SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL

Roxas, San Carlos City, Pangasinan, 2024 Philippines

Telephone No. : +6375•955•5258

RESEARCH TITLE

OVERCOMING CHALLENGES AND LEARNING OPPORTUNITIES IN USING

SMARTPHONES IN COMPUTER PROGRAMMING

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

It is without doubt that every aspect of life has been affected by the Covid 19 pandemic.

In the field of education, schools were forced not to facilitate learning via the traditional face-to-

face modality, and learners haveto content themselves to continue learning mostly in the comfort

of their homes. In Speaker Eugenio Perez National Agricultural School, like majority of all other

public schools in the country, modular distance learning is the learning modality of choice by

most learners (Department of Education, 2020), which is not hard to understand, since majority

of Filipino households do not have an internet service provider (Martha Jean Sanchez, 2020).

According to DepEd, Modular distance learning is a form of individualized instruction

that allows learners to use self-learning modules (SLMs) in print or digital format/electronic

copy, whichever is applicable in the context of the learner and other learning resources like

Learner’s Materials, textbooks, activity sheets, study guides and other study materials.

Modular distance learning has been proven to be an effective means of delivering

instruction and learning (Mark Anthony Llego, 2020). Studies show that, it Greater Flexibility.
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With distance learning programs, students can pursue and complete their desired courses from

anywhere with the use of computer and internet connection. (Echo brown, 2017). Moreover, you

can study whenever, wherever: Except in scenarios where you have to attend an online tutorial at

a given time or a lecture through videoconferencing, you can pretty much study whenever you

want to, wherever you choose to. You need not be stuck in a classroom, but can go study in your

garden, on your living room couch or in the comfort of your own bed. Irrespective of whether

you're a morning lark or a night owl, you can choose an optimum time to study whenever you're

at your productive best. (Nishatha Abraham Bijeesh, 2020)

However, modular learning also has its share of disadvantages. Among these are …

Lack of interaction with other students, This can be really annoying, particularly if you are an

extrovert person or if you need constant motivation from other people. Having study partner

could be a way to overcome this disadvantage. Another way is by communicating with other

students through discussion forum or discussion board in the course (If there is no forum or

discussion board, you can give suggestion to the course leader to make one).

Having peer group is important, at least to keep each other stay motivated. You don’t always

need to discuss the course material. In my experience, even only by realizing that my friend and I

were struggling in the same topic, we could motivate each other. (Resthie Putri,2020).

Furthermore, (aDifficulty Staying Connected at All Times

For those who don't have a reliable source of electricity or don't have reliable internet, it can be

difficult to always get to a friend's house, a café, a library or somewhere else where internet

access is readily available. And this kind of access is crucial for distance learning. Some
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programs may even require you to have a DVD or CD player for certain materials or other types

of equipment that you have to purchase, find or rent for yourself (not to mention figure out how

to use properly). All of this on top of the fact that your computer could quit at any moment, and

for no reason or your power could go out for a few days and suddenly you're behind with no way

to fix it(Mike Hutt, 2017).

As a technical vocational specialization, Computer programming is one among several

curricular porgrams that requires the use of specialized tools or equipment to learn a skill.

Computer unitsare needed for students in order for them to learn how to code, let alone learn

how to operate a computer unit. However, with the pandemic in the background where students

cannot go to school to learn the skills in programming, learners have to find ways on what

devices or equipment to use at their disposal. Since many of the learners have no pesonal

computer units at home, students may have to improvize using their mobile phones to attain the

competencies and oher learning outcomes in programming. This improvization and the coping

strategies in computer education in high school in the light of a global pandemic need to be

studied so that insightscan be gained, eehich could then be used as imeptus in formulating

policies or interventions that would ensure that education continues without sacrificing the

quality.

Statement of the Problem

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This study aims to determine how Computer programming students of Speaker Eugenio

Perez National Agricultural School (SEPNAS) are able to attain comptencies in basic

progrmming skills using smartphones.

Specifically, the researchers aim to answer the following questions:

I. What is the sociodemographic profile of the computer progrtammng students of

SEPNAS in terms of:

1.1. age,

1.2. sex,

1.3. monthly family income and

1.4. Residence?

II. What are the characteristics of the student respondents related to use of smartphone?

2.1. Ownership and

2.2. overall elvel of satisfactino in using smartphone for prograamming purposes and

2.3. level ofagreement with the features of smartphones related to use for programming

puposes/

III. What are the coping strategies employed by the Computer programming students of

SEPNAS in using smarthpones in learning basic coputer skills and the learning

opprotunites they gain?

Scope and Delimitation

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This study aims to determine what strategies are used by Computer programming

students of SEPNAS in overcoming challenges and what learning opportunities are gained in the

process in order that authorities can address the problem on lack of asisstive learning tools in

computer programming in a modular distance learning setup.

This study will be condcuted in SEPNAS, San Carlos city, Pangasinan in January, 2021

where the Grade 12 Computer programming students wil lbe the respondents of this research.

Thye shall be selected using purposive sampling andshal lbe asked to answer a survey

questionnaire employing a descriptive survey research design.

Significance of the Study

This study will benefit the following:

Computer programming students

They will gain insights on how fellow programming students learn to adopt or adjust to the use

of smartphones in the absence of personal computer in learning basic programming skills.

Other Students.

They will gain knowledge of how their fellow students adjust to the use of smartphones instead

of desktop computers being used by programming students. And they will also learn how to

make a way for them to fill other things they need in their studies such as programming students'

criticism of their learning needs.

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Telephone No. : +6375•955•5258

Teachers.

They will know how difficult it is for their students to adjust to the use of smartphones in

programming but they will also know here to what extent their students' capacity for

programming skills using only smartphones.

School admnistrators.

They will learn how students adjust and overcome the situation of using a Smartphone instead of

a desktop computer in programming, so that they can also benefit from this research study with

future programming students, says This research is: programming students in the year 2020-2021

have overcome the use of smartphones instead of desktop computers and also having a learning

skills using smartphones in Computer Programming.

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CHAPTER II

CONCEPTUAL FRAMEWORK AND REVIEW OF RELATED LITERATURE

This chapter discusses researches conducted locally and overseas regarding using

smartphone in computer programming that are experiencing by todays student due to pandemic.

Theoretical Framework

This study anchors itself upon two theories; Experiential theory by Patricia Deubel (2009)

and Situated Theory by Elsevier (2015).

Experiential Theory (Patricia Deubel,2009) According to Will Richardson (2008) "Our

students must be nomadic, flexible, mobile learners who depend not so much on what they can

recall as on their ability to connect with people and resources and edit content on their desktops,

or even more likely, on pocket-size devices they carry around with them" (p. 18). As I agree with

that assessment, it became disturbing to read House Bill 363, introduced to the General

Assembly of Pennsylvania on February 11, 2009, to ban students' possession of "telephone

paging devices, commonly referred to as beepers, cellular telephones and portable electronic

devices that record or play audio or video material" on "school grounds, at school sponsored

activities and on buses or other vehicles provided by the school district. Situated Theory

(Elsevier, 2015) Mobile technology has led to most people to carry their own individual small

computers that contain exceptional computing power, such as laptops, personal digital assistants

(PDAs), tablet personal computers (PCs), cell phones, and e-book readers. This large amount of

computing power and portability, combined with the wireless communication and context
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sensitivity tools, makes one-to-one computing a learning tool of great potential in both traditional

classrooms and outdoor informal learning.

Conceptual Framework

This study was conducted to determine the overcoming challenges and learning

opportunities in using smartphones of Computer Programming students of SEPNAS.

Figure 1 shows the conceptual paradigm of this research.

In the input, the sociodemographic profile of the Computer Programming students of

SEPNAS.

The researchers adopted correlational descriptive survey design that guided the direction of

the entire study. Use purposive sampling as a sampling method. The researchers developed a

survey questionnaire or online survey that will distribute among programming students in

SEPNAS to gathered data. The collected data were then tabulated, analyzed, and interpreted

(Process).

The researchers were thus able to determine how the students overcome challenges and learning

opportunity in using smartphones in computer programming, as reflected in the output of the

paradigm (Figure 1)
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Below is an illustration of conceptual framework

Input Process Output

Research Design:
1.Sociodemographic profile  Descriptive Identification of how the
of the computer
 Correlation Survey students overcome
programming students of
SEPNAS. challenges and learning
Instrumentation; opportunities in using
2.Overcoming challenges smartphones in computer
 Questionnaire
and learning opportunities programming
in using smartphones in  Gathering data by
computer programming the use of
students in SEPNAS. questionnaire
 Online survey

Null Hypothesis

There's no significant correlation between (a) the characteristics of the student respondents

related to use of smartphones (b) Computer programming students of SEPNAS in using

smartphones in learning basic computer skills and the learning opportunities they gain.

Definition of Terms

This section provides operational definition of key term that will clarify the purpose and

direction of the study being conducted.

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Smartphone- this refers to the mobile phone that performs many of the functions of computer,

typically having touch screen interface, internet access, and an operating system capable of

running downloaded applications.

Peer group- refers to the group of people of approximately the same age, status, and interests.

Residence- this refers to the official house of a government minister or other public and official

figure.

Criticism- this refers to the expression of disapproval of someone or something based on

perceived faults or mistakes.

Distance Learning- refers to the method of studying in which lectures are broadcast or classes

are conducted by correspondence or over the internet, without the student's needing to attend a

school or college. Also called distance education.

Extrovert person- this is someone said to have a personality type that is social and outgoing.

Review of Related Literature

Learners are benefiting from accessing media on their IPad. Consider that the effectiveness of

technology in general is only as good as its implementation. Sixth grade teacher Richard

Whittaker in Boise, ID uses iPods in his instruction. Class iPods are loaded with "lessons

enhanced with video clips, homework assignments, quizzes, videos, music, books on tape and

more" for use in subjects he teaches, including English, math, social studies, and reading
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(Forester, 2008, para. 3). Ultimately the technology helped his prior year's class "achieve some

of the highest Idaho State Achievement Test scores in the state: 100 in reading, 95 in math and

95 in language arts" (para. 8). Whittaker indicated he believes the technology helped level the

playing field for those who did not have computers or Internet access at home and allowed his

students to work at their own pace, reviewing lessons as needed for better understanding.

(Patricia Deubul, 2008)

The future of mobile learning depends largely on the level of social acceptance it receives. On

the other hand, Users in developing countries have the same need for M-Learning to be mobile,

accessible and affordable, as those in developed countries do. The very significance of M-

Learning is its ability to make learning mobile, away from the classroom or workplace. These

Wireless and mobile technologies enable learning opportunities to learners who do not have

direct access to learning in these places. Many learners in developing countries have trouble

accessing the internet, or experience difficulty in affording technology that enables learning in an

E-Learning environment. Mobile devices are a cheaper alternative compared to traditional E-

Learning equipment such as PC‘s and Laptops(master, 2004). The reason for the failure of

mobile learning to emerge from its project status and take its place in mainstream education and

training is well known. It is that mobile learning is not considered by the telecommunications

operators to be a valid and attractive revenue stream. Progress is being made in a wide range of

mobile applications, but education and training lag behind.

The first of solution is the use of mobile learning for academic administration on mobile phones.

If it could be established that mobile learning was to become the established method for
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universities and colleges to communicate urgent information to their student body, a very large

revenue stream would be opened up. It can be taken as a given that all students in all universities

and colleges possess a mobile phone which they consult constantly. All students enrolled in

higher and further education institutions today have frequent needs for information from their

institutions about timetable changes, assessment deadlines, feedback from tutors and other urgent

administrative details. The use of mobile telephony is a much more efficient and quicker means

of communication that postal contact or email. Once this has been achieved the use of mobile

learning for academic contact in colleges and universities can be added. Mobile learning

academic summaries comprising 4 to 5 screen summaries of content, examination hints,

assessment questions for course revision, guidelines for particularly difficult parts of a course or

counseling provision for students in need will be of great benefit to all students, and can be

developed for and sent out to either all students or students in a particular year or class grouping.

(Yousef Mehdipou, 2013)

Research has shown that the use of technology in the classroom, in addition to traditional

teaching methods, has measurable benefits. Integration of computers has been shown to increase

student learning in basic skills and across several subject areas more than with traditional

teaching methods alone. In addition, students have been shown to learn more quickly and with

more retention, and their attitudes toward education become more positive. Perhaps most

importantly, “the use of computers appears most promising for low-achieving and at-risk

students” (Noeth, Volkov, 2004, p.8).

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Although disparities continue to exist between ethnic groups, that gap is also narrowing. For

households with children between the ages of 3-17 years, 83.2% report living in a home with at

least one computer. These numbers don’t take into consideration the use of smartphones, e-

Readers, or other electronic technology (United States Census Bureau, 2013).

CHAPTER III

METHODOLOGY

This chapter present research design consistent with the study. It includes the duration and

locale, population and participants, materials and processes and tools for data analysis.

Research Design

The researchers aimed to determine how the students overcome challenges and learning

opportunities in using smartphones in Computer Programming and its relation to

sociodemographic profile of students. In order to attain this, This research was conducted

utilizing a questionnaire instrument and correlation design. This was accomplished through the

use of Likert scale which was used to collect quantitative data from Programming students in

SEPNAS this methodology allowed for a statistical analysis of data.

A correlational research design measures a relationship between two variables without the

researchers controlling either of them. It aims to find out whether there is either: positive

correlation. Both variables change in the same direction. Correlational analysis is a method

statistical evaluation used to study the strength of the relationship between two, numerically
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measured, continuous variables. This particular type of analysis is useful when a researcher

wants to establish if there are possible connection between variables. The conclusions drawn

from non-experimental research are primarily descriptive in nature. The method would be used

to test the hypothesis and served as a data gathering tool to analyze, describe and interpret the

data that will be collected.

Duration and Locale of the Study

The study was conducted in December 2020 at Speaker Eugenio Perez National Agricultural

School who offer ICT-Programming Strand. The researcher held an online interview to be

answered by the Programming students.

The Speaker Eugeñio Perez National Agricultural School (SEPNAS) is a secondary school

located at Barangay Roxas Boulevard, San Carlos City, Pangasinan near new public market. It

was inagurated in 1905 named after the late speaker of the house (Eugeñio Padlan Perez).

As of now, Speaker Eugenio Perez National Agricultural School is 38 hectares in area, about 10

hectares of industrial site, while the rest are from Crop Production.

Population and Participants

Sampling is the act of studying only a segment of the population from a population frame.

Studying the entire population may not be possible due to constraints on cost and geographical

coverage and location of the sampling units. Sampling is therefore an efficient and effective
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process that allows drawing of valid inferences about the population from a portion of it

(samples).

The sources of data of this study the 12th grade computer programming students from public

school of SEPNAS offers Programming strands SEPNAS, has 42 total of students in grade 12

Computer Programming strand. The researchers employed purposive sampling method to

purposively select the participants in this study. The researchers used this sampling method to

access a particular subset of profile, as all participants of a study are selected because they fit

particularly profile.

A purposive sample is a non-probability sample that is selected based on characteristics of a

population and the objective of the study. Purposive sampling is different from convenience

sampling and is also known as judgmental, selective, or subjective sampling(thoughtco.com).

Further, no coercion to participate will be done by the researchers and their assistants, as all

principles of research ethics shall be observed throughout the duration of the research project,

most especially those that involves participant recruitment.

Only the verbal consent of the participants was sought by the researchers. Nowritteninformed

consent indicating their willingness to voluntarily participate was made as the researchers

determined to uphold the four principles of research ethics accordingly:

1. Their decision was respected whether or not to participate in the study (autonomy);

2. The study can gain significant benefits from the study. (beneficence).
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3. No undue harm was induced in case they opt to participate (non-maleficence). If at all, having

to participate in the study will have only caused them inconvenience as to time required by their

participation by answering the questionnaire and during the conduct of biophysical

measurements.

4. Lastly, the researchers remained polite in their dealings with prospective and actual

participants, as well as to be respectful, objective, neutral and accurate in the collection of data

from among all participants (justice).

The total population is forty-two (42) grade 12 students from said school, all of the students was

used as a research sample except the nine (9) Programming students who were conducting this

research, so then thirty-three (33) Programming students were purposively selected.

Materials and Procedures

A good deal of information can be gathered by questioning people, a method known as

self-report (Jackson, 2009). The self-report method is strong in directness and versatility. If

researchers want to know what people think, feel, or believe, the most efficient means of

gathering information is to ask them about it. The strongest argument that can be made for the

self-report method is that it can yield information that would be impossible to gather by any

other means. Behaviors such as those that relate to physical activities like jogging can be

observed, but only. Through self-reports, researchers can gather retrospective data about events

occurring in the past, or information about behaviors in which people plan to engage in the

future. Information about feelings, values, or opinions can sometimes be inferred through
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observation, but behaviors and feelings do not always correspond exactly (Polit and Beck, 2012).

Self-report methods can capture psychological characteristics through direct communication with

participants. The investigators can only assume that the participants have been frank in

answering the questionnaires as the method of self-reporting for purposes of collecting data. In

this research, self report was in the form of a questionnaire.

A survey questionnaire was developed and used by the researchers to collect pertinent

data from among Programming students. This instrument is suitable as the respondents are

literate with the educational issue addressed in this study. The content validity of the instrument

was found to be acceptable by the research adviser. Thus, the instrument was also reliable, since

a valid instrument is a reliable instrument (Jackson, 2009).

The items in the instrument were based (1) from theories upon which this study were

anchored upon, and others are (2) from results of studies and literatures reviewed.

The instrument has five sections about the challenges and learning opportunities in using

smartphones in Computer Programming namely: A cover letter explaining the objectives of the

study is found on the first page. Student-respondents’ profile comprise the first part of

questionnaire. The second part composed the questions based on Characteristic of the student

respondents related to use of smartphone in learning programming skills. Variables included

Peer influence, Interest, Parent or family income, Financial, Academic performance and other

reasons. These content of the sections of the questionnaire was based on the objectives of the

study as well as on the specific research questions.

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The questionnaire used a five-point Likert Scale. This scale uses a set of statements each

requiring response from participants who are asked to express agreement or disagreement on a

five-point scale by; strongly agree; agree; neither agree nor disagree; disagree; or strongly

disagree. Each degree of agreement is given a numerical value from one to five, thus a total

numerical value can be calculated from all the responses. Ostrow (2002) affirmed that this

provides a more accurate scale of attitudes than a simple yes or no questionnaire would, and

arguably this method would be more interesting to complete.

The questionnaire was produced like a checklist type by the SEPNAS grade 12

programming researchers to facilitate faster and more convenient means in terms of time in

answering the data, as well as in the ease or convenience in distributing and retrieving the

instrument.

For data collection, a letter was prepared by the respondents asking for permission from

the office of the principal to allow the conduct of the research collection in SEPNAS. Once this

was secured, the researchers proceeded to the respective advisers to seek assistance in selecting

the respondents. Although the sampling method was quota, the respondents were selected at

random and their participation was purely voluntary.

Those who have been selected were asked of their voluntary will to participate. Retrieval rate

was excellently high at 100%, owing to the full cooperation of all the respondents’ advisers.

After retrieval, the data were subjected to verification, coding, encoding, analysis and

interpretation.

Tools for Data Analysis

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To determine the profile of participants, descriptive analysis were conducted using frequency

distribution and mean were applicable. Percentage formula was used by the researcher in

analyzing the data.

P = f/n x 100

Where:

P = percentage

f = number of respondents

n = number of population

Frequency distribution was also used to statistically describe the status of the

programming students as regard to their Computer Programming strand choice.

Weighted mean was used to determine how the students overcome challenges and

learning opportunities in using smartphone in Computer Programming. Weighted mean is a kind

of average. Instead of each data point contributing equally to the final mean, some data points

contribute more weight than others (www.statisticshowto.com). The ordinal responses come in a

five-point. Likert scale and from which will be computed the weighted average for every item

(WM) and for the entire ten-item attitudinal questions (AWM):

f1w1+ f2w2 + f3w3 + f4w4 + f5w5

WM and/or AWM = --------------------------------------------------
N
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Where:

WM/AWM = weighted mean/average weighted mean

f = frequency of observations

w = assigned response weight

The Likert scale responses range from 1 (Strongly disagree) to 5 (Strongly Agree) with the

following statistical limits:

Numeric Response/Rating Statistical Limits Descriptive Learning

1 1.00 – 1.79 Strongly Disagree

2 1.80 – 2.50 Disagree

3 2.60 – 3.39 Neither

4 4.40 – 4.19 Agree

5 4.20 – 5.00 Strongly Agree

Pearson’s correlation coefficient is a test statistic that measures the statistical relationship, or

association, between two continuous variables. It also gives information about the magnitude of

the association, or correlation, as well as the direction of the relationship

(www.statisticssolution.com). This data analysis tool is used to correlate the sociodemographic

profile of the Computer Programming students of SEPNAS in terms of age, sex and family

monthly income and how they overcome challenges and opportunities in using smartphones in

Computer Programming.
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Where:

N= number of pairs of scores

Σxy= sum of the products of paired scores

Σx= sum of x scores

Σy= sum of y scores

Σx2= sum of squared x scores

Σy2= sum of squared y scores

CHAPTER IV

RESULT AND DISCUSSION

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This chapter presents the research findings, interpretation and discussion of data obtained

from the questionnaire.

Respondents’ profile

This chapter presents the profile of the students in Speaker Eugenio Perez National Agricultural

School TVL-PROGRAMMING Students.

Table 1. Frequency Distribution of Respondents as to Sociodemographic Profile

 Demographic profile F Percentage (%) Mean

AGE
17 years old 7 22.58%
18 years old 11 35.48%
19 years old 11 35.48% 18.23
20 years old 2 6.46%
Total31 100
SEX
Female 12 38.71%
Male 19 61.29% 1.61
Total 31 100

MONTHLY FAMILY INCOME

Php 9520 or lower 27 87.10%
Php 9521 to 19040 3 9.68% 1.16
Php 19041 to 38080 1 3.22%
Total31 100
INTERNET SOURCE
Internet Service Provider
(Ex. Pldt) 9 29.03% 1.71
Mobile Data
22 70.97%
Total 31 100
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In the table above, Seven of the students surveyed are aged 17 years old. Among 31 respondents,

eleven are of legal age or at least 18 years old, comprising the majority group as to age. There

are eleven respondents who are 19 years of age and only two respondents are aged 20.

In terms of sex, There are twelve (12) female respondents and Eighteen (19) male respondents.

This means that more males are enrolled in ICT-PROGRAMMING. Information and

Communication Technology (ICT) has a direct impact on STEM education development. The

female workforce in ICT fields is an important asset for the development of a country. However,

many universities in different countries still lack enrolled female student in ICT fields compared

to male students. Many factors affect the enrollment of undergraduate female in ICT courses.

Research in developed countries reported most of these factors. However, there are only few

studies done in the Middle East countries to identify these factors. This paper reviewed female

students engagement with STEM or Computer Technology (CT) courses, and factors that affect

their enrollments are discussed. Additionally, According to the National Centre for Women in

Information Technology, in 2015, Women held 25% of Professional Computing Occupations in

the U.S. NATIONAL CENTER FOR WOMAN IN INFORMATION TECHNOLOGY

(NCTWIT), 2016. By 2022, The forecast is that 1.2 million jobs related to CT will be created in

the U.S. CT sector (UNESCO, 1999). In Europe, the enrollment of females in ICT sectors is also

expected to generate economic benefits. If females are given the same opportunities as males are

to work in the ICT sectors, This would be Contributed 9 billion Euros Annually to the European

Gross domestic product (GDP) (Puzzles, 2015)

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In terms of monthly family income, Most of the students of ICT-PROGRAMMING in

Speaker Eugenio Perez National Agricultural School accumulated income are in the range of Php

9520 or lower, 27 out of 31 answered while the remaining 3 respondents answered Php 9521 to

19040 and 1 respondents answered Php 19041 to 38080. Because of this, we considered that

most of the respondents of PROGRAMMING strand are considered poor.

Table 2. Ranking how the students overcome challenges according to their weighted mean

HOW STUDENTS OVERCOME COMPUTER PROGRAMMING USING WEIGHTED RANK

SMARTHPHONES MEAN
Gusto kong Smartphone ang gamitin sa programming dahil pwede kong dalhin at
gawin ang mga takdang awain sa programming kahit saan (Convenience in terms 3.871 3
of size and portability).
Mas mabilis kong matatapos ang mga takdang awain kapag desktop o laptop ang 4.419 2
aking gagamitin sa programming (Efficiency of use).
Sana ay may magamit na desktop o laptop na computer dahil ito ang tunay na
kagamitan sa pagkatuto ng kasanayan sa programming (Ideal and appropriate 4.484 1
equipment for programming purposes).
Nahihirapan akong magpindot ng mga karakter sa aking smartphone dahil sa liit 3.613 4
ng mga karakter na pinipindot ditto (Ideal size of character keys).
Sapat na sa akin itong paggamit ng smartphone (My phone is enough / I am 3.097 7
satisfied with its overall performance).
Sapat ang kapasidad nitong mai-`save’ ang aking natapos na programming task
(Memory capacity and processing time approximates or the same as that of a 3.323 6
standard programming equipment).
Naliliitan ako sa screen ng aking smartphone at hirap kong basahin ang aking nai- 3.548 5
type kung ito ba ay tama (Screen size and visual- friendliness).
Kasing- bilis din ng processing ng isang desktop o laptop computer ang gamit
kong smartphone(Software specifications in terms of processing speed a 3.032 8
approximate that of a computer ideal for programming).

The table shows that when it comes to personal basis, students overcome COMPUTER
PROGRAMMING challenges on their own smartphones but they still want an ideal and
appropriate equipment for programming purposes. Among the eight question presented, ‘‘Ideal
and equipment for programming purposes’’, ranked one with a weighted mean of 4.484.
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Table 3. Coping strategies employed in using smarthpones in learning basic computer skills and
the learning opprotunities they gain(Coping Strategies to address perceived equipment adequacy
problems ).

Coping Strategies to address perceived equipment Check

adequacy problems
f %
I borrow the gadget of a family member with higher 9 29
specifications to meet the demands of my
programming subject even when they are still using it

I borrow the gadget of a family member with higher 19 61.3

specifications to meet the demands of my programming
subject only when they are not using it

I borrow the gadget of a classmate/friend with higher 7 22.6

specifications to meet the demands of my
programming subject even when they are still using it

I borrow the gadget of a classmate/friend with higher 15 48.4

specifications to meet the demands of my programming
subject only when they are not using it

I go to the nearest commercial computer café/shop to learn, 11 35.5

practice and hone my skills in Programming

I go to the library offering free use of their computer 12 38.7

equipment to learn, practice and hone my skills in
programming

I had to ask my parents to buy me a new gadget that meets 10 32.3

the minimum requirements of basic programming

Other reason 6 19.4

As shown in table 3. I borrow a gadget of a family member with higher specifications to

meet my demands of my programming subject even when they are still using it. 9 respondents
have selected the check with a 29%. I borrow the gadget of a family member with higher
specifications to meet the demands of my programming subject only when they are not using it.
19 respondents have selected the check with a 61.3%. I borrow the gadget of a classmate/friend
with higher specifications to meet the demands of my programming subject even when they are
still using it. 7 respondents have selected the check with a 22.6%. I borrow the gadget of a
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classmate/friend with higher specifications to meet the demands of my programming subject
only when they are still using it. 15 respondents have selected the check with a 48.4%. I go to the
nearest commercial computer cafe/shop to learn, practice and hone my skills in programming. 11
respondents have selected the check with a 35.5%. I go to the library offering free use their
computer equipment to learn, practice and hone my skills in programming. 12 respondents have
selected the check with a 38.7%. I had to ask my parents to buy me a new gadget that meets the
minimum requirements of basic programming. 10 respondents have selected the check with a
32.3%. The highest percent response of coping strategies to address perceived equipment
adequately problems. In I borrow the gadget of a family member is 61.3%. Which is check
option. And the lowest is 29%. In I borrow the gadget of a family member.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

In this chapter, the summary, conclusion, and recommendation by the researchers after
conducting the test are presented.

Summary

This study investigated how Computer Programming overcome challenges and learn
opportunities. Thirty – one (31) student were sampled by non- probabilistic quota from
Computer Programming students of Speaker Eugenio Perez National Agricultural School. A
researchers made validated self- report was used in this qualitative online survey questionnaire to
gather pertinent data.

Statistical measures was to analyzed data to facilitate the attainment of the study objectives.

Findings

1. A typical Computer Programming student is an 18 to 19 years old both men and women
ages. While their family earning an monthly income 9520 to 38080.
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2. The main reason of overcoming challenges and learning opportunities is the availability
of internet or cellular data. And the most particular, gadget to be used to their studies and
learning of their own smarphone.
3. The ratio of the findings is 1.1 according to the data collected. It shows that in every
single Computer Programming student have at least one smartphone device to be used in
overcoming challenges and learning opportunities in using smartphone.

Conclusion

The researchers found that in the personal basis Computer Programmers student still want
an ideal and equipment for programming purposes than their own smartphone to attain their
skills.

Recommendation

From there results and gathered after the test conducted, the researchers recommend the
following improvement to fully finish the research.

1. Use bigger number for participants as samples to extrapolate the findings.

2. For future researchers to conduct a parallel study to validate the findings of this scientific
endeavor.
3. The teacher must notice the Overcoming Challenges and Learning Opportunities of using
Smartphone in Computer Programming and it gives proper solution to conduct this
problem.

BIBLIOGRAPHY

https://www.teacherph.com/deped-learning-delivery-modalities/

https://www.indiaeducation.net/online-education/articles/advantages-and-disadvantages-of-distance-
learning.html

https://www.statista.com/statistics/221179/internet-users-philippines/

https://thejournal.com/articles/2009/03/19/mobile-devices-facing-challenges-and-opportunities-for-
learning.aspx

https://www.statisticshowto.com/probability-and-statistics/statistics-definitions/weighted-mean/

http://www.ijceronline.com/papers/Vol3_issue6/part%203/P03630930100.pdf
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https://www.sciencedirect.com/science/article/pii/S0360131515300804

APPENDIX A: LETTER TO THE PRINCIPAL

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APPENDIX B: LETTER TO THE RESPONDENTS

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APPENDIX C: SURVEY QUESTIONNAIRE

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APPENDIX D: DATA COLLECTION

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CURRICULUM VITAE

Personal Information

Name Aravella R. Terrazola

Date of Birth October 10, 2002

Birth Place

Address Pagal, San Carlos City, Pangasinan

Sex Female

Civil Status Single

Citizenship Filipino

Religion Iglesia ni Cristo

Father`s Name Arthuro Terrazola

Mother`s Name Martina R. Terrazola

Educational Background

Elementary Pagal Elementary School

Pagal, San Carlos City, Pangasinan

Junior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

April 2019

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name Diana Rose M. De Guzman

Date of Birth January 9, 2003

Birth Place Pagal, San Carlos City, Pangasinan

Address Pagal, San Carlos City, Pangasinan

Sex Female

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Father`s Name Dante A. De Guzman

Mother`s Name Rosemarie M. De Guzman

Educational Background

Elementary Central 1 Elementary School

Roxas Blvd., San Carlos City, Pangasinan

March 2015

Junior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

April 2019

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name Analiza B. Trazares

Date of Birth August 25, 2000

Birth Place Quezon City

Address San Pedro st. Taew, San Carlos City, Pangasinan

Sex Female

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Father`s Name Jeffrey Trazares

Mother`s Name Arlyn Trazares

Educational Background

Elementary Joaquin Guido Elementary School

Angono, Rizal, San Carlos City, Pangasinan

Junior High School Angono National High School

Angono, Rizal, San Carlos City, Pangasinan

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name Effigail M. Fazonela

Date of Birth July 9, 2001

Birth Place Castilla, Sorsogon

Address Mamarlao, San Carlos City, Pangasinan

Sex Female

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Father`s Name Rogelio Fazonela

Mother`s Name Marites Fazonela

Educational Background

Elementary Central 1 Elementary School

Roxas Blvd., San Carlos City, Pangasinan

March 2015

Junior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

April 2019

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name Denbert D. Ferrer

Date of Birth October 19, 2002

Birth Place Pagal, San Carlos City, Pangasinan

Address Cacaritan, San Carlos City, Pangasinan

Sex Male

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Father`s Name Danilo S. Ferrer

Mother`s Name Bethy D. Ferrer

Educational Background

Elementary Pagal Elementary School

Pagal, San Carlos City, Pangasinan

Junior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

April 2019

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name David Anthony A. Fernandez

Date of Birth December 4, 2002

Birth Place Lucban, San Carlos City, Pangasinan

Address Lucban, San Carlos City, Pangasinan

Sex Male

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Father`s Name Benjamin V. Fernandez

Mother`s Name Bella V. Fernandez

Educational Background

Elementary Central 2 Elementary School

Roxas Blvd., San Carlos City, Pangasinan

Junior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

April 2019

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name Victor D. Balansay

Date of Birth August 19, 2001

Birth Place San Carlos City, Pangasinan

Address Cacaritan, San Carlos City, Pangasinan

Sex Male

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Father`s Name Dominador M. Balansay

Mother`s Name Virgina D. Balansay

Educational Background

Elementary Central 1 Elementary School

Roxas Blvd., San Carlos City, Pangasinan

Junior High School Tandoc National High School

Tandoc, San Carlos City, Pangasinan

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name Jefferson P. Macaraeg

Date of Birth September 21, 2000

Birth Place Bayambang

Address Pagal, San Carlos City, Pangasinan

Sex Male

Civil Status Single

Citizenship Filipino

Religion Born Again

Father`s Name Mario F. Macaraeg

Mother`s Name Gloria P. Macaraeg

Educational Background

Elementary Pangdel Elementary School

Junior High School Tandoc National High School

Tandoc, San Carlos City, Pangasinan

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan

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CURRICULUM VITAE

Personal Information

Name Justine F. Valerio

Date of Birth September 17, 1999

Birth Place San Carlos City, Pangasinan

Address Cacaritan, San Carlos City, Pangasinan

Sex Male

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Father`s Name Elpidio D. Valerio

Mother`s Name Melba F. Valerio

Educational Background

Elementary Central 1 Elementary School

Roxas Blvd., San Carlos City, Pangasinan

Junior High School Tandoc National High School

Tandoc, San Carlos City, Pangasinan

Senior High School Speaker Eugenio Perez National Agricultural School

Roxas Blvd., San Carlos City, Pangasinan