BIBLIOGRAPHY JERAHMEEL B. LASEGAN. April 2007. Computer literacy...
BIBLIOGRAPHY
JERAHMEEL B. LASEGAN. April 2007. Computer literacy of Teachers in the
Secondary Schools of Buguias, Benguet Division. Graduate School, Benguet State
University – Buguias Campus, Loo, Buguias, Benguet.
Adviser: Carlos P. Luma-ang, Ed. D.
ABSTRACT
This study aimed to determine the level of attainment of the objectives of
computer education; to determine the teachers’ level of computer competencies in terms
of Microsoft word, Microsoft excel, Microsoft power point and Internet; to determine if
there is a significant relationship of the socio-professional profile of the teachers to their
computer competencies; to find out the degree of adequacy of computers in the secondary
schools of Buguias; to determine if there is a significant effect of the adequacy of
computers to the attainment of the objectives; and to determine if there is a significant
correlation of the computer competencies to the attainment of objectives.
The study was conducted in the public secondary schools of Buguias, Benguet
Division. There were ninety six secondary school teachers included in the study. The data
were gathered during the first semester of school year 2006-2007. The data were
statistically analyzed applying percentage, weighted mean,
t-test, Chi-square and Spearman’s coefficient of correlation by ranks.
The findings revealed that the objectives of computer education were moderately
attained. The secondary school teachers’ are competent in Microsoft word and Microsoft
excel but not competent in Microsoft power point and internet software. Age, gender,
civil status, educational attainment, years of teaching experience and trainings and
seminars attended did not affect the computer competencies of the teacher. The
secondary schools of Buguias are inadequate with computers. There is a significant effect
of the adequacy of computers in the attainment of the objectives and the computer
competencies of the secondary teachers in correlation with the attainment of the
objectives.
The leading recommendations are teachers should make use of computers and
computer related technologies in their classrooms; they should attend more trainings and
seminars in relation to computer education especially hands-on trainings on computers;
all of them must be required to be computer literate; school heads under the School Based
Management should find ways and means to avail more computer units for their school;
they should be given more time in learning computer applications and engage themselves
in computer technology, secondary school teachers should utilize the software such as
Microsoft word, Microsoft excel, Microsoft power point and internet in their work and
find time to update their skills in computer.
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TABLE OF CONTENTS
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Abstract
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Table of Contents
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INTRODUCTION
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Background of the Study
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Statement of the Problem
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Objectives of the Study
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Significance of the Study
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Scope and Delimitation
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REVIEW OF LITERATURE .
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History and Development of Computers
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Objective of Computer Education
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Computer Competencies Required of a Teacher
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Computer Competencies
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Related Studies.
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Conceptual Framework
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Definition of Terms .
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Hypotheses of the Study
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METHODOLOGY
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Locale of the study .
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Respondents of the Study
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Data Gathering Instrument .
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Data Gathering Procedure
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RESULTS AND DISCUSSIONS
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Attainment of the Objectives
Of Computer Education
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Level of Computer Competencies in Terms
Of Microsoft word, Microsoft excel,
Microsoft power point and Internet .
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Relationship of the Socio-Profile of the
Teacher to their Computer Competencies
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Degree of Adequacy of Computers in the
Secondary Schools of Buguias, Benguet
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Effect of the Adequacy of Computers
To the Attainment of the Objectives .
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Correlation of the Computer Competencies
To the Attainment of Objectives
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
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Summary
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Conclusions
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Recommendations
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LITERATURE CITED
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APPENDICES . . . . . . .
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A. Letter of Communication .
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B. Questionnaire
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BIOGRAPHICAL SKETCH .
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INTRODUCTION
Background of the Study
The world we live in today is very different from what it was a century,
even a few decades ago. This transformation has been driven in part by rapid
technological innovation. While the 19th century saw the rise of the industrial
revolution with steam powered machines intensifying and expanding human
productive power, the 20th century was characterized by the birth of computer
technologies that extended the reach of human creativity even more possible and
made possible ways by which humans could live and work together (Stair, 1985)
In the past fifty years, technology has made more available information,
once a scarce resource. With computers and internet technologies in particular,
more people can now have access to more information more quickly than ever
before. Moreover, the exponential growth in information has led to a
corresponding exponential growth in the production of new information
(Schware, 2000)
Educational institutions acknowledge that they must move apace with
technology driven changes in society and economy. In today’s knowledge, society
not only must schools ensure that learners possess the competencies to wield these
new information and communication tools productively, they must equip learners
with the critical and analytic tolls necessary to live and flourish in an information
saturated environment.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
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Computers play an integral role in the education teachers provide.
Resources such as educational software and the Internet expose students to a vast
range of experiences and promote interactive learning. Through the Internet,
students can communicate with other students anywhere in the world, allowing
them to share experiences and differing viewpoints. Students also use the Internet
for individual research projects and to gather information. Computers are used in
other classroom activities as well, from solving math problems to learning English
as a second language. Teachers also may use computers to record grades and
perform other administrative and clerical duties. They must continually update
their skills so that they can instruct and use the latest technology in the classroom
(Department of Labor, 2006).
The use of computers in education opens a new area of knowledge and
offers a tool that has the potential to change some of the existing educational
methods. The use of computers on people’s desktops for word processing,
communicating with others, preparing class projects presentations, searching the
internet, creating computationally intensive spreadsheets, and record keeping in
database management systems is now an accepted norm (Hsu, 2005).
The teacher is the key to effective exploitation of this resource in the
educational system. As computer use continues to increase in society, educators
must also prepare for the use of computers within the classroom. This involves all
levels of education, including elementary and secondary schools (Asan, 2003).
Computer literacy of Teachers in the Secondary Schools
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The future ramifications of adopting technology into instructional settings
can be significant and far reaching. As a direct result to technological innovations,
methods of information delivery by instructors and reception by students in the
future will be very different form the traditional methods employed today.
Computers have been used behind the scenes for many years in schools for
record keeping and accounting purposes. Now, they are rapidly coming into
classroom-elementary, secondary and college. Many teachers feel that computer
education is a necessity, not a novelty (Capron, 1990).
In “the old days” business computer systems were designed so that a
computer professional served as an intermediary between the user and the
computer system. Users, who are sometimes called end users, are blue and white
collar workers who use the computer to help them do their jobs better. The use of
friendly computer systems and software which have played a major role in the
computer revolution, minimize the need for users to go through the computer
professional and permit users to extract information directly from the computer
system. Friendly computer systems and software enable the user to interact with
them in a non-technical and non-threatening manner (Burstein, 1986).
The dynamics of a rapidly advancing computer technology demands a
constant updating of skills and expertise. By very nature, computers bring about
change. With the total amount of computing capacity in the world doubling every
two years (Long, 1994), we can expect even more dramatic change in the future.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
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The cumulative effects of these changes are altering the basic constructs of
society and the way we live, work and play. Terminals and microcomputers have
replaced calculators and ledger books; electronic mail speeds communication;
word processing has virtually eliminated typewriters; computer aided design has
rendered the T square and compass obsolete; and computer based training has
become a part of the teaching process. It is rather clear that the future will be run
by computers. Many companies are now hiring those with computer skills. Even
teachers are tested with their computer competencies before they can be accepted
for the teaching job. Every business and schools should and will have computers
in every desk and knowing what is behind the computer and being able to use one
will be essential in order to obtain a job.
Each major technological innovation since the dawn of history has had a
major effect on society, transforming or at the least modifying the way people
live. In its half a century or so of modern existence, it has changed the way that
business does business, made space exploration possible, and nurtured a vast
educational enterprise dedicated to imparting computer proficiency.
Yet the computer revolution has only begun. Trying to predict its course is
like trying to chart the course of an ocean liner based on its few movements out of
port. Worse, the computer revolution is like a ship with no captain.
There are several conflicting views on the impact of computers and
information system on people; terms such as computer anxiety and computer
Computer literacy of Teachers in the Secondary Schools
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phobia have entered the language. People often fear the unknown and therefore
practice avoidance. Even people in the business community who deal with
computers on a daily basis may experience some form of cyberphobia-fear of
computers. Some people are nervous about the mathematical sound of the word
computer. It seems to suggest that only a person with strong analytical and
qualitative skills can use the machine. Some people are fearful of the whole
environment of computing. The machinery looks intimidating to them. There is a
notion that computers are temperamental gadgets and that once a glitch gets into a
computer system, it may wreak all kinds of havoc.
Many people are worried about computers in relation to their jobs. Some
people doubt they have the skills to find jobs and keep them in the technological
labor market of the future. A good many present-day executives whose companies
are installing computer terminals in their offices worry about typing-either they
do not know how or they are afraid they will lose status if they use keyboard.
Computers have been of great benefit to our society, helping to usher in a
new golden age in which people can use computers to lighten their burdens and
brighten their lives. Advances in health care, the science, and even the arts, have
been fostered by the computer and computerized business community is better
able to turn a profit, benefiting everyone.
The maturation of computer has enabled us to take it with us wherever we
go. The computer is the constant companion of millions of workers, whether at
Computer literacy of Teachers in the Secondary Schools
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the office, in an airplane, or at home. Managers use word processing system to
compose memos and to check spelling, grammar and style. Geologists rely on an
expert computer system for guidance in the quest for minerals. Sociologists use
computers to analyze demographic patterns. Bankers examine up to the minute
securities information from their computers. Retailers query their computer
system to determine which products are selling and which are not. Meteorologists
employ computers to study the formation of tornadoes. Students use computers to
encode their reports, make graphics and have their research. Teachers use
computers to compose their annual reports, outlines and compute grades.
A new word computer literacy is starting to emerge. The people who talk
about computer literacy are insisting that knowledge of computer system is as
important as knowledge in basic English and math. Furthermore, these people are
saying that any person who does not receive some type of computer related
schooling is illiterate and ill prepared to face life.
“Without computer literacy, you are not going to make it in the future”,
this is according to Cetron of US based forecasting. The ability to access, analyze
and evaluate information will be an increasingly vital requisite for full
participation as active citizen of the future.
Teachers and students have always used information from a range of
sources. Using electronic networks makes the process of locating information
more efficient and adds a new dimension to teaching and learning. It is now
Computer literacy of Teachers in the Secondary Schools
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possible to make use of and contribute to information from around the world,
thereby preparing teachers and students today for the innovations of tomorrow.
Access to and appropriate use of technology in schools provide teachers and
students with the skills and knowledge that enable them to actively participate in
the ever evolving technology centered world of work. People who have a clear
understanding of technology and their roles and responsibilities as users are able
to engage in a diverse range of technology related workplace situations as life
long learners.
Today, technological literacy-computer skills and the ability to use
computers and other technology to improve learning, productivity and
performance is a new basic that the teachers and students must master. Preparing
our children for a lifetime of computer use is now just as essential as teaching
them to read and write and do math. Without question, computers have had a
profound influence on education in general. More and more schools are
purchasing computers for their students. From grade school to doctoral programs,
the use of computers in education is on the rise (Long, 1994).
On the side of the government to cope with the fast changing world, the
then Department of Education, Culture and Sports (DECS), now the Department
of Education (DepEd) began a process of curriculum restructuring at improving
the quality of Filipino learners and providing them the necessary skills for lifelong
learning. The DECS integrated the Information and Communication Technology
Computer literacy of Teachers in the Secondary Schools
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(ICT) in the teaching and learning process, and is, potentially, one of the most
viable interventions towards educational reform (Mendoza, 2003)
In elaborating the philosophy of education that informs it, the 2002 Basic
Education Curriculum (BEC) enshrines information literacy as a prerequisite for
social and economic development: “We have to educate our Filipino learners to
filter information critically, seek credible sources of knowledge, and use data and
facts creatively so that they can survive, overcome poverty, raise their personal
and national esteem, and realize a gracious life in our risky new world.” In view
of this goal, the new curriculum provides for the harnessing of the power of ICT
as an instructional medium, specifying that ICT be an integral part of the learning
areas, wherever hardware and software are available.
Consistent with the goals of the new curriculum, the “Department of
Education Information Technology Framework” lays down the action areas for
ICT integration in the basic education system. These include multimedia content
development, financing and monitoring, evaluation, IT curriculum development,
school computerization, and teacher training (DTI, 2006).
To further promote quality education, the school of the future includes
areas where administrators, school heads, teachers and students taught the proper
usage of computer. With this study in mind, the study attempts to find the
computer literacy of the secondary school teachers of Buguias, Benguet Division.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
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Statement of the Problem
The study on computer literacy of teachers in the secondary schools of
Buguias, Benguet Division sought to find the answers to the following questions:
1. What is the level of attainment of the objectives of computer education?
2. What is the level of computer competencies of teachers in terms of
Microsoft word, Microsoft excel, Microsoft power point and Internet in the
secondary schools of Buguias?
3. Is there is a significant relationship of the socio-professional profile of
the respondents to their computer competencies?
4. What is the degree of adequacy of computers in the secondary schools
of Buguias?
5. Is there a significant effect of adequacy of computers to the attainment
of the objectives?
6. Is there a significant correlation of the computer competencies to the
attainment of the objectives?
Objectives of the Study
The objectives of the study are as follows:
1. To determine the level of attainment of the objectives of computer
education.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
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2. To determine the level of computer competencies of teachers in terms
of Microsoft word, Microsoft Excel, Microsoft power point, and Internet in the
secondary schools of Buguias.
3. To determine if there is a significant relationship of the Socio-
Professional profile of the teacher to their computer competencies.
4. To find out the degree of adequacy of computers in the secondary
schools of Buguias
5. To determine if there is a significant effect of the adequacy of
computers to the attainment of the objectives.
6. To determine if there is a significant correlation of the computer
competencies to the attainment of objectives.
Significance of the Study
Computer literacy plays an important role in the quest for excellence in the
implementation of a carefully designed program of activities in the curriculum,
side by side with the support of the Department of Education, school heads and
administrators sharing the same vision and goals.
This undertaking on computer literacy of teachers serves as an evaluation
of the level of Buguias Secondary school teachers on being on the information
technology era.
This study hopes to give information on how our teachers are coping with
the increasing demands of using computers as tools for research, computations,
Computer literacy of Teachers in the Secondary Schools
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inventories and recordings. They will also realize the advantages of computer
technology in all aspects of their work, such as, computation of grades,
communications, lesson plans, and monthly or annual reports.
This study will give insight to school heads, educators as well as students
on how knowledge on computers will help them to be effective and efficient in
their field of study or specialization.
This will also be an eye opener for school administrators to provide
sufficient facilities and inculcate computer knowledge to teachers for the
improvement of existing curriculum, better systematic school administering and
enhance acquisition of quality education.
Furthermore, the results of this undertaking will give the school authorities
an insight on how to continuously maintain quality services through research
sharing.
Finally, it is hoped that the results will serve as a wake up call for all
teachers to be abreast and attuned to the computer age and to take advantage of
what information technology brings.
Scope and Delimitation
This undertaking is delimited to the computer literacy of teachers in the
secondary schools of Buguias, Benguet Division.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
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The problems are confined to the objectives of computer education, their
level of computer competencies, and the degree of adequacy of computers, the
relationship of the socio-professional profiles to their computer competencies,
and the relationship of the adequacy of computers to the attainment of the
objectives.
The undertaking was confined to teachers of the various secondary schools
of Buguias, Benguet Division during the school year 2006-2007.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
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REVIEW OF LITERATURE
History and Development of Computers
The “abacus”, which emerged about 5,000 years ago in Asia Minor and is
still in use today, may be considered the first computer. This device allows users
to make computations using system of sliding beads arranged on a rack. Early
merchants used the abacus to keep trading transactions. It took nearly 12
centuries, however, for the next significant advance in computing devices to
emerge. In 1642, Blaise Pascal, the 18 year old son of a French tax collector,
invented what he called a numerical wheel calculator. This brass rectangular box,
also called a pascaline, used eight movable dials to add sums up to eight figures
long (Zwass, 1981).
In 1694, a German mathematician and philosopher, Gottfried Wilhem von
Leibniz, improved the pascaline by creating a machine that could also multiply.
Like its predecessor, Leibniz’s mechanical multiplier worked by a system of gears
and dials.
In the early 19th century, a French weaver named Joseph Marie Jacquard
developed a loom that could be programmed. The loom used large cards with
holes punched in them to control automatically the pattern that was woven into
the material. The punched cards used in Jacquard’s loom were adapted by others
Computer literacy of Teachers in the Secondary Schools
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to serve as the primary form of computer input. Punched cards were used to enter
both data and programs (Cook, 1998).
The real beginnings of computers as we know today, however, lay with an
English mathematics professor, Charles Babbage. He invented the analytical
engine, powered by steam and as large as a locomotive. The machine store
program and could perform calculations and print results automatically. The
analytical engine was the first computer that incorporates punched card input,
memory unit and sequential program control.
Herman Hollerith, an American inventor in 1889, also applied the
Jacquard loom concept to computing. His first task was to find faster way to
compute the US census. Unlike Babbage’s idea of using cards to instruct the
machine, Hollerith’s method used card to store data information which he fed into
a machine that compiled the results mechanically. As many as 80 variables could
be stored on o single card. In addition to their speed, the punch cards served as a
storage method for data and they helped reduce computational errors. Hollerith
brought his punch card reader into the business world, founding Tabulating
Machine Company in 1896, later to become International Business Machines
(IBM) in 1924.
With the onset of the Second World War, governments sought to develop
computers to exploit their potential strategic importance. By 1941, German
Computer literacy of Teachers in the Secondary Schools
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engineer, Konrad Zuse had developed a computer, the Z3, to design airplanes and
missiles. The allied forces, however, made greater strides in developing powerful
computers. In 1943, the British completed a secret code-breaking computer called
Colossus to decode German messages. The Colossus’s impact on the development
of the computer industry was rather limited for two important reasons. First,
Colossus was not a general purpose computer; it was only designed to decode
secret messages. Second, the existence of the machine was kept secret until
decades after the war.
Another computer developed spurred by the war was the Electronic
Numerical Integrator and Computer (ENIAC). Consisting of 18,000 vacuum
tubes, 70,000 resistors and 5 million soldered joints, the computer was such a
massive piece of machinery that it consumed 160 kilowatts of electrical power.
Developed by John Presper Eckert and John W. Mauchly, ENIAC, is now seen as
the first electronic computer. It could perform thousands of calculations per
second and was used for a variety of purposes including scientific research,
calculating ballistic tables, and weather predictions (La Putt, 1986).
In the mid 1940’s, John von Neuman designed the Electronic Discrete
Variable Automatic Computer (EDVAC) with a memory to hold both stored
program as well as data. This stored memory technique as well as the conditional
control transfer that allowed the computer to be stopped at any point and then
Computer literacy of Teachers in the Secondary Schools
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resumed, allowed for greater versatility in computer programming. By 1948, the
invention of the transistor greatly changed the computer’s development. The
transistor replaced the large, cumbersome vacuum tube in computers. As a result,
the size of electronic machinery has been shrinking ever since. Though transistors
were clearly an improvement over vacuum tube, they still generated a great deal
of heat, which damage computer’s sensitive parts. Jack Kilby, an engineer,
developed the integrated circuit (IC) in 1958. As a result, computers became
smaller as more components were squeezed onto the chip (Bitter, 1984).
In 1981, IBM introduced its personal computer (PC) for use in the home,
office and schools. As computers became more widespread in the workplace, new
ways to harness their potential developed. As smaller computers became more
powerful, they could be linked together or networked to share memory space,
software, information and communicate with each other. These multi-
programming of the users led to computer literacy.
A quarter of a century later, we now live in a global village in which
computers and people are linked within companies and between countries. The
global village is an outgrowth of the computer network. Most existing computers
are part of a computer network; that is, they are linked electronically to one or
more computers to share resources and information. When we tap into networked
computers, we can hold electronic meetings with widely dispersed colleagues,
Computer literacy of Teachers in the Secondary Schools
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retrieve information from corporate data base, and even make hotel reservations.
Computers today are smaller but more powerful. Execution of programs is faster,
disk storage has more capacity and printer speeds are faster.
Computer professionals sometimes use the phrase ubiquitous computing
which is everywhere, but they are not talking about computer on a desk type.
Ubiquitous computing means that computers are a part of our daily spaces, but not
visible to the casual observer. Computers will be invaded in the environment
around us, in classroom blackboards, kitchen, floors, and office walls. These feats
are physically possible with sophisticated wireless networks.
Today’s computers can simulate many human capabilities such as
calculating, speaking, remembering, comparing and drawing. Researchers are
working to expand these capabilities and, therefore, the power of computers by
developing hardware and software that can imitate intelligent human behavior.
Artificial intelligence is a field of study that explores how computers can be used
for tasks requiring the human characteristics of intelligence, imagination, and
intuition. In other words, we would like to be able to interact with computers in
ways that assume that they have a more human and less machine nature. To do
this, the computer would, at the very least, need to have a knowledge base
equivalent to that of the average person and the ability to communicate in natural
human language (Long, 1994).
Computer literacy of Teachers in the Secondary Schools
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Albert Einstein said that concern for man himself and his fate must always
form the chief interest of all technical endeavors. Some people believe that a
rapidly advancing information technology exhibits little regard for man himself
and his fate. They contend that computers are overused, misused and generally
detrimental to society. They argue that computers are dehumanizing and slowly
forcing society into a pattern of mass conformity.
Information technology has enhanced our lifestyle to the point that most of
us take it for granted. However, we can’t passively assume that information
technology will continue to enhance the quality of our lives. It is our obligation to
learn to understand computers so we can better direct their application for
society’s benefit. Only through understanding can we control the misuse or abuse
of information technology.
Objective of Computer Education
The Philippines recognizes the vital role of information technology in
nation building (Reyes, 2000). Technology is the foundation of the country’s
future economic development (NEDA, 2004).
The growing importance of computer education can be seen in the various
computerization programs initiated by government agencies and institutions.
Thus, DepEd. initiatives on the use of ICT in education were embedded.
Modernization Programme, begun in 1996, involving the introduction and use of
Computer literacy of Teachers in the Secondary Schools
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modern technology to improve the teaching and learning process, educational
management and support operations in the educational system (Abcede, 2005).
The 1996 General Appropriations Act (GAA) laid the grounds for the
provision of IT equipment in public secondary schools, providing the necessary
funds for the procurement of hardware and software, teacher training and
courseware development. Six hundred sixty-one public secondary schools and
more than seven thousand secondary school teachers and principals were
benefited.
The Government believes that basic education should evolve and nurture
an ICT framework designed to enhance, broaden, strengthen and transform
learning to develop the Filipino learner into a person who is excellence-driven,
global in perspective, innovative, ingenious and creative, with a deep sense of
community and concern for harmony and the common good. Toward this vision,
basic education must empower learners, equipping them for the challenges in the
new millennium by improving the quality and accessibility of education through
the use of appropriate ICT (UNESCO, 2005).
In the medium term, the Philippines aims to become a knowledge center
and to achieve its selected market niche in software development and data
management, and become the e-services hub in Asia. As such, companies located
in the Philippines will be able to extend world-class ICT-related services and ICT-
enabled services to clients’ worldwide including ICT project management,
Computer literacy of Teachers in the Secondary Schools
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application systems development, applications services provision and hosting,
web development and management, database design and development, computer
networking and data communications, software development, ICT facilities
operations/ management, and other services directly tied to the ICT industry.
Examples of ICT-enabled services are business process outsourcing, call centers,
animation, engineering and design, human resource services, etc. There are also
ICT support activities such as research and development of ICT products, training
of ICT workers, and establishing incubators for ICT projects which are all
considered vital for the long-term goal of promoting ICT in the Philippines. In
addition to software development and data management, the Philippines is
developing its potential in e-commerce and in web content development. To gain
international reputation and recognition, these identified niches have to be
enhanced through higher levels of creativity and commitment (NEDA, 2004).
Computer Competencies Required of the Teacher
All people employed as classroom teachers need to develop the skills
which enable them to maximize the use of the computer as a teaching resource to
enhance student learning and to prepare students to master a high technology
society in which lifestyles, attitudes and skills are changed daily (MACQT, 2004).
According to GAA (1996), the introduction and use of modern technology
is to improve the educational management and support operations in the
educational system. The use of computers in education opens a new era of
Computer literacy of Teachers in the Secondary Schools
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knowledge and offers a tool that has the potential to change some existing
educational methods. The teacher is the key to the effective exploitation of this
resource in the educational system and that the teacher should be computer
literate. The webopaedia (1996) defines computer literacy as the level of expertise
and familiarity someone has with computers.
For this to be accomplished, teacher education programs and professional
development programs for practicing teachers will need to focus on the provision
of an understanding of the application of computer knowledge and of both basic
and more sophisticated skills associated with computer proficiency.
The basic operational proficiency may be short term needs that need to be
addressed to some degree at every level of the teaching and administrative
hierarchy. Habits of linear thinking, information gathering, resource production
and the structuring of learning environments will face adjustments as the
computer increasingly becomes used as a curriculum tool and as a tutor to
facilitate student learning.
The schools also felt that teachers needed to accept that computer assisted
learning must be integral to modern teaching and this included classroom
management. In general the teachers felt that there is no difference in the training
needs between the executive and other staff.
While considerable concern has been expressed about the widening gap
between student and teacher knowledge and expertise regarding computer
Computer literacy of Teachers in the Secondary Schools
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competency, it is generally not considered necessary for all teachers to become
experts in all those aspects of the computer technology likely to be used in a
school setting. However, some basic proficiency are desirable for all teachers and
should be specifically catered for in teacher education, either through direct
teaching programs or through systems which assess and remediate the teachers
current level of competency. Public concern about teachers and school leaders has
sparked a demand for stricter standards and more rigorous controls regarding
teacher quality. Society has become global and the expectations for our children
are high because they will be forced to compete in a challenging and complex
society (Watson, 1998).
Computer Competencies
Microsoft
Word. Technically, Microsoft word is considered a word
processor. Although it does a superior job at that, it’s really so much more than a
word processor. Word can create Web pages loaded with hyperlinks, and it can
even produce newsletters that would push the capabilities of many small desktop
publishing programs. This software-like word processor enables the user to
process word, easily insert, delete and move words, sentences and paragraph
automatically and also change the appearance of the written material. Later
versions of Word have more capabilities. The drawing tool allows simple desktop
publishing operations such as adding graphics to documents. Collaboration,
Computer literacy of Teachers in the Secondary Schools
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document comparison, multilingual support, translation and many other
capabilities have been added over the years (Wikipedia, 2006).
According to an article of the Encarta encyclopedia (2004), Microsoft
word or word processor is an application program for manipulating text-based
documents; the electronic equivalent of paper, pen, typewriter, and mostly likely,
dictionary and thesaurus. Word processors run the gamut from simple through
complex, but ease the tasks associated with editing documents. All word
processors offer at least limited facilities for document formatting, such as font
changes, page layout, paragraph indention, and the like. Some word processors
can also check spelling, find synonyms, incorporate graphics, correctly align
mathematical formulas, create and print form letters, display documents and
enable users to record macros that simplify difficult or repetitive operations.
Microsoft
Excel. It is an extensive worksheet, a very powerful and capable
worksheet, graphics, and data base software package that can be used to develop
and implement a variety of applications on the personal computer.
It is a spreadsheet program designed to create, organize, and analyze data.
It is a very powerful tool for day to day business activities such as preparing a
simple invoice, making an office form or managing a complex accounting ledger.
With Microsoft Excel, these activities have been greatly facilitated (Andes, 2002).
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Definitions of Microsoft Excel on the Web. (Online Dictionary, 2006)
Microsoft Excel is a popular computer program that allows you to create
and edit spreadsheets which are used to store information in columns and rows
that can then be organized and/or processed. Spreadsheets are designed to work
well with numbers but often include text.
Microsoft excel or spreadsheet is an application program commonly used
for budgets, forecasting, and other finance related tasks. In a spreadsheet program,
data and formulas to calculate those data are entered into ledger like forms for
analysis, tracking, planning, or proposed changes on an economic strategy. To
ease computation, these programs include built in functions that perform standard
calculations. Working with Microsoft excel eliminates much of the toil of setting
up a manual spreadsheet. The Microsoft excel software automatically does all the
calculation and produces the results. The software does not make any calculation
errors, and if a copy of the spreadsheet is needed, it can be done quickly. The
spreadsheet can be saved and can be used again.
Microsoft Excel is a spreadsheet program written and distributed by
Microsoft for computers using Microsoft windows operating system. It features
an intuitive interface and capable calculation and graphing tools which, along
with aggressive marketing have made Excel one of the most popular
microcomputer applications to date.
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Definition of Microsoft Power Point on the Web: (Online Dictionary, 2006)
Microsoft power point is a popular presentation program developed for the
Microsoft windows computer operating systems. Being widely used by business
people, educators, and trainers, it is among the most prevalent forms of persuasion
technology. Microsoft power point is an effective tool in presenting data and
information and used by administrators to present and communicate plans to their
subordinates in a conference or meeting.
According to Office Automation (1998), as cited by Padya-os (2005), the
best presentations use visuals to communicate faster at a deeper level than spoken
words; therefore, images such as graphs, chart illustrations, and photos should be
used to highlight important messages and attract audiences attention for them to
remember key points given. Presentation graphics increase the impact of your
message. They make the information presented visually appealing, meaningful,
and comprehensible.
These presentations are alive and leader controlled and allows dispersed
individuals to actively participate in the real time presentation from their desktop
via the internet. Microsoft power point generates and sustains the interest of an
audience by brightening up any lessons, report, or business documents. In
addition, power point can help get a point across by presenting an overwhelming
amount of data in one simple, clear graph. Most people use Microsoft power point
for two reasons: to view and analyze data and to make a positive impression
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during a presentation. According to Microsoft Corporation, some 30 million
presentations are made with power point every day.
Internet. It is a computer-based global information system. The Internet is
composed of many interconnected computer networks. Each network may link
tens, hundreds, or even thousands of computers, enabling them to share
information with one another and to share computational resources such as
powerful supercomputers and databases of information. The Internet has made it
possible for people all over the world to communicate with one another
effectively and inexpensively. Unlike traditional broadcasting media, such as
radio and television, the Internet does not have a centralized distribution system.
Instead, an individual who has Internet access can communicate directly with
anyone else on the Internet, make information available to others, find
information provided by others, or sell products with a minimum overhead cost.
(Freeze, J.T., 1998).
Definition of Internet on the Web: (Online Dictionary, 2006)
The internet, or simply the Net, is the publicly available worldwide system
of interconnected computer networks that transmit data by packet switching using
a standardized internet protocol (IP) and many other protocols. It is made up of
thousands of smaller commercial, academic, domestic and government networks.
It carries various information and services, such as electronic mail, online chat
and interlinked web pages and other documents on the World Wide Web.
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A global network connects millions of computers. More than 100
countries are linked into exchanges of data, news and opinions. Unlike online
services which are centrally controlled, the internet is decentralized by design.
Each internet computer called a host is independent. Its operators can choose
which internet services to use and which local services to make available to the
global internet community. Remarkably, this anarchy by design works is
exceedingly well.
A worldwide network of computers can be accessed via the campus
computer network. The internet allows local computer users to find and use
databases on computers of other academic institutions, research institutes, private
companies and government agencies.
Related Studies
Capron (1990) found that computer education is a necessity and not a
novelty. According to McCannon and Crews (2000) as cited by Asan (2003), as
computer use continues to increase in society, educators must also prepare for the
use of computers within the classroom. In addition, Sangeeta (2006) said that
computers have become a vastly popular household item that the young people’s
lives are already getting influenced by the technology. Further, he said that
computer education has become a compulsory subject in schools and that young
teachers have taken computer subjects making them competent in the software.
According to Alatalo (1999), younger person tends to use new technologies.
Computer literacy of Teachers in the Secondary Schools
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Pladio (2001) as cited by Padya-os (2005), said that teachers are less
exposed to technologies or programs. Moreover, he said that if teachers are less
exposed to these technologies, their computer competency will be affected. Krysa
(1998) found that accessibility to the technology is limited.
Padya-os (2005) proved in his study on the computer competency of head
teachers that the heads are less competent in Microsoft word and Microsoft excel
and not competent in Microsoft power point and internet.
Marwick (2002) and Wikipedia (2005) as cited by Pad-yaos (2005),
revealed in their study that the older the person, the lesser the probability that he
will use modern technology.
Office Automation (1998) as cited by Padya-os (2005), claims that the
best presentations use visuals to communicate faster at a deeper level than spoken
words; therefore, images such as graphs, chart illustrations, and photos should be
used to highlight important messages and attract audiences attention for them to
remember key points given.
According to Hoy and Miskel (2001), as cited by Padya-os (2005), that
experience is a central criterion in determining job performance of professionals
and managerial employees.
Hamilton (2005) found in his study that older people appear to be better
and faster at grasping the big picture than their younger counter parts.
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Elliot et al. (1996) as cited by Padya-os (2005), say that computer is used
to manage school records pertaining to students, teachers and curriculum.
Harris and Hartman (2002), as cited by Padya-os (2005), assert that
computer is relevant in the fast changing world in terms of planning,
communication, research, and education.
Edward and Roblyer (2000) as cited by Padya-os (2005), claim that
information technology-oriented educators and technology experts review the full
benefits of the technology’s potentials to improve teaching, learning and
productivity in a school level.
According to Tokoyen (2002) as cited by Buloguey (2005), one factor
which hinders teachers from pursuing their studies could be their family since the
majority of the respondents are married. However, Filipino teachers must face up
the challenge to update their conceptual competence.
Guerero (1989) as cited by Goygoyan (2006), stressed that quality of
education is said to be dependent upon the quality of teachers, supervisors, and
administrators that the system employs. One of the qualities of teachers is then
academic and professional training and/or advancement.
According to Buloguey (2005), few attend the national and regional
seminars and trainings, only those who had higher positions are given
opportunities to attend. One reason for this situation is lack of financial assistance
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which is needed in order to join such trainings and seminars since these are not
free.
Teachers have indicated frustrations that they don’t have sufficient time
for computer use (Asan, 2003).
Conceptual Framework
The paradigm shows the interrelationship between the independent
variables and dependent variables as indirectly affected by the intervening
variables (Figure 1)
The independent variables involve the objectives of computer education,
the teacher’s computer competencies in terms of Microsoft word, Microsoft excel,
Microsoft Power point and Internet and the adequacy of computers.
The dependent variables focus on the level of attainment of objectives in
this research as either fully attained (2.50-3.00), moderately attained (1.50-2.49)
and not attained (1.00-1.49); the level of computer competencies, as either very
competent (2.50-3.00), competent (1.50-2.49) and not competent (1.00-1.49); and
the degree of adequacy of computers as very adequate (2.50-3.00), adequate
(1.50-2.49), and inadequate (1.00-1.49)
The socio-professional profile of the secondary school teachers, such as
age, gender, civil status, educational attainment, training and seminars attended
and years of work experience are the intervening variables.
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INDEPENDENT DEPENDENT
VARIABLES VARIABLES
1. Level of Attainment of
1. Objectives of computer education
Objectives
FA-Fully Attained
2. Computer competencies
MA-Moderately Attained
NA-Not Attained
A. Microsoft word
2. Level of computer competencies
B. Microsoft excel
of Teachers
VC-Very Competent
C. Microsoft power point
C- Competent
NC-Not Competent
D. Internet
3. Degree of adequacy of computers
3. Adequacy of Computers
VA-Very Adequate
A- Adequate
I-Inadequate
INTERVENING VARIABLES
Profile of the secondary school teachers
A. Age
B. Gender
C. Civil Status
D. Educational attainment
E. Years of work
experience
F. Trainings/seminars attended
Figure 1. A paradigm showing the relationship of the variables of the study
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The above cited concepts are strengthened by the paradigm of the study as
illustrated. The paradigm consists of independent variables, intervening variables
and dependent variables.
Definition of Terms
The following terms are defined as used in the study.
Computer
literacy. (Wikipedia) This term refers to the ability to use
computers competently and to understand computer terminology. It includes the
competency of a person, the awareness of computers, knowledge about
computers, and interaction with computers.
(Webopaedia ) This term refers to the level of expertise and familiarity
someone has with computers, generally, the ability to use application rather than
to program.
Literacy. (Encarta Dictionary Tools) This term refers to the skill,
knowledge of or training in a particular subject or area of activity. It also refers to
the ability of a person to read and write in a competent level.
(Funk and Wadnalls) This term refers to the person having a knowledge of
letters or literature.
Computer. (Wikipedia) This term refers to the machine that performs
tasks, such as calculations or electronic communication under the control of a set
of instructions called a program. Programs usually reside within the computer and
are retrieved and processed by the computer’s electronics. The program results are
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stored or routed to output devices such as video display monitors or printers.
Computers perform a wide variety of activities reliably, accurately, and quickly.
(Funk and Wagnalls) This term refers to a power driven machine equipped
with keyboards, electronic circuits, storage compartments and recording devices
for the high speed performance of mathematical operations.
Computer education. This term refers to the imparting and acquiring of
knowledge through the use of computer.
Competency. (Encarta Dictionary Tools) This term refers to the ability to
do something well, especially measured against a standard.
(Funk and Wagnalls) This term refers to having sufficient ability or
authority or possessing the requisite natural or legal qualifications.
Computer competencies. This term refers to the knowledge, ideas and
skills that pertain to computer hardware’s and software’s such as Microsoft word,
Microsoft excel Microsoft power point and Internet. The level of competency may
be classified as very competent, competent, and not competent.
Level of Computer Competencies. This term refers to the knowledge,
ideas, and skills that pertain to computer hardwares and softwares such as
Microsoft word, Microsoft excel Microsoft power point, and Internet. The level is
classified either as very competent (with numerical values ranging from 2.5-3.0),
competent (with numerical values ranging from 1.5-2.49) and not competent (with
numerical values ranging from 1.0-1.49).
Computer literacy of Teachers in the Secondary Schools
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Adequacy. (Encarta Dictionary Tools) This term refers to the sufficiency
in quality or quantity to meet a need or qualify for something.
Adequacy of computer. This term refers to the availability of computer
units or quantity to meet a need or qualify for something. The degree is classified
as very adequate, moderately adequate, or inadequate.
Degree of adequacy of computers. This term refers to the number of
computer units, computer to user ratio and time usage of computer in the
secondary schools of Buguias, Benguet. This may be very adequate (with
numerical values ranging from 2.5-3.0), adequate (with numerical values ranging
from 1.5-2.49), and inadequate (with numerical values ranging from 1.0-1.49).
Objectives. (Encarta Dictionary Tools) This term refers to a description of
a performance you want learners to be able to exhibit before considering them
competent. These also refer to the knowledge, skills or attitudes taught in a course
that contribute to mastering a specific competency. This term describes an
intended result of instruction rather than the process of instruction itself.
Level of Attainment of Objectives. This term refers to the accomplishment
of a performance in computer education. This may be fully attained (with
numerical values ranging from 2.5-3.0), moderately attained (with numerical
values ranging from 1.5-2.49), and not attained (with numerical values ranging
from 1.0-1.49).
Computer literacy of Teachers in the Secondary Schools
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Attainment. (Encarta Dictionary Tools) This term refers to the
accomplishment of something or the achievement of the goals that somebody has
set.
(Funk and Wagnalls) This term refers to achieving, accomplishing or
gaining, as a desired purpose or state.
Socio-professional profile. This term refers to the significant data and
information about the secondary school teachers such as age, gender, civil status,
educational attainment, years of work experience, and trainings/seminars
attended.
Civil Status. This term refers to the person or the classification of the
respondents as to whether they are either married or single.
Age. (Encarta Dictionary Tools) This term refers to the length of time that
somebody or something has existed, usually expressed in years. It also refers to
one of the stages or phases in the lifetime of somebody or something.
This term also refers to the secondary school teachers’ age range of 21-65 years.
It is categorized into the following: 21-30 years old, 31-40 years old, 41-50 years
old and 51 years old and above.
(Funk and Wagnalls) This term refers to the period or stage of life as
measured by the time already or previously passed.
Gender. (Encarta Dictionary Tools) This term refers to the sex of a person
or organism or of a whole category of people or organisms.
Computer literacy of Teachers in the Secondary Schools
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(Funk and Wagnalls) This term refers to animate beings either masculine
of feminine.
Educational
Attainment. This term refers to the educational
accomplishment of a person. It is classified as bachelors’ degree, masters’ degree,
and doctorate degree.
Years of work experience. This term refers to the length of service of a
person in the teaching profession. It is grouped from 1-5 years, 6-10 years, 11-15
years and 16 years and above.
Trainings and seminars attended. This term refers to the trainings and
seminars attended by a person. Trainings and seminars are grouped into national
level, regional level, local level, and others.
Hypotheses of the Study
The following hypotheses were put forward for testing:
1. There is no significant difference in the level of attainment of the
objectives of computer education.
2. There is no significant difference in the level of computer
competencies of teachers in terms of Microsoft word, Microsoft excel, Microsoft
power point and Internet in the secondary schools of Buguias.
3. There is no significant relationship of the socio-professional profile of
teachers to their computer competencies.
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4. There are no significant differences in the degree of adequacy of
computers in the secondary schools of Buguias.
5. There is no significant effect of the adequacy of computers in the
attainment of the objectives.
6. There is no significant correlation of computer competencies to the
attainment of the objectives.
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METHODOLOGY
Locale and Time of the Study
This study was conducted during the first semester of the school year
2006-2007 in the secondary schools of Benguet, Particularly in the District of
Buguias namely; Benguet State University-Buguias Campus, Buguias National
High School-Main, Buguias National High School-Bot-oan Extension, Buguias
National High School-Loo Extension, Sinipsip National High School-Main and
Sinipsip National High School-Bangao Extension. Figure 2 shows the location of
the study.
Respondents of the Study
The respondents of the study are concentrated on the secondary school
teachers of Buguias, Benguet Division. There are ninety six secondary school
teachers involved in the six schools. Table 1 shows the distribution of the study.
Data Gathering Instrument
A questionnaire was constructed to collect information on the computer
literacy of secondary school teachers of Buguias, Benguet Division. The
questionnaire contain questions that elicit their socio-professional profile in terms
of age, gender, civil status, educational attainment, years of teaching, and number
of trainings and seminars attended, the level of attainment of the objectives of
computer education, the level of computer competencies in terms of Microsoft
Computer literacy of Teachers in the Secondary Schools
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Location
of the
study
Figure 2. Map of the Province of Benguet showing the location of the study
Computer literacy of Teachers in the Secondary Schools
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Table 1. Socio-professional profile of the secondary school teachers of
Buguias, Benguet.
GENDER FREQUENCY
PERCENTAGE
Male 25
26.04
Female 71
73.96
Total
96 100.00
CIVIL STATUS
FREQUENCY
PERCENTAGE
Married 75
78.13
Single 21
21.87
Total
96 100.00
AGE FREQUENCY
PERCENTAGE
21-30 years old
38
39.58
31-40 years old
24
25
41-50 years old
22
22.92
51 and above
12
12.5
Total
96 100.00
HIGHEST EDUCATIONAL
FREQUENCY PERCENTAGE
ATTAINMENT
Bachelors Degree
64
66.67
Masters Degree
28
29.17
Doctorate Degree
4
4.17
Total
96 100.01
YEARS OF TEACHING
FREQUENCY PERCENTAGE
EXPERIENCE
From 1-5 years
36
37.5
From 6-10 years
25
26.04
From 11-15 years
10
10.42
From 16 years and above
25
26.04
Total
96 100.00
LEVEL OF
NUMBER OF
PERCENT NUMBER
OF PERCENT
TRAININGS
LEVEL OF
TRAININGS
TRAININGS
National
7
6.09
12
6.19
Regional
12
10.43
25
12.89
Division
52
45.22
148
76.29
Others
7
6.09
9
4.63
None
37
32.17
0
0
Total
115 100.00
194 100.00
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word, Microsoft excel, Microsoft power point, and Internet, and the degree of
adequacy of computers in the secondary schools of Buguias, Benguet.
Data Gathering Procedure
The researcher sought personally the permission and help of the
superintendent of the Division Office of the Department of Education and the
different heads of the secondary schools of Buguias, Benguet. During the meeting
of the secondary school heads, the researcher personally gave the questionnaire to
the heads of the different institutions who distributed them to their school
teachers. Some questionnaires were distributed personally to some school heads
in their respective schools. The researcher also interviewed some respondents
who preferred this mode in their sharing of ideas and opinions.
Statistical Analysis
The data that were gathered were summarized and analyzed using both
descriptive and inferential statistics. The descriptive statistics used are
percentages, frequency counts and weighted mean. To answer the hypotheses, the
chi-square (X2), the t-test using the one-way analysis of variance and the
spearman’s coefficient of correlation by ranks were used. The 0.05 level of
significance was the basis in accepting or rejecting the hypotheses.
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RESULTS AND DISCUSSIONS
This part of the study reveals the results of all the data and information as
tabulated in accordance with the specific problems or objectives of this research.
Firstly, the level of attainment of the objectives of computer education is
presented followed by the level of computer competencies in terms of Microsoft
word, Microsoft Excel, Microsoft Power point and Internet. The relationship of
the socio-professional profile of the teachers to their computer competencies,
degree of adequacy of computers in the secondary schools of Buguias, the effect
of the adequacy of computers to the attainment of objectives and the correlation
of the computer competencies to the attainment of objectives.
Attainment of the Objectives
of Computer Education.
Table 2 presents the responses of the secondary school teachers about the
attainment of the objectives of computer education.
It is shown in the table that objective one has the highest weighted mean
of 2.125. This is followed by objective four with 1.990 weighted mean, objective
three with 1.979 weighted mean, objective five with 1.896 weighted mean, and
objective two with a weighted mean of 1.1990.
The respondents found the objectives of computer education as
moderately attained, indicated by the average weighted mean of 1.996.
Computer literacy of Teachers in the Secondary Schools
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Table 2. Level of attainment of the objectives of computer education.
OBJECTIVES WM
DE
1. To create documents and to retrieve and
2.125 MA
communicate needed information effectively
and efficiently.
2. To acquire a basic core of skills that is needed
1.1990 MA
tc = 2.31
to research information with the use of
information technology.
3. To participate actively in one’s profession not
1.979 MA t.05 = 2.571
only to co-workers in the workplace but also
to other professionals around the world.
4. To develop the personal and work special skills
1.990 MA Not
of learners especially their interpersonal skills,
significant
vocational skills, problem solving and decision
making in daily life.
5. To enhance disposition of learners for life long
1.896 MA
learning and continues professional
development.
Average Weighted Mean
1.996 MA
Legend:
FA (3) = Fully Attained 2.50 – 3.00
MA (2) = Moderately Attained 1.50 – 2.49
NA (1) = Not Attained 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
The weighted mean of each objective is computed using the t-test. The computed
t-value of 2.31 is lower than the t-value at the .05 level of significance. Hence, the
hypothesis that the level of attainment of the objectives of computer education
does not differ significantly is accepted.
This result suggests that all the schools have their own computer
laboratory and that they have achieved some of the objectives. Another reason
could be that some teachers have their own computer which helped them in
Computer literacy of Teachers in the Secondary Schools
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attaining the objectives of computer education. Another reason for the result could
be that some teachers have attended trainings and seminars regarding the new
technology. Finally, the result could be attributed to the idea of MACQT (2004)
that computers is already integrated in the educational curriculum and that every
teachers need to develop the skills which enable them to maximize the use of
computer as a teaching resource to enhance student learning. The findings is in
harmony with what Capron (1990) found; that computer education is a necessity,
and not a novelty. According to McCannon and Crews (2000), as cited by Asan
(2003), as computer use continues to increase in society, educators must also
prepare for the use of computers within the classroom.
Level of Computer Competencies in Terms
of Microsoft word, Microsoft excel,
Microsoft Power Point and Internet
Microsoft
Word. Table 3 shows the weighted mean and descriptive
equivalent of Microsoft word. As a whole, the respondents are competent, as
indicated by the average weighted mean of 1.745. The weighted mean of each
activity under the Microsoft word is computed using the t-test. The computed t-
value, 86.15 is higher than the t-value at 0.05 level of significance which is 2.447.
Hence, the hypothesis that the level of computer competencies of teachers differ
significantly is accepted.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
45
Table 3. Level of computer competencies in terms of Microsoft Word.
MICROSOFT WORD
WM
DE
1. Encoding documents
1.677 C
(Lesson outlines, grading sheets, reports)
2. Lay outing documents
1.729 C tc = 86.15
3. Importing graphics and inserting pictures
1.740 C
4. Editing documents
1.937 C t.05 = 2.447
5. Working with tables
1.823 C
6. Making illustrations with graphical programs
1.562 C Significant
Average Weighted Mean
1.745 C
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Figure 3. Graphical presentation of Microsoft Word.
Microsoft Word
3
ean 2.5
M
1.937
1.823
2
t
ed
1.677
1.729
1.74
1.562
h
g 1.5
ei
W 1
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6
Microsoft Word Activities
Very competent 2.50-3.00
Competent 1.50-2.49
Not competent 1.00-1.49
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
46
The respondents are competent in the activities related to Microsoft word.
This result is attributed to the fact that most of the respondents use computers to
compose their monthly and annual reports, lesson plans, records, examinations,
outlines and compute grades which show that they are exposed to the new
technology. It can also be attributed to age, since most of the respondents are
young teachers and they have computer subjects when they were in their under
graduate course. Sangeeta (2006) said that computers have become a vastly
popular household item that the young people’s lives are already getting
influenced by the technology.
Microsoft Excel. Table 4 shows the weighted mean and descriptive
equivalent of Microsoft Excel. The secondary school teachers are competent in
the use of Microsoft excel as indicated by the average weighted mean of 1.642.
The weighted mean of the activities under the Microsoft excel is computed using
the t-test. The computed t-value, 113.29 is higher than the t-value at 0.05 level of
significance which is 2.447. Hence, the hypothesis that the level of computer
competencies of teachers differ significantly is accepted.
The reason for the result is that most respondents are young teachers and
uses Microsoft excel in the computation of the students grades, making of grading
sheets, statistics and the likes on their work. According to Sangeeta (2006), that
computer education has become a compulsory subject in schools and that young
teachers have taken computer subjects making them competent in the software.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
47
Table 4. Level of computer competencies in terms of Microsoft Excel.
MICROSOFT EXCEL
WM
DE
1. Encoding documents in a worksheets
1.833 C
(Grading sheets, graphical data presentation)
2. Formatting a worksheet
1.635 C tc = 113.29
3. Editing a worksheet
1.625 C
4. Entering formulas and functions
1.552 C t.05 = 2.447
5. Inserting clip arts and pictures
1.677 C
6. Creating charts
1.531 C Significant
Average Weighted Mean
1.642 C
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Figure 4. Graphical presentation of Microsoft Excel.
Microsoft Excel
3
ean 2.5
M
1.833
2
t
ed
1.635
1.625
h
1.552
1.677
1.531
g 1.5
ei
W
1
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6
Microsoft Excel Activities
Very competent 2.50-3.00
Competent 1.50-2.49
Not competent 1.00-1.49
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
48
Another reason for the result could be, according to Alatalo (1999), is that
younger person tend to use new technologies.
Microsoft Power Point. Table 5 shows the weighted mean and descriptive
equivalent of Microsoft power point. As a whole, the respondents are not
competent as indicated by the average weighted mean of 1.471. Nevertheless they
are competent in creating slide show, but not competent in the other activities
related to Microsoft power point. The weighted mean of each activity under the
Microsoft power point is computed using the t-test. The computed t-value,
1003.79 is higher than the t-value at 0.05 level of significance which is 2.776.
Hence, the hypothesis that the level of computer competencies of teachers differ
significantly is accepted.
Table 5 shows that the secondary school teachers are not competent in
Microsoft power point because they don’t use Microsoft power point in their
teaching since it would need a projector and widescreen in order for the students
to see the presentation. Another reason is that the secondary school teachers are
not interested or have no time to learn the software since they cannot adopt it in
their methods and techniques of teaching.
The result supports the findings of Pladio (2001) as cited by Padya-os
(2005), that as teachers are less exposed to these technologies or programs, their
computer competencies will be affected.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
49
Table 5. Level of computer competencies in terms of Microsoft Power Point.
MICROSOFT POWER POINT
WM DE
1. Creating a slide show
1.5 C
2. Creating slide with graphs and charts
1.437 NC tc = 1003.79
3. Adding and formatting text
1.490 NC t.05 = 2.776
4. Creating animated slides
1.458 NC
Average Weighted Mean
1.471 NC Significant
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Figure 5. Graphical presentation of Microsoft Power Point.
Microsoft Power Point
3
an 2.5
e
M 2
t
ed
h
1.5
1.437
1.49
1.458
i
g
e 1.5
w
1
Activity 1
Activity 2
Activity 3
Activity 4
Microsoft Power Point Activities
Very competent 2.50-3.00
Competent 1.50-2.49
Not competent 1.00-1.49
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
50
Internet. Table 6 reveals the level of computer competencies of the
secondary school teachers in Internet. In general they are not competent as
indicated by the over-all weighted average of 1.429. The weighted mean of the
activities under Internet is computed using the t-test. The computed t-value of
310.33 is higher than the t-value at 0.05 level of significance which is 2.571.
Hence, the hypothesis that the level of computer competencies of teachers differ
significantly is accepted.
The result shows that the secondary school teachers do not know how to
manipulate the internet. A reason for the result is Internet is new in the area of the
study. Another reason is that there is only one internet satellite installed in the
area of the study and it cannot relay signals to far flung secondary schools of
Buguias.
This also supports the observation of Krysa (1998) as cited by Padya-os
(2005), that accessibility to the technology is limited.
The result of the study agrees with the findings of Padya-os (2005) that
school heads are less competent in Microsoft word and Microsoft excel and not
competent in Microsoft power point and Internet.
Relationship of the Socio-Profile of the
Teachers to Their Computer Competencies
This portion of the study presents how some selected variables correlate
with the teachers’ computer competencies. These selected variables are gender,
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
51
Table 6. Level of computer competencies in terms of Internet.
INTERNET
WM DE
1. Web searching
1.458 NC
2. Internet surfing
1.531 C tc = 310.33
3. E-mail
1.479 NC
4. On line chatting
1.333 NC t.05 = 2.571
5. Downloading
1.344 NC
Average Weighted Mean
1.429 NC Significant
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Figure 6. Graphical presentation of Internet.
Internet
3
n
a 2.5
e
M
d
2
t
e
h
1.531
i
g
1.458
1.479
1.5
1.333
1.344
We
1
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Internet Activities
Very competent 2.50-3.00
Competent 1.50-2.49
Not competent 1.00-1.49
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
52
civil status, age, number of years in teaching, educational attainment and
trainings/seminars attended.
Gender
Table 7 presents the relationship of gender to the teachers’ computer
competencies. It is shown in the table that the male respondents are competent in
Microsoft word, Microsoft excel, Microsoft power point and internet while the
female respondents are competent in the Microsoft word and Microsoft excel but
not competent in the Microsoft power point and Internet. The calculated chi-
square is less than the tabular value at 0.05 level of significance. Therefore, the
hypothesis, that there is no significant relation between the gender of the
secondary school teachers and the level of their computer competencies is
Table 7. Relationship of gender of the teachers to their computer competencies.
COMPUTER COMPETENCIES MALE FEMALE
W.M. D.E. W.M. D.E.
Microsoft word
1.807 C 1.826 C
Microsoft Excel
1.567 C 1.667 C
X 2 =
c
0.0147
Microsoft Power Point
1.510 C 1.465
NC X2 0.05 = 7.815
Microsoft Internet
1.584 C 1.393
NC
AVERAGE WEIGHTED MEAN
1.617 C 1.588 C
Not
significant
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
53
accepted. Thus, it may be inferred that gender is not the determining factor for the
computer competencies of the secondary school teachers.
This result is attributed to the fact that most of the female respondents are
married and they give more time to their family rather than practicing the
computer software while the male respondents are more competent since they are
more career minded and they are expected to be the bread winner in the family.
Thus, they have to learn about the new technology to produce quality work. The
result can also be attributed to the limited number of computer units in the school
making it difficult for the married female respondents to have easy access to the
computers. It can also be attributed to the claim of the respondents that they lack
trainings or seminars related to computer.
The result corroborates with the findings of Pladio (2001) as cited by Pad-
yaos (2005) that if teachers are less exposed to these technologies, their computer
competency will be affected.
Civil Status
Table 8 shows that civil status does not significantly relate to computer
competencies. The calculated chi-square is less than the tabular value at level 0.05
level of significance. Therefore, the hypothesis, there is no significant relationship
between the civil status of secondary school teachers and their level of computer
competencies is accepted. Thus, the civil status is not the determining factor for
the secondary school teachers’ computer competency.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
54
Table 8. Relationship of the civil status of the teachers to their computer
competencies
COMPUTER COMPETENCIES MARRIED
SINGLE
W.M. D.E. W.M. D.E.
Microsoft word
1.789 C 1.936 C
Microsoft Excel
1.593 C 1.809 C X 2 =
c
0.0019
Microsoft Power Point
1.453 NC 1.553 C
X2 0.05 = 7.815
Microsoft Internet
1.405 NC 1.562 C
AVERAGE WEIGHTED MEAN
1.56 C 1.715 C Not
Significant
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Table 8 also shows that the single respondents are competent in the
Microsoft word, Microsoft excel, Microsoft power point and Microsoft internet
software while the married respondents are competent in the Microsoft word and
Microsoft excel software and not competent in the Microsoft power point and
Internet software.
This result is attributed to the fact that most of the respondents are single
and have more time to explore new trends of modern technology. The single
respondents have more time to devote themselves in their work and they have
more chances of any hands on trainings that would help them in their function
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
55
while married respondents have their family as their first priority. Thus, they
hardly get updated about computers and computer related technologies. It can also
be attributed to age, that is, most of the single respondents are in their early
twenties and late twenties and that computer education is already added in their
curriculum when they were in college.
Age
Table 9 shows that age does not significantly relate to computer
competencies. The tabular value at 0.05 level of significance is greater than the
computed chi-square. Therefore, the hypothesis that there is no significant
relationship between age of the secondary school teachers and the level of their
computer competencies is accepted. The comparison of the computed chi-square
does not exceed the critical region of the X 2
c distribution.
The table also shows that respondents whose age ranges from 21-30 years
are competent in Microsoft word, Microsoft excel, Microsoft power point and
Internet software while respondents from 31-40 years are competent in
Microsoft word, Microsoft excel and Microsoft power point software, but not
competent in the Internet. Respondents from 41-50 years old are competent in
the Microsoft word, but not competent in Microsoft excel, Microsoft power point
and Microsoft Internet. Respondents aging from 51 years old and above are not
competent in the four application software.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
56
Table 9. Relationship of the age of the teacher to their computer competencies
51 YRS OLD
21-30 YRS 31-40 YRS. 41-50 YRS. AND ABOVE
COMPUTER
OLD
OLD
OLD
COMPETENCIES
W.M. D.E. W.M. D.E. W.M. D.E. W.E.
D.E
.
Microsoft word
2.013
C 1.889
C 1.627 C 1.468 NC
Microsoft Excel
1.903
C 1.646 C 1.348 NC 1.333 NC
X 2 =
c
0.0048
Microsoft Power 1.763 C 1.542 C 1.115 NC 1.104 NC
X2 0.05 =16.919
Point
Microsoft Internet 1.667 C 1.450 NC 1.266 NC 1.197 NC
Not significant
AVERAGE
WEIGHTED MEAN 1.836
C 1.632 C 1.339 NC 1.276 NC
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
The result could be attributed to the fact that younger teachers were born
in the technology era thus, they are more exposed o the modern technologies than
the older teachers. The result supports Marwick (2002) and Wikipedia (2005) as
cited by Padya-os (2005) that the older the person, the lesser the probability that
he will use modern technology. Therefore, the result suggests that older teachers
must learn to use the computer software for them to realize the advantages of the
technology to their work.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
57
Years of Work Experience
Table 10 shows that the year of work experience does not significantly
relate to computer competencies. The calculated chi-square is less than the tabular
value at 0.05 level of significance. Therefore, the hypothesis that there is no
significant relationship between the work experience of the secondary school
teachers and the level of their computer competencies is accepted.
There were no significant differences in the distribution of respondents
according to number of years of teaching. This finding indicates that the length of
service of the respondents varies. It also indicates that the respondents entered the
service at different times; however, majority of the respondents are still young.
The reason for the bigger number of young teachers in service is that older
teachers prefer greener pastures and go abroad. Another reason is that, in the area
of the study, there are new extension schools and opportunities for young teachers
are open.
Table 10 also shows that respondents having a work experience of 1-5
years and 6-10 years are competent in Microsoft word, Microsoft excel, Microsoft
power point and Internet software while respondents with a work experience of
11-15 years are competent in Microsoft word, but not competent with Microsoft
excel, Microsoft power point and Internet software. Respondents having work
experience of 16 years and above are not competent in the four application
software.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
58
Table 10. Relationship of the years of work experience of the teachers to their
computer competencies
16
6-10
11-15
YEARS
1-5 YEARS
YEARS
YEARS
AND
COMPUTER
ABOVE
COMPETENCIES
W.M. D.E. W.M. D.E. W.M. D.E. W.E. D.E.
Microsoft word
1.977 C 2.027
C 1.617 C 1.473 NC
Microsoft Excel
1.824
C 1.833 C 1.383 NC 1.287 NC X 2 =
c
0.0446
Microsoft Power
1.729
C 1.640 C 1.100 NC 1.100 NC X2 0.05=16.919
Point
Microsoft Internet
1.544
C 1.560 C 1.180 NC 1.272 NC
AVERAGE
1.769
C 1.765 C 1.32 NC 1.283 NC Not significant
WEIGHTED
MEAN
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
According to Hoy and Miskel (2001) as cited by Padya-os (2005),
experience is a central criterion in determining job performance of professionals
and managerial employees.
The result contradicts Hamilton’s (2005) finding that older people appear
to be better and faster in grasping the big picture than their younger counter parts.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
59
Educational Attainment
Table 11 shows that educational attainment does not significantly relate to
computer competencies. The tabular chi-square at 0.05 level of significance is
greater than the computed chi-square value. Hence, the hypothesis, that there is no
significant relationship between the educational attainment of the secondary
school teachers and the level of their computer competencies is accepted. Thus,
no significant relationship exists between educational attainment and
competencies.
The table also shows the computer competencies of respondents when
grouped according to educational attainment. Those who finished bachelors’
degree are competent in Microsoft word, Microsoft excel, Microsoft power point
and Internet software. On the other hand, respondents with master’s degree are
competent only in the Microsoft word but not competent with Microsoft excel,
Microsoft power point and Internet software. Meanwhile, respondents with
doctorate degree are not competent in all the four application software. The result
could be attributed to the fact that computer education is still new in the tertiary
curriculum that only the younger respondents have hands on experience and
learning in the modern technology.
One reason of this finding is that most teacher-respondents are also young
in service and still pursuing their graduate studies. According to Tokoyen (2002)
as cited by Buloguey (2005), another factor which hinders teachers from pursuing
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
60
Table 11. Relationship of the educational attainment the teacher to their
computer competencies.
COMPUTER
BACHELORS MASTERS DOCTORATE
COMPETENCIES
DEGREE
DEGREE
DEGREE
W.M. D.E. W.M. D.E. W.M. D.E.
Microsoft word
1.888 C 1.762 C 1.167 NC
Microsoft Excel
1.763 C 1.452
NC
1.000 NC X 2 =
c
0.0353
Microsoft Power
1.617 C 1.223
NC
1.000 NC X2 0.05 = 12.592
Point
Microsoft Internet
1.541 C 1.264
NC
1.050 NC
AVERAGE
1.702 C 1.425
NC
1.054 NC Not
significant
WEIGHTED MEAN
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
their studies could be their family, since the majority of the respondents are
married. However, Filipino teachers must face up the challenge to continue and
update their conceptual competence. Guerero (1989) as cited by Goygoyan
(2006), stressed that quality of education is said to be dependent upon the quality
of teachers, supervisors, and administrators that the system employs. One of the
qualities of teachers is then academic and professional training and/or
advancement.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
61
Trainings/Seminars Attended
Table 12 shows that trainings and seminars do not significantly relate to
computer competencies. The derived chi-square is less than the tabular chi-square
value at 0.05 level of significance. Hence, the hypothesis, that there is no
significant relationship between the trainings and seminars of the secondary
school teachers and their level of computer competencies is accepted. Thus, there
is no relationship of the trainings and seminars to the computer competencies of
the secondary school teachers.
Table 12. Relationship of the trainings/seminars attended by the teachers to their
computer competencies
COMPUTER
NATIONAL REGIONAL
LOCAL
OTHER
NONE
COMPETENCIES
W.M. D.E. W.M. D.E. W.M. D.E. W.M. D.E. W.M. D.E.
Microsoft
2.024 C 2.181
C 1.923
C 1.833
C 1.691 C
word
Microsoft
1.595 C 1.806
C 1.711
C 1.762
C 1.616 C X 2 =
c
0.0848
Excel
Microsoft
1.857 C 1.833
C 1.562
C 1.393 NC 1.419 NC
X2 0.05 = 21.026
Power Point
Microsoft
1.543 C 1.733
C 1.557
C 1.543
C 1.324 NC
Internet
AVERAGE
1.755 C 1.888
C 1.688
C 1.633
C 1.513 C Not significant
WEIGHTED
MEAN
Legend:
VC (3) = Very Competent 2.50 – 3.00
C (2) = Competent 1.50 – 2.49
NC (1) = Not Competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
62
The table also shows that respondents who attended national, regional and
local seminars related to computer education are competent in Microsoft word,
Microsoft excel, Microsoft power point and Internet software. Respondents who
attended other types of seminars related to computer education are competent in
Microsoft word, Microsoft excel and Internet software, but not competent in
Microsoft power point software while respondents who never attended seminars
related to computer education are competent in Microsoft word and Microsoft
excel, but not competent in Microsoft power point and Microsoft internet.
This finding could be attributed to financial matters because the trainings
and seminars are conducted in the major cities, there is a need of much money to
travel or another reason is the registration for the seminar is too expensive for an
ordinary teacher. This finding is in harmony with what DepEd. (2005) found that
training opportunities for teachers are generally limited. It can be seen that the
secondary school teachers of Buguias had no access to trainings and seminars.
Even in the school level where everybody has the opportunity to attend, only a
few are privileged to attend. According to Buloguey (2005), few attend the
national and regional seminars and trainings, only those who had higher positions
were given opportunities to attend. One reason for this situation is lack of
financial assistance which is needed in order to join such trainings and seminars
since these are not free.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
63
Degree of Adequacy of Computers in the
Secondary Schools of Buguias, Benguet.
Table 13 presents the weighted mean and descriptive equivalent of the
computers adequacy in the secondary schools of Buguias. The degree of adequacy
of computers as perceived by the respondents is inadequate as indicated by the
average weighted mean of 1.312. The derived t-test is higher than the tabular
value at 0.05 level of significance. Hence, the hypothesis that there is no
significant difference in the degree of adequacy of computers is rejected.
The result could be attributed to the fact that the schools in the area of the
study are extensions and that their priority is in the faculty and staff, classrooms
and other infrastructures and not the purchase of computers. Another reason is
Table 13. Degree of adequacy of computers in the secondary schools of Buguias,
Benguet
ADEQUACY OF COMPUTERS
WM
DE
1. Adequacy of computer units in the
1.33 IA
school
2. Computer units to user ratio
1.323
IA
tc = 1750.64
3. Time usage of computer units in the
1.281 IA
T0.05 = 4.303
school
AVERAGE WEIGHTED MEAN
1.312 IA
Significant
Legend:
VA (3) = Very adequate 2.50 – 3.00
A (2) = Adequate 1.50 – 2.49
IA (1) = Inadequate 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
64
that computers in the main schools are limited. Furthermore, access to computer is
limited making it difficult for teachers to find sufficient time for computer use.
Moreover, teachers are overloaded with teaching units and extra works that they
don’t have adequate time to use the computers. This supports the findings of Asan
(2003), on the frustrations of teachers for not having sufficient time for computer
use.
Effect of the Adequacy of Computers to the Attainment of the Objectives.
Table 14 shows that the adequacy of computers significantly affects the
level of attainment of objectives of computer education. The calculated
coefficient of correlation is greater than the tabular value at 0.05 level of
significance. Therefore, the hypothesis, that there is no significant effect of the
adequacy of computers to the attainment of the objectives is rejected.
Nowadays, all people employed as classroom teachers need to develop the
skills which will enable them to maximize the use of the computer as a teaching
resource and may use computers to record grades and perform other
administrative and clerical duties. The Philippines recognizes the importance and
the vital role of computer education in nation building (Reyes, 2000). According
to NEDA (2004), technology is the foundation of the country’s future economic
development. Therefore the result suggests that even with limited access to
computers or insufficient training of teachers, the respondents have to continually
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
65
Table 14. Effect of the adequacy of computers to the attainment of the objectives
LEVEL OF
ADEQUACY
ATTAINMENT OF
OF
OBJECTIVES
OBJECTIVES
COMPUTERS
WM DE WM DE
1. To create documents and to
2.125
MA 1.331 IA
retrieve and communicate
needed information effectively
and efficiently.
2. To acquire a basic core of skills
1.990
MA 1.311 IA
rs = 0.875
that is needed to research
information with the use of
information technology.
3. To participate actively in one’s
1.979
MA 1.335 IA
r .05 = 0.8114
profession not only to co-workers
in the workplace but also to other
professionals around the world.
4. To develop the personal and
1.990
MA 1.368 IA
Significant
work special skills of learners
especially their interpersonal
skills, vocational skills, problem
solving and decision making in
daily life.
5. To enhance disposition of
1.896
MA 1.326 IA
Learners for life long learning
and continues professional
development.
AVERAGE WEIGHTED MEAN
1.996 MA 1.334 IA
Legend:
FA (3) = Fully Attained 2.50 – 3.00 VC (3) = Very competent 2.50 – 3.00
MA(2) = Moderately Attained 1.50 – 2.49 C (2) = Competent 1.50 – 2.49
NA (1) = Not Attained 1.00 – 1.49 NC (1) = Not competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
improve or update their competencies, learn to use the software and discover the
advantages it gives.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
66
Correlation of the Computer Competencies to the Attainment of Objectives.
Table 15 shows that the computer competencies of the secondary school
teachers significantly relate to the attainment of objectives of computer
education. The calculated coefficient of correlation is greater than the tabular
value at 0.05 level of significance. Therefore, the hypothesis that there is no
significant correlation of computer competencies to the attainment of the
objectives is rejected. Hence, the computer competencies of the secondary school
teachers affect the attainment of the objectives.
The goal and objective of the Department of Education is to move towards
global competitiveness through the use of modern technology. According to GAA
(1996), the introduction and use of modern technology is to improve the
educational management and support operations in the educational system. The
use of computers in education opens a new era of knowledge and offers a tool that
has the potential to change some existing educational methods. The teacher is the
key to the effective exploitation of this resource in the educational system and that
the teacher should be computer literate. The webopaedia (1996) defines computer
literacy as the level of expertise and familiarity someone has with computers.
According to Elliot et al. (1996) as cited by Padya-os (2005), that computer is
used to manage school records pertaining to students, teachers and curriculum.
The result is in harmony with the idea of Harris and Hartman (2002), that
computer is relevant in the fast changing world in terms of planning,
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
67
Table 15. Correlation of the computer competencies to the attainment of
objectives
LEVEL OF
ATTAINMENT
COMPUTER
OF
COMPETENCIES
OBJECTIVES
OBJECTIVES
WM
DE
WM
DE
1. To create documents and to
retrieve and communicate
2.125 MA 1.551
C
needed information effectively
and efficiently.
2. To acquire a basic core of skills
rs = 0.925
that is needed to research
1.990 MA 1.600
C
information with the use of
information technology.
3. To participate actively in one’s
r .05 = 0.8114
profession not only to co-workers 1.979 MA 1.604 C
in the workplace but also to other
professionals around the world.
4. To develop the personal and
Significant
work special skills of learners
especially their interpersonal
1.990 MA 1.585
C
skills, vocational skills, problem
solving and decision making in
daily life.
5. To enhance disposition of
learners for Life long learning
and continues professional
1.896 MA 1.607
C
development.
AVERAGE WEIGHTED MEAN
1.996 MA 1.589
C
Legend:
FA (3) = Fully Attained 2.50 – 3.00 VC (3) = Very competent 2.50 – 3.00
MA(2) = Moderately Attained 1.50 – 2.49 C (2) = Competent 1.50 – 2.49
NA (1) = Not Attained 1.00 – 1.49 NC (1) = Not competent 1.00 – 1.49
WM = Weighted Mean
DE = Descriptive Equivalent
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
68
communication, research, and education. The findings corroborates with the idea
of Edward and Roblyer (2000) as cited by Padya-os (2005) that the information
technology-oriented educators and technology experts review the full benefits of
the technology’s potentials to improve teaching, learning and productivity in a
school level.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
69
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This study was conducted to analyze the computer literacy of teachers in
the secondary schools of Buguias, Benguet Division. The objectives are to
determine the level of attainment of the objectives of computer education; to
determine the teachers level of computer competencies in terms of Microsoft
word, Microsoft excel, Microsoft power point and internet; to determine if there is
a significant relationship of the socio-professional profile of the teachers to their
computer competencies; to find out the degree of adequacy of computers in the
secondary schools of Buguias; to determine if there is a significant effect of the
adequacy of computers to the attainment of the objectives; and to determine if
there is a significant correlation of the computer competencies to the attainment of
objectives.
The study was conducted in all the public secondary schools of Buguias,
Benguet Division. There were ninety six secondary school teachers involved in
the study. The data were gathered during the first semester of the school year
2006-2007. The data were statistically analyzed applying percentage, weighted
mean, t-tests, chi-square and spearman’s coefficient of correlation by ranks.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
70
Analysis of data revealed the following findings:
1. The secondary school teachers perceived that the objective of computer
education in Buguias is moderately attained.
2. The secondary school teachers perceived themselves as competent in
the Microsoft word and Microsoft excel software, but not competent in the
Microsoft power point and internet software.
3. The relationship of the socio-professional profile of the teachers
to their computer competencies is perceived as not significant.
4. On the degree of adequacy of computers, the secondary school teachers
perceived it as inadequate.
5. On the significant effect of the adequacy of computers to the attainment
of objectives, the secondary school teachers perceived it as significant.
6. The secondary school teachers perceived the correlation of the
computer competencies to the attainment of objectives as significant.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. The different secondary schools of Buguias uniformly attained the
objectives of computer education.
2. The respondents varied in their computer competencies in the different
activities under the different system softwares.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
71
3. The socio-professional profile did not affect the computer competencies
of the teacher.
4. The different secondary schools of Buguias are lacking in computers
for them to fully cater to the needs of instruction.
5. The adequacy of computers in the secondary schools of Buguias can be
utilized to gauge the attainment of objectives of computer education.
6. The computer competencies of the secondary teachers
correlate with the attainment of the objectives thus, the competencies of the
secondary teachers can be used as device to measure the attainment of objectives
of computer education.
Recommendations
Based on the findings and conclusions of the study, the following
recommendations are forwarded:
1. Teachers should make use of computers and computer related
technologies in their classrooms.
2. Teachers should attend more trainings and seminars in relation to
computer education especially hands-on trainings on computers.
3. All teachers must be required to be computer literate.
4. School heads under the School Based Management should find ways
and means to avail more computer units for their school.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
72
5. Teachers should be given more time in learning computer applications
and engage themselves to the computer technology.
6. Secondary school teachers should utilize the software such as Microsoft
word, Microsoft excel, Microsoft power point and internet in their work and find
time to update their skills in computer.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
73
LITERATURE CITED
ABCEDE, M. (2005). Policies on the Use of ICT in Education.
www.unescobkk.org
ALATALO, TONI. (1999). Riding the Tidal Wave. WWW. ISOC. Org.
ASAN, A. (2003). Computer Technology Awareness by Elementary School
Teacher: A Case Study from Turkey. http://worldbank.org
ANDES, A.M. SR., (2002). Simple Excel XP Fully Illustrated. Andes Mountain
Printers. Pp. A1
BITTER, G.G., (1984). Computers in Today’s World. John Wiley and Sons, Inc.
pp.
44-63
BULOGUEY, LEILA, P. (2005). “The Status of Teaching Social Studies in the
Public Secondary Schools of Buguias and Mankayan Districts, Benguet
Division.” Unpublished Masteral Thesis. BSU. La Trinidad, Benguet.
BURSTEIN, J. S. (1986). Computers and Information Systems. CBS College
Publishing.
Pp.
552-563
CAPRON, H.L. (1990). Computers: Tools for an Information Age. The
Benjamin/Cummings Publishing Company, Inc. pp. 3-16
COOK, D., (1998). Computers: History and Development. www.history.htm
DTI, (2006). PC’s for Public Schools (PCPS) Project. www.dti.gov.ph
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FREEZE, J.T., (1998). Teach Yourself: Computer Basics in 24 Hours.
A Division of MacMillan Computer Publishing. Pp. 155-160
GOYGOYAN, LINDA, P. (2006) “Quality and Effectiveness of Teaching
Technology and Home Economics in the Secondary Schools in Benguet.”
Unpublished Masteral Thesis.” BSU-BC. Loo, Buguias, Benguet.
HAMILTON, S. (2005). Older People Get the Big Picture Faster and They are
Less Inhibited. www. Sciencedaily.com.
HSU, H.G., (2005). A Study on Computer Literacy of Students at U/CJC of
Technology in Taiwan. www.cjc.org
LA PUTT. J.T., (1986). Introduction to Computer Concepts. Baguio Research and
Publishing Center. Pp. 27-30
LONG, L. (1994). Introduction to Computers and Information Processing.
4th Edition. Prentice-Hall International, Inc. Pp. 2-6
MACQT, (2004). Competencies required of the Beginning Teacher.
www.macqt.com
MENDOZA, R. J. (2003). Makabayan Curriculum for Secondary Schools in the
Philippines: The Development of Citizenship. WWW. Springerlink.com
NEDA, (2004). National Initiatives Concerning the ICT and Education/Training-
Philippines.
www.vcsa.uiuc.edu
ONLINE DICTIONARY. (2006). WWW. Webopedia.Com
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75
PADYA-OS, AGUSTIN, P. (2005).”Computer Competencies of Public
Elementary and Secondary School Heads in the Division of the city
Schools, Baguio City.” Umpublished MAsteral Thesis. BSU. La Trinidad,
Benguet.
REYES, J.C.P. (2000). Information Technology Standardization in the
Philippines. www.cicc.or.jp
SANGEETA, P. (2006) Computers: A Blessing or Curse? Advantages of
Computers. WWW. Indian child. Com.
SCHWARE, R., (2000). Technology in Education: The Turkish Experiment.
http://worldbank.org/html/extdr/extme/1838.htm
STAIR, R.M. JR., (1985). Programming in Baic: Structured Programming, Cases,
Applications and Modules. Richard D. Irwin, Inc. pp. 3-4
UNESCO, (2005). Vision and Mission of the 21st Century Filipino Learner.
www.unescobkk.org
WIKIPEDIA, (2006). Microsoft Word. En.wikipedia.org
ZWASS, V., (1981). Introduction to computer Science. Harper and Row,
Publisher, Inc. pp. 4-7
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
76
Appendix A
LETTER OF COMMUNICATION
Republic of the Philippines
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
GRADUATE SCHOOL
MARY B. NAMUHE, CESO V
Schools Division Superintendent
Benguet Division
Madam:
The undersigned is conducting a research entitled “COMPUTER LITERACY OF
TEACHERS IN THE SECONDARY SCHOOLS OF BUGUIAS, BENGUET
DIVISION.” This study is conducted in partial fulfillment of the requirements of
the degree Master of Arts in Education (Administration and Supervision)
In this regard, he requests permission from your good office to float
questionnaires to the different secondary schools in your area of responsibility,
Benguet Division.
I believe in respecting one’s identity and privacy, in this account you are assured
that the data gathered will be kept confidential and will be solely for this study.
Your favorable action to this purpose will be highly appreciated.
Thank you very much.
Respectfully yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
APPROVED:
(Sgd) MARY B. NAMUHE, Ed. D., CESO V
Schools Division Superintendent
Division of Benguet
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
77
Republic of the Philippines
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
GRADUATE SCHOOL
LUIS D. IGUALDO
Teacher In - Charge
Buguias National High School
Bot-oan Extension
Sir:
The undersigned is conducting a research entitled “COMPUTER LITERACY OF
TEACHERS IN THE SECONDARY SCHOOLS OF BUGUIAS, BENGUET
DIVISION.” This study is conducted in partial fulfillment of the requirements of
the degree Master of Arts in Education (Educational Administration and
Supervision)
In this account, he would like to ask your permission to allow your teachers to be
the respondents. Rest assured that all data gathered will be kept confidential and
will be solely for this study.
Thank you very much.
Respectfully yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
APPROVED:
(Sgd) LUIS D. IGUALDO
Teacher In - Charge
Buguias National High School
Bot-oan Extension
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
78
Republic of the Philippines
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
GRADUATE SCHOOL
AGRIFINA B. MAGAN
Teacher In - Charge
Buguias National High School
Loo Extension
Ma’am:
The undersigned is conducting a research entitled “COMPUTER LITERACY OF
TEACHERS IN THE SECONDARY SCHOOLS OF BUGUIAS, BENGUET
DIVISION.” This study is conducted in partial fulfillment of the requirements of
the degree Master of Arts in Education (Educational Administration and
Supervision)
In this account, he would like to ask your permission to allow your teachers to be
the respondents. Rest assured that all data gathered will be kept confidential and
will be solely for this study.
Thank you very much.
Respectfully yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
APPROVED:
(Sgd) AGRIFINA B. MAGAN
Teacher In - Charge
Buguias National High School
Loo Extension
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
79
Republic of the Philippines
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
GRADUATE SCHOOL
MERCEDES S. ANTONIO
Principal I
Sinipsip National High School
Ma’am:
The undersigned is conducting a research entitled “COMPUTER LITERACY OF
TEACHERS IN THE SECONDARY SCHOOLS OF BUGUIAS, BENGUET
DIVISION.” This study is conducted in partial fulfillment of the requirements of
the degree Master of Arts in Education (Educational Administration and
Supervision)
In this account, he would like to ask your permission to allow your teachers to be
the respondents. Rest assured that all data gathered will be kept confidential and
will be solely for this study.
Thank you very much.
Respectfully yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
APPROVED:
(Sgd) MERCEDES S. ANTONIO
Principal I
Sinipsip National High School
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
80
Republic of the Philippines
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
GRADUATE SCHOOL
BELINA A. ANTONIO
Teacher In - Charge
Sinipsip National High School
Bangao Extension
Ma’am:
The undersigned is conducting a research entitled “COMPUTER LITERACY OF
TEACHERS IN THE SECONDARY SCHOOLS OF BUGUIAS, BENGUET
DIVISION.” This study is conducted in partial fulfillment of the requirements of
the degree Master of Arts in Education (Educational Administration and
Supervision)
In this account, he would like to ask your permission to allow your teachers to be
the respondents. Rest assured that all data gathered will be kept confidential and
will be solely for this study.
Thank you very much.
Respectfully yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
APPROVED:
(Sgd) BELINA A. ANTONIO
Teacher In - Charge
Sinipsip National High School
Bangao Extension
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
81
Republic of the Philippines
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
GRADUATE SCHOOL
MILA I. SIMEON
Principal I
Buguias National High School
Ma’am:
The undersigned is conducting a research entitled “COMPUTER LITERACY OF
TEACHERS IN THE SECONDARY SCHOOLS OF BUGUIAS, BENGUET
DIVISION.” This study is conducted in partial fulfillment of the requirements of
the degree Master of Arts in Education (Educational Administration and
Supervision)
In this account, he would like to ask your permission to allow your teachers to be
the respondents. Rest assured that all data gathered will be kept confidential and
will be solely for this study.
Thank you very much.
Respectfully yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
APPROVED:
(Sgd) MILA I. SIMEON
Principal I
Buguias National High School
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
82
Republic of the Philippines
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
GRADUATE SCHOOL
BASITO S. COTIW-AN, Ph. D.
Executive Dean
Benguet State University
Buguias Campus
Sir:
The undersigned is conducting a research entitled “COMPUTER LITERACY OF
TEACHERS IN THE SECONDARY SCHOOLS OF BUGUIAS, BENGUET
DIVISION.” This study is conducted in partial fulfillment of the requirements of
the degree Master of Arts in Education (Educational Administration and
Supervision)
In this account, he would like to ask your permission to allow your teachers to be
the respondents. Rest assured that all data gathered will be kept confidential and
will be solely for this study.
Thank you very much.
Respectfully yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
APPROVED:
(Sgd) BASITO S. COTIW-AN, Ph. D.
Executive Dean
Benguet State University
Buguias Campus
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
83
Republic of the Philippines
GRADUATE SCHOOL
La Trinidad, Benguet
The Respondent
Buguias District
Benguet, Philippines
SIR/MADAM:
The undersigned is conducting a research entitled “Computer Literacy of
Secondary School Teachers of Buguias, Benguet Division”. This study is
conducted as a requirement for Master of Arts in Education.
In order for the researcher to come up with relevant data for research,
kindly answer the questionnaire attached. Please do not leave any item
unanswered. Rest assured that the answers will be treated confidentially and
strictly for research purpose only.
Thank you very much for your cooperation.
Truly yours,
(Sgd) JERAHMEEL B. LASEGAN
Researcher
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
84
Appendix B
QUESTIONNAIRE
I. Profile
Direction: Kindly check and fill in the blank with the needed information that
suits your profile.
1. Name (Optional) _____________________________________________
2. Gender _____Male Age _____ 21-30
_____Female _____ 31-40
_____ 41-50
_____ 51 and above
3. Civil Status _____ Single _____ Married
4. Number and level of trainings/seminars attended in relation to
computer education
Number of Level of
Trainings/ seminars attended Trainings/seminars attended
__________
_____ National level
__________
_____ Regional level
__________
_____ Local/Division level
__________
_____ Others (Please specify)
5. Highest Educational Attainment
_____ Bachelor’s degree
_____ Master’s degree
_____ Doctorate degree
_____ Others (Please specify)
6. Years of Teaching Experience
_____ From 1 yr. to 5 years
_____ From 6 yrs. to 10 years
_____ From 11 yrs. to 15 years
_____
From
16yrs.
and
above
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
85
II. Degree of attainment of the objectives.
Direction: Kindly check on the column that would answer the individual
Objective as guided by the following scale below.
3 = Fully Attained (FA) – Objective is realized by respondent and is actually
Attained.
2 = Moderately Attained (MA) – Objective is realized by the respondent but still
Need to work on the full attainment of the
Objective.
1 = Not Attained (NA) – Objective is not realized nor attained by the respondent.
Objectives FA
MA
NA
(3)
(2)
(1)
1. To appreciate the use of computer, to create documents
and to retrieve and communicate needed information
effectively and efficiently.
2. To acquire a basic core of skills that is needed to
research information with the use of information
technology.
3. To enhance learners for life long learning
And continues professional development.
4. To develop the personal and work special skills,
especially their interpersonal skills, vocational skills,
problem solving and decision making in daily life.
5. To participate actively in one’s profession not only to
co-workers in the workplace but also to other
professionals around the world through the
Web/internet.
6. Others(Please Specify)
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
86
III. Level of computer competencies of the secondary school teacher.
Direction: Kindly rate your level of competencies in terms of the following
Applications as guided by the following scale below.
3 = Very Competent (VC) – When respondent knows how to operate the
Program without any help or guidance.
2 = Competent (C) – When respondent knows how to operate the program
But sometimes needs assistance or guidance.
1 = Not Competent (NC) – When respondent don’t know how to operate the
Program.
MICROSOFT WORD
VC
C
NC
(3)
(2)
(1)
1. Encoding documents
(Lesson outlines, grading sheets, annual reports)
2. Lay outing documents
3. Importing graphics and inserting pictures
4. Editing documents
5. Working with tables
6. Making illustrations with graphical programs
7. Others (Please specify)
MICROSOFT EXCEL
VC
C
NC
(3)
(2)
(1)
1. Encoding documents in a worksheets
(Grading sheets, graphical data presentation)
2. Formatting a worksheet
3. Editing a worksheet
4. Entering formulas and functions
5. Inserting clip arts
and
pictures
6.
Creating
charts
7. Others (Please specify)
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
87
MICROSOFT POWER POINT
VC
C
NC
(3)
(2)
(1)
1. Creating a slide show
2. Creating slide with graphs and charts
3. Adding and formatting text
4. Creating animated slides
Others (Please specify)
INTERNET
VC
C
NC
(3)
(2)
(1)
1.
Web
surfing/searching
2.
Internet
research
3.
4. On line chatting
5. Downloading
Others (Please specify)
IV. Please check the appropriate column that corresponds to the degree of
adequacy of computers available in your school as guided by the following scale
below:
3 = Very Adequate (VA) – Computer units is available to teachers in 1: 1 to 1: 2
ratio and with at least 3 hrs of use/day/teacher.
2 = Adequate (A) – Computer units is available to teachers at 1: 3 to 1: 6 ratio
and time limit to user is 1 hr/day/teacher.
1 = Inadequate (I) – Computer units in the school is less than 3, usage is
1-2 hrs/week or none at all.
VA
A
I
(3)
(2)
(1)
1. Adequacy of computer units in the school
2. Computer units to user ratio
3. Time usage of computer units in the school
4. Others (Please specify)
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
88
BIOGRAPHICAL SKETCH
The author was born at Abatan, Buguias, Benguet on the 12th of January,
1976. He is the youngest child of Rev. Benjamin Ciriaco Lasegan Sr. and Mrs.
Elizabeth Bugtong Lasegan both from Cruz, La Trinidad, Benguet.
He started his elementary education at the Central Elementary School, La
Trinidad, Benguet and finished at Quezon Elementary School, Baguio City in
1988. He finished his secondary education at Saint Louis University – Laboratory
High School (SLU-LHS, Boy’s High) in 1992.
Not contented with his high school education, he enrolled at the Benguet
State University (BSU), La Trinidad, Benguet, as first year towards a Bachelors
degree in Secondary Education major in Physics, a four year curriculum which he
finished in 1996. In August 1996, he passed the Licensure Examination for
Teachers (LET).
He got his first assignment of teaching at Concordia Theological College,
San Juan, La Union. In the school year 1999-2000 and school year 2000-2001, he
was employed at Benguet State University, La Trinidad, Benguet as a contractual
Physics instructor at the Math-Physics-Statistics-Information Technology
(MPSIT) Department under the College of Arts and Sciences. In August 2005, he
was employed at the Benguet State University – Buguias Campus as a Physics
teacher, a position he holds up to the present.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
89
He is married to Miriam Bayog-Lasegan of Abatan, Buguias, Benguet,
whom he is blessed with two lovely children; Jaelen Mithkah and Jeush Ben.
They are presently residing at the Lutheran Compound, Abatan, Buguias,
Benguet.
Computer literacy of Teachers in the Secondary Schools
of Buguias, Benguet Division / Jerahmeel B. Lasegan. 2007
Document Outline
- Computer literacy of Teachers in the
Secondary Schools of Buguias, Benguet Division.
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Significance of the Study
- Scope and Delimitation
- REVIEW OF LITERATURE
- History and Development of Computers
- Objective of Computer Education
- Computer Competencies Required of the Teacher
- Computer Competencies
- Related Studies
- Conceptual Framework
- Definition of Terms
- Hypotheses of the Study
- METHODOLOGY
- Locale and Time of the Study
- Respondents of the Study
- Data Gathering Instrument
- Data Gathering Procedure
- Statistical Analysis
- RESULTS AND DISCUSSIONS
- Attainment of the Objectivesof Computer Education.
- Level of Computer Competencies in Termsof Microsoft word, Microsoft excel,Microsoft Power Point and Internet
- Relationship of the Socio-Profile of theTeachers to Their Computer Competencies
- Degree of Adequacy of Computers in theSecondary Schools of Buguias, Benguet
- Effect of the Adequacy of Computers to the Attainment of the Objectives
- Correlation of the Computer Competencies to the Attainment of Objectives
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- Appendix
- BIOGRAPHICAL SKETCH