Level of Computer Literacy of Third Year Teacher Education Department

(Ted): Basis for Special Topic Seminar

A THESIS

Presented to:
The Faculty of the Teacher Education Department
Zamboanga City State Polytechnic College
Zamboanga City

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF TECHNOLOGY LIVELIHOOD EDUCATION

By

Hamli, Halma P.
Muslimin, Aldrin C.
Ong, Nur Yahqub E.
Saripah, Madomar D.
 Republic of the Philippines
ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE
Ayala, Extension Classes
Region IX, Zamboanga Peninsula
Zone 6 Ayala, Zamboanga City

APPROVAL SHEET

The thesis attached hereto, entitled “Level of Computer Literacy of Third Year
Third Year Teacher Education Department (Ted): Basis for Special Topic
Seminar”, prepared and submitted by HALMA P. HAMLI, ALDRIN C.
MUSLIMIN, NUR YAHQUB E. ONG, and MADOMAR D. SARIPAH in partial
fulfillment of the requirements for the degree BACHELOR OF TECHNOLOGY
LIVELIHOOD EDUCATION has been examined and is hereby recommended for
acceptance and approval.

ROBYN P. TOLENTINO
Adviser

APPROVED by the members of the panel on __ day of August, 2021 with a

rating of PASSED.
ROMEO ANGELITO C. SANICO
Chairman

JENNY S. MARAVILLAS GILBERT M. FLORES

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree
BACHELOR OF TECHNOLOGY LIVELIHOOD EDUCATION.

MARGIE B. JANDA
RGC I-OIC Administrator, ZCSPC
Ayala Extension Classes

Page 2
 ACKNOWLEDGMENT

The proponents of the study wish to extend their sincerest thanks and
whole hearted gratitude to the most valuable people who assisted and contribute
much for the realization of the study.

Personally, the proponents would like to thank Mr. Robyn P. Tolentino,

research adviser that inspired the proponents to finish the study as well as for
patiently working with the proponents in improving the manuscript of the study.

Mr. Romeo Angelito C. Sanico, panel Chairman and Professor for giving
ideas for the improvement of the study; and for his patience, understanding and
encouragement.

To the following panel members namely Mrs. Jenny S. Maravillas, Mr.

Gilbert M. Flores and Mrs. Margie B. Janda thesis panel for giving thoughts,
advice and ideas for improvement of the study;

To their loving and supportive parents, brothers and sisters for their love,
support understanding and encouragement to finish the research study. And
most importantly;

To Almighty God, for His love and guidance that give continuously
strength, wisdom, patience and the long list of blessings which made this
research study and reality.

Page 3
 DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have

been our source of inspiration and gave as strength when we thought of giving
up, who continually provide their moral, spiritual, emotional, and financial
support.

To our brothers, sisters, relatives, mentor, friends, and classmates who

shared their words of advice and encouragement to finish this study.

And lastly, we dedicated this book to the almighty God, thank you for the
guidance, strength, power of mind, protection, skills, and for giving us a healthy
life. All of these, we offer you.

Page 4
 ABSTRACT

Computer literacy is one of the knowledges and abilities needed for four-
year degree programs, namely the Bachelor of Technology Livelihood Education
and the Bachelor of Technical Vocational Technology Education. This study aims
to find out the level of knowledge and skill of the Third Year Teacher Education
Department (TED) Students; BTLED – Home Economics, BTVTED –
Automotive, Food and Services Management (FSM) and Garments, Fashion and
Design (GFD) on computer literacy. In order to obtain the desired data from the
third year Teacher Education Department (TED) students, the researcher will be
using survey questionnaires as major instruments for this study that compose of
two parts – the students’ profile and checklist of level of computer literacy among
the respondents.

This study uses descriptive-quantitative methods to gather and collect

data. Using T-test and One-way-ANOVA this study finds that there is a significant
difference between the level of computer literacy and the profile of the
respondents when grouped accordingly. The level of computer literacy of the
teacher education department on the fundamentals of Microsoft Word, Microsoft
Excel, PowerPoint and Publisher the majority total of the respondent’s answer is
moderately literate. Moreover, in basic computer input-output setup the
respondents are moderately literate in terms of printer, projector, and computer.
Lastly, in basic photo-video editing tools the respondents are low literate.

Keywords: Computer Literacy, Microsoft Word, Microsoft Excel, PowerPoint,

Publisher.

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 TABLE OF CONTENTS
Page
No.
Tittle Page ……………………………………………………………………….. i
Approval Sheet …………………………………………………………………. ii
Acknowledgement ………………..…………………..………………………. iii
Dedication ...………..………….……………………….………………………. iv
Abstract …………………………………………………………………………. v
Table of Contents …….………….…………………….....…………………... vi
List of Tables ……………………………………………………………………viii
List of Figure ……………………………………………….…………………… ix

CHAPTER

I. Introduction
Background of the Study ……….....….………….………………………
Statement of the Problem ………………………………………………..
Significant of the Study …………………..…...………………………….
Scope and Delimitation of the Study ……………………………………

II. Review of Related literature and Studies

Related Literature …………………………………………………………
Related Studies ……………………………………………………………
Conceptual Framework ……………………….………………………….
Operational Definition of Key Variables ……………..………………….

III. Research Methodology

Research Design ………………………………………………………….
Research Environment ……………………….…………………………..
Research Respondents …………………….…………………………….

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 Sampling Technique ………………………….…………………………..
Research Instruments ……………………………..……………………..
Data Gathering Procedures ………………………….…………………..
Statistical Tools ……………………………………………………………

IV. Presentation, Analysis, and Interpretation of Data

Research Problem Number 1 ……………………………………………
Research Problem Number 2 ……………………………………………
Research Problem Number 3 ……………………………………………
Research Problem Number 4 ……………………………………………
Research Problem Number 5 ……………………………………………

V. Conclusions and Recommendations

Conclusions ………………………………………………………………..
Recommendations ………………………………………………………...

Bibliography………………………………………………………………………

Appendices……………………………………………………………………… ix

A. Letter of Approval for the Grade-Point-Average.……………………….

B. Letter of Approval for Final Oral Defense………………………………
C. Respondents’ Grade-Point-Average…………………………………….
D. Letter to the Respondents………………………………………………...
E. Survey Questionnaire……………………………………………………..
F. Curriculum Vitae…………………………………………………………...

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 LIST OF TABLES

1. Frequency Distribution of Ages of the Respondents……………..

2. Frequency Distribution of Sex of the Respondents………………
3. Frequency Distribution of Ethnicity of the Respondents N=55…………
4. Frequency Distribution of Family’s Monthly Income of the Respondents
N=55………………………………………………………………………..
5. The level of computer literacy of Teacher Education Department student
on the basic Microsoft Word Office N=55…………………………………
6. The level of computer literacy of Teacher Education Department student
on the basic Microsoft Excel N=55…………………………………………
7. The level of computer literacy of Teacher Education Department student
on the basic Microsoft PowerPoint N=55………………………………….
8. The level of computer literacy of Teacher Education Department student
on the basic Microsoft Publisher N=55
9. The level of computer literacy of Teacher Education Department student
on the Computer input – output setup N=55
10. The level of computer literacy of Teacher Education Department student
on the Computer input – output setup N=55
11. The level of computer literacy of Teacher Education Department student
on the Computer input – output setup N=55
12. The level of computer literacy of Teacher Education Department student
on the basic photo-video editing tools N=55
13. ANOVA Table of the Profile of the Respondents in Terms of Ethnicity and
the Level of Computer Literacy
14. ANOVA Table of the Profile of the Respondents in Terms of Age and the
Level of Computer Literacy
15. ANOVA Table of the Profile of the Respondents in Terms of Monthly
Income and the Level of Computer Literacy

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 16. T-Test Table of the Profile of the Respondents in Terms of Sex and the
Level of Computer Literacy
LIST OF FIGURE

1. Conceptual Framework of the

study………………………………………………

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 CHAPTER I

INTRODUCTION

Background of the study

Computer literacy is one of the knowledges and skills that is required to a

four-year degree courses particularly the Bachelor of Technology Livelihood
Education and Bachelor of Technical Vocational Technology Education. As per
advised by The Commission on Higher Education (CHED) and its
implementation, the Zamboanga City State Polytechnic college is requiring the
information and communication technology (ICT) a subject in their curriculum
such as TLE 6: Introduction and Teaching ICT as an Exploratory Course I and
TLE 7: Introduction and Teaching ICT as an Exploratory Course II.

Generally, computer literacy refers to the ability to use applications rather

than to program. Computer literacy is identified as the attitudes, skills and
knowledge individuals need to be able to be hand in glove with computer
technologies through their daily lives Taylor, Goede, and Steyn (2011) considers
computer literacy as educators’ belief about their computer knowledge and skills.

Computer literacy becomes part of the students' learning and some of

those has been taught but there are some students who do not have an idea and
skill of using basic Microsoft Office applications, troubleshooting and basic photo
- video editing because of lack of technology and lack of interest of the students.
Thus, the researcher will conduct to evaluate the level of computer literacy of
third year students basic for special topic seminar to determine the ability to
perform basic computer operation, troubleshooting and basic photo – video

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editing of the BTLED and BTVTED students of Zamboanga City State
Polytechnic, Ayala Extension Campus.

The researchers seek to find out a special topic seminar for the purpose of
improving computer literacy skill through integrating computer face-to-face
seminars/webinars to acquire new skills on computer literacy. Also, the purpose
of this study aims to find out if there are significant differences on the level of
computer literacy of the 3rd year BTLED and BTVTED students when data is
gathered.

The researchers believe that this study will contribute to the student’s
learning in improving their computer literacy. To the faculty, staff and
administrator that the researcher believed that there is a corner in the classroom
that needs improvement.

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STATEMENT OF THE PROBLEM

This research aims to find out the level of knowledge and skill of the Third
Year Teacher Education Department (TED) Students; BTLED – Home
Economics, BTVTED – Automotive, Food and Services Management (FSM) and
Garments, Fashion and Design (GFD) on computer literacy. Specifically, the
following statements:

1. What is the demographic profile of the respondents in terms of;

1.1. Age
1.2. Sex
1.3. Ethnicity
1.4. Family’s Monthly Income
2. What is the level of computer literacy among the respondents in terms of?
2.1. Basic Microsoft Office applications
2.1.1. Word
2.1.2. Excel
2.1.3. PowerPoint
2.1.4. Publisher

2.2. Basic computer input – output setup

2.2.1. Printer
2.2.2. Projector
2.2.3. Computer

2.3. Basic photo-video editing tools.

2.3.1. Adobe Photoshop
2.3.2. Corel Draw

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 2.3.3. Sony Vegas
2.3.4. ProShow Gold
2.3.5. Movie Maker

3. What is the significant difference on the level of computer literacy when

data is grouped according to profile?

4. Based on the findings, what seminar topic can be developed?

SIGNIFICANCE OF THE STUDY

This research entitled “Computer Literacy of 3rd Year Teacher Education

Department Students basis for Special Topic Seminar” is being created to benefit
the following;

Administrator

This research will benefit the administrator of Zamboanga City State

Polytechnic College to determine the level of basic computer literacy of the
students that needs for improvements such as putting computer laboratories in
the campus.

Information and Communication Technology (ICT) Teacher

This research will benefit the Information and Communication Technology

(ICT) teacher of Zamboanga City State Polytechnic College to assess the level of
computer literacy of BTLED and BTVTED students and provide additional
principles of teaching in computer literacy since the subject for the different
courses are pioneered.

Students

P a g e 13
 This study will benefit the students of Bachelor of Technical Vocational
Technology Education (BTVTED) major in Automotive, Food and Services
Management, Garments and Fashion Design and Bachelor of Livelihood and
Technology Education (BTLED) that this research is beneficial to their computer
literacy in terms of their expertise and they are part of this study.

Future researchers

This research will serve as a guide for literature and reference to the
future researchers when they conduct a study that is related to our research, and
basis in formulating and developing or enhancing curriculum of the courses.

SCOPE AND DELIMITATION OF THE STUDY

The respondents of the research will be all third-year college student of

BTLED major in Home Economics and BTVTED major in Automotive, Food
Services Management and Garments and Fashion Design of the Zamboanga
City State Polytechnic College Ayala Extension, Zone 6 Ayala, Zamboanga City,
during the 2nd semester of the school year 2020 – 2021. Its scope was the level
of computer literacy particularly in basic Microsoft office applications, basic
troubleshooting and basic photo-video editing tools using standardized
questionnaires.

P a g e 14
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses foreign and local literature and
studies that are closely related to the present research. The information in this
chapter was sought to support this study and lead the researchers in determining
the level of Computer Literacy of Teacher Education Department (TED)
Students: basis for Special Topic Seminar. In this chapter it also discusses the
conceptual framework and operational definition of key variables that is used by
the researchers.

FOREIGN LITERATURE

According to Etherington (2018) “people assumed computer literacy

meant the ability to program a computer or even build one while others assumed
it referred to the ability to use a computer”. Despite the ubiquity of the concept,
computer literacy has never had a fixed meaning. Forty years after its arrival,
there are also compelling reasons to wonder whether it still matters at.

Meanwhile, in the book of Dabas (2018) “Computers and its related

technology have completely revolutionized our lives.” Computer aided learning
through the use of various tools such as multimedia projector, and PowerPoint
presentations to the classroom student will benefit their interest and motivation.
Distance learning is part of the teaching method regardless of time, place and
situation with the use of teleconferencing, video-conferencing, audio graphics,
Teletext, video text, multimedia and hypermedia to avoid late passing of
requirements.

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 Lastly, Dr. Aitokhuehi and Dr. Ojogho (2014) posited that the issue of
Information of communication technology (ICT) is a major part of distributor in
terms of teaching and learning. The student can easily catch up the lesson and
helps to improve their academic performance if they have been exposed to
technology in classroom such as class discussion and class activities.

LOCAL LITERATURE

According to Bonifacio (2013) integrating information and communication

technology or ICT into teaching and learning has become a great concern for
many educators in developing countries like the Philippines. The researcher
believes that developing these standards in a decision-making process will
dictate how Filipino students will acquire ICT concepts and skills to help them
achieve the greater benefits of learning.

Furthermore, Cajilin Study (2009), the data collected on ICT training

programs revealed the scarcity of professional development opportunities. In her
example, out of 111 teachers only 30% were able to attend ICT training
programs that were spread over a 15 period from 1994 to early 2009.

Lastly, Lorenzo (2016) “Evaluation is important to gauge the strengths,

weaknesses and effectiveness of any activity”. In his study he evaluated the
iSchools Project implemented in the Public High Schools of Tarlac Province.
Findings showed that the beneficiary schools encountered problems in project
implementation. These problems include hardware failure, difficulty on the use of
software packages, lack of follow-up on capability building, no available internet
connection, limited access to the laboratory, and lack of repair/maintenance of
the equipment in the laboratory. This implies that the project in general was
effective in attaining its objectives which is ICT integration in education and to
bridge the digital divide among public high school teachers.

P a g e 16
FOREIGN STUDIES

According to Verhoeven et al., (2010) in the article reported a study which

tried to find out whether freshmen, after 6 months at the university, changed their
self-perception of ICT competences and computer use in comparison with their
behavior at secondary school, and what factors can explain the self-perception of
ICT competences and computer use in secondary school, in the university and
their possible change. Hypotheses were developed and tested to answer the
research questions. Students who consider the computer to be a useful
instrument, have control over the computer, possess a certain level of Internet
competence, and are at ease with computers are more likely to have the skills
needed to maintain a computer, to develop a web site, and to use basic ICT
skills. The predictors have little influence on Internet usage. The same predictors
contribute modestly to the explanation of the different frequencies of computer
use, and a few of the predictors explain parts of change in ICT skills and
frequency of computer use.

In addition, Erlich, Zippy and et al., (2009) in the article indicated that the
use of technologies as teaching aids and tools for self-study is influenced by
students’ attitudes toward computers and their applications. The purpose of this
study was to determine whether taking a Computer Literacy and Applications
(CLA) course has an impact on students’ attitudes toward computer applications,
across various undergraduate disciplines. A Computer Application Attitude (CAA)
questionnaire was administered at the beginning and at the end of the semester
to social science students enrolled in a CLA course. The study population was
divided into two groups according to the students’ field of study: quantitative-
oriented and qualitative-oriented. A significant difference was found in attitudes

P a g e 17
before and after the CLA course only in the quantitative group. Based upon the
results of this study, it is recommended to offer different computer literacy
courses to the different groups to improve students’ attitudes toward the use of
these applications.

On other hand, Ching Sing Chai, ee Tan and et al., (2011) in the article
cited that within the field of educational technology, Technological Pedagogical
Content Knowledge (TPACK) has been theorized as a seven-factor construct to
describe Print to teacher’s integration of information and communication
technology (ICT) in their teaching. However, this framework has yet to be
successfully validated through survey instruments. The paper examined the
construct validity of a TPACK survey that was contextualized for the pedagogical
approaches employed in a 12-week ICT course designed with reference to the
TPACK framework for Singaporean primary school pre-service teachers. Using
this framework, the researchers were able to uncover five of the seven TPACK
constructs which were a better model fit as compared with several extant studies
of TPACK surveys. Using these results, pre- and post-course structural equation
models were constructed to explain the relationships amongst the different
constructs of teachers’ TPACK perceptions. It was found that pedagogical
knowledge had a direct impact on TPACK at the beginning of the course. As
teachers made connections between their technological knowledge and
pedagogical knowledge to form technological pedagogical knowledge during the
course, the direct relation between pedagogical knowledge and TPACK became
insignificant whereas the relations between pedagogical knowledge and
technological pedagogical knowledge, and technological pedagogical knowledge
and TPACK were strengthened. The comparison between the pre- and post-
course models also revealed that the pre-service teachers’ perceived relations
between content knowledge and TPACK changes from insignificant to significant.
The implications of these findings and suggestions to improve the construct
validation of the TPACK framework are discussed in this paper.

P a g e 18
 Lastly, Mary, Somerville and et al., (2010) in the article “Toward Large
Scale Assessment of Information and Communication Technology Literacy:
Implementation Considerations for the ETS ICT Literacy Instrument” detailed the
case study. The purpose of this paper was to provide guidance to those
contemplating or preparing to administer a large-scale information literacy
assessment such as the ETS ICT assessment instrument. The case studies and
literature review provide real life examples of how to consider implementing the
ETS ICT instrument with special attention to issues such as collaboration, timing,
marketing, budgeting, and developing a strategy that includes a discussion of
how testing results will inform campus information literacy curriculum
development and programming. The paper provided background information,
techniques and guidance for academic librarians contemplating future
administrations and usages of large-scale assessments of student information
and communication technology skills, like the ETS ICT assessment. Examples of
necessary planning stages and collaboration are provided as well as a
discussion of the value of large-scale assessments for students, campuses and
information literacy programs.

LOCAL STUDIES

According to Semblante and Amparado (2020), determining the needs of

the participants in a community extension program prioritizes the topics that they
will be interested to attend. This ensures that participants are motivated
and interested in various topics presented in the program. The study assessed
the needs of participants from Village Looc, Mandaue City, Cebu, Philippines, on
the computer literacy program (CLIP) offered by the UCLM College of Computer
Studies. The findings of the study were the basis for a proposed annual
extension program plan for June 2018 to May 2019.Findings revealed that the
top ten needs were: computer assembly, computer troubleshooting,
Microsoft Word, Microsoft PowerPoint, Internet cable termination, game
development, web design, mobile application, keyboarding, and hard disk

P a g e 19
installation. Determining the needs of the participants prioritizes the topics that
they will be interested to attend. This ensures that participants are motivated and
interested in various topics presented in the computer literacy training program.

Meanwhile, Shrum and Ynalvez (2006) they describe technology

utilization among knowledge producers who have experienced alternative
training structures. Using data from face to face survey Filipino scientists, they
measure email utilization by scientists in terms of five aspects of access and use.
The questioner is; 1. How can they characterize peripheral scientists in terms of
their contextual, personal, professional and educational attributes? 2. How can
they characterize their utilization of digital technology? 3. Are there indications
that core-based graduate training translates into yet another significant
dimension in digital in equality? Based on their findings, Filipino scientists are
able to utilize digital technology- personal computer, email, and the world wide
web- but with important qualifications.

Furthermore, to Rodrigo et al., (2013) in their study, they use a

quantitative field with observations in three studies to compare the rates of off-
task behavior and other disengaged behaviors among students in the Philippines
and USA. In their study, students use the same intelligent tutoring software,
controlling for both curriculum and study method. They found out that students in
the Philippines exhibit significantly less off-task behavior than students in the
USA. In follow-up studies, they studied other school settings and other adaptive
educational technologies in the Philippines finding similarly low levels in off-task
behavior.

In addition to Ogena and Brawner (2009) the present educational system

is basically influenced by the American system of education. However, studies on
the states on education in the country resulted in legislative and executive moves
that led to changes to the educational system and the philosophy that now
characterizes it. Assessment and evaluation studies on the education system

P a g e 20
have consistently shown that it is one thing in many aspects as indicated by poor
student performance.

Lastly, Nucio et.al, (2020) the E-learning outreach program (ELOP) is a

multi-sectoral, collaborative and commitment driven action research that focuses
on providing relevant and useful computer and internet literacy short courses for
public elementary students. The study aims to account for a process-based
heuristic approach in lying down the different faces of the program specifically to:
1. coordinate and orient parents, pupils, teachers and school administrators, 2.
Set-up an E-learning environment, 3. Design and write course modules, 4.
Assess learning, skills and experience of pupils, and evaluate the program based
on the research team’s observation and results of focus group discussion (FGD)
with teachers and students participants. A pretest and posttest were conducted
with results showing that the program has improved participants’ E-learning
knowledge and skills except for advance skills in hardware utilization.

P a g e 21
 CONCEPTUAL FRAMEWORK

This research entitled “Computer Literacy of 3rd Year Teacher Education

Department Students basis for Special Topic Seminar Among the students of
BTLED and BTVTED at Zamboanga City State Polytechnic College school year
2020 – 2021. Level of computer literacy among
students of the Teacher Education
Department (TED):
In this section, this will show
 Basic the conceptual
Microsoft paradigm to present the figure
Office application
of the study:  Basic Computer input – output
setup
IV DV
 Basic photo-video editing tools.
Profile: Seminar
 Age special topic
 Sex
 Ethnicity
 Family’s
Monthly
Income

Figure 1. The Concept Framework for the Computer Literacy of Third Year
Teacher Education Department Students.

The figure shows the concept of the research where in the independent
variable is the profile of the respondent such as age, sex, ethnicity and Family’s
monthly income. The dependent variable is the basic computer literacy such as;
Basic computer operating system, basic troubleshooting and basic photo-video
editing tools as classification of the study to what seminar special topic will be
developed when data is gathered.

P a g e 22
OPERATIONAL DEFINITION OF KEY VARIABLES

For better understanding and interpretation of this study, the following

terms are operationally defined.

Teacher Education Department pertain to a four-year degree course

offered by Zamboanga City State Polytechnic College that focused on preparing
students to be skilled and competent teacher and non-teaching work professional
such as Bachelor of Technical and Vocational Technology Education (BTVTED):
Automotive, Food and Service Management, Garments Fashion and Design and
Bachelor of Technology and Livelihood Education (BTLED): Home Economics.

Basic Microsoft office applications refer to the computer literacy of the

students such as Microsoft Word, Excel, PowerPoint, and Publisher.

Basic troubleshooting means that students have the ability to Setup

printer, Setup projector, Installation of application.

Basic photo-video editing tools refer to the application that respondents

used in terms of Adobe Photoshop, Corel draw, Sony Vega, ProShow Gold and
Movie Maker.

Age: refer to the respondent’s age bracket that will be 18 to 20 years old,
21 to 23 years old, 24 and above.

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 Sex: distinguished respectively as female or male of respondent’s
category.

Monthly Family Income: refers to the monthly income of the respondent

bracket from 3,000 – 5,000, 5, 001 – 8,000, 8,001 and above.

Ethnicity: means the tribe of the respondents such as chavacano, bisaya,

Tausug, Subanen and others.

Special Seminar Topic refers to what special topic for the seminar after
the data is gathered.

P a g e 24
 CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the methodology of the study. It covers the
research method and instrument used, research design, research environment,
respondents, sampling technique, research instruments, data gathering
procedures, and statistical tools of data. This will help the researchers to get the
data of the respondents according to their courses, profile and the level of their
computer literacy.

RESEARCH DESIGN

The type of research design used for this study is quantitative descriptive
method style of research where students will evaluate the level of basic computer
literacy of third year Teacher Education Department (TED) students of
Zamboanga City State Polytechnic College Ayala Extension Classes. Descriptive
method aims to describe and interpret the statistical data that will gather
information such as age, sex, ethnicity and social status of the students and it
can be answered by what, when, where and how. This is a Quantitative method
where in both survey and interview will be utilized as the basis for a special topic
seminar because the researchers sought it as the appropriate method for this
study.

RESEARCH ENVIRONMENT

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 The study is conducted at one of the extension programs of Zamboanga
City State Polytechnic College, located 17.6 kilometers from the city proper of
Zamboanga, Region lX, Zamboanga Peninsula because the researchers sought
the potential place to conduct the study.

RESEARCH RESPONDENTS

The respondents of this research composed of 55 student of third year

Teacher Education Department (TED); BTLED – Home Economic (H.E), BTLED
– Automotive, Food and Services Management (FSM), Garments Fashion and
Design (GFD) students of Zamboanga City State Polytechnic College Ayala
Extension Classes, Zone 6 Ayala, Zamboanga City because this research will
conduct to evaluate the level of computer literacy of the said respondents. They
are both male and female.

SAMPLING TECHNIQUE

This study shall employ the use of total enumeration sampling because
participants are all selected to take part in the survey. Total enumeration
sampling is a type of purposive sampling technique where the researcher
chooses to examine the entire population that have a particular set of
characteristics. Since the study is to evaluate the level Computer Literacy of
Third Year BTLED and BTVTED Students basis for Special Topic Seminar, the
researchers choose all the participants through online platforms since the current
situation nowadays is new normal.

RESEARCH INSTRUMENTS

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 In order to obtain the desired data from the third year Teacher Education
Department (TED) students, the researcher will be using survey questionnaires
as major instruments for this study that compose of two parts – the student’s
profile and checklist of level of computer literacy among the respondents.

The first part of questionnaire was about the student’s profile (age, sex,
ethnicity and family’s monthly income). The second part of the questionnaire was
the level of computer literacy among the BTLED and BTVTED students
composed of three questions with five to six sub-questions. The Respondents will
be asked to answer each question by checking the corresponding box in the
columns and choosing from highly literate, moderate literate and low literate.

DATA GATHERING PROCEDURE

The researchers will write a letter of permission to conduct study and shall
be made upon the approval of the OIC administrator, Mrs. Margie B. Janda of
Zamboanga City State Polytechnic College Ayala Extension Classes to conduct
interview by means necessary while securing and following the protocol issued
by the government.

Since the respondents are facing the pandemic, the researchers will be
using Google form to get the data of the respondents. For those students who
have android phones the survey will be done through online platforms such as
messenger, zoom, and google form and for those students who don't have the
access from internet the researchers will reach them via call and short message
service (SMS).

P a g e 27
STATISTICAL TOOLS

The researchers will be using Frequency, Percentage, Mean, T-test and

ANOVA after the data collected and coded. Tabulating and tallied subjected to
the following statistical tools:

1. Frequency and Percentage is used in collecting the data of the

demographic profile of the respondents that includes; age, sex, ethnicity
and family’s monthly income in the first part of the questionnaire.

F
P= X100
N
Where
P = Percentage
F = Frequency
N = No. of Respondents

2. Weighted mean class deviation method will be used to tally the data base
on the age, gender, ethnicity and family monthly income. The mean is
used to add the number of the data gathered and divided by the total
number of participants.
3. T-test is a statistical test used to compare the means of two groups. It is
often used in hypothesis testing to determine whether a process or

P a g e 28
 treatment actually has an effect on the population of interest, or whether
two groups are different from one another (Bevans 2020).
4. Analysis of variance (ANOVA) is used in statistics as an analysis tool that
splits an observed aggregate variability found inside a data set into two
parts: systematic factors and random factors. The systematic factors have
a statistical influence on the given data set, while the random factors do
not. Analysts use the ANOVA test to determine the influence that
independent variables have on the dependent variable in a regression
study (Kenton 2019).

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the statistics gathered in line with the level of
computer literacy of the third-year teacher education department student in
Zamboanga City state polytechnic college. The researchers identify the profile of
the respondents and the level of computer literacy by using frequency and
percentage, mean, T-test and ANOVA as the statistical tools. Also, this chapter
illustrates the presentation, analysis and interpretation of the data to answer the
research questions formulated in the present study. Below are the discussion
and tabulated results based on the data gathered from the respondents.

Research Problem Number 1

The first question that this study sought to answer was the profile of the
students of the Teacher Education Department (TED) in terms of following
variables; age, sex, ethnicity and family’s monthly income.

Level of Computer Literacy of Third Year Third Year Teacher Education

Department (TED): Basis for Special Topic Seminar

TABLE 1

P a g e 29
 Frequency Distribution of Ages of the Respondents
N=55

Age Frequency (f) Percentage (%)

18 – 20 years old 9 13.00
21 – 23 years old 31 56.00
24 above 15 31.00
Total 55 100

Table 1 presents the tabular presentation of the ages of respondents. Age

bracket 21 to 23 years old had the most number of respondents with thirty one
(31) or equivalent to fifty-six percent (56%), seventeen (17) or thirty-one percent
(31%) were age 24 and above, and seven (7) or thirteen percent (13%) were age
between 18 to 20 years old. This implies that majority of the respondents are
between the aged of 21 and 23 years old.

According to the study of Ashley et.al. (2015) Age was found to be a

negative predictor of computer literacy. These findings show that computer
literacy is poorer in older individuals than in those a few years younger. Age and
computer self-efficacy were shown to have indirect connections, as were age and
computer anxiety. To enhance the possibility of adoption of Internet-based
hearing health care, it should be considered to address disparities in self-efficacy
and computer literacy in older individuals.

P a g e 30
 TABLE 2

Frequency Distribution of Sex of the Respondents

N=55

Sex Frequency (f) Percentage (%)

Male 8 15.00
Female 47 85.00
Total 55 100

Table 2 shows the frequency and percentage distribution of the

respondents in terms of sex. Majority of the respondents were female with a
frequency of forty-seven (47) and a percentage of (85%), while male respondents
were eight (8) or the percentage of fifteen (15%). This implies that most of the
female students are literate in computer.

Based on the study of Eveline G., et.al. (2019) as computer and

information technologies become more prevalent in modern life, educators and
legislators realize the need of ensuring that all children can use computers
successfully to research, create, and communicate. Intriguingly, the International
Computer and Information Literacy Study (ICILS) of grade eight pupils conducted
by the IEA in 2013 found that female students had higher computer and
information literacy (CIL) scale scores than male students. Gender disparities in
students' usage of information and computer technologies, perceptions of

P a g e 31
computer technology, and sense of competence in utilizing computer
technologies show gender inequalities that may be related with students' different
CIL development. Gender variations in teacher confidence in using computer
technologies and attitudes about the pedagogical use of those tools are also
investigated.

TABLE 3

Frequency Distribution of Ethnicity of the Respondents

N=55

Ethnicity Frequency (f) Percentage (%)

Bisaya 18 33.00
Chavacano 22 40.00
Tausug 10 18.00
Subanen 3 5.00
Others 2 4.00
Total 55 100

Table 3 illustrates the ethnicity of the respondents they belong to. Majority
of the respondents are chavacano with a total number of twenty-two (22) having
a percentage of forty (40), while eighteen (18) or thirty-three percent (33%) are
bisaya, on the other hand ten (10) or eighteen percent (18%) are Tausug, three
(3) or five percent (5%) are subanen and two (2) or four percent (4%) are other
ethnicity. This implies that majority of the students are Chavacanos.

According to Ritzhupt A., et.al. (2013) examines students information and

communication technology (ICT) literacy and its relationships to a student’s
socio-economics status (SES), gender and ethnicity of the middle school
students. The result show a digital divided between white and none-white and the
rest of the demographic profile of the respondents.

P a g e 32
 TABLE 4

Frequency Distribution of Family’s Monthly Income of the Respondents

N=55

Frequency Percentage
Family’s Monthly Income (f) (%)
P3,000 to 5,000 27 49.00
P5,001 to 8,000 15 27.00
P8,000 and above 13 24.00
Total 55 100

Table 4 above interprets the family’s monthly income of the respondents in

terms of their daily living. Majority of the respondents answered 3,000 to 5,000
with a total number of twenty-seven (27) or forty-nine percent (49%), fifteen (15)
or twenty-seven percent (27%) would option 5,001 to 8,000, and thirteen (13) or
twenty-four percent (24%) were 8,000 and above. . This implies that majority of
the families monthly income of the students are between three-thousand (3,000)
and five-thousand (5,000).

According to Scherer, R., and Siddiq, F., (2019) the meta-analysis

synthesized the relation between measures of socioeconomic status (SES) and
students’ information and communication technology (ICT) literacy. The findings
of this meta-analysis suggest that students’ ICT literacy differs between
socioeconomic status groups, thus pointing to a gap in the domain of ICT.

P a g e 33
 I. Regarding basic Microsoft applications, how will you rate your skill to
the following?

Table 5

The level of computer literacy of Teacher Education Department student on the

basic Microsoft Word Office
N=55

1.1 Microsoft Word Mean Interpretation

Creating word document 2.64 Highly Literate
Saving files 2.64 Highly Literate
Text formatting 1.95 Moderately Literate
Insert image and bookmarks 2.00 Moderately Literate
Create graph and chart 1.85 Moderately Literate
Grand Mean 2.21 Moderately Literate

Legend:
2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Basic Microsoft Word. Table 5 illustrates the level of computer literacy of

the respondents in terms of basic Microsoft Word with an overall weighted mean
rating of 2.21 or a descriptive rating degree of moderate. The respondents
moderately agree that the following are affecting their level of computer literacy
on basic Microsoft word office; creating word document (WM =2.64) with a
standard deviation of 0.56, saving files (WM=2.64) with a standard deviation of
0.59; insert image and bookmarks (WM=2) with a standard deviation of 0.77; text
formatting (WM=1.95) with a standard deviation of 0.83; create graph and chart
(WM=1.85) with a standard deviation of 0.72. This implies that students of the

P a g e 34
Teacher Education Department (TED) are highly literate in creating word
documents and saving the files in Microsoft word.

According to the study of C Sasikala and V Dhanraju. The findings on this

aspect reveal the level of familiarity the student has with the most popular word
processing software. Highest percentage of them (34 %) stated that they are
somewhat familiar with Microsoft Word. About 33 percent of the students found
to be very familiar with the use of the software among the students about 24
percent of only beginners.

P a g e 35
 Table 6

The level of computer literacy of Teacher Education Department student on the

basic Microsoft Excel
N=55

1.2 Microsoft Excel Mean Interpretation

Create spreadsheet 2.24 Moderately Literate
Create format 1.91 Moderately Literate
Insert text box 1.93 Moderately Literate
Create pivot table 1.40 Low Literate
Create cell formatting 1.55 Low Literate
TOTAL 1.80 Moderately Literate

Legend:
2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Basic Microsoft Excel. Table 6 presents the level of computer literacy of

the respondents in terms of basic Microsoft Excel with an overall weighted mean
rating of 1.80 or a descriptive rating degree of moderate. The respondents
moderately agree that the following are affecting their level of computer literacy
on basic Microsoft word office; create spreadsheet (WM =2.24) with a standard
deviation of 0.72; insert text box (WM=1.93) with a standard deviation of 0.66;
create format (WM=1.91 with a standard deviation of 0.70; create cell formatting
(WM=1.55) with a standard deviation of 0.63; create pivot table (WM=1.40) with a
standard deviation of 0.60.This implies that the students of Teacher Education
Department (TED) students are reasonably literate in grasping the fundamentals
of Microsoft Excel.

According to the study of Irish E. Eblacas (2018), the researcher came to

a conclusion based on his results. Microsoft Excel is frequently used in
Computer-Based Technology in school, according to both the teacher and the

P a g e 36
student responses. There is a very substantial connection between the frequency
of use and degree of competence in Computer-Based Technology at school for
both instructors and pupils.

Table 7

P a g e 37
 The level of computer literacy of Teacher Education Department student on the
basic Microsoft PowerPoint
N=55

1.3 Microsoft PowerPoint Mean Interpretation

Insert pictures 2.71 Highly Literate
Insert graphs and diagrams 2.10 Moderately Literate
Add sounds effects to an animation or hyperlink 1.68 Moderately Literate
Create new slide 2.65 Highly Literate
Insert Illustration 1.82 Moderately Literate
TOTAL 2.19 Moderately Literate

Legend:
2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Microsoft PowerPoint. Table 7 shows the level of computer literacy of

the respondents in terms of basic Microsoft Word with an overall weighted mean
rating of 2.19 or a descriptive rating degree of moderate. The respondents
moderately agree that the following are affecting their level of computer literacy
on basic Microsoft word office; insert pictures (WM =2.71) with a standard
deviation of 0.50; create new slide (WM=2.65) with a standard deviation of 0.50;
insert graphs and diagrams (WM=2.10) with a standard deviation of 0.73; insert
illustration (WM=1.82) with a standard deviation of 0.72; add sounds effects to an
animation or hyperlink (WM=1.68) with a standard deviation of 0.72. This implies
that the students of Teacher Education Department (TED) students are
reasonably literate in grasping the fundamentals of Microsoft PowerPoint.

Based on the study of Khoo, E., Hight, C., Cowie, B., Torrens, R.,
Ferrarelli, L.(2014). Tertiary learning experiences for students are visibly
integrated in software infrastructures, platforms, and apps. Students may utilize
this software to fulfill their learning requirements since they have simple access
to hardware. Students were usually confident and at ease when interacting with

P a g e 38
new technologies, and they reported feeling confident and competent when
participating in more active and autonomous (even informal) activities while
learning new software (including MS PPT). Others have discovered indications of
student agency and autonomous learning via informal methods made possible by
digital technology and social media. According to the research, lecturers and
students are usually aware of PPT, have the fundamental abilities to utilize the
application, and can troubleshoot and improve their practice over time to serve
teaching and learning objectives.

Table 8

The level of computer literacy of Teacher Education Department student on the

basic Microsoft Publisher
N=55

P a g e 39
 1.4 Microsoft Publisher Mean Interpretation
Create tables 2.35 Highly Literate
Create text boxes 2.15 Moderately Literate
Manipulative graphics and inserting 1.62 Low Literate
images
Making, using and customizing template 1.55 Moderately Literate
Creating page layout 1.76 Moderately Literate
TOTAL 1.88 Moderately Literate

Legend:
2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Microsoft Publisher. Table 8 conveys the level of computer literacy of the

respondents in terms of basic Microsoft Word with an overall weighted mean
rating of 1.88 or a descriptive rating degree of moderate. The respondents
moderately agree that the following are affecting their level of computer literacy
on basic Microsoft word office; create tables (WM=2.35) with a standard
deviation of 0.78, create text boxes (WM =2.15) with a standard deviation of 0.76;
creating page layout (WM=1.76) with a standard deviation of 0.77, manipulative
graphics and inserting images (WM=1.62) with a standard deviation of 0.76;
Making, using and customizing templates (WM=1.55) with a standard deviation of
0.69. This implies that the students of Teacher Education Department (TED)
students are reasonably literate in grasping the fundamentals of Microsoft
Publisher.

According to the study of Paulino P. Reyes II (2019), Microsoft Publisher is

extremely easy to use, particularly for pictures and certificates, therefore
instructors must be proficient in its usage. It has a lot of functions, particularly for
creating invites, flyers, posters, school papers, and diplomas. According to Teck
and Lai23's research, instructors in the Southern Pinukpuk District benefit greatly
from the usage of Microsoft Publisher. Creating advertisements and calendars

P a g e 40
yielded the lowest mean. Instructors are unlikely to create their own school
calendar; instead, the Department of Education offers ready-made school year
calendars for teachers to use in order to be led by the many school events. This
is in line with research that found that instructors in the Eastern Tabuk District
had the lowest mean when it came to producing calendars and advertisements.
Despite the fact that these abilities are seldom practiced, there is still a
requirement to be proficient.

II. Regarding Computer input – output setup, how will you rate your skill
on the following?

Table 9

The level of computer literacy of Teacher Education Department student on the

Computer input – output setup
N=55

P a g e 41
 2.1 Setup Printer Mean Interpretation
Plug in the printer’s power cable 2.33 Moderately Literate
Connect USB cable from the printer to the 2.25 Moderately Literate
computer
Install ink to the printer 1.80 Moderately Literate
TOTAL 2.13 Moderately Literate

Legend:
2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Setup printer. Table 9 interprets the level of computer literacy of the

respondents in terms of basic Microsoft Word with an overall weighted mean
rating of 2.13 or a descriptive rating degree of moderate. The respondents
moderately agree that the following are affecting their level of computer literacy
on the computer input – output setup; plug in the printer’s power cable (WM
=2.33) with a standard deviation of 0.67; connect USB cable from the printer to
the computer (WM=2.25), with a standard deviation of 0.64; install ink to the
printer (WM=1.80) with a standard deviation of 0.73. This implies that the
students of Teacher Education Department (TED) students are reasonably
literate in grasping the set-up of printer.

High-tech media, such as computer-based teaching and learning tools and

the Internet, are incorporated with traditional media. In this way, computer
technology has acted as a catalyst in the transformation of conventional schools
into Smart Schools. In other words, computer technology is critical to the Smart
Schools' success. Multimedia courseware, presentation capabilities, and e-mail
are needed in classroom settings, while library/media centers and computer labs
will aid in learning and teaching. 

P a g e 42
 Table 10

The level of computer literacy of Teacher Education Department student on the

Computer input – output setup
N=55

Setup Projector Mean Interpretation

Project an alignment image 1.96 Moderately Literate

Connect projector’s power cord to the 2.05 Moderately Literate
socket
Setup projector screen 2.07 Moderately Literate

P a g e 43
 TOTAL 2.03 Moderately Literate

Legend:
2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Setup projector. Table 10 illustrates the level of computer literacy of the

respondents in terms of setup projector with an overall weighted mean rating of
2.03 or a descriptive rating degree of moderate. The respondents moderately
agree that the following are affecting their level of computer literacy on the
computer input – output setup; install ink to the printer (WM =2.07) with a
standard deviation of 0.77; connect USB cable from the printer to the computer
(WM=2.05), with a standard deviation of 0.80; plug in the printer’s power cable
(WM=1.96) with a standard deviation of 0.74. This implies that the students of
Teacher Education Department (TED) students are reasonably literate in setting
up a projector.

According to Ruhul A., et.al (2018) it has been shown that using a
multimedia projector helps both the instructor and the pupils acquire language
skills. Furthermore, this study demonstrates how instructors may overcome
teacher-oriented classrooms by using appropriate audiovisual content. The study
paper discusses the advantages of utilizing a multimedia projector by English
language instructors. The most recent part has been included in language
instruction in the age of contemporary science and technology. With the
advancement of technology, new innovations in language education are
emerging. Language instructors are now utilizing multimedia projectors to aid in
the teaching process. Language instructors are likely to utilize images, audio
snippets, videos, and PowerPoint presentations in language classes, in addition
to textbooks, through the multimedia projector.

P a g e 44
 Table 11

The level of computer literacy of Teacher Education Department student on the

Computer input – output setup
N=55

Setup Computer Peripherals Mean Interpretation

Setup computer peripherals such as monitor, 2.27 Moderately Literate
keyboard and mouse and system unit
Connect speaker to the computer’s audio port 2.25 Moderately Literate
Connect printer to the computer’s printer port 2.18 Moderately Literate
TOTAL 2.24 Moderately Literate

P a g e 45
 Legend:
2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Computer peripherals. Table 11 shows the level of computer literacy of the

respondents in terms of setup computer peripherals with an overall weighted
mean rating of 2.24 or a descriptive rating degree of moderately literate. The
respondents moderately agree that the following are affecting their level of
computer literacy on the computer input – output setup; Set up computer
peripherals such as monitor, keyboard and mouse and system unit. (WM =2.27)
with a standard deviation of 0.73; connect speaker to the computer’s audio port
(WM=2.25), with a standard deviation of 0.80; Connect printer to the computer’s
printer port (WM=2.18) with a standard deviation of 0.80. This implies that the
students of Teacher Education Department (TED) students are reasonably
literate in grasping the fundamentals of set-up computer peripherals.

Based on the study of ibezim, n. E. And Ukwueze, f. N. (2014) Today's

students have high rates of access to computing technology and computer
ownership, prompting many policymakers to believe that kids are already
computer literate and that computer literacy courses are dinosaurs in a
contemporary digital world. As a consequence, several institutions have dropped
the subject or simply require students to pass a minimal competency exam.
Students were also asked to evaluate themselves in terms of technology usage
and knowledge, personal ownership of technological equipment, gender, age,
and job status. These components were then linked with the perceived
significance answers to see if any connections exist that may lead to a better
understanding of today's students in order to design a more relevant computer
literacy course.

P a g e 46
 III. Regarding basic photo-video editing tools, how will you rate your skills
in terms of the following?

Table 12

The level of computer literacy of Teacher Education Department student on the

basic photo-video editing tools
N=55

Software or application Mean Interpretation

3.1 Adobe Photoshop 1.44 Low Literate
3.2 Corel Draw 1.25 Low Literate
3.3 Sony Vegas 1.13 Low Literate
3.4 ProShow Gold 1.18 Low Literate
3.5 Movie Maker 1.73 Moderately Literate
TOTAL 1.35 Low Literate

Legend:

P a g e 47
 2.34 – 3.00 Highly Literate
1.67 – 2.33 Moderately Literate
1.00 – 1.66 Low Literate

Software or application. Table 12 covey the level of computer literacy of

the respondents in terms of basic Microsoft Word with an overall weighted mean
rating of 1.35 or a descriptive rating degree of low. The respondents low agree
that the following are affecting their level of computer literacy on the basic photo-
video editing tools; Adobe Photoshop (WM=1.44) with standard deviation of 0.69;
Corel Draw (WM=1.25), with standard deviation of 0.52; ProShow Gold
(WM=1.18) standard deviation of 0.43; Sony Vegas (WM=1.13) standard
deviation of 0.34. They moderately agree to Movie Maker (WM =1.73) with
standard deviation of 0.78. This implies that the students of Teacher Education
Department (TED) students are reasonably literate in grasping the fundamentals
of Software Application.

In the study of Kaminski and et al., (2009), the surveys measured the
student’s self-reported proficiency in basic information technology knowledge and
skills such as word processing and presentation software as well as more
complex applications such as digital audio. A significant decrease in perception
of skills in database, web animation, programming, desktop publishing, digital
video and video audio. Although one might assume an undergraduate would
indicate an increase in information and communication technology skills, this
study found that often student’s perceptions of ability decline.

P a g e 48
 Table 13

ANOVA Table of the Profile of the Respondents in Terms of Age and the
Level of Computer Literacy
Age Mean SD DF p-Value Interpretation
18 to 20 years old 2.11 .601
21 to 23 years old 2.07 .450
54 .823 Not Significant
24 and above 2.00 .365
Total 2.05 .448

The table show the ANOVA Table of the Profile of the Respondents in
Terms of Age and the Level of Computer Literacy. Since, the p-value (.823) is
greater than to the significance level of 0.05, df = 54 the null hypothesis is
accepted and conclude that the population means are equal. The differences
between the age and the level of computer literacy is not statistically significant.
This table implies that there is no significant relationship between the
respondents' age and their degree of computer literacy, implying that your level
of literacy is not determined by your age.

P a g e 49
 Table14

ANOVA Table of the Profile of the Respondents in Terms of Ethnicity and

the Level of Computer Literacy

Ethnicity Mean SD DF p-Value Interpretation

Bisaya 2.12 .332
Chavacano 1.96 .475
Subanen 2.33 .577 54 .618 Not Significant
Tausug 2.10 .568
Others 2.00 .000
Total 2.05 .448

The table shows the Paired Sample one-way ANNOVA results of the
Profile of the Respondents in Terms of Ethnicity and the Level of Computer
Literacy. Since, the p-value (0.618) is greater than to the significance level of
0.05, df = 54 the null hypothesis is accepted and conclude that the population
means are equal. The differences between the ethnicity and the level of
computer literacy is not statistically significant. This table implies that there is no
significant relationship between the respondents' ethnicity and their degree of
computer literacy, implying that your level of literacy is not determined by your
ethnicity.

P a g e 50
 Table 15

ANOVA Table of the Profile of the Respondents in Terms of Monthly

Income and the Level of Computer Literacy

Monthly Income Mean SD DF p-Value Interpretation

3,000 – 5,000 2.07 .474
5,001 – 8,000 2.07 .458
54 .884 Not Significant
8,001 and above 2.00 .408
Total 2.05 .448

The table shows the ANNOVA results of the Profile of the Respondents in
Terms of monthly income and the Level of Computer Literacy. Since, the p-value
(.884) is greater than to the significance level of 0.05, df = 54 the null hypothesis
is accepted and conclude that the population means are equal. The differences
between the monthly income and the level of computer literacy is not statistically
significant. This table implies that there is no significant relationship between the
respondents' monthly income and their degree of computer literacy, implying that
your level of literacy is not determined by your monthly income.

P a g e 51
 Table 16

T-Test Table of the Profile of the Respondents in Terms of

Sex and the Level of Computer Literacy

Level of Sex Mean SD T DF p-Value Interpretation

Computer Male 2.14 .378
.555 53 .972 Significant
Literacy Female 2.04 .459

The table show an independent t-test was conducted to explore

differences of ethnicity and above in level of computer literacy. An alpha level of
0.05 was utilized. All groups were normally distributed. Since, the p-value is
0.972 of t-Observation value of (.555) and it is greater than 0.05 the alpha level,
df = 53 we can conclude that there is no statistically significance difference
between mean number of words recalled for the male and female. This table
implies that there is a significant relationship between the respondents' ethnicity
and their degree of computer literacy, implying that your level of literacy is
determined by your sex.

P a g e 52
 Chapter V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the summary of research and the results of the
study are explained and interpreted. It also discusses the conclusion of the study
as well as the recommendations that would help improve the study. The following
conclusion is based on the findings of the study, it may lead to incorrect
assumptions but still, it is from a reliable and relevant procedure.

Conclusions
Based on the result of the study the following are concluded;

1. Mostly, the respondents of this study are females. The majority ages of the
respondents are between 21 to 23 years, most of them are part of the ethnic
group Chavacano. Lastly, respondent’s family’s monthly income is between
5,001 to 8,000.

2. In terms of the level of computer literacy of the teacher education department

on the fundamentals of Microsoft Word, Microsoft Excel, PowerPoint and
Publisher the majority total of the respondent’s answer is moderately literate.
Moreover, in basic computer input-output setup the respondents are moderately

P a g e 53
literate in terms of printer, projector, and computer. Lastly, in basic photo-video
editing tools the respondents are low literate.

3. Based on the study the differences between the profile of the respondents and
the level of computer literacy is not statistically significant.

4. Based on the findings, the seminar topic that can be developed is the Basic
photo-video editing tools.

Recommendations

Based on the conclusion the following are recommended by the

researcher to improve the study.

1. The researcher advises administrators to develop a curriculum that will

teach students how to use computers as problem-solving tools, how to recognize
the effects of computers on individuals and society, and how to comprehend the
capabilities and limits of computers.

2. Teachers or professors should make an additional effort to provide

exercises and assist their students in learning the basics of computer science.

3. The researcher suggested that they hold a session on basic photo-

video editing so that they might become more knowledgeable in this area.

5. It is recommended that this present study could be a future basis for the
level of computer literacy of the students’ basis for the special topic
seminar.

6. The third-year education department should devote more effort in

understanding and studying the fundamentals of computers.

P a g e 54
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Appendix B

Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE
Ayala Extension Classes
Region lX, Zamboanga Peninsula
Zone 6, Ayala, Zamboanga City

August, 2021

Memorandum
Mr.
Mr.
Mr.
Ms.
Ms.
Ms.

The student listed hereunder are schedule to present the final Defense of
their research study entitled: “Level of Computer Literacy of Third Year
Teacher Education Department (Ted): Basis for Special Topic Seminar”.

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 The date, time, venue of the presentation of the outline defense of their
research is indicated below:

Date Time Venue

August, 2021 9:00 – 12:00 noon Accreditation Room

Name of the Students

Ms. Hamli, Halma P.
Mr. Muslimin, Aldrin C.
Mr. Ong, Nur Yahqub E.
Mr. Saripah, Madomar D.

Please indicate if you are available on the above mention scheduled time and
date.

MARGIE B. JANDA
RGC I-OIC Administrator, ZCSPC
Ayala Extension Classe
Appendix C

Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE
Ayala Extension Classes
Region lX, Zamboanga Peninsula
Zone 6, Ayala, Zamboanga City

May, 2021

Dear BTLED-HE, BTVTED-AUTOMOTIVE, BTVTED-FSM, BTVTED-GFD;

The undersigned are 3rd year Information Communication and Technology

students, conducting a research entitled “Level of Computer Literacy of Third
Year Teacher Education Department (Ted): Basis for Special Topic Seminar”.

In this regard you have been chosen to be one of the respondents of the
present study. Please feel free to fill up about your computer literacy base on
your skill, knowledge and experience. Rest assured your response will be treated
with confidentiality.

Thank you!

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Very Truly Yours,

Ms. Hamli, Halma P.

Mr. Muslimin, Aldrin C.
Mr. Ong, Nur Yahqub E.
Mr. Saripah, Madomar D.

Noted by:

Robyn P. Tolentino
Adviser

Appendix D

Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE
College of Teacher Education
Ayala Extension Classes
Region lX, Zamboanga Peninsula
Zone 6, Ayala, Zamboanga City

VISION MISSION CORE VALUES

ZCSPC as the leading Provide effective and efficient service 1. Love of God
provider of globally through advance technological studies 2. Social Responsibility
competitive human and researches for empowerment of the 3. Commitment/Dedication to the
resources nation’s human resources Service
4. Accountability
Dear BTLED-HE, BTVTED-AUTOMOTIVE, BTVTED-FSM, BTVTED-GFD;

This institution, through the researchers, is establishing a computer literacy

survey that the researchers want to know something about your computer
literacy base on your skill, knowledge and experience. The information
provided will assist the researchers to develop a special topic seminar for the
next semester. The results of this computer literacy survey will only be
presented in summary form and individual responses will be kept strictly
confidential. We would like, therefore, highly appreciate it if you complete the
following questionnaire and return it to us, at you’re your earliest convenient.

P a g e 61
 Thank you for your kind cooperation and support!

Level of Computer Literacy of Third Year Third Year Teacher Education

Department (TED): Basis for Special Topic Seminar

Part I – Profile of the Respondents

Directions: Kindly provide the necessary information and check the appropriate
boxes according to your response.

Name (optional) _____________________________________

Age ( ) 18 to 20 years old ( ) 21 to 23 years old ( ) 24 and above

Sex ( ) Male ( ) Female
Ethnicity ( ) Chavacano ( ) Bisaya ( ) Tausug ( ) Subanen
( ) Other. Please specify __________

Family’s monthly income( ) 3,000 – 5,000 ( ) 5, 001 – 8,000

( ) 8,001 and above

Part II: The level of computer literacy, please check (√) the questions as
accurately as you can base on your skill, knowledge and experience.

1. Regarding of basic Microsoft application, Highly Moderate Low

how will your rate your skill to the Literat Literate Literate
following? e
1.1. Word
● Creating word document
● Saving files
● Text formatting
● Insert image and bookmarks
● Create graph and chart
1.2. Microsoft excel
● Create spread sheet
● Create format
● Insert text box
● Create pivot table
● Create cell formatting
1.3. Microsoft PowerPoint

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 ● Insert pictures
● Insert graphs and diagrams
● Add sounds effects to an animation or
hyperlink
● Create new slide
● Insert illustration
1.4. Microsoft Publisher
● Create tables
● Create text boxes
● Manipulative graphics and inserting
images
● Making, using and customizing
templates
● Creating page layout
2. Regarding of Computer input – output setup, how will you rate your skill
on the following?
2.1. Setup printer
● Plug in the printer’s power cable
● Connect USB cable from the printer to
the computer
● Install ink to the printer
2.2. Setup projector
● Project an alignment image
● Connect projector’s power cord to the
socket
● Setup projector screen
2.3. Setup computer peripherals
● Set up computer peripherals such as
monitor, keyboard and mouse and
system unit.
● Connect speaker to the computer’s
audio port.
● Connect printer to the computer’s printer
port.
3. Regarding of basic photo-video editing tools, how will you rate your skills
in terms of the following?
3.1. Adobe Photoshop
3.2. Corel Draw
3.3. Sony Vegas
3.4. ProShow Gold
3.5. Movie Maker

Suggestions:

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What best seminar topic to improve your computer literacy skill within the survey
questionnaire?
________________________________________________________________
________________________________________________________________
_______________________________________________________________

__________________

Respondent Signature

Date: ______________

Appendix E

Curricular Vitae

Personal Background
Name: Hamla P. Hamli
Address: Purok 11 Pitogo, Sinunuc, Zamboanga City
Birthday: March 25, 1997
Age: 24
Father’s name: Nas G. Hamli
Occupation: Farmer
Mother’s name: Elma B. Padilla
Occupation: Farmer

Educational Background
Elementary: Sinunuc Elementary School
Location: Sinunuc, Zamboanga City
Year Graduated: 2011 – 2012
Secondary Junior high: Sinunuc National High School
Location: Sinunuc, Zamboanga City
Year Graduated: 2015 – 2016
Secondary Senior Sinunuc National High School
high:

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Location: Sinunuc, Zamboanga City
Year Graduated: 2017 -2018
Track: General Academic Strand (GAS)
College: Zamboanga City State Polytechnic College –
Ayala Extension Classes
Location: Ayala, Zamboanga City
Year Graduated: 2021 – 2022
Course: Bachelor of Technology Livelihood Education
major in
Information Communication Technology
Personal Background
Name: Aldrin C. Muslimin
Address: Zone 1 Cawit, Zamboanga City
Birthday: August 29, 1995
Age: 25
Father’s name: Nasrie L. Muslimin
Occupation: Driver
Mother’s name: Hamisa N. Callon
Occupation: N/A

Educational Background
Elementary: Piacan Elementay School
Location: Piacan Sirawai Zamboanga Del Norte
Year Graduated: 2009-2010
Secondary Junior high: Sirawai National High School- Piacan annex
Location: Lubok Sirawai Zamboanga Del Norte
Year Graduated: 2015-2016
Secondary Senior Ayala Technical- Vocational School
high:
Location: Ayala, Zamboanga City
Year Graduated: 2017-2018
Track: Technical Vocational Livelihood (TVL) Major in
Information Communication Technology
College: Zamboanga City State Polytechnic College –
Ayala Extension Classes
Location: Ayala, Zamboanga City
Year Graduated: 2021 – 2022
Course: Bachelor of Technology Livelihood Education
major in
Information Communication Technology

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Personal Background
Name: Nur Yahqub E. Ong

Address: Purok 5.B Block 7 Lot 12-13 Recodo, Zamboanga City

Birthday: July 30, 1999
Age: 21
Father’s name: Nhur L. Ong
Occupation: Barangay Lupon – Recodo
Mother’s name: Evelyn G. Erbite
Occupation: Housewife

Educational Background
Elementary: Recodo Elementary School
Location: Recodo, Zamboanga City
Year Graduated: 2011 – 2012
Secondary Junior high; Recodo National High School
Location: Recodo, Zamboanga City
Year Graduated: 2015 – 2016
Secondary Senior Recodo National High School
high:
Location: Recodo, Zamboanga City
Year Graduated: 2017 – 2018
Track: General Academic Strand (GAS) major in
Information Communication Technology
College: Zamboanga City State Polytechnic College –
Ayala Extension Classes
Location: Ayala, Zamboanga City
Year Graduated: 2021 – 2022
Course: Bachelor of Technology Livelihood Education
major in Information Communication Technology

Personal Background
Name: Madomar D. Saripah
Address: Zone 3,A Cawit, Zamboanga City
Birthday: July 17, 1988
Age: 33
Father’s name: Isahac S. Saripah
Occupation: N/A
Mother’s name: Saripa S. Dawami

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Occupation: Housewife

Educational Background
Elementary: Don Gregorio Evangelista Memorial
School
Location: Sta. Catalina, Zamboanga City
Year Graduated: 2004 – 2005
Secondary: Ayala National High School
Location: Ayala, Zamboanga City
Year Graduated: 2008 – 2009
College: Computer Technology Institute, Inc.
Location: Baliwasan, Zamboanga City
Year Graduated: 2012 – 2013
Course: Two- year Hotel and Restaurant
Management
Zamboanga City State Polytechnic
College – Ayala Extension Classes
Location: Ayala, Zamboanga City
Year Graduated: 2021 – 2022
Course: Bachelor of Technology livelihood
Education major in Information
Communication and technology

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