Chapter 1

Introduction

Background of the Study

To provide quality basic education to all learners all the time,

Department of Education has explored, developed, and enhanced the use of

Information and Communications Technology (ICT) in teaching-learning

amidst the COVID-19 pandemic (Aide Memoire, 2021). The implementation

of distance learning challenge teachers to deliver instruction remotely

efficiently and effectively. Distance learning demands teachers be updated

with the needed skills and competencies in the use of technology.

Technology is not a substitute for teachers but is considered a

teacher’s assistant that has significant contributions to attaining better

student learning outcomes (Galaczi, 2018); effective use of such technology

relies heavily on teachers’ competence and leadership ability to deliver

technology-aided educational activities directed to meeting learners’ needs

in the teaching-learning process (Makewa, 2019).

Competence in technology does not only mean the use of an expensive

device or other technological tools but also being able to know different

digital teaching tools and choosing an appropriate technology beneficial to

the role fulfillment of teachers (Terada, 2020). The technology used by

teachers is not limited to digital devices like computers, smartphones,

projectors, printers, among others but as well as online platforms like

Facebook, Google products, e-mail, office productivity tools, etc.

 The COVID-19 pandemic has shifted teachers to the use of technology

in teaching which is beneficial in preparing learners for their future,

designing individualized learning, reducing costs and increasing learning

opportunities, and boosting teamwork and communication between teachers

and learners (Child Hope, 2021). Hence, the implementation of distance

learning requires the utilization of technology for the teaching-learning

process (Toquero, 2021). Most frequently, teachers use ICT in surfing the

internet to obtain relevant information, learning materials, and resources to

create lesson plans and to be used by learners during the teaching-learning

process (Dela Rosa, 2016).

However, teachers are not equipped with adequate competencies

regarding basic ICT skills including ICT-basic, word processing, spreadsheets,

presentation, information and communication, computer ethics, and security

(Dela Fuenta & Biñas, 2020). Furthermore, it is undeniable that teachers

faced difficulties with distance learning, particularly with the use of

technology that would aid remote learning. The unfamiliarity of teachers with

existing technology such as digital books, assessment tools, and open-source

materials limits teachers in using technology in teaching-learning. Also, there

are teachers who are unwilling to embrace technology in teaching, and this

might be due to lack of technical knowledge, lack of understanding on the

significance of technology in teaching, or teachers consider technology as a

threat to their teaching profession (Galaczi, 2018). There are teachers who

are becoming afraid that technology will replace them as facilitators of

student learning (Ganimain, Vegas, & Hess, 2021).

It is the observation of the teacher-researcher that there are several

teachers who are not really equipped with technology but are still eager to

learn as computer literacy has become a criterion for hiring teachers. The

new normal teaching demands teachers to be updated with the different

technology and application to use to deliver instruction. Even the printed

modular learning modality requires teachers to operate computers, navigate

the web, troubleshoot printer problem, and many more. Hence, this

situation motivated the researcher to investigate the competence, utilization,

and difficulties of public elementary school teachers in the use of technology

in distance learning in her district so that appropriate school-based

intervention of up-skilling and retooling will be conducted.

Statement of the Problem

This study aimed to determine the level of competence, extent of

utilization and degree of difficulties of public elementary school teachers in

the use of technology in distance learning in a district, in a large size schools

division, in a first-class municipality, in central Philippines during the School

Year 2021-2022.

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of the following

variables?

a. age

b. highest educational attainment

 c. plantilla position

2. What is the level of competence of teachers in the use of technology in

distance learning according to the following areas?

a. digital devices

b. online platforms

3. What is the extent of utilization of teachers in the use of technology in

distance learning according to the aforementioned areas?

4. What is the degree of difficulties of teachers in the use of technology in

distance learning according to the aforementioned areas?

5. What is level of competence of teachers in the use of technology in

distance learning when grouped according to the aforementioned

variables?

6. What is extent of utilization of teachers in the use of technology in

distance learning when grouped according to the aforementioned

variables?

7. What is degree of difficulties of teachers in the use of technology in

distance learning when grouped according to the aforementioned

variables?

8. Is there a significant difference in the level of competence of teachers

in the use of technology in distance learning when grouped and

compared according to the aforementioned variables?

 9. Is there a significant difference in the extent of utilization of teachers

in the use of technology in distance learning when grouped and

compared according to the aforementioned variables?

10. Is there a significant difference in the degree of difficulties of teachers

in the use of technology in distance learning when grouped and

compared according to the aforementioned variables?

11. Is there a significant relationship between the level of competence

and the extent of utilization of teachers in the use of technology in

distance learning?

Hypotheses

This study has the following hypotheses:

1. There is no significant difference in the level of competence of

teachers in the use of technology in distance learning when grouped

and compared according to the aforementioned variables.

2. There is no significant difference in the extent of utilization of teachers

in the use of technology in distance learning when grouped and

compared according to the aforementioned variables.

3. There is no significant difference in the degree of difficulties of

teachers in the use of technology in distance learning when grouped

and compared according to the aforementioned variables.

4. There is no significant relationship between the level competence and

extent of utilization of teachers in the use of technology in distance

learning.
Assumptions of the Study

This study has the following assumptions:

1. The competence of teachers in the use of technology in distance

learning varies to a certain level.

2. The utilization of teachers in the use of technology in distance learning

varies to a certain extent.

3. The difficulties of teachers in the use of technology in distance learning

in the distance learning varies to a certain degree.

4. The competence of teachers may influence its utilization in the use of

technology in distance learning.

Study Variables, Indicators and Categories

Study Indicators Categories

Variables
Age The length of time of Younger
existence since the time (below 39 years old)
of birth. Older
(39 years old and above)
Highest The highest level of Lower (Bachelor’s degree)
Educational education earned. Higher (MA units, MA and
Attainment PhD)

Plantilla position The teaching item Lower (T1 and T2)

position. Higher (T3 and MT)

Theoretical Framework
 This study is anchored on the Iceberg Competency Model by David

McCellan (1970), Theory of Diffusion of Innovations (Roger, 1962), and

Theory of Challenge and Support (Sanford, 1967).

According to the Iceberg Competency Model, a person could not only

do well because of the skills and knowledge but also some of the hidden

behavioral traits or competencies that influence his success at work and

makes him an exact fit for the job role (Ghosh, 2020). As discussed by Ghosh

(2020), the iceberg model contains six competencies: skill, knowledge, social

role, self-image, traits, and motives. Skill and knowledge are located on the

portion of the iceberg that sits above the water level, which is easily seen.

They are around 20 percent of a person's competencies and are relatively

easy to determine. Social role, self-image, traits, and motives are positioned

on the iceberg below the water level are the hidden behavioral traits or

competencies which account for around 80 percent of a person's

competencies, but they are much more difficult to assess than skill and

knowledge.

This model is related to this study since the teachers had already

existing skills and competencies in the use of technology however, their

competence and utilization in the use of technology in distance learning are

also influenced by their social role, self-image, traits, and motives. When

teachers handle more classes for online and blended learning, the more they

will use technology. In addition, modular distance learning also requires

teachers to be technologically savvy as they need to access the learning

materials online and print the learning materials for the module distribution.

In the same manner, the competence and utilization in the use of technology

are affected by the traits of the teachers on how open to change they are as

well as their willingness to learn to cope with the demands of the new normal

of education.

According to Halton (2021), diffusion of innovations theory is a

hypothesis outlining how new technological and other advancements spread

throughout societies and cultures, from introduction to widespread adoption.

In addition, based on Rogers’ Theory of Diffusion of Innovations, those early

technology users tend to accept new technology faster than those late

technology users.

This theory is related to this study since when teachers are exposed to

new educational technologies, their beliefs and understanding of new

technology determine the degree of their acceptance of the new technology.

More so, the new normal demands teachers to utilize technology in

delivering instruction since the learning happens remotely.

The theory of Challenge and Support (Sanford, 1967) was originally to

describe the growth of college students in which the latter need challenges

as part of the college experience, and these should not be avoided nor

eliminated. More so, the administrators will provide support to overcome the

challenges faced by the students. Although the theory is linked to students,

this is also the case of the teachers being exposed to varied forms of

difficulties of the new modalities in learning brought by the pandemic that

challenged teachers on how to cope with the demands of distance learning.

The teachers need help and support from the school heads, parents, and

other stakeholders for them to effectively deliver instruction despite the

difficulties they may encounter along the way.

Conceptual Framework

The researcher had taken into consideration the three variables in the

study which are competence, utilization, and difficulties in the use of

technology in distance learning by the public elementary school teachers in a

district, in a large size schools division, in a first-class municipality, in central

Philippines.

The self-made research instrument was used as a tool in gathering the

needed data. The level of competence, the extent of utilization, and degree

of difficulties of public elementary school teachers in the use of technology in

distance learning utilized a five-point Likert Scale. The respondents were

asked to rate the items on a scale ranging from 1 to 5. Digital devices and

online platforms were the areas covered under competence and utilization.

The competence was rated as very low competence to very high

competence while the utilization was rated as very low extent to very great

extent.

This study also gathered the demographic profile of the respondents in

terms of age, highest educational attainment, and plantilla position. The age

was classified as younger (below 39 years old) or older (39 years old and

above). The highest educational attainment was classified as lower

(Bachelor’s Degree) or higher (MA units, MA and PhD). The plantilla position

was classified as lower (T1 and T2) or higher (T3 and MT).

Moreover, this study aimed to determine if there are significant

differences in the level of competence, the extent of utilization, and degree

of difficulties of public elementary school teachers in the use of technology in

distance learning when grouped and compared according to the variables

age, highest educational attainment, and plantilla position.

In addition, this study also aimed to determine if there is a significant

relationship between the level of competence and extent of utilization of

teachers in the use of technology in distance learning.

Furthermore, it is hypothesized that the level of competence affects

the extent of utilization in the use of technology in distance learning of the

teacher-respondents.

Figure 1 shows the schematic diagram illustrating the hypothesized

relationship between study variables.

Figure 1

Schematic Diagram Illustrating the Hypothesized Relationship

between Study Variables

Independent Variable Dependent Variable

Level of Competence of
Techers in the use of
Scope of the Study

This study utilized a descriptive research design in determining the

competence, utilization, and difficulties in the use of technology in distance

learning in a sample of 132 out of the 200 public elementary school teachers

in a district, in a large size schools division, in a first-class municipality, in

central Philippines during the School Year 2021-2022. The instrument used

was a self-made survey questionnaire that underwent validity and reliability

testing.

This study employed three analytical schemes namely, descriptive,

comparative, and relational. Moreover, the statistical tools used in this study

were the frequency, percentage, mean, Mann-Whitney U test, and Spearman

rho, all inferential analysis was set to 5% level of significance.

Significance of the Study

This study will benefit the following:

Teachers

The teachers could use the findings of this study in identifying areas

for their improvement as well as the areas that they can help their fellow

teachers. They can also be motivated in organizing grade level or

departmentalized School Learning Action Cell (S-LAC) where they can

professionally grow by exchanging their knowledge and skills pertaining to

the use of technology.

ICT Coordinator

The ICT Coordinator in each school can collaborate with the other ICT

Coordinators in the district and could propose plan for the diagnosis and

skills enhancement among teachers in the use of educational technology.

The findings of this study will guide them on the topics to be included in

crafting a district wide trainings related to technology skills enhancement.

School Heads

The school heads as leaders and managers of the school will be guided

on the development needs of their teachers that need to be prioritized in the

next school year. Moreover, they can allocate budget for trainings and other

related expenses in crafting their School Improvement Plan (SIP) and Annual

Improvement Plan (AIP).

Public Schools District Supervisor (PSDS)

The findings of this study will be used as bases for PSDS in providing

technical assistance and district-wide special trainings for technology as an

aid for teachers in their fulfilling their duties and obligations of their

profession. Moreover, the PSDS could encourage the school heads in

including skills training for teachers during their school-based In-Service-

Training for Teachers (INSET).

Schools Division Superintendent (SDS)

The schools division superintendent will be given an update on the

status of the teachers in terms of competence, utilization, and difficulties in

the use of technology in distance learning. By looking at the results of this

study, the SDS will be guided on the programs and projects that the division

will implement to address whatever problem that needs to be prioritized.

Present Researcher
 The present researcher as a public-school teacher can gain

understanding of the topic and by doing so can reflect on her own strengths

and weaknesses pertaining to educational technology. The findings of this

study can guide her in crafting school-based LAC session so that her

colleagues can benefit as well.

Future Researchers

This study will guide future researchers to investigate other areas of

competence, utilization, and difficulties in the use of technology in distance

learning. This could be also used as their reference in the development of

research instrument as well as a source of their literature review.

Definition of Terms

For the readers to better understanding of this study, the following key

terms are defined conceptually and operationally:

Age

Age is defined as the number of years a person has lived (Defining Age

with Different Perspectives: Definitions & Examples, 2019).

In this study, the term refers to the age of the teacher-respondents

and was classified as younger (below 39 years old) or older (39 years old and

above).

Competence

Competence includes the person’s knowledge and skills to make him

do something well (Sieck, 2021).

 In this study, the term refers to the teacher-respondents’ level of

acquired knowledge and skills in the use of technology in distance learning

that was measured using the survey questionnaire.

Difficulties

As used in this study, the term refers to the degree of difficulties of the

teacher-respondents in the use of technology in distance learning that was

measured using the survey questionnaire.

Digital Devices

From the Law Insider (n.d), digital devices means an electronic device

that can create, generate, send, share, communicate, receive, store, display,

or process information, and such electronic devices shall include, but not

limited to, desktops, laptops, tablets, peripherals, servers, mobile

telephones, smartphones, and any similar storage device which currently

exists or may exist as technology develops or such comparable items as

technology develops.

As used in this study, the term refers to the devices that aid in the

teaching-learning process and were used in the distance learning. Some of

the digital devices are computer, LCD Projector, smartphone, printer, etc.

Distance Learning

According to Malaya (2020), DepEd coined the term distance learning

which means learning takes place between the teacher and the learner who

are geographically remote from each other during instruction.

 In this study, the term refers to the learning delivery modalities

implemented for distance learning in in a first-class municipality in a medium

division in Negros Occidental which are printed modular, online learning,

Television-based instruction (TBI), and Radio-based instruction (RBI).

Highest Educational Attainment

According to Philippine Statistics Authority-Cordillera Administrative

Region (2022), highest educational attainment means the highest grade or

year completed in school, college,or university.

In this study, the term refers to the highest level of education of

teacher-respondents and was categorized as lower (Bachelor’s Degree) or

higher (MA units, MA and PhD).

Online Platforms

Online platform is defined as a digital service that facilitates

interactions between two or more distinct but interdependent sets of users

(whether firms or individuals) who interact through the service via the

Internet (OECD, 2019).

In this study, the term refers to the online applications used by

teacher-respondents in distance learning. Some of the online platforms are

Facebook, Google Product applications, etc.

Plantilla position

The term refers to a position that is directly engaged in teaching or in

the delivery of instruction in the elementary and secondary levels, whether

on a full-time or part-time basis, in schools and learning centers (Llego,

2021).

In this study, the term refers to the teaching item position of the

elementary teachers teaching in public schools in a first-class municipality in

a medium division in Negros Occidental. The plantilla position was

categorized as lower (T1 and T2) or higher (T3 and MT).

Technology

The term basically refers to the use of scientific knowledge to achieve

a specific purpose, whether in industry or in people’s daily lives (Kammerzelt,

2018).

As used in this study, the term refers only to educational technology

that usually helps facilitate the teaching-learning process such as laptops,

desktop computers, smartphones, LCD projectors, printers, dual monitors,

and software applications.

Utilization

The term refers to the proficiency in applying technological resources

to achieve instructional goals in a given teaching-learning situation

(Akuegwu, 2015).

In this study, the term refers to the extent of use of technology in

distance learning.
 Chapter 3
Research Methodology
This chapter discusses the research design, locale of the study, the

respondents of the study, the data-gathering instrument which includes the

test of its validity and reliability, the data gathering procedure, the research

ethics protocol, the analytical schemes, and the statistical tools.

Research Design

This study used a descriptive research design to determine the

competence, utilization, and difficulties in the use of technology in distance

learning of the public elementary school teachers in a first-class municipality

in a medium division in Negros Occidental during the School Year 2021-2022.

The purpose of descriptive research design is to describe individuals,

events, or conditions by studying them as they are in nature and the

researcher does not manipulate any of the variables but rather only

describes the sample or the variables (Siedlecki, 2020).

Locale of the Study

This study was conducted in public elementary schools in a district, in

a large size schools division, in a first-class municipality, in central

Philippines. This study covered the 14 public elementary schools in the said
district. The 14 schools have a total of 200 teachers who are nationally

funded. For the past three years, the average teacher population in the

district is 197. Moreover, the public elementary schools in a district, in a

large size schools division, in a first-class municipality, in central Philippines

is known for its achievements and had received several recognitions in

different disciplines. To name a few, the district was declared as the Over-all

Champion in Division Scilympics 2019 and got 3 rd place in overall event

during Technolympics 2019. It is also proud of the teachers that was

awarded as Most Outstanding teachers in Negros Occidental from 2019 to

present and awardee in Seal of Excellence. The district was also recognized

as one of the best implementers of SBM Wash In School program for five

consecutive years of the department of education.

Respondents of the Study

The respondents of this study were the 132 public elementary teachers

representing the population of 200 teachers in the district. The sample size

is solved using Cochran’s Formula and stratifies sampling and random

sampling using lottery technique were used.

Table 1 shows the distribution of respondents.

0Table 1

Distribution of Respondents

School Population Sample Percentage

(N) (n) (%)
A 28 18 14.00
B 7 5 3.50
C 7 5 3.50
 D 8 5 4.00
E 13 9 6.50
F 11 7 5.50
G 8 5 4.00
H 9 6 4.50
I 8 5 4.00
J 17 11 8.50
K 47 31 23.50
L 10 7 5.00
M 18 12 9.00
N 9 6 4.50
TOTAL 200 132 100

Data-gathering Instrument

This study used a self-made research instrument on the competence,

utilization, and difficulties in the use of technology in distance learning of

public elementary school teachers.

The competence and utilization in the use of technology in distance

learning consisted of (2) sub-areas which were digital devices and online

platforms. Both the competence and utilization in the use of technology in

distance learning comprised of 20 items, 10 items for each sub-area. On the

other hand, the difficulties in the use of technology in distance learning

comprised 10 items.

The respondents were asked to rate their experience in relation to the

items mentioned in the research instrument and their responses ranges from

1-5.

Validity
 Validity refers the extent that the instrument tests what it designs to

measure (Bolarinwa, 2015). This study used the Criteria of Good and Scates

to determine the validity of the researcher-made instrument. Five experts in

the fields of research and technology were asked to rate the appropriateness

of the items in the research instrument. Then their comments, suggestions,

and corrections were followed in the polishing of the research instrument.

The five validators are all graduates of doctorate degrees. One

validator is a Dean of Instruction of a state university in Negros Occidental.

The second validator is the Associate Dean of Graduate Studies in a

university in Negros Occidental. The third validator is a Senior Education

Program Specialist in a schools Division in the province of Negros Occidental.

The fourth validator is an officer-in-charge assistant schools division

superintendent of another schools division. The fifth validator is a public

schools district supervisor in in one of the districts under schools division of

Negros Occidental.

To determine the validity index of the research instrument, the

following mean scores and their corresponding descriptive equivalent were

used: Excellent (4.04-5.00), Very Good (3.28-4.03); Good (2.52-3.27), Poor

(1.76-2.51), and Very Poor (1.00-1.75). The computed validity index is 4.71,

interpreted as excellent. Therefore, the research data instrument was

considered valid.

Reliability
 Reliability refers to the consistency or repeatability of an instrument's

results over multiple trials (Braun, Clarke, Hayfield, & Terry, 2019; Sharifah,

Jamal, & Hamidah, 2017).

This study used Cronbach’s alpha coefficient to determine internal

consistency between items. According to Claver (2019), the following guide

was used in determining the reliability index of the instrument: α ≥ 0.9

(Excellent), 0.9¿ α ≥ 0.8 (Good), 0.8¿ α ≥ 0.7 (Acceptable), 0.7¿ α ≥ 0.6

(Questionable), 0.6¿ α ≥ 0.5 (Poor), 0.5¿ α (Unacceptable).

The research instrument was pilot tested to thirty (30) public

elementary school teachers in a district, in a large size schools division, in a

first-class municipality, in central Philippines who were not the actual

respondents of the study.

For the test to be reliable, a reliability instrument which is Cronbachs’

Alpha was used. The researcher administered the test once. To be reliable,

the obtained value of the tests between 0.70 to 1.00. The computed alpha

for the level of competence was 0.964 interpreted as “Excellent”, for the

Extent of utilization was 0.976 interpreted as “Excellent”, and the Degree of

difficulties was 0.891 interpreted as “Good”. Since all the parts of the

research data instrument reached greater than 0.70, therefore the

instrument was reliable.

Data Gathering Procedure

The conduct of this study observed proper protocols and research

ethics. First, necessary permit regarding the reliability and conduct of this
study was secured from the office of the Schools Division Superintendent

through the PSDS of a district, in a large size schools division, in a first-class

municipality, in central Philippines

When the permit was approved, the letter was scanned and sent to the

school heads of the concerned schools in in a first-class municipality in a

medium division in Negros Occidental. Then the researcher set an

appointment to the school heads concerned so that the rationale and

purpose of the study were carefully explained to them. Moreover, the

manner and the schedule of the conduct of the survey were discussed to the

school heads.

The Google Form was used in gathering the needed data so that

physical administration of the survey is avoided. The link of the Google Form

was sent to the teacher’s DepEd account with the help of the School ICT

Coordinator.

The gathered data were downloaded as Microsoft Excel version and

then were subjected to data analysis using SPSS.

Research Ethics Protocol

The researchers ensured that the teacher-respondents participated in

this study on a voluntary basis, and no one is forced to answer the survey

questionnaire. In addition, consent was secured, stated in the questionnaire.

For the confidentiality of the data collected, the researcher guaranteed that
the record of the responses remained private, and only the researcher had

access to all the information. The researcher also ensured that the name

stated in answering the said questionnaire was optional to preserve the

anonymity of the respondents. Likewise, the names of the school were coded

using letters only.

After the study, all the gathered data containing the respondents'

personal information would be deleted from the software to protect the

respondents from harm, emotional distress or embarrassment, and physical

discomfort. The results will be presented to the district through the In-

Service Training for Teachers.

Analytical Schemes

The descriptive, comparative and relational analytical schemes were

employed in this study.

Objective No. 1, which aimed to determine the profile of the teachers

in terms of age, highest educational attainment, and plantilla position used a

descriptive-analytical scheme.

Objective No. 2, which aimed to determine the level of competence of

teachers in the use of technology in distance learning in terms of digital

devices and online platforms used a descriptive-analytical scheme.

Objective No. 3, which aimed to determine the extent of utilization of

teachers in the use of technology in distance learning in terms of digital

devices and online platforms used a descriptive-analytical scheme.

 Objective No. 4, which aimed to determine the degree of difficulties of

teachers in the use of technology in distance learning according to the

aforementioned areas used a descriptive-analytical scheme.

Objective No. 5, which aimed to determine level of competence of

teachers in the use of technology in distance learning when grouped

according to age, highest educational attainment, and plantilla position used

a descriptive-analytical scheme.

Objective No. 6, which aimed to determine the extent of utilization of

teachers in the use of technology in distance learning when grouped

according to age, highest educational attainment, and plantilla position used

a descriptive-analytical scheme.

Objective 7, which aimed to determine the degree of difficulties of

teachers in the use of technology in distance learning when grouped

according to age, highest educational attainment, and plantilla position used

a descriptive-analytical scheme.

Objective 8, which aimed to determine if there is a significant

difference in the level of competence of teachers in the use of technology in

distance learning when grouped and compared according to the

aforementioned variables, used a comparative analytical scheme.

Objective No. 9, which aimed to determine if there is a significant

difference in the extent of utilization of teachers in the use of technology in

distance learning when grouped and compared according to the

aforementioned variables, used a comparative analytical scheme.

 Objective 10, which aimed to determine if there is a significant

difference in the degree of difficulties of teachers in the use of technology in

distance learning when grouped and compared according to the

aforementioned variables, used a comparative analytical scheme.

Objective 11, which aimed to determine if there is a significant

relationship between the level of competence and extent of utilization in the

use of technology in distance learning used a relational analytical scheme.

Statistical Tools

The following statistical tools were used to answer the specific

questions mentioned in Chapter 1:

Objective No. 1, which aimed to determine the profile of the teachers

in terms of age, highest educational attainment, and plantilla position used

frequency and percentage.

Frequency is the number of times an event occurs (Mahbobi, 2015)

while Percentage is calculated by taking the frequency in the category

divided by the total number of participants and multiplying by 100% (Korb,

2013).

Objective No. 2, which aimed to determine the level of competence of

teachers in the use of technology in distance learning in terms of digital

devices and online platforms used the mean.

According to Corporate Finance Institute (2020), the mean is the

average in a collection of numbers and is solved by getting the sum of all

values in a collection of numbers divided by the number of numbers in a

collection.

The mean scores were interpreted as follows:

Mean Score Interpretation

4.50-5.00 Very High Level

3.50-4.49 High Level

2.50-3.49 Moderate Level

1.50-2.49 Low Level

1.00-1.49 Very Low Level

Objective No. 3, which aimed to determine the extent of utilization of

teachers in the use of technology in distance learning in terms of digital

devices and online platforms used the mean.

The mean scores were interpreted as follows:

Mean Score Interpretation

4.50-5.00 Very Great Extent

3.50-4.49 Great Extent

2.50-3.49 Moderate Extent

1.50-2.49 Low Extent

1.00-1.49 Very Low Extent

Objective No. 4, which aimed to determine the degree of difficulties of

teachers in the use of technology in distance learning according to the

aforementioned areas used the mean.

The mean scores were interpreted as follows:

 Mean Score Interpretation

4.50-5.00 Very High Degree

3.50-4.49 High Degree

2.50-3.49 Moderate Degree

1.50-2.49 Low Degree

1.00-1.49 Very Low Degree

Objective No. 5, which aimed to determine level of competence of

teachers in the use of technology in distance learning when grouped

according to age, highest educational attainment, and plantilla position used

the mean.

Objective No. 6, which aimed to determine the extent of utilization of

teachers in the use of technology in distance learning when grouped

according to age, highest educational attainment, and plantilla position used

the mean.

Objective 7, which aimed to determine the degree of difficulties of

teachers in the use of technology in distance learning when grouped

according to age, highest educational attainment, and plantilla position used

the mean.

Objective 8 which aimed to determine if there is a significant difference

in the level of competence of teachers in the use of technology in distance

learning when grouped and compared according to the aforementioned

variables, used Mann-Whitney U test at 5% level of significance.

 The Mann-Whitney U test is the non-parametric equivalent of the two-

sample t-test and is used to compare differences between two independent

groups when the dependent variable is either ordinal or continuous, but not

normally distributed. (Glen, 2021).

If the computed p-value is less than or equal to the usually agreed

alpha risk of 0.05, the null hypothesis can be rejected and at least one

significant difference can be assumed and if the p-value is greater than the

alpha of 0.05, the null hypothesis can be accepted.

Objective No. 9 which aimed to determine if there is a significant

difference in the extent of utilization of teachers in the use of technology in

distance learning when grouped and compared according to the

aforementioned variables, used Mann-Whitney U test at 5% level of

significance.

Objective 10 which aimed to determine if there is a significant

difference in the degree of difficulties of teachers in the use of technology in

distance learning when grouped and compared according to the

aforementioned variables, used Mann-Whitney U test at 5% level of

significance.

Objective 11 which aimed to determine if there is a significant

relationship between the level of competence and extent of utilization in the

use of technology in distance learning used Spearman rho at 5% level of

significance.
 The Spearman rho is also called as Spearman Rank Order Correlation

Coefficient and it refers to the measure of relationship between two variables

by ranking the items or individuals under study according to their position

(Prieto, Naval & Carey, 2016).

If the computed p-value is less than or equal to the usually agreed

alpha risk of 0.05, the null hypothesis can be rejected and at least one

significant difference can be assumed and if the p-value is greater than the

alpha of 0.05, the null hypothesis can be accepted.