PRESENTATION OF DATA

This section presents, analyzes, and interprets the data gathered from the respondents.
Moreover, the presentation follows the order of the statement of the problems.

SOP 1: What is the base-skills of the teachers in terms of using technology in

conducting synchronous class?

Section I, which includes Tables 1 – 3, present the perception of the teacher - respondents
pertaining to their computer and internet literacy.

Table 1: How long have you been using computer/laptop?

N =11

No. Of Years No. Of Respondents Percentage

0-5 3 27.27%
6-10 6 54.55%
11-15 2 18.18%
Total 11 100%

Table 1 reveals that 6 or 54.55% of the respondents have been using

computer/laptop within 6-10 years, 3 of 27.27% used within 0-5 years, while 2 or
18.18% used computer/laptop within 11-15 years. This implies that all college
instructors have been using laptop or computer to aid their schoolwork’s and
deliverables even before the advent of pandemic.

Table 2: How would you rate your own computer/laptop literacy?

N = 11
Indicator No. Of Respondents Percentage
Poor 2 18.18%
Good 5 45.45%
Adequate 4 36.36%
Excellent 0 0%
Total 0 100%
 Table 2 discloses the teacher-respondents perception on their computer/laptop literacy.
Five (5) or 45.45% of the respondents said that they are good in terms of computer/laptop
literacy, while 4 or 36.36% responded adequate, and 2 or 18.18% responded that they are poor.
The data connotes that a good number of the college instructors are already literate in using
laptop or computer.

Table 3: How would you rate you own internet literacy?

N = 11
Indicator No. Of Respondents Percentage
Poor 1 9.09%
Good 8 72.73%
Adequate 1 9.09%
Excellent 1 9.09%
Total 11 100%

Table 3 reveals the teacher-respondents perception on their internet literacy. Eight (8) or
72.73% of the respondents said that they are good while one said poor, one said adequate, and
one said excellent, respectively. Majority of the respondents are literate in terms of the use of
internet.

In Section II, Tables 4- 5, presents the teachers computer skills, and the use of Google
classroom, respectively.

Section II

Table 4: Teacher’s Computer Skills

N = 11
Working with: Weighted Mean Interpretation
1 Word document applications 3.18 Intermediate
2 Spreadsheet applications 2.73 Intermediate
3 Database/Graphs applications 1.91 Basic
4 Power point applications 2.90 Intermediate
5 Multimedia/Video applications 2.18 Basic
6 Web search engines on online applications 1.91 Basic
(ex: interactive activities such as
MENTI.com etc.)
Legend: 1.00-1.75 (None), 1.76-2.50 (Basic), 2.51-3.25 (Intermediate), 3.26-4.00 (Advanced)

Table 4 shows teacher’s skills in terms of manipulating the different applications that will
aid in the teaching-learning process. Teachers had “intermediate” skills in the used of Power
point applications, word document applications, and spreadsheet applications since they were
using it most of the time in their classes. Whereas their skills on the use of database/graph
applications, multimedia/video applications, and web search engines on online applications were
only “basic”. This implies that the teachers need to be helped in these areas since these
applications are prerequisite to make online classes interactive and engaging.

Table 5: Skills on the Use of Google Classroom

N = 11

Indicators Weighted Interpretation

Mean
1 I know how to use the Google Classroom. 3.45 Strongly agree
2 I can create a classroom per subject in the google 3.45 Strongly agree
classroom.
3 I can upload modules in the google classroom. 3.45 Strongly agree
4 I can post classwork in the google classroom. 3.45 Strongly agree
5 I can set meeting in the google meet. 3.45 Strongly agree
6 I can create a quiz or an activity using Google 3.36 Strongly agree
Form.
7 I can save data in the Google Drive. 3.18 Agree
8 I can present or share documents, sheets, slides, 3.09 Agree
movies, or videos during online class.
9 I can present interactive activities using different 2.36 Disagree
online applications during online class.
Legend: 1.00-1.75 (Strongly Disagree), 1.76-2.50 (Disagree), 2.51-3.25 (Agree), 3.26-4.00 (Strongly Agree)

Table 5 shows the skills of the teachers on the use of Google classroom. It can
be gleaned from the table that teachers are already adept in terms of using the basic
features of Google classroom in their online classes. However, teachers need to acquire
the skill on how to present interactive activities using different online applications during
online classes to make their synchronous classes more interactive and engaging.
SOP 2: What were the challenges/shortcomings/strengths of each CPD
intervention as perceived by the teachers?

A focus group discussion was also conducted to substantiate the quantitative

data gathered. The narrative comments of the respondents in the survey were analyzed
and were grouped into emerging themes.

I. Strengths and advantages of the CPD intervention

A. VLE - Virtual Learning Environment

In the overall narratives concerning the perceptions of the college teachers on
the strengths and advantages of the CPD intervention, for the use of the LMS, the
following themes emerged: easy access, quick feedbacking, effective monitoring of
students’ attendance, create engaging and interactive activities, submission of output
can be controlled, scores/grade can be downloaded, effective monitoring of students’
activities and submission
B. Google Classroom
Regarding the use of Google classroom, the following are the emerging themes:
minimal use of internet data and can be easily accessed by the students.

Between the two online platforms, the college teachers found the use of VLE
more advantageous, while Google classroom is more advantageous on the part of the
students.

II. Disadvantages/shortcomings of CPD intervention

A. VLE – Virtual Learning Environment

The emerging themes are the following: poor accessibility on the side of the
students, time consuming on the part of the teachers especially in the crafting and
evaluation of the modules uploaded, needs compatibility of the phone, needs
maintenance, technology literacy.

B. Google Classroom
 The respondents mentioned the following disadvantages: limited class activities,
cannot apply interactive activities, can hardly generate immediate feedback, cannot
be controlled on the late submission of output.

III. Suggestions to improve on the use of VLE and Google classroom

The respondents gave suggestions on how to improve the use of VLE and
Google classroom:
 Improve the learning materials uploaded
 Continuous studying and upgrading in the use of technology for all
Instructors.
 For the teachers to really maximize the use of the VLE, there should be on-
going workshops on it.
 Install H5P Advance in the LMS
 More training on the use of LMS
 There must be a technical support in using the VLE
 Add VLE features like notification to students about the posting of activities or
modules
 LMS designers must inform the teachers if there are updates on the features
or the new technique in the use of VLE

SOP 3: To what extent are the effects of continuing professional education in

enhancing the technological skills of the teachers?

Table 6: Extent of the Effect of CPD to Enhance Technological Skills

N = 11
Indicator No. Of Respondents Percentage
Poor 1 9.09%
Good 1 9.09%
Adequate 8 72.73%
Excellent 1 9.09%
Total 11 100%

Table 6 reveals the extent of the effect of continuing professional development (CPD) in
enhancing the technological skills of the college teachers relative to holding online classes. Out
of 11 respondents, there are 8 or 72.73% said that they gained adequate technological skills
that help them in facilitating their online classes. While only one (1) or 9.09% respondent said
that despite the CPD, he is still poor in conducting synchronous classes using the learning
management system (LMS) because he cannot catch up the rigorous training compared to the
younger ones. This implies that after capacitating the college teachers on the use of online
platform – LMS, most of the teachers are now confident in handling their online classes.