ICT ON WHEELS:

BRINGING ICT LITERACY

ON REMOTE AREAS FOR
LEARNER’S EXPOSURE ON
TECHNOLOGY IN LEARNING
AN OUTPUT IN ED 203 EDUCATIONAL STATISTICS

Submitted by:

RONEL P. FAIRBANKS
ROSSMAN F. MANALOTO JR.
MIDEN GRACE M. SABLON
LOWANDA PADILLA
MARIA S. SAGUBAN
GIZA M. PARI-AN
I. INTRODUCTION

A. Background of the Study

In this 21st century, the term “technology” is an important issue in many fields

including education. This is because technology has become the knowledge transfer

highway in most countries. Technology integration nowadays has gone through

innovations and transformed our societies that has totally changed the way people think,

work and live (Grabe, 2007). As part of this, schools and other educational institutions

which are supposed to prepare students to live in “a knowledge society” need to

consider ICT integration in their curriculum (Ghavifekr, Afshari & Amla Salleh, 2012).

School is an important environment in which students participate in a wide range

of computer activities, while the home serves as a complementary site for regular

engagement in a narrower set of computer activities (Kent and Facer 2004). ICT

(Information and Communication Technology) Literacy is using digital technology,

communications tools, and/or networks to access, manage, integrate, evaluate, and

create information in order to function in a knowledge society. In today’s education field

ICT is widely used in the forms of computers, the internet, and electronic delivery

systems such as radios, televisions, and projectors among other (Educational Testing

Service 2003).

Information and Communication Technology is considered a powerful tool when

it comes to educational change and reform. Today, the education sector faces many

challenges. The biggest example is the COVID 19 pandemic which changed the world.

Due to the blockade, everyone is working online from home. Students, educators, and

everyone are working hard to keep learning. As stated by (Pascua, 2021) on her Aide

Memoire, that with the legal mandate of promoting the right of all citizens to take

appropriate steps in making education accessible to all, the Department of Education

(DepEd) is geared towards the transformation of education. DepEd is mandated to

always provide and give access to education to all learners. For this reason, DepEd

explores, and enhances online learning and teaching measures, and other alternative

modes of education delivery, amidst the COVID-19 pandemic and the quarantine. Along

with its mission of ensuring that learning continues, the Department is duty-bound to

protect the health and safety of learners, teachers, and its personnel. Towards this end,

DepEd needs to step up its Information and Communications Technology (ICT).

Infante-Moro et. al (2019) concluded on their research that students, future

workers, must be trained in the knowledge and use of new technologies, essential tools

today in the world of work. These ones must develop creativity, communication,

research, information management, problem solving, decision making and the concept

and functioning of ICT, competences evaluated through the questionnaire; so the study

programs should be able to foster an attitude of learning ICT skills that can be

developed with years of study and professional practice. In addition to being able to

relativize the acquisition of these ones, seeing the link between the importance given to

the acquisition of those skills for future work performance and the mastery of them. Gil

M. Montilla Elementary School is located in Barangay Gil Montilla, Sipalay City, Negros

Occidental where technology is scarce and poor. With the data gathered on Learners’

Profile, it was found out that out of 125 Grade 5 pupils for School Year 2022-2023, 83 of

them were situated in remote areas and had low exposure to ICT equipment, therefore

they were the respondents of this research.

Teachers are already equipped with ICT skills and knowledge to adapt in this

changing world. The school believes that teaching and learning is a two-way process.

This action research aimed to provide ICT literacy to learners who did not have access

to technology and to equip them with the skills and knowledge, helping learners adapt to
the technological demands of the society and bridging the gap in education and

technology.

B. Statement of the Problem

This action research aimed to improve the basic ICT literacy level through the

intervention of ICT on Wheels of Grade 5 Pupils of Gil M. Montilla Elementary School for

School Year 2022-2023.

Specifically, this study seeks to answer the following questions:

1. What is the ICT literacy level of Grade 5 Pupils of Gil M. Montilla Elementary

School before and after the utilization of ICT on Wheels?

2. Is there a significant difference in the ICT literacy level of Grade 5 of Gil M.

Montilla Elementary School before and after the conduct of ICT Literacy assessment?

C. Hypothesis of the Problem

1. There is an increase in the ICT literacy level of the Grade 5 learners of Gil M.

Montilla Elementary School.

2. There is a significant difference in the ICT literacy level of Grade 5 of Gil M.

Montilla Elementary School before and after the conduct of ICT Literacy assessment.

II. RESEARCH METHODOLOGY

This research implemented the utilization of ICT on Wheels to improve the Grade

5 Pupil’s ICT Literacy of Gil M. Montilla Elementary School. This strategy served as a

bridge to make pupils familiarize on basic ICT equipment such as computer, laptop,

tablet, and phone. This strategy could furthermore equip the learners with Microsoft word

skills that is necessary in today’s educational process. The researchers conducted

scheduled purok visits with limited learning instruction in ICT Literacy among Grade 5

pupils.

As an initiative of the researchers, the ICT On Wheels was developed. This

purok-to-purok ICT literacy sessions bringing in ICT equipment at the learner’s

convenience ran for weeks. Aside from the researchers who conducted a scheduled

group ICT literacy intervention per purok following the IATF protocol, they would teach

ICT Literacy through a recorded video guide if face-to-face instruction were not possible

as a contingency plan. To do this, the following strategies were followed:

1. After securing all the required documents for approval, the proponents

conducted a parent’s orientation regarding the intervention within the first

week of November 2022.

 The proponents gave out the parent’s consent form that must be duly

signed before the learner takes the pre-test. Strictly no consent form

no pre-test policy.

2. The proponents identified the participants during the first quarter through

conducting pre-assessment test developed by the researcher.

 The teacher-advisers scheduled the learners for pre-assessment.

 Pre-identified 83 pupils from the remote areas of Barangay Gil

Montilla, Sipalay City took the ICT Literacy pre-test.

 Learners following the schedule given by their respective class

adviser and with their duly signed parent’s consent form took the

pretest at school.

3. The researchers scheduled purok visitations and conducted the ICT on

Wheels once a week in 3 months from the month of November 2022 to

January 2023.
  For 12 Saturdays from November 2022 to January 2023, the schedule

below was followed each day:

Session Duration Attendees Venue

First Session 1 hour and 30 Pupils from Pupils from Purok Saging
7:30- 9:00 AM minutes Purok Purok Mani Basketball
Saging Court
9:00- 9:30 AM 30 minutes TRAVEL
Second Session 1 hour and 30 Pupils from Purok Balatong Purok
9:30- 11:00 AM minutes Balatong
Basketball
Court
11:00- 12:30 PM LUNCH
12:30-1:00 PM 30 minutes TRAVEL
Third Session 1 hour and 30 Pupils from Pupils from Purok Pinya
1:00- 2:30 PM minutes Purok Purok Pinya Basketball
Talong Court
2:30- 3:00 PM 30 minutes TRAVEL
Fourth Session 1 hour and 30 Pupils from Pupils from Purok
3:00- 4:30 PM minutes Purok Purok Lubi Kapayas
Kapayas Basketball
Court

4. If limited face-to-face instruction was not possible, the researchers would use

a pre-recorded video guide containing lessons from the module developed by

researchers to deliver instructions for ICT Literacy. A flash drive would be

sent with a video recording of a teacher and ICT equipment such as

Computer, laptop, and tablet. The teacher’s video would act as a guide to

pupils in manipulating the ICT equipment.

5. The researchers conducted the post-test and learner’s questionnaire to grade

5 respondents in the last week of January 2023 following the learner’s

schedule on their pre-test.

A. Research Design

This action research study utilized mixed method. The action research design

was utilized by the researchers to measure the effectiveness of ICT on Wheels to Grade
5 Pupils. Action research design is an educational research involving collecting

information regarding current educational programs and outcomes, analyzing the

information, developing a plan to improve it, collecting changes after a new plan is

implemented, and developing conclusions regarding the improvements (VanBaren

2019).

In addition, the proponents used quantitative research design to measure the ICT

Literacy level of Grade 5 Pupils before and after the intervention.

B. Respondents of the Study

The population of interest for this study were the eighty-three (83) grade 5 pupils,

thirty-six (36) male and forty-seven (47) female of Gil M. Montilla Elementary School,

Barangay Gil Montilla Sipalay City, Negros Occidental for School Year 2022-2023.

These pupils are all residing in remote areas of the said barangay.

This study utilized the result of assessment made by the researchers. The

Literacy level of the Grade 5 Pupils in the Pre-test and Post Test such as frustration,

instructional and independent level.

This study used the researchers-made materials in assessing the ICT Literacy

level of Grade 5 pupils. The level of ICT Literacy of the students was computed using

the following formula below:

no . of correct answers
Literacy (L)¿ x 100 % .
no . of questions

The ICT Literacy Written Test gives quantitative information about the pupil’s ICT

knowledge and literacy. Quantitative information shows the reading levels namely:

frustration, instructional and independent. Furthermore, it uses predetermined set of

criteria in identifying the ICT literacy levels of the pupils. In this study, the level of ICT

Literacy was interpreted based on the result of the computation. The following is the

interpretation for the level of ICT literacy:

 Computed Value of ICT Literacy Levels of ICT Literacy

90 – 100% Independent Level

75 – 89% Instructional Level

74 % and below Frustration Level

C. Sampling Techniques

In choosing the participants for the quantitative data, the researchers used the

Learners’ Profile of Grade 5 pupils containing their complete address, contact numbers,

and guardians’ names. Through this, pupils residing in remote areas were already

identified prior to the conduct of this research. Furthermore, the researchers used non-

random sampling method specifically purposive sampling through interviews regarding

their ICT exposure at home. Purposive sampling (also known as judgment, selective or

subjective sampling) is a sampling technique in which researcher relies on his or her

own judgment when choosing members of population to participate in the study.

D. Research Instrument of the Study

The researchers used a modified teacher-made questionnaire as an instrument

of this study. The questionnaire consisted of two-parts. The first part was composed of

multiple-choice type of test with fifteen (15) items. The second part of the questionnaire

was identification type of test with five (5) items. Overall, the questionnaire had 20-item

questions.

E. Data Gathering Procedure

 In the conduct of the study the researchers performed the following. The

researchers asked permission from the principal to conduct the study. At the same time,

the proponents conducted a Parents’ Orientation and then asked permission by giving

the consent form. Once the consent forms were returned, the teacher-advisers then

scheduled learners to conduct a pre-test at school strictly following the IATF Health

Protocol. The researcher then grouped students per purok and scheduled a purok

visitation after getting an approval from the barangay captain by sending out a letter of

approval and letter of support. The Intervention then ran for a total of 12 days in 3

months. After the conduct of intervention, a post test was given to the respondents to

check the level of ICT literacy of learners and the same schedule was used for

conducting the pre-test. The researchers collected and retrieved the data. After which,

the data was tallied, tabulated, analyzed, and interpreted. After the implications

generated from the findings, the researchers then posited recommendations through a

sustainability plan which indicated relevant activities to continuously provide the pupils

with opportunities to improve their ICT literacy and skills through this research.

Generally, the figure below presents the framework/ process of the

implementation of this research.

Implementation
of ICT on
Conduct of Wheels on Conduct of Sustainability

Pre-test in ICT Remote Areas Post Test in Plan

for Learners’
Literacy ICT Literacy
Exposure on the
Technology in
Learning
Figure 1. Process of ICT on Wheels: Bringing ICT Literacy on Remote Areas for

Learner’s Exposure on Technology in Learning

F. Data Treatment/ Analysis

To meet the set objectives under study, the data gathered was subjected to

appropriate statistical analysis and interpretation.

To answer problem number 1, on the ICT literacy level of Grade 5 Pupils of Gil

M. Montilla Elementary School before and after the utilization of Mobile ICT, descriptive

analytical scheme with frequency count and percentage distribution was used.

Descriptive Analytical Scheme is the process of using current and historical data to

identify trends and relationships. It is something called the simplest form of data analysis

because it describes trends and relationships but does not dig deeper (Cote 2021). The

frequency of a particular value is the number of times the value occurs in the data. The

distribution of a variable if the pattern of frequencies, meaning the set of all possible

values and the frequencies associated with these values. Frequency distributions are

portrayed as frequency tables or charts (Statistics Canada 2021).

Formula of ICT Literacy:

no . of correct answers
Literacy (L)¿ x 100 % .
no . of questions

To answer problem number 2 on the significant difference in the ICT literacy of

Grade 5 Pupils of Gil M. Montilla Elementary School before and after the conduct ICT

literacy assessment, comparison of the pre-test and post-test result was done. Decrease

in the number of pupils in the frustration level was compared from the data of pre-test

and post-test. Increase in the Mean Score of the respondents was also compared from

both test results.

III. DATA PRESENTATION

Table 1: Profile of the Respondents

Frequency %

Male 36 43%
Gender
Female 47 57%

Total 83 100%

Table 2 below showed that from eighty-three respondents, nobody was under the

independent level: only three were in the instructional level which was only 4% of the

participants. While eighty among the eighty-three participants or 96% were under the

frustration level. The mean score was only 22.46 which were interpreted under the

frustration level. This implied that the result was very alarming. Thus, there was a need

to improve the ICT literacy of the pupils with an appropriate intervention.

Table 2: Frequency on the levels of ICT Literacy during the Pre-intervention

Level of ICT Frequency Percentage Mean Remarks

Literacy
Independent 0 0%
(More than 79)
Instructional 3 4% 22.46 Frustration
(40-79)
Frustration 80 96%
(below 40)

The next table showed that there were twelve or 14% of the participants moved

to the mastery level; twenty-nine of the participants or 35% were under the instructional

level, and the number of frustrations were decreased to forty-two from eighty during the
pre-intervention. Hence, the mean score of the participants were increased from 22.46

to 42.05 which elevated the level to instructional. Thus, this ICT on Wheels Project had

helped improved the level of ICT literacy of Grade 5 pupils residing in the remote areas.

Table 3: Frequency on the levels of ICT Literacy during the Post-intervention

Level of ICT Frequency Percentage Mean Remarks

Literacy
Independent 12 14%
(More than 79)
Instructional 29 35% 42.05 Instructional
(40-79)
Frustration 42 51%
(below 40)

The last table presented the comparison between the Pre and Post intervention.

Based on the data, there was an increased in the level of ICT literacy of the grade 5

pupils residing in remote areas from Frustration to Instructional Level because the mean

score of participants was increased from 22.06 to 42.05. Likewise, it was shown that

many of them moved from one level to another. There were some who stayed

specifically in the frustration level but their mean score was also increased. Among the

factors to be considered were because of their absences during the sessions and the

span of time. However, it proved that the ICT on Wheels Project had brought positive

effects because it helped improved the level of ICT literacy of the respondents.
Table 4: Comparative data of the levels of ICT Literacy before and after the Intervention

Level of ICT No. of Percentage No. of Percentage Remarks

Literacy Participants Participants
under the under the
Level of Level of
before the after the
Intervention Intervention
Independent 0 0% 12 14% +14%
(More than
79)
Instructional 3 4% 29 35% +31%
(40-79)
Frustration 80 96% 42 51% -45%
(below 40)
Mean Score 22.46 42.05
Frustration Instructiona
l

IV. SUMMARY OF FINDINGS AND CONCLUSION

A. Summary of Findings

This study intended to improve the basic ICT literacy level through the

intervention of ICT on Wheels of Grade 5 pupils of Gil M. Montilla Elementary School for

School Year 2022-2023. There were a total of eighty-three (83) respondents in this

study focusing on pupils residing in remote areas of Brgy. Gil Montilla, Sipalay City. This

study was conducted from November 2022 to January 2023 including the pre and post

assessment. It is an action research design and it used quantitative research design to

measure the ICT literacy level of the respondents. The researchers used a modified

teacher-made questionnaire as an instrument of this study. They used the Learners’

Profile of Grade 5 pupils containing their complete address, contact numbers, and

guardians’ names to select those learners who are residing in remote areas.

Furthermore, the researchers used non-random sampling method specifically purposive

sampling through interviews regarding the respondents’ ICT exposure at home.

 1. What is the ICT literacy level of Grade 5 Pupils of Gil M. Montilla Elementary

School before and after the utilization of ICT on Wheels?

The findings indicate that grade 5 pupils of Gil Montilla Elementary School who

are residing in remote areas are becoming more ICT literate. The respondents’ mean

score before the ICT on Wheels intervention was 22.46 which was under frustration

level. After the conduct of ICT on wheels intervention, the respondents’ mean scores

became 42.05 and identified to be under instructional level.

2. Is there a significant difference in the ICT literacy level of Grade 5 of Gil M.

Montilla Elementary School before and after the conduct of ICT Literacy assessment?

Based on the numerical data gathered, it was found out that there was, indeed, a

significant difference in the ICT literacy level of the respondents before and after the

intervention. The number of pupils under the frustration level during the pre-intervention

dropped from 80 to 42 after conducting the intervention. The number of pupils in

instructional level increased from 3 to 29 after the said project. Significant improvement

was noticed on the number of pupils under independent level- from 0 to 12 respondents.

The overall ICT literacy level of the respondents before the intervention based on their

mean score was in frustration level, but after the intervention, it leveled up to

instructional level which was already a significant improvement on their ICT literacy.

B. Conclusion

This ICT ON WHEELS: BRINGING ICT LITERACY ON REMOTE AREAS FOR

LEARNERS EXPOSURE ON TECHNOLOGY IN LEARNING sought to find answer to

questions on the ICT literacy level of the respondents before and after the conduct of

this project, and the significant difference in the ICT literacy level of Grade 5 of Gil M.

Montilla Elementary School before and after the conduct of ICT Literacy assessment.

After all the data was gathered and all the comparison made, it was fully found out that
this intervention made a positive impact to the ICT literacy of the grade 5 pupils of Gil M.

Montilla Elementary School residing in remote areas. However, the overall ICT literacy

level of the respondents now is still in instructional level, which is one level down from

the independent level- the highest level of ICT literacy. Therefore, a sustainability plan

should be made to help learners, especially those who are still under the frustration

level, to achieve more and reach the highest level of ICT literacy. This intervention

should also be adopted by the other grade levels to help more learners on their ICT

literacy.
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