Legend:
1- Not true, not a disadvantage
2- Somewhat true, a mild disadvantage
3- True, a modest disadvantage
4- True, a strong disadvantage
5- Don’t know
1
2
3
4
5
0.15-1.50
1.60-2.50
2.60-3.50
3.60-4.50
4.60-5.50
Generally, the respondents said that, sometimes the traditional way of teaching is
still more effective than using technology like computer in teaching. They added that,
although, the computer can be used during class, it should be noted that more guidance
and more interpersonal communication between and among teachers and students should
be taken into consideration.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study wanted to analyze the use of computers in teaching among BSU-
Secondary Laboratory School Teachers.
The study aimed to determine the socio-demographic profile of the respondents;
determine how teachers use computers in teaching; determine the level of expertise of
teachers in using computers; determine the perceptions of the respondents towards the
use of computers in teaching; and determine the perceived advantages and disadvantages
of computers in teaching.
The study was conducted in Benguet Sate University- Secondary Laboratory
School La Trinidad Benguet from December 2009 to February 2010. The data was
collected using survey questionnaire and was tabulated, consolidated and analyzed using
descriptive statistics such as frequency count, average and percentage. Quantitative data
was categorized and described in narrative form.
The study shows that there are more younger teachers (31-40 years old) employed
in the High School than those aged above 40 years old. Majority of the respondents were
males (53.57 %) and were married (64.28 %). Half of the respondents had served the
High School for 1-10 years, each of them teaching one to two subjects in different year
levels.
Majority (64.29%) use a computer only to prepare for their classes or in other
school activities. They make use of the computer in computing grades, preparing for their
lessons, sourcing out materials for their lessons and making information materials. Only a
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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few (35.71%) use the computer during class hours either in the classroom or in the
computer laboratory. They make use of the computer in showing certain concepts,
relationships, data, objects, etc. to their students.
Few (10) of the respondents use computer during their class. Most of them make
use of presentation software (32.14%), word processing (25%) and spreadsheet or data
based (Excel/Calc) programs (14.28%). The World Wide Web, Electronic mail,
encyclopedias and other references on CD-ROM, are some peripherals.
The respondents’ level of expertise regarding computer hardware and other related
components, word processing, spreadsheet and presentation were rated as average.
All of the listed perceptions towards the use of computer in teaching were
positively viewed by the respondents.
The result shows all of the listed advantages were perceived as such only that they
differ in gravity or measure of advantages. Majority of the advantages were answered as
true, modest advantage. Most of the disadvantages were also measured as true, a modest
disadvantage.
Conclusions
Based on the findings of the study the following conclusions were derived.
1. Respondents used of the computers mostly outside of the classroom to work
on academic-related activities;
2. BSU High School teachers still need capability building programs or
additional trainings on the use of various computer software or applications;
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
32
3. Teachers perceived computers as having the ability to be a good tool in aiding
the teaching-learning process, however it should still be largely supported by
interpersonal communication;
4. The computer has its advantages in terms of its capacity for entertainment,
catching students’ attention and facilitating submission of school requirements;
5. The computer can be disadvantageous when used by students in ways that are
not related to school work; when the equipment becomes susceptible to technical
problems; and when students become too dependent on the equipment.
Recommendations
Based on the findings and conclusions, the following recommendations were
derived:
1. The teachers should undergo training to increase their knowledge and skills in
computer use.
2. The school should try to collaborate with other agencies requiring the
provision of more computer equipment.
3. Further studies should be conducted to y determine other teachers’ perception
and utilization of computer in teaching for comparison and validation.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
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LITERATURE CITED
ALEXANDER, M. 2009. How to Learn Importance of Computer Study In Schools from
http://www.howtodothings.com/education/how-to-learn-importance-of-
computer-study-in-schools.html
BECKER, J. 2001. How are Teachers Using Computers in Instruction? Center for
Research on Information Technology & Organizations University of
California, Irvine from http://www.crito.uci.edu/tlc/html/findings.html
iSchools 2007. iSchools Project- Internet for Public High Schools from
http://www.iSchools.wikispaces.com/mainpage.html
GESELBRACHT, L. C. 2000. Computer and High School Education from
http://www.iit.edu/~geselan/hischool.htm
HUANG, H. M. and S. S. LIAW 2005. Exploring user’s Attitudes and Intentions toward
the Web as a Survey tool. Computers in Human Behavior, 21(5), 729-743.
MACATO, L. P 2008. Instructional Media Utilization and Preferences of Teachers in
Porais National High School; San Jose City, Nueva Ecija. BS Thesis. Benguet
State University, La Trinidad Benguet. Pp-12
TEO, T. 2006. A path analysis of pre-service teachers’ attitudes toward computer use:
applying and extending the Technology Acceptance Model in an educational
context. Interactive Learning Environments.
TEO, T. 2008. Pre-service teachers’ attitudes towards computer use: A Singapore survey.
Anyang Technological University, 24 (4), 413-424.
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
34
APPENDIX A
BENGUET STATE UNIVERSITY
2601 La Trinidad, Benguet
COLLEGE OF AGRICULTURE
Department of Development Communication
January 4, 2010
PROF. JOHN P. BOTENGAN JR.
Principal
BSU- Secondary Laboratory School
Warm greetings!
I am Reymedios Y. Calisog a fourth year student taking up Bachelor of Science in
Development Communication major in Educational Communication at Benguet State
University. I am conducting my undergraduate thesis entitled “BSU- Secondary
Laboratory School Teachers’ Utilization and Perceptions on the Use of Computers in
Teaching.”
In this connection, I would like to ask your permission to administer the questionnaires to
your faculty members. This will facilitate the gathering of the data needed for my study.
Rest assured that the data will be kept confidential and for research purpose only.
Thank you very much for your kind consideration.
Truly Yours,
REYMEDIOS Y. CALISOG
Student Researcher
NOTED BY:
MARIFE D. CARPIO
Adviser
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APPENDIX B
Survey Questionnaire
BSU-SECONDARY LABORATORY SCHOOL TEACHERS’ UTILIZATION AND
PERCEPTIONS ON THE USE OF COMPUTERS IN TEACHING
Part I. Socio-demographic Profile of the Respondents
Name: ____________________
Age:
_____
Gender:
__ (Male) __ (Female)
Civil Status: __ (Single) __ (Married) __ (Widower)
Number of years in service: __________
Teaching, what subject? What year level? (Please check below)
___English
___First year
___Second year ___Third year
___Fourth year
___Math
___First year
___Second year ___Third year
___Fourth year
___Science
___First year
___Second year ___Third year
___Fourth year
___ Makabayan ___First year
___Second year ___Third year
___Fourth year
___Filipino
___First year
___Second year ___Third year
___Fourth year
___ MAPEH
___First year
___Second year ___Third year
___Fourth year
___ Others, please specify
_______________________________________________________________________________
A0. When and where do you use computers?
___I use computer during class hours. (Please continue to A1)
___I use computer only to prepare for classes or in other professional activities. (Please proceed to A5)
A1. How many times in a day do you use a computer while you are teaching?
TIMES IN A DAY
1 time
1-2 times
1-3 times
1-4 times
1-5 times
Other (pls.
specify)
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A2. In times when you and your student use computer during a subject, how many students operate in one computer
at one time?
NO. OF STUDENTS IN ONE COMPUTER
One student
In pairs (2)
In group of 3-4
Other (pls. specify)
A3. Where do you use computer when you are teaching?
PLACES
Classroom Computer
lab Media
center
Other (pls. specify)
A4. Which of the following types of software are you applying in your class?
TYPES OF SOFTWARE
Please check below
a. Games for practicing skills
b. Simulation or exploratory environments
c. Encyclopedias and other references on CD-ROM
d. Word Processing (MS Word/Writer)
e. Software for making presentation (eg. PowerPoint)
f. Graphics oriented printing (eg. Print shop)
g. Spreadsheet or data based (Excel/Calc) programs
h. Hyper Studio, Hyper Card, or other Multi Media authoring environment
i. World Wide Web
j. Electronic mail
k. Other, please specify
________________________________________________________
A5. In which of the following ways do you use computer in preparing for teaching class in:
I use computer to:
Please check below
a. Record or calculate students grades
b. Make handouts for the students
c. Corresponds with parents
d. Write lesson plans or related notes
e. Get information or pictures from the internet for use in lessons
f. Use camcorders, digital cameras, or scanners to prepare for class
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g. Exchange computer files with other teachers
h. Post students work, suggestions for resources, or ideas and opinions on the
world wide web
i. Others, please specify
___________________________________________
A6.What is your level of expertise in using computer? (Based on the National ICT Competency Standards)
INSTRUCTION:
On a scale of 1 to 5, rate the items in each of the indices below. Put a check mark that best indicates your
rating on each items.
SCALES:
1 – I am not aware of/not have tried this function/operation/tool.
2 – I am aware of this function/operation but have not experiences in using it.
3 – I have used/done this function/operation occasionally but need further practice to be
confident.
4 – I am a regular and confident user of this function/operation.
5 – I am fully competent with this function and could confidently explain it to others.
Item A. Hardware and other components
5
4
3
2
1
a. Identify the different hardware and software components of a computer
and how they work together.
b. Differentiate the different types of software
c. Discuss
networking/communications
technology
d. Operate
a
computer
e. Arrange and customize the desktop
f. Manage
applications
g. Manage
files
h. Manage
a
printer
i. Troubleshooting
the
computer
Item B. Word Processing
5
4
3
2
1
a. Manage
documents
b. Format text
c. Format
paragraph
d. Format
document
e. Move and copy text, insert text, delete text
f. Insert
tables
g. Insert
pictures
and
images
h. Create letter using mail merge
i. Preview
a
document
j. Print
a
document
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Item
C.
Spreadsheets
5 4 3 2 1
a. Manage
workbooks
b. Select cell, enter data in a cell, insert and delete cells, insert and delete
rows and columns
c. Handle
worksheets
d. Format data
e. Format
cells
f. Format
worksheet
g. Create
formulas
and
functions
h. Create charts/graphs, format charts/graphs
i. Preview a worksheet, print a worksheet
Item
D
Presentation
5 4 3 2 1
a. Discuss
basic
presentation
skills
b. Apply appropriate visuals and design considerations
c. Manage presentations using a presentation tool
d. Create slides, use different slide views
e. Apply slide layouts and templates
f. Format text
g. Insert
pictures
and
images
h. Insert
drawn
objects
i. Create charts/graphs, format charts/graphs
j. Create a slideshow, apply slide
show
effects
k. Prepare
outputs
l. Print
slides
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Part II. Perceptions of the Respondents toward the Use of Computer in Teaching
1. Computers can help in mastering skills just taught.
___
Yes
___
No
2. Computers can provide remediation of skills not learned well.
___
Yes
___
No
3. Computer can aid in expressing one’s self in writing/ encoding.
___
Yes
___
No
4. Computes are necessary to facilitate communication, especially since electronic communication
has become a necessity.
___
Yes
___
No
5. Computers can provide additional ideas and information.
___
Yes
___
No
6. Computers are a good tool in presenting information to an audience.
___
Yes
___
No
7. Computers can help students and teachers to learn how to work collaboratively.
___
Yes
___
No
8. Computers can help students and teachers to learn how to work independently.
___
Yes
___
No
9. Others, please specify:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
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Part III. Advantages and Disadvantages of Computer in Teaching
1. Which of these are advantages of using computers in teaching? If you haven’t had enough
experience with computers to have an opinion, check the "don’t know" box.
ADVANTAGES ANSWERS
Not
true,
Somewhat
True,
True, a
Don’t
not an
true, a mild
a modest
strong
know
advantage
advantage
advantage
advantage
a. Students create better-looking
products than they could do with just
writing and other traditional media
b. Computers provide a welcome
break for
students from more routine learning
activities
c. Students help one another more
while doing computer work
d. Students take more initiative
outside of class time-doing extra
research or polishing their work
e. Students’ writing quality is better
when they use word processing
f. Students work harder at their
assignments when they use
computers
g. Students are more willing to do
second drafts ’Average’ students are
communicating and producing in
ways only ’gifted’ ones did before
h. Others, please specify
______________________________
______________________________
______________________________
______________________________
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
41
2. Which of these are disadvantages of using computers in teaching?
DISADVANTAGES
ANSWERS
Not
true,
Somewhat
True, a
True, a
Don’t
not a
true, a mild
modest
strong
Know
disadvantage disadvantage disadvantage disadvantage
a. Computers are too unpredictable
they "crash," or the software doesn’t
work right
b. Computers are hard to figure out
how to use
c. Many students use computers in
order to avoid doing more important
school work
d. Many students are not careful
enough with this expensive equipment.
e. It is difficult to integrate computer
activities into most of my regular
lesson plans
f. Often too many students need my
help at the same time
g. Students often get so wound up, I
can’t get them to settle down
afterwards
h. A teacher has to give up too much
instructional responsibility to the
computer software-I feel I’m not really
“teaching”
i. Students can cheat easier copying
work and turning it in as their own
j. Others, please specify
_______________________________
_______________________________
_______________________________
_______________________________
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
42
APPENDIX C
Level of Expertise of the Respondents in Using Computer
SOFWARES AND PROGRAMS
AVERAGE LEVEL OF EXPERTISE
Hardware and other related components:
Identify the different hardware and
2.43 Poor
software components of a computer
and how they work together.
Differentiate the different types of
2.43 Poor
software
Discuss networking/communications
2.39 Poor
technology
Operate a computer
3.32
Average
Arrange and customize the desktop
2.86
Average
Manage applications
2.75
Average
Manage files
3.04
Average
Manage a printer
3.21
Average
Troubleshooting the computer
1.86
DU
TOTAL AVERAGE
2.70
Average
Word Processing:
Manage documents
3.26
Average
Format text
3.46
Average
Format paragraph
3.50
Average
Format document
3.46
Average
Move and copy text, insert text,
3.57 Very
Good
delete text
Insert tables
3.54
Average
Insert pictures and images
3.50
Average
Create letter using mail merge
3.25
Average
Preview a document
3.64
Very Good
Print a document
2.54
Average
TOTAL AVERAGE
2.70
Average
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
43
Spreadsheets:
Manage workbooks
2.93
Select cell, enter data in a cell, insert
3.25 Average
and delete cells, insert and delete
rows and columns
Handle worksheets
3.25
Average
Format data
3.25
Average
Format cells
2.29
Poor
Format worksheet
3.25
Average
Create formulas and functions
3.07
Average
Create charts/graphs, format
3.21
Average
charts/graphs
Preview a worksheet, print a
3.36 Average
worksheet
TOTAL AVERAGE
3.10
Average
Presentation:
Discuss basic presentation skills
3.04
Average
Apply appropriate visuals and design
2.89 Average
considerations
Manage presentations using a
3.04 Average
presentation tool
Create slides, use different slide
3.11 Average
views
Apply slide layouts and templates
3.04
Average
Format text
2.93
Average
Insert pictures and images
3.07
Average
Insert drawn objects
3.06
Average
Create charts/graphs, format
3.07 Average
charts/graphs
Create a slideshow, apply slide show
3.07 Average
effects
Prepare outputs
3.07
Average
Print slides
3.14
Average
TOTAL AVERAGE
3.04
Average
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
44
*Legend:
1- I am not aware of or not have tried this function
2- I am aware of this function but have not experiences in using it
2- I am aware of this function but need further practice to be confident
4- I am a regular and confident user of this function
5- I am fully competent with this function and could confidently explain it to
others
1 (Didn’t Used)
2 (Poor)
3 (Average)
4 (Very Good)
5 (Excellent)
0.15-1.50 1.60-2.50 2.60-3.50 3.60-4.50 4.60-5.50
BSU- Secondary Laboratory School Teachers’ Utilization and Perceptions on the
Use of Computers in Teaching / Remedios Y. Calisog. 2010
Document Outline
- BSU- Secondary Laboratory School
Teachers� Utilization and Perceptions on the Use of Computers in Teaching
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Rationale
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Limitation
- REVIEW OF LITERATURE
- The Importance of Computer
- Use of Computer in High School
- Perceptions and Use of Computer in Teaching
- Teacher's Use of Computers
- The iSchools Project � �Internetfor Public High Schools�
- METHODOLOGY
- Locale and Time of Study
- Respondents of the Study
- Data Collection
- Data Gathered
- Data Analysis
- RESULTS AND DISCUSSION
- Profile of the Respondents
- Computer Utilization of Teachers in Teaching
- Level of Expertise of the Respondentsin using Computer
- Perceptions of the Respondents Towardsthe use of Computers in Teaching
- Perceived Advantages and Disadvantagesof Computers in Teaching
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES