Chapter 1 and 2
Chapter 1 and 2
CHAPTER 1
provide public schools with computers and other ICT equipment to improve the
program and its impact on the computer literacy level of school personnel have
yet to be fully explored. This implies that teachers need more hands-on training
applications and simple trouble shooting. While, other teachers have already
attended trainings and workshops, they still forgot how to use the information and
effectively. Teachers’ lack of time order, support, cited access, trainings and
workshops are extrinsic while lack of confident, attitudes, beliefs, practice and
frustration for students and teachers and causes interruptions in teaching and
2
learning process (Alharbi, 2014; Cox, Preston & Cox, 2002; Ghavifekr & Rosdy,
High rates of ICT development lead to the need for teachers to constantly
only know about the existence of a computer, but also have an idea about it, but
work on them, be able to use this technique. Informatics is not about objects or
processes, but about the ways, means, and technologies of automating, creating,
and processing them. This computer science provides not only in-depth study of
it, but also the practical application of knowledge, skills and competencies to
object of personal computer learning, basic knowledge and skills such as its
devices, operating system, software, data acquisition methods are formed. At the
same time, the computer is a learning tool and a means of performing the given
which it is necessary to organize the joint work of small groups (2-4 students per
computer). In general, all students in the class enjoy going to computer science
classes, and this is due to the fact that the computer itself is the impetus for
learning the subject. However, the penetration of computers into many areas of
human activity is dampening this interest over time. One of the main problems of
education for children of primary school age is the drastic change of leadership
Saydullayevich 2020).
3
The researcher has not come across of a study in a local setting, thus
can identify concerns on the intended beneficiaries of this study and possibly
develop action plans to guide teachers with their teaching effectiveness and
whose sources came from newspapers, journals and reliable websites. The
this study which was focused on the DepEd Computerization Program (DCP) in
schools that would enhance the teaching learning process and meet the
making education accessible to all. The aim of DCP is to provide public school
and meet the challenges of the 21st century. The computer backlog of public
shooting shall responded to this program. Further, through the DCP the
least one computer laboratory for 5,409 public secondary schools (DO 78, s.
2010).
future employees who can increase productivity, reduce costs and improve
empower teachers and learners, promote change and foster the development of
multimedia and the Internet as a “big book‟ to teach from, rather than seeing
increased learning gains for students, creating and allowing for opportunities for
system and classes, raise the ICT literacy of learners, teachers and school heads
and reduce the computer backlog in public schools. In line with this, there is a
need to harmonize all efforts from the regional to the division level to accelerate
the implementation. The information from the field offices needed to rationalize
Computer lab and e-Classroom packages are the following: Batch 4 have
11 brand new desktops and UPS and 1 brand new wireless broadband and 3-in-
1 inkjet printer for secondary, Batch 5 have 1 brand new host PC, UPS,
Interactive whiteboard, LCD projector and 3-n-1 inkjet printer, a 6 sets of 17”
brand new monitor and keyboards and 2kits of Desktop virtualization kit for
face lecture and hands-on training on basic software and hardware installation
(DO. 78 s, 2010).
the nationwide orientation/briefing with the following objectives; orient the schools
Second, orient the school heads on the inspection and acceptance of the
computer packages. Third, enhance the skills for instructional purposes and
After the orientation and briefing of the packages, training for elementary
school heads and teachers followed. The Bureau of Elementary education (BEE)
sector partners: Microsoft Partners in Learning, Intel Text2Tech and the British
Council. The said training aims are: to enhance the information and
technology systems like LRMDS, EBEIS and LIS sites (DM no. 125 s 2011).
In Davao City Division, many batches of DCP followed after the first
elementary schools and Batch 15 laptops for ALS mobile teachers. The latest
from Kinder – Grade 3 and additional units for Grades 4-12.( (DM 125 s. 2011;
DM 12 s. 2013; DM 75 s. 2016).
ICTU shall do monitoring and evaluation. First, validate the compliance of the
recommended schools with the selection criteria. Second, assist, supervise and
coordinate the schools for the delivery of the computers. Third, monitor the
Technology Education and Development (FITED) will visit selected regional and
division offices, public schools and ALS centers that have information and
Star, 2012).
DCP budget reached P6 billion per year. But it is important to highlight different
The government's program doesn't end here and must always be complemented
significant increase in budget allocation in its 2022 budget. During the agency’s
Representatives on Sept. 14, the DCP DepEd said that DCP received Pp 11.3
billion allocation for the 2022 NEP which is “approximately double the amount”
agency, DepEd is set to receive P629.8 billion from its proposed P17.02 trillion
budget for next year, Undersecretary for Finance Annalyn Sevilla said. “Overall,
we have a six percent increase compared to this year’s budget. The increase
actually is more on the PS or the Personnel Services,” she added. The DepEd's
2022 NEP is composed of Ph513 billion for Personnel Service (PS), P96.6 billion
for Maintenance and Other Operating Expenses (MOOE), and P19.7 billion for
Capital Outlay. “These are the School MOOE or the budget that will go directly to
our schools, and we thank the Department of Budget and Management for
increasing the MOOE at the level of 9.41 percent for Senior High School, 7.5
percent for Junior High School, and 6.4 percent for our Elementary Schools,” she
In July 18, 2023, the Department of Education issued a DepEd Order No.
016 s., 2023 known as the “Revised Guidelines on the Implementation of the
public schools and DepEd offices with appropriate, quality, and equitable
the modern age. These mechanisms as well as the monitoring and evaluation
10
processes shall guide the DepEd Central Office, regional offices, and schools
division offices in ensuring that the DCP objectives shall be effectively and
par with international standards. In order to accomplish this initiative and agenda,
the DCP shall provide the essential software, hardware, training, and relevant
program support to public schools and DepEd offices. The objectives of the DCP
are the following but not limited to. First, provide complete and quality computer
all public schools. Third, provide the relevant and necessary software, hardware,
training, and other program support to all DepEd personnel (teaching and non-
teaching. Fourth, to provide ICT infrastructure and systems in public schools and
DepEd offices. Fifth, upgrade the strengthen the ICT competencies of learners,
building ensuring utilization of the ICT infrastructure and systems (Do No. 016 s.,
2023).
Committee (PMC) is hereby created, and to assit the PMC , Technical Working
Group is hereby created. The PMC-TWG, shall undertake regular monitoring and
11
coordination and with the assistance of the Regional and Division Offices, shall
gather feedback on the implementation of this policy from all the concerned
internal and external stakeholders, and shall submit and present its report,
assessment, and evaluation to the PMC for the conduct of policy review, as may
environment that is more interesting and effective for both teachers and students.
Bennett advocates a very progressive new style of teaching in high school with a
learners’ styles and developing flexible teaching roles. Teachers are now
2002).
disadvantages like equipment are too expensive to afford. It requires large capital
need much time and money may be lost due to technical breakdowns.
Information and communication technology is hard for teachers to use with a lack
support including utilities and supplies. It is worth nothing if system failure was a
major concern and gains with either system demanded adequate time on task
learn more about the course material. Word processors, drill and practice
teachers to create fun and interactive ways to help students learn the course
material while also reinforcing computer skills. In addition, it also helps students
Teachers may also challenge students to create blogs, and podcasts about their
coursework for extra credit. Wikis can also help students learn more detailed
information about the main points presented in the daily lesson plan. The
goals that determine how computers are used in the schools, respondents
achievement, and making the learning process more interesting their three most
important goals. Lower mean rankings for goals such as promoting active
learning suggest that these goals, although not considered unimportant, are less
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its study is information, its structure and methods of processing it. In recent
years, the school course "Informatics and IT" has entered a qualitatively new
computer science teacher is one of the most difficult and interesting professions.
techniques and methods of working with them. The study of computer science at
children apply what they have learned in computer science classes to prepare for
the process of learning a lesson, of course, directly from the computer, uses
science teachers, should keep students interested in the topic of their lessons
correlation existed between the level of computer use and teachers’ perceived
moderate positive correlation existed between the level of use and teachers’
teachers have high levels of computer use in mainstream applications and low
slightly lower than the state levels. Those teachers that possess expertise are the
ones who use the computer for instructional purposes. Positive attitudes toward
accompany the use of mobile phones in the center determine this possible
improvement. In other words, the mobile phone itself does not offer the
improvement, but, rather, it depends on various factors, such as the way the
15
device is used, the type of activity carried out, and the age or maturity of the
student. For all these reasons, it is advisable to continue to study the subject in
depth to clarify the elements that accompany the use of mobile phones and to
both in the training of future teachers and in their ongoing training. With all of this,
it can be said that the first objective proposed in the research has been achieved.
assessment, to the extent that they significantly reduce the number of repeaters
in schools that allow the use of mobile devices. This is where studies agree on
the increased interest and motivation caused by the use of mobile phones, as
most of the students who repeat suffer from a special lack of motivation for
studying, and when this is improved, academic results rise at the same time. The
Education authorities have made a huge effort to ensure that many schools
in the country have the services (digital platforms, networked hard drives) that
are considered less suspicious than other technologies, such as social networks
Again, the reason can be found in their use, mostly to store and share
documents and information, and not taking full advantage of their potential
Furthermore, study of Atas and Çelik (2019) found that the most frequent
checking social media and doing Internet search, while the less frequent purpose
time when bored, alone, and/or waiting for someone. Concerning the
chunks. Moreover, the daily routine of the students should be followed in order to
smartphones during lectures, and they will continue using them, effective ways to
suggested that there are five important reasons for teachers to use technology
productivity of teachers, (4) essential skills for the Information Age, and
(5) support for new teaching techniques. In order to use technology in the
education. Chin and Hortin (1994; Mazoya, Ismail & Manyilizu 2018) stated that
the teacher must clearly act as the change agent in the relationship between
Mazoya, Ismail & Manyilizu 2018), it was declared that younger teaching staff
were found to have more positive attitudes towards the use of ICT. Also in
the same context, Oscarson (1976; Mazoya, Ismail & Manyilizu 2018) found
where older teaching staff were more adoption prone than younger
teaching staff. The same view shared by Deniz (2005; Mazoya, Ismail &
teachers’ attitudes with age of 36 being a “breaking point” for the positive
the most educated group of teachers with bachelor degree or above. Our
study also shows that this group is the most ICT literate group. In summary,
age. Their study further south that there is a significant difference between
18
teachers when considering their maximum level of education. The study has
secondary school teachers and their ICT literacy as the findings indicate that
older ages. This study concludes that in considering ICT literacy level and level
and the same group has most ICT knowledgeable teachers. This shows
that the more a teacher advances his/her level of education the more her/his
Russell, Bebell, O’Dwyer, & O’Connor, 2003; Russell, O'Dwyer, Bebell & Tao,
(2018) showed that teachers who had been teaching for 6-15 years reported the
teachers who entered the teaching profession within the previous five years used
technology significantly more for preparation than teachers who have taught for
instruction less frequently than teachers who have been teaching six or more
years. Interestingly, there are no significant differences among the three groups
19
in terms of technology use to deliver instruction. New teachers were also found to
be assigning their students to use technology during class time significantly less
frequently than teachers who have taught for six or more years.
Russell, O'Dwyer, Bebell & Tao, (2018) reexamined the same teacher data and
showed that teachers who had only been in the profession for two years or fewer,
had higher levels of comfort with technology than the other teachers in the
sample. In terms of technology use, these teachers reported using technology for
preparation more often than other teachers; however, they reported lower levels
of use during class time for both delivering instruction and assigning activities
Further, study of Russell, O'Dwyer, Bebell & Tao, (2018) revealed that
teachers who had been teaching for longer periods of time reported less frequent
use of technology. For example, teachers with more than 10 years experience
had students create products with technology less frequently than teachers with
less than 10 years experience and teachers who had taught for more than 15
years reported less frequent use of technology to prepare for lessons and to e-
mail their colleagues. Conversely, teachers with three to five years experience
reported that they had students create products using technology more
frequently than teachers with six or more years experience throughout their
careers. Similarly, teachers who had been teaching for 3-10 years reported the
most frequent use of technology for preparation. However, the frequency with
which teachers had students use technology during class time did not differ
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Focusing on the amount of time teachers had taught at their current school, the
patterns differed depending upon the specific use of technology being examined.
For some uses, teachers who had been at their current school for longer periods
of time reported less frequent use of technology. In other cases, teachers who
were both new to the school or had been at the school for longer periods of time
reported lower use of technology. And yet in other cases, teachers who were
new to a school reported the lowest amount of use. For example comparing
school, teachers who were at their current school for more than 10 years
reported less frequent use of technology for preparation; teachers who had been
at their school for less than one year or for more than 10 years reported they had
their students use technology to create products least frequently; for use during
class time, teachers who had been at their current school for two years or less
reported the least frequent use; and yet for using e-mail for professional
purposes, both teachers who were newer to their school and teachers who had
been at their school for a long period of time reported infrequent use. These
patterns suggest a complex relationship between technology uses and the length
use technology with students less often than teachers who have been at the
school for three to ten years. Comparing the relationships between teachers’
technology uses and years teaching throughout their career and years teaching
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in their current school, it appears that the transition to a new school affects some
uses of technology. In most cases, this effect is negative and leads teachers to
use technology for some purposes less frequently than their colleagues who
have been in the school for longer periods of time. We suspect this negative
effect results, in part, from teachers who are new to a school requiring time to
technology-based tools. It is only after teachers have developed comfort with the
curriculum and have become aware of the technology-based tools that are
available within the school that they are able to make use of these tools in the
the years teaching throughout career variable and the years teaching in current
school variable. In such cases, it was generally teachers who had been teaching
for longer periods of time but who were new to a school who reported lower
experience teaching throughout their career reported the lowest levels of e-mail
use for professional purposes, those teachers with 15 or more years experience
who had moved to a new school within the past two years reported noticeably
lower levels of use than their peers who had been at their current school for three
new school in the previous year reported much less frequent e-mail use than
their colleagues who had been at their current school for three years or more.
This pattern was less pronounced, however, for teachers with 10 or fewer years
22
experience throughout their career. This pattern may be due to these more
experienced teachers feeling less comfortable using e-mail coupled with needing
time become acquainted with colleagues in a new school setting. Only after they
experienced teachers who are relatively new to a school make more regular use
time, teachers who were new to their school generally reported lower levels of
use during their first one or two years regardless of how many years they have
taught throughout their career. Yet, for use of technology to prepare lessons, a
different pattern emerged in which teachers with 6-10 years experience but who
were brand new to their school reported higher frequency of use compared to
their peer group who had been at their current school for more than a year
increased the technology skills of teachers and students in both the developed
and the developing world. Laptop programs increase students' engagement with
academic work and school, improve technology skills, and have positive effects
& Light 2009). An analysis of effective technology used for at-risk students found
gains (Darling-Hammond et al., 2014). Gross (2009) described in his article that
digital societies were shaped across and people were relying mainly on these
The same were shaping social attitude in dealing with each other. The reformed
2009).
generally covers technologies that support all forms of teaching and learning
activities. Since information retrieval (in terms of searching for relevant learning
computer skills that, according to the school’s goals, students should acquire by
the end of their fourth year. Basic skills are cited such as operating a computer
and writing documents with a word processor. Few claimed higher level skills
skill set they would like the students to acquire. Understandably since very few of
the schools have Internet access, email- and Internet-related skills are given
control, the student becomes a subject of education; students will have the
opportunity to model and demonstrate processes that are difficult to observe and
observe; it will be possible to provide the lesson with remote resources using
a didactic game, which increases the motivation of students to learn, and so on.
and controlled according to the relationship between the student and the
computer not only monitor the students’ work in the classroom, but also helps
them discover the benefits and disadvantages of their knowledge, skills, and
only develop theoretical knowledge, but also technical knowledge of the subject.
25
each student, requires observation from the specialist to ensure that the given
tasks are interesting for the student. The task helps students to adapt to positive
thinking. If they develop an interest in working with computers, they can develop
more. Simply put, it is much easier for students who have mastered the use of
computers and have the necessary knowledge and skills in computer science to
Saydullayevich (2020).
the respondents are same in terms of demographic information and ICTs usage
skills. However, there was a significant difference among the respondents' ICT
skill due to their ages and qualifications. Consequently, more training needs to be
conducted for TVET teachers in basic skills of computer use. Following the
study of Amer (2020) found that distance education has a significant positive
Meanwhile, study of Pereinen (2020) suggested that teachers reiterated the need
services in schools, including access to the Internet and solicited the support of
that are present in the schools are predominantly office software or productivity
relatively less variety in the available software in terms of the different types of
curricular and pedagogical tools (simulations, drill and practice, tutorials, etc.).
Further, the said indicator should not simply used for administrative tools or
electronic proxies but function more as an integral part of the classroom and
lesson plan (Blanskat, Blamire, & Kefala 2013; DM no. 488 s. 2013).
competencies are the most valuable, which is reflected in the course content: -
master the basics of logical and algorithmic thinking, to act according to the
various forms: text, tables, diagrams, chains, aggregates, etc. 'ladi. - Learning the
ability to quickly process information and make decisions based on it. 'requires
additional capabilities from the antecedents. - You will need to use more and
Saydullayevich (2020).
technology, there are many applications and more feasible opportunities for
course content so that they can study in advance. Then, students perform and
join learning activities such as practice and group discussions in the traditional
classroom environment (Herreid & Schiller, 2013). The change in time and space
that their students’ learning effects were improved with the flipped classroom
model, and 80% of teachers indicated that their students’ learning attitudes were
the flipped classroom model next year (Francl, 2014). The advantages of flipped
Therefore, this study aimed to apply the flipped classroom model in a computer
skills.
courses; however, after students learn to use computer software, they still cannot
apply it in their daily lives. They rarely have experience in solving a real problem
with a computer (Lee, Shen, & Tsai, 2008). Problems in real life are much more
complex than those in text books. Thus, students’ learning must be connected to
field experiences and their ability to solve problems should be improved via
critical thinking (Chan & Ho, 2014). It is indicated that teachers’ adoption of
with flipped classroom, and explored the effects on improving students’ learning
performance.
working with teachers need to ensure teachers are prepared to use the
tools their students are bringing to class. This often results in the teacher having
29
knowledgeable about the specific operation of each device is likely not possible
tools, collaboration tools, assessment tools, and communication tools. The study
revealed that one of the most important factors when deciding whether to use
technology was how well it aligned with the goals of a lesson. When selecting
particular tools teachers most heavily considered ease of use for both
themselves and their students. These findings suggest that when considering
important to focus more broadly on types of tools, ways teachers can position
them, and how particular activities align with specific mathematics learning
objectives.
showed that one of the most important factors when deciding whether to use
technology was how well it aligned with the goals of a lesson. When selecting
particular tools teachers most heavily considered ease of use for both
themselves and their students. These findings suggest that when considering
important to focus more broadly on types of tools, ways teachers can position
them, and how particular activities align with specific learning objectives. Those
working with teachers need to ensure teachers are prepared to use the
tools their students are bringing to class. This often results in the teacher having
30
knowledgeable about the specific operation of each device is likely not possible
to do in a teacher.
order to transform the learning process into a great entertainment and interesting
game in which everyone wins. The authors in article present a wide range of
didactic applications created in the micro-world Imagine for pupils at the first level
both mother tongue and foreign languages. Interesting applications are in the
form of didactic games. The difficulty level of playing or playing form of learning
can be easily increased, from the passive perception of the language to the
name of the object to the image that represents it, through the direct naming of
the picture after the active use of the vocabulary, for example by creating the
sentences, completing the story etc. In the field of grammar, it is from familiarity
with the rule, through its perception in context, after its active application to
programs have been produced by combining text, video and sound features. This
SWiSH Max is software to create animations that has become a standard in the
web industry with a large and growing number of users. This software was first
capabilities, graphic illustrations and file sizes that are small enough to be able to
pass an Internet connection using a normal modem. The results of this study are
designed learning software about SWISH Max. With this software, users can
learn how to use SWiSH Max independently because the material displayed in
typically those for which educational software is available for use by students. On
the other hand, there seems to be a relative dearthof educational software for
music and arts classes, and particularly for subject areas thatrequire local
content in the local language such as Araling Panlipunan (Social Studies) and
The content of the school course in computer science must to some extent
meet the current level of development of the science and the requirements of
computers and their software is happening so fast that its expansion in all areas
of human activity is so widespread. There are also pressing issues such as the
need to train and retrain professionals who are able to teach quality information
children with the complex world of modern computer science. Solving these
step behind, no matter how hard you try. In particular, the final findings of
committees such as ACM and Computer Science found that the following topics
account the technical changes that have taken place in recent years (WWW and
language writing class showed benefits to using Wiki technology. Students were
invited to join a Wiki page where they would write and 5 post passages and then
participating in the study reported that their receiving immediate feedback from
the instructor was a benefit of using this form of technology. Students in the study
the work of their classmates (Lin & Yang, 2011). Another study found that
group discussions of literature included wikis, online literature circles, and online
book clubs. With these technologies, students were able to connect with readers
from other schools, states, and even other countries. This type of technology was
performing their school-related tasks. Clegg and Bailey (2008) asserted that with
the utilization of mobile devices such as laptops and tablet computers, the
learning process for the students become more fun and conducive due to the
Additionally, avast collection of learning games and applications exist for these
mobile devices, and as a matter of fact, there are about 96,000 educational
applications available (App Store Metrics, 2013). The data collected by Apps in
Education (2012) confirmed that the subject areas covered by these applications
include Mathematics, Sciences, Grammar and Spelling and Arts and Humanities
(Clegg & Bailey, 2008). In the Philippines, President Benigno Aquino announced
during the launch of the country’s K-12 curriculum that the government eyes the
Philippines that aim to provide one laptop computer per child. With the presence
Study of Guan, Song and Li (2018) found that with the development of
science and technology, computer multimedia has been used widely in every
multimedia and English teaching, English class teaching is no longer boring but
ability of listening and speaking, develop students’ ideas in English, and improve
Further, study of Kukey, Gunes and Genc (2019) found out that Lego
gains of elementary school first and second grade students. This enabled
toys and educational software. The teachers stated that using a different
software has been conceived for the designing, analysis, and optimization of the
multi-step wiredrawing industrial process. The software was used during four
survey. The positive results from the students encouraged us for the integration
of new practical activities supported in the use of this type of software tools, to
reinforce the professional skills of students, and show that the new CAM software
Pascual‐García and Martínez‐Inglés (2019) found out that the educational tool
software, students can learn about the calculation of radio electric coverage while
at the same time becoming familiar with the Geographic Information Systems
software has been used for years to supplement students’ learning in subjects
are not usually based on GIS. On the other hand, most of the professional tools
used for radio planning are based on GIS. Even though they incorporate the
calculation of radio electric coverage as a key element for the planning and
which guide students in carrying them out. Sixty-four students tested the tool for
radio electric coverage for the planning of radio communication systems and
GIS, both groups claimed to have greater knowledge after working with the tool,
such as printers, scanners, digital cameras, etc. also expand the functionality of
computers, and the presence of such devices in the school suggests the extent
to a computer or other digital device but does not contribute to the computer’s
primary function, such as computing. It helps end users access and use the
functionalities of a computer. Since it’s not a core device for the system, the
computer can still function without the peripheral, which simply provides extra
tend to be pretty much fundamental to the interaction between the user and the
Universal Serial Bus (USB) and serial ports such as serial advanced technology
monitor, webcam, scanner, speakers, external device, USB flask drive and CD-
into three broad categories: input, output, and storage devices. Input devices
convert incoming instructions or actions from the user into viable information that
keystroke into characters that appear on the computer’s display, while a monitor
will transform hand movements into movements of a cursor that can be used to
interact with the operating system’s programs. Other input peripherals include
translate digital signals into information that can be interpreted or utilized by the
end user. For example, a monitor or display screen will show the operating
system’s desktop, while a laser printer will translate information saved in a word
file into printed material. Other output peripherals include speakers, 3D printers,
and projectors. Some devices can provide both input and output signals, such as
used to store and record data, and include internal and external hard drives, CD-
ROM and DVD drives, and flash memory drives. Depending on whether the
peripheral is located inside or outside the computer system case, it can be further
be connected via many different types of cables and connections. Today, the
most common connection for external peripherals is the USB connection, both
because most computers have several ports available, and because of the
disks are usually connected with a SATA cable, while display port and HDMI are
the most popular connections for displays and monitors. Today, many
peripherals are built-in inside smaller computer devices such as tablets, laptops
peripheral since it’s a core function of any phone. Similarly, webcams and
monitors are integrated into most laptops, although it’s still possible to connect
(2019) revealed that to achieve the data mining classification method, and the
2015 and 2016, to map the most relevant variables in indicating low achievement
and failure, even before having any of the students' grades. Subsequently, over
bimonthly grades – to verify how these grades may have an impact on the
precision of the model, and to help identify students who were prone to failure.
efficient with this information, specifically, data regarding third year high school
students, indicating at the beginning of the year which of them may need
40
educational support, thereby minimizing failure rates at the end of the year.
school year for each dataset. Results showed that, though the attributes ‘grades'
and ‘absences' were the most relevant for predicting the end of the year
attributes reveals that ‘neighborhood’, ‘school’ and ‘age’ are also potential
software and hardware peripherals described above, it is not surprising that the
basic computer skills training (typically under Technology and Home Economics
or THE). Almost all of the schools that have computers for educational use
(96.9%) cited Technology and Home Economics. In fact, 93.7% percent offer a
full computer skills course under Technology and Home Economics (Department
Study of Ng, Lee, Tan, Hu, Downie and Chu (2023) found AI technologies
term “AI literacy”. The related pedagogical models, teaching tools and challenges
identified help set the stage for today’s AI literacy. The results show that AITL
focused more on computer science education at the university level before 2021.
Teaching AI had not become popular in K-12 classrooms at that time due to a
41
pedagogies learnt from the review are valuable for educators to reflect how they
However, most of the activities require programming prerequisites and are not
strategies and curricula that use suitable technologies to better prepare students
activities teachers and students performed using the Internet, doing research
was the most common response. Using email and bulletin boards for
designing and maintaining web sites. In fact, only one of the schools surveyed
2009).
42
computers, and smart phones. The functions of these products include rich video
and audio effects, various software applications, and Internet connections. With
cloud technology, there are numerous opportunities for students to use various
graduated from a university in the U.S. has spent less than 5000 hours on
studying but over 10,000 hours on computer games, email, and social networking
common in recent years (King, 2008). Other research indicates that 65% of
higher educational institutions offer courses with Internet access for students to
study, and as many as 63% offer university-level online learning courses (Allen &
Seaman, 2013).
technology increasingly modern and sophisticated not only benefit users but also
have an effect that is not good for users, especially among students, from a study
of 120 students sampled, Internet usage will become addicted and more likely to
ha-case negative and less support in learning activities. This is evident from the
answered frequently, use for online gaming activity, response of 120 respondents
65 respondents or 54, 17% answered always utilize the internet for online
43
online games, while utilizing the Internet for watch youtube, 56 respondents or
whether the student uses the internet for social media, for searching academic
From the view of Olatokun (2008; Yebowaah (2018), the different use is a source
of general knowledge and hence improves reading skills, while Siraj et al. (2015;
among students. These justification probably explain the result that different uses
facilities have been using them in ways that will promote their academic
achievement.
44
the majority (83.2%) of respondents used the Internet for academic purposes,
61.3% used it for searching news and 50% for communication, slightly more than
a half (52%) of the respondents were using Internet for games and
entertainments while only (43%) used it for social network. However, the
12.5% of the respondents used it daily. There is also limited access to internet
concluded that the parent ministry in co-operation with college principals should
improve Internet access and use in TCs by ensuring that there is good access to
ICT facilities that offers internet services, tutors are well trained on ICTs basics
and information literacy, and that the ratio of tutors and student-teachers to
literacy is needed to know the development of the world in various things quickly
the importance of internet literacy, there is an interest to discuss and analyze the
level of internet literacy of teachers. The result of the research showed that the
teachers have used the internet many times to assist their daily activities and
SMK with various needs that support the process of teaching, communicating,
media. Also, study of Jan, Hussain, Ibrahim and Saeed (2018) sought a
the internet in the academic activities has resulted into quality and standard
The use of computers world over has changed the way people do many
teachers were aware of the general trend towards the use of computers in
education. It also found that although both teachers and students have a positive
attitude toward the use of computers in the teaching and learning 62.5% of
teachers did not use them for instructional purpose. The most pressing
challenges were; low literacy levels, lack of time within teaching time and a fact
that teachers were not taught how to use the computer as a teaching resource.
computers are now an inevitable tool of trade in all spheres regardless of the
roles of instructional materials in the classroom setup. Studies the world over
surprising that most schools in the country are yet to integrate its use in teaching
even though the government and its development partners have invested
and software. There was minimal use of computers in teaching due to lack of
software, fewer computers per school, lack of computer skills by teachers and
In another study, when the right framework are put in place focusing on
significant impact is felt in the teaching and learning process. Information and
communication technology integration from literature does not only influence the
way Teachers’ teach but also what they teach. From this study, it is clear that
added value, but it is needed to build a robust connection between pedagogy and
different subjects of the curriculum with the pedagogy to assist the teaching and
learning process. According to the finding from this study, it can be concluded
that the pedagogic use of information and communication technology has been
47
influence by the availability of the tool, duration of the lessons, physical class
structure, the students and teachers’ attitude, teacher´s own knowledge, class´s
Beginning with the teaching process, firstly when teachers have the interest in
practices, it is evident that they will start learning how to use ICT tools (Kennah,
2016).
technology skills; (b) their motivational orientations to learn English; (c) their
perceptions of English and technology; and (d) their perceived benefits of and
Findings from the questionnaire, which had both open-ended and close-ended
questions, unveiled not only the students’ aspirations toward acquiring English
and information and communication technology skills but also problems and
48
challenges they have faced in the age of globalization. In addition, the current
study revealed that the economic and socio-cultural contexts in which the
public secondary schools in Marani sub- County. The specific objectives were: to
teaching and learning of reading, writing, speaking and listening skills in English
an important resource and most effective when embedded in the curriculum and
integrated into units of work and therefore English teacher can maximize their
classrooms by ensuring that they and their students use information and
For this reason, an interview was held at the Higher Institute of Languages in
Gabes with 25 high school language teachers of English who were included in
this study through random sampling. The findings revealed that most of the
not only on their own English as Foreign Language teaching practices but also
on their students’ learning processes and strategies. Despite the merits that are
also to pinpoint to a number of challenges that still have to be dealt with (Ounis,
2016).
as direct methods, the conventional chalk and talk method, audio-lingual method,
English. The four basic language skills are listening, speaking, reading and
writing. However, other socially based language skills have been identified more
applied to language class rooms. The thrust areas of language teaching include
product of this innovative teaching media design is valid based on the results
92.5%, individual trial result which is 94.5%, small group test which is
93.33% and the result of large group trial which is 94.76%. The result of the
t-test analysis with 0.05 significance level shows that the p-value of the t-test
Wonoayu Sidoarjo is effective and efficient. Also, study of Zhang, Liang and
abstract network concepts. This paper presents a visual educational tool named
Packet Tracer and shows how it can be used for teaching innovation in computer
computer network principles but also improve students’ network practical skills.
With Packet Tracer tools, students can design solutions for the projects. Positive
feedbacks from students and teaching team show that the visual tools and
Martins, and Rodrigues (2019) showed that the laboratory simulation, when
between the control and experimental groups. However, at the end of the course,
and after the several activities, the students from both groups achieved a
used singly16. In addition, one should make use of innovative and creative
learning. It concluded that one strategy was not highlighted in relation to the
other. This study provides a theoretical basis about the impact on learning, in
which the laboratory simulation was not better than the other strategies used.
reading and listening skills have positive impacts on their competency though
majority prefer assessing reading skills physically rather than online which
since the universities in Sri Lanka seem to continue their delivery online till
further notice. Another key finding is that the difference in the frequent mode of
conducting the online assessments of the two skills: when reading skills are
Theoretical Framework
pedagogy enhances the quality of learning of the students while augmenting the
competency of the teachers at the same time. Ali and Haolader (2013) stated
learning and administrative work thus making the running of institutions smoothly.
current digital era, teachers are seen as the key players in using ICT in their daily
integration aims to improve and increase the quality, accessibility, and cost-
Personal Information
of Respondents
Gender
Age
Number of years in
teaching
Drafting of
Types of Analysis
software for
teaching and
learning
Educational
software by
subject
Types of
peripherals
Teaching and
learning
activities by
subject
Internet usage
of Teachers &
Students
The purpose of this mixed method study was to determine the personal
information of teachers need for follow-up the quantitative results with qualitative
in terms of: gender, age, and number of years in teaching and to determine the
computer usage, ndicated computer skills, types of software for teaching and
Additionally, the study dug deeper to determine what quantitative results need
Division.
to:
1.1 Gender
1.2 Age
55
Hypotheses
The null hypotheses of this study were formulated and tested at 0.05
information variables.
56
The research findings of the study have made a valuable contribution to the
Program engages students as a result of the study but what they learn using that
technology and how they learn still depends on the craft and skills of the teacher.
will serve as basis of all educators to respond in the fast-changing world, more of
the same knowledge and skills will not address the challenges of the future.
Communication, and Technology tools and facilities is one of the main factors in
monitor the utilization of DCP packages in the ICT room and to repairs those
Teachers. The study may provide ideas and insights for teachers
teaching. This study may give them idea for improving their instructional
should be the level of acquired learning of the students. Future researchers may
also conduct a research on the same nature and this may serve as reference for
expanded variables for who are intended to pursue similar research work.
and students can utilize measured through purpose of computer usage, indicated
computer skills, types of software for teaching and learning, educational software
goals that determine how computers are used in the schools, respondents
achievement, and making the learning process more interesting their three most
important goals. Lower mean rankings for goals such as promoting active
learning suggest that these goals, although not considered unimportant, are less
computer skills that, according to the school’s goals, students should acquire by
the end of their fourth year. Basic skills are cited such as operating a computer
and writing documents with a word processor. Few claimed higher level skills
skill set they would like the students to acquire. Understandably since very few of
the schools have Internet access, email- and Internet-related skills are given
that are present in the schools are predominantly office software or productivity
relatively less variety in the available software in terms of the different types of
curricular and pedagogical tools (simulations, drill and practice, tutorials, etc.).
Further, the said indicator should not simply used for administrative tools or
electronic proxies but function more as an integral part of the classroom and
lesson plan (Blanskat, Blamire, & Kefala 2013; DM no. 488 s. 2013).
typically those for which educational software is available for use by students. On
the other hand, there seems to be a relative dearthof educational software for
music and arts classes, and particularly for subject areas thatrequire local
content in the local language such as Araling Panlipunan (Social Studies) and
such as printers, scanners, digital cameras, etc. also expand the functionality of
computers, and the presence of such devices in the school suggests the extent
software and hardware peripherals described above, it is not surprising that the
basic computer skills training (typically under Technology and Home Economics
or THE). Almost all of the schools that have computers for educational use
(96.9%) cited Technology and Home Economics. In fact, 93.7% percent offer a
full computer skills course under Technology and Home Economics (Department
activities teachers and students performed using the Internet, doing research
was the most common response. Using email and bulletin boards for
60
designing and maintaining web sites. In fact, only one of the schools surveyed
2009).
61
Chapter 2
METHOD
Presented in this chapter are the methods that used in the study, which
Research Design
(DCP). This study used survey or questionnaire to gather quantitative data and
interviews to gather qualitative insights. This study made use of of two distinct
a researcher first collects and analyses the quantitative (numeric) data. The
qualitative (text) data are collected and analyzed second in the sequence and
help explain, or elaborate on, and/or follow-up the quantitative results obtained in
the first phase. The second builds to follow the results on the first, quantitative
phase, and the two phases are connected in the intermediate stage in the study
for the interpretation. The rationale for this approach is that the quantitative data
problem. The qualitative data and their analysis refine and explain those
62
Wilson 1985; Tashakkori and Teddie 1998; Creswell 2003). In the first
utilization of DCP. Moreover, since the views and feelings of these teachers were
document the experiences of the teachers with regards to the variables of the
study.
Research Respondents/Participants
District and then following up with five (5) purposefully selected teachers to
explore those results in more depth through an in-depth interview. For this study,
respondents of the study. The primary consideration of this study was to choose
this study. Hence, only those teachers handling EPP/TLE subjects in Binugao
District. Moreover, the study was delimited only to the nature of the problem
based on the research questions and thus it did not consider the position of the
teacher.
63
Research Instrument
questionnaires that were employed in the study. The first one is a survey
and the levels of utilization of DCP along specific dimensions of the teachers.
The survey questionnaire has two parts: Part I sought the respondents’
utilization of DCP, to which they would respond using Likert scale. The tools were
subjected to content validity by panel of experts and pilot tested to obtain its
reliability. The first part of the instrument was to identify and describe the
personal information variables which were adapted from the study of Tinio
Range of Descriptive
Interpretation
Means Equivalent
of utilization of DCP.
interview guide in this study. With the participants’ permission, the interviewer
conduct of the study. These steps were indicated below to gather the quantitative
data needed:
survey request to the Dean of the Graduate School of Rizal Memorial Colleges
study. After the approval, the approved letter was presented to the principals of
panel of experts. They were given a validation sheet to assess the items which
were based on certain criteria. This was conducted via face-to-face setup. The
65
experts had affixed their signature in the form and indicated their responses and
comments.
selected teachers who were not covered in the study. A total of 10 teachers were
subjected to pilot testing. These teachers were not part of the official
respondents. The purpose of pilot testing was to assess the reliability of the
respondents of the study. Enough time was given to them to answer the survey
form. Another way of accomplishing the survey was to personally hand the
using statistical treatments. The statistical tools used were t-test and ANOVA.
In the qualitative side of the study, the researcher conducts the interview
initiated individually for about 10-20 minutes. One-on-one in depth interview was
conducted to gather the live experiences of the participants with regards to the
66
school program that they may suggest to enhance the utilization of DCP. On the
conduct of the one-on-one in-depth interview, the researcher used the validated
was unfolded according to how he/she viewed it and not as the researcher
viewed it. The interview involved a personal interaction where cooperation was
essential (Creswell, 2007). During the in-depth interview, the participants were
informed first that the process is going to be recorded. The responses were
recorded with the permission of the participants and they were saved in a flash
drive.
Ethical Considerations
Research Ethics. These principles were social value, informed consent, risk,
involvement.
Social Value. The goal of this study is to determine what school program
will provide relevant data to teachers who are teaching in the post pandemic. The
67
words, making them easier to interpret for the respondents. It offers them a clear
picture of their advantages due to undertaking the study. The notion of respect
for the individual who may seek consent how and when it will be done is applied
to this study's informed consent approach. The researcher will ask permission
from the respondents through written consent. Approved letter from the Schools
their duties and responsibilities while participating in the study. However, they
Risks, Benefits, and Safety. The study will not involve high risks of
socio-economic concerns. The researcher believes that this research entails little
risk, with the probability and extent of any damages resulting from involvement in
the study is no more than those they could experience in their daily lives.
However, the researcher has a high risk of getting harmed physically due to
traveling to different locations as the research locale of the study. To lessen the
probability of occurrence, the research will evaluate the risk and decides on the
precautions on health and safety. Meanwhile, the result of the study will benefit
the respondents' personal information, which is essential for the study, will be
68
kept private and secured. At all times, the data acquired for this study will be kept
of personal information (Data Privacy Act of 2012). This move will protect the
identities of the respondents and ensures that the data cannot be traced back to
the respondents. The manner of storage of data will be done in electronic saving.
The data will be kept to the researcher's email so that it could be retrieved
Justice. In this study, the researcher will treat all respondents equal. The
researcher will provide tokens to compensate the time spent by the respondents.
Additionally, this study will ensure that the rights of the respondents are
Transparency. In carrying out this study, the researcher will orient the
oriented on the methods utilized in this study. All the necessary documents that
will support the data analysis and will give the readers access to read to gain a
better understanding of the study's results and findings will be included. In the
in a LAC session.
researcher not comfortable since this requires the knowledge of statistician thus,
he asks the assistance of his adviser and panel members. Additionally, he can
also ask the expertise of his peers for coaching and mentoring purposes only.
needed facilities and resources since it is available in the area like internet
sources and library. In case the researcher will find difficulty in the analysis of
data, he can tap a group of experts that will provide valuable feedbacks and
suggestions not only in conducting the study but also in communicating the
results.
Community Involvement. The success of this study will not only benefit the
researcher but it will also contribute big to the community members. The findings
of the study will be shared to the people in the community on the improvement of
using computer in school. In this regard, they will be more aware that it can
that bigger audience can acquire relevant information on the findings and
Data Analysis
The Sample Paired T-Test for the personal information variables with two
groupings and the One-Way ANOVA for the personal information variables with
The paired sample t-test of significant difference was run through SPSS
such that the computed t-values and p-values were identified. The probability
values were compared to the alpha value set at 0.05 or 95% confidence level. A
p-value <0.05 led to the decision of rejecting the null hypothesis of no significant
difference between the data being compared, a p-value of 0.05 was notified.
On the other hand, the One-way Analysis of Variance (ANOVA) was also
run through the SPSS. Using this statistical tool, the computed F-value and p-
value were identified. The probability values were compared to the alpha value
set at 0.05 or 95% confidence level. All p-values equal to <0.05 alpha value lead
the data being compared. Moreover, if the result of the omnibus statistics –
ANOVA yielded probability values that are within the criterion of statistical
difference; the Post-Hoc Tukey test was subsequently used in order to determine
which among the groups statistically and significantly differ from each other.
Qualitative data mat take form of interview transcripts collected from research
participants or other identified texts that reflect experientially on the topic of the
study. In this study, transcripts gathered from the interview or focus group
The six steps prescribed by Braun and Clarke (2006) to carry out a
thematic analysis are guidelines and should not be used as prescriptive, linear,
and inflexible rules when analysing data. They should rather be used in relation
to the research question and the available data. The six steps are as follows:
transcribing the interactions and then reading (and re-reading) the transcripts
of the interaction and has familiarized him-/herself with all aspects of the data.
2. Generating initial codes – Once familiar with the data, the researcher
must then start identifying preliminary codes, which are the features of the data
that appear interesting and meaningful. These codes are more numerous and
specific that themes, but provide an indication of the context of the conversation.
3. Searching for themes – The third step in the process is the start of
the interpretive analysis of the collated codes. Relevant data extracts are sorted
themes.
themes. This is usually done over two phases, where the themes need to be
checked in relation to the coded extracts (phase 1), and then for the overall data
set (phase 2). A thematic ‘map’ can be generated form this step.
defining’ themes and potential subthemes within the data. On-going analysis is
provide theme names and clear working definitions that capture the essence of
each theme in a concise and punchy manner. At this point, a unified story of the
compelling extracts examples that relate to the themes, research question, and
literature. The report must rely on the results of the analysis in a way that
convinces the reader of the merit and validity of the analysis. It must go beyond
study. This means that both the quantitative phase and qualitative phase were
three (3) parts for personal information and seven (7) parts each variable
taken from previous researchers bearing similar topic of the study were
73
elicit information form the research participants during the in-depth interview.
The information was then transcribed and analysed using coding and thematic
teacher participants.
emphasis in this study. The findings were integrated during the interpretation
phase of the study. The convergent design framework shows two strands with
the data collection and analysis from the quantitative and qualitative strands.
data collection given the two separate phases. The researcher typically
connected the two strands (Creswell, 2003). The rationale for this approach was
that the quantitative data and their subsequent analysis provided a general
understanding of the research problem. The quantitative data and their analysis
more depth (Rossman and Wilson 1985; Tashakkori and Teddie 1998; Creswell,
2003).
data and qualitative data were corroborated to determine the level of personal
program that could enhance the utilization of DCP efficiently administered to the
74
participants who were selected through purposive sampling. Then, after giving
questionnaire was analysed using computer application and the answers of the
t-test and ANOVA. After treatments, data will be presented according to the
participants based on the quantitative data findings for the in-depth interview.
considering that the participants have classes being subject teachers. Every
detail of the responses was taken into consideration but those that were not
relevant to the study were not reflected. In addition, the interview proceedings
were recorded with the consent of the participants. In analysing the qualitative
data, thematic analysis were used. The results from qualitative strand were to
FOLLOW-UP
WITH
QUALITATIVE
EXPLANATION ON
QUANTITATIVE
RSULTS