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Chapter 1 and 2

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34 views76 pages

Chapter 1 and 2

Uploaded by

ivy malanog
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1

CHAPTER 1

The Problem and Its Setting

The DepEd Computerization Program (DCP) is a nationwide initiative to

provide public schools with computers and other ICT equipment to improve the

teaching and learning process in 21 st century. However, effectiveness of this

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

and guidance from expert on how to use these packages, manipulate

applications and simple trouble shooting. While, other teachers have already

attended trainings and workshops, they still forgot how to use the information and

communication technology equipment in returning to school for teaching pupils

effectively. Teachers’ lack of time order, support, cited access, trainings and

workshops are extrinsic while lack of confident, attitudes, beliefs, practice and

resistance are the intrinsic barriers of teaching-learning information and

communication technology effectively.

In Kuwait, Kuwaiti mathematics teachers for example, are less likely to be

either confident in information and communication technology use or apply

methods using information and communication technology, or believe in its value.

Technical difficulties become the major problem in most schools, a source of

frustration for students and teachers and causes interruptions in teaching and
2

learning process (Alharbi, 2014; Cox, Preston & Cox, 2002; Ghavifekr & Rosdy,

2015; Zakaria, Ali, Ismael, 2013).

High rates of ICT development lead to the need for teachers to constantly

use computer periodicals, Internet resources. Nowadays, children should not

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

modernize their knowledge, as well as to optimize the learning load. As the

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

tasks. As a rule, the amount of computer equipment is not enough, as a result of

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

activities from this game to education (Pardaboyevich, Abdunazirovich and

Saydullayevich 2020).
3

The researcher has not come across of a study in a local setting, thus

there is a need to conduct study of the utilization of Department of Education

computerization program and teaching effectiveness. It is on the above context

that the researcher is interested to determine the utilization of Department of

Education computerization program and their teaching effectiveness of teachers

among secondary students of Crossing Bayabas National High School. Results

can identify concerns on the intended beneficiaries of this study and possibly

develop action plans to guide teachers with their teaching effectiveness and

consequently augment their strategies of information and communication

technology integration in teaching; thus, the need to conduct this study.

Review of Significant Literature

Presented in this section are readings from the related literature

whose sources came from newspapers, journals and reliable websites. The

readings were carefully chosen as to its significant contribution to the purpose of

this study which was focused on the DepEd Computerization Program (DCP) in

terms of communication apprehension, fear of negative evaluation and test

anxiety and absenteeism.

Utilization of Department of Education Computerization Program

The 21st century was characterized by IT dominance. The Department of

Education adapted technological innovations and out-of-the box solutions to

make quality education accessible to more Filipinos. It optimizes the power of

information communication technology (ICT) to broaden access to basic


4

education, enhance the methodology of teaching, and upgrade system to

manage the bureaucracy. The DepEd implemented programs in the schools

concerning computer technology (Manlagnit, 2018). The DepEd Computerization

Program (DCP) is aimed at “providing appropriate technologies to all public

schools that would enhance the teaching learning process and meet the

challenges of the 21st century through provision of relevant IT infrastructure,

networking facilities, as well as various information systems to all levels of

governance” of the department (Malipot, 2021).

Department of Education (DepEd) is geared towards the transformation of

Education through the Computerization Program (DCP) in compliance to the

mandatory of promoting the right of all citizens to take appropriate steps in

making education accessible to all. The aim of DCP is to provide public school

with appropriate technologies that would enhance the teaching-learning process

and meet the challenges of the 21st century. The computer backlog of public

schools by providing them hardware and software, and training on trouble

shooting shall responded to this program. Further, through the DCP the

combined efforts of other government agencies and private sector provided at

least one computer laboratory for 5,409 public secondary schools (DO 78, s.

2010).

The Department of Education Computerization Program provides all

schools in the Philippines to enhance teaching-learning process and meet the

21st century learners. Information and communication technology integration will

assist teachers to the global requirement by replacing traditional teaching


5

methods to a technology-based teaching and learning tools and facilities.

Information and communication technology provides student with immediate

feedback through drills, practices, tutorial software and individualize instruction.

The ability to use modern technology is essential in preparing students for

competition in a global workplace. Exposing students to technology creates

future employees who can increase productivity, reduce costs and improve

results (DO 78 s. 2010; Ghavifekr & Rosdy, 2015; Rodrigo, 2011).

The utilization of information and communication technologies can

empower teachers and learners, promote change and foster the development of

21st century skills. A new paradigm or framework of teaching seems to be using

multimedia and the Internet as a “big book‟ to teach from, rather than seeing

knowledge as something to be discovered. There is widespread belief that

information and communication technologies can and will empower teacher’s

effectiveness for learners in learning processes from being highly teacher-

dominated to student-centered, and that this transformation will result in

increased learning gains for students, creating and allowing for opportunities for

learners to develop their creativity, problem-solving abilities, informational

reasoning skills, communication skills, and other higher-order thinking skills. In

particular, as a means of drilling students; drilling can be helpful to over learn a

skill to achieve automaticity (Alharbi, 2014;Crow, 2011; Johnston, 2002).

In addition, the Department Order 78 discussed the objectives of the DCP;

computer laboratory packages for secondary and e-Classroom for elementary


6

respectively, laptop units to ALS mobile teachers, ICT integration to school

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

the deployment of computer lab packages and internet connectivity (DO 78 s,

2010;DO 174 s. 2009).

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

elementary respectively. Both secondary and elementary has a setting of face to

face lecture and hands-on training on basic software and hardware installation

(DO. 78 s, 2010).

In compliance, a Department Memorandum 488 (2009) issued a memo to

facilitate the deployment of the computer laboratory packages. The Technical

Service-Information and Communication Technology Units (TS-ICTU) conducted

the nationwide orientation/briefing with the following objectives; orient the schools

of the counterpart requirements needed before the delivery of the packages.

Second, orient the school heads on the inspection and acceptance of the

computer packages. Third, enhance the skills for instructional purposes and

effective governance through an information and communication technology-


7

aided environment. Lastly, introduce and allow participants do a hands-on

training on the software installed on the computer units(DO 488 s 2009).

After the orientation and briefing of the packages, training for elementary

school heads and teachers followed. The Bureau of Elementary education (BEE)

conducted training in cooperation with the Department of Education’s Private

sector partners: Microsoft Partners in Learning, Intel Text2Tech and the British

Council. The said training aims are: to enhance the information and

communication technology literacy of participants, develop information and

communication technology leadership of school heads, improve skills using

information and communication technology in the teaching-learning process and

familiarize the existing Department of Education information and communication

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

Batches 4 and 5 for secondary and elementary respectively. A Batch 6 set of

computer packages for elementary. Batch 14 e-Classroom packages for public

elementary schools and Batch 15 laptops for ALS mobile teachers. The latest

batch of DCP is 29,30,31,32 and 33 e-classroom packages for public elementary

and secondary schools in some regions. These includes a separate packages

from Kinder – Grade 3 and additional units for Grades 4-12.( (DM 125 s. 2011;

DM 12 s. 2013; DM 75 s. 2016).

Former Department of Education secretary explained to set up information

and communication technology thrust as we gradually implement the K to 12

Basic Education Reform Program. Information and communication


8

technologyplays a very important role in administrative functions as well as in the

teaching-learning process. To ensure the effectiveness of the program the TS-

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

utilization of the computers in their respective region. Lastly, submit reports on

the implementation of the program. Furthermore, the Foundation for Information

Technology Education and Development (FITED) will visit selected regional and

division offices, public schools and ALS centers that have information and

communication technology projects (DO 78 s 2010;Ronda, 2012;The Philippine

Star, 2012).

Furthermore, Department of Education ramped up its investments for the

DCP budget reached P6 billion per year. But it is important to highlight different

components in the implementation to strengthen our approach to

computerization. There should be thorough review of procurement strategies and

methods. Integrity and transparency of the whole program must continue to be

safeguarded and emphasized considering the value and volume of procurement.

The government's program doesn't end here and must always be complemented

with efforts to improve utilization; providing learner access, enabling teachers

maximize use, emphasis on appropriate technology and understanding total cost

of ownership and maintenance (Camporazo, 2016).

As the country continues with its shift to digital education, the

Computerization Program of the Department of Education (DepEd) has seen a


9

significant increase in budget allocation in its 2022 budget. During the agency’s

presentation of its 2022 National Expenditure Program (NEP) at the House of

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”

allocated in last year’s General Appropriations Act (GAA) allocation. As an

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

added (Malipot, 2021).

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

Department of Education Computerization Program”. This aimed to provide

public schools and DepEd offices with appropriate, quality, and equitable

technologies that would enhance the teaching, learning, governance, and

operation processes, practices, programs and policies to meet the challenges of

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

efficiently implemented consistent with the Department’s MATATAG: Bansang

Makabata, Batang Makabansa framework and the state’s policy to establish,

maintain and support a complete, adequate, and integrated system of education

relevant to the needs of the people.

Still, the aboved mentioned guidelines aims to provide quality education

that is globally competitive, based on a pedagogically sound curriculum that is at

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

laboratory packages to all public schools. Second, provide smart TV packages to

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,

teachers, school leaders and non-teaching personnel as well as capability

building ensuring utilization of the ICT infrastructure and systems (Do No. 016 s.,

2023).

Moreover, to ensure efficient program delivery, a Program Management

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

evaluation of the program and its implementation. The PMC-TWG, in

coordination and with the assistance of the Regional and Division Offices, shall

identify possible areas of improvement and ensure the system’s efficiency,

effectiveness, relevance, and sustainability. The PMC-TWG shall periodically

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

be deemed necessary (Do No. 016 s., 2023).

Meanwhile, study showed that technology-based teaching and learning is

more effective in compare to traditional classroom. Information and

communication technology tools and equipment will prepare an active learning

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

new computerized school curriculum. In which, provide opportunity for evolving

learners’ styles and developing flexible teaching roles. Teachers are now

orchestrators of computer-based activities (Ghavifekr and Rosdy, 2015;Jones,

2002).

In contrast, information and communication technology has also

disadvantages like equipment are too expensive to afford. It requires large capital

investments. Setting up the devices can be very troublesome. Technical support

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

of experiences using the tools. For computer-based approaches total costs


12

incudes: retrofitting of physical facilities, upgrades and replacement of units,

training development, software, hardware and connectivity maintenance and

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

(NIMEJ, 2011; Salinger, 2013;TWET, 2014).

Teachers can incorporate several software applications to help students

learn more about the course material. Word processors, drill and practice

programs, spreadsheet, database programs, and presentation software enable

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

incorporate research skills to answer homework questions and compose essays.

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

following are the goals of information and communication technology utilization in

Philippine public high schools (Tinio, 2002).

Purpose of computer usage. Purpose of computer usage refers to the

goals that determine how computers are used in the schools, respondents

considered preparing students to join the workforce, improving student

achievement, and making the learning process more interesting their three most

important goals. Lower mean rankings for goals such as promoting active

learning, individualizing the learning process, and encouraging cooperative

learning suggest that these goals, although not considered unimportant, are less
13

of a priority and that the prevailing notion of technology intervention is focused on

the acquisition of basic technical skills and is still embedded in traditional

pedagogy (Department of Education Memo no. 488 s. 2009).

Nowadays, the interest of researchers and teachers around the world in

the relatively young and fast-growing science of computer science is growing.

Today, computer science has emerged as a fundamental science. The object of

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

stage of its development. In particular, the perception of computer literacy has

changed. The introduction of computer science in school was initially understood

as computer literacy as a programming ability. Now everyone has realized that

computer science should not be a programming course. Nowadays, school

computer science teacher is one of the most difficult and interesting professions.

A computer science teacher has to keep a close eye on the development of

computer technology, the emergence of new programs, and changes in

techniques and methods of working with them. The study of computer science at

school contributes to the development of students of modern information and

communication technologies. In the current pandemic, practice shows that

children apply what they have learned in computer science classes to prepare for

other subjects, such as distance communication with teachers, for example, in

the process of learning a lesson, of course, directly from the computer, uses

information technology. Therefore, a computer science teacher, unlike other


14

science teachers, should keep students interested in the topic of their lessons

(Pardaboyevich, Abdunazirovich and Saydullayevich 2020).

Study of Isleem (2018) indicated that technology education teachers have

high levels of computer use in mainstream computer uses such as word

processing, e-mail, Internet, and classroom management. Strong positive

correlation existed between the level of computer use and teachers’ perceived

expertise and teachers’ perceived attitude toward computers as tools. In addition,

moderate positive correlation existed between the level of use and teachers’

perceived access to computers. Multiple regression analysis indicated a positive

predictive value toward computer use with the demographic characteristics of

instructional experience and modular instructional method. Technology education

teachers have high levels of computer use in mainstream applications and low

levels of computer use in specialized applications. These levels of use are

slightly lower than the state levels. Those teachers that possess expertise are the

ones who use the computer for instructional purposes. Positive attitudes toward

computers as tools provide a starting point for adoption of computer use.

Further, study of Gómez-García, Soto-Varela, Morón-Marchena and del

Pino-Espejo, (2020) concluded that in schools where mobile phone use is

allowed, there is a positive impact on academic performance. This improvement

is seen unanimously in the scientific community; the different elements that

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

design learning experiences that integrate appropriate teaching methodologies.

This must necessarily be accompanied by suitable teacher training with

programs that integrate digital competency learning into educational programs,

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.

The second conclusion concerns students with lower academic qualifications,

who seem to be particularly affected by the incorporation of mobile phones into

the teaching process. These students notice significant improvements in their

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

third conclusion is linked to cloud services, which are accessed by smartphones

and other technological devices.

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

or mobile phones. Contrary to what we might have expected, the availability of

these services is not accompanied by any improvement in academic


16

performance. They seem to have little influence on academic performance.

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

Gómez-García, Soto-Varela, Morón-Marchena and del Pino-Espejo, (2020).

Furthermore, study of Atas and Çelik (2019) found that the most frequent

smartphone use purpose is texting and talking with someone, followed by

checking social media and doing Internet search, while the less frequent purpose

is shopping. Smartphones are mostly used by university students to spend free

time when bored, alone, and/or waiting for someone. Concerning the

implications, the time of sending should be carefully considered before sending

course related emails or lecture notes. The most essential or important

information, reminder or notification should be sent in the evenings and/or at

nights. The messages or course related information should be sent in small

chunks. Moreover, the daily routine of the students should be followed in order to

benefit from smartphones for learning purposes. As students use their

smartphones during lectures, and they will continue using them, effective ways to

integrate them into learning must be found.

Roblyer and Edwards (2000; Mazoya, Ismail & Manyilizu 2018)

suggested that there are five important reasons for teachers to use technology

in education: (1) motivation, (2) distinctive instructional abilities, (3) higher

productivity of teachers, (4) essential skills for the Information Age, and

(5) support for new teaching techniques. In order to use technology in the

classroom effectively, teachers’ attitude toward technology should be positive


17

in conjunction with training on using the modern technologies in the field of

education. Chin and Hortin (1994; Mazoya, Ismail & Manyilizu 2018) stated that

the teacher must clearly act as the change agent in the relationship between

technology and the student. In a study by Jennings and Onwuegbuzie (2001;

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

that age is in a positive relationship with the attitude towards technologies,

where older teaching staff were more adoption prone than younger

teaching staff. The same view shared by Deniz (2005; Mazoya, Ismail &

Manyilizu 2018) determines that teachers’ age was significantly related to

teachers’ attitudes with age of 36 being a “breaking point” for the positive

attitudes of primary school teachers (Bulent at el. 2009).

Study of Mazoya, Ismail & Manyilizu (2018) revealed that age is an

important factor when considering levels of education and ICT literacy

among Tanzania secondary school teachers. Group age of 26 – 35 carries

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 of secondary schools teachers is an important factor to teachers' ICT

literacy as attributed to the tendencies of group of young teachers to attend

ICT related courses or studying courses at the University/College in ICT. Also

there is an association on level of education reached by a teacher and teacher’s

age. Their study further south that there is a significant difference between
18

ages of secondary school teachers and their maximum level of education as

age groups of 26 – 35 years followed by 36 – 45 years represent the most

educated teachers while a group of 18 – 25 years carries the most junior

teachers when considering their maximum level of education. The study has

also revealed that there is a significant difference between ages of

secondary school teachers and their ICT literacy as the findings indicate that

secondary school teachers in the group ages of 26 – 35being followed by

18 – 25 appears to be more ICT knowledgeable than other groups with

older ages. This study concludes that in considering ICT literacy level and level

of education reached by secondary school teachers in Tanzania, age is a

significant factor as group age 26 - 35 represents the most educated group

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

ICT literacy improves.

On the other hand, in terms of number of years in teaching, study of

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

highest use of e-mail for professional purposes. As many observers ha assumed,

teachers who entered the teaching profession within the previous five years used

technology significantly more for preparation than teachers who have taught for

15 or more years. However, new teachers used technology for delivering

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.

In 2005, researchers Russell, Bebell, O’Dwyer, & O’Connor, 2003;

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

that require students to use technology.

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
20

noticeably based on the number of years teachers’ were in the profession.

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

technology use across the various categories of number of years at current

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

of time that teachers report having been at their current school.

However, it is apparent that teachers who are new to a school generally

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
21

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

adjust to a new curriculum, instructional materials, school culture, and

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

classroom. For some uses of technology, there is also an association between

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

levels, of use. As an example, although teachers with more than 15 years

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

years or more (Russell, O'Dwyer, Bebell & Tao 2018).

Furthermore, teachers with 11-15 years experience who had moved to a

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

have developed working relationships with colleagues do these more

experienced teachers who are relatively new to a school make more regular use

of e-mail. Focusing on teachers directing students to use technology during class

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

(Russell, O'Dwyer, Bebell & Tao 2018).

Meanwhile, according to the study of roviding computers to schools

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

on students' writing. Research in many nations suggested that laptop programs

will be most successful as part of comprehensive initiatives that also address

changes in education goals, curricula, teacher training, and assessment (Zucker

& Light 2009). An analysis of effective technology used for at-risk students found

that simply replacing teachers with computer-based instruction typically yields no

learning benefits. Rather, blending leads to higher engagement and learning


23

gains (Darling-Hammond et al., 2014). Gross (2009) described in his article that

people were very frequent in used of media and modern technologies in

communication at home or at work and feel hard to survive in the absence of

modern means of communications. With the advent rapid new technologies;

digital societies were shaped across and people were relying mainly on these

resources from information, education, and entertainment to social interaction.

The same were shaping social attitude in dealing with each other. The reformed

digital cultures and multi resources of communications have severe effects on

human beings especially on children; who have the immediate capacity of

learning. Technologies usability among youngsters and adolescent such as TV,

Internet, mobile phones are common particularly in developed countries (Gross,

2009).

Technology Enhanced Learning (TEL) aimed to design, develop and test

socio-technical innovations that will support and enhance learning practices of

both individuals and organizations. It was therefore an application domain that

generally covers technologies that support all forms of teaching and learning

activities. Since information retrieval (in terms of searching for relevant learning

resources to support teachers or learners) was a pivotal activity in TEL, the

deployment of recommender systems has attracted increased interest. This

chapter attempted to introduce recommender systems for TEL settings, as well

as to highlight their particularities compared to recommender systems for other

application domains (Koper et al., 2010).


24

Indicated computer skills. Indicated computer skills refers to the type of

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

such as calculating with spreadsheets or writing simple programs as part of the

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

limited emphasis (DM no. 012 s. 2017).

The benefits of computer-assisted learning are many: students have less

time to develop certain skills; the number of exercises to be performed increases;

students' performance accelerates; as a result of the need for active computer

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

communication tools; communication with the computer takes on the character of

a didactic game, which increases the motivation of students to learn, and so on.

In the process of computer-assisted learning, learning is organized, managed,

and controlled according to the relationship between the student and the

computer. Informatics classes also affect student’s creative development. 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

abilities. In computer science classes, it is important to ensure that students not

only develop theoretical knowledge, but also technical knowledge of the subject.
25

The classification of tasks, taking into account the different temperaments of

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

study and master other subjects at school (Pardaboyevich, Abdunazirovich and

Saydullayevich (2020).

Study of Ramadan, Chen and Hudson (2018) revealed that significantly

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

international standards, the right decisions recommending train/teach pre-service

and in-service teachers on ICTs skills based on 21st-century requirement. Also,

study of Amer (2020) found that distance education has a significant positive

impact on students' academic achievement in the computer skills course.

Meanwhile, study of Pereinen (2020) suggested that teachers reiterated the need

to be adequately trained in the pedagogical integration of Information and

Communication Technology (ICT), insisted on the provision of better computer

services in schools, including access to the Internet and solicited the support of

parents to accompany their children in their studies.


26

Types of software for teaching and learning. The types of applications

that are present in the schools are predominantly office software or productivity

tools, word processing, spreadsheets, database management, etc. There is

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).

In terms of the results of meta-subject teaching, as well as the

achievement of a high level of continuing education, including the teaching of

computer science at the intermediate and advanced levels, the following

competencies are the most valuable, which is reflected in the course content: -

The basics of logical and algorithmic competence, in particular the ability to

master the basics of logical and algorithmic thinking, to act according to the

algorithm and to create the simplest algorithms. - Learning the basics of

information literacy, in particular the methods and techniques of searching,

retrieving, presenting information, including the presentation of information in

various forms: text, tables, diagrams, chains, aggregates, etc. 'ladi. - Learning the

basics of information and communication technology skills, in particular, the use

of computers (and other ICT tools) to solve information problems. In computer

science classes, a systematic perception of the world is formed, various natural

and social phenomena, the concept of integrated information communication of

system thinking is developed, the level of which is mainly determined by the


27

ability to quickly process information and make decisions based on it. 'requires

additional capabilities from the antecedents. - You will need to use more and

more new methods and textbooks (Pardaboyevich, Abdunazirovich and

Saydullayevich (2020).

Meanwhile, on the positive side, with the development of the Internet

technology, there are many applications and more feasible opportunities for

online learning. Flipped classroom is one such innovative teaching model.

Traditionally, a teacher teaches in a classroom and her/his students go home to

do their homework. Teaching in a flipped classroom offers students a video of the

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

of teaching helps to improve teacher-student interactions and discussion in the

classroom (Miller, 2012). The idea of flipped classrooms is a popular topic in

education reform and innovation. According to the report of a survey regarding

flipped classroom by Classroom Window in June 2012, 67% of teachers believed

that their students’ learning effects were improved with the flipped classroom

model, and 80% of teachers indicated that their students’ learning attitudes were

improved. Furthermore, 99% of the interviewed teachers would continue using

the flipped classroom model next year (Francl, 2014). The advantages of flipped

classroom include offering students a more diversified learning method,

increasing in-class discussions and interactions, and achieving individual

learning based on each student’s competence (Herreid & Schiller, 2013).


28

Therefore, this study aimed to apply the flipped classroom model in a computer

course to explore the beneficial effects of this model on students’ computing

skills.

Study of Tsai, Shen and Lu (2015) discussed computing teacher in an

elementary school. Based on the authors’ reflections and teaching experience, it

is found that students experience a disconnect with their learning in computing

courses. In Taiwan, elementary school students are required to take computing

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

problem-based learning (PBL) and teaching design for students’ learning

activities is helpful for students’ learning through problem-solving and directing of

their knowledge (Schwartz, 2013). Therefore, the researchers integrated PBL

with flipped classroom, and explored the effects on improving students’ learning

performance.

Study of McCulloch, Hollebrands, Harrison and Mutlu, (2018) viewed that

today, teachers have access to a variety of different technology tools. Those

working with teachers need to ensure teachers are prepared to use the

technology they have available at their school, in addition to those technology

tools their students are bringing to class. This often results in the teacher having
29

several different types of technology in use at once. Preparing teachers to be

knowledgeable about the specific operation of each device is likely not possible

to do in a teacher The range of technology used spanned mathematical action

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

how to infuse technology into teacher education programs we suggest that it is

important to focus more broadly on types of tools, ways teachers can position

them, and how particular activities align with specific mathematics learning

objectives.

Further study of McCulloch, Hollebrands, Harrison and Mutlu, (2018)

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

how to infuse technology into teacher education programs we suggest that it is

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

technology they have available at their school, in addition to those technology

tools their students are bringing to class. This often results in the teacher having
30

several different types of technology in use at once. Preparing teachers to be

knowledgeable about the specific operation of each device is likely not possible

to do in a teacher.

Furthermore, study of Stoffová and Czakóová (2019) found that a playful

form of teaching and learning using micro-world applications created special

attention to didactic transformation, visualization, interactivity and active learning

of pupils. The authors summarize recommendations regarding the graphic

design, visualization of knowledge presentation, interactivity of applications in

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

of elementary school. The main focus is on applications for language learning,

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

active application of language rules and the cultivation of language sensitivity. A

simple vocabulary extension can be increased from a simple assignment of 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

solving the new language problem situation. Thus, it is possible to create


31

applications for the development of all language communication skills: listening,

reading, writing and talking "with understanding.

Moreover, study of Saddhono, Satria, Erwinsyah and Abdullah, (2019)

viewed multimedia computers have grown rapidly. Various kinds of multimedia

programs have been produced by combining text, video and sound features. This

capability has been developed to form interactive programs such as tutorials.

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

introduced in 1999 as software to made vector-based animations with navigation

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

video so the material can be repeated and re-learned.

The educational software by subject. The subject areas in the secondary

school curriculum, Science and Technology, English and Mathematics are

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

Filipino (National Language and Literature). The Learning Resource

Management and Development System (LRMDS) is a nationwide resource of

teachers’ reference site (DM 125 s 2011; Tinio, 2002).


32

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

society. Computer technology, first and foremost, the development of personal

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

science to children using new information technologies, as well as to acquaint

children with the complex world of modern computer science. Solving these

problems and unresolved tasks is impossible without improving teaching

methods based on the principles of continuity and consistency of computer

science teaching. The emergence of new computer technologies also has a

significant impact on the expansion of educational topics in the field of computer

science education. Computer technology is evolving so fast that education is one

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

were considered important in the teaching of computer science, taking into

account the technical changes that have taken place in recent years (WWW and

its complements, Network technologies, Graphics, Database, Use of additional

software interfaces, Software reliability, Security and cryptography).

Pardaboyevich, Abdunazirovich and Saydullayevich 2020).

Informatics is increasingly influencing the subsequent development

processes of society. It has become a dominant factor determining the overall

potential of a society and its development prospects. Informatization of society is


33

the most important component of modern civilization, which is characterized by

high levels of information and communication technologies and advanced

information structures. Informatics is essentially evolving from technology to a

fundamental science of information and information processes in nature and

society, Pardaboyevich, Abdunazirovich and Saydullayevich 2020).

Meanwhile, one study that was conducted to determine whether Wiki

technology would improve students’ writing skills in a college English as a foreign

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

read and respond to the passages of their fellow classmates. Students

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

also reported learning vocabulary, spelling, and sentence structure by reading

the work of their classmates (Lin & Yang, 2011). Another study found that

integrating technology and peer-led discussions of literature can produce

increased student engagement and motivation. Technology used in these small

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

an assessable and motivational way to exposed students to other ideas and

cultures. These online literature discussions can create a sense of community

and foster positive social interaction (Coffey, 2012).


34

The use of technology in education had significantly aided students in

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

user-interactivity and appealing visuals present in these learning tools.

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

use of tablet computers in public schools in lieu of traditional textbooks

(Enterprise Innovation, 2012). Furthermore, there existed various programs by

the government, non-government organizations and private corporations in the

Philippines that aim to provide one laptop computer per child. With the presence

of laptops in the classrooms, students became more engaged and involved in

school-related activities (Oquias, 2011).

Study of Guan, Song and Li (2018) found that with the development of

science and technology, computer multimedia has been used widely in every

aspect, especially in English teaching. With the combination of computer

multimedia and English teaching, English class teaching is no longer boring but

full of fun. The computer multimedia-assisted English teaching can inspire


35

students’ enthusiasm of learning English, optimize the environment of English

class. The computer multimedia-assisted English teaching can improve students’

ability of listening and speaking, develop students’ ideas in English, and improve

students’ enthusiasm for communication. Students can learn knowledge and

skills in a good environment. The computer multimedia-assisted English teaching

has become one of the highlights in English teaching.

Further, study of Kukey, Gunes and Genc (2019) found out that Lego

MoreToMath, which is a combination of building toys and educational software

helped teachers in concretisation of abstract concepts in teaching basic subjects.

Since, one of the most common challenges expressed by classroom teachers in

mathematics teaching and in the literature is the concretisation of abstract

concepts Lego MoreToMath is a training set focusing on the mathematical lesson

gains of elementary school first and second grade students. This enabled

teachers to experience Lego MoreToMath, which is a combination of building

toys and educational software. The teachers stated that using a different

approach in mathematics teaching developed them professionally and they

wanted to use such approaches in their lessons.

Furthermore, study of Rodríguez‐Alabanda, Guerrero‐Vaca, Romero and

Sevilla (2019) found a new analytical method-based computer-aided

manufacturing (CAM) software tool developed for educational purposes. The

software has been conceived for the designing, analysis, and optimization of the

multi-step wiredrawing industrial process. The software was used during four

sessions and the student's feedback has been measured by a usability/suitability


36

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

presents a great potential for competency-based learning objectives.

Moreover, study of Juan‐Llacer, Rodriguez, Molina‐Garcia‐Pardo,

Pascual‐García and Martínez‐Inglés (2019) found out that the educational tool

RADIOGIS for the calculation of radio electric coverage in wireless

communication systems is presented and evaluated as effective. Through such

software, students can learn about the calculation of radio electric coverage while

at the same time becoming familiar with the Geographic Information Systems

(GIS) philosophy, since it is based on ArcGIS, from ESRI. Specific educational

software has been used for years to supplement students’ learning in subjects

where the planning of radio communication systems is treated. However, they

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

optimization of radio communication systems, they are not usually oriented

toward teaching. The educational interest of RADIOGIS consists of the

incorporation of five practice exercises with their corresponding instructions,

which guide students in carrying them out. Sixty-four students tested the tool for

a total of 320 hr of experimentation. A survey was completed between two

different groups of students, who were asked to rate RADIOGIS features,

acceptance, and usability. In terms of teaching and learning in the calculation of


37

radio electric coverage for the planning of radio communication systems and

GIS, both groups claimed to have greater knowledge after working with the tool,

especially students from the last courses.

Types of peripherals. Types of peripherals refers to hardware peripherals

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

of use of computers for educational purposes. Printers predominate as far as

peripherals available at respondent schools are concerned, both for instructional

and non-instructional use. Evidences like broadband and interactive whiteboards

play a central role in fostering teachers’ communication and increasing

collaboration between educators (Blanskat, Blamire, & Kefala 2013; Department

of Education Memo no. 75 s. 2016).

A peripheral device is an internal or external device that connects directly

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

functions. However, some peripherals such as a mouse, keyboard, or monitor

tend to be pretty much fundamental to the interaction between the user and the

computer itself. A peripheral device is also called a peripheral, computer

peripheral, input-output device, or I/O device. A peripheral device provides

input/output (I/O) functions for a computer and serves as an auxiliary computer

device without computing-intensive functionality. Peripheral devices connect with


38

a computer through several I/O interfaces, such as communications (COM),

Universal Serial Bus (USB) and serial ports such as serial advanced technology

attachment (SATA) ones. Peripheral devices includes mouse, keyboard, printer,

monitor, webcam, scanner, speakers, external device, USB flask drive and CD-

ROM (Rouse, 2023).

There are several types of peripherals, although they’re commonly divided

into three broad categories: input, output, and storage devices. Input devices

convert incoming instructions or actions from the user into viable information that

can be interpreted by the computer. For example, a keyboard will convert

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

joysticks, microphones, webcams, optical scanners, etc. Output peripherals

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

network interfaces, modems, routers, and webcams. Storage peripherals are

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

classified as an internal or external peripheral device. An external peripheral can


39

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

simplicity of the plug-and-play feature. Internal storage devices such as hard

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

and smartphones. For example, webcam, speakers and microphones are

integrated inside most smartphones, although the latter cannot be considered a

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

the computer to a larger monitor or higher resolution webcam (Rouse, 2023).

Study of Fernandes, Holanda, Victorino, Borges, Carvalho and Van Erven

(2019) revealed that to achieve the data mining classification method, and the

algorithm Gradient Boosting Machine (GBM) 1, were used at the beginning of

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

time, we incorporated their achievement scores as they became available – their

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.

Ultimately, the pedagogical support given to these students becomes more

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.

Classification models based on the Gradient Boosting Machine (GBM) were

created to predict academic outcomes of student performance at the end of the

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

academic outcomes of student performance, the analysis of demographic

attributes reveals that ‘neighborhood’, ‘school’ and ‘age’ are also potential

indicators of a student's academic success or failure.

Teaching and learning activities by subject. Teaching and learning

activities by subject means the student-to-computer ratios and the types of

software and hardware peripherals described above, it is not surprising that the

instructional use of computers in the respondent schools is predominantly for

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

of Education Memo no. 488 s. 2013).

Study of Ng, Lee, Tan, Hu, Downie and Chu (2023) found AI technologies

in our everyday life, in which researchers have begun to discuss an emerging

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

lack of age-appropriate teaching tools for scaffolding support. However, the

pedagogies learnt from the review are valuable for educators to reflect how they

should develop students’ AI literacy today. Educators have adopted collaborative

project-based learning approaches, featuring activities like software

development, problem-solving, tinkering with robots, and using game elements.

However, most of the activities require programming prerequisites and are not

ready to scaffold students’ AI understandings. With suitable teaching tools and

pedagogical support in recent years, teaching AI shifts from technology-oriented

to interdisciplinary design. Moreover, global initiatives have started to include AI

literacy in the latest educational standards and strategic initiatives. These

findings provide a research foundation to inform educators and researchers the

growth of AI literacy education that can help them to design pedagogical

strategies and curricula that use suitable technologies to better prepare students

to become responsible educated citizens for today’s growing AI economy.

Internet usage of teachers and students. When asked what educational

activities teachers and students performed using the Internet, doing research

was the most common response. Using email and bulletin boards for

communication and collaboration were less frequently practiced, even less so

designing and maintaining web sites. In fact, only one of the schools surveyed

reported having a web presence. Department of Education Internet Connectivity

Project (DICP) implemented as Department of Education received a Presidential

Directive to provide internet connectivity to all secondary schools (DM 174 s

2009).
42

In this age of digital technology, students have more opportunities for

contact with digital electronic products, including personal computers, tablet

computers, and smart phones. The functions of these products include rich video

and audio effects, various software applications, and Internet connections. With

the popularization of Internet access, increase in bandwidth, and applications of

cloud technology, there are numerous opportunities for students to use various

Internet applications. Recently, it was found that an average student who

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

sites (Deshpande & Huang, 2011). Moreover, online learning is increasingly

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).

Study of Puspita and Rohedi (2018) viewed development of Internet

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

results of research using the Internet for social media as much as 82

respondents or 68.33% answered always and 50 respondents or 41.67%

answered frequently, use for online gaming activity, response of 120 respondents

65 respondents or 54, 17% answered always utilize the internet for online
43

games, 50 respondents or 41.67% answered frequently use the internet for

online games, while utilizing the Internet for watch youtube, 56 respondents or

46.67% answered frequently use the Internet to watch youtube and 62

respondents or 51.67% always use the Internet to watch youtube, answers of

120 respondents 41 respondents or 34.17% answered rarely use the Internet to

learn and seek information.

Further, study of Yebowaah (2018) suggested that different uses of the

internet do not influence academic performance significantly. This suggest that

whether the student uses the internet for social media, for searching academic

information or for reading news all contribute to their academic performance.

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;

Yebowaah (2018) argue that the internet is sometimes used as supplementary

leaning materials from different sources that contribute to academic performance

among students. These justification probably explain the result that different uses

have no significant influence on student academic performance. Besides, access

to internet sources is promoting academic performance among students since

those with access showed more improvement in academic performance than

those without access. However, different uses of internet do not influence

academic performance. This suggests that students with access to internet

facilities have been using them in ways that will promote their academic

achievement.
44

In the teacher perspective, study of Chirwa (2018) indicated a result that

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

frequency of using internet for academic purposes is not convincing as only

12.5% of the respondents used it daily. There is also limited access to internet

and ICT facilities in these teachers’ colleges in Tanzania. It is therefore

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

computers and other ICTs available in their colleges is improved.

Further, study of Vernanda, Abdullah and Rohendi (2018), viewed internet

literacy is needed to know the development of the world in various things quickly

and precisely, as well as in the world of education, especially teachers. Seeing

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

level of internet literacy of vocational teachers is at level 2, meaning that SMK

teachers have used the internet many times to assist their daily activities and

have pattern of repetition in internet utilization. The use of internet by teachers of

SMK with various needs that support the process of teaching, communicating,

sharing knowledge, but the most dominant is to communicate through social


45

media. Also, study of Jan, Hussain, Ibrahim and Saeed (2018) sought a

reasonable number of participants used the internet for teaching, research,

career development and as a frequent source of information. The application of

the internet in the academic activities has resulted into quality and standard

education. It assists in broadening the vision and subject command of the

teachers which ultimately enhanced the level of understanding of students. The

positive usage of internet will definitely contribute to national building.

The use of computers world over has changed the way people do many

things. In the developed world, the integration of computers in teaching

hasproved to be a worthwhile experience. In Africa, a study found out that head

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.

There is willingness to use computers to teach but patience is required as the

positive attitude precedes the implementation of teaching resources such as the

computer. It is necessary to revise the curriculum to allow integration of this

emergent technology in classrooms at all levels and in all subjects because

computers are now an inevitable tool of trade in all spheres regardless of the

career choice of any person (Kamene, 2014).


46

In the previous empirical studies, they have underscored the important

roles of instructional materials in the classroom setup. Studies the world over

have also highlighted the roles of computer as an instructional material in the

classroom particularly in regard to assisting in enriching the teaching learning

experience of perceived difficult subjects. Among third world nations, it is

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

colossal amounts of scarce resource in stocking schools with computer hardware

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

students, power blackouts and inadequate computer laboratory space to

accommodate students (Mogire, 2013).

In another study, when the right framework are put in place focusing on

integrating information and communication technology in the curriculum, then the

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

information and communication technology itself cannot be presented as an

added value, but it is needed to build a robust connection between pedagogy and

the content. Information and communication technology is required to flexibly fit

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

cultural diversity, student socio-economic conditions, school leadership style,

community perception about information and communication technology.

Beginning with the teaching process, firstly when teachers have the interest in

continuous professional development, they are likely to start seeing information

and communication technology as a better tool to enhance their pedagogic

practices. Secondly, after seeing the importance of changing their pedagogic

practices, it is evident that they will start learning how to use ICT tools (Kennah,

2016).

Recent study about the use of information and communication technology

in learning English as an international language showed that English and

information and communication technology have become essential literacy skills

for a growing number of non-native speakers of English to ensure full

participation in the information society. The study investigated 591 Chinese

university students in an inland city in relation to (a) their technology ownership,

usage patterns, and levels of perceived information and communication

technology skills; (b) their motivational orientations to learn English; (c) their

perceptions of English and technology; and (d) their perceived benefits of and

barriers to using information and communication technology in learning English.

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

students found themselves greatly influenced their language learning experience

through technology (Jung 2006).

A study was also conducted concerning establishing the influence of

Information Communication Technology on teaching and learning of English in

public secondary schools in Marani sub- County. The specific objectives were: to

examine how use of information and communication technology influences

teaching and learning of reading, writing, speaking and listening skills in English

language. The findings declared that information and communication technology

is critical tool to enhance teaching and learning of English as a subject, It is also

an important resource and most effective when embedded in the curriculum and

integrated into units of work and therefore English teacher can maximize their

impact if information and communication technology is available in their

classrooms by ensuring that they and their students use information and

communication technology as an integral part of teaching and learning of English

lessons (Okenyuri, 2016).

Another study seeks to unveil the teachers’ conceptions regarding the

implementation of information and communication technology at the tertiary level.

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

informants held positive attitudes towards the implementation of information and


49

communication technology. They mainly alluded to the perceived positive effects

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

achieved through information and communication technology, this study seeks

also to pinpoint to a number of challenges that still have to be dealt with (Ounis,

2016).

A study outlines the main methodologies used in language teaching such

as direct methods, the conventional chalk and talk method, audio-lingual method,

grammar translation, communicative approach etc. to create a learner friendly

environment. It also focuses on the incorporation of technology in teaching

English. The four basic language skills are listening, speaking, reading and

writing. However, other socially based language skills have been identified more

recently such as summarizing, describing, narrating, dramatizing etc., to be

applied to language class rooms. The thrust areas of language teaching include

grammar, vocabulary, and pronunciation, listening and speaking which helps

learners acquire efficiency in the language (Samuel and Pulizala, 2014).

Further, study of Nurdyansyah (2019) revealed that the development

product of this innovative teaching media design is valid based on the results

of content expert validation which is 95%, design expert validation which is

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

is 0.001 which means (<0.05). It implies that the innovation of teaching


50

media design by using computer application with scientific approach

significantly influence student’s learning achievement and motivation. It also

indicates that the design of teaching media developed at MI Bahrul Ulum

Wonoayu Sidoarjo is effective and efficient. Also, study of Zhang, Liang and

Ma (2018) found searching computer network is challenging because of the

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

network courses. Packet Tracer provides the network simulation, visualization

and collaboration capabilities. It can not only help students to understand

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

designed projects make students more innovative and creative.

Furthermore, study of Fonseca, Aredes, Fernandes, Batalha, Apóstolo,

Martins, and Rodrigues (2019) showed that the laboratory simulation, when

analyzed as an isolated intervention, did not represent a significant difference

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

significant improvement in learning without difference in their performance. The

association of different educational tools is advantageous and they should not be

used singly16. In addition, one should make use of innovative and creative

strategies for the teaching-learning process, according to some researchers who

evaluated the relevance of teaching technologies articulated to active learning


51

methods. It analyzed clinical reasoning performance, comparing simulation by

computer versus laboratory in simulation, in the active context of teaching-

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.

Moreover, study of Rajapakshe and Wijewardene (2022) revealed that

the selected undergraduates consider assessing their

reading and listening skills have positive impacts on their competency though

majority prefer assessing reading skills physically rather than online which

contrasts with assessing listening skills. Thus, educational practitioners should

come up innovative strategies on how online reading can be assessed effectively

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

assessed mostly as a collaborative work, listening skills are assessed based on

the individual performance. It is known that online assessments have to facilitate

students in constructing knowledge and when that is inquired, many have

responded saying that their reading assessments do not encourage speed

reading while listening assessments do not facilitate speed listening as well as

incorporating students’ prior knowledge.


52

Theoretical Framework

The study is anchored to the theory of Diffusion of Innovations by Rogers

(2003) postulating that the information and communication technology integration

enhanced the quality teaching and learning effectiveness in schools. Ghavifekr,

Rosdy (2015) elaborated that innovation in information and communication

technology contextualized and adjusted to fit-in with the innovated quality

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

that information and communication technology improves skills for teaching-

learning and administrative work thus making the running of institutions smoothly.

As part of this, schools and other educational institutions which are

supposed to prepare students to live in “a knowledge society” need to consider

Information, Communication, and Technology (ICT) integration in their

curriculum. Integration of ICT in education refers to the use of computer-based

communication (Rachmawati, 2019). Specifically, it incorporates into daily

classroom instructional process. In conjunction with preparing students for the

current digital era, teachers are seen as the key players in using ICT in their daily

classrooms (Ghavifekret al., 2014). This is due to the capability of ICT in

providing a dynamic and proactive teachinglearning environment, while ICT

integration aims to improve and increase the quality, accessibility, and cost-

efficiency of the delivery of instruction to students, it also refers to benefits from

networking the learning communities to face the challenges of current

globalization (Albirini, 2006; Abdullah et al., 2017).


53

Input Process Output

Personal Information
of Respondents

 Gender
 Age
 Number of years in
teaching
 Drafting of

Utilization of DepEd Survey,


Proposed Anxiety-
Computerization
Program (DCP) Validation &
free in Learning
 Purpose of
computer Reliability
Second Language
usage
 Data Gathering
Program
 Indicated
computer skills  Statistical

 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

Figure 1. Conceptual Framework


54

Purpose of the Study

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

extent of utilization of DepEd computerization program in terms of purpose of

computer usage, ndicated computer skills, types of software for teaching and

learning, educational software by subject, types of peripherals, teaching and

learning activities by subject and internet usage of teachers and students

Additionally, the study dug deeper to determine what quantitative results need

further explanation to determine what school program will be suggested to

enhance the utilization of DepEd computerization program efficiently of EPP/TLE

teachers of Binugao District, Davao City Division.

Statement of the Problem

This study aimed to determine the level of effect or impact of DepEd

computerization program of EPP/TLE teachers of Binugao District, Davao City

Division.

Specifically, the study sought to answer the following questions:

1. What is the level of respondents personal information when grouped according

to:

1.1 Gender

1.2 Age
55

1.3 Number of years in teaching

2. What is the level of utilization of DepEd computerization program

(quantitative) in terms of:

2.1 Purpose of computer usage

2.2 Indicated computer skills

2.3 Types of software for teaching and learning

2.4 Educational software by subject

2.5 Types of peripherals

2.6 Teaching and learning activities by subject

2.7 Internet usage of Teachers & Students

3. Is there a significant difference between the utilization of DepEd

computerization program when they are grouped according to their personal

information variables (Quantitative)?

4. What school program should be created to enhance the utilization of

DepEd computerization program efficiently (Qualitative)?

Hypotheses

The null hypotheses of this study were formulated and tested at 0.05

alpha level of significance:

HO1. There was no significant difference between the utilization of DepEd

computerization program when they are grouped according to their personal

information variables.
56

The research findings of the study have made a valuable contribution to the

following beneficiaries included:

Department of Education. Department of Education Computerization

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.

The emphasis on the pedagogy in the 21 st century is the development of the 4

Cs as collaboration, critical thinking, creativity and communication. The findings

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.

Instead, integration of Information, Communication, and Technology (ICT) will

assist teachers to the global requirement to replace traditional teaching methods

with a technology-based teaching and learning tools and facilities. Results

indicate that teachers’ well-equipped preparation with Information,

Communication, and Technology tools and facilities is one of the main factors in

success of technology-based teaching and learning.

School Administrators. The study will provide school administrators to

monitor the utilization of DCP packages in the ICT room and to repairs those

equipment need maintenance and replacements.

Teachers. The study may provide ideas and insights for teachers

especially about the Information, Communication, and Technology integration

using the Department of Education Computerization Program packages in

teaching. This study may give them idea for improving their instructional

competence as 21st century teachers to utilize instructions through Information


57

and communication technology multi-media and multi-level interactive

instructional and assessment practices, the barometer for their competence

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.

To establish a common frame of reference, the terms relevant to the study

are defined operationally as follows:

Department of Education Computerization Program (DCP). This refers to

the provision of computers by the government to the schools, wherein teachers

and students can utilize measured through purpose of computer usage, indicated

computer skills, types of software for teaching and learning, educational software

by subject,types of peripherals, teaching and learning activities by subject,

andinternet usage of teachers & students.

Purpose of computer usage. Purpose of computer usage refers to the

goals that determine how computers are used in the schools, respondents

considered preparing students to join the workforce, improving student

achievement, and making the learning process more interesting their three most

important goals. Lower mean rankings for goals such as promoting active

learning, individualizing the learning process, and encouraging cooperative

learning suggest that these goals, although not considered unimportant, are less

of a priority and that the prevailing notion of technology intervention is focused on

the acquisition of basic technical skills and is still embedded in traditional

pedagogy (Department of Education Memo no. 488 s. 2009).


58

Indicated computer skills. Indicated computer skills refers to the type of

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

such as calculating with spreadsheets or writing simple programs as part of the

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

limited emphasis (DM no. 012 s. 2017).

Types of software for teaching and learning. The types of applications

that are present in the schools are predominantly office software or productivity

tools, word processing, spreadsheets, database management, etc. There is

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).

The educational software by subject. The subject areas in the secondary

school curriculum, Science and Technology, English and Mathematics are

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

Filipino (National Language and Literature). The Learning Resource


59

Management and Development System (LRMDS) is a nationwide resource of

teachers’ reference site (DM 125 s 2011; Tinio, 2002).

Types of peripherals. Types of peripherals refers to hardware peripherals

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

of use of computers for educational purposes. Printers predominate as far as

peripherals available at respondent schools are concerned, both for instructional

and non-instructional use. Evidences like broadband and interactive whiteboards

play a central role in fostering teachers’ communication and increasing

collaboration between educators (Blanskat, Blamire, & Kefala 2013; Department

of Education Memo no. 75 s. 2016).

Teaching and learning activities by subject. Teaching and learning

activities by subject means the student-to-computer ratios and the types of

software and hardware peripherals described above, it is not surprising that the

instructional use of computers in the respondent schools is predominantly for

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

of Education Memo no. 488 s. 2013).

Internet usage of teachers and students. When asked what educational

activities teachers and students performed using the Internet, doing research

was the most common response. Using email and bulletin boards for
60

communication and collaboration were less frequently practiced, even less so

designing and maintaining web sites. In fact, only one of the schools surveyed

reported having a web presence. Department of Education Internet Connectivity

Project (DICP) implemented as Department of Education received a Presidential

Directive to provide internet connectivity to all secondary schools (DM 174 s

2009).
61

Chapter 2

METHOD

Presented in this chapter are the methods that used in the study, which

includes the research design, research respondents, research instrument, data

gathering procedure, ethical considerations, data analysis and sequence,

emphasis and procedures

Research Design

This research study employed explanatory sequential mixed method

design. This study combined quantitative and qualitative approaches to gain a

comprehensive understanding of utilization of DepEd Computerization program

(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

phases: quantitative followed by qualitative (Creswell et al. 2003). In this design,

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

and their subsequent analysis provide a general understanding of the research

problem. The qualitative data and their analysis refine and explain those
62

statistical results by exploring participants’ views in more depth (Rossman and

Wilson 1985; Tashakkori and Teddie 1998; Creswell 2003). In the first

quantitative phase of the study, the quantitative research questions focused on

the level of the respondent’s personal information when grouped according to

gender, age and number of years in teaching as predictors in influencing their

utilization of DCP. Moreover, since the views and feelings of these teachers were

crucial in this analysis, the researcher used a qualitative research design to

document the experiences of the teachers with regards to the variables of the

study.

Research Respondents/Participants

The purpose of this explanatory sequential mixed method study was to

identify the level of the utilization of DepEd Computerization Program (DCP) by

obtaining quantitative results from a survey of 30 EPP/TLE teachers of Binugao

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,

certain inclusion criteria were implemented in determining the teacher

respondents of the study. The primary consideration of this study was to choose

teacher respondents who could provide information to achieve the purpose of

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

In order to gather the quantitative data, there were two sets of

questionnaires that were employed in the study. The first one is a survey

questionnaire intended to identify and describe the personal information variables

and the levels of utilization of DCP along specific dimensions of the teachers.

The survey questionnaire has two parts: Part I sought the respondents’

demographic personal information and Part II sought the respondents’ level of

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

(2002). The second questionnaire is composed of 5-item statements for each

indicator of utilization of DCP. The adapted questionnaire has a Cronbach alpha

value of .865 which means that it has a good reliability.

Range of Descriptive
Interpretation
Means Equivalent

4.20 – 5.00 Utilization of DepEd Computerization program


Very High
(DCP) is always evident.

3.40 – 4.19 High Utilization of DepEd Computerization program


(DCP) is oftentimes evident.

2.60 – 3.39 Moderate Utilization of DepEd Computerization program


(DCP) is sometimes evident.

1.80 – 2.59 Low Utilization of DepEd Computerization program


(DCP) is seldom evident.

1.00 – 1.79 Very Low Utilization of DepEd Computerization program


(DCP) is never evident.
64

Indicated above is the numeric and descriptive interpretation of the extent

of utilization of DCP.

Meanwhile, in the qualitative phase, a semi-structured in-depth interview

was used. The researcher interviewed each participant using a validated

interview guide in this study. With the participants’ permission, the interviewer

jotted down notes. According to Guion (2002) An in-depth semi-structured

interview is described as a positive discussion of a specific topics taking to

individuals with a similar background and common interest.

Data Gathering Procedures

On the quantitative phase, necessary steps were undertaken in the

conduct of the study. These steps were indicated below to gather the quantitative

data needed:

1. Asking Permission to Conduct a Study. The researcher submitted a

survey request to the Dean of the Graduate School of Rizal Memorial Colleges

and to the Office of Division Superintendent asking permission to conduct a

study. After the approval, the approved letter was presented to the principals of

the respondent-schools where the teachers are teaching EPP/TLE.

2. Content Validation and Pilot Testing. Prior to the administration of

the questionnaire, the questionnaires were subjected to content validation by

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.

After the conduct of validation test, pilot testing was administered to

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

instrument. The pilot testing was conducted face-to-face. Each questionnaire

registered good and excellent reliability.

3. Administration and Distribution of the Questionnaire. Survey

questionnaires were administered and distributed via face-to-face set up to 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

questionnaire or place it in a dropbox where the identified respondents picked the

form and return it after they answer to the same dropbox.

4. Retrieval of the Questionnaire. Questionnaires were retrieved after

the respondents completely answered the items. These responses were

personally handed or placed in a drop box.

5. Analysis and Interpretation. Results were analyzed and interpreted

using statistical treatments. The statistical tools used were t-test and ANOVA.

In the qualitative side of the study, the researcher conducts the interview

with the respondents in a conducive, quiet environment. The interview was

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

interview protocol and gave follow up questions to ensure saturation of answers.

In addition, the researcher discussed thoroughly the ethical considerations to the

participants. Also, the participants’ perspective on the phenomenon of interest

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

The researcher observed the ethical principles set forth by RMC’s

Research Ethics. These principles were social value, informed consent, risk,

benefits and safety, privacy and confidentiality of information, justice,

transparency, qualification of researcher, adequacy of facilities, and community

involvement.

Social Value. The goal of this study is to determine what school program

could be develop to ehance utilization of DCP efficiently. Certainly, this study

would be beneficial to several stakeholders. To the School Administrators, this

will provide relevant data to teachers who are teaching in the post pandemic. The
67

school administrators may send their teachers to professional engagement

activities to acquire valuable skills.

Informed consent process. The study questions are clear of technical

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

Division Superintendent will be attached. The respondents will be informed on

their duties and responsibilities while participating in the study. However, they

could withdraw anytime if they feel inconvenience.

Risks, Benefits, and Safety. The study will not involve high risks of

situations that the respondents may experience in physical, psychological, or

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 teacher to improve the quality of using the DCP.

Privacy and Confidentiality of Information. The researcher will ensure that

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

safe. Further, the researcher will adhere to the principles of transparency,

legitimate purpose, and proportionality in the collection, retention, and processing

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

anytime when needed for the benefit of the research respondents.

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

respected and honoured.

Transparency. In carrying out this study, the researcher will orient the

respondents on their roles and responsibilities. Also, the respondents will be

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

presentation of findings, the researcher is objective in presenting the real results.

The results will be disseminated in a bigger forum either in conference, forum or

in a LAC session.

Qualification of Researcher. Since the researcher is able to complete the

academic units, thus, he is qualified to pursue this study. Evidence is he passed

the comprehensive examination. Meanwhile, advance statistical tools make the


69

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.

Adequacy of Facilities. In this study, the researcher is able to access the

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

contribute to the overall cognitive development of their students or children.

Further, the dissemination of findings will require permission from authorities so

that bigger audience can acquire relevant information on the findings and

recommendations of this study.

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

more than two groupings.


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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; thus, accepting the alternative hypothesis that there is a 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

to the decision of rejecting the null hypothesis of no significant differences; thus,

accepting the alternative hypothesis that there is a significant difference between

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.

Thematic Content Analysis. According to Anderson (2007), Thematic

Content Analysis (TCA) is a descriptive presentation of qualitative data.

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

discussion will be analysed to produce meaningful themes.


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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:

1. Familiarizing yourself with your data – this step requires the

researcher to be fully immersed and actively engaged in the data by firstly

transcribing the interactions and then reading (and re-reading) the transcripts

and/or listening to the recordings. Initial ideas should be noted down. It is

important that the researcher has a comprehensive understanding of the content

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

(combined or split) according to overarching themes. The researcher’s thought

process should allude to the relationship between codes, subthemes, and

themes.

4. Reviewing themes – A deeper review of identified themes follows

where the researcher needs to question whether to combine, refine , separate,

or discard initial themes. Data within themes should cohere together

meaningfully, while there should be clear and identifiable distinctions between


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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.

5. Defining and naming themes - this step involves ‘refining and

defining’ themes and potential subthemes within the data. On-going analysis is

required to further enhance the identified themes. The researcher needs to

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

data needs to emerge from the themes.

6. Producing the report - Finally, the researcher needs to transform

his/her analysis into an interpretable piece of writing by using vivid and

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

an evidence that addresses the research question.

Sequence, Emphasis and Mixing Procedures

Sequence. Explanatory sequential mixed method design was used in this

study. This means that both the quantitative phase and qualitative phase were

concurrently conducted. For quantitative strand, one survey instrument having

three (3) parts for personal information and seven (7) parts each variable

composed of adapted questionnaires to measure the variables in this study

taken from previous researchers bearing similar topic of the study were
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administered to the 30 EPP/TLE teacher of Binugao District, Division of Davao

City. For qualitative strand, a researcher-made interview guide was crafted to

elicit information form the research participants during the in-depth interview.

The information was then transcribed and analysed using coding and thematic

analysis to determine the emerging themes based on the responses of the

teacher participants.

Emphasis. The quantitative data and qualitative were given equal

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.

Mixing. The design required a substantial length of time to complete all

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

were used to explain those statistical results by exploring participants’ views in

more depth (Rossman and Wilson 1985; Tashakkori and Teddie 1998; Creswell,

2003).

It is shown in Figure 2, the systematic procedure of the study. It

demonstrated the use of convergent mixed methods design, where quantitative

data and qualitative data were corroborated to determine the level of personal

information of participants and level of utilization of DCP to develop a school

program that could enhance the utilization of DCP efficiently administered to the
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participants who were selected through purposive sampling. Then, after giving

adequate time, the survey questionnaires were collected by the researcher,

responses of the participants were encoded and qualitative phase were

conducted simultaneously in the selected 30 EPP/TLE teacher of Binugao

District, Davao City Division. In the quantitative strand, a validated survey

questionnaire was analysed using computer application and the answers of the

participants were numeric data as the output. In addition, in analysing the

quantitative data, appropriate statistical tools used were frequency percentage,

t-test and ANOVA. After treatments, data will be presented according to the

sequence of the research problems.

In qualitative data strand, the researcher purposely selected the

participants based on the quantitative data findings for the in-depth interview.

Schedule of the interview was set at the convenience of the participants

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

followed up with the quantitative data to determine if they corroborated. They

were discussed leading to the interpretation of phenomenon of the study.


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● Asking Permission to Conduct


a Study.
QUANTITATIVE DATA
● Content Validation and Pilot
COLLECTION AND
Testing.
ANALYSIS
● Administration and
Distribution of the
Questionnaire.
● Retrieval of the Questionnaire.
● Analysis and Interpretation

FOLLOW-UP
WITH

● Familiarising yourself with


your data
QUALIITATIVE DATA
● Generating initial codes
COLLECTION AND
● Searching for themes
ANALYSIS
● Reviewing themes
● Defining and naming themes
● Producing the report

QUALITATIVE
EXPLANATION ON
QUANTITATIVE
RSULTS

Figure 2. Flow of Procedures


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