Professional Documents
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Computer Literacy Program Thesis
Computer Literacy Program Thesis
Chapter 1
Introduction
only one out of seven schools have teachers who are computer
experiences.
that the computer is not only for fun and entertainment but for
effectively.
the summer vacation. It was held from one to two hours in two
and the school has no program for computer literacy for teachers.
their peers.
Conceptual Framework
that teachers must be equipped with 21st century skills that can
age.
away from their familiar methods and approaches and instead adopt
INPUT
1. Profile of Teachers - Respondents
-Age -Computer Applications in Teaching
-Gender -Computer Trainings Attended
-Educational -Ownership of Computer
Attainment -Number of Hours of Computer
-Years of Teaching Usage per Week
-Number of Subject/s Taught
2. Assessment of Teacher in Computer Literacy
PROCESS
1. Problem Identification
2. Data Gathering
-Questionaire
-Interview
3. Analysis and Interpretation of Data
4. Drawing Conclusions
OUTPUT
1. Assessed Computer
Literacy of Teachers
2. Proposed Computer
Literacy Program
Figure 1 shows the paradigm of the study. For the input, the
in terms of:
1.1 age;
1.2 gender;
2.5 Graphics?
profile variables.
for teachers.
seminars.
Students. They will benefit from this study because they are the
teachers.
Definition of Terms
computer applications.
information in all its forms (text, images, video, and audio) and
Chapter 2
Foreign Literature
curriculum.
Jung (2002) stated that ICTs have also been used to improve
everyday life;
agencies;
plan for ICT integration and recognized the critical role that
redundant works.
peers.
the best tool in the best ways to support the best kinds of
instruction.
Local Literature
2009).
students of computer.
learners that pass through their caring hands. Their task is not
and raw materials that will help them achieve lofty goals ahead.
aware and adapt the changes so that they can gain additional
excellence of teachers.
20
modern teachers. They are the one who build education and
enjoins all teachers from public schools to get the National ICT
teachers.
(Dela Cruz, 2008). Datamex and Deped Intel Teach program also
curriculum.
countries.
On the other hand, Robles (2006) stated that even though the
technology all over the world. In just a few seconds, with the
Foreign Studies
(Kumar, 2008).
In this study too it was found that formal ICT training and
IT. Some of the reason deduced from the survey and the interview
below.
in this study were at the novice level. This means that they
still need help with various computer skills and far from having
daily and weekly were very low. The study found that majority of
the teachers (58.2%) did not use computers at all for teaching.
place. Majority of the teachers also reported that they were not
27
The findings from this survey also reveal that teachers benefited
learning and teaching are usually for selected few and not many
Technofear
change. They feared that with the use of IT, they would have more
Limited infrastructure
more difficult. Most of the schools have only one computer lab
Limited support
school.
Local Studies
30
only 30% were able to attend ICT training programs that were
was 1.81, which means that the respondents were aware on the use
technology.
the extent of the schools’ use of ICT for instruction and other
ICT in education;
Study
issue.
this study.
for the proposal of the program. The researcher concurs with his
into fruition.
36
awareness.
Chapter 3
data.
Method of Research
responses.
Research Locale
the real status of ICT among the teachers which guided him in
In its first year of operation, the school became the second home
grade level was added every year and then became Holy Rosary
department, the next task was the need to put up the secondary
computer.
40
Fig. 2
Location of Holy Rosary Colleges Foundation
41
Respondents
Table 1
Distribution of Teacher-Respondents of
the Different Departments According to Gender
Level Male Female Total
Pre-School and Grade School 6 11 17
High School and College 9 8 17
Total 15 19 34
college level, while some high school teachers also were teaching
Conception. Permission was sought from the writer and was granted
approval.
f
P = x 100%
N
Where:
P = Percentage
f = frequency
N = number of respondents
TWF
WM =
N
Where:
WM = weighted mean
N = number of respondents
software “Phstat.”
Chapter 4
interpreted.
I. Profile of Teachers
I.1 Age
Table 2
Distribution of Respondents According to Age
respondents. Age bracket 21–30 years old had the most number of
old, the age bracket between 51–60 years old had only one (1) or
3%, and two (2) or 6% of the respondents were more than 60 years
in their specialization.
I.2 Gender
Table 3
Distribution of Respondents According to Gender
Frequen Percenta
Gender cy ge
Male 15 44
Female 19 56
Total 34 100
affirms that there were more women than men in the field of
Table 4
48
Distribution of Respondents
According to Highest Educational Attainment
Table 5
Distribution of Respondents
According to Years of Teaching
generation.
Table 6
Distribution of Respondents
According to Number of Subject/s Taught
process.
Table 7
Distribution of Respondents
According to Computer Application in Teaching
Table 8
Distribution of Respondents
According to Attended Computer Trainings
Table 9
Distribution of Respondents
According to Ownership of a Computer/Laptop
was a big help in their tasks in school, thus they tried to have
Table 10
Distribution of Respondents
According to Number of Hours of Computer Usage per Week
hours in computer usage per week. The findings mean that majority
or research purposes.
Foundation
Table 11
Description of Computer Literacy of
Teachers in the Area of General Computer Operations
files. The item that got the lowest weighted mean of 2.34 with a
use keyboard for data entry. Teachers did not practice home key
Table 12
General Computer Operation in the Area of Performing Basic Tasks
Item statement WM VI
1. Perform the boot process 2.47 sufficient for basic
tasks only
2. Perform virus protection 2.29 sufficient for basic
and scan tasks only
3. Install software from disk 2.35 sufficient for basic
or CD-ROM tasks only
4. Create folders and 2.76 good, adequate for most
subdirectories tasks
5. Create and use filenames good, adequate for most
and extensions 3.15 tasks
6. Search for files and 3.09 good, adequate for most
directories tasks
7. Print selected pages 3.00 good, adequate for most
tasks
Average Weighted Mean 2.73 good, adequate for most
tasks
55
3.15. When saving files teachers knew how to change the filename
folders. Teachers did not scan their computer because they did
for virus.
56
Table 13
General Computer Operation in the Area of Manipulation of Files
Item Statement WM VI
1. Retrieve files 2.62 good, adequate for most
tasks
2. Copy, move, delete files 3.24 good, adequate for most
tasks
3. Back-up files 2.82 good, adequate for most
tasks
4. Use auto-save 2.97 good, adequate for most
tasks
5. Organize files in 2.91 good, adequate for most
subdirectories / folders tasks
6. Import and export files 2.44 sufficient for basic
tasks only
Average Weighted Mean 2.83 good, adequate for most
tasks
The item “copy, move, delete files” got the highest weighted
references. If they did not need the file they deleted it to save
spaces. On the other hand, the item “import and export files” got
the lowest weighted mean of 2.44. Teachers did not know how to
Table 14
General Computer Operation in the Area of Using Keyboard for Data
Entry
Item Statement WM VI
1. Correctly place fingers on sufficient for basic
the HOME keys 2.26 tasks only
2. Navigate appropriately sufficient for basic
from there to other keys 2.41 tasks only
Average Weighted Mean 2.34 sufficient for basic
tasks only
and editing their files and they intended to look for the letters
surfing the internet, search engine like Yahoo, Google, Bing etc.
for the default homepage of a web browser, the email engine like
Table 15
58
the teacher could access and explore. Teachers also used emails
Table 16
Communication and Internet in the Area of Using Email
Item Statement WM VI
1. Send and receive e-mail 3.15 good, adequate for most
messages tasks
2. Enclose and recover good, adequate for most
documents attached to 3.00 tasks
e-mail messages
Average Weighted Mean 3.08 good, adequate for most
tasks
Table 17
Communication and Internet in the Area of Using Internet
Item Statement WM VI
1. Access the internet with a 3.03 good, adequate for most
browser tasks
2. Navigate the web by the good, adequate for most
use of links and URL 2.80 tasks
address
3. Use search engines to good, adequate for most
locate desired information 2.89 tasks
4. Download and print desired good, adequate for most
items from the internet 2.97 tasks
Average Weighted Mean 2.92 good, adequate for most
tasks
highest weighted mean of 3.03. The most common web browser that
the teachers used was Mozilla Firefox. While the item “navigate
the web by use of links and URL address” got the lowest weighted
the search engine. Such names are easy to memorize rather than
Table 18
Description of Computer Literacy
of Teachers in the Area of Word Processing
Word processing WM VI
1. Perform basic word 3.21 good, adequate for most
processing tasks tasks
2. Perform editing tasks 3.21 good, adequate for most
tasks
3. Perform formatting tasks 3.42 very proficient (can
come up with new
solution)
4. Create references and 2.42 sufficient for basic
citations tasks only
Average Weighted Mean 3.07 good, adequate for most
tasks
Table 19
Word Processing in the Area of Performs Basic Word Processing
Tasks
Item Statement WM VI
61
The item “enter text” got the highest weighted mean of 3.29
word processing. The item that got the lowest weighted mean of
was insert pictures, shapes and other objects. Few teachers used
insert pictures, shapes and other objects because they used word
teachers had not explored the computer for these tasks to use
Table 20
Word Processing in the Area of Performing Editing Tasks
Item Statement WM VI
62
The item “cut, copy and paste selected object” and “insert
and delete selected object” got the highest weighted mean of 3.35
document. The item that got the lowest weighted mean of 2.88 with
computer. They did not want to change what they had written in a
draft.
Table 21
Word Processing in the Area of Performing Formatting Tasks
63
Item Statement WM VI
1. Select and change font 3.53 very proficient (can
come up with new
solution)
2. Select and change styles 3.56 very proficient (can
come up with new
solution)
3. Select and change font 3.59 very proficient (can
sizes come up with new
solution)
4. Set line spacing 3.44 very proficient (can
come up with new
solution)
5. Insert page numbers 3.29 good, adequate for most
tasks
6. Set paragraph alignment 3.41 very proficient (can
come up with new
solution)
7. Set paragraph indentation 3.32 good, adequate for most
tasks
8. Create itemized lists 3.41 very proficient (can
come up with new
solution)
9. Set margins 3.35 very proficient (can
come up with new
solution)
10. Create tables 3.29 good, adequate for most
tasks
Average Weighted Mean 3.42 very proficient (can
come up with new
solution)
Select and change font sizes got the highest weighted mean
easily recognize.
On the other hand, insert page numbers and create tables had
Table 22
Word Processing in the Area of Creating References and Citations
Item Statement WM VI
1. Footnotes/endnotes 2.38 sufficient for basic
tasks only
2. Works cited page 2.38 sufficient for basic
tasks only
3. Insert headers/footers 2.50 good, adequate for most
tasks
Average Weighted Mean 2.42 sufficient for basic
tasks only
dissertation.
II.4 Spreadsheets
Table 23
65
Spreadsheets WM VI
1. Perform data entry tasks 2.25 sufficient for basic
tasks only
2. Perform editing tasks good, adequate for most
2.77 tasks
3. Perform formatting tasks 2.74 good, adequate for most
tasks
Average Weighted Mean 2.59 good, adequate for most
tasks
It is better for them to copy and paste rather than encode again
the said data. If they made an error they just deleted it.
Table 24
Spreadsheets in the Area of Perform Data Entry Tasks
66
Item Statement WM VI
1. Enter labels, values, 2.29 sufficient for basic
headings tasks only
2. Enter formula using sufficient for basic
arithmetic operations 2.21 tasks only
and/or built-in functions
3. Create charts and graphics sufficient for basic
from cell contents 2.26 tasks only
Average Weighted Mean 2.25 sufficient for basic
tasks only
how the formula was made. This was because it would be difficult
Table 25
Spreadsheets in the Area of Performing Editing Tasks
67
Item Statement WM VI
1. Cut, copy and paste cell 2.71 good, adequate for most
contents tasks
2. Delete cell contents 2.88 good, adequate for most
tasks
3. Insert and delete rows and 2.71 good, adequate for most
columns tasks
Average Weighted Mean 2.77 good, adequate for most
tasks
item “cut; copy; and paste cell contents” and “insert and delete
rows and columns” got the same lowest weighted mean of 2.71. This
delete the content and retype again. Sometimes inserting rows and
Table 26
Spreadsheets in the Area of Performing Formatting Tasks
68
Item Statement WM VI
1. Set fonts, font sizes, 3.09 good, adequate for most
styles tasks
2. Apply appropriate formats good, adequate for most
for cell contents 2.65 tasks
3. Align cell contents 2.59 good, adequate for most
tasks
4. Set and change row and good, adequate for most
column width and height 2.62 tasks
Average Weighted Mean 2.74 good, adequate for most
tasks
setting of fonts, sizes, and styles got the highest weighted mean
and changing row and column width and height with a weighted mean
also as “good, adequate for most tasks”. Most teachers use left
most tasks”.
II.5 Graphic
69
Table 27
Description of Computer Literacy
of Teachers in the Area of Graphics
Use of font style and size got the highest weighted mean of
easier to use.
“sufficient for basic tasks only”. Teachers did not insert images
70
for presentation.
Table 28
Summary Table on the Computer Literacy of Respondents
Areas of Computer Weighted Verbal
Competencies Mean Interpretation
General Computer good, adequate for
2.63
Operations most tasks
Communication and good, adequate for
3.00
Internet most tasks
good, adequate for
Word Processing 3.07
most tasks
good, adequate for
Spreadsheets 2.59
most tasks
good, adequate for
Graphics 2.61
most tasks
good, adequate for
Average Weighted Mean 2.78
most tasks
most tasks”.
Table 29
72
shown, among the nine (9) profile variables, four (4) were found
the computed “F” value is 3.33 while the critical value is 2.05.
profile variables.
Chapter 5
Colleges Foundation.
Summary of Findings
75
study.
I. Profile of Teachers
I.1 Age
old, the age bracket between 51–60 years old had only one (1) or
3%, and two (2) or 6% of the respondents were more than 60 years
old.
I.2 Gender
years and 5–9 years in teaching. Ten respondents or 30% had 10–15
Foundation
operations. The item that got the lowest weighted mean of 2.34
3.15. On the other hand, “perform virus protection and scan” got
delete files” got the highest weighted mean of 3.24. On the other
hand, the item “import and export files” got the lowest weighted
mean of 2.44.
is 3.08.
browser” got the highest weighted mean of 3.03. While the item
“navigate the web by use of links and URL address” got the lowest
2. 3 Word Processing
tasks” got the highest weighted mean of 3.42. While the item
2.42.
item “enter text” got the highest weighted mean of 3.29 among the
tasks. The item that got the lowest weighted mean of 3.09 with a
The item “cut, copy and paste selected object” and “insert
and delete selected object” got the highest weighted mean of 3.35
item that got the lowest weighted mean of 2.88 with a verbal
On the other hand, insert page numbers and create tables had
minimally utilized.
2.4 Spreadsheets
only). The lowest weighted mean is 2.21 for the item “enter
mean of 2.88. While the item “cut; copy; and paste cell contents”
and “insert and delete rows and columns” got the same lowest
setting of fonts, sizes, and styles got the highest weighted mean
row and column width and height with a weighted mean of 2.62 and
most tasks”.
2.5 Graphic
81
Use of font style and size got the highest weighted mean of
2.88.
teaching, the computed “F” value is 3.84 and the critical value
“F” value is 10.73 while the critical value is 4.15. Thus, enough
Conclusions
presentation.
to computer training.
Recommendations
REFERENCES
Barry, L. et. al. (2004). The Best Teacher’s Test Preparation for
the FTCE: Florida Teachers Certification Examination,
Research and Education Associate, Inc. United States of
America.
The Philippine Star (August 23, 2010). Public school teachers get
relevant computer knowledge.
APPENDICES
APPENDIX A
Profile of Teachers Graph
94
3% 6%
21 - 30 years old
9%
31 - 40 years old
51 - 60 years old
Fig. 3
Distribution of Respondents According to Age
56%
Fig. 4
Distribution of Respondents According to Gender
95
24% 21%
BEED BSED
Fig. 5
Distribution of Respondents According to
Highest Educational Attainment
9%
29% less than 5 years
21%
5 - 9 years
10 - 15 years
41%
Fig. 6
Distribution of Respondents According to
Years of Teaching
96
6% 3%
1 - 2 subjects
2 - 4 subjects
50%
41% 5 - 6 subjects
Fig. 7
Distribution of Respondents According to
Number of Subject/s Taught
15%
32% None
1 application
26% 2 applications
3 applications
26%
Fig. 8
Distribution of Respondents According to
Computer Application in Teaching
97
38%
Yes No
62%
Fig. 9
Distribution of Respondents According to
Attended Computer Training
41%
Yes No
59%
Fig. 10
Distribution of Respondents According to
Ownership of a Computer/Laptop
98
12% 10 - 14 hours
15 -20 hours
70%
more than 20 hours
Fig. 11
Distribution of Respondents According to
No. of Hours of Computer Usage per Week
99
APPENDIX B
Computer Literacy of Teachers of
Holy Rosary Colleges Foundation
Weighted Mean
3.07
3.00
2.63
2.61
2.59
APPENDIX C
Difference on Computer Literacy of Respondents when Grouped
According to their Profile Variables
Significant Not Significant
Age Gender
Years of Teaching Highest Educational Attainment
Computer Application in Number of Subject/s Taught
Teaching
Hours of Computer Usage per Week
Table 31
Summary of Computer Literacy of Respondents when Grouped
According to their Profile Variables
101
APPENDIX D
ANOVA: Single Factor
Age
Averag Varianc
Groups Count Sum e e
1 15 52.91525 3.527684 1.300606
2 13 36.71186 2.82399 1.143328
3 3 7.745763 2.581921 1.307766
4 3 1 0.333333 0.333333
ANOVA
Source of
Variation SS Df MS F
Between P-
Groups 26.05025 3 8.683416 7.398408 value F crit
Within
Groups 35.21061 30 1.173687 0.00075 2.922277
Total 61.26086 33
Years of Teaching
Varianc
Groups Count Sum Average e
33.5084 3.35084 1.69498
1 10 7 7 2
43.4067 3.10048 1.09205
2 14 8 4 9
102
Total 61.26086 33
APPENDIX E
t-Test: Two-Sample Assuming Unequal Variances
Gender
Male Female
Mean 3.302825 2.570027
Variance 2.179664 1.458017
Observations 15 19
Hypothesized Mean
Difference 0
df 32
t Stat 1.555107
P(T<=t) two-tail 0.131566
t Critical two-tail 2.05183
Ownership of Computer
Yes No
105
APPENDIX F
Name:____________________________ Date:_______________
Legend:
0 = no ability
1 = very limited ability
2 = sufficient for basic tasks only
3 = good, adequate for most tasks
4 = very proficient (can come up with new solution)
5 = expert (can teach it to others)
Put check () on your
skills in each areas:
General Computer Operations
2. MANIPULATE FILES
1. Retrieve files
2. Copy, move, delete files
3. Back-up files
4. Use auto-save
5. Organize files in
subdirectories/folders
6. Import and export files
1. USING EMAIL
2. USING INTERNET
Word Processing
1. Enter text
107
1. Footnotes/endnotes
2. Works cited page
3. Insert headers/footers
Spreadsheets
Graphics
APPENDIX G
Respectfully yours,
110
Noted by:
Dear Respondent,
Good day!
Truly yours,
Wilson W. Censon
Researcher
APPENDIX I
Greetings!
Respectfully yours,
112
Wilson W. Censon
Researcher
Noted by:
CURRICULUM VITAE
PERSONAL DATA
Date of Birth October 23, 1981
Age 29
Marital Status Single
Height 5’6
Weight 80 kgs.
Gender Male
Citizenship Filipino
Religion Roman Catholic
Language/Dialect English, Filipino
EDUCATIONAL BACKGROUND
Elementary Saint Cyr Academy 1994
Sucat Road, Parañaque City
Secondary Parañaque National High School 1998
Sucat Road, Parañaque City
Tertiary College for Research and Technology
Padre Burgos, Cabanatuan City
Course Computer Business Management 2006
113
CITATION
Committee on External Affairs, SSITE Officer Region 3 S.Y. 07-08
SSITE President, CRT Chapter S.Y. 07-08
President, Literature Club S.Y. 06-07
Governor, Overall Student Organization CRT Cabanatuan S.Y. 06-07
Governor, Overall Student Organization CRT Gapan S.Y. 05-06
President, Management Department CRT Gapan S.Y. 05-06
WORKING EXPERIENCE
High School Computer Teacher
Holy Rosary Colleges Foundation
San Isidro, Nueva Ecija
November 2009-Present