BIBLIOGRAPHY ALTATIS, CHAMBERLANE P. APRIL 2007....
BIBLIOGRAPHY
ALTATIS, CHAMBERLANE P. APRIL 2007. The Information and
Communication Technology (ICT) Usage of Development Communication Students of
Benguet State University. Benguet State University, La Trinidad, Benguet.
Adviser: Sheryl I. Fernando, BSc
ABSTRACT
The study was conducted to determine the usage of Information and
Communication Technology (ICT) among the Development Communication students of
Benguet State University. The specific objectives were to determine the socio-
demographic profiles of DevCom students, identify the various ICTs the DevCom
students are using., determine the length of time the Devcom students have been using
these ICTs., determine how frequent the Devcom students are using these ICTs.,
determine the level of expertise of Devcom students in using these ICTs., enumerate the
information acquired by the Devcom students in using the ICTs., enumerate the positive
and negative effects of ICT to the learning strategies and habits of DevCom students.
Survey questionnaire was used in gathering information from 40 respondents.
Most of the respondents were 16-18 years old, and female. Majority of them
are from Benguet.
Findings showed that the ICTs the Devcom students are using are devices
which includes radio, TV, mobile phone, telephone, camera, and video camera; ICTs on
the internet which includes e-mail, chat, and web surfing; and computer softwares which
includes Word, Excel, PowerPoint, Publisher, PageMaker, Photoshop, Video Impression,
Movie Maker, Picture Package, Pinnacle, and Audacity. Majority of them, are using the
mentioned ICTs but are still not so familiar with how to use some of them. These ICTs
also helped them in their learning but it also made them lazy and made their learning
expensive.
It is therefore recommended that the Devcom students must be trained with
how to use the ICTs, be controlled in using them, and make some alternatives of
rersearching.
ii
TABLE OF CONTENTS
Page
Bibliography………………………………………………………………………… i
Abstract……………………………………………………………………………...
i
Table of Contents …………….……………………………………………………..
iii
INTRODUCTION
Rationale…………………………………………………………………….
1
Statement of the Problem…………………………………………………… 3
Objectives of the Study……………………………………………………... 3
Importance of the Study…………………………………………………….
4
Scope and Limitation of the Study………………………………………….
4
REVIEW OF LITERATURE
What is ICT?................................................................................................... 5
ICT in Education……………………………………………………………. 5
ICT in the Philippines………………………………………………………
6
ICT in Benguet……………………………………………………………… 7
Effects of ICT to Learning…………………………………………………
8
METHODOLOGY
Locale and Time of the Study………………………………………………. 9
Respondents of the Study…………………………………………………… 9
Data
Collection……………………………………………………………
9
iii
Data
Gathered……………………………………………………………….
11
Data
Analysis……………………………………………………………….
11
RESULTS AND DISCUSSION
Socio-Demographic
Profile of Devcom Students…………………………..
12
Various ICTs the Devcom Students are Using……………………………...
13
Length of Time the Devcom Students
Have Been Using the ICTs………………………………………………….. 16
Devcom Students’ Frequency of Use
of the ICTs…………………………………………………………………..
21
Level of Expertise of Devcom Students
in Using the ICTs……………………………………………………………
26
Information Acquired by the Devcom Students
In Using the ICTs…………………………………………………………… 31
The Positive and Negative Effects of ICTs to the
Learning Strategies of Devcom Students…………………………………..
33
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary……………………………………………………………………
36
Conclusions…………………………………………………………………
37
Recommendations………………………………………………………….
37
LITERATURE CITED……………………………………………………………...
38
APPENDIX: Survey Questionnaire………………………………………………… 40
iv
INTRODUCTION
Rationale
Prior to the advancement of information technologies, communications were done
through ideographic or syllabic writing, alphabet writing, and speaking. However, due to
the discoveries and inventions of many scientists, technologies on communication were
among those that were developed to improve the means of communication through media
or technology. These technologies are now used to handle information and aid
communication and are called Information and Communication Technology or ICT (Van
der Wolf, 2005). ICT is an umbrella term that includes any communication device or
application, encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite systems and so on, as well as the various services and
applications associated with them, such as videoconferencing and distance learning
(TechTarget, 2006).
ICT includes telephone, cell phone, radio, TV, video, and computer. More
advance technology includes Internet e-mail, chat, website, blog, and pod cast. In more
developed countries, they also do video conferencing.
Since the invention of these technologies, they are being adapted by many
countries in the world including the Philippines (Manila Times, 2003). At present, the
government has been doing a lot of interventions to increase ICT accessibility
(Villafania, 2006).
In 1999, the ICT project started at Benguet State University (BSU) in La Trinidad
Benguet. It was funded by the Philippine Institutional University Co-operation (PIUC)
Program between BSU, Saint Louis University, and several Flemish universities in
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
2
Belgium. The project has been identified as the access point of the Philippine research,
education and government information network and the regional ICT training and testing
center by the Commission on ICT Human Capital Development Group. On June 28,
2006, this project was cited as one of the best “Bridging the Digital Divide” in the
Philippines by the Asia Pacific Economic Cooperation Digital Opportunity Center at the
awarding ceremonies during the Taipei International Convention Center in Taipei City,
Taiwan (Lacsamana, 2006).
Although advanced ICTs like video conferencing is still not applied in La
Trinidad, internet surfing and chatting among others are now rampant in the computer
shops. Various softwares are also installed in the computers that are being used by
students in making projects.
Communication processes take place in the learning environment. Teachers make
use of ICT to enhance these communication processes to induce learning. It is then
necessary to look into the positive and negative effects of these technologies to guide the
teachers and students in making use of them.
ICT is relatively a new concept in developing countries. Study shows that its use
in education creates a positive impact to learning.
The Development Communication students of Benguet State University are
trained to use some of the ICTs in developing projects, researches, and assignments.
There is a need then to study their ICT usage.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
3
Statement of the Problem
The study aimed to know the ICT usage of the Development Communication
students of Benguet State University.
Specifically, the study aims to answer the following questions:
1. What are the socio-demographic profiles of DevCom students?
2. What are the ICTs that the DevCom students are using?
3. How long have the Devcom students been using these ICTs?
4. How frequent are the Devcom students using these ICTs?
5. What is their level of expertise of Devcom students in using these ICTs?
6. What are the information acquired by the Devcom students in using the ICTs?
7. What are the positive and negative effects of ICTs to the learning strategies
and habits of DevCom students?
Objectives of the Study
The study aimed to:
1. Determine the socio-demographic profiles of DevCom students;
2. Identify the various ICTs the DevCom students are using;
3. Determine the length of time the Devcom students have been using these
ICTs;
4. Determine how frequent the Devcom students are using these ICTs;
5. Determine the level of expertise of Devcom students in using these ICTs;
6. Enumerate the information acquired by the Devcom students in using the
ICTs; and
7. Enumerate the positive and negative effects of ICT to the learning strategies
and habits of DevCom students.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
4
Importance of the Study
The result of the study will guide the teachers and students in making use of ICTs
in the teaching-learning environment. It will also help them in the proper usage and
control of these technologies in different learning situations and environment. Moreover,
it further enhances the usage of ICT in education.
Scope and Limitation of the Study
The study looked into the ICT usage of the respondents who are Devcom students
enrolled for school year 2006-2007 at the Benguet State University.
Data gathering for the study was from January 2007 to February 2007.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
5
REVIEW OF LITERATURE
What is ICT?
Information and Communication Technology - (ICT) The study of the technology
used to handle information and aid communication (Van der Wolf, 2005).
ICT (information and communications technology - or technologies) is an
umbrella term that includes any communication device or application, encompassing:
radio, television, cellular phones, computer and network hardware and software, satellite
systems and so on, as well as the various services and applications associated with them,
such as videoconferencing and distance learning. ICTs are often spoken of in a particular
context, such as ICTs in education, health care, or libraries (Search.smb.com, 2004.).
Short for Information and Communications Technology, it is the study or business
of developing and using technology to process information and aid communications
(Webopedia, n.d.).
ICT in Education
The Information and Communication Technology (ICT) curriculum provides
students with a broad perspective on the nature of technology, how to use and apply a
variety of technologies, and the impact of information and communication technologies
on themselves and on society (Alberta Government, 2006).
The use of information and communication technologies (ICTs) in and for
education is rapidly expanding in many countries, and is now seen worldwide as both a
necessity and an opportunity (UNESCO, 2005).
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
6
In the United Kingdom, Information and Communications Technology (ICT) is a
subject in education, and a part of the National Curriculum. Other countries, such as
Norway, also have ICT as an educational subject. The ICT programme in the United
Kingdom is co-ordinated by Becta. A major current initiative is the Curriculum Online
scheme which is aimed to accelerate the uptake of technology amongst schools. Becta
took over the running of this scheme from the Department for Education and Skills in
2005. Becta works closely with the Joint Information Systems Committee to develop
strategy (Wikipedia, n.d.).
ICT in the Philippines
One of the major differences happening in the Philippine ICT education scene
now compared to years ago is that the student won't have to wait for a college education
to acquire the basic skills in computer technology. One of the main reasons is that basic
computer subjects are being taught in grade school at some educational institutions today.
Not only do the elementary school subjects of today teach kids not only how to read,
write and do the math but also expose them to an important device they would inevitably
use in the future: the PC. Indeed, elementary classrooms offering computer subjects as
part of the curriculum will play a major role in fueling the drive of educating the young
ones with learning skills using modern technologies as a basic tool (InQ7.net, 2003).
A PUBLISHER of supplementary magazines for high school students in the
Philippines for the past 25 years has jumped into the e-learning bandwagon.
Leveraging on its accumulated content, the Diwa Asia Publishing Group Inc. decided this
year to aggressively implement an e-learning strategy in a package combining an
interactive student resource called "Genyo;" mobile school software; a teacher-training
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
7
course on technology; Internet connectivity; and access to an online portal (Asian Journal
Online, n.d).
ICT in Benguet
The Seminar-Workshop on Retooling Librarians and Information Managers on
Digital Resources, Database Creation, and Management held at the Benguet State
University, ICT Hall on February 23-24, 2006 had 68 participants coming from all over
the Philippines. The principal objective was to create an awareness of freely available
electronic resources on the World Wide Web and to introduce vital database management
tools designed by the FAO among librarians and information managers and to develop
their skills in applying them to local situations and in contributing local agricultural
research results to the AGRIS and PhilAgriNet databases (Anonymous, 2006).
La Trinidad, Benguet: The Benguet State University’s information and
communication technology development project was cited one of the best in the
Philippines by the Asia Pacific Economic Cooperation Digital Opportunity Center at the
awards ceremonies at the Taipei International Convention Center in Taipei City, Taiwan
on June 28 (Lacsamana, 2006).
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
8
Effects of ICT to Learning
The UK-based BECTA report (2001) Primary Schools of the Future - achieving
today analysed results from 2110 schools. It confirmed that schools with very good
Information and Communication Technology (ICT) resources had more students
achieving at higher levels in national English, Mathematics and Science tests. The
Tasmanian study gathered Australian context learning outcomes data and matched this
with classroom computer climate information from 63 classes and found a similar effect.
Tension between traditional learning outcomes and student thinking processes when
using ICT are described and discussed (Fluck and Robertson, 2002).
ICT can be used to support learning in many different ways in schools. This
extends beyond individual pupils’ use of learning software on a computer to include,
among other things, interactive presentations using touch sensitive whiteboards, specialist
devices like data loggers for the collection of data in science lessons, email based
applications to support learning communities and links between schools, and schools’ use
of enhanced pupil information systems (Pittard et al., n.d.).
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
9
METHODOLOGY
Locale and Time of the Study
The study was conducted at the College of Agriculture (CA), Benguet State
University (BSU). As shown in Figure 1, BSU is in La Trinidad, a South-western
municipality of Benguet. It is five kilometers away from Baguio City, the summer capital
of the Philippines. CA in BSU is chosen as one of the centers of Excellence in
Agriculture Education by the CHED.
BSU began as a farm school in June 15, 1916 and gradually developed into a
regional state university in 1986. One of the eight colleges of the university is the College
of Agriculture. In 1999, the course Bachelor of Science in Development Communication
is offered under this college.
The ICT division being in charge in the university handles the overall ICT
university Infrastructure. The LAN, network services and Internet services are being
maintained. Some ICT services are web hosting for the university official website, email,
secure file sharing in the university, e-learning tools and several ICT solutions such as
information systems development.
The study was conducted from January 2007 to February 2007.
Respondents of the Study
The respondents of the study were 40 Development Communication students
enrolled at BSU in the school year 2006-2007. Ten students per year level were randomly
chosen.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
10
Figure 1. Map showing the locale of the study
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
11
Data Gathered
Data gathered included the socio-demographic profile of DevCom students, the
various ICTs they are using, their length of time they have been using these ICTs, their
frequency of use of these ICTs, their level of expertise in using these ICTs, the
information they are acquiring in using these ICTs, and the positive and negative effects
of ICTs to their learning behavior and habit.
Data Analysis
The data collected were analyzed using descriptive statistics. Qualitative data was
described in narrative form.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
12
RESULTS AND DISCUSSION
Socio-Demographic Profile of Devcom Students of BSU
The socio-demographic profile of the respondents in this study is of the 40
Devcom students, which is 10 per year level, for the school year 2006-2007. The profile
is limited to their age, sex, present address, and provincial address.
Table 1 shows the basic characteristics of the respondents. Their ages range from
16 to 25 years old. The highest rank (45 %) ranges from 16-18 years of age whereas the
least (3 %) is the one of 23 and above. Majority (80 %) of them are females and few (20
%) are males.
Table 1. Characteristics of the Devcom students
CHARACTERISTICS NUMBER
PERCENTAGE
(n=40)
(%)
Age
16-18
18
45
19-20
15
38
21-22
6
15
23-25
1
3
TOTAL 40
100
Sex
Male
8
20
Female
32
80
TOTAL 40
100
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
13
Table 2 presents the places of origin of the respondents. Most (65 %) of them are from
Benguet and the rest are from Mountain Province, Baguio, and other places such as
Kalinga, Ifugao, and La Union.
Table 2. Places of origin of Devcom students
PLACES OF ORIGIN
NUMBER
PERCENTAGE
(n=40)
(%)
Benguet
26
65
Mt. Province
10
25
Baguio
4
10
Others
3
8
TOTAL 40
100
Various ICTs the Devcom Students are Using
The various ICTs the Devcom students are using are the devices (radio, TV, cell
phone, telephone, camera, video camera); ICTs on the internet (e-mail, chat, and
websites); and computer softwares (Microsoft Word, Excel, PowerPoint, Publisher;
Adobe PageMaker, and Photoshop, and others such as Video Impression, Windows
Movie Maker, Picture Package, Pinnacle and Audacity).
Table 3 shows the devices the Devcom students are using. All of them are using
the radio and TV. The device that fewest number of Devcom students are using on the
other hand is the telephone wherein less than half (38 %) of them are using it.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
14
Table 3. Devices the Devcom students are using
DEVICES NUMBER
PERCENTAGE
(n=40)
(%)
Radio
40
100
TV 40
100
Cell phone
38
95
Camera 31
78
Video cam
24
40
Telephone
15
38
Multiple responses
Table 4 presents the ICTs in the Internet that the Devcom students are using. Most (75 %)
are using the e-mail and surfing the website whereas less than half (40 %) of them are
using the chat. The rest are not using the said ICTs on the Internet because of lack of
knowledge on how to use them.
Table 4. ICTs on the internet that the Devcom students are using
INTERNET ICTs
NUMBER
PERCENTAGE
(n=40)
(%)
e-mail 30
75
Web surfing
30
75
Chat 24
40
Multiple responses
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
15
Table 5 shows the computer softwares that the Devcom students are using. For Microsoft,
majority (98 %) of them are using MS Word. On the other hand, the Microsoft software
that the least number of Devcom students are using is Excel. For Adobe, 35 % of them
are using Photoshop whereas 28 % are using PageMaker. For other softwares, most (60
%) are using Audacity and the software that the least number of Devcom students are
using is Pinnacle wherein only 15 % of them are using it.
Table 5. Computer softwares the Devcom students are using
COMPUTER SOFTWARES
NUMBER
PERCENTAGE
(n=40)
(%)
For text documents/publication and
spreadsheet
MS
Word
39
98
MS
Publisher
22
55
Adobe
PageMaker
11
28
MS
Excel
21
53
For slide show and photo editing
MS
PowerPoint
25
63
Adobe
Photoshop
14
35
Picture
Package
18
45
For Audio and video editing
Audacity
24
60
Video
Impression
19
48
Windows Movie Maker
9
23
Pinnacle
6
15
Multiple responses
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
16
Length of Time the Devcom Students
Have Been Using the ICTs
Table 6 and Figure 2 present the length of time the Devcom students are already
using the devices. The longest time that was already used by them is radio wherein all of
them are already using it for five years or more. On the other hand, the device that most
(63 %) of them are not using is telephone. Majority (83 %) of them also have been using
TV for five years or more. For cell phone, 28 % of them are already using it for two years
or less and 25 % of them are already using it for five years or more. Only 23 % of them
also are already using telephone. For camera, 23 % of them are still not using it and most
(58 %) of them are already using it for five years or more. Majority (60 %) are still not
using video cam and 30 % of them are already using it for two years or less.
Table 6. Length of time the Devcom students have been using the devices
DEVICES NUMBER
OF
YEARS
NOT YET
TWO OR LESS
THREE TO
USING
FOUR
FIVE OR MORE
No.
%
No.
%
No.
%
No.
%
Radio
0
0
0
0
0
0
40
100
TV
0
0
4
10
3
8
33
83
Cell phone
2
5
11
28
17
43
10
25
Telephone
25
63
9
23
3
8
3
8
Camera
9
23
5
13
3
8
23
58
Video cam
24
60
12
30
3
8
1
3
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
17
100
P 90
E 80
Radio
R 70
TV
60
C 50
CP
40
Tel.
30
E
Camera
20
10
N
V. cam
0
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 2. Length of time the Devcom students have been using the devices
Table 7 and Figure 3 show the length of time the Devcom students are accessing the
internet. Majority (60 %) of them is not using chat and 35 % of them are already using
the internet and e-mail for two years or less.
Table 7. Length of time the Devcom students have been using the internet
INTERNET
NUMBER OF YEARS
NOT YET
TWO OR LESS THREE TO
USING IT
FOUR
FIVE OR MORE
No.
%
No.
%
No.
%
No.
%
e-mail
10
25
35 14 11
28
5
13
Chat
24
60
25 10
4
10
2
5
Web surfing
10
25
35 14
10
25
6
15
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
18
60
50
P
E
40
R
e-mail
30
C
chat
20
website
E
10
0
N
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 3. Length of time the Devcom students have been using the internet
Table 8 and Figures 4, 5, and 6 show the length of time in using computer softwares. For
the software for text documents or publication and spreadsheet, less than half (45 %) of
them are already using Word for five years or more whereas majority (73 %) of them is
not yet using the Photoshop. For the slide show and photo editing majority (65 %) of
them are not yet using the Photoshop and only 10 % of them are already using the
PowerPoint for five years or more. For the audio and video editing, more than half (60 %)
of them are already using the Audacity for two years or less and 34 % of them are not yet
using the Pinnacle. Furthermore, majority (60 %) of them are already using Audacity for
two years or less and less than half (48 %) for Video Impression.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
19
Table 8. Length of time the Devcom students have been using the computer softwares
SOFTWARE NUMBER
OF
YEARS
NOT YET
THREE TO
FIVE OR
USING
TWO OR LESS
FOUR
MORE
No.
%
No.
%
No.
%
No. %
For text
document/publication
and spreadsheet
Word
1
3
10
25 11 28
18
45
Publisher 18
45 19 48
3
8
0
0
PageMaker
29
73
9
23
2
5
0
0
Excel
19
48
12
30
4
10
5
13
For slide show and
photo editing
PowerPoint 15
38
16
40
5
13
4
10
Photoshop 26
65
13
33
1
3
0
0
Picture
22
55
18
45
0
0
0 0
Package
For audio and video
editing
Audacity
16
40
24
60
0
0
0
0
Video
Impression 21
53
19
48
0
0
0 0
Movie
Maker
31
78
9
23
0
0
0 0
Pinnacle
34
85
6
15
0
0
0 0
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
20
80
P
70
E
60
R
50
Word
C 40
Publisher
30
E
PageMaker
20
Excel
N
10
T 0
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 4. Length of time the Devcom students have been using the softwares for text
documents/publication and spreadsheet
P 70
E 60
R 50
C 40
PowerPoint
30
Photoshop
E
Picture Package
20
N 10
0
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 5. Length of time the Devcom students have been using softwares for slide show
and photo editing
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
21
90
P
80
E
70
R 60
Audacity
50
C
Video Impression
40
Movie Maker
E 30
Pinnacle
20
N 10
0
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 6. The Length of time the Devcom students are using the softwares for audio and
video editing
Devcom Students’ Frequency of Use of the ICTs
Frequency of use of Devcom students is indicated whether they are not using it,
they are using it daily, weekly, or occasionally. Occasionally, includes those who are
using it once in a while, when it is only needed, and other frequency of their use beyond
weekly.
Table 9 and Figure 7 show how frequent the Devcom students are using the devices.
Majority (90 % and 70 %) of them are using the radio and TV everyday respectively.
More than half (63 %) of them are not using the telephone. Majority (70 % and 95 %) of
them are also using TV and cell phone daily. More than half (55 %) of them are also not
using video cam 40 % of them are using it occasionally.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
22
Table 9. Devcom students’ frequency of use of the devices
DEVICES
FREQUENCY OF USE
NOT USING OCCASIONALLY DAILY
WEEKLY
IT
No.
%
No.
%
No.
%
No.
%
Radio
1
0 3
8
32
90
5
13
TV
0
0 6
15
28
70
6
15
Cellphone
0
0 1
3
38
95
1
3
Telephone
25
63
12
30
1
3
2
5
Camera
4
10
30
8
1
3
5
13
Videocam
22
55
16
40
0
0
2
5
P 100
90
E
80
R
Radio
70
TV
60
C 50
CP
40
E
Tel.
30
Camera
20
N 10
V. cam
0
T
Not using
Occasionally
Daily
Weekly
FREQUENCY OF USE
Figure 7. Devcom students’ frequency of use of the devices
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
23
Table 10 and Figure 8 present how frequent the Devcom students are using the internet.
Most (60 %) of them are not using chat in computer internet, 35 % are checking their e-
mail weekly, and 25 % are surfing the websites. Less than half (48 %) of them are surfing
the net occasionally, 40 % for chat, and 38 % for e-mail.
Table 10. Devcom students’ frequency of use of the ICTs on the Internet
INTERNE
T
FREQUENCY
NOT USING IT
OCCASIONALLY
DAILY
WEEKLY
No.
%
No.
% No.
%
No.
%
e-mail
10
25
15 38
3
1
14
35
Chat
16
40
16
40
3
1
7
18
Website
surfing
10
25
19
48
3
1
10
25
P 50
E
45
40
R 35
30
C
e-mail
25
Chat
20
E 15
Website
10
N
5
T
0
Not using
Occasionally
Daily
Weekly
FREQUENCY
Figure 8. Devcom students’ frequency of use of the ICTs on the internet
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
24
Table 11 and Figures 9, 10, and 11 shows how frequent the Devcom students are using
the computer softwares. For the softwares for text documentation/publication and
spreadsheet, 48 % of them are using Word weekly and 50 % of them are using Excel
occasionally. For the softwares for slide show and photo editing, 55 % of them are not
using Picture Package and 48 % of them are using the PowerPoint occasionally. For the
softwares for audio and video editing, 60 % of them are using the audacity occasionally
and 85 % of them are not using the Pinnacle.
Table 11. Devcom students’ frequency of use of computer softwares
SOFTWARE FREQUENCY
Not Using it
Occasionally
Everyday
Weekly
No.
%
No.
%
No.
%
No.
%
For text
documents/publication
and spreadsheet
Word
1
3
13
33 7 18 19 48
Publisher 18
45
18
45
0
0
2
5
PageMaker 20
50
15
38
0
0
5
13
Excel
15
38
20
50
1
3
4
10
For slide show and
photo editing
PowerPoint 19
48 19 48 0 0
2
5
Photoshop 26
65
11
28
0
0
3
8
Picture
Package
22
55 18 45 0 0
0
0
For audio and video
editing
Audacity
16
40
24
60
0
0
0
0
Video
Impression
21
53
19
48
0
0
0
0
Windows
Movie Maker
31
78
9
23
0
0
0
0
Pinnacle 34
85
6
15
0
0
0
0
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
25
P
50
E
45
R
40
35
C
Word
30
25
Publisher
E
20
PageMaker
15
N
Excel
10
5
T
0
Not Using it
Daily
FREQUENCY
Figure 9. Devcom students’ frequency of use of softwares for text document/publication
and spreadsheet
P
70
E
60
R
50
C
40
PowerPoint
30
Photoshop
E
20
Picture Package
N
10
0
T
Not Using it
Daily
FREQUENCY
Figure 10. Devcom’s frequency of use of the softwares for slide show and photo editing
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
26
P
90
80
E
70
R
60
Audacity
50
C
Video Impression
40
Movie Maker
30
E
20
Pinnacle
10
N
0
Not Using it
Occasionally
Daily
Weekly
T
FREQUENCY
Figure 11. Devcom ‘s frequency of use of the softwares for audio and video editing
Level of Expertise of Devcom Students
in Using the ICTs
Table 12 and Figure 12 present the level of expertise of the Devcom students in using the
devices. All of them are good in using radio, TV, and cell phone. Most (63 % and 60 %)
of them does not know how to use telephone and video cam respectively.
Table 12. Level of expertise of Devcom students in using the devices
DEVICES
LEVEL OF EXPERTISE
NO
EXPERIENCE
POOR
AVERAGE
GOOD
No.
% No. % No.
%
No.
%
Radio
0
0
0
0
0
0
40 100
TV
0
0
0
0
0
0
40
100
Cellphone
0
0
0
0
0
0
40
100
Telephone
25
63
1
3
3
8
11
28
Camera
4
10
4
10
10
25
22
55
Videocam
24
60
3
8
9
23
4
10
Rating scale:
0- no experience at all
4-6 – Average (not so good and not so poor)
1-3 – Poor (only knows the basics) 7-10 – Good (almost expert)
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
27
P 100
E 90
R 80
Radio
70
TV
C 60
50
Cellphone
40
E
Telephone
30
Camera
20
N 10
Videocam
0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 12. Level of expertise of Devcom students in using the devices
Table 13 and Figure 13 present the level of expertise of Devcom students in using the
internet: 45 % of them are good in using e-mail and website surfing and more than half
(60 %) of them does not know how to use chat.
Table 13. Level of expertise of Devcom students in using the Internet
INTERNET
LEVEL OF EXPERTISE
NO
POOR
AVERAGE
GOOD
EXPERIENCE
No.
%
No.
%
No.
%
No.
%
e-mail
10
25
5
13 7
18
18
45
Chat
24
60
0
0 6
15
10
25
Website
10
25
2
5
10
25
18
45
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
28
60
P
E 50
R 40
e-mail
30
C
Chat
20
Website
E
10
N 0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 13. Level of expertise of Devcom students in using the internet
Table 14 and Figures 14, 15 and 16show the level of expertise of Devcom students in
using the computer softwares. For softwares for text documents/publication and
spreadsheet, majority (85 %) of them are leveled 7-10 (good) in using Word and most (73
%) of them have no experience in using the PagaMaker. For the softwares for slide show
and photo editing, 43 % of them are leveled 7-10 (good) in using PowerPoint and more
than half (65 %) of them have no experience in using Photoshop. For the softwares for
audio and video editing, majority (85 %) of them have no experience using Pinnacle and
13 % of them are leveled 7-10 (good) in using Video Impression. Twenty-five percent of
them are also average in using Video Impression and 20 % in Audacity. Moreover, 40 %
of them are poor in using Audacity and 23 % in Movie maker.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
29
Table 14. Level of expertise of Devcom students in using the computer softwares
SOFTWARE
LEVEL OF EXPERTISE
NO
POOR
AVERAGE
GOOD
EXPERIENCE
No.
%
No.
%
No. %
No.
%
For text
documents/publication
and spreadsheet
Word
1
3
0
0
5
13
34
85
Publisher
18
45
0
0
11
28
6
15
PageMaker
29
73
3
8
8
20
0
0
Excel
19
48
3
8
6
15
12
30
For slide show and photo
editing
PowerPoint
15
38
0
0
8
20
17
43
Photoshop
26
65
5
13
7
18
2
5
Picture
Package
22
55
0
0
4
10
14
35
For audio and video
editing
Audacity
16
40
16
40
8
20
0
0
Video
Impression
21
52
4
10
10
25
5
13
Movie
Maker 31
78
9
23
0
0
0
0
Pinnacle
34
85
6
15
0
0
0
0
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
30
90
P 80
E 70
R 60
Word
C 50
Publisher
40
E
PageMaker
30
Excel
20
N
10
T
0
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 14. Level of expertise of Devcom students in using the softwares for text
documents/publication and spreadsheet
P
70
E
60
R 50
C 40
PowerPoint
30
Photoshop
E 20
Picture Package
10
N
0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 15. Level of expertise of Devcom students in using the softwares for slide show
and photo editing
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
31
P 90
80
E
70
R 60
Audacity
C 50
Video Impression
40
E
Movie Maker
30
20
Pinnacle
N 10
0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 16. Level of expertise of Devcom students in using the softwares for audio and
video editing
Information Acquired by the Devcom
Students in Using the ICTs
Table 15, Figure 17, and Figure 18 show the information acquired by the Devcom
students in using the ICTs. Majority (90 %) of them are acquiring researches in using the
internet. All of them are acquiring news in using radio and TV. Most (95 % and 80 %) of
them are acquiring entertainment from TV and radio respectively. Majority (95 %) of
them also are acquiring personal messages in using cell phone. Moreover, less than half
(40 % and 48%) of them are acquiring researches from radio and TV respectively. Half of
them are also acquiring personal message in using chat and 40 % for e-mail.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
32
Table 15. Infoormation acquired by Devcom students in using the ICTs
ICT
INFORMATION ACQUIRED
Researches Entertainment
News
Personal Message
No. %
No.
%
No.
%
No.
%
Radio
16
40 32 80
40
100
0
0
TV
19
48 38 95
40
100
0
0
Cell phone
4
10
8
20
9
23
38
95
Telephone
2
5
2
5
3
8
11
28
Camera
8
20
6
15
1
3
3
8
Videocam
5
13
5
13
0
0
2
5
Internet
e-mail
10
25 12 30
9
23
16
40
chat
2
5 10 25
5
13
20
50
Web
surfing
36
90
9
23
11
28
0
0
Multiple responses
P
100
Radio
E
80
TV
R
60
CP
40
Tel
C
20
Camera
E
0
V. cam
Researches
Enter...
News
P. Messages
N
INFORMATION ACQUIRED
T
Figure 17. Information acquired by the Devcom students in using the devices
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
33
P
90
E
80
R
70
60
C
50
e-mail
40
Chat
E
30
Website
N
20
10
0
Research
Enter…
News
P. Message
INFORMATION ACQUIRED
Figure 18. Information acquired by the Devcom students in using the internet
The Positive and Negative Effects of
f ICTs to the
Learning Strategies of Devcom Students
Table 16 shows the positive effects of the ICTs to the Devcom students. All of them are
getting more information in using the radio, TV, and internet. Majority (95 % and 90 %)
of them are also more challenged in learning in using the internet and computer softwares
respectively. Most of them (85 % and 70 %) said that internet and softwares respectively
lessened their time and effort to research. More than half (80 % and 68 %) of them also
said that internet and softwares respectively made their learning easier. Furthermore,
more than half (55 %) of them said that they acquire researches in using cell phone and
less than half (48 % and 45 %) in using video cam and camera.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
34
Table 16. Positive effects of ICTs to Devcom students
ICT POSITIVE
EFFECTS
GIVES MORE
SAVES TIME
MAKES
INFORMATION MAKES LEARNING
LEARNING
MORE
EASIER
CHALLENGING
No.
%
No.
%
No.
%
No.
%
Radio 40
100
33
83 22 55 23
58
TV
40
100
28
70
25
63
25
63
Cell phone
22
55
12
30 20 50 19
48
Telephone
15
38
6
15
12
30
9
23
Camera
18
45
22
55
12
30
16
40
Video cam
19
31
13 12
48
78
33
30
Internet
40
100
38
95
34
55
32
58
Softwares
0
0
36
90
28
70
27
68
Multiple responses
Table 17 presents the negative effects of ICTs to the learning of Devcom students. All of
them said that radio and TV causes laziness for them to read printed materials. Majority
(97.5 % and 85 %) said the same thing for internet and computer softwares respectively.
All of them also said that internet and softawares makes their learning expensive.
Majority (98 %, 85% and 60 %) said the same thing to video cam, camera, and cell phone
respectively. Only 30 % on the other hand said that internet made their learning harder
and 25 % to softwares and cell phone.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
35
Table 17. Negative effects of ICTs to the Devcom student
ICTs
NEGATIVE EFFECTS
CAUSES LAZINESS
TO READ PRINTED
MAKES LEARNING
MAKES LEARNING
MATERIALS
EXPENSIVE
HARDER
No.
%
No.
%
No.
%
Radio
40
100 14 35 2 5
TV
40
40
15
38
4
10
Cellphone
28
70
24
60
10
25
Telephone 40
100
15
38 4
10
Camera
14
35
34
85
4
10
Videocam
15
38
39
98
6
15
Internet
39
98
40
100
12
30
Softwares
34
85
40
100
10
25
Multiple responses
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
36
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The study was conducted at Benguet State University, La Trinidad, Benguet to
determine the socio-demographic profile of Devcom students, identify the various ICTs
they are using, determine the length of time they are already using these ICTs, determine
their frequency of use of these ICTs, determine their level of expertise in using these
ICTs, and enumerate the positive and negative effects of ICT to their learning strategies
and habits.
Survey questionnaires were used to gather information from the 40 samples (10
per year level) of Devcom students of BSU.
The study was conducted in BSU from January 2007 to February 2007. The data
gathered were analyzed using descriptive statistics and qualitative data were described in
narrative form.
Findings showed that the Devcom students of BSU belonged to the age bracket of
16-25 years old. Majority of them are females.
Majority of the respondents come from Benguet. Some are from Mountain
Province and Baguio whereas few are from La Union, Kalinga, and Ifugao.
The various ICTs the Devcom students are using are radio, TV, cell phone,
telephone, camera, video cam, internet, and computer softwares.
These ICTs helped them in their studies but they also made them lazy and made
their studies more expensive. It is because is made it easy for them to research through
the use of ICTs but they need to spent more money in it.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
37
Conclusions
The following conclusions were derived from the study:
1. Devcom students are very familiar with ICTs like radio, TV, and Cell
phone but some are not yet so with telephone, camera, video cam, internet,
and some computer softwares.
2. ICTs added information to Devcom students, made their learning
challenging, lessened their time and effort, and made their learning easier but
they also made them lazy and made their learning more expensive.
Recommendations
Based on the conclusions, the following recommendations were formulated:
1. Since Devcom students are making a lot of communication materials and
are being engaged with many communication activities, they must be taught
with how to use the ICTs that they do not know how to use, especially the
internet and computer softwares.
2. The Devcom students should be controlled in using the ICTs. They must be
encouraged to read printed materials despite the knowledge of the internet and
computer softwares.
3. The Devcom students must not rely alone on the ICTs in making school
requirements to avoid expensive learning. They must also do some
alternatives of researching like going to the library and others.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
38
LITERATURE CITED
ALBERTA GOVERNMENT (n.d.) Information and Communication Technology.
Retrieved October 24, 2006 from http://www.education.gov.ab.ca/k_12/
curriculum/bySubject/ict/
ANONYMOUS. 2006. Baguio Seminar-Workshop Highlights. Retrieved November 5,
2006 from http://www.bar.gov.ph/philagrinet/activities.htm
ASIAN JOURNAL ONLINE. 2005. Filipino Publishing Firm Moves to e-learning.
Retrieved December 4, 2006 from
http://www.asianjournal.com/cgi-
bin/view_info.cgi?code=00009817&category=
FLUCK A. and ROBERTSON M. 2002. Classroom Computer Climate and National
Learning Benchmarks. Australian Computers in Education Conference. Retrieved
January 11, 2007 from http://www.tasite.tas.edu.au/acec2002
INQ7.NET. 2003. ICT What is the Status of ICT in the Philippines Today? Retrieved
January 10, 2007 from http://www.inq7.net/inf/2003/jun/18/text/inf_22-1-p.htm
LACSAMANA H. 2006. BSU ICT Project Cited. The Manila Times. Retrieved
December 4, 2006 from http://www.manilatimes.net/national/
2006/july/08/yehey/prov/20060708pro4.html
PITTARD V., BANNISTER P., and DUNN JESSICA. (n.d.) The Big Picture: The
Impact of ICT on Attainment, Motivation and Learning. Retrieved January 13,
2007 from http://www.dfes.gov.uk/research/data/uploadfiles/ThebigpICTure.pdf
SEARCH.SMB.COM. 2004. ICT. SMB Definitions. Retrieved November 10, 2006 from
http://searchsmb.techtarget.com/sDefinition/0,,sid44_gci928405,00.html
UNESCO. 2005. Education and ICT. Retrieved November 11, 2006 from
http://portal.unesco.org/ci/en/ev.php-URL_ID=22981&URL_DO=
DO_TOPIC&URL_SECTION=-465.html UNESCO, 2005
VAN DER WOLF W. M. 2005. What is ICT. GTdesign - Enjoying ICT. Retrieved
December 20, 2006 from http://www.gtdesign.org/
VILLAFANIA A. 2006. Where is ICT Education in the Philippines Headed? InQ7.net.
Retrieved January 11, 2006 from http://news.inquirer.net/common/email
_story.php?index=1&story_id=68893&site_id=30
WEBOPEDIA (n.d.) ICT. Retrieved October 5, 2006 from http://www.webopedia.com
/TERM/I/ICT.html
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
39
WIKIPEDIA (n.d.) ICT (Education). Retrieved October 26, 2006 from
http://en.wikipedia.org/wiki/ICT_(education)
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
40
Appendix: SURVEY QUESTIONNAIRE
Name:
Age:
Sex:
Place of Origin:
ICT Usage:
ICT
Length of time
Frequency of
Level of
Information
you have been
use
expertise
Acquired
using it
Devices:
Radio
TV
Cellphone
Telephone
Camera
Video cam
Others: (pls
specify)
Internet ICTs:
e-mail
chat
web surfing
Others: (pls
specify)
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
41
Softwares:
Word
Excel
PowerPoint
Publisher
PageMaker
Photoshop
Video
Impression
Movie Maker
Pinnacle
Audacity
Others: (pls
specify)
Effects of ICT to Your Learning
ICT Positive
Negative
Devices:
Radio
TV
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
42
Cellphone
Telephone
Camera
Video cam
Others: (pls
specify)
Internet ICTs:
Softwares:
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
ALTATIS, CHAMBERLANE P. APRIL 2007. The Information and
Communication Technology (ICT) Usage of Development Communication Students of
Benguet State University. Benguet State University, La Trinidad, Benguet.
Adviser: Sheryl I. Fernando, BSc
ABSTRACT
The study was conducted to determine the usage of Information and
Communication Technology (ICT) among the Development Communication students of
Benguet State University. The specific objectives were to determine the socio-
demographic profiles of DevCom students, identify the various ICTs the DevCom
students are using., determine the length of time the Devcom students have been using
these ICTs., determine how frequent the Devcom students are using these ICTs.,
determine the level of expertise of Devcom students in using these ICTs., enumerate the
information acquired by the Devcom students in using the ICTs., enumerate the positive
and negative effects of ICT to the learning strategies and habits of DevCom students.
Survey questionnaire was used in gathering information from 40 respondents.
Most of the respondents were 16-18 years old, and female. Majority of them
are from Benguet.
Findings showed that the ICTs the Devcom students are using are devices
which includes radio, TV, mobile phone, telephone, camera, and video camera; ICTs on
the internet which includes e-mail, chat, and web surfing; and computer softwares which
includes Word, Excel, PowerPoint, Publisher, PageMaker, Photoshop, Video Impression,
Movie Maker, Picture Package, Pinnacle, and Audacity. Majority of them, are using the
mentioned ICTs but are still not so familiar with how to use some of them. These ICTs
also helped them in their learning but it also made them lazy and made their learning
expensive.
It is therefore recommended that the Devcom students must be trained with
how to use the ICTs, be controlled in using them, and make some alternatives of
rersearching.
ii
TABLE OF CONTENTS
Page
Bibliography………………………………………………………………………… i
Abstract……………………………………………………………………………...
i
Table of Contents …………….……………………………………………………..
iii
INTRODUCTION
Rationale…………………………………………………………………….
1
Statement of the Problem…………………………………………………… 3
Objectives of the Study……………………………………………………... 3
Importance of the Study…………………………………………………….
4
Scope and Limitation of the Study………………………………………….
4
REVIEW OF LITERATURE
What is ICT?................................................................................................... 5
ICT in Education……………………………………………………………. 5
ICT in the Philippines………………………………………………………
6
ICT in Benguet……………………………………………………………… 7
Effects of ICT to Learning…………………………………………………
8
METHODOLOGY
Locale and Time of the Study………………………………………………. 9
Respondents of the Study…………………………………………………… 9
Data
Collection……………………………………………………………
9
iii
Data
Gathered……………………………………………………………….
11
Data
Analysis……………………………………………………………….
11
RESULTS AND DISCUSSION
Socio-Demographic
Profile of Devcom Students…………………………..
12
Various ICTs the Devcom Students are Using……………………………...
13
Length of Time the Devcom Students
Have Been Using the ICTs………………………………………………….. 16
Devcom Students’ Frequency of Use
of the ICTs…………………………………………………………………..
21
Level of Expertise of Devcom Students
in Using the ICTs……………………………………………………………
26
Information Acquired by the Devcom Students
In Using the ICTs…………………………………………………………… 31
The Positive and Negative Effects of ICTs to the
Learning Strategies of Devcom Students…………………………………..
33
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary……………………………………………………………………
36
Conclusions…………………………………………………………………
37
Recommendations………………………………………………………….
37
LITERATURE CITED……………………………………………………………...
38
APPENDIX: Survey Questionnaire………………………………………………… 40
iv
INTRODUCTION
Rationale
Prior to the advancement of information technologies, communications were done
through ideographic or syllabic writing, alphabet writing, and speaking. However, due to
the discoveries and inventions of many scientists, technologies on communication were
among those that were developed to improve the means of communication through media
or technology. These technologies are now used to handle information and aid
communication and are called Information and Communication Technology or ICT (Van
der Wolf, 2005). ICT is an umbrella term that includes any communication device or
application, encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite systems and so on, as well as the various services and
applications associated with them, such as videoconferencing and distance learning
(TechTarget, 2006).
ICT includes telephone, cell phone, radio, TV, video, and computer. More
advance technology includes Internet e-mail, chat, website, blog, and pod cast. In more
developed countries, they also do video conferencing.
Since the invention of these technologies, they are being adapted by many
countries in the world including the Philippines (Manila Times, 2003). At present, the
government has been doing a lot of interventions to increase ICT accessibility
(Villafania, 2006).
In 1999, the ICT project started at Benguet State University (BSU) in La Trinidad
Benguet. It was funded by the Philippine Institutional University Co-operation (PIUC)
Program between BSU, Saint Louis University, and several Flemish universities in
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
2
Belgium. The project has been identified as the access point of the Philippine research,
education and government information network and the regional ICT training and testing
center by the Commission on ICT Human Capital Development Group. On June 28,
2006, this project was cited as one of the best “Bridging the Digital Divide” in the
Philippines by the Asia Pacific Economic Cooperation Digital Opportunity Center at the
awarding ceremonies during the Taipei International Convention Center in Taipei City,
Taiwan (Lacsamana, 2006).
Although advanced ICTs like video conferencing is still not applied in La
Trinidad, internet surfing and chatting among others are now rampant in the computer
shops. Various softwares are also installed in the computers that are being used by
students in making projects.
Communication processes take place in the learning environment. Teachers make
use of ICT to enhance these communication processes to induce learning. It is then
necessary to look into the positive and negative effects of these technologies to guide the
teachers and students in making use of them.
ICT is relatively a new concept in developing countries. Study shows that its use
in education creates a positive impact to learning.
The Development Communication students of Benguet State University are
trained to use some of the ICTs in developing projects, researches, and assignments.
There is a need then to study their ICT usage.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
3
Statement of the Problem
The study aimed to know the ICT usage of the Development Communication
students of Benguet State University.
Specifically, the study aims to answer the following questions:
1. What are the socio-demographic profiles of DevCom students?
2. What are the ICTs that the DevCom students are using?
3. How long have the Devcom students been using these ICTs?
4. How frequent are the Devcom students using these ICTs?
5. What is their level of expertise of Devcom students in using these ICTs?
6. What are the information acquired by the Devcom students in using the ICTs?
7. What are the positive and negative effects of ICTs to the learning strategies
and habits of DevCom students?
Objectives of the Study
The study aimed to:
1. Determine the socio-demographic profiles of DevCom students;
2. Identify the various ICTs the DevCom students are using;
3. Determine the length of time the Devcom students have been using these
ICTs;
4. Determine how frequent the Devcom students are using these ICTs;
5. Determine the level of expertise of Devcom students in using these ICTs;
6. Enumerate the information acquired by the Devcom students in using the
ICTs; and
7. Enumerate the positive and negative effects of ICT to the learning strategies
and habits of DevCom students.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
4
Importance of the Study
The result of the study will guide the teachers and students in making use of ICTs
in the teaching-learning environment. It will also help them in the proper usage and
control of these technologies in different learning situations and environment. Moreover,
it further enhances the usage of ICT in education.
Scope and Limitation of the Study
The study looked into the ICT usage of the respondents who are Devcom students
enrolled for school year 2006-2007 at the Benguet State University.
Data gathering for the study was from January 2007 to February 2007.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
5
REVIEW OF LITERATURE
What is ICT?
Information and Communication Technology - (ICT) The study of the technology
used to handle information and aid communication (Van der Wolf, 2005).
ICT (information and communications technology - or technologies) is an
umbrella term that includes any communication device or application, encompassing:
radio, television, cellular phones, computer and network hardware and software, satellite
systems and so on, as well as the various services and applications associated with them,
such as videoconferencing and distance learning. ICTs are often spoken of in a particular
context, such as ICTs in education, health care, or libraries (Search.smb.com, 2004.).
Short for Information and Communications Technology, it is the study or business
of developing and using technology to process information and aid communications
(Webopedia, n.d.).
ICT in Education
The Information and Communication Technology (ICT) curriculum provides
students with a broad perspective on the nature of technology, how to use and apply a
variety of technologies, and the impact of information and communication technologies
on themselves and on society (Alberta Government, 2006).
The use of information and communication technologies (ICTs) in and for
education is rapidly expanding in many countries, and is now seen worldwide as both a
necessity and an opportunity (UNESCO, 2005).
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
6
In the United Kingdom, Information and Communications Technology (ICT) is a
subject in education, and a part of the National Curriculum. Other countries, such as
Norway, also have ICT as an educational subject. The ICT programme in the United
Kingdom is co-ordinated by Becta. A major current initiative is the Curriculum Online
scheme which is aimed to accelerate the uptake of technology amongst schools. Becta
took over the running of this scheme from the Department for Education and Skills in
2005. Becta works closely with the Joint Information Systems Committee to develop
strategy (Wikipedia, n.d.).
ICT in the Philippines
One of the major differences happening in the Philippine ICT education scene
now compared to years ago is that the student won't have to wait for a college education
to acquire the basic skills in computer technology. One of the main reasons is that basic
computer subjects are being taught in grade school at some educational institutions today.
Not only do the elementary school subjects of today teach kids not only how to read,
write and do the math but also expose them to an important device they would inevitably
use in the future: the PC. Indeed, elementary classrooms offering computer subjects as
part of the curriculum will play a major role in fueling the drive of educating the young
ones with learning skills using modern technologies as a basic tool (InQ7.net, 2003).
A PUBLISHER of supplementary magazines for high school students in the
Philippines for the past 25 years has jumped into the e-learning bandwagon.
Leveraging on its accumulated content, the Diwa Asia Publishing Group Inc. decided this
year to aggressively implement an e-learning strategy in a package combining an
interactive student resource called "Genyo;" mobile school software; a teacher-training
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
7
course on technology; Internet connectivity; and access to an online portal (Asian Journal
Online, n.d).
ICT in Benguet
The Seminar-Workshop on Retooling Librarians and Information Managers on
Digital Resources, Database Creation, and Management held at the Benguet State
University, ICT Hall on February 23-24, 2006 had 68 participants coming from all over
the Philippines. The principal objective was to create an awareness of freely available
electronic resources on the World Wide Web and to introduce vital database management
tools designed by the FAO among librarians and information managers and to develop
their skills in applying them to local situations and in contributing local agricultural
research results to the AGRIS and PhilAgriNet databases (Anonymous, 2006).
La Trinidad, Benguet: The Benguet State University’s information and
communication technology development project was cited one of the best in the
Philippines by the Asia Pacific Economic Cooperation Digital Opportunity Center at the
awards ceremonies at the Taipei International Convention Center in Taipei City, Taiwan
on June 28 (Lacsamana, 2006).
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
8
Effects of ICT to Learning
The UK-based BECTA report (2001) Primary Schools of the Future - achieving
today analysed results from 2110 schools. It confirmed that schools with very good
Information and Communication Technology (ICT) resources had more students
achieving at higher levels in national English, Mathematics and Science tests. The
Tasmanian study gathered Australian context learning outcomes data and matched this
with classroom computer climate information from 63 classes and found a similar effect.
Tension between traditional learning outcomes and student thinking processes when
using ICT are described and discussed (Fluck and Robertson, 2002).
ICT can be used to support learning in many different ways in schools. This
extends beyond individual pupils’ use of learning software on a computer to include,
among other things, interactive presentations using touch sensitive whiteboards, specialist
devices like data loggers for the collection of data in science lessons, email based
applications to support learning communities and links between schools, and schools’ use
of enhanced pupil information systems (Pittard et al., n.d.).
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
9
METHODOLOGY
Locale and Time of the Study
The study was conducted at the College of Agriculture (CA), Benguet State
University (BSU). As shown in Figure 1, BSU is in La Trinidad, a South-western
municipality of Benguet. It is five kilometers away from Baguio City, the summer capital
of the Philippines. CA in BSU is chosen as one of the centers of Excellence in
Agriculture Education by the CHED.
BSU began as a farm school in June 15, 1916 and gradually developed into a
regional state university in 1986. One of the eight colleges of the university is the College
of Agriculture. In 1999, the course Bachelor of Science in Development Communication
is offered under this college.
The ICT division being in charge in the university handles the overall ICT
university Infrastructure. The LAN, network services and Internet services are being
maintained. Some ICT services are web hosting for the university official website, email,
secure file sharing in the university, e-learning tools and several ICT solutions such as
information systems development.
The study was conducted from January 2007 to February 2007.
Respondents of the Study
The respondents of the study were 40 Development Communication students
enrolled at BSU in the school year 2006-2007. Ten students per year level were randomly
chosen.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
10
Figure 1. Map showing the locale of the study
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
11
Data Gathered
Data gathered included the socio-demographic profile of DevCom students, the
various ICTs they are using, their length of time they have been using these ICTs, their
frequency of use of these ICTs, their level of expertise in using these ICTs, the
information they are acquiring in using these ICTs, and the positive and negative effects
of ICTs to their learning behavior and habit.
Data Analysis
The data collected were analyzed using descriptive statistics. Qualitative data was
described in narrative form.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
12
RESULTS AND DISCUSSION
Socio-Demographic Profile of Devcom Students of BSU
The socio-demographic profile of the respondents in this study is of the 40
Devcom students, which is 10 per year level, for the school year 2006-2007. The profile
is limited to their age, sex, present address, and provincial address.
Table 1 shows the basic characteristics of the respondents. Their ages range from
16 to 25 years old. The highest rank (45 %) ranges from 16-18 years of age whereas the
least (3 %) is the one of 23 and above. Majority (80 %) of them are females and few (20
%) are males.
Table 1. Characteristics of the Devcom students
CHARACTERISTICS NUMBER
PERCENTAGE
(n=40)
(%)
Age
16-18
18
45
19-20
15
38
21-22
6
15
23-25
1
3
TOTAL 40
100
Sex
Male
8
20
Female
32
80
TOTAL 40
100
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
13
Table 2 presents the places of origin of the respondents. Most (65 %) of them are from
Benguet and the rest are from Mountain Province, Baguio, and other places such as
Kalinga, Ifugao, and La Union.
Table 2. Places of origin of Devcom students
PLACES OF ORIGIN
NUMBER
PERCENTAGE
(n=40)
(%)
Benguet
26
65
Mt. Province
10
25
Baguio
4
10
Others
3
8
TOTAL 40
100
Various ICTs the Devcom Students are Using
The various ICTs the Devcom students are using are the devices (radio, TV, cell
phone, telephone, camera, video camera); ICTs on the internet (e-mail, chat, and
websites); and computer softwares (Microsoft Word, Excel, PowerPoint, Publisher;
Adobe PageMaker, and Photoshop, and others such as Video Impression, Windows
Movie Maker, Picture Package, Pinnacle and Audacity).
Table 3 shows the devices the Devcom students are using. All of them are using
the radio and TV. The device that fewest number of Devcom students are using on the
other hand is the telephone wherein less than half (38 %) of them are using it.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
14
Table 3. Devices the Devcom students are using
DEVICES NUMBER
PERCENTAGE
(n=40)
(%)
Radio
40
100
TV 40
100
Cell phone
38
95
Camera 31
78
Video cam
24
40
Telephone
15
38
Multiple responses
Table 4 presents the ICTs in the Internet that the Devcom students are using. Most (75 %)
are using the e-mail and surfing the website whereas less than half (40 %) of them are
using the chat. The rest are not using the said ICTs on the Internet because of lack of
knowledge on how to use them.
Table 4. ICTs on the internet that the Devcom students are using
INTERNET ICTs
NUMBER
PERCENTAGE
(n=40)
(%)
e-mail 30
75
Web surfing
30
75
Chat 24
40
Multiple responses
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
15
Table 5 shows the computer softwares that the Devcom students are using. For Microsoft,
majority (98 %) of them are using MS Word. On the other hand, the Microsoft software
that the least number of Devcom students are using is Excel. For Adobe, 35 % of them
are using Photoshop whereas 28 % are using PageMaker. For other softwares, most (60
%) are using Audacity and the software that the least number of Devcom students are
using is Pinnacle wherein only 15 % of them are using it.
Table 5. Computer softwares the Devcom students are using
COMPUTER SOFTWARES
NUMBER
PERCENTAGE
(n=40)
(%)
For text documents/publication and
spreadsheet
MS
Word
39
98
MS
Publisher
22
55
Adobe
PageMaker
11
28
MS
Excel
21
53
For slide show and photo editing
MS
PowerPoint
25
63
Adobe
Photoshop
14
35
Picture
Package
18
45
For Audio and video editing
Audacity
24
60
Video
Impression
19
48
Windows Movie Maker
9
23
Pinnacle
6
15
Multiple responses
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
16
Length of Time the Devcom Students
Have Been Using the ICTs
Table 6 and Figure 2 present the length of time the Devcom students are already
using the devices. The longest time that was already used by them is radio wherein all of
them are already using it for five years or more. On the other hand, the device that most
(63 %) of them are not using is telephone. Majority (83 %) of them also have been using
TV for five years or more. For cell phone, 28 % of them are already using it for two years
or less and 25 % of them are already using it for five years or more. Only 23 % of them
also are already using telephone. For camera, 23 % of them are still not using it and most
(58 %) of them are already using it for five years or more. Majority (60 %) are still not
using video cam and 30 % of them are already using it for two years or less.
Table 6. Length of time the Devcom students have been using the devices
DEVICES NUMBER
OF
YEARS
NOT YET
TWO OR LESS
THREE TO
USING
FOUR
FIVE OR MORE
No.
%
No.
%
No.
%
No.
%
Radio
0
0
0
0
0
0
40
100
TV
0
0
4
10
3
8
33
83
Cell phone
2
5
11
28
17
43
10
25
Telephone
25
63
9
23
3
8
3
8
Camera
9
23
5
13
3
8
23
58
Video cam
24
60
12
30
3
8
1
3
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
17
100
P 90
E 80
Radio
R 70
TV
60
C 50
CP
40
Tel.
30
E
Camera
20
10
N
V. cam
0
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 2. Length of time the Devcom students have been using the devices
Table 7 and Figure 3 show the length of time the Devcom students are accessing the
internet. Majority (60 %) of them is not using chat and 35 % of them are already using
the internet and e-mail for two years or less.
Table 7. Length of time the Devcom students have been using the internet
INTERNET
NUMBER OF YEARS
NOT YET
TWO OR LESS THREE TO
USING IT
FOUR
FIVE OR MORE
No.
%
No.
%
No.
%
No.
%
10
25
35 14 11
28
5
13
Chat
24
60
25 10
4
10
2
5
Web surfing
10
25
35 14
10
25
6
15
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
18
60
50
P
E
40
R
30
C
chat
20
website
E
10
0
N
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 3. Length of time the Devcom students have been using the internet
Table 8 and Figures 4, 5, and 6 show the length of time in using computer softwares. For
the software for text documents or publication and spreadsheet, less than half (45 %) of
them are already using Word for five years or more whereas majority (73 %) of them is
not yet using the Photoshop. For the slide show and photo editing majority (65 %) of
them are not yet using the Photoshop and only 10 % of them are already using the
PowerPoint for five years or more. For the audio and video editing, more than half (60 %)
of them are already using the Audacity for two years or less and 34 % of them are not yet
using the Pinnacle. Furthermore, majority (60 %) of them are already using Audacity for
two years or less and less than half (48 %) for Video Impression.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
19
Table 8. Length of time the Devcom students have been using the computer softwares
SOFTWARE NUMBER
OF
YEARS
NOT YET
THREE TO
FIVE OR
USING
TWO OR LESS
FOUR
MORE
No.
%
No.
%
No.
%
No. %
For text
document/publication
and spreadsheet
Word
1
3
10
25 11 28
18
45
Publisher 18
45 19 48
3
8
0
0
PageMaker
29
73
9
23
2
5
0
0
Excel
19
48
12
30
4
10
5
13
For slide show and
photo editing
PowerPoint 15
38
16
40
5
13
4
10
Photoshop 26
65
13
33
1
3
0
0
Picture
22
55
18
45
0
0
0 0
Package
For audio and video
editing
Audacity
16
40
24
60
0
0
0
0
Video
Impression 21
53
19
48
0
0
0 0
Movie
Maker
31
78
9
23
0
0
0 0
Pinnacle
34
85
6
15
0
0
0 0
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
20
80
P
70
E
60
R
50
Word
C 40
Publisher
30
E
PageMaker
20
Excel
N
10
T 0
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 4. Length of time the Devcom students have been using the softwares for text
documents/publication and spreadsheet
P 70
E 60
R 50
C 40
PowerPoint
30
Photoshop
E
Picture Package
20
N 10
0
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 5. Length of time the Devcom students have been using softwares for slide show
and photo editing
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
21
90
P
80
E
70
R 60
Audacity
50
C
Video Impression
40
Movie Maker
E 30
Pinnacle
20
N 10
0
T
0
2 or less
3 to 4
5 or more
NUMBER OF YEARS
Figure 6. The Length of time the Devcom students are using the softwares for audio and
video editing
Devcom Students’ Frequency of Use of the ICTs
Frequency of use of Devcom students is indicated whether they are not using it,
they are using it daily, weekly, or occasionally. Occasionally, includes those who are
using it once in a while, when it is only needed, and other frequency of their use beyond
weekly.
Table 9 and Figure 7 show how frequent the Devcom students are using the devices.
Majority (90 % and 70 %) of them are using the radio and TV everyday respectively.
More than half (63 %) of them are not using the telephone. Majority (70 % and 95 %) of
them are also using TV and cell phone daily. More than half (55 %) of them are also not
using video cam 40 % of them are using it occasionally.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
22
Table 9. Devcom students’ frequency of use of the devices
DEVICES
FREQUENCY OF USE
NOT USING OCCASIONALLY DAILY
WEEKLY
IT
No.
%
No.
%
No.
%
No.
%
Radio
1
0 3
8
32
90
5
13
TV
0
0 6
15
28
70
6
15
Cellphone
0
0 1
3
38
95
1
3
Telephone
25
63
12
30
1
3
2
5
Camera
4
10
30
8
1
3
5
13
Videocam
22
55
16
40
0
0
2
5
P 100
90
E
80
R
Radio
70
TV
60
C 50
CP
40
E
Tel.
30
Camera
20
N 10
V. cam
0
T
Not using
Occasionally
Daily
Weekly
FREQUENCY OF USE
Figure 7. Devcom students’ frequency of use of the devices
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
23
Table 10 and Figure 8 present how frequent the Devcom students are using the internet.
Most (60 %) of them are not using chat in computer internet, 35 % are checking their e-
mail weekly, and 25 % are surfing the websites. Less than half (48 %) of them are surfing
the net occasionally, 40 % for chat, and 38 % for e-mail.
Table 10. Devcom students’ frequency of use of the ICTs on the Internet
INTERNE
T
FREQUENCY
NOT USING IT
OCCASIONALLY
DAILY
WEEKLY
No.
%
No.
% No.
%
No.
%
10
25
15 38
3
1
14
35
Chat
16
40
16
40
3
1
7
18
Website
surfing
10
25
19
48
3
1
10
25
P 50
E
45
40
R 35
30
C
25
Chat
20
E 15
Website
10
N
5
T
0
Not using
Occasionally
Daily
Weekly
FREQUENCY
Figure 8. Devcom students’ frequency of use of the ICTs on the internet
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
24
Table 11 and Figures 9, 10, and 11 shows how frequent the Devcom students are using
the computer softwares. For the softwares for text documentation/publication and
spreadsheet, 48 % of them are using Word weekly and 50 % of them are using Excel
occasionally. For the softwares for slide show and photo editing, 55 % of them are not
using Picture Package and 48 % of them are using the PowerPoint occasionally. For the
softwares for audio and video editing, 60 % of them are using the audacity occasionally
and 85 % of them are not using the Pinnacle.
Table 11. Devcom students’ frequency of use of computer softwares
SOFTWARE FREQUENCY
Not Using it
Occasionally
Everyday
Weekly
No.
%
No.
%
No.
%
No.
%
For text
documents/publication
and spreadsheet
Word
1
3
13
33 7 18 19 48
Publisher 18
45
18
45
0
0
2
5
PageMaker 20
50
15
38
0
0
5
13
Excel
15
38
20
50
1
3
4
10
For slide show and
photo editing
PowerPoint 19
48 19 48 0 0
2
5
Photoshop 26
65
11
28
0
0
3
8
Picture
Package
22
55 18 45 0 0
0
0
For audio and video
editing
Audacity
16
40
24
60
0
0
0
0
Video
Impression
21
53
19
48
0
0
0
0
Windows
Movie Maker
31
78
9
23
0
0
0
0
Pinnacle 34
85
6
15
0
0
0
0
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
25
P
50
E
45
R
40
35
C
Word
30
25
Publisher
E
20
PageMaker
15
N
Excel
10
5
T
0
Not Using it
Daily
FREQUENCY
Figure 9. Devcom students’ frequency of use of softwares for text document/publication
and spreadsheet
P
70
E
60
R
50
C
40
PowerPoint
30
Photoshop
E
20
Picture Package
N
10
0
T
Not Using it
Daily
FREQUENCY
Figure 10. Devcom’s frequency of use of the softwares for slide show and photo editing
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
26
P
90
80
E
70
R
60
Audacity
50
C
Video Impression
40
Movie Maker
30
E
20
Pinnacle
10
N
0
Not Using it
Occasionally
Daily
Weekly
T
FREQUENCY
Figure 11. Devcom ‘s frequency of use of the softwares for audio and video editing
Level of Expertise of Devcom Students
in Using the ICTs
Table 12 and Figure 12 present the level of expertise of the Devcom students in using the
devices. All of them are good in using radio, TV, and cell phone. Most (63 % and 60 %)
of them does not know how to use telephone and video cam respectively.
Table 12. Level of expertise of Devcom students in using the devices
DEVICES
LEVEL OF EXPERTISE
NO
EXPERIENCE
POOR
AVERAGE
GOOD
No.
% No. % No.
%
No.
%
Radio
0
0
0
0
0
0
40 100
TV
0
0
0
0
0
0
40
100
Cellphone
0
0
0
0
0
0
40
100
Telephone
25
63
1
3
3
8
11
28
Camera
4
10
4
10
10
25
22
55
Videocam
24
60
3
8
9
23
4
10
Rating scale:
0- no experience at all
4-6 – Average (not so good and not so poor)
1-3 – Poor (only knows the basics) 7-10 – Good (almost expert)
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
27
P 100
E 90
R 80
Radio
70
TV
C 60
50
Cellphone
40
E
Telephone
30
Camera
20
N 10
Videocam
0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 12. Level of expertise of Devcom students in using the devices
Table 13 and Figure 13 present the level of expertise of Devcom students in using the
internet: 45 % of them are good in using e-mail and website surfing and more than half
(60 %) of them does not know how to use chat.
Table 13. Level of expertise of Devcom students in using the Internet
INTERNET
LEVEL OF EXPERTISE
NO
POOR
AVERAGE
GOOD
EXPERIENCE
No.
%
No.
%
No.
%
No.
%
10
25
5
13 7
18
18
45
Chat
24
60
0
0 6
15
10
25
Website
10
25
2
5
10
25
18
45
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
28
60
P
E 50
R 40
30
C
Chat
20
Website
E
10
N 0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 13. Level of expertise of Devcom students in using the internet
Table 14 and Figures 14, 15 and 16show the level of expertise of Devcom students in
using the computer softwares. For softwares for text documents/publication and
spreadsheet, majority (85 %) of them are leveled 7-10 (good) in using Word and most (73
%) of them have no experience in using the PagaMaker. For the softwares for slide show
and photo editing, 43 % of them are leveled 7-10 (good) in using PowerPoint and more
than half (65 %) of them have no experience in using Photoshop. For the softwares for
audio and video editing, majority (85 %) of them have no experience using Pinnacle and
13 % of them are leveled 7-10 (good) in using Video Impression. Twenty-five percent of
them are also average in using Video Impression and 20 % in Audacity. Moreover, 40 %
of them are poor in using Audacity and 23 % in Movie maker.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
29
Table 14. Level of expertise of Devcom students in using the computer softwares
SOFTWARE
LEVEL OF EXPERTISE
NO
POOR
AVERAGE
GOOD
EXPERIENCE
No.
%
No.
%
No. %
No.
%
For text
documents/publication
and spreadsheet
Word
1
3
0
0
5
13
34
85
Publisher
18
45
0
0
11
28
6
15
PageMaker
29
73
3
8
8
20
0
0
Excel
19
48
3
8
6
15
12
30
For slide show and photo
editing
PowerPoint
15
38
0
0
8
20
17
43
Photoshop
26
65
5
13
7
18
2
5
Picture
Package
22
55
0
0
4
10
14
35
For audio and video
editing
Audacity
16
40
16
40
8
20
0
0
Video
Impression
21
52
4
10
10
25
5
13
Movie
Maker 31
78
9
23
0
0
0
0
Pinnacle
34
85
6
15
0
0
0
0
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
30
90
P 80
E 70
R 60
Word
C 50
Publisher
40
E
PageMaker
30
Excel
20
N
10
T
0
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 14. Level of expertise of Devcom students in using the softwares for text
documents/publication and spreadsheet
P
70
E
60
R 50
C 40
PowerPoint
30
Photoshop
E 20
Picture Package
10
N
0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 15. Level of expertise of Devcom students in using the softwares for slide show
and photo editing
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
31
P 90
80
E
70
R 60
Audacity
C 50
Video Impression
40
E
Movie Maker
30
20
Pinnacle
N 10
0
T
No ex…
Poor
Average
Good
LEVEL OF EXPERTISE
Figure 16. Level of expertise of Devcom students in using the softwares for audio and
video editing
Information Acquired by the Devcom
Students in Using the ICTs
Table 15, Figure 17, and Figure 18 show the information acquired by the Devcom
students in using the ICTs. Majority (90 %) of them are acquiring researches in using the
internet. All of them are acquiring news in using radio and TV. Most (95 % and 80 %) of
them are acquiring entertainment from TV and radio respectively. Majority (95 %) of
them also are acquiring personal messages in using cell phone. Moreover, less than half
(40 % and 48%) of them are acquiring researches from radio and TV respectively. Half of
them are also acquiring personal message in using chat and 40 % for e-mail.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
32
Table 15. Infoormation acquired by Devcom students in using the ICTs
ICT
INFORMATION ACQUIRED
Researches Entertainment
News
Personal Message
No. %
No.
%
No.
%
No.
%
Radio
16
40 32 80
40
100
0
0
TV
19
48 38 95
40
100
0
0
Cell phone
4
10
8
20
9
23
38
95
Telephone
2
5
2
5
3
8
11
28
Camera
8
20
6
15
1
3
3
8
Videocam
5
13
5
13
0
0
2
5
Internet
10
25 12 30
9
23
16
40
chat
2
5 10 25
5
13
20
50
Web
surfing
36
90
9
23
11
28
0
0
Multiple responses
P
100
Radio
E
80
TV
R
60
CP
40
Tel
C
20
Camera
E
0
V. cam
Researches
Enter...
News
P. Messages
N
INFORMATION ACQUIRED
T
Figure 17. Information acquired by the Devcom students in using the devices
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
33
P
90
E
80
R
70
60
C
50
40
Chat
E
30
Website
N
20
10
0
Research
Enter…
News
P. Message
INFORMATION ACQUIRED
Figure 18. Information acquired by the Devcom students in using the internet
The Positive and Negative Effects of
f ICTs to the
Learning Strategies of Devcom Students
Table 16 shows the positive effects of the ICTs to the Devcom students. All of them are
getting more information in using the radio, TV, and internet. Majority (95 % and 90 %)
of them are also more challenged in learning in using the internet and computer softwares
respectively. Most of them (85 % and 70 %) said that internet and softwares respectively
lessened their time and effort to research. More than half (80 % and 68 %) of them also
said that internet and softwares respectively made their learning easier. Furthermore,
more than half (55 %) of them said that they acquire researches in using cell phone and
less than half (48 % and 45 %) in using video cam and camera.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
34
Table 16. Positive effects of ICTs to Devcom students
ICT POSITIVE
EFFECTS
GIVES MORE
SAVES TIME
MAKES
INFORMATION MAKES LEARNING
LEARNING
MORE
EASIER
CHALLENGING
No.
%
No.
%
No.
%
No.
%
Radio 40
100
33
83 22 55 23
58
TV
40
100
28
70
25
63
25
63
Cell phone
22
55
12
30 20 50 19
48
Telephone
15
38
6
15
12
30
9
23
Camera
18
45
22
55
12
30
16
40
Video cam
19
31
13 12
48
78
33
30
Internet
40
100
38
95
34
55
32
58
Softwares
0
0
36
90
28
70
27
68
Multiple responses
Table 17 presents the negative effects of ICTs to the learning of Devcom students. All of
them said that radio and TV causes laziness for them to read printed materials. Majority
(97.5 % and 85 %) said the same thing for internet and computer softwares respectively.
All of them also said that internet and softawares makes their learning expensive.
Majority (98 %, 85% and 60 %) said the same thing to video cam, camera, and cell phone
respectively. Only 30 % on the other hand said that internet made their learning harder
and 25 % to softwares and cell phone.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
35
Table 17. Negative effects of ICTs to the Devcom student
ICTs
NEGATIVE EFFECTS
CAUSES LAZINESS
TO READ PRINTED
MAKES LEARNING
MAKES LEARNING
MATERIALS
EXPENSIVE
HARDER
No.
%
No.
%
No.
%
Radio
40
100 14 35 2 5
TV
40
40
15
38
4
10
Cellphone
28
70
24
60
10
25
Telephone 40
100
15
38 4
10
Camera
14
35
34
85
4
10
Videocam
15
38
39
98
6
15
Internet
39
98
40
100
12
30
Softwares
34
85
40
100
10
25
Multiple responses
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
36
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The study was conducted at Benguet State University, La Trinidad, Benguet to
determine the socio-demographic profile of Devcom students, identify the various ICTs
they are using, determine the length of time they are already using these ICTs, determine
their frequency of use of these ICTs, determine their level of expertise in using these
ICTs, and enumerate the positive and negative effects of ICT to their learning strategies
and habits.
Survey questionnaires were used to gather information from the 40 samples (10
per year level) of Devcom students of BSU.
The study was conducted in BSU from January 2007 to February 2007. The data
gathered were analyzed using descriptive statistics and qualitative data were described in
narrative form.
Findings showed that the Devcom students of BSU belonged to the age bracket of
16-25 years old. Majority of them are females.
Majority of the respondents come from Benguet. Some are from Mountain
Province and Baguio whereas few are from La Union, Kalinga, and Ifugao.
The various ICTs the Devcom students are using are radio, TV, cell phone,
telephone, camera, video cam, internet, and computer softwares.
These ICTs helped them in their studies but they also made them lazy and made
their studies more expensive. It is because is made it easy for them to research through
the use of ICTs but they need to spent more money in it.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
37
Conclusions
The following conclusions were derived from the study:
1. Devcom students are very familiar with ICTs like radio, TV, and Cell
phone but some are not yet so with telephone, camera, video cam, internet,
and some computer softwares.
2. ICTs added information to Devcom students, made their learning
challenging, lessened their time and effort, and made their learning easier but
they also made them lazy and made their learning more expensive.
Recommendations
Based on the conclusions, the following recommendations were formulated:
1. Since Devcom students are making a lot of communication materials and
are being engaged with many communication activities, they must be taught
with how to use the ICTs that they do not know how to use, especially the
internet and computer softwares.
2. The Devcom students should be controlled in using the ICTs. They must be
encouraged to read printed materials despite the knowledge of the internet and
computer softwares.
3. The Devcom students must not rely alone on the ICTs in making school
requirements to avoid expensive learning. They must also do some
alternatives of researching like going to the library and others.
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
38
LITERATURE CITED
ALBERTA GOVERNMENT (n.d.) Information and Communication Technology.
Retrieved October 24, 2006 from http://www.education.gov.ab.ca/k_12/
curriculum/bySubject/ict/
ANONYMOUS. 2006. Baguio Seminar-Workshop Highlights. Retrieved November 5,
2006 from http://www.bar.gov.ph/philagrinet/activities.htm
ASIAN JOURNAL ONLINE. 2005. Filipino Publishing Firm Moves to e-learning.
Retrieved December 4, 2006 from
http://www.asianjournal.com/cgi-
bin/view_info.cgi?code=00009817&category=
FLUCK A. and ROBERTSON M. 2002. Classroom Computer Climate and National
Learning Benchmarks. Australian Computers in Education Conference. Retrieved
January 11, 2007 from http://www.tasite.tas.edu.au/acec2002
INQ7.NET. 2003. ICT What is the Status of ICT in the Philippines Today? Retrieved
January 10, 2007 from http://www.inq7.net/inf/2003/jun/18/text/inf_22-1-p.htm
LACSAMANA H. 2006. BSU ICT Project Cited. The Manila Times. Retrieved
December 4, 2006 from http://www.manilatimes.net/national/
2006/july/08/yehey/prov/20060708pro4.html
PITTARD V., BANNISTER P., and DUNN JESSICA. (n.d.) The Big Picture: The
Impact of ICT on Attainment, Motivation and Learning. Retrieved January 13,
2007 from http://www.dfes.gov.uk/research/data/uploadfiles/ThebigpICTure.pdf
SEARCH.SMB.COM. 2004. ICT. SMB Definitions. Retrieved November 10, 2006 from
http://searchsmb.techtarget.com/sDefinition/0,,sid44_gci928405,00.html
UNESCO. 2005. Education and ICT. Retrieved November 11, 2006 from
http://portal.unesco.org/ci/en/ev.php-URL_ID=22981&URL_DO=
DO_TOPIC&URL_SECTION=-465.html UNESCO, 2005
VAN DER WOLF W. M. 2005. What is ICT. GTdesign - Enjoying ICT. Retrieved
December 20, 2006 from http://www.gtdesign.org/
VILLAFANIA A. 2006. Where is ICT Education in the Philippines Headed? InQ7.net.
Retrieved January 11, 2006 from http://news.inquirer.net/common/email
_story.php?index=1&story_id=68893&site_id=30
WEBOPEDIA (n.d.) ICT. Retrieved October 5, 2006 from http://www.webopedia.com
/TERM/I/ICT.html
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
39
WIKIPEDIA (n.d.) ICT (Education). Retrieved October 26, 2006 from
http://en.wikipedia.org/wiki/ICT_(education)
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
40
Appendix: SURVEY QUESTIONNAIRE
Name:
Age:
Sex:
Place of Origin:
ICT Usage:
ICT
Length of time
Frequency of
Level of
Information
you have been
use
expertise
Acquired
using it
Devices:
Radio
TV
Cellphone
Telephone
Camera
Video cam
Others: (pls
specify)
Internet ICTs:
chat
web surfing
Others: (pls
specify)
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
41
Softwares:
Word
Excel
PowerPoint
Publisher
PageMaker
Photoshop
Video
Impression
Movie Maker
Pinnacle
Audacity
Others: (pls
specify)
Effects of ICT to Your Learning
ICT Positive
Negative
Devices:
Radio
TV
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
42
Cellphone
Telephone
Camera
Video cam
Others: (pls
specify)
Internet ICTs:
Softwares:
The Information and Communication Technology (ICT) Usage of Development Communication
Students of Benguet State University / Chamberlane P. Altatis. 2007
Document Outline
- The Information and
Communication Technology (ICT) Usage of Development Communication Students of
Benguet State University
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Rationale
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Limitation of the Study
- REVIEW OF LITERATURE
- What is ICT?
- ICT in Education
- ICT in the Philippines
- ICT in Benguet
- Effects of ICT to Learning
- METHODOLOGY
- Locale and Time of the Study
- Respondents of the Study
- Data Gathered
- Data Analysis
- RESULTS AND DISCUSSION
- Socio-Demographic Profile of Devcom Students of BSU
- Various ICTs the Devcom Students are Using
- Length of Time the Devcom StudentsHave Been Using the ICTs
- Devcom Students' Frequency of Use of the ICT's
- Level of Expertise of Devcom Students in Using the ICT's
- Information Acquired by the Devcom Students in using the ICTs
- The Positive and Negative Effects of ICTs to the Learning Stategies of Devcom Students
- SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES