Digital Literacy Level & Administrative Support

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Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
Bringing 21st-century skills into the teaching and learning situation is a
central feature of the K to 12 Basic Education Program. Teachers must enrich
lessons with simple integration strategies utilizing Information and
Communications Technology (ICT) that are developmentally appropriate.
Instruction and assessment processes can be made more collaborative with ICT,
which teachers can implement with the tools and equipment available in their
schools.
Department of Education issued DepEd Order No. 42, s. 2016 “Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.”
It aims to empower teachers to carry out quality instruction that recognizes the
diversity of learners inside the classroom, committed to learners’ success, allows
the use of varied instructional and formative assessment strategies including the
use of Information and Communications Technologies (ICTs), and enables the
teacher to guide, mentor, and support learners in developing and assessing their
learning across the curriculum.
Studies revealed that teachers utilizing ICT facilitate learning easily and
can process learning through collaborative works along with the learners.
Research showed that the existence of ICTs does not transform teacher practices
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in and of itself. However, ICTs can enable teachers to transform their practices,
given a set of enabling conditions where the nature of teacher ICT use influences
student achievement.
Use of ICT is increasing day by day to achieve educational objectives and
its application have great influence in teaching and learning process which
encourage teacher educator to use technological application for teaching-
learning programs. As teachers develop digital literacy, they will be more likely to
use various types of technology to present information to their classes. However,
the teacher’s efforts at developing digital literacy with the use of information and
communication technology may be hindered by a variety of barriers because of
outdated equipment, lack of time during the day, and inadequate number of
computers can complicate teacher’s plan for instruction involving technology.
Despite these barriers, teachers appear to still want to use technology and are
trying to find the means to do so.
The aforementioned statements pushed the researcher who is an ICT
coordinator to assess the digital literacy level in terms of using word processing,
spreadsheet, presentations, internet and e-mail in teaching and learning of the
selected Information and Communication Technology (ICT) teachers of Carcar
City Division, Carcar City, Cebu for School Year 2018-2019. In addition, the
researcher assessed the extent of implementation of Information and
Communication Technology (ICT) as instructional tools in terms of methods and
techniques, instructional skills, instructional materials and accommodation

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facilities as well as the administrative support that has been extended in terms of
number of computer units, internet connection, computer laboratory, computer
tables & chairs and lighting and air conditioning unit.
The results were utilized as basis for the conduct of ICT Enhancement
Program of the school.
Theoretical Background
This study was primarily anchored on Ton Mooij (2004) theory, “The
Computer and Education”, supported by Inquiry and the Learning Cycle
Approach of Abraham (2005) and Experiential Learning Theory of Kolb (2012).
The policy, DepEd Memo Order No. 42, s.2016 “Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program” was in support to establish
the rigor of this research study.
The theory Computer and Education of Ton Mooij (2004) discussed on the
specific combination of educational and ICT conditions including computer use
that may optimize learning processes, particularly for learners at risk. The goal is
to explore how teachers can develop and practice computer-supported
instructional and learning processes that are qualitatively more transparent,
more flexible and more sensitive to differences between learners, than most
currently prevalent teaching practices. A broad array of Information and
Communication Technology (ICT) including computer use is being designed,
developed and implemented. Ton Mooij (2004) further explains that ICT gains a
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growing influence in supporting instructional management at different school
levels, at different places, and at
Computer & Education Inquiry and the Experiential Learning

(Ton Mooij, 2004) Learning Cycle Theory
 specific combination of Approach (Kolb, 2012)
educational and ICT (Abraham, 2005)  involvement of
conditions including  inquiry as an instructional DepEd MemoofOrder
observation the
computer use that may strategy introduces the No. 42, s.2016
phenomenon and doing
Digital Literacy Level
optimize learning processes, concepts with the use of “Policy
something Guidelines on
meaningful
particularly for learnersofatICT Teachers
the laboratory Daily
through an Lesson
active
risk Preparation for the K to
participation.
12 Basic Education
Program”
extent of
implementation of
Information and Administrative
Communication Support
Technology (ICT) as
instructional tools
ICT Enhancement Program
Figure 1. Theoretical Framework of the Study

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different times. Within schools, for example, teachers, school leaders, and ICT
coordinators pave the ways for the involvement of other computer users like
learners, parents, and external professionals.
Supported the theory of Ton Mooij, Abraham (2005) explained in his
theory “The Inquiry and the Learning Cycle Approach” that inquiry as an
instructional strategy introduce the concepts with the use of the laboratory. It is
in this concepts that the role of a teacher as guide or facilitator of learning rather
than a source of information. This emphasizes on the learner-centered approach
that are mainly exposed to data.
According to Abraham, there is actually an extensive research literature
showing that inquiry-oriented teaching strategies have advantages over
traditional approaches in attitudes, motivation, and concept and as well as the
process of learning. It is also usually associated with several instructional
practices.
Laboratory and other data generating activities play a more central role in
instruction while the textual materials used to apply, reinforce, review, and
extend the concepts.
Kolb (2012) in his “Experiential Learning Theory” emphasized the
involvement of observation of the phenomenon and doing something meaningful
through an active participation. It stressed that learning is when the learner is
directly in touch with the phenomenon being studied, rather than just watching it
or reading, hearing or thinking about it. At the same time, it also provides a
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concrete, publicly shared reference point for testing the implications and validity
of ideas created during the learning process. Experiences also need to be
processed consciously by reflecting on them and the process whereby knowledge
is created through the transformation of experience. Kolb (2012) added that
knowledge results from the combination of grasping and transforming
experience.
DepEd Memorandum Order No. 42, s. 2016 “Policy Guidelines on Daily
Lesson Preparation for the K to 12 Basic Education Program” clearly explained its
standards in ICT integration as the content in digital literacy, a subject matter or
a field of education content and is now essential for 21 st century skills. The
learning standards on the 21st century skills in the use of ICT addresses the
learners for the safe and responsible use of ICT, gathering and organizing
information using ICT, collaborating and communicating using ICT and creating
knowledge products. It explains the importance of professional standards in the
continuing professional development and advancement of teachers based on the
principle of lifelong learning. It is committed to supporting teachers, and taking
cognizance of unequivocal evidence that good teachers are vital to raising
student achievement. Quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long term
and sustainable nation building.
The aforementioned theories were used as bases in intensifying and
establishing the trustworthiness of this research study.

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THE PROBLEM
Statement of the Problem
This study assessed the digital literacy level and administrative support to
selected Information and Communication Technology (ICT) teachers of Carcar
City Division, Carcar City, Cebu for School Year 2018-2019 as basis for ICT
Enhancement Program.
Specifically, this study sought to answer the following sub-problems:
1. What is the digital literacy level of the respondents as to:
1.1 word processing;
1.2 spreadsheets;
1.3 presentations;
1.4 internet; and
1.5 e-mail?
2. What is the extent of implementation of Information and
Communication Technology (ICT) as instructional tools in terms of:
2.1 methods and techniques;
2.2 instructional skills;
2.3 instructional materials; and
2.4 accommodation facilities ?
3. What administrative support has been extended as to:
3.1 number of computer units;

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3.2 internet connection;
3.3 computer laboratory;
3.4 computer tables & chairs; and
3.5 lighting and air conditioning unit?
4. Is there a significant relationship between:
4.1 digital literacy level of the respondents and extent of
implementation of Information and Communication Technology
(ICT) as instructional tools; and
4.2 extent of implementation of Information and Communication
Technology (ICT) as instructional tools and administrative support
that has been extended?
5. What are the challenges encountered by the respondents?
6. Based on the findings, what proposed ICT (Information and
Communication Technology) enhancement program can be designed?
Null Hypothesis
Ho ₁: There is no significant relationship between digital literacy level of
the respondents and extent of implementation of Information and
Communication Technology (ICT) as instructional tools.
Ho₂: There is no significant relationship between the extent of
implementation of Information and Communication Technology (ICT) as
instructional tools and administrative support that extended.
Significance of the Study

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The findings of this study would benefit the following persons:
This study would help learners to become technologically fluent, with
higher academic performance and proficient in ICT. Teachers develop and
enhance their competency and effectiveness in integrating ICT in classroom
teaching. They need to learn new things and handle new teaching skills in
teaching. The researcher who is currently a School-ICT Coordinator finds it
beneficial on her part since the assessment results would guide her in decision-
making. The findings of this research would serve as guide for the researcher on
how to improve the digital literacy level of the teachers. The findings of this
study would serve as reference for future researchers in developing future
studies related to ICT teaching and learning.
RESEARCH METHODOLOGY
Research Design
This study made use of quantitative method employing a descriptive
correlational approach. The data were gathered through an adapted
questionnaire. A correlation analysis was used in order to determine the
relationship between the digital literacy level and the extent of implementation of
Information and Communication Technology (ICT) as instructional tools as well
as the relationship between the extent of implementation of Information and
Communication Technology (ICT) as instructional tools and administrative
support extended.
Flow of the Study

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Figure 2 showed the flow of the study. It started from the top to bottom.
The topmost box represented the input, the middle box displayed the process,
and the lowest box showed the output of the study.
The input included the digital literacy level of the respondents, extent of
instructional tools, administrative support extended and challenges encountered
by the respondents.
The process included the descriptive correlational approach,
questionnaires, data collection, statistical treatment, analysis, interpretation, and
recommendation. The adapted questionnaires were fielded to the respondents.
Results were tallied, treated statistically, and interpreted.
Findings of the study serve as basis for an ICT Enhancement Program.
Input
 Digital literacy level of the respondents
 Extent of implementation of Information and
Communication Technology (ICT) as
instructional tools
 Administrative support that has been
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Process
 Descriptive Correlational
Approach
 Questionnaires
 Data collection
 Statistical Treatment
 Analysis
 Interpretation
 Recommendation
OUTPUT
Figure 2. Flow of the Study
Environment
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This study was conducted in selected Public Elementary Schools of Carcar
II District particularly in Bolinawan Elementary School, Ocaña Central Elementary
School and Upland Elementary School. These three selected schools were
classified as big schools. Bolinawan Elementary School of Barangay Bolinawan,
which is composed of 41 teachers including principal and two master teachers
with 17 intermediate teachers with 1,349 pupils. Ocaña Central Elementary
School of Barangay Ocaña is composed of 46 teachers with two master teachers
and 20 intermediate teachers with 1,554 pupils and Upland Elementary School of
Poblacion I, is composed of 46 teachers with four (4) master teachers including
23 intermediate teachers with 1,611 pupils.
Teachers handling Grades 4 to 6 were exposed to word processing
spreadsheets, presentations, internet and e-mail and implement Information
and Communication Technology (ICT) as instructional tools in terms of methods
and techniques, instructional skills, instructional materials, and accommodation
facilities.
The school tried its best to generate resources to come up with computer
units, to have internet connection and establish computer laboratory with
computer tables and chairs, fixed lighting, and air conditioning unit.
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Figure 3. Location Map
Respondents
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The respondents of the study were the Grades 4, 5, & 6 teachers in
Bolinawan Elementary School, Ocaña Central Elementary School and Upland
Elementary School of Carcar II District, Carcar City Division, Carcar City, Cebu for
the school year 2018-2019.
Table 1
RESPONDENTS OF THE STUDY
School No. of Respondents

Bolinawan ES 17
Ocaña Central ES 20
Upland ES 23
Total 60
In this table, the highest number of respondents was from Upland
Elementary School where there were 23 respondents considered since the
school is relatively large in terms of number of intermediate teachers, next were
from Ocaña Central Elementary School where the researcher considered 20
respondents and 17 respondents were considered in Bolinawan Elementary
School. In totality, 60 respondents were considered as samples in this research
study. The said respondents are identified through purposive sampling
technique.
Instruments
The study utilized an adapted questionnaire from Jimenez (2016),
“Computer Enhancement Program for Bachelor of Science in Office
Administration Student.” The questionnaire contains four parts, namely: digital
literacy level of the respondents in terms of word processing, spreadsheets,

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presentations, internet and email; administrative support extended to computer
units, internet connection, computer laboratory, computer tables and chairs and
lighting and air conditioning; the extent of implementation of Information and
Communication Technology (ICT) as instructional tools include methods and
techniques, instructional skills, instructional materials and accommodation
facilities, and the challenges encountered by the teacher in implementing ICT as
instructional tools.
Data-gathering Procedure
The research started after the researcher received the approved permit
from the schools division superintendent to conduct the study. Approved
transmittal letter (Appendix A) was presented to the principals of Bolinawan
Elementary School, Ocaña Central Elementary, and Upland Elementary for them
to allow the researcher to conduct the survey.
The researcher personally distributed, administered, and retrieved the
questionnaire to the respondents after the approval of the school principals.
Responses elicited from the questionnaire were tabulated, analyzed, and
interpreted at 0.05 level of significance. The data generated were handled with
utmost confidentiality by the researcher.
Treatment of the Data
The following statistical measures were used to interpret the data
gathered by the researcher.
1. Weighted Mean was used in determining the digital literacy level

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in terms of word processing, spreadsheet, presentations, internet, e-
mail and administrative support in terms of computer units, internet
connection, computer laboratory, computer tables and chairs and
lighting and air conditioning as well as the extent of implementation
of ICT as instructional tools in terms of methods and techniques,
instructional skills, instructional materials and accommodation
facilities.
2. Ranking Method was used in identifying the most persistent
challenges encountered by the respondents in implementing ICT as
3. Pearson r was used in determining the significant relationship
between digital literacy level of the respondents and extent of
implementation of Information and Communication Technology
(ICT) as instructional tools. It was also used in determining the
significant relationship between the extent of implementation of
Information and Communication Technology (ICT) as instructional
tools and administrative support extended.
All statistical computations were set at 0.05 level of significance as basis
for rejection and acceptance of the null hypothesis.
DEFINITION OF TERMS
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The following major terms used in the study are defined operationally to
guide the researcher and the reader’s knowledge and understanding of what
terms are:
Administrative support is the support given by the administration as to the
availability of computer units, internet connection, computer laboratory,
computer tables and chairs, and the lighting and air conditioning unit.
Challenges are the concerns, issues, and gaps encountered by the teachers in
implementing ICT as instructional tools.
Digital Literacy is the capability to use ICT tools to evidently define information
problem, efficiently accessing it, and evaluating the consistency, authority, and
prejudices of sources, then organize and synthesize this information with the
application of the best ICT tools available effectively and responsively.
 E-mail is the ability to send, receive email, organizes messages
and print messages.
 Internet is the ability to discuss via internet and explore as well as
access, search and download through World Wide Web.
 Presentation is the ability to use a presentation tool like creating,
formatting, modifying, and preparing presentations using different
slide layouts for display and printed distribution on a computer.
 Spreadsheet is the ability to use a spreadsheet application like
developing, formatting, modifying, and printing a spreadsheet;
generating and applying standard mathematical and logical

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formulas; and creating and formatting graphs/charts on a
computer.
 Word Processing is the ability to use a word processing
application like creating, formatting, and printing word processing
documents on a computer.
ICT Enhancement Program is a design of varied interventions that could
enhance teachers’ digital literacy level.
ICT Implementation is the process of applying the methods and techniques,
instructional skills, instructional materials and accommodation facilities as
 Accommodation facilities are facilities that being prepared or
supplied for convenience to satisfy the needs in teaching and
learning computer lessons. It include computer laboratory, lightning
and air conditioning unit, computer tables, computer chairs and
computer lecture area.
 Instructional materials refer to computer instructional materials
to be used in teaching computer lessons like computer units,
computer keyboards, mouse, DVD/CD ROM drive, printer, scanner,
projector, speakers/headphones and printers inks.
 Instructional skills shows clear and definite objectives in
teaching computer lessons, utilizes teaching style with a task-
oriented and well-planned computer lessons.

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 Methods and techniques include lecture discussion,
demonstration, drill and practice, tutorial, discovery, observation,
hands-on activity and projects.
Instructional tools refers to computer units, keyboards, mouse, DVD/CD ROM
Drive, printer, scanner, projector, speakers/headphones and printers inks that
were being used as materials in implementation of ICT.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter spells out related literature and studies to support and attest
the needed information as a way of enriching the study according to various
authors, books, websites and other sources that will serve as benchmark of the
study.
The Department of Education embraces the central figures of K-12 Basic
Education Program with the ICT competency standards for teachers in the field
of professional growth and development. It promotes ICT Integration in
Teaching and Learning. It recognizes 21st Century Skills and ICT Integration
(DepEd Order No. 42, s2016).
Enclosure to DepEd Order No. 42, s. 2016, the Department of Education
recognizes that instructional planning is essential to successful teaching and
learning. Instructional planning is the process of determining what learning
opportunities students in school will have by planning the content of instruction,
selecting teaching materials, designing the learning activities and grouping
methods, and deciding on the pacing and allocation of instructional time.
According to Stronge, (2007) that effective teachers organize and plan
their instruction. With content and performance standards and learning
competencies firmly articulated in the K to 12 curriculum, it is easier for teachers
to carry out both short-term and long-term instructional planning. Under the K to
12 Basic Education Program, teachers can in fact plan student learning for a
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year, a semester, a quarter, a unit, or a lesson and secure coverage of the
curriculum. He added that successful teachers possess a good grasp of content
that they can consequently convert to sound learning objectives and are able to
select, implement the most effective instructional strategies and materials to
teach the identified content objectives. Make instructional decisions based on
formative assessment results, promote sincerely their students’ learning and
holistic development, and are professional and ethical in the conduct of their
work.
Baron & Harrari (2005) cited that it is a big challenge to motivate teacher
regarding the use of ICT. It is very important for a teacher to well equip them to
obtain new knowledge, skilled in appropriate methods and adopt new strategies
with the support of ICT to facilitate learning and it is expected that by using ICT
in teaching, teachers can enhance their competency and effectiveness in
classroom teaching. With advancement of ICT, innovative training strategies
have been incorporated in teacher education which is based on sustainability and
transferability.
According to Loveles, Burton, & Turvey (2006), ICT made a contribution
not only to the creative processes and outcomes of the activities themselves, but
also to a deeper understanding of pedagogy and purpose in using ICT to support
learning. Integration of ICT, teacher can easily create appropriate learning
environment to facilitate learning achievements. Machine instructions provide
solution to problems therefore use of ICTs in education can modernize, develop

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and upgrade education system. ICT has becoming part of teaching methodology
as we are interacting with the applications of information and communication
technologies and its impact on learning achievements.
However, Pelgrum, (2001) added that ICT provide supportive environment
to teacher and help students to understand the concepts and content knowledge.
Integration of ICT in teaching make students active participants; provide
opportunity to learn in classroom and from external sources, enhance teamwork,
encourage them to ask questions and find solution of problems.
Hawkins (2002) reported that school administrators deliver insufficient
structural support and incentives to teachers in the operational use of ICT in the
classroom. Administrators in school, such as the principal, should encourage,
support and help the teachers in using computers in the educational process with
the willingness to use the computer as a medium to deliver instruction while
integrating ICT into the educational system.
An international studies have found out that using ICT in the learning
process made up pupils’ understanding and thinking skills more meaningful and
beneficial rather than using a traditional method “teacher-centric” teaching
styles. Practices of teachers using ICT can range from only small enhancements
of teaching practices using what are essentially traditional methods to more
fundamental changes in their teaching as well. ICTs can be used to reinforce
existing practices as well as to change the way teachers and students interact.
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Some studies also revealed that teachers require extensive, on-going
exposure to ICTs to be able to evaluate and select the most appropriate
resources and that exposure to ICTs can be an important motivation tool to
promote and enable teacher’s professional development. On the other hand,
teacher inexperience and skill deficiencies may often be a factor inhibiting the
effectiveness of ICT use in education towards the learners in the classroom
setting.
Beavis, Apperley, Bradford, O'Mara, & Walsh, (2009) offer a broad
definition of digital literacy. They describe digital literacy as a set of habits
through which youngsters use information technologies for learning, work, and
fun. This definition is general, but sheds light on a key paradox in contemporary
education that is, the skills demanded for an increasingly technological and
changing work place are not being learned in school, but rather outside the
sphere of the school environment. As the Internet has become this generation’s
defining technology for literacy and learning, classrooms have yet to take up
Internet integration into the classroom or begin instruction in the new literacy
skills the Internet requires.
Pedro (2005) in research conducted on traditional and ICT integrated
teaching methods concluded that “it is the change in the teaching method and
not the adoption of technology that results in a higher quality of teaching”.
Loveles, et. al.,(2006) found very important significance using ICT tools.
They stated that the affordances of ICT can also be part of this creative
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interaction as people exploit the distinctive features of ICT that enable digital
technologies to act as tools in creative processes.
According to Khalid Abdullah Bingimlas (2009) in his study, the use of ICT
in the classroom is very important in providing opportunities to the students to
learn to operate in an information age. Studying the obstacles to the use of ICT
in education may assist educators to overcome these barriers and become
successful technology adapters in the future.
Glazer, et.al., (2005) exposed in their study that teachers often learn
technology skills and integration strategies in intensive seminars however,
experiences are seldom transferred to instructional practices. An effective
technology integration requires teachers to obtain learning experiences within
the context of their teaching so they can practice, reflect, and modify their
practices.
Bauer and Kenton (2005) found out in their study, “Towards Technology
Integration in Schools”, teachers with sufficient skills were innovative and
overcame obstacles easily, yet integration of technology as a teaching and
learning tool is inconsistent because of outdated hardware, lack of appropriate
software, technical difficulties and student skills levels. Management and
operation of computers with scarcity in instructional materials such as software
and other applications needed in learning ICT can decrease access to tools alter
students’ attention span and snag valuable and immediate feedback for literacy
enrichment thus defeating the purpose of individualized learning. Along with the
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lack of instructional materials, the specifications of equipment (hardware) and
software is equally important too. Using outdated hardware and software will
make learning dysfunctional and obsolete. Technology is fast evolving so the use
of software makes it more vulnerable to viruses, spyware, and hackers. The use
of old versions of hardware will likely increase hardware failure rate, hamper IT
flexibility and can
Al-Moussa (2004) conducted study where lack of computer skills training
for teachers and insufficient technical support, and costs are impediments in the
ICT integration in the schools in the Gulf Cooperation Council countries.
However, Aryatuha (2007) on his study about relationship between
computerization and organizational effectiveness, found out that the training of
the users and constant technical support should be accompanied by availability
of computer hardware and software. The availability of ICT to become sufficient
should have technical and pedagogical support.
The study of Farrell (2007) proves that ICT training and workshops are
important not just to improve the skills of the instructors, but also to get them
involve in process of integrating ICT in teaching and learning. These will arise as
soon as no assistance from the administration.
According to Al-ruz and Khasawneh (2011), the availability of technology,
ICT equipment accessibility, time for planning instruction, technical and
administrative support, school curriculum, school climate and culture, faculty
teaching load and management routine, and pressure to prepare students for
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national entrance exams are external factors to consider. They found that some
of these were associated positively with technology integration, including
accessibility or availability of technology and overall support from technicians,
teachers, and principals.
The above cited literature and studies will help substantiate this research
study.
Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter covers the presentation and analysis from which the
interpretation was correspondingly extracted. The presentation, analysis and
interpretation of data are conveniently grouped into five headings.
The first part includes digital literacy level in terms of word processing,
spreadsheets, presentations, internet and email. The second part reveals the
extent of implementation of Information and Communication Technology (ICT)
as instructional tools in terms of methods and techniques, instructional skills,
instructional materials and accommodation facilities. The third part is the
administrative support extended in number of computer units, internet
connection, computer laboratory, computer tables & chairs, and lighting and air
conditioning unit. The fourth part of this chapter presents the significant
relationship between the digital literacy level and the implementation of
Information and Communication Technology (ICT) as instructional tools and the
extent of implementation of Information and Communication Technology (ICT)
as instructional tools and administrative support. The last part of this chapter
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presents the challenges encountered by the teachers and that proposed ICT
(Information and Communication Technology) Enhancement Program is
designed.
Digital Literacy Level of the Respondents in Word Processing. This
is the composition, editing and formatting of text. In addition to working with
text, it also provide tools to insert pictures, edit photos, draw objects, and
produce graphic organizers.
Table 2
DIGITAL LITERACY LEVEL OF THE RESPONDENTS IN WORD
PROCESSING
Learning Competencies WM Category

Standard 1: Manage documents 2.38 Expert
Standard 2: Insert pictures and images 2.27 Literate
Standard 3: Format paragraph 2.27 Literate
Standard 4: Format text 2.26 Literate
Standard 5: Print a document 2.22 Literate
Standard 6: Preview a document 2.18 Literate
Standard 7: Move and copy text, Insert text and 2.17 Literate
Delete text
Standard 8: Insert tables 2.15 Literate
Standard 9: Format document 2.11 Literate
Average Weighted Mean 2.22 Literate
Legend: Weight Scale Categorical Response
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
1 1.00– 1.66 Non-literate
As shown in the table above, the digital literacy level of the respondents in
one (1) of the nine (9) learning competencies in word processing is classified as
expert which is the competency one (1) about managing documents. The said
competency covered the requirements to create and save document and to
open, edit, save, and close existing document. On the other hand, the digital
literacy level of the respondent on the remaining eight (8) learning competencies
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is literate in which it is relatively low in the competency relating to formatting
document. Formatting document covers the requirements to insert line and
page breaks, specify pagination, change margins, specify paper size and
orientation and add headers, footers, line numbers, footnotes, and table of
contents.
Based on the average weighted mean, the digital literacy level of the
respondents in terms of word processing is 2.22 which means the respondents
are literate. It implies that the respondents have the ability to perform and
carry out the task but needs the help, advice, and guidance from an expert or
immersed into an intervention program for enhancement.
According to Grant, Malloy and Murphy (2009) as cited by Jimenez (2016)
in her study, in most individuals word processing is the first business application
they use in school. Subsequently, their perception in overall computer skills in
Word processing is assertive.
Digital Literacy Level of the Respondents in Spreadsheets. This
skill allows them to organize, calculate, graph, and analyze the data. It also
provide a critical foundation in preparation for future studies and in the
workplace. Today, many careers require knowledge of how to use a spreadsheet
program.
Table 3
DIGITAL LITERACY LEVEL OF THE RESPONDENTS IN SPREADSHEETS
Standard 1: Handle worksheets 2.13 Literate
Standard 2: Format Data 2.02 Literate
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Standard 3: Select/enter cells, Insert and delete 2.00 Literate

cells, Insert and delete rows and columns
Standard 4: Manage Workbooks 1.95 Literate
Standard 5: Format worksheet 1.95 Literate
Standard 6: Preview a worksheet and print a 1.90 Literate
worksheet
Standard 7: Format cells 1.88 Literate
Standard 8: Create formulas and functions 1.86 Literate
Standard 9: Create and format charts/graphs 1.82 Literate
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
As reflected in table 3, the digital literacy level of the respondents in terms
of spreadsheets is literate based on the average weighted mean which is 1.95.
In all the indicators on spreadsheet, the respondents literacy level is literate
based on its specific weighted mean. The respondents’ digital literacy level is
relatively low in the ninth (9 th) learning competency which is creating and
formatting charts/graphs. It implies that the respondents have also the ability to
perform and carry out the task but needs the help, advice, and guidance from an
expert or be immersed into an intervention program for enhancement.
Based on TechnoHella (2011), integrating the use of spreadsheets into
curriculum single out mathematical learning objectives as well as in other
discipline. By having everyone organize data into a worksheet and manipulate it,
one must acquire essential skills. The range of option available within
spreadsheets programs make them versatile.
Digital Literacy Level of the Respondents in Presentations. This
can act as a visual aid during a lecture or speech and can be an effective way of
providing information in small segments. It features collection of individual slides

30
that can include bullet points, pictures, charts, tables, and business diagrams.
One of these presentations is the Powerpoint Presentations that can also be
effective by way of providing information on a topic.
Table 4
DIGITAL LITERACY LEVEL OF THE RESPONDENTS IN PRESENTATIONS

Standard 1: Manage presentations using a 2.05 Literate
presentation tool
Standard 2: Apply appropriate visuals and design 2.03 Literate
considerations
Standard 3: Insert pictures and images 2.02 Literate
Standard 4: Format text 1.95 Literate
Standard 5: Discuss Basic Presentation Skills 1.95 Literate
Standard 6: Create slides and use different slide 1.93 Literate
views
Standard 7: Apply slide layouts and templates 1.92 Literate
Standard 8: Print slides 1.92 Literate
Standard 9: Insert drawn objects 1.90 Literate
Standard 10: Create a slide show and apply a 1.88 Literate
slide show effects
Standard 11: Create charts/graphs 1.83 Literate
Standard 12: Prepare outputs 1.80 Literate
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
presentations is literate based on the average weighted mean which is 1.93. In
all the indicators on presentations, the respondents literacy level is literate
based on its specific weighted mean. The respondents’ digital literacy level is
relatively low in the 11th and 12th learning competencies on creating

31
charts/graphs and preparing outputs. It implies that the respondents have the
ability to perform and carry out the task but needs the help, advice and guidance
from an expert or be immersed into an intervention program for enhancement.
As viewed by TechnoHella (2012), professionally designed themes of the
presentation visually enhance message and provide a professional, coordinated
appearance. It is very rewarding to see learners apply their learning by
transferring their skills into a new task.
Digital Literacy Level of the Respondents in Internet. It is where
the connection of computer network in the world takes place or links with more
computer systems. It is an evolving tool that does not only contain an amazing
variety of information, but also provides new ways of accessing, interacting, and
connecting with people and content.
Table 5
DIGITAL LITERACY LEVEL OF THE RESPONDENTS IN INTERNET

Standard 1: Access the Web 1.97 Literate
Standard 2: Download web pages 1.93 Literate
Standard 3: Search the Web 1.88 Literate
Standard 4: Discuss Internet and World Wide 1.87 Literate
Web
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
internet is literate based on the average weighted mean of 1.91. In all the
indicators on internet, the respondents literacy level is literate based on its

32
specific weighted mean. The respondents’ digital literacy level is relatively low in
the 4th learning competency on discussing internet and world wide web. It
implies that the respondents have the ability to perform and carry out the task
but needs the help, advice, and guidance from an expert or be immersed into an
intervention program for enhancement.
According to Kuzu (2009) in his journal, participants in his study point out
that information in the Internet are accessible for everyone. On the other hand,
it is essential to know how to access such information that entails research since
off-the-peg information become possible.
Digital Literacy Level of the Respondents in E-mail. This skill refers
to an electronic mail where a letter that is sent over a computer network instead
of being sent through the post. It features attached documents in photos sent to
emails with a letter.
Table 6
DIGITAL LITERACY LEVEL OF THE RESPONDENTS IN E-MAIL

Standard 1: Send and receive email 2.05 Literate
Standard 2: Organize messages 2.02 Literate
Standard 3: Print messages 2.02 Literate
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
of email is literate based on the average weighted mean of 2.03. In all the
indicators on presentations, the respondents literacy level is literate based on

33
its specific weighted mean. The respondents’ digital literacy level is relatively low
in the 2nd and 3rd learning competencies on organizing and printings. It implies
that the respondents have the ability to perform and carry out the task but
needs the help, advice, and guidance from an expert or be immersed into an
intervention program for enhancement.
Suthar (2014) emphasized that e-mail or electronic mail is one of the
premier uses of Internet. It is a flexible and handy tool of communication via the
electronic medium. Its most attractive features are speed, portability, and
versatility. Email is a system of global communication in which the user can
compose a message in his or her account and send it to person/s possessing
email accounts. It is an exchange of information among online service provider
users.
Table 7
SUMMARY OF DIGITAL LITERACY LEVEL OF THE RESPONDENTS
Learning Competencies AWM Category
Word Processing 2.22 Literate
Spreadsheet 1.95 Literate
Presentations 1.93 Literate
Internet 1.91 Literate
E-mail 2.03 Literate
Over-All Average Weighted Mean 2.01 Literate
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
As shown in the table 7, the digital literacy level of the respondents is
literate in word processing, spreadsheets, presentations, internet and email
based on their specific average weighted mean. This means that the respondents
34
have the capacity to perform their tasks but needed more training for the
refinement of their competencies. It implies that an intervention program shall
be undertaken for its refinement.
Methods and Techniques Used by the Teachers. The importance of
ICT as instructional tools are taught with the help of various methods and
techniques (Csiki,2008).
Table 8
METHODS AND TECHNIQUES USED BY THE TEACHERS
Methods and Techniques WM Category
Demonstration 2.30 Seldom
Lecture Discussion 2.25 Seldom
Drill and Practice 2.22 Seldom
Observation 2.18 Seldom
Discovery 2.13 Seldom
Projects 2.13 Seldom
Hands-on Activity 2.10 Seldom
Tutorial 2.05 Seldom
Average Weighted Mean 2.17 Seldom
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
As shown in table 8, the highest weighted mean 2.30 on demonstration is
described as seldom. The lowest weighted mean is 2.05 which is on tutorial
and the average weighted mean is 2.17 that is also described as seldom.
The weighted mean in all the methods and techniques and its over all
weighted mean is below 2.34 described as seldom. This implies that the extent
of implementation of Information and Communication Technology as
instructional tools in methods and techniques is seldom undertaken.

35
According to Wang & Woo (2007), teachers need a thorough practice in
computer knowledge especially in methods and techniques in integrating ICT in
the classroom setting. Effective ICT integration into the learning process has the
potential to engage learners.
Instructional Skills. In learning ICT instructional skills, learners are
ready to face future challenges based on proper understanding. It helps develop
competencies needed for the current globalization.
Table 9
INSTRUCTIONAL SKILLS
Instructional Skills WM Category
Show clear objectives of each computer lessons 2.08 Seldom
Presents computer lessons clearly & interestingly 2.07 Seldom
Recall of what is to be taught and learned on 2.03 Seldom
computer
Ask student opinion on computer lesson 2.02 Seldom
Learn productively on computer lesson 2.00 Seldom
Uses a variety of computer instructional materials 1.98 Seldom
Try to attain teacher-students objectives on hands-on 1.98 Seldom
activity
Uses hands-on method 1.97 Seldom
Uses multiple text in encoding 1.97 Seldom
Utilizes computer unit in teaching style 1.93 Seldom
Focuses on computer instruction on student learning 1.92 Seldom
Task oriented and well planned computer lesson 1.88 Seldom
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
In table 9, the highest weighted mean obtained from showing clear
objectives of each computer lessons is 2.08 and categorically described as
seldom. The lowest weighted mean is 1.88 which is on task oriented and well
planned computer lesson. The average weighted mean is 1.99 that is also
described as seldom. This implies that the extent of implementation of

36
Information and Communication Technology as instructional tools on
enhancement of instructional skills is seldom undertaken.
According to Glazer, et.al.,(2005) teachers need to adopt or utilize ICT to
assess students learning with the use of computer instructional materials.
However, in recent times, factors have emerged which have strengthened and
encouraged moves to adopt ICTs into classrooms and learning settings. Effective
technology integration requires teachers to obtain learning experiences within
the context of their teaching so that they can practice, reflect, and modify their
practices.
Instructional Materials. The application of teaching aids entails some
inherent limitations such as their availability to the educational institution and the
ability to use both teachers and students, among others.
Table 10
INSTRUCTIONAL MATERIALS
Instructional Materials WM Category
Printer 2.13 Seldom
Printers inks 1.95 Seldom
Keyboards 1.93 Seldom
Mouse 1.93 Seldom
Computer units 1.90 Seldom
Speakers/Headphones 1.88 Seldom
DVD/CD ROM Drive 1.87 Seldom
Projector 1.83 Seldom
Scanner 1.78 Seldom
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
Table 10 shows that the highest weighted mean is 2.13 which is on
printer and categorically described as seldom. The lowest weighted mean is

37
1.78 which is on scanner. The average weighted mean is 1.91 simply described
also as seldom. This implies that the extent of implementation of Information
and Communication Technology as instructional tools relating to instructional
material is seldom. According to Aguirre (2013), the aim of having instructional
materials is to provide each student with quality education associated with
maximum efficiency and cost of effectiveness.
Accommodation Facilities. This consists of computer laboratory area,
lighting and air conditioning unit, computer tables, chairs, and computer lecture
area. These facilities can be of great help in order to assist the teaching-learning
needs in teaching ICT.
Table 11
ACCOMMODATION FACILITIES
Accommodation Facilities WM Category

Computer Tables 2.00 Seldom
Computer Laboratory Area 1.95 Seldom
Computer Lecture Area 1.87 Seldom
Computer Chairs 1.83 Seldom
Lighting and Air Conditioning Unit 1.40 Never
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
Table 11 shows that the highest weighted mean is 2.00 that is on
computer tables categorized as seldom. The lowest weighted mean is 1.40 that
is on lighting and air conditioning unit and categorically described as never.
This implies that the extent of implementation of Information and
Communication Technology as instructional tools relating to accommodation

38
facilities is seldom. According to Usluel, et.al.,(2008) in their study revealed that
seldom use of ICT facilities appears as significant barrier.
Table 12
SUMMARY OF THE EXTENT OF IMPLEMENTATION OF INFORMATION
AND COMMUNICATION TECHNOLOGY (ICT) AS INSTRUCTIONAL
TOOLS

Methods and techniques 2.17 Seldom
Instructional skills 1.99 Seldom
Instructional materials 1.91 Seldom
Accommodation facilities 1.85 Seldom
Over-All Average Weighted Mean 1.98 Seldom
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
As shown in Table 12, the respondents are all seldom in methods and
techniques, instructional skills, instructional materials, and accommodation
facilities in which none of the respondents obtain always in all the indicators.
Thus, an intervention must be undertaken to raise the extent of implementation
of Information and Communication Technology (ICT) as instructional tools.
Administrative Support. An assistance extended by the school administration
relating to the provision of instructional equipment and facilities could enhance
better learning such as provision of computer units, internet connection,
computer laboratory, computer tables and chairs and lighting and air
conditioning unit.
Table 13
ADMINISTRATIVE SUPPORT
39
Administrative Support WM Category

Internet Connection 2.87 Available
Number of Computer Units 2.85 Available
Computer Laboratory 2.78 Available
Computer tables & chairs 2.72 Available
Lighting and Air Conditioning Unit 2.20 Not Available
Average Weighted Mean 2.68 Available
3 2.34 - 3.00 Available
2 1.67– 2.33 Not Available
1 1.00– 1.66 None at All
In Table 13, the highest weighted mean is 2.87 that is on internet
connection described as available. The lowest weighted mean is 2.20 that is on
lighting and air conditioning unit categorically described as not available. The
average weighted mean is 2.68 described as available. This is aligned to the
Department of Education Computerization Program (DCP) that aims to provide
public schools with appropriate technologies that would enhance the teaching-
learning process and meet the challenges of the 21 st century. This program shall
respond to the computer backlog of public schools by providing them hardware
and software and training on simple troubleshooting (D.O. No. 78, s. 2010).
Table 14
SUMMARY OF THE ADMINISTRATIVE SUPPORT EXTENDED
number of computer units 2.85 Available
internet connection 2.87 Available
computer laboratory 2.78 Available
computer tables & chairs 2.72 Available
lighting and air conditioning unit 2.20 Not Available
Over-All Average Weighted Mean 2.68 Available
3 2.34 - 3.00 Available
1 1.00– 1.66 None at All
As shown in table 14, the administrative support extended to the number
of computer units, internet connection, computer laboratory, and computer

40
tables and chairs are available and that only lighting and air conditioning unit is
not available. Thus, intervention must be undertaken to foster administrative
support of Information and Communication Technology (ICT) in schools.
Table 15
RELATIONSHIP BETWEEN DIGITAL LITERACY LEVEL AND THE EXTENT
OF IMPLEMENTATION OF INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT) AS INSTRUCTIONAL TOOLS
Variable Compute Degree Compute Tabula Decisio Interpretatio
d of d t Value rt n n
r Value freedo Value
m (0.05)
Digital Literacy
Level
Extent of 0.5 58 4.39 1.96 Reject Significant
Implementatio Ho
n of ICT as
Instructional
Tools
The test of significance shows that the computed t value of 4.39 is
outside the acceptance region which is 1.96. This led to the rejection of the null
hypothesis. Therefore, at 5 percent significant level and 58 degrees of
freedom, it can be claimed that there is a significant relationship between the
digital literacy level and implementation of Information and Communication
Technology (ICT) as instructional tools. This means that the higher the digital
literacy level the higher is the extent of implementation and conversely the lower
the digital literacy level the lower is the extent of implementation.
Hence, the availability of ICT related educational devices are sufficient,
but with the teachers’ actual practice using ICT is needed to improve student
41
achievement. Lei and Zhao (2007) stated that the assessment of the quality of
ICT use is difficult. In most basic terms, quality of technology use is simply how
and why technology is used. ICT proficiency and skills can be developed within
an ample time.
Table 16
RELATIONSHIP BETWEEN EXTENT OF IMPLEMENTATION OF
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AS
INSTRUCTIONAL TOOLS AND ADMINISTRATIVE SUPPORT
Variable Compute Degree Compute Tabula Decisio Interpretatio

d of d t Value rt n n
r Value freedo Value
m (0.05)
Extent of
Implementatio
n of ICT as 0.37 58 3.03 1.96 Reject Significant
Instructional Ho
Tools
Administrative
Support
The test of significance shows that the computed t value of 3.03 is
outside the acceptance region which is 1.96 which led to the rejection of the
null hypothesis. Therefore, at 5 percent significant level and 58 degrees of
freedom, it can be claimed that there is a significant relationship between the
extent of implementation of ICT as instructional tools and administrative support.
Challenges encountered by the teachers in implementing ICT as
instructional tools
As technology develops and the environment becomes more user-friendly,
there is an even greater demand for practical experience in the use of software,
42
the strengthening of network communication and skills in preparing
documentations. However, challenges made focused on insufficient number of
computer units, limited ICT instructional materials, over populated class ratio
versus the computer laboratory size, broken down computers, qualified teachers
to teach ICT, slow internet connectivity, unconducive learning environment,
obsolete computers, little knowledge in handling the computer unit.
Table 17
CHALLENGES ENCOUNTERED BY THE TEACHERS IN IMPLEMENTING
ICT AS INSTRUCTIONAL TOOLS
Challenges Total Rank

a) Insufficient number of computer units 285 1
b) Lack of ICT Instructional materials 288 2
c) Too crowded class ratio versus the 287 3
computer laboratory size
d) Broken down computers 312 4
e) Lack of qualified teachers to teach ICT 319 5
h) Lack of Internet or slow connectivity 335 6
i) Unconducive Learning Environment 339 7
j) Obsolete computers (both hardware and 367 8
software)
k) Fear and anxiety in handling the computer 428 9
unit
l) Increased Moral degradation 440 10
Table 17 presents the challenges encountered by the teachers in
implementing ICT as instructional tools. Insufficient number of computer units,
lack of ICT instructional materials and too crowded class ratio versus the
computer laboratory size signify the hindrances to achieve the desired learning
competencies as revealed in table 17.
The availability of infrastructure resources such as computer hardware, in
terms of the number of computers in the school available for students and
43
teachers for educational purposes, and the quality and functioning of equipment
(speed of processors, peripherals and access to the internet) as well as available
software are essential in the learning of computer operation. Goktas, et.al.,
(2009) suggested using technology-enhanced materials that provide an effective
technology-rich learning environment. The use of computers, software, internet
connections, projectors, and a variety of other high-tech devices, as well as an
online course management system and student information system help in
augmenting the curricula. Ratliff (2009) said that faculty should upfront students
if they are prepared for this environment when implementing these tools into the
curriculum.
Geoffrey (2010) asserted that physical limitations of the classroom would
result to obstructing the learning process like the size and location of desks,
which restricts the choices of room arrangement and the provision of the space.
Unconducive learning environment will deteriorate the ability and willingness of
students to focus on their tasks and learning activities and may affect their
physical, mental, emotional, and psychological health. Herrington and Kervin
(2007) said in incorporating various technology programs in the curriculum, it
has to evaluate using specific criteria to create the best learning environment
conducive for proper utilization of the technology. It also maximizes recognition
of potential learning.
44
Chapter 4
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and
recommendations obtained from the data gathered after applying the statistical
analysis and interpretation of data.
SUMMARY OF FINDINGS
Based on the collected data and after the statistical treatment, the study
afforded the following findings:
The digital literacy level of the respondents was literate in word
processing, spreadsheets, presentations, internet as well as in email.
The respondents seldom implemented Information Communication and
Technology (ICT) as instructional tools in terms of methods and techniques,
instructional skills, instructional materials and accommodation facilities.
Administrative support was available in terms of number of computer
units, internet connection, computer laboratory, computer tables & chairs and
not available in lighting and air conditioning unit.
It was found out that there was a significant relationship between digital
literacy level of the respondents and extent of implementation of Information

45
and Communication Technology (ICT) as instructional tools. It also revealed that
there was a significant relationship between the extent of implementation of
Information and Communication Technology (ICT) as instructional tools and
administrative support.
CONCLUSION
The digital literacy level of the selected Information and Communication
Technology (ICT) teachers of Carcar City Division, Carcar City, Cebu for School
Year 2018-2019 was literate and the administrative support was available. This
relates to the study of Kolb (2012) which asserts that teachers must be involved
in the observation of the phenomenon and do something through an active
participation in ICT integration activities.
RECOMMENDATIONS
Anchored on the conclusion of the study, the following is recommended:
1. That the implementation of the proposed ICT Enhancement Program of
this study is highly recommended;
2. That School Heads shall be encouraged to allocate funds for the full
implementation of the crafted ICT Enhancement Program to uplift the
digital literacy level of teachers;
3. That teachers shall be encouraged to raise the extent of
instructional tools;
46
4. That schools shall engaged in private public partnership to generate
support in addressing insufficiency of computer units as well as
insufficiency of ICT instructional materials and equipments; and
5. That monitoring and evaluation of the program shall be undertaken
after the implementation.
CHAPTER 5: OUTPUT OF THE STUDY
ICT ENHANCEMENT PROGRAM

47
BY:
MARILYN MAUNES ABADILLA

April 2019
Rationale
The key to global competitiveness is global excellence which can only be
achieved through quality education. ICT skills offer an extensive range of
chances for personal development, and a society deficient of ICT literate labor
force cannot compete in the global economy. Teachers who are less proficient in
ICT are incompetent to gauge the legitimacy of information they find, draw
meaning from it, compare information from various sources and effectively,
morally and lawfully communicate their results in various media.
The Information and Communication Technology (ICT) Enhancement
Program is designed for the In-Service Training to earn teachers’ units in
Information and Communication Technology (ICT) lessons.
General Objectives
After the implementation of the ICT Enhancement Program, the teachers
will be able to:
1. Improve their digital literacy level;
2. Improve the extent of implementation of Information and
Communication Technology (ICT) as instructional tool.

48
Persons Responsible for the Training:
1. IT Professionals as Trainer
2. IT Resource Speakers
3. Teachers as participants
Implementation Scheme
A recommendation to adopt and implement the ICT Enhancement
Program shall be done by the researcher through the respective principals of
Bolinawan Elementary School, Ocaña Central Elementary School and Upland
Elementary School. Upon approval of the said preparation of training design,
submission of training proposal, dissemination of school memorandum,
requisition of materials and equipment, and final debriefing shall also be done.
Prior to the implementation, permit to implement the ICT Enhancement Program
and to conduct teachers’ training shall be the utmost priority.
Logistics/Resource Equipment
Materials Sources Amount
Multimedia 0.00
Sound System 0.00
Honorarium for Speakers School MOOE 5,000.00
Snacks and Lunch for speakers 2,000.00
Computer Laboratory with Internet 0.00
Connection
Expected Outcomes
1. Teachers become expert in word processing, spreadsheets,
presentations, internet, and e-mail

49
2. Teachers always implement Information and Communication
Technology (ICT) as instructional tools in terms of methods and
techniques, instructional skills, instructional materials, and
accommodation facilities
Monitoring and Evaluation
The evaluation tool will be distributed, collated, and interpreted.
Week 1: Word Processing (October, 2019)

Time Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
7:30-7:45 DIAGNOSTIC Recapitulation of Previous Activities / Submission of Outputs

EXAM
LECTURE: LECTURE: What LECTURE: LECTURE: LECTURE: LECTURE:

How is Word Discuss Discuss Discuss Discuss printing
hardware Processing? managing inserting formatting documents and
7:45-9:45
and software documents and tables, pictures paragraph, other printer
components formatting and images copying text, options
of a documents moving data
computer within the
work documents
9:45-10:00 SNACKS
10:00-12:00 HANDS-ON ACTIVITY / ASSESSMENT
12:00-1:00 LUNCH BREAK
1:00-2:30 CONTINUATION OF HANDS-ON ACTIVITY
2:30-5:00 PRESENTATION OF OUTPUT
Week 2: Week 2: SPREADSHEET (October, 2019)


EXAM
50
7:45-9:45 LECTURE: LECTURE: LECTURE:

Managing Formatting LECTURE: Create formulas and Manage a
Workbooks data, cells and functions printer,
HANDS-ON
& Handle worksheet preview a
ACTIVITY
Worksheets worksheet
and print a
worksheet
9:45-10:00 SNACKS
10:00-12:00 HANDS-ON ACTIVITY / ASSESSMENT
1:00-2:30 CONTINUATION OF HANDS-ON ACTIVITY
2:30-5:00 PRESENTATION OF OUTPUT
Week 3: PRESENTATIONS (April, 2020)

EXAM
LECTURE: LECTURE: LECTURE: Create charts/graphs and LECTURE:
7:45-9:45 Basic Apply slide create a slide show and apply slide Prepare PRESENTATION
Presentation layouts and show effects outputs & OF OUTPUTS
Skills templates print slides
and format
text
9:45-10:00 SNACKS
10:00-12:00 LECTURE:
Managing
presentations
HANDS-ON ACTIVITY PRESENTATION
using a
OF OUTPUTS
presentation
tool
1:00-2:30 LECTURE:
Inset drawn HANDS-ON ACTIVITY CRITIQUING
objects OF OUTPUTS
2:30-5:00 HANDS-ON ACTIVITY
Week 4: INTERNET (April, 2020)

EXAM
LECTURE: LECTURE: LECTURE: LECTURE:
7:45-9:45 Internet and Define and understand the terms: The Web Prepare PRESENTATION
World Wide internet, www, HTTP, URL, home Access, outputs OF OUTPUTS
Web page, web page, format of the web Search the
address, identify what a browser is Web,
51
and what is used for and understand Download

the terms cookie, cache and proxy Web Pages
9:45-10:00 SNACKS
10:00-12:00
PRESENTATION
HANDS-ON ACTIVITY OF OUTPUTS

1:00-2:30 CRITIQUING
2:30-5:00 HANDS-ON ACTIVITY OF OUTPUTS
Week 5: E-MAIL (April, 2020)

EXAM
LECTURE: LECTURE:
7:45-9:45 How to send How to create and secure a personal email account through the web PRESENTATION
and receive open and close email application, mail box, open one or several mail OF OUTPUTS
email? messages, close a mail message, create a new message, attach a file to
a message, insert a mail address, insert a title in the subject field and
send a message using groups
9:45-10:00 SNACKS
10:00-12:00
PRESENTATION

1:00-2:30 CRITIQUING
52
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Appendix A
TRANSMITTAL LETTER TO THE SCHOOLS DIVISION SUPERINTENDENT

OF DEPED CARCAR CITY DIVISION, CARCAR CITY, CEBU
October 29, 2018
SENEN P. PAULIN, CESO V

Schools Division Superintendent
Carcar City Division
Carcar City, Cebu
Sir:
I am presently conducting a research on “ Digital Literacy Level and

Administrative Support to Intermediate Information and Communication
Technology (ICT) Teachers”, in partial fulfillment of the requirements for the
degree of Master of Education at St. Catherine’s College, Carcar City , Cebu.
In this connection, I would like to ask permission from your good office to allow
the undersigned to conduct her study in Bolinawan Elementary School, Ocaña
55
Central Elementary School and Upland Elementary School, Carcar City Division,
Carcar City, Cebu.
In return, strict confidentiality shall be observed as regards to information

gathered and would only be used for academic purposes.
Your kind and considerate approval shall be participated with sincere thanks and
gratitude.
Very respectfully yours,
(SGD.) MARILYN M. ABADILLA

Researcher
Approved :
(SGD.) SENEN P. PAULIN, CESO V

Schools Division Superintendent
APPENDIX B
RESEARCH QUESTIONNAIRE
(Adopted from Jimenez 2016, Computer Enhancement Program for Bachelor of
Science in Office Administration Student)
Dear Respondents,
Please accomplish this questionnaire as honestly and accurately as you
can. Your responses will be treated with utmost confidentiality.
Personal Information
School: __________________________
Name: _________________________
Profile of Respondents
Directions: Please assess the following items. Check the blank and specify the
response needed.
56
1. Age
____ 46 years old and above ___ 31 to 35 years old
____ 41 to 45 years old ___ 26 to 30 years old
____ 36 to 40 years old ___ 25 years old and below
2. Gender: Male ____ Female ____
3. Do you have relevant experience in teaching ICT? Yes___ No ___
Part I. Digital Literacy Level of the Respondents
Directions: Check the number that corresponds to your response on each of the
indicators of your digital literacy level.
A. Word Processing
3 2 1
Standard 1: Manage documents (E) (L) (NL)
1. Create and save a document
2. Open, edit, save and close existing document
Standard 2: Format text
1. Change font face, style, size, color and character spacing
2. Use text effects
Standard 3: Format paragraph
1. Align/justify text, center text, change paragraph spacing,
indent paragraphs and apply numbering and bulleting
Standard 4: Format document
1. Insert line and page breaks
2. Specify pagination
3. Change margins
4. Specify paper size and orientation
5. Add headers, footers, line numbers, footnotes, and Table of
Contents
Standard 5: Move and copy text, Insert text and Delete text
1. Move data within the document, copy data to duplicate text
within the document, select text or group of text or
paragraph or an entire document, insert/delete a character,
word, sentence or small amount of text, insert/delete a
new paragraph, insert special characters/symbols
57
Standard 6: Insert tables

1. Insert standard table
2. Specify number of columns and rows
3. Add borders and shading
Standard 7: Insert pictures and images
1. Insert pictures and images from the gallery
2. Insert pictures and images from a saved file
3. Re-size pictures or images
Standard 8: Preview a document
1. Open and print preview document for printing, zoom-in and
zoom-out document and switch to one-page, multiple-page
or full-screen views
Standard 9: Print a document
1. Open document for printing, specify printer, change other
printer options and properties and specify page range and
number of copies
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
B. Spreadsheet
3 2 1
Standard 1: Manage Workbooks (E) (L) (NL)
1. Open and close a workbook, open multiple workbooks,
create a new workbook, save a work using a different
name and switch between workbooks
Standard 2: Select/enter cells, Insert and delete cells, Insert
and delete rows and columns
1. Select a cell, a range of cells, range of non-adjacent cells,
entire worksheet, entire row, entire column, enter data in
a cell or in multiple cells and insert/delete rows or columns
Standard 3: Handle worksheets
1. Insert/Delete/Copy/Move/Rename a worksheets
Standard 4: Format Data
1. Format numbers using different number style, apply font
formatting options, apply alignment formatting options,
sort data and filter data
Standard 5: Format cells
1. Add border effects to a range of cells and adjust cell
content orientation
Standard 6: Format worksheet
1. Change worksheet margins, orientation, adjust page
scaling to fit worksheet contents on one page or on a
specific number of pages, add, modify headers and footers
58
and insert page numbers, date, time, etc.

Standard 7: Create formulas and functions
1. Generate formulas using cell references
2. Generate formulas using arithmetic and logical functions
Standard 8: Create and format charts/graphs
1. Create different types of charts/graphs based on given
data
2. Add a title, label to the chart/graph
3. Format the chart/graph by applying colors
4. Change the chart type
5. Resize, delete charts/graphs
Standard 9: Preview a worksheet and print a worksheet
1. Preview a worksheet and print a cell, a range of cells, or
entire worksheet

3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
C. Presentations
3 2 1
Standard 1: Discuss Basic Presentation Skills (E) (L) (NL)
1. Choose a presentation technique, set objectives, analyze the
subject matter, present with your audience in mind and decide
on structure
Standard 2: Apply appropriate visuals and design considerations
1. Ensure that the design in simple, clear and bold, apply
appropriate font, font style, color and font size and apply
appropriate slide rules
Standard 3: Manage presentations using a presentation tool
1. Open and close a presentation, open multiple presentation,
create a new presentation, save a presentation using a different
name and switch between presentations
Standard 4: Create slides and use different slide views
1. Insert a new slide, rearrange slides using Slide Sorter View and
switch from one view to another
Standard 5: Apply slide layouts and templates
1. Add new slide with a specific layout, change between built-in
slide layouts and apply a design template
Standard 6: Format text
1. Add text to the presentation, apply text formatting, text
alignment and bulleting
Standard 7: Insert pictures and images
1. Insert a picture or an image into slide, resize pictures or images
59
and delete pictures or images in a slide

Standard 8: Insert drawn objects
1. Add different types of drawn objects to a slide, format a drawn
object, rotate or flip a drawn object and resize a drawn object
Standard 9: Create charts/graphs
1. Input data to create a built-in chart/graph, change the
chart/graph type and format a chart/graph
Standard 10: Create a slide show and apply a slide show effects
1. Add preset text, image animation effects to slides, change
preset animation effects and add transition effects between
slides
Standard 11: Prepare outputs
1. Create speaker’s notes, create handouts, change slide setup,
hide or show slides and start a slide show
Standard 12: Print slides
1. Print entire presentation or selected slides

3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
D. Internet
3 2 1
Standard 1: Discuss Internet and World Wide Web (E) (L) (NL)
1. Define and understand the terms: Internet, WWW, HTTP,
URL, home page, web page, the format of a web address,
identify what a browser is and what it is used for and
understand the terms cookie, cache, and proxy
Standard 2: Access the Web
1. Open and close a browser, change the browser home
page, go to a URL, activate a hyperlink, refresh a web
page and delete the cache
Standard 3: Search the Web
1. Select a specific search engine, type a search criteria and
online selection criteria in a search
Standard 4: Download web pages
1. Download text file, image file, sound file, video file,
software, from a web page, save a web page to a location
on a drive and print a web page
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
60
E. E-mail
3 2 1
Standard 1: Send and receive email (E) (L) (NL)
1. Create and secure a personal email account through the
Web open and close email application, mail inbox, open
one or several mail messages, close a mail message, open
and save a file attachment to a location, reply to a
message, create a new message, attach a file to a
message, insert a mail address in the To, cc, bcc field,
insert a title in the Subject field and send a message
using groups
Standard 2: Organize messages
1. Create a new folder for mail, move messages to a new
folder, sort messages and delete messages
Standard 3: Print messages
1. Preview a message and print a message or selected
contents of a message
3 2.34 - 3.00 Expert
2 1.67– 2.33 Literate
PART II. Extent of Implementation of Information and Communication
Technology (ICT) as instructional tools (Adopted from Cortes, 2015)
A. For the Methods and Techniques used:
As to the Methods and Techniques used by the teacher, the following are
used:
Weight Verbal Rating Verbal Description

3 Always (A) When the methods and techniques were
used from 90%-100% at all times.
2 Seldom(S) When the methods and technique were used
most of the time from 75%-89%.
1 Never (N) When the methods and technique were less
or used sometimes from 74%-50%.
Please indicate your responses by checking under appropriate columns

with the support of the following choices above:
61
METHODS AND TECHNIQUES 3 2 1

(A) (S) (N)
Lecture Discussion
Demonstration
Drill and Practice
Tutorial
Discovery
Observation
Hands-on Activity
Projects

3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
B. For the Instructional Skills:

As to the instructional skills, the following are used:

3 Always (A) When the instructional had thoroughly met from
70%-100% of the students’ felt needs.
2 Seldom(S) When the instructional had partially met from
1 Never (N) When the instructional had initially met from 1%-
49% of the students’ felt needs.

INSTRUCTIONAL SKILLS 3 2 1
(A) (S) (N)
Show clear objectives of each computer lessons
Presents computer lessons clearly & interestingly
Uses multiple text in encoding
Uses a variety of computer instructional materials
Uses hands-on method
Recall of what is to be taught and learned on computer
Focuses on computer instruction on student learning
Ask student opinion on computer lesson
62
Try to attain teacher-students objectives on hands-on

activity
Task oriented and well planned computer lesson
Utilizes computer unit in teaching style
Learn productively on computer lesson
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
C. For Instructional Materials:
As to the Instructional Materials, the following are used:

with the support of the following choices:
INSTRUCTIONAL MATERIALS 3 2 1
(A) (S) (N)
Computer units
Keyboards
Mouse
DVD/CD ROM Drive
Printer
Scanner
Projector
Speakers/Headphones
Printers inks
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
D. Accommodation Facilities:
As to Accommodation Facilities, the following will be used:

63


ACCOMMODATION FACILITIES 3 2 1
(A) (S) (N)
Computer Laboratory Area
Lighting and Air Conditioning Unit
Computer Tables
Computer Chairs
Computer Lecture Area
3 2.34 - 3.00 Always
2 1.67– 2.33 Seldom
1 1.00– 1.66 Never
PART III. Administrative Support
Directions: Check the number that corresponds to your response on each of the
indicators.
3 2 1
Administrative Support (A) (NA) (N)
Computer Units
Internet Connection
Computer Laboratory
Computer tables & chairs
Lighting and Air Conditioning Unit
3 2.34 - 3.00 Available
1 1.00– 1.66 None at All
PART IV. What are the challenges encountered by the teacher in
implementing ICT as instructional tools? (Adopted from Jimenez, 2016)
Please rank the challenges listed below from 1-10 with no. 1 as the most
critical and no. 10 as the least.

64
CHALLENGES RANK
a) Fear and anxiety in handling the computer unit
b) Insufficient number of computer units
c) Unconducive Learning Environment
d) Lack of qualified teachers to teach ICT
e) Lack of ICT Instructional materials
f) Too crowded class ratio versus the computer laboratory size
g) Broken down computers
h) Lack of Internet or slow connectivity
i) Obsolete computers (both hardware and software)
j) Increased Moral degradation
Thanks you for your honest response! God Bless!
The Researcher
CURRICULUM VITAE
A. Personal Data
Name : MARILYN MAUNES ABADILLA
Address : Lagang, Bolinawan, Carcar City, Cebu
Sex : Female
Date of Birth : May 8, 1979
Place of Birth : Nasipit, Agusan del Norte
Civil Status : Married
Spouse : Miguelito T. Abadilla
Child : Mary Divine M. Abadilla
B. Educational Attainment
65
Graduate School: Master of Education Major in Educational
Management
Saint Catherine’s College
Carcar City, Cebu
Tertiary : Bachelor in Elementary Education
Butuan City College
Butuan City
1997-2001 (CUM LAUDE)
Secondary : St. Michael’s Institute
Nasipit, Agusan del Norte
1992-1996
Elementary : Punta Elementary School
Punta, Nasipit, Agusal del Norte
1986-1992
C. Civil Service Eligibility
Licensure Examination for Teachers
August 2003
Passed
D. Service Record
1. Substitute teacher – Hunob Elementary School (Dec. 2005 – March
2006)
2. Substitute Teacher – Napo Elementary School (July 2005 – Dec. 2005)

66
3. Regular Permanent – Hunob Elementary School (2007-2009)
4. Regular Permanent – Napo Elementary School (2009-2015)
5. Regular Permanent – Bolinawan Elementary School (2015-present)
E. Other Related Work/s & Designation/s:
Napo Elementary School
1. School ICT Coordinator – (2009-2015)
2. School Guidance Coordinator – (2009-2015)
3. School MAPEH Coordinator – (2009-2015)
Bolinawan Elementary School
1. School ICT Coordinator – (2015-present)
2. School Faculty President – (2016-2017) (2017-2018)
3. Coach, 2017 Division Folk Dance Competition
4. Coach, 2017 Regional Folk Dance Competition
5. Coach, 2018 Division Folk Dance Competition
6. Coach, 2018 Regional Folk Dance Competition
7. Coach, 2017 CVRAA & 2018 CVRAA -Table Tennis Secondary Girls
F. Relevant In-Service Training Participated:
1. GAD-Integrated Mid-Year In-Service Training on Differentiated
Instruction and Utilization of Locally Developed Instructional Materials
(Oct. 22-26, 2018)
2. Material Development Training – Workshop for Grade 4 & 5 - (April 24-
28, 2017)
67
3. Six-Day Live-Out Mass Training for Grade 5 Teachers of the K-12 Basic
Education Program (BEP) - (April 13-18, 2016)
4. Training Workshop on Effective School Monitoring, Evaluation and
Adjustment (SMEA) Management System - (April 7-8, 2016)
5. ICT Literacy Training – Workshop - (December 19, 27 & 28, 2016)
6. Computer Hardware Servicing Training -NCII – TESDA, Carcar City -
(January – June 2015)
G. Awards and Recognition:
1. Learning Facilitator – GAD-Integrated Mid-Year In-Service Training on
Differentiated Instruction and Utilization of Locally Developed
Instructional Materials (Oct. 22-26, 2018)
2. Layout Artist - GAD-Integrated Mid-Year In-Service Training on
Differentiated Instruction and Utilization of Locally Developed
Instructional Materials (Oct. 22-26, 2018)
3. Technical Working Committee – Division Science and Technology Fair
2018 (Sept. 28-29, 2018)
4. Technical Working Committee – 2018 Division Level Population Quiz
and On-the-Spot Skills Exhibition (October 15, 2018)
5. Winning Coach, 1st Place Winner -11th Inter-School Regional Folkdance
Competition 2018 -Elementary Category, SM Seaside, Cebu City
6. Winning Coach, 1st Place Winner – 6th Inter-School Division Folkdance
Competition 2018 - Elementary Category, Carcar City, Cebu

68
7. Winning Coach, Champion -10th Inter-School Regional Folkdance
Competition 2017 -Elementary Category, SM Seaside, Cebu City
8. Winning Coach, 2nd Place Winner – 5th Inter-School Division Folkdance
Competition 2017 - Elementary Category, Carcar City, Cebu
9. 1st Place Winner - Classroom Structuring – Division Level (2017)
10. Science Technology Writing (RSPC 2016) – Proctor
11. Layout Artist – Resource Materials in Aral. Pan. for Grade 3 Teachers
(June 2016)
12. School Press Conference – Speaker (August 2016)
13. Layout Artist - Test Item Formulation in English (October 2016)

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1

THE PROBLEM AND ITS SCOPE

Bringing 21st-century skills into the teaching and learning situation is a

central feature of the K to 12 Basic Education Program. Teachers must enrich

lessons with simple integration strategies utilizing Information and

Communications Technology (ICT) that are developmentally appropriate.

Department of Education issued DepEd Order No. 42, s. 2016 “Policy

Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.”

diversity of learners inside the classroom, committed to learners’ success, allows

use of Information and Communications Technologies (ICTs), and enables the

learning across the curriculum.

Use of ICT is increasing day by day to achieve educational objectives and

encourage teacher educator to use technological application for teaching-

use various types of technology to present information to their classes. However,

communication technology may be hindered by a variety of barriers because of

computers can complicate teacher’s plan for instruction involving technology.

trying to find the means to do so.

The aforementioned statements pushed the researcher who is an ICT

spreadsheet, presentations, internet and e-mail in teaching and learning of the

selected Information and Communication Technology (ICT) teachers of Carcar

researcher assessed the extent of implementation of Information and

Communication Technology (ICT) as instructional tools in terms of methods and

techniques, instructional skills, instructional materials and accommodation

number of computer units, internet connection, computer laboratory, computer

tables & chairs and lighting and air conditioning unit.

Program of the school.

Computer and Education”, supported by Inquiry and the Learning Cycle

Approach of Abraham (2005) and Experiential Learning Theory of Kolb (2012).

Preparation for the K to 12 Basic Education Program” was in support to establish

the rigor of this research study.

specific combination of educational and ICT conditions including computer use

to explore how teachers can develop and practice computer-supported

instructional and learning processes that are qualitatively more transparent,

currently prevalent teaching practices. A broad array of Information and

Communication Technology (ICT) including computer use is being designed,

growing influence in supporting instructional management at different school

levels, at different places, and at

Computer & Education Inquiry and the Experiential Learning

ICT Enhancement Program

Figure 1. Theoretical Framework of the Study

learners, parents, and external professionals.

Supported the theory of Ton Mooij, Abraham (2005) explained in his

than a source of information. This emphasizes on the learner-centered approach

that are mainly exposed to data.

According to Abraham, there is actually an extensive research literature

showing that inquiry-oriented teaching strategies have advantages over

traditional approaches in attitudes, motivation, and concept and as well as the

process of learning. It is also usually associated with several instructional

extend the concepts.

Kolb (2012) in his “Experiential Learning Theory” emphasized the

involvement of observation of the phenomenon and doing something meaningful

through an active participation. It stressed that learning is when the learner is

of ideas created during the learning process. Experiences also need to be

processed consciously by reflecting on them and the process whereby knowledge

is created through the transformation of experience. Kolb (2012) added that

knowledge results from the combination of grasping and transforming

DepEd Memorandum Order No. 42, s. 2016 “Policy Guidelines on Daily

standards in ICT integration as the content in digital literacy, a subject matter or

knowledge products. It explains the importance of professional standards in the

continuing professional development and advancement of teachers based on the

principle of lifelong learning. It is committed to supporting teachers, and taking

cognizance of unequivocal evidence that good teachers are vital to raising

student achievement. Quality learning is contingent upon quality teaching.

Digital Literacy Level & Administrative Support

Digital Literacy Level & Administrative Support