CHAPTER IV

RESULTS AND DISCUSSION

Computer Literacy of the Respondents

Computer Literacy of the Respondents were also collected and was

ranked from “Very Low” (students’ scores 0-2), “Low” (students’ scores 3-5),

“High” (students’ scores 6-8) and “Very High” (students’ scores 9-10) Level of

Computer Literacy. Frequency count and Percentage were used to analyse

the data.

Table 1 below indicates The Computer Literacy of the respondents based

on the four classifications - Very Low, Low, High and Very High. Among the

respondents (n=260), 28 (10.77%) garnered a score of 0-2 which means they

have Very Low Computer Literacy, 174 (66.92%) got low which scores 3-5,

the other 58 (22.31%) got high Computer Literacy that scored 4-7 and 0 (0%)

of the respondents scored 9-10 which means none of them have a Very High

Level of Computer Literacy.

The results supports statement of Sons (2004), On the basis of a general

concept of literacy, in this article, computer literacy is defined as the ability to

use computers at an adequate level for creation, communication and

collaboration in a literate society. In language teacher education, it involves

the development of knowledge and skills for using general computer

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 applications, language-specific software programs and Internet tools

confidently and competently.

Table1. Computer Literacy of the Grade 7 Students of Norala National

High School, Norala South Cotabato, SY 2018-2019

Computer Literacy FREQUENCY PERCENTAGE

( n = 260) (%)

Very Low 28 10.77

Low 174 66.92

High 58 22.31

Very High 0 0

Computer Self-Efficacy of the Respondents

The Computer Self-Efficacy Scale of the respondents was rank in order

by “very high” Computer Self-Efficacy (student scores 97-128), “high”

Computer Self-Efficacy (student scores 65-96), “low” Computer Self-Efficacy

(student scores 33-64) and “very low” Computer Self-Efficacy (student scores

0-32). To analyse the data of the Computer Self-Efficacy Scale Frequency

count and percentage were used.

Table 2 displays the Computer Self-Efficacy Scale of the respondents

based on the four classifications - Very Low, Low, High and Very High. The

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 Outcome of their responses showed that out of the respondents (n=260), 0

(0%) had scored 0-32 this means that none got “Very Low” in the Self-

Efficacy Scale. 2 (0.77%) out of 260 respondents scored 33-64 and got “Low”

in the Self-Efficacy Scale. The highest percentage was the “High” with 231

(88.85%) that got 65-96 in the Self-Efficacy Scale. And 27 (10.38%) of the

respondents got “Very High” and scored 97-128 of the Self-Efficacy Scale.

The results support that the Individuals who perceive themselves capable

of performing certain tasks or activities are defined as high in self-efficacy and

are more likely to attempt and execute these tasks and activities. People who

perceive themselves as less capable are less likely to attempt and execute

these tasks and activities, and are accordingly defined as lower in self-

efficacy (Barling & Beattie, 1983; Bandura, Adams, & Beyer, 1977). Users

gain CSE from several different sources: their personal successes and

failures, observing the successes and failures of peers, and encouragement

(Bandura, 1997). It is also anchored to the Social Cognitive Theory which

states that watching others performing behaviour, in this case interacting with

a computer system, influences the observers’ perceptions of their own ability

to perform the behaviour.

Table 2. Computer Self Efficacy of the Grade 7 Students of Norala National

High School, Norala South Cotabato, SY 2018-2019

SELF-EFFICACY LEVEL FREQUENCY PERCENTAGE

  ( n = 260) (%)

Low 0 0

Very Low 2 0.77

High 231 88.85 27

Very High 27 10.38

 Relationship of Computer Literacy and Self-Efficacy

Table 3 deploys the outcome of the regression analysis of the

relationship between Computer literacy and Efficacy. It states that the conjoint

result of the Grade 7 Computer literacy does not significantly affect their

Computer Self-Efficacy (F-Value=5.381, p-Value=0.021). Computer Self-

Efficacy of the Grade 7 students of Norala National High School is

independent from their Computer Self-Efficacy. As the Table 2 shows, the null

hypothesis stating that there is no significant relationship between computer

literacy and self-efficacy of the respondents was accepted.

The results supports the study of Grant, Malloy and Murphy, it states that

their study demonstrated a gap between what students perceive as their

computing skills and their actual assessed skills (Grant, Malloy and Murphy,

2009). it also supports the study of Kilcoyene et al, it states that students

overestimated their mastery of technology to their actual knowledge. While

some educators concluded that students are becoming progressively more

computer literate, many researchers have found a significant discrepancy

between their perception of computer skill levels and the reality of lower

competence (Hanson, Kilcoyne, Perez-Mira, Hanson, & Champion, 2011).

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 Table 3. Regression Analysis on the relationship of the Grade 7 students’
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Computer Literacy and Self-Efficacy. Norala National High School,
Coefficient β t - Value p - Value
Norala, South Cotabato.SY 2014 – 2015.
Model 1 Computer Self-Efficacy
Constant 2.52923240
2.224517206 1 0.012027652
Computer Literacy 2.31962816
0.023562074 6 0.021142079

Model Statistics (R-Square=0.020, F-Value=5.381 ns, p-

Value=0.021)

ns = not significant at 5% level

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 Modified Framework of the Study

Independent Variables

COMPUTER
LITERACY AND
SELF-EFFICACY

Figure 2. Modified Framework

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