INFORMATION AND COMMUNICATIONS

TECHNOLOGY COMPETENCE AMONG GRADE 9

STUDENTS IN ABRA DE ILOG CLUSTER,
DIVISION OF OCCIDENTAL MINDORO

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Pages: 524-537
Document ID: 2022PEMJ343
DOI: 10.5281/zenodo.7317305
Manuscript Accepted: 2022-14-11
Psych Educ, 2022, 5(1): 524-537, Document ID: PEMJ345, doi: 10.5281/zenodo.7317305, ISSN 2822-4353
Research Article

Information and Communications Technology Competence Among Grade 9 Students in

Abra De Ilog Cluster, Division of Occidental Mindoro
Aiza L. Leyco*
For affiliations and correspondence, see the last page.

Abstract
The use of Information and Communications Technology became important especially in the time of
pandemic. Through it, schools, teachers, and students relied on its applications to adapt and continue
the learning process. However, in order to make it effective students must gain proficiency on the use
of ICT. Therefore, this study focused on determining the student’s level of knowledge and degree of
competence on the use of Information and Communications Technology variables in Abra de Ilog
Cluster, Division of Occidental Mindoro. The study employed the descriptive-correlational research
design using the survey questionnaire as the main data-gathering instrument. The researcher utilized
stratified random sampling in selecting the respondents which accumulated a total of 204
respondents. Questionnaire were given to them and was administered by the researcher. This study
utilized statistical tools such as frequency, percentage, ranking, weighted mean, and Pearson’s r to
analyze the data that was retrieved from the respondents. Results indicated that the student’s level of
knowledge in Information and Communications Technology were found to a slightly knowledgeable.
Moreover, results on the degree of competence on the use of Information and Communications
Technology showed moderate competence. The result further indicated that the level of knowledge in
ICT has significant negligible association with the degree of competence in using ICT. Furthermore,
it was revealed from the findings that students have moderate problem on all the indicators
concerning the challenges encountered by the students in utilizing ICT variables except for one
indicator which was the lack of interest to learn basic ICT concepts and skills that was interpreted as
minor problems.

Keywords: information and communications technology, learning process, grade 9 students

Introduction help them deal with the real-life situations.

Information and communications technology (ICT)
has bombarded many people with different
applications and information that they can use either at
work, school, in businesses and even in their everyday
tasks at home. And its applications were highlighted
even more when the pandemic irrupted all over the
world. People became dependent on ICT since the
pandemic has begun and all the information or news,
they’ve found on internet is what they believe is true
without even discerning its truthfulness. Proper use of
ICT is vital for everyone to know since not all the
information coming from the internet is true and
logical.
Being able to manage the use of ICT also means
safeguarding their security and personal information.
In education it is crucial that all the knowledge that the
educators’ inputs into their students is logical and
correct, so if the students learn from the internet, they
need to guide them on how to manage that knowledge
that they input into their minds to make sure that they
are on the right path of the learning process.
During the teaching and learning process, one of the
goals of an educator is to teach the students the skills
that they can use during the learning process. This is to
Technological skill is one of these skills that the
students need to acquire to the world that is advancing
rapidly with the technology. With the changing
environment plus the impact that the pandemic gave
has brought, the technology has risen its purpose.
Teachers and students alike were exposed to its
different uses, specifically communication. ICT, long
before the pandemic occurred, was connected to
education to serve the purpose of giving quality and
liberating education to the learners. Teaching them to
utilize technology positively will result to an effective
learning process for they know how and when to use
their acquired knowledge from internet, technological
applications, and devices.
Last May 15, 2009, the Department of Education
(DepEd) released Order No. 50 stating that “The
Department is launching the DepEd Internet
Connectivity Project (DICP) in line with the
Presidential Directives to provide the Public
Secondary Schools an internet access.” The
Department also released Order No.78 s. 2010, entitled
Guidelines of the Implementation of the DepEd
Computerization Program (DCP) stating that the “DCP
aims to provide public schools with appropriate
technologies that would enhance the teaching learning
process and meet the challenges of the 21st century.

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Research Article
This program shall respond to the computer backlog of
public schools by providing them hardware and
software, and training on simple trouble shooting.”
These two guidelines are here to meet the needs of the
changing environment and to acquire the 21st century
skill that they want their students to gain through
technology.
Moreover, these two guidelines are all aligned with the
Republic Act No.10533 stating that “the state shall
establish, maintain and support complete, adequate,
and integrated system of education relevant to the
needs of the people, the country and society-at-large”.
Accordingly, promoting ICT in K-12 education is
important to make tangible progress in the educational
system (Tairab, et.al, 2016). Integration of ICT will
assist teachers to the global requirement to replace
traditional teaching methods with a technology-based
teaching and learning tools and facilities. This is
because, using ICT tools and equipment will prepare
an active learning environment that is more interesting
and effective for both teachers and students (Ghavifekr
& Rosdy, 2015). That is why with the legal mandates
released to make effective and liberating education for
the students DepEd has implemented a program called
the DCP along with the initial project called the DICP.
The two programs implemented by DepEd are the
gateway to the successful dissemination and
application of ICT to educating the students. The
DepEd internet connectivity project aims to provide
schools an access to an internet connection which shall
complement the deployment of ICT equipment to
secondary schools. This project should be headed by a
team composed of the Division ICT Coordinator,
Division Accountant and the Technology and
Livelihood Education (TLE) Supervisor and other
representatives that will be needed by the team. Their
main role is to facilitate the process of internet
connection of the school and assist them in conducting
canvasses whether implementing units or non-
implementing units. Apart from this, they also need to
facilitate the payment of the internet subscription of
the non- implementing units and implementing units
and submit monthly or quarterly reports to the Central
Office on the utilization of funds.
Parallel to this project, DCP completes the mission and
vision of schools to make ICT more accessible to the
students. The DCP aims to provide computer
laboratory packages to secondary schools and e-
classroom to elementary schools. They also prioritize
giving of laptop units to mobile teachers so they can
integrate ICT in the school system that would pave the
way in raising the ICT literacy of learners, pupils,
Aiza L. Leyco
students, teachers, and school heads and eventually
reduce the computer backlog in public schools. With
these project and program, the possibility of a
successful implementation of ICT into the educative
process is at its peak.
DepEd has been crafting and implementing these
programs that are responsive to producing quality
teachers and competent learners. However, with the
unprecedented effects caused by the Covid-19 virus
outbreak, the system of education has also abruptly
changed. The mode of instruction and other school-
related works required to be technological in nature.
As a result, the technological devices that the students
are using during the face-to-face classes were left
unused and dormant in the school’s computer
laboratory.
During these times on New Normal Education, the
subject ICT is still being offered as one of the
components of TLE subject in Abra de Ilog NHS. The
researcher, being the ICT teacher observed some new
instances during the instruction in the New Normal.
The students’ outputs are more traditional which used
paper and pencil than technological from which they
could use different applications and resources online.
These instances suggested that the students may not
have their gadgets and resources that can be used
online, and/or that they may not have the knowledge
and skills in utilizing the applications and resources
available at hand.
In addition, according to the interview made by the
researcher particularly the SHS teachers, it was stated
that from 94 students of Cabacao SHS 60% of which
have very limited knowledge on the use of ICT skills
and from 177 students in Abra de Ilog SHS has
incurred 44% of students having difficulty on the use
of ICT skills as well. To further discuss, before the
pandemic emerges, some of the students in SHS who
came from the high schools in Abra de Ilog Cluster
have no idea on how to turn on and turn off the
desktop computer.
This was observed while they are on their laboratory
activity during their subject in Media and Information
Technology. It was also observed that the students
were having a hard time navigating thru the
computer’s applications and doing basic tasks like
saving and printing a document. In addition to this,
only Abra de Ilog NHS is offering an ICT
specialization among the Junior high school (JHS) of
Abra de Ilog Cluster while the senior high school
(SHS) have Media InformationTechnology which
utilizes the appropriate technologies from the DCP
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Research Article
program.
With the identified effects and instances, the
researcher has further conducted an interview with the
teachers at different junior high schools in Abra de
Ilog Cluster about the DCP implementation. It turned
out that the resources from the DCP were only utilized
as the need on the use of ICT arises. The researcher
also identified that the various schools are not offering
ICT-related subjects. Aside from these, other factors
such as the need to improve students’ skills on the use
of ICT and the availability of expert teachers to teach
the said subject are the primary reasons of conducting
this study that aims in finding the competence on the
use of Information and Communications Technology
among grade 9 students. Along with this, it is but
imperative for the researcher to take a careful
consideration on how to identify the strengths and
w e a k n e s s e s of l e a r n er s c o n c e r n i n g the
abovementioned field of specialization in order to
provide the appropriate interventions.
The researcher intended to provide intervention
activities. These activities will improve students’
knowledge and competence on the use of Information
and Communications Technology.
Research Questions
The study aimed to assess and determine the
Information and Communications Technology
competence among Grade 9 students in Abra de Ilog
Cluster, Division of Occidental Mindoro.
Relatively, the specific questions are enumerated to be
answered:
1. Is there a significant relationship between the
level of knowledge in ICT and the degree of
competence of students on the different ICT
variables?
2. What are the challenges encountered by the
Grade 9 students in utilizing ICT variables?
Literature Review
As basis for construction of the study, the concepts and
principles related were reviewed by the researcher
which contributed to coming up with enough, reliable,
and valid knowledge and information. These include
the ICT Curriculum Standards for K-12 schools in the
Philippines, Students’ Knowledge and Competence on
the Use of ICT, Challenges encountered on using ICT
and Intervention Activities to enhance students’
competence on using ICT.
Aiza L. Leyco
ICT Curriculum Standards for K-12 schools in the
Philippines. Information Communication Technology
is a common term referring to the technologies used
for collecting, storing, editing, and communicating
information in various formats. ICT means the use of
computer-based technology and the Internet to make
information and communication services available in a
wide range of users. ICT is a hardware and software
that enable society to create, collect, consolidate and
communicate information in a multimedia format and
for various purposes. ICT is playing a vital role in the
current and future development of society and nation.
Information and Communication Technology (ICT) is
a diverse set of technological tools and resources used
to communicate and to create, disseminate, store, and
manage information (LISBDNetwork, 2014).
Caluza et al., (2017) stated that ICTs can empower
teachers and learners, promote change, and foster the
development of the 21st century skills. ICT has the
power to increase motivation and learner engagement
and helps to develop life-long learning skills. As a
powerful educational tool, ICT can facilitate the
transformation of school education. But to make this
happen it is vital to bring about the changes to the
mind set and culture among teachers, administrators,
parents, and students.
In addition, ICT can help implement lifelong learning
by such activities as on-demand learning ‘and project-
based learning. It can also facilitate it by making
learning anytime and anywhere not just in classrooms,
more feasible. It is becoming increasingly important in
our daily lives and in our educational system.
Moreover, ICTs have the capabilities to bring several
benefits to teachers and students such as shared
learning resources, shared learning spaces and
promotion of cooperative and collaborative learning
they also provide a base for autonomous learning.
ICTs have enabled us to communicate one to one, one
to many and many to many through communication
channels and networking. They provide a means to
organize institutions differently and lead to new ways
of working together with virtualization (Panigrahi,
2016).
ICT curriculum standards for K-12 schools in the
Philippines will serve as a framework for technology
integration in various academic content area
instructions from kindergarten through grade 12,
function as a guide for curriculum decisions by
providing student performance expectations in the
areas of knowledge, skills and attitudes, and provide
examples of classroom activities and instructional
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strategies utilizing ICT that will guide teachers as they
design instruction to help their students meet learning
expectations.
In the Philippine setting, with the K-12 curriculum, the
21st century skills needed by a holistically developed
Filipino are the Information, Media, and Technology
skills, thus, the use of ICT in teaching and learning
process plays a vital role in developing these lifelong
skills needed by the learners as they go out of the
school and face the reality of workplace (Briones,
2017).
Information and Communication Technology (ICT) in
education is the mode of education that use
information and communications technology to
support, enhance, and optimize the delivery of
information. Worldwide research has shown that ICT
can lead to an improved student learning and better
teaching methods. A report made by the National
Institute of Multimedia Education in Japan,proved that
an increase in the use of ICT in education with
integrating technology to the curriculum has a
significant and positive impact on students’
achievements.
Because ICT is complex, having a well-defined set of
curriculum standards in the Philippines will guide
educators in defining and meeting the technology
knowledge and skills. Filipino students need in their
current academic, tertiary education and future work
requirements thus making them globally competitive.
With the implementation of the K-12 curriculum, a
new DepEd mandate was released wherein students
will extend for two more years in secondary school,
much more funding is needed, and much more
learning is expected (Bonifacio, 2013).
Perez (2016) said that the responses made by the
government for ICT implementation and integration in
private and public schools spearheaded by the
Department of Education as the lead agency created
the DepEd Computerization Program. This provides
computers and peripherals to the recipient public high
schools nationwide and monitoring of the online
classes and courses. ICT tools like LCD interactive
projector, e-room, and the e-library. The said program
believed to improve the administrative function of the
government as well as the teaching and learning
process. It also aimed to fulfill the Department’s vision
for ICT education in the country; 21st century
education for all Filipinos. To fully realize such vision,
ICT enabled the education systems needed in the
implementation of the said program.
Aiza L. Leyco
In support, the Philippine government highlights the
importance of the role of ICT in education through RA
No. 10844. This aims to recognize the vital role of
information and communication in nation- building as
well as to ensure the provision of strategic, reliable,
cost- efficient, and citizen-centric information and
communications technology (ICT) infrastructure,
systems, and resources as instruments of good
governance and global competitiveness. Moreover, the
presence of reliable, accessible, and affordable
technology is required for us to actively participate in
the information economy (Crisolo,2018).
This was further emphasized by (Garcia, 2016) in her
article, Education, and Internet for a Sustainable PH,
stating that better ICT access means better education
for all. Internet with a vast of resources in it can
provide accessible and comprehensive education for
students. She mentioned that Department of Education
recognizes the role of ICT in improving the state of
education. As a result, the DepEd is unceasingly
providing programs to better cater quality education to
the learners.
(Alemu, 2015) mentioned that education is impossible
without the assistance of ICT in the classroom.
Accordingly, ICT is a tool in enabling the teachers and
students towards more productive, effective, and
efficient learning, for this reason using ICT in
education cannot be avoided. This means that
everybody must learn to use skills in ICT positively. In
addition, “the use of ICT in education lends itself to
more student-centered learning settings and often this
creates some tensions for some instructors and
students”. The integration of ICT into teaching-
learning is becoming more and more important in the
21st century because education is moving rapidly into
digital media and information. This is even true when
the Philippines has shifted from face-to-face classes to
other learning modalities.
Moreover, Jan (2018) stipulated that since they believe
ICT provides many benefits to students and empowers
teachers and learners to boost learning and obtain 21st-
centuryskills, it is widely assumed that ICT also
provides students with a more collaborative and
engaging teaching and learning environment.
Students’ Knowledge and Competence on the Use
of ICT. The age of information and communication
technology (ICT) has begun that people without the
knowledge will be left behind (Hwa, 2015). ICT
knowledge is needed as a basis for implementing ICT-
based learning (Almareta & Paidi, 2021).
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Research Article
Today's market is mostly based on advanced
informatization. So that the students themselves could
be more competitive in the market of education ICT is
one of the main links in their development. Without
well implemented ICT knowledge, students lose the
battle with competitiveness in the future (Hrehová &
Teplická, 2020).
The use of ICT in classroom has been criticized as
being too focused on transferring information as
opposed to helping learners in constructing knowledge
(Turgut, 2017). In addition, the use of ICT techniques
in learning/teaching has a very positive influence on a
student’s learning capabilities as well. It is established
that students reflect in a very positive manner towards
work and education when they are using computers to
complete tasks given to them, encouraging, and
motivating them to soak in the knowledge. Students
who used technology to learn in school have an
increased self-esteem and self- confidence (Jain,
2017).
Students who are continuously exposed to technology
through education has better knowledge, presentation
skills, innovative capabilities, and are ready to take
more efforts into learning as compared to their
counterparts (ICT Enabled Education, 2017). These
proved that how ICT takes a great part in the learning
acquisition of students. Moreover, efforts to improve
ICT access and to encourage peopleto utilize ICT more
in their daily activities must focus on improving
awareness, knowledge, and skills for using ICT
(Tabuga & Cabaero, 2021).
According to Sargrad (2020) as mentioned in the
article from Alliance for Excellent Education 16.9
million in the US students do not have home internet
or a computer, these students were operating at lower
levels of computer literacy than students who use
computers regularly. Based on EU commission skills
panorama, ICT skills involve confident and critical use
of information society technology in the general
population and provide the necessary context (i.e., the
knowledge, skills, and attitudes) essential for working,
living, and learning in the knowledge society. ICT
skills are one of the seven transversal competences
which are integrated into all subjects. ICT skills are an
essential aspect of civic competencies and are seen
both as a goal and a tool for learning (Kaarakainen et
al., 2017).
Aside from that, it is one way to lifelong learning, and
it deals with the basic computer skills such as being
able to do word-processing or go-online. Alongside
with this, it is also the linking of the necessary ICT
Aiza L. Leyco
skills needed in performing basic computer tasks (Bait,
2017). Jayasundara Dr. (2014) said that it is important
to develop ICT skills of students because it is a critical
academic component which leads to Higher Order
Thinking (HOT) that in turn becomes lifelong
learning, transferable across all educational disciplines
and applies to all avenues of life.
In the education aspect, ICT skills are also vital. In the
Philippines, the Department of Education vowed to
improve the information and communications
technology (ICT) to enhance the knowledge, skills of
teachers and students (Philippine News Agency,
2017). According to Child Hope Philippines (2021),
the use of ICT shows a lot of benefits to both students
and teachers as it equips students for their future
careers, helps personalize learning and teaching
approaches and to drive down cost in long run and
bring more learning opportunities and boosts
teamwork and communication.
Supardi et al. (2021) mentioned that educators should
improve the knowledge and skills in basic ICT such as
computer operations, software applications, internet
skills and WWW skills of the students. In addition,
Santos (2021) said that it is a truth of today’s society
that hardly any job gets done without computers. To
better prepare high school students for upcoming jobs,
they must learn proper computer skills before entering
the workforce.
In line with the above mentioned, the National ICT
Competency Standard (NICS) Basic provides the
performance indicators to evaluate the most basic set
of knowledge and competence of a students. It is
intended as a baseline measure for the ICT literacy of
high school students, civil servants, and the vast
workforce that benefit from the development of
information and communications technology in the
Philippines. NICS Basic for students covers key areas
of competency, referred to as Skill Set Divisions
namely: ICT Basics, Word Processing, Spreadsheets,
Presentations, and Computer Ethics and Security.
Through this standard, the data gathering, and other
processes ensure its validity.
Basic computer knowledge is about how computers
work and how to use them. This may include typing,
learning keyboard commands, powering a computer on
and off, knowing how to connect and disconnect the
Internet to a computer. It can help you understand
different operating systems and application software.
Whether you are a student, salesperson, marketer,
copywriter, teacher or working professional, you need
to know the computer basics. Having basic computer
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knowledge makes it easier to complete everyday tasks
and increase workplace productivity (Indeed Editorial
Team, 2021).
Moreover, the knowledge of the basic parts of the
computer is essential in taking care of the device for
excellent functioning. This is a basic thing, but it is
really a must as the lack of knowledge of it may
decrease the computer life (Ghaz, 2020).
Next ICT skills is word processing that used to create
professional quality documents with various templates
and formatting tools (Kataria, 2021). Sharma (2017)
discussed in a blog, that Microsoft word is an
important education application. It is important to
process raw facts into meaningful information.
Microsoft word can benefit teachers and students to
create new innovative methods of learning and
teaching. In addition, Sharma (2017) also insisted that
if students learn these Microsoft word features in
schools, she will be sure that they will be great
professionals in the future especially in documenting
writing and editing related works.
Spreadsheet or known as Microsoft Excel is an ICT
skill and a program that allows you to easily perform
calculations and recalculations of data by using
numerous built-in functions and formulas (Held et, al.,
2019). One of the most appropriate ICTs for the
manufacture of mathematical media because the
software is rich in mathematical functions (M Bernard,
et.al, 2018). According to the blog by Sharma (2017),
she stated that excel is very beneficial for students.
Students can learn by using excel how to convert raw
data into meaningful information and Microsoft Excel
formulas, formatting options, other data management
and visualization tools can help students to perform
complex mathematical, logical, and financial
calculations faster with accuracy.
In addition, M Bernard, et.al, (2019), where students
feel confident about solving fractions. In the
contextual approach assisted by Visual Basic
Application for Microsoft Excel, the atmosphere of
learning mathematics in fraction subject is more fun
and more interactive, this helped the learning and
teaching process in the classroom more effectively.
However, Amiratul et.al (2021) stated that the excel
spreadsheet is complicated because of certain
circumstances such as input error, logic error and
interface error, where it tends to lose the data included
and needs to re-type the same data again.
According to Csernoch, M., & Abari, K. (2019)
students completed secondary education without a
stable and reliable knowledge in spreadsheet. In
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addition to this, ATtech Edu (2020) that older
secondary students don’t know how to use
spreadsheets, so embedding this understanding at the
primary school level is essential. In the end, Microsoft
Excel is really a very important application to teach, to
include in classroom lectures and in the education
systems and process (Sharma, 2017).
According to (Akbar Iskandar et al, 2018) Multimedia
learning or Presentation is also known as learning
media, which involves information technology in the
form of computer or Android, by bringing together
two or more elements consisting of voice, video, text
and images incorporated in a multimedia software for
students interactively. In addition, multimedia
applications contribute to the generation of correct
mental models by students (Ercan, 2014).
Asri (2016) states that the low usage of PowerPoint
among teachers is attributed to their being less skillful
in computer, having less understanding in the
functions of PowerPoint and PowerPoint-based
materials can help enhance learner understanding. In
addition to this, Hashim, Norshida, Saleh et. al (2016)
also supported the effectiveness of PowerPoint as a
tool to improve learner’s understanding. Likewise,
Damayanti (2015) stated that those functions are
seldomly used because users are not aware of such
menu and animation features besides having less
exposure to PowerPoint usage itself. Furthermore,
Kwalker (2013) stated that students should learn
Microsoft PowerPoint by the time they reach high
school.
Another ICT skills that students know is computer
security and ethics. According to (Ejim, 2022)
computer security and ethics are related in the sense
that the observation of established computer ethics will
lead to increased computer security. This refers to the
security, or lack of security, of both personal and
commercial computers. Ethics for computers is used to
describe the philosophical principles of right and
wrong in relation to the use of computers. Practicing
good computer ethics means that such unauthorized
access would stop, protecting the personal information
of others.
Additionally, Abolarinwa et al., (2015) expressed that
human today live in a borderless world where national
boundaries have been broken down as a result of the
computer revolution, which has facilitated the ease at
which illegal activities such as spamming, privacy,
hacking, and attacking of computers through viruses
are being perpetrated in cyberspace by computer
criminals.
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Furthermore, Molstead Library (2022), stated that
students are responsible for making sure that when
using copyrighted material, it doesn’t violate the rights
of others. In addition, Arefeen, et.al (2021), mentioned
that items concerning computer ethics were rated at a
medium level. The growing use of computer results in
rising opportunities for knowingly or unknowingly
involving in immoral or unlawful behavior.
According to Talib (2014) the students have awareness
and adequate recognition of computer ethics. In order
to increase the use of computer software in all areas of
life, the student should be fully knowledgeable about
computer ethics and social consequences.
Ahmad, (2016) stated that the mastery of ICT skills
has a direct correlation with the level of intelligence,
cognitive development and higher order thinking skills
that inspire creativity, innovation, and invention.
Application of ICT skills by teachers did not happen
and this will cause students not only master the
technical skills of ICT but ICT cognitive.
In addition, Martinez-Daza et al., (2021) discussed that
in the necessity of facing the knowledge and use of
ICTs, the analysis is now usually carried out jointly,
since the greater the knowledge of a technological
tool, the greater the probability of its use by the
student. As a result, high schools, universities,
government, and employers are expected to pay
attention the knowledge and skills in ICT, because
these are the people to restructure tomorrow.
Many school-based ICT initiatives exist mainly to
impart knowledge and skills about computers. In terms
of educational transformation, some ICT in education
programs are driven by hopes that personalization of
learning, embedded interactivity and multimedia
delivery can improve the quality of education by
learning with technology, not just about it (Osterwiel,
et al., 2018).
Challenges Encountered on using Information and
Communications Technology. Students face series of
challenges in acquiring and utilizing ICT skills. Some
of the challenges of acquiring ICT skills include lack
of funding, failure of the curriculum to include ICT,
poor attitudes toward acquiring ICT skills,
unavailability of training opportunities, poor ICT
facilities, high cost of ICT literacy training and lack of
interest in digital information (Anyim, 2018).
Application of ICT in Teaching and Learning process
is insufficient (Puso & Ahmad, 2016). In addition,
Panigrahi (2016), which includes issues of poor
connectivity in rural and remote areas that are
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inaccessible, as one of the common challenges in
Asian countries.
Aside from this, there is hardly any quality training
imparted on a regular basis to teachers involved in ICT
education. Shortage of equipment’s, lack of computers
and computer-related resources such as printers,
projectors, scanners, etc. in government schools in
rural areas, contribute to the full success of ICT usage.
The ratio of computer per student is insufficient; there
is a mismatch between the complementing resources
and inappropriate combination of ICT resources result
into reduced diffusion of technology as well as poor
ICT understanding in these educational institutions
(digitalLearning Network, 2020).
Dotong et al., (2016) clearly illustrated some
limitations of ICT integration like shortage of ICT
facilities, poor maintenance of available or existing
ICT resources. In fact, there are still areas in the
Philippines, particularly in rural areas, where reliable
supply of electricity and internet are miles away to
achieve. As a result, this deprives the chance of
learners to effectively use ICT.
According to (Lynch,2020) Australian teenagers are
increasingly struggling to achieve the basic level
required in information and communications
technology (ICT). In 2014, only around half (52%) of
students in Year 10 achieved the minimum standard of
digital competence. There is a risk that a large
proportion of students may be left behind, at a time
when digital competence is becoming central to future
employment. One reason students that could be falling
down is actually has to do with teachers’ lack of
competence in this area. Not only are school leavers
entering university with lower-than-desired digital
competence, but if they graduate as teachers and still
lack the confidence to properly incorporate ICT into
their classes, the next generation is less likely to
become digitally competent (McLeod, 2016). There is
a risk of fueling a downward spiral.
Moreover, ICT in education faces the same challenges
like in the most developing countries where unstable
economy, poorly developed ICT infrastructure, high
bandwidth costs, unreliable supply of electricity,
general lack of resources, and improper use of ICT in
the classroom teaching-learning (Dachia, 2020).
Despite careful planning and well-defined ambitions,
lack of access to ICT is recognized by the authorities
as a risk to effective implementation of learning
continuity. All three categories of respondents agreed
that the top three barriers to effective ICT use in
schools were: not enough computers and other ICT
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Research Article
equipment; not enough software and digital learning
resources that could be used for different subjects in
the curriculum; and no Internet access, or the Internet
connection was too slow and unreliable (Pouezevara et
al., 2020). Furthermore, (Saddiquah & Salim, 2017)
stated that slow speed of computers, signal problem in
Internet, virus threat, poor working condition of
computers, load shedding, and lack of access of
Internet are the problems faced by the majority of the
students.
Intervention Activities to Enhance Students’
Competence on the use of ICT. To address the issues
and challenges, programs and intervention activities
were deployed. One of this is the Digital Rise Program
of DepEd. It is an educational framework that anchors
to the infrastructure, software, and capacity building of
learners and teachers in technology. According to the
report the Digital Rise Program has three major
components. First of these components is the Digital
Literacy, where the K to 12 curriculum is updated to
include productivity tools like Word processing,
spreadsheets, and presentations for Grade 4 to Grade 6.
Grade 7 learners will have basic programming skills
subject while Grades 8 to 10 will have multimedia
concepts as a subject focusing on video editing and
graphics design. Lastly, vocational skills like computer
servicing, technical drafting, and broadband
installation are assigned to Senior High School
students. In addition, the Department partnered with
Microsoft and Google to continuously provide
software to its stakeholders (DepEd, 2022). There are
many electronic textbooks, thematic videos on the
Internet, and attend special computer courses. A
teacher will help gain all the skills which university
professors or employers may require (Beaman, 2021).
OpenGov Asia reported that a leadership school in
Bulacan, Philippines, advanced innovation in teaching
21st-century skills by redesigning its curriculum and
incorporating technology into core subjects. The
addition of the Computer Curricular Programme
prepared students in the Philippines as early as a grade
school for digital literacy, ranging from basic coding
to mobile app development. The programme
specializes in providing cutting-edge and
comprehensive computer curriculum to teachers and
students through detailed training (Hani, 2021). In
addition, Ben Youssef et al., (2022) collaboration
among learners and interactive learning, have a
positive influence on student success.
Aiza L. Leyco
Methodology
Research Design
This study employed the descriptive-correlational
research design using the survey questionnaire as the
main instrument. It described the level of knowledge
of Grade 9 students in ICT relative to ICT basics, word
processing, spreadsheets, presentations, information
and communication, computer ethics and security and
manifested their degree of competence in using the
following ICT variables based on the above-
mentioned.
Furthermore, this study investigated the relationship
between the level of knowledge in ICT and the
student’s degree of competence of students in using
different ICT variables. Challenges encountered by the
Grade 9 students were determined and intervention
activities were proposed to enhance their level of
competence on the use of ICT. Descriptive methods of
research aim at defining or giving a verbal portrayal or
picture of a person, thing, event, group, situation, etc.
This is liable to repeated research because its topic
relates itself only to a certain period or limited number
of years. Based on the results of descriptive studies
about a subject, the inclination of conducting further
studies on such topic can be developed (Baraceros,
2016). Correlational research was useful when the goal
was to examine the relationships between two or more
random variables within the same population or
between the same variables in two different
populations (Curtis, Comiskey, & Dempsey, 2016).
Moreover, the following statistical tools were
employed in the computation and analysis of the
gathered data: Frequency, Percentage, Ranking,
Weighted Mean, and Pearson Product Moment
Correlation (Pearson r).
Respondents of the Study
The respondents were the Grade 9 students from 5
junior high schools of Abra de Ilog Cluster, Division
of Occidental Mindoro. A total of 701 population of
Grade 9 students were randomly selected, of which
254 were the main subject of the study. The
respondents were contacted by the adviser through
text, email, or chat. In the same manner, aside from the
chosen main respondents, 20 students were used in
testing reliability. To come up with the acceptable
sample size of the study coming from different school
in Abra de Ilog Cluster, the Slovin’s Formula was used
at 5 % margin of error.
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Research Article
Data Gathering Instruments
In this study, the researcher used several methods for
data gathering. The main data gathering tool utilized
was the survey questionnaire based on the NICS.
Questionnaire. This is the main data gathering
instrument that was used in this study which is
composed of three (3) parts namely: Part I is the level
of knowledge of Grade 9 students in ICT relative to
ICT basics, word processing, spreadsheets,
presentations, and computer ethics and security; Part II
dealt the degree of competence along the above-
mentioned ICT variables and Part III covered the
challenges encountered by the Grade 9 students in
using ICT variables. The set of questionnaires was
distributed to all respondents.
Unstructured Interview. The researcher employed
unstructured interviews with the respondents to collect
information that could bolster and support the
conclusions and results of the data from the survey
questionnaire. In light of this, the researcher created a
set of guide questions that examined the students’ level
of knowledge regarding ICT variables and the
challenges they encountered when using those
variables.
Data Gathering Procedure
In gathering the data needed in this study, survey
method was implemented to acquire the accurate and
concrete responses of the respondents. After the
validation of the instrument, the researcher sent a letter
and secure a permit from the Office of the Schools
Division of Superintendent, Division of Occidental
Mindoro, Office of Public Schools District
Superintendent, to the Municipal Inter-Agency Task
Force, and from the Barangay Captain of each
barangay to conduct the study in the five Secondary
High Schools in Abra de Ilog Cluster. Upon the
approval of the said letter, another letter was sent to
the Office of the Principal of the five secondary high
school seeking permission to conduct the study and
administer the survey questionnaire. Then, the
researcher also coordinated with the class advisers and
ICT teachers to schedule the respondents house-to-
house survey.
The data gathering was conducted on June 2022. The
researcher had a difficult time in doing the field study
because the two secondary high schools in Abra de
Ilog Cluster were located in a coastal area. Since Biga
National High School was 1-2 hours boat ride and
Aiza L. Leyco
Camurong National High School was 45 minutes
hours boat ride, the availability of the respondents and
welfare of the research er were taken into
considerations because the data gathering consumed
much of the time.
Also, researcher administered and distributed the
survey- questionnaire to each respondent. After
answering Part I in the questionnaire, the researcher
interviewed the respondents so as to elicit responses
relative to their competence in ICT. The collected data
were tallied, organized, and given appropriate
statistical treatment by the statistician.
Results and Discussion
This section presents the results, analysis, and
interpretation of data gathered from the respondents
from 5 Junior High schools in Abra de Ilog Cluster,
Division of Occidental Mindoro. The data were
presented using tables and their corresponding
interpretations.
Relationship between the level of knowledge and
the degree of competence in the use of different
Information and Communications Technology
variables
The tables below revealed the relationship between the
level of knowledge and the degree of competence in
the use of different ICT variables.
Table 1. Relationship between the respondents’ Level
of Knowledge relative to ICT Basics and the Degree
of Competence in the use of different ICT variables
A pearson correlation in table 1 was performed to test
if there is an association between the level of
knowledge relative to ICT Basics and degree of
competence in ICT relative to different ICT variables.
The result of the pearson correlation r = 0. 26, for the
association on ICT basics and degree of competence
relative to ICT basics, r = 0. 04 for the association on
ICT basics and degree of competence relative to word
processing, spreadsheets and computer ethics and
security and r = 0.05 for the association on ICT basics
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Research Article
and degree of competence relative to presentations
indicated that there was a not sign ificant
negligible/very low positive association. A very low
positive association indicates that knowledge on ICT
basics cannot be a predictor of degree of competence
in any of the ICT variables, which means that a student
who are highly knowledgeable in ICT basics will not
surely be highly competent in performing such skills.
The result implies that knowledge in ICT basics is a
solely variable in the study and does not any effect on
the other variable.
This find supports from the study conducted Tsoni et
al., (2014) found in their study that a small but
significant number of students lack basic ICT skills.
This demonstrates that there is a knowledge gap and
that ICT literacy has to be reinforced. In addition to
support this finding of the present study, a study of
Infante-Moro et al., (2019) revealed that there is a
positive response in the acquisition of ICT skills for
students’ future professional performance. However,
even if the students have high average values in the
knowledge of ICT, there are some areas in ICT that
show the weak points of the students.
Table 2. Relationship between the respondents’ Level
of Knowledge relative to Word Processing and the
Degree of Competence on the use of different ICT
variables
A pearson correlation in table 2 was performed to test
if there is an association between the level of
knowledge relative to word processing and degree of
competence in ICT relative to different ICT variables.
The result of the pearson correlation r = 0.26, for the
association on word processing and degree of
competence relative to ICT basics, r = 0.14 for the
association on word processing and degree of
competence relative to word processing, r = 0. 21 for
the association on word processing and degree of
competence relative to spreadsheets, and r = 0. 31 for
the association on word processing and degree of
competence relative to presentations and r = 0.14 for
the association on word processing and degree of
competence relative computer ethics and security
indicated that there was a significant negligible
Aiza L. Leyco
positive association and significant positive
association in case of presentations. The result
although the association is negligible and low implies
that knowledge in word processing is important for a
student to have degree of competence in ICT. A
student who are knowledgeable in word processing is
likely to be competent in any ICT variables stated.
To support this finding of the present study, a study
conducted by Rahman et. al, (2015) stated that there is
also a significant relationship between knowledge
about MS Word and its uses in teaching & learning.
Respondents with higher knowledge on MS Word tend
to use it more frequently.
Table 3. Relationship between the respondents’ Level
of Knowledge relative to Spreadsheets and the Degree
of Competence on the use of different ICT variables
As presented in table 3, a pearson correlation was
performed to test if there is an association between the
level of knowledge relative to spreadsheets and degree
of competence in ICT relative to different ICT
variables. The result of the pearson correlation r = 0.
24, for the association on spreadsheets and degree of
competence relative to ICT basics, r = 0. 16 for the
association on spreadsheets and degree of competence
relative to word processing, r = 0. 25 for the
association on spreadsheets and degree of competence
relative to spreadsheets, and r = 0. 34 for the
association on spreadsheets and degree of competence
relative to presentations and r = 0.16 for the
association on spreadsheets and degree of competence
relative to computer ethics and security indicated that
there was a significant negligible and low positive
association. Negligible and low association between
those ICT variables indicate that knowledge on
spreadsheets is also vital for a student to have degree
of comp etence in ICT. A stud en t who are
knowledgeable on spreadsheets is likely to be
competent in any ICT variables stated and will surely
to use and manipulate information and communication
technology.
The results of the present study were supported by the
study of Rahman et.al, (2015), which says that
respondents having a higher functional knowledge on
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Research Article
MS Excel use it more regularly.
Table 4. Relationship between the respondents’ Level
of Knowledge relative to Presentations and the Degree
of Competence in the use of different ICT variables
Table 4 showed a pearson correlation to test if there is
an association between the level of knowledge relative
to presentations and degree of competence in ICT
relative to different ICT variables. The result of the
pearson correlation r = 0. 27, for the association on
presentations and degree of competence relative to
ICT basics, r = 0. 16 for the association on
presentations and degree of competence relative to
word processing, r = 0. 25 for the association on
presentation and degree of competence relative to
spreadsheets, and r = 0.35 for the association on
presentation and degree of competence relative to
presentations and r = 0.16 for the association on
presentation and degree of competence relative to
computer ethics and security indicated that there was a
significant negligible and low positive association.
The result negligible and low association between
those ICT variables indicate that knowledge on
presentation is necessary for a student to have degree
of competence in using ICT. A student who are
knowledgeable on presentation is expected to have
skills in using such information and communication
technology. With the guidance of the teacher a student
To sum up, knowledge in ICT variables has significant
will surely perform such assigned tasks in any
negligible association with the degree of competence
computer application.
This finding of the present study was greatly supported
by the study of Batez, (2021) that students learned the
use of ICT from their teacher, particularly skills
related to creating and editing content such as tables,
files, and presentations.
Table 5. Relationship between the respondents’ Level
of Knowledge relative to Computer Ethics and
Security and the Degree of Competence on the use of
different ICT variables
Aiza L. Leyco
Table 5 shows the association between the level of
knowledge relative to computer ethics and security and
degree of competence in ICT relative to different ICT
variables. The result of the pearson correlation r = 0.
27, for the association on computer ethics and security
and degree of competence relative to ICT basics, r = 0.
17 for the association on computer ethics and security
and degree of competence relative to word processing,
r = 0. 18 for the association on computer ethics and
security and degree of competence relative to
spreadsheets, and r = 0. 26 for the association on
computer ethics and security and degree of
competence relative to presentations and r = 0.17 for
the association on computer ethics and security and
degree of competence relative to computer ethics and
security indicated that there was a significant
negligible and low positive association.
The result negligible association between those ICT
variables indicate that knowledge on computer ethics
and security is needed for a student to have degree of
competence in using ICT. A student who are
knowledgeable on computer ethics and security is
expected to possess skills in using such information
and communication technology. The result of the
present study was supported by Rotas (2021) who
rev ealed that the stu den ts are som ewh at
knowledgeable about the possible threats, and they
sometimes practice protective behaviors in remote
learning.
in using ICT. The result indicates that basic concepts
on ICT should be known to students before they are
brought in computer laboratory for them to have initial
knowledge on how to use those ICT. A teacher must
see to it that those concepts are clear and well
understand by students to ensure success whenever
they are in the laboratory.
This finding of the present study supported by Ahmad,
(2016), wherein it stated that the mastery of ICT skills
has a direct correlation with the level of intelligence,
cognitive development and higher order thinking skills
that inspire creativity, innovation, and invention.
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Research Article
Application of ICT skills by teachers did not happen
and this will cause students not only master the
technical skills of ICT but ICT cognitive.
In addition to support this finding of the present study,
a study of Martinez-Daza et al., (2021) discussed that
in the necessity of facing the knowledge and use of
ICTs, the analysis is now usually carried out jointly,
since the greater the knowledge of a technological
tool, the greater the probability of its use by the
student.
Challenges encountered by the students in utilizing
ICT variables
The table below presents the challenges encountered
by the respondents in using ICT variables.
Table 6 reveals results regarding the degree of
competence of the respondents on the use of ICT to
computer ethics and security. It was highlighted in the
result that majority of the students were moderately
competent in creating something on a computer and
recognizing that the created work is that person’s
property with a mean of 2.90 and that they can create a
strong password in different social media/email
account with a weighted mean of 2.83 which was
interpreted as moderately competent.
Table 6. Challenges Encountered by the Students in
Utilizing ICT Variables
Moreover, when an individual creates something on a
computer, the student recognize that only person has
the right to change it having a mean of 2.61 and
interpreted as moderately competent. This indicates
Aiza L. Leyco
that they are aware on who will be the owner and who
can edit a certain project that was made by a certain
individual.
Furthermore, slow/unstable, or totally no internet
connection with weighted mean of 3.11 was the
second to the highest challenge encountered by
students. This finding of the present study was attested
by Pouezevara et al., (2020) who stated that the top
three barriers to effective ICT use in schools were: not
enough computers and other ICT equipment; not
enough software and digital learning resources that
could be used for different subjects in the curriculum;
and no Internet access, or the Internet connection was
too slow and unreliable. Additionally, the result of the
present study conformed by Panigrahi (2016), which
includes issues of poor connectivity in rural and
remote areas that are inaccessible, as one of the
common challenges in Asian countries.
Moreover, the students also perceived those lack of
ICT resources or other gadgets in learning like laptop,
smartphone, and tablets as the second to the highest
challenge with a weighted mean of 3.06 which was
interpreted as moderate problem. According to the
interview made by the researcher this finding was due
to the fact that even if the respondents have their
cellphones at hand, they are still looking for an
opportunity to use laptops and desktops on their
learning. It is mainly because the applications software
was incompatible with the smartphones that they are
using in the meantime. Also, some of the smartphones
that they are using in learning was owned by their
older siblings and only lets them borrow it for a short
span of time.
This finding of the present study was supported by the
article of digitalLearning Network (2020) which stated
that there is hardly any quality training imparted on a
regular basis to teachers involved in ICT education.
Shortage of equipment’s, lack of computers and
computer- related resources such as printers,
projectors, scanners, etc. in government schools in
rural areas, contribute to the full success of ICT usage.
The ratio of computer per student is insufficient; there
is a mismatch between the complementing resources
and inappropriate combination of ICT resources
resulted into reduced diffusion of technology as well
as poor ICT understanding in these educational
institutions.
The respondents showed eagerness on learning more
about the ICT tools and variables, thus garnered a
weighted mean of 2.45 which was interpreted as minor
problem on the indicator lack of interest to learn basic
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Research Article
ICT concepts and skills, which was considered as the
least problem of the students. But the results of the
present study were contradicted by Anyim (2018), who
stated that one of the challenges in acquiring and
utilizing ICT skills was poor attitudes toward
acquiring ICT skills.
More so, the results from the table that the students
also show a moderate problem on lack of confidence
in using ICT in the teaching and learning process,
which was with a weighted mean of 2.85. This was
because students were not able to hold and see what a
computer was due to the distance learning modality
that occurred. This finding of the present study was
also highly supported by the article of McLeod (2016)
where it states that, not only are school leavers
entering university with lower-than-desired digital
competence, but if they graduate as teachers and still
lack the confidence to properly incorporate ICT into
their classes, the next generation is likely to become
digitally competent.
Additionally, the table also revealed that the third least
problem of students was interpreted as moderate
problem which was the absence of follow-up to what
has been taught in school. The result of the present
study was supported by Puso & Ahmad (2016),
wherein, the application of ICT in Teaching and
Learning process is insufficient.
Conclusion
Based on the findings, the following conclusions were
drawn: (1) The student’s level of knowledge in
Information and Communications Technology relative
to the presented variables was interpreted slightly
knowledgeable. (2) The student’s degree of
competence in Information and Communications
Technology relative to the same variables was
interpreted as slightly competent. (3) The relationship
between the level of knowledge and the degree of
competence were significant. (4) The students have
moderate problem on all the indicators concerning the
perceived challenges encountered by the students. (5)
Activities are proposed to enhance students’
competence on the use of Information and
Communications Technology which they can utilized
on many learning areas of their study.
Based on the findings and conclusions presented, the
following recommendations will be offered. (1) The
school ICT coordinator may implement a collaborated
Computer Literacy Program in the school to cater the
needs of students to enhance their knowledge in terms
Aiza L. Leyco
of ICT. (2) An individual tutorial may be conducted by
the ICT teachers coordinated by the ICT coordinator
on the use of different ICT tools and equipment
through home visitation. (3) The proposed activities
may require checking and seeking of validation to the
persons expert on the field of study then it can be
implemented and applied by the school to enhance the
basic knowledge and competence of students in terms
of the use of ICT. (4) The school may include ICT as
one of the subjects or may integrate it on the different
subjects to strengthen the use of ICT.
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Affiliations and Corresponding Information
Aiza L. Leyco, MAEd
Abra De Ilog National High School
Department of Education – Occidental Mindoro
Philippines
537/537