1

Information Literacy of Educators: A Case in Batangas Province, Philippines

Dr. Rowena R. Abre a 1, Dr. Ernesto Mandigma, Jr 2,

Dr. Wenona L. Ramos3 , Dr. Leodegaria D. Abanto 4
1
Batangas State University, College of Teacher Education, Graduate School Program,
Batangas City, Philippines 4200

2
Batangas State University, College of Teacher Education, Graduate School Program,
Batangas City, Philippines 4200
Bongdiamond1@yahoo.com

3
Batangas State University, College of Teacher Education, Graduate School Program,
Batangas City, Philippines 4200
wenonaramos@gmail.com

4
Batangas State University, College of Teacher Education, Graduate School Program,
Batangas City, Philippines 4200
ludy.abanto28@ gmail.com

Abstract
This descriptive study covered the assessment on the information literacy of educators in
Batangas Province, Philippines focusing on the awareness of information literacy source, extent
on the purpose of access and use of information, and importance of citing and referencing
information source. It involved 239 teacher-respondents; 29 from the Doctorate program and 210
from the Master’s program. Statistical tools used were frequency, percentage, weighted mean, t-
test and F-test.
The study revealed that teacher-respondents are moderately aware of information literacy
source and their purpose of accessing and using of information is to a great extent. For them
citing and referencing information source is extremely important. All the profile variables of
respondents except degree have significant difference when their assessment on the access and
use of variety of information source was evaluated. In spite of such results, teachers need to
further increase their awareness on information literacy and enhance their skills in accessing and
using relevant information. Thus, an information literacy plan was proposed. The result of
this study may serve as reference for educators and future researchers.

Keywords: information literacy, referencing information source, teachers

Introduction

The rapid advancement in Information and Communication Technologies (ICTs) has

brought the emergence of essential skills for the 21st Century around the world. The ability to

recognize when information is needed and the ability to locate, evaluate, and use the needed

information effectively is what information literacy means (Malanga, 2017). Information

Literacy is an essential skill to survive in digital era where educators and learners are faced with
 2

varied and abundant information choices in unfiltered formats. Thus, the authenticity, validity,

and reliability of available information have become a necessity. With this, information has

become a factor that enables users at all levels to achieve better results in their respective fields of

endeavour.

Seemingly, the extensive use of technological devices and internet connection proves that

information technology has vital role in all sectors of society, thus knowledge of information

literacy for all users is a must. Likewise the users’ preference for some available information

sources over others is of great importance to understand how they seek information ( Bronstein,

2010)

The use of reforms in education for the 21 st century actualizes the need for educators to

process information literacy such skill will allow them to collect, retrieve, organize, manage

information and evaluate the quality, relevance and usefulness of such information then

consequently generate accurate information with existing resources. Within this context,

educators may confidently communicate the synthesized an analysed information since they are

aware that there are valid sources. Thus, it is imperative for them to acquire skills that will make

them literate and critical in utilizing reliable and accurate information.

The apparent pandemic, CoViD 19 underscores the importance of achieving information

literacy to efficiently thrive in the new normal since the delivery of instruction is mediated, be it

in the form of modular and/or online distance learning, teachers and students must be vigilant in

utilizing information and sources available in various platform. Making them information literate

is a realization that despite the challenges of the new norm in the educational set-up, 21 st century

skills will never be taken for granted.

The different information literacy sources in varied forms help instill the techniques in

verifying information and how to evaluate them comprehensively. Citing and referencing are two

important skills usually forgotten by researchers and learners. They generally fail to
 3

acknowledge the authors of the sources. Citing is simply acknowledging the great work and

respecting the intellectual rights of the author. Referencing is recognizing the contribution of the

specific writer to the work. It makes the paper more accurate.. thus, through citing and

referencing, confidence is built with writing and at the same time avoid plagiarism.

In light of the above information, which underscore the need to delve into information

literacy skills of the teachers, this study assessed the awareness of information literacy source,

the extent on the purpose of access and use of information, and the importance of citing and

referencing information source of the teachers in the Province of Batangas. The profile of

respondent included in this study were age, sex, degree and length of service.

Methodology

This study utilized the descriptive method of research with a set of questionnaire as the

main data gathering instrument. In order to achieve the accurate result, purposive sampling was

used in this study as it considered all graduate students enrolled in Master’s and Doctorate

programs in the College of Teacher Education, Batangas State University (BatstateU) Main I

Campus during the school year 2019-2020 as the research respondents.. The study recognized its

inherent limitation on the status of analysis as it was confined only to the observations and

perceptions of respondents on their information literacy skills. The significant relationship

between the assessed information literacy skills and the respondents’ profile variables was

considered in this study.

The two-part questionnaire included personal information of respondents such as age,

sex, degree, and length of service, and items on the assessment of respondents on their awareness

of information literacy source, extent on the purpose of access and use of information, and

importance of citing and referencing information source. The scoring of responses was given

corresponding weights of one to four, with one as lowest and four as highest. Verbal

interpretations were also provided. For awareness of information literacy source the verbal
 4

interpretation used were 4-very well aware, 3- moderately aware, 2-aware, and 1 -not aware,

while for extent on the purpose of access and use of information: 4 - to a very great extent , 3 - to

a great extent, 2 - to a moderate extent, and 1 - not at all , and for importance of citing and

referencing information source: 4-extremely important, 3-very important, 2-important, and 1-less

important.

The assistance of Graduate School professors and guest lecturers was sought for the

administration of the questionnaire to the respondents upon approval of the request to conduct the

study. The data gathered were tabulated, analysed and interpreted using statistical tools such as

frequency, percentage, weighted mean, t-test and F-test.

Results and Analysis

1. Profile of respondents

1.1 Sex. Results show that the number of participants relative to sex consists of

184female and 55 male respondents or 77 percent and 23 percent, respectively. It can be noted

that female respondents are composed of 164 or 78 percent Masters students and 20 or 69

percent Doctorate students, while male respondents are 46 or 22 percent from Masters and nine

or 31 percent from Doctorate. Thus, the numbers of female respondents obviously outnumber

male. It indicates that majority of the teachers are female, denoting disproportion among

teachers relative to sex has a lot to do with the typecasting of gender. This is associated with a

certain job within the profession that tends to justify the large share of women in the teaching

profession.

Table 1
Profile of Respondents’ Sex

Sex Masters Doctorate Total %

Frequency % Frequency %
Male 46 22 9 31 55 23
Female 164 78 20 69 184 77
Total 210 10 29 100 239 100
 5

It is also observed that female teachers are viewed as more encouraging and caring

compared to male teachers which leads to the point of view of being more effective workers

with pupils.

1.2 Age. Table 2 presents the results on the gathered age ranges of the respondents.

It can be seen from the table that among the respondents, there are 173 or 72 percent whose age

is between 20-29 in which165 or 79 percent are Masters students and eight or 28 percent are

Doctorate.. This is followed by 45 or 19 percent who belonged to the age bracket of 30-39 with

33 or 16 percent from Masters and 12 or 41 percent from Doctorate, while there were 17 or

seven percent whose age is 40-49. Data gathered show that in this bracket there are nine or

four percent Masters students and eight or 28 percent Doctorate.

Table 2
Profile of Respondents’ Age

Age Masters Doctorate Total %

bracket
Male Femal Total % Male Femal Total %
e e
20-29 36 129 165 79 1 7 8 28 173 72
30-39 8 25 33 16 6 6 12 41 45 19
40-49 2 7 9 4 2 6 8 28 17 7
50-59 3 3 1 1 1 3 4 2
Total 46 164 210 100 9 20 29 100 239 100

On the other hand, it can be seen that the lowest number of respondents are four or two

percent in the age bracket of 50-59 which is composed of three or one percent Masters and one

or three percent Doctorate.

From this result, it can be inferred that the field of teaching is currently predominated

by young teachers as shown by their prime stage. More so, the data reveal that the respondents

are relatively new and have had few years of experience in the field. Likewise, it can be

inferred that the age of respondents are matched to the nature of their work as teachers.
 6

1.3 Length of Service. Table 3 presents the length of service of respondents. It shows

that majority or 183 with 76 percent of respondents are within the bracket of 1-5 in terms of

length of service where 174 are Masters students and nine are Doctorate students.

There are 30 or 12 percent in the 6-10 bracket with 21 Masters and nine Doctorate.

Teacher-respondents with length of service are both 11 and five percent from the brackets 11-

15 and 16-20. Only four or two percent of the respondents have 21 years and above length of

service of which three are students from the Master’s program and one from the Doctorate

program.

Table 3
Respondents’ Length of Service

Length of Masters Doctorate Total %

Service
1-5 174 9 183 76
6-10 21 9 30 12
11-15 7 4 11 5
16-20 5 6 11 5
21 and above 3 1 4 2
Total 110 29 239 100

Assessment of information literacy of teachers. Assessment includes teachers’

awareness of information literacy source, extent of accessing and using information

sources and literacy on the importance of citing and referencing information source.

2. Teachers’ Awareness of Information Literacy Source. Awareness to information

literacy source and ability to use information effectively are proportional thus literacy to

information is considered essential. Table 4 displays the teachers’ awareness of information

literacy source. It can be gleaned from the table that the respondents are very well aware of using

information technologies; generating good instructional materials; recording presentation; and

making researches as revealed by the weighted mean scores of 3.62, 3.55, 3.53, and 3.52

respectively.
 7

The results indicate that teachers are very well aware of information literacy sources that

they are using. However, respondents reveal that they are moderately aware in doing modules

using YouTube, messenger and skype and creating web page, with weighted mean scores of

3.07 and 2.98 respectively.

Table 4
Teachers’ Awareness of Information Literacy Source

Information literacy source/s can support in AWM VI

1. recording presentation 3.53 VWA
2. creating web page 2.98 MA
3. linking to other community sites 3.13 MA
4. using online survey assessments 3.27 MA
5. making researches 3.52 VMA
6. using information technologies 3.62 VWA
7. doing modules using YouTube, Messenger and Skype 3.07 MA
8 enhancing my problem solving skill 3.31 MA
9 improving my critical thinking ability 3.40 MA
10 generating good instructional materials 3.55 VMA
Composite Mean 3.34 MA
Legend : Very Well Aware (VWA), Moderately Aware (MA)

As a whole, the teachers were moderately aware of information sources as revealed by

the composite mean score of 3.34. This means that the teachers exhibited awareness of

information literacy source on the average level.

3. Extent of Accessing and Using Information Sources. Access to information is

important to educational and professional advancement of every teacher as well as their ability to

retrieve and use information effectively. Table 5 shows the respondents’ extent of accessing and

using information sources. It reveals that information sources are accessed and used to a very

great extent on, conducting classroom discussions and making assignments as these items gained

weighted means of 3.56 and 3.54 respectively. Teachers produce presentations and create

instructional materials to a great extent as revealed by weighted mean of 3.52. In like manners,

teachers generate visual designs with 3.48 weighted mean. The respondents conduct research and

prepare examinations to a great extent with a weighted mean of 3.38.

 8

Table 5
Teachers’ Extent of Accessing and Using Information Sources

AW VI
Accessing and using information sources in…
M
1. making assignments 3.54 VGE
2. conducting classroom discussions 3.56 VGE
3. preparing examinations 3.38 GE
4. organizing seminar paper 3.20 GE
5. establishing network 3.12 GE
6. arranging entertainments 3.22 GE
7. conducting research 3.38 GE
8. producing presentation 3.52 VGE
9. creating instructional materials 3.52 VGE
10.generating visual designs 3.48 GE
Composite Mean 3.39 GE
Legend: Very Great Extent (VGE), A Great Extent (GE)

Subsequently, the teachers also considered to a great extent that the arrange

entertainments, organize seminar paper, and establish network with low weighted means of 3.22,

3.20 and 3.. With the composite mean of 3.39, the respondents’ access and use of information

sources was to a great extent.

4. Literacy on the Importance of Citing and Referencing Information Source.

Knowledge of respondents on how significant is citing and referencing information source is

shown in Table 6. Documenting the sources used definitely gives recognition to the authors of

ideas incorporated in a particular research.

It can be gleaned from the table that teachers considered giving credits to the owner of

the ideas used in a particular work, demonstrating responsibility as researcher, and showing

honesty for acknowledging original work extremely important with weighted means of 3.67 and

3.61. These items also gained highest mean scores from teacher –respondents in both programs.

On the other hand, the three items that are of extreme importance and all obtained high

mean score of 3.58 are protecting the user from plagiarism charges, expressing integrity when

dealing with individual's original contribution, and allowing the readers to trace the sources
 9

used. Likewise, the items which are also extremely important include guiding the readers to

more information about a particular topic and proving the authenticity of the study/ research

done, both gained a weighted mean score of 3.56.

Table 6
Teachers’ Literacy on the Importance of Citing
and Referencing Information Source

AW VI
Citing and referencing information source/s in … M
1. tracking utilized information 3.38 VI
2. protecting the user from plagiarism charges 3.58 EI
3. showing honesty for acknowledging original work 3.61 EI
4. expressing integrity when dealing with individual's original
contribution. 3.58 EI
5. giving credits to the owner of the ideas used in a particular work 3.67 EI
6. demonstrating responsibility as researcher 3.61 EI
7. informing the readers the proper way of doing research 3.48 VI
8. allowing the readers to trace the sources used 3.58 EI
9. guiding the readers to more information about a particular topic 3.56 EI
10.proving the authenticity of the study/ research done 3.56 EI
11. providing support for the claims 3.55 EI
AWM 3.56 EI
Legend: Extremely Important (EI) Very Important (VI)

The items least assessed, although considered very important include tracking utilized

information and informing the readers the proper way of doing research with weighted means of

3.38 and 3.48 respectively. However, informing the readers the proper way of doing research is

extremely important for Masters students. With a composite mean of 3.56, the result implies that

the respondents considered citing and referencing information source extremely important.

5. Difference on the respondents' assessment on the access and use of variety of

information source when grouped according to profile.

5.1 Difference on respondents’ assessment on the access and use of variety

of information source when grouped according to profile variables.
As manifested in Table 7, there is significant relationship that exists between the

respondents’ age and length of service and the assessment on the access and use of variety of
 10

information source. The computed F ratio of 11.47 for age and 8.86 length of service have p-

values of 2.63 and 2.86 respectively, which are both greater than the .05 level of significance.

This led to the rejection of the null hypothesis.

Table 7
Difference on Respondents’ Assessment on the Access and use
of variety of Information Source when grouped according to Profile Variables

Variables F ratio p – value Decision on H0 Interpretation

Age 11.47 2.63 Do not Accept Significant
Degree 1.5 4.38 Do not Reject Not Significant
Length of Service 8.86 2.86 Do not Accept Significant
α =0.05

The results revealed that the respondents differ in their assessment with regard to their

age and length of service. Generally, both age and length of service are great factors when

evaluating the skills in accessing and using information sources which means that teachers have

varied objectives, experiences and observations when information sources are used.

On the other hand, the result revealed that no significant relationship exists between the

respondents’ degree and the assessment on the access and use of variety of information source.

The computed F -ratio of 1.5 has p-value of 4.38, which is less than the .05 level of significance

thus the null hypothesis is accepted.

5.2 Difference on respondents’ assessment on the access and use of variety of

information source in terms of sex. The result shows that the computed t which is 3.56 exceeds

the critical t of 2.26 at the.05 level thus the null hypothesis is rejected. The findings imply that

there is significant difference on respondents’ assessment on the access and use of variety of

information source when sex is considered.

Table 8
Difference on Respondents’ Assessment on the Access and use
of variety of Information Source in terms of Sex

Variable Computed t Critical t Decision on H0 Interpretation

Sex 3.56 2.26 Do not Accept Significant
α =0.05
 11

The respondents may not have the same level of access and use of different information

source as either of them may be more cautious hence they have different points of view with

regard to assessment on the accessing and using of variety of information source.

6. Proposed Leadership Training Program ( not yet organized)

Discussion

The data collected from this study imply that respondents’ awareness of information

literacy source was moderate and their level of accessing and using information sources was to a

great extent. For them citing and referencing information source is essential. Based on the

findings, there was significant difference on respondents’ assessment on the access and use of

variety of information source when sex, age and length of service are considered. This study

presented a small number of educators as respondents as it was limited to teachers who were

pursuing graduate and post graduate degrees in Batangas State University. Items under each area

of assessment were likewise limited. Research of the same nature but on a wider scope may be

done by other researchers.

 12

BIBLIOGRAPHY
A. BOOKS
B. UNPUBLISHED MATERIALS

B. MAGAZINES, HANDBOOKS AND JOURNALS

C. ELECTRONIC REFERENCES

Probert, Elizabeth. 2009. Information literacy skills : teachers understanding and practice.
retrived from www.researchgate.net onMarch 2020.

Malanga, Donald. 2017. Assessing Information Literacy Skills: A Survey of Undergraduate Education
Students at the University of Livingstonia in Malawi. retrived from donaldflywel@gmail.com
onMarch 2020.

Bronstein, Jenn. Selecting and using information sources: source preferences

and information pathways of Israeli library and information science students Bar Ilan
University, Ramat Gan, 52900, Israel. Informatio Research, VOL. 15 NO. 4,
DECEMBER, 2010