Computer Literacy Skills and Self-efficacy among Grade-11

Computer System Servicing (CSS) Students

of Alejo M. Pacalso Memorial National High School

A Basic Research Proposal Report Submitted to the Faculty of the Senior High
School of Alejo M. Pacalso Memorial National High School for Review and
Acceptance of the Schools Research Committee
School 2022-2023

Submitted by:

Erwin G. Aguiwas
Ray P. Bagano
Gabriel O. Sapki
Dean Mike O. Sapki
Jemer Akisio

Alejo M. Pacalso Memorial National High School

Bua, Tuding, Itogon, Benguet

November 2023
 Acknowledgement

First and foremost, we would like to praise and thank God Almighty, for giving us the
opportunity and guidance in the making of our research proposal.

To the staff of Alejo M. Pacalso Memorial National High School headed by Mr.
Nestor O. Dalay-on for allowing the us to conduct the study in the said school.

To Mr. Edgar B. Tomino for sharing his knowledge and expertise in this study and for
his constructive advice and comments throughout the course of this research.

Our thanks and appreciations also to Grade-11 CSS students, who are willing to
support us by participating as respondents in the research for us to be able to gather
various data.

Thank you very much!

Erwin G. Aguiwas
Ray P. Bagano
Gabriel O. Sapki
Deanne Mike O. Sapki
Jemer Akisio

2
 Table of Contents

Cover/Title Page

Acknowledgement-----------------------------------------------------------------------------------------2

Table of Contents------------------------------------------------------------------------------------------3

CHAPTER I: The Problem-------------------------------------------------------------------------------4

Background of the Study-----------------------------------------------------------------------4

Conceptual Framework-------------------------------------------------------------------------6
Paradigm of the Study

Statement of the Problem-----------------------------------------------------------------------6

Scope and Limitation-----------------------------------------------------------------------------6

CHAPTER II: Related Literature and Studies-------------------------------------------------------7

Computer Literacy--------------------------------------------------------------------------------7
Self-efficacy----------------------------------------------------------------------------------------8

CHAPTER III: Research Methodology---------------------------------------------------------------10

Research Ethics----------------------------------------------------------------------------------10
Research Design and Methodology-------------------------------------------------------- 10
Sampling Methods and Procedure----------------------------------------------------------10
Data Collection Instrument and Procedure------------------------------------------------11
Data Analysis--------------------------------------------------------------------------------------11

References--------------------------------------------------------------------------------------------------13
Appendices--------------------------------------------------------------------------------------------------15

3
 Chapter 1: The Problem

Background of the Study

Since its inception, the computer, like all other technological innovations, has a

profound impact on human life. Today, the world is currently in the age of pervasive

computing. Computer literacy is essential in almost all aspects of everyday life, including

politics, education, business, communication, and transportation.

According to Turner et al. (2000), as cited by Sengpiel & Dittberner (2008), there is

no agreed upon definition of computer literacy. Its meaning varies depending on how the

term is used or who is using it. However, a definition provided by Hoffman et al. (2009)

states that computer literacy includes both information literacy, the ability to evaluate

information found online; and critical computer literacy, the ability to incorporate computing

technology in support of critical thinking. It is a combination of awareness, knowledge, and

interaction involving basic and intermediate skills required to perform fundamental computing

tasks such as word processing, database, spreadsheets, multimedia, and basic operating

system (hardware and software) functions, as well as advanced skills in programming,

hardware and software conflict repair, and operating system and application software

installation.

In addition, while most students today have exposure to computers and

experience using the internet, a gap is emerging between the functional and analytical uses

of computing technologies. That is, exposure does not equate with understanding (Perez et

al., 2017).

Researchers all over the globe are still in a continuous study of various

factors affecting one’s computer literacy and developing tools to evaluate individuals'

proficiency when it comes to computer technology. Universities and educational

institutions offer computer literacy courses and programs that both professionals

and students can take. In an article written by Devin Thorpe (2015) for Forbes, the

4
availability of Technology Education and Literacy and Schools (TEALS), a flagship program

in the US in partnership with Microsoft, was cited, which pairs volunteers from across the

technology industry with classroom teachers to bring computer science courses into 170+

high schools across the United States.

In the national setting, the Department of Education is already on its ninth year of

implementing the K-12 program that caters to four educational tracks, including the technical

vocational livelihood one, where computer-related courses are offered like Information

Communication Technology (ICT) and Computer Systems Servicing (CSS). The K-12

educational curriculum hopes to align Filipino graduates with the global competition and

provide knowledge and skills training that will prepare them for either higher education,

business, or employment. However, challenges like lack of laboratory facilities and learning

materials serve as hurdles in meeting the objectives of K-12 (Francisco, 2015). The TVL

track, whose students require hands-on learning experience, has a high chance of producing

graduates with incompletely honed skills. 

While both first and third world countries like the USA and the Philippines still

struggle with computer literacy despite technological advancement, one way to

improve further the strengths of students is to identify their weaknesses. The lack

of attention to the importance of computer literacy, especially among the youth, and the

demand for computer literate individuals brought about the conduct of this study. 

The researchers aim to aid in attaining the success of the K-12 TVL program by

determining the level of computer literacy skills and self- efficacy of Grade 11 CSS student of

Alejo M. Pacalso Memorial National High School, school year 2022-2023, and instituting

remedial measures towards improvement.

Even though it may not always be accurate, especially when compared to

actual skills tests, students’ perceptions of their computer literacy skills can nevertheless be

beneficial. Through examining computer skills, areas where students think they are proficient

and not can be revealed. This may be helpful in identifying predictors for student success in

5
a computer course. It can also be used to develop strategies to assess technological

competencies and provide student support for achieving technological mastery.

In this study, the researchers considered three major guidepost groups, which are

input, process, and output, as shown in the following:

INPUT PROCESS OUTPUT

Learners’ Computer Collection of data through Identified the level of
Literacy Skills questionnaire or checklist computer literacy skills
and Self-efficacy Analysis of the data and self-efficacy

Survey Computer Training to

Grade 11

Figure 1: Paradigm of the Study

Statement of the Problem

The main objective of the study is to determine the relationship between the level of

computer literacy and self-efficacy of the Grade-11 CSS students. Specifically, it aims to

answer the following questions:

1. What is the level of computer literacy skills of Grade-11 CSS students?

2. What is the level of self-efficacy of Grade-11 CSS students?

3. What is the relationship between the level of computer literacy skills and self-efficacy

of the Grade 11-CSS students?

Scope and Limitation

This study focused on the computer literacy skills and self-efficacy of Grade-11

Computer System Servicing students of Alejo M. Pacalso Memorial National High School,

school year 2022-2023. The computer literacy skills and self-efficacy of the respondents who

were chosen purposively were evaluated subjectively through a self-assessment

questionnaire.

Moreover, this study is delimited to the profile of the respondents (age, sex,

computer ownership, and daily time exposure to computers); the computer literacy skills they

perceive under basic, intermediate, and advanced literacy skills, specifically on aspects of

6
operating system functions, word processing, spreadsheet, multimedia presentation,

databases, internet usage, e-mail, disassembling/ assembling of hardware and the

installation of operating system and application software. Since this study only focused on

the computer literacy skills and self-efficacy of the respondents, it did not give an accurate

figure on the assessment of their actual computer literacy.

Chapter 2: Related Literature and Studies

Computer Literacy

Fraillon, et al. (2013) defined computer literacy as an individual's ability to use

computer to investigate, create, and communicate in order to participate effectively at home,

at school, in the workplace, and in the community. The assessment of computer literacy

could either be accomplished as a self-assessment or by administering a practical

assessment. Self-assessment or perceived learning refers to a student’s self-report of

knowledge gain, generally based on some reflection and introspection while practical

assessment which measures actual learning distinguishes real learning from perceived

learning. Actual learning reflects a change in knowledge identified by a rigorous

measurement of learning (Bacon, 2016). Its assessment has become an important

component of monitoring the extent to which students develop skills and knowledge for

global competence.

In an online article published by James (2012) entitled “10 Things You Have To

Know To Be Computer Literate” he mentioned 10 competencies used to measure computer

literacy including search engines; word processing; spreadsheets; browser basics; virus or

malware scanning; common keyboard commands; basic hardware terminology; simple

network diagnosis; hooking up a computer and security or privacy 101.These competencies

are even further classified into basic, intermediate and advanced computer literacy skills.

Various forms of assessment of ICT literacy, either as part of large assessment programs or

as tools for teachers are evident in countries such as Australia, Chile, Norway and the

7
United States. International projects such as “Preparing for Life in a Digital Age” (Fraillon et

al., 2014) and the “Assessment and Teaching of 21st Century Skills” (Griffin et al., 2012) are

indicative of the increased interest at the international level in defining appropriate

capabilities for the emerging age and exploring how those competencies can be assessed.

Locally, the full implementation of the K to 12 education curriculum tends to focus on

skills that have real life practical application, helping students function in today’s world.

Computer Systems Servicing (CSS) –one of the ICT-related strands under the Technical

Vocational and Livelihood Track for example, is a course designed to develop knowledge,

skills, and attitudes of a Computer Service Technician in accordance with industry standards

(samson.edu).

In “Developing Information Communication Technology Curriculum Standards for K-

12 Schools in the Philippines”, a position paper written by Bonifacio (2013), he took in

consideration the decision-making process of dictating how Filipino students will acquire ICT

concepts and skills to help them achieve the greater benefit of learning. He stated that K-12

implementation requires a “well-defined set of curriculum standards” and that “much more

funding is needed as much more learning is expected.”

Local and global steps toward computer literacy stems from the raging benefits as

stated in the online article entitled “The Advantages of Being Computer Literate in the

Workforce” (Leonard, 2019). These benefits include Reduces Training Costs; New

Employees Start Strong; and Productivity and Efficiency.

Self-efficacy

Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors

necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-

efficacy reflects confidence in the ability to exert control over one's own motivation, behavior,

and social environment. These cognitive self-evaluations influence all manner of human

experience, including the goals for which people strive, the amount of energy expended

toward goal achievement, and likelihood of attaining particular levels of behavioral

8
performance. Unlike traditional psychological constructs, self-efficacy beliefs are

hypothesized to vary depending on the domain of functioning and circumstances

surrounding the occurrence of behavior.

The study of Dufrene, et al. (2010) entitled “Measuring College Students’ Technology

Self-efficacy” examined the college students’ self -efficacy of computer applications such as

file management, word processing, presentation software, database applications, web page

development and computer programming as correlated with various demographic factors.

The results indicated that students have highest self-efficacy skill in word processing,

followed closely by file management and presentation while moderate ability in spreadsheet

skills and less than moderate in database management, webpage design and computer

programming. Moreover, results revealed that a student’s gender and parents’ college

experiences were most often judged as predictive. Other demographic variables were

predictive of perceived skills in isolated instances. Similarly, in the present study, the

reviewed study also focused on the self-efficacy of the students in terms of technology.

The study conducted by Akuezilo, et al. (2015) investigated the “Computer

Self-efficacy, Computer-related Technology Dependence and On-line Learning Readiness of

Undergraduate Students”. It adopted a correlational design and used simple random

sampling technique where 129 first year undergraduates were chosen as respondents. The

findings indicated that male respondents have higher mean scores in computer self-efficacy

and online readiness than female students, while females had slightly higher mean scores in

computer-related technology dependence. Similarly, the present study considered the self-

efficacy of the respondents as one of the parameters.

9
 Chapter 3: Research Methodology

This chapter presents the research ethics, research design, sampling methods, data

collection instrument and procedure, and data analysis.

Research Ethics

The researcher will recognize the ethical values by seeking the approval from the

School Head of Alejo M. Pacalso Memorial National High School. Next, the researcher will

request consent from the parents of the respondents and allow the right to withdraw in case

they will decide not to participate in the future. Then, maintains strict confidence on all

gathered data from the participants. In addition, plagiarism will be observed by

acknowledging all the different sources of information and ideas in the research. Further,

interviews, videos and pictures of the respondents will be deleted after the final presentation

of the manuscript. Lastly, the researcher will utilize and implement the results of the study for

continuous improvement and promotion of quality education in the school.

Research Design

This study will use the descriptive survey method of research to determine current

level computer literacy and self-efficacy of the Grade-11 CSS students of Alejo M. Pacalso

Memorial National High School during the first grading period for the school year 2022-2023.

Descriptive designs include case studies, surveys, and naturalistic observation. The

goal of these designs is to get a picture of the current thoughts, feelings, or behaviors in a

given group of people. Descriptive research is summarized using descriptive statistics.

Sampling Method

A purposive sampling method was used for selecting participants in this study. This

technique was employed to ensure that the necessary data were accurately and completely

collected from the most suitable sample among the population. Subjects are hand-picked

because they are informative, and they possess the required characteristics. In this study,

the sample consisting of students from Grade 11-CSS is a homogenous purposive sample

since they are selected for having a shared characteristic or set of characteristics.

10
Data Collection Instruments

To ensure the accuracy and validity of the results of this study, the searchers made a

self-assessment questionnaire in the form of a Likert scale that was used as the main

instrument in gathering data. This involves a subjective manner in gathering information

regarding the topic.

The questionnaire was based on the parameters indicated in the statement of the

problem of this study. Questions regarding personal information are also included in the

questionnaire, including the respondents’ age and gender. The questionnaire requires

responses based on a four-point proficiency scale where the respondents provided

subjective reports by ranking their perceived knowledge, skills regarding computer

technology. Aside from basic and intermediate skills, their advanced skills based on their

educational curriculum were considered. Each item was designed to have four response

options: 1-Not literate, 2-Slightly literate, 3-Moderately literate, 4-Extremely literate.

Using the same scale, the respondents will also indicate their self-efficacy regarding

computer technology. Also, each item was designed to have four response options: 1-Very

Low Self-efficacy, 2-Low Self-efficacy, 3-High Self-efficacy, 4-Very High Self-efficacy.

Data Collection Procedure

The data gathered by following the standards in conducting research. First, the

researcher will request permission from the School Head of Alejo M. Pacalso Memorial

National High School to conduct the study, administer questionnaires, and conduct interview.

After approval, orientation will be conducted to the respondents on the content and

mechanics of the questionnaires. Then, the Computer Literacy and Self-efficacy

Questionnaire will be administered. Moving along, the questionnaires will be collected by the

researcher right after the respondents will finish answering them.

Data Analysis

Weighted Mean. This will be used to measure the level of computer literacy and self-

efficacy of Grade 11 CSS students. Requires responses based on a 4-point proficiency scale

11
where the respondents provided subjective reports by ranking their perceived knowledge

and skills regarding computer technology. Aside from basic and intermediate skills, their

advanced skills based on their educational curriculum were considered. Each item was

designed to have 4 response options: 1-Not literate, 2-Slightly literate, 3-Moderately literate,

4-Extremely literate. Using the same scale, the respondents will also indicate their self-

efficacy regarding computer technology. Also, each item was designed to have four

response options: 1-Very Low Self-efficacy, 2-Low Self-efficacy, 3-High Self-efficacy, 4-Very

High Self-efficacy.

To determine the overall literacy, we will use a 4-point scale to achieve an optimum

result as shown in Table 1. Thus, breaking it down to the following relative values.

Table 1

Numerical Value Statistical Limit Descriptive Value

4 3.26-4.00 Extremely literate

3 2.51-3.25 Moderately literate

2 1.76-2.50 Slightly literate

1 1.00-1.75 Not literate

To determine the overall self-efficacy, we will use a 4-point scale to achieve an

optimum result as shown in Table 2. Thus, breaking it down to the following relative values.

Table 2

Numerical Value Statistical Limit Descriptive Value

4 3.26-4.00 Very High Self-efficacy

3 2.51-3.25 High Self-efficacy

2 1.76-2.50 Low Self-efficacy

1 1.00-1.75 Very Low Self-efficacy

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 Chapter 4: Results and Discussions

This chapter presents the presentation, analysis, interpretation, and discussion of

data.

Computer Literacy of Grade 11-CSS Learners

Computer literacy is defined as the knowledge and ability to use computers and

related technology efficiently, with skill levels ranging from elementary use to computer

programming and advanced problem solving. Computer literacy is an understanding of the

concepts, terminology and operations that relate to general computer use. It is the essential

knowledge needed to function independently with a computer.

The level of computer literacy of the learners was analyzed in the area of basic,

intermediate, and advance computer literacy skills in terms of basic operating system

functions, internet usage, and disassembling/assembling of system unit.

The table 3 presents the overall level of computer literacy of grade 11-CSS learners

of AMPMNHS. It can be gathered in the table that the overall mean for the computer literacy

of grade 11-CSS is 3.23 which is extremely literate. This means that most of the grade 11-

CSS learners have high knowledge, skills and confidence doing it.

Table 3
The Level of Computer Literacy of 11-CSS Learners
Indicator Rating Description
A. Basic Literacy Skills
Basic operating system functions
I can turn on and off the computer. 3.89 Extremely Literate
I can open and close applications. 3.94 Extremely Literate
I can create, organize, rename, and delete folders and files. 3.78 Extremely Literate
I can recognize and use icon to perform computer and software function. 3.17 Moderately Literate
I can locate and retrieved files in various directories and formats. 3.83 Extremely Literate
I can use special function keys. 3 Moderately Literate
I can multitask by using task board or minimize/maximize command or
3.33 Extremely Literate
icon.
B. Intermediate Literacy Skills
Internet Usage
I can launch a web browser. 3.78 Extremely Literate
I can locate and use bookmarks. 4.61 Extremely Literate
I can use basic navigation buttons. 4.61 Extremely Literate
I can understand the differences among the domain names
3.22 Moderately Literate
(.com, .gov, .edu, .org).
I can complete forms online including log-in information subscription sites. 3.28 Extremely Literate
I can create web pages and sites as well as social media accounts. 3 Moderately Literate
C. Advance Literacy Skills

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 Disassembling/Assembling of System Unit
I can remove the side panel or the cover of a computer case. 3.11 Moderately Literate
I can disconnect all the connectors from the motherboard. 2.94 Moderately Literate
I can remove the power supply from the computer case. 3.1 Moderately Literate
I can remove the heat sink and fan from the motherboard. 2.83 Moderately Literate
I can remove the hard disk drive from the drive bay. 3.33 Extremely Literate
I can remove the motherboard from the computer case. 3.17 Moderately Literate
I can put the motherboard back into the computer case. 3.11 Moderately Literate
I can put the hard disk drive back in the drive bay. 3.39 Extremely Literate
I can put the heat sink and fan back to the motherboard. 3.1 Moderately Literate
I can put the power supply back in the computer case. 3.17 Moderately Literate
I can reconnect all the connectors to the motherboard. 3.33 Extremely Literate
I can put back the side panel or the cover of a computer case. 3.28 Extremely Literate
Overall Mean: 3.23 Extremely Literate

There are reasons to consider regarding this result. First is the use of computers in

education. Using computer in schools plays a major noteworthy role in the career

development of young students because the more they use it they become more literate

about it. Innovation in Computer technology has a profound impact on education, it forms a

part of the school curriculum as it is an essential part of every individual today (Sharna,

2023). Accessible computers in school can be used for online education & research. With

the help of the internet, students can find useful information about their projects,

assignments and can take useful help from other researchers as they store & organize their

research materials in computers.

Another reason is that most of the repondents already own a computer or laptop at

home these days; some of them even have at least one computer and one laptop in their

household since some of their family members have a high income that allows them to afford

these kinds of technologies. Gibson et al. (2014) said that students with access to a

computer are more involved and interested in their classwork. Hands-on experience with

technology is the most important factor in increasing students' confidence while using it and

consequently increasing their perceived computer self-efficacy (Hatlevik and Bjarnø, 2021).

Furthermore, not every learner has equal access to computers or the internet, and

some students suffer from a lack of parental involvement or support when learning

independently online. These factors influence whether the pandemic provides huge

disadvantages or significant advantages in terms of academic performance and digital

14
education. Technology has been an invaluable tool, and it is being taken under consideration

in students' academic achievement, including not only in access to the internet but also the

way students use it (Torres-Díaz et al., 2016).

Self-efficacy of Grade 11-CSS Learners

Self-efficacy refers to your beliefs about your ability to effectively perform the tasks

needed to attain a valued goal. Self-efficacy does not refer to your abilities but to how

strongly you believe you can use your abilities to work toward goals. Self-efficacy is not a

unitary construct or trait; rather, people have self-efficacy beliefs in different domains, such

as academic self-efficacy, problem-solving self-efficacy, and self-regulatory self-efficacy.

Stronger self-efficacy beliefs are associated with positive outcomes, such as better grades,

greater athletic performance, happier romantic relationships, and a healthier lifestyle.

Table 4 shows the level of self-efficacy of grade 11-CSS learners. It can be seen on

the table that the overall mean is 3.23 which is high self-efficacy. This means that they have

confidence in their ability to exert control over their own motivation, behavior, and

environment, which allows them to become advocates for their own needs and interests.

Table 4
The Level of Self-efficacy of Grade 11-CSS Learners
Indicator Rating Description
A. Self-efficacy
I will be able to achieve most of the goals that I have set for
3.44 Very High Self-efficacy
myself.
When facing difficult tasks, I am certain that I will accomplish
3.11 High Self-efficacy
them.
In general, I think that I can obtain outcomes that are important to
3.33 Very High Self-efficacy
me.
I believe I can succeed at almost any endeavor to which I set my
3.44 Very High Self-efficacy
mind.
I will be able to successfully overcome many challenges. 3.1 High Self-efficacy
I am confident that I can perform effectively on many different
3 High Self-efficacy
tasks.
Compared to other people, I can do most tasks very well. 3.1 High Self-efficacy
Even when things are tough, I can perform quite well. 3.44 Very High Self-efficacy
Overall Mean: 3.23 High Self-efficacy

15
 The research describes that in 18 students of Computer System Servicing, 14 of

them (77%) categorized themselves in high self-efficacy and 4 others (22%) are in the low

self-efficacy category.

This belief, specific to a task or an area of knowledge or performance, shapes the

behaviors and strategies that help one pursue their goal. High self-efficacy reflects

confidence in the ability to exert control over one’s own motivation, behavior, and

environment, and allows students to become advocates for their own needs and supports.

Self-efficacy can boost student achievement, foster emotional health and well-being, and

serve as a valid predictor of motivation and learning. Studies also have shown that students

with high levels of self-efficacy participate more in class, work harder, persist longer, and

have fewer adverse emotional reactions when encountering difficulties than students with

lower self-efficacy.

Further research states that self-efficacy affects the computer literacy of grade 11-

CSS students by 77.8% and the remaining 22.2% is influenced by other factors. Based on

four sources of self-efficacy, namely performance experience, vicar experience, social

persuasion, and emotional conditions that can form or strengthen an increase in one's self-

efficacy, performance experience is the most effective source in forming strong self-efficacy

in students. It explains that the increase in self-efficacy is not only due to the potential that

exists within the individual but can also be strengthened from outside oneself (Sufirmansyah,

2015).

Based on other research that the type of learning environment and teaching method

can improve self-efficacy in the classroom (Bandura, 1977). Bandura also concludes that

cooperative learning strategies have the dual outcome of improving both self-efficacy and

academic achievement. "Cooperative learning structures, in which students work together

and help one another also tend to promote more positive self-evaluations of capability and

higher academic attainments than do individualistic or competitive ones."

Chapter 5: Conclusion and Recommendation

16
 This chapter presents conclusions and recommendations based on the data

analyzed in the previous chapter.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The respondents based on their perception, are computer literate and the objectives of the

CSS strand under the TVL track of the K-12 program are being achieved as reflected

through the high level of computer literacy skills of the respondents.

2. The students applied the knowledge they acquired in school to real-life situations. The

students who are confident with their computer literacy skills tend to depend more on

computer-related technology in carrying out their daily activities.

3. The respondents based on their high self-efficacy, that they have confidence in their ability

to exert control over their own motivation, behavior, and environment, which allows them to

become advocates for their own needs and interests.

Recommendations

Based on the findings and conclusions of the study, the researchers recommend that:

1. A similar study may be conducted that involves the actual assessment of skills and

knowledge of the respondents. The results of both stages may be compared to generate a

more accurate level of computer literacy.

2. Similar studies may be conducted utilizing a larger number of respondents and other sets

of indicators and competencies used to evaluate computer literacy aside from what was

used in the research instrument.

3.Aside from computer systems servicing students, the researchers recommend that the

future respondents of a similar study may come from other tracks, strands, or school staffs.

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17
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Appendices

Appendix A

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 COMPUTER LITERACY SKILLS AND SELF-EFFICACY QUESTIONNAIRE

I. Profile
Name (optional): ___________________________________ Gender: Female 

Male 

Age:  15-17 years old  18 years old above

II. Computer literacy skills

Please check (/) the appropriate numerical value for each indicator.
1-Not literate, 2-Slightly literate, 3-Moderately literate, 4-Extremely literate

Indicators Rating
A. Basic Literacy Skills
Basic operating system functions 1 2 3 4
I can turn on and off the computer.
I can open and close applications.
I can create, organize, rename, and delete folders and files
I can recognize and use icon to perform computer and software function.
I can locate and retrieved files in various directories and formats.
I can use special function keys.
I can multitask by using task board or minimize/maximize command or
icon.
B. Intermediate Literacy Skills
Internet Usage 1 2 3 4
I can launch a web browser.
I can locate and use bookmarks.
I can use basic navigation buttons.
I can understand the differences among the domain names
(.com, .gov, .edu, .org)
I can complete forms online including log-in information subscription
sites.
I can create web pages and sites as well as social media accounts.
C. Advance Literacy Skills
Disassembling/Assembling of System Unit 1 2 3 4
I can remove the side panel or the cover of a computer case.
I can disconnect all the connectors from the motherboard.
I can remove the power supply from the computer case.
I can remove the heat sink and fan from the motherboard.
I can remove the hard disk drive from the drive bay.
I can remove the motherboard from the computer case.

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I can put the motherboard back into the computer case.
I can put the hard disk drive back in the drive bay.
I can put the heat sink and fan back to the motherboard.
I can put the power supply back in the computer case.
I can reconnect all the connectors to the motherboard.
I can put back the side panel or the cover of a computer case.

III. Self-efficacy
1=Strongly disagree; 2=Disagree; 3=Neither agree or disagree; 4= Agree

Indicators Rating

A. Self-efficacy 1 2 3 4

I will be able to achieve most of the goals that I have set for myself.

When facing difficult tasks, I am certain that I will accomplish them.

In general, I think that I can obtain outcomes that are important to me.

I believe I can succeed at almost any endeavor to which I set my mind.

I will be able to successfully overcome many challenges.

I am confident that I can perform effectively on many different tasks.

Compared to other people, I can do most tasks very well.

Even when things are tough, I can perform quite well.

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 Appendix B

Letter of Permission to the School Head to Conduct the Study

Republic of the Philippines

Department of Education
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OFFICE OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
BUA, TUDING, ITOGON, BENGUET

November 22, 2022

NESTOR O. DALAY-ON, PhD

School Principal IV

Dear Sir:

Greetings!

The undersigned are Practical Research Learners of this School who are presently
conducting a basic research title “Computer Literacy Skills and Self-efficacy among Grade-
11 Computer System Servicing (CSS) Students of Alejo M. Pacalso Memorial National High
School” as partial requirement for the subject Practical Research 2 and Inquiry. Investigation
and Immersion. In this regard, may I request permission to conduct the study in our school.
Particularly, may I request permission to:

(a) administer the Computer Literacy Skills and Self-Efficacy Questionnaire to the
selected learners of AMPMNHS; and

(b) conduct informal interview regarding their Computer Literacy Skills and Self-
efficacy.

Rest assured that all gathered information will be kept with strictest confidence.

Thank you very much and hoping for a positive response on the matter.

Respectfully yours,
ERWIN G. AGUIWAS
JEMER AKISIO
RAY P. BAGANO
GABRIEL O. SAPKI
DEANNE MIKE O. SAPKI

Approved:

NESTOR O. DALAY-ON, PhD

School Principal IV

22
 Appendix C

Letter of Permission to the Parents

Republic of the Philippines

Department of Education
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OFFICE OF BENGUET
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
BUA, TUDING, ITOGON, BENGUET

November 22, 2022

Dear Parent:

Good day!

We are Grade 12-Computer System Servicing (CSS) students of Alejo M. Pacalso Memorial
National High School, who are currently conducting a study entitled “Computer Literacy
Skills and Self-efficacy among Grade 11-Computer System Servicing (CSS) Students of
Alejo M. Pacalso Memorial National High School”: An Assessment in partial fulfillment of the
requirements in Practical Research 2. In this regard, may we request permission to have
your son/daughter as a respondent to our study. Rest assured that all information gathered
will be treated with utmost confidentiality and for academic purposes only. Thank you.

The Researchers,
ERWIN G. AGUIWAS
JEMER AKISIO
RAY P. BAGANO
GABRIEL O. SAPKI
DEANNE MIKE O. SAPKI

Approved:

NESTOR O. DALAY-ON, PhD

School Principal IV

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 Appendix D

Consent Form

Researcher: Erwin G. Aguiwas, Ray P. Bagano, Gabriel O. Sapki,

Deanne Mike O. Sapki, Jemer Akisio

Title of Research: Computer Literacy Skills and Self-efficacy among Grade

11-Computer System Servicing (CSS) Students of Alejo
M. Pacalso Memorial National High School

We are asking for your voluntary participation in our research. Please read the
following information about the project. If you would like to participate, please sign in the
appropriate area below.

Purpose of the project: To determine the relationship between the level of

computer literacy and self-efficacy of the Grade-11
CSS students.

If you participate, you Participate in answering the questionnaires

will be asked to:

Time required for participation: November 2022 to March 2023

Potential Risks of There are no identified potential risks of the study.

Study: Health protocols and research ethics will be strictly
observed.

Benefits: For the Respondents who will participate, will gain more
information about their level of computer literacy skills and their
level of self-efficacy.

How confidentiality will Real will not be included in the study so are other
be maintained: personal information such as home address and other
personal identity

Voluntary Participation:
Participation in this study is completely voluntary. If you decide not to participate
there will not be any negative consequences. Please be aware that if you decide to
participate, you may stop participating at any time and you may decide not to answer any
specific question.

By signing this form, I am attesting that I have read and understand the information
above, and I freely give my consent/assent to participate or permission for me to participate.

Date Reviewed & Signed: _______________________________

Research Participant Printed Name: ___________________________________
Signature: ________________________________

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 Curriculum Vitae

Name: Erwin G. Aguiwas

Age: 18

Address: #752 Sitio Ducot, Ucab, Itogon, Benguet

Date of Birth: March 5, 2005

Citizenship: Filipino

Email: erwinaguiwasega@gmail.com

Educational Background

Secondary:

Alejo M. Pacalso Memorial National High School (2016-Present)

Primary:

Ucab Elementary School (2011-2016)

25