ROSARIO INSTITUTE

“A Tradition of Quality Education”

A Cross-Sectional Quantitative Analysis of Computer Literacy Levels Among

Grade 11 and 12 Students at Rosario Institute Academic Year 2023-2024

A Research Presented to the

Senior High School Department of

ROSARIO INSTITUTE

In Partial Fulfilment of the Requirements

for the PRACTICAL RESEARCH 2

S. Y. 2023 – 2024

SUBMITTED TO:

Ms. Darah Estrella

SUBMITTED BY:
Llarena, Bryan Lawrence
Lamsin, Lian Gayle H.
Clavano, Mark Roland
Pugeda, Paolo Miguel
Sara, Jude Aaron R.
Morado, Clarkson A.
Gutierrez, Zyro Ace
Bersabal, Jennyfer
Taroy, Mark Allen
Abutin, James L.
Rosales, Ardge
 ROSARIO INSTITUTE
“A Tradition of Quality Education”

March 2024

APPROVAL SHEET

Name :
Llarena, Bryan Lawrence
Lamsin, Lian Gayle H.
Clavano, Mark Roland
Pugeda, Paolo Miguel
Sara, Jude Aaron R.
Morado, Clarkson A.
Gutierrez, Zyro Ace
Bersabal, Jennyfer
Taroy, Mark Allen
Abutin, James L.
Rosales, Ardge

Track/ Strand :Technical Vocational Track- Information Communication and

Technology- Computer Programming(ICT-CP)

Grade and Section : Grade 12- Icon

Research Title :A Cross-Sectional Quantitative Analysis of Computer

Literacy Levels Among Grade 11 and 12 students at Rosario
Institute Academic Year 2023-2024

A P P R O V E D:

Ms. Darah Estrella

Research Adviser Date

Panel Date Panel Date

 ROSARIO INSTITUTE
“A Tradition of Quality Education”

Introduction

In today's rapidly changing education environment, the widespread adoption of

technology has become more prevalent. This underscores the need for a comprehensive

investigation into the computer literacy levels of senior high school students. This

necessity is especially crucial in the specific setting of Rosario Institute, where the focus

of this research is to evaluate the computer literacy skills of students. According to

Poynton, T. A. (2005), the significance of computer literacy for young students is similar

to that of reading and writing proficiency, underscoring its vital contribution to their

holistic academic growth.

The technological advancements of recent years have propelled the need for

students to acquire not only foundational skills in reading and writing but also essential

competencies in computer literacy. As Rosario Institute navigates the challenges and

opportunities presented by the digital age, it becomes imperative to understand the

current state of computer literacy among senior high school students. This cross-

sectional quantitative analysis endeavors to shed light on the prevailing conditions,

providing valuable insights that extend beyond mere statistical measurements.

The geographical focus on Rosario Institute adds a distinct layer of relevance to

the study. Acknowledging the unique socio-economic dynamics and educational

infrastructure of the region, the research aims to uncover specific contextual factors that

may influence students' access to and proficiency in computer literacy. By grounding the
 ROSARIO INSTITUTE
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study in this specific locale, it becomes possible to tailor educational strategies to

address the unique needs and challenges faced by students in Rosario Institute.

In the pursuit of academic success and future career readiness, the significance

of computer literacy cannot be overstated. Technology continues to evolve at an

unprecedented pace, reshaping the landscape of industries and professions. Hence,

ensuring that students possess not only basic computer skills but also a nuanced

understanding of technological tools and applications is essential for their holistic

development and competitiveness in the job market.

This cross-sectional quantitative analysis aspires to be more than a mere

assessment; it is a proactive endeavor to contribute to the educational landscape of

Rosario Institute. By identifying potential gaps or areas of improvement in computer

literacy, the study seeks to inform targeted and effective educational strategies. The

overarching goal is to foster a more technologically literate youth in the region, equipping

them with the skills and knowledge necessary to navigate the complexities of the digital

era and thrive in their academic pursuits and future careers. Through this research, the

aspiration is not only to quantify computer literacy levels but to pave the way for

actionable initiatives that empower the youth of Rosario Institute to excel in an

increasingly technology-driven world.

Statement of the Problem

This research is dedicated to evaluating the computer literacy levels of students

in Rosario Institute, with a specific focus on understanding the depth of their familiarity

with computers. This study is driven by the need to answer essential research questions

related to the students' proficiency in computer usage. Furthermore, our objective is to

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provide meaningful insights into their current abilities in navigating computer

technologies. This research goes beyond assessment by actively seeking and

suggesting practical recommendations to enhance the students' proficiency and

competence in computer-related skills.

1. How often do the students use computers and other Information and

Communications Technology (ICT)?

2. How proficient are senior high school students in Rosario, Institute in using

computers, in terms of:

a. Basic Computer Operation

b. Software Application

c. Internet Browsing

3. Are there significant differences between computer literacy levels of grade 11

and 12 students?

Scopes and Limitations of the Study

Scope:

This study conducted at Rosario Institute in Rosario, Cavite aims to assess the

computer literacy levels among grade 11 and 12 students. Through a quantitative cross-

sectional investigation, the research explores potential variations in computer proficiency

between these two groups. Participants chosen from the institute's local community

based on their relevant individual experiences will be evaluated for proficiency in basic

computer operation, software application, and internet browsing.

Limitation:

The study acknowledges limitations, The study's timeframe may not completely

encompass the dynamic progression of technology or alterations in curriculum over the

years. Additionally, contextual factors such as socio-economic background and school-

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specific characteristics are not comprehensively considered. The cross-sectional design

presents challenges in establishing causation and potential language and cultural

influences on questionnaire responses are recognized. These limitations emphasize the

need for cautious interpretation within the specific scope of the study during the

academic year 2023-2024.

Significance of the Study

This study's results will offer Rosario Institute students valuable insights into their

computer proficiency, enabling them to assess and define their skills. As a result these

findings will benefit the following:

Students:

Guiding students through self-assessment to identify their strengths and

weaknesses and encouraging them to engage in computer-related activities.

Educators:

This study’s results can help administrators design targeted interventions or

support programs to assist students who may be struggling with certain aspects of

computer usage.

Future Researchers:

This study can serve as a guide for future researchers aimed at advancing

knowledge improving computer educational practices and addressing the evolving needs

of students in an increasingly digital world.

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Conceptual Framework

Figure 1

In this conceptual framework, the dependent variable is the Computer Literacy

Levels of Senior High School Students at Rosario Institute during the academic year

2023-2024. The independent variables include factors that can potentially influence

computer literacy levels, including Educational Background in Computer, Access to

Technology, and Frequency of Using a Computer. Educational Background in Computer

reflects students' prior exposure to computer education, while Access to Technology

considers the availability of resources crucial for learning computer skills. Frequency of

Using a Computer measures how often students engage with computer technology,

reflecting their regular interaction and practice with digital tools. Parental Involvement

serves as a moderating variable, influencing the strength and direction of relationships

between independent variables and computer literacy levels. Student Engagement

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functions as a mediating variable, capturing the extent to which students actively

participate in computer-related activities and potentially mediating the effects of other

independent variables on computer literacy levels. Finally, Grade Level is included as a

control variable to account for potential differences in computer literacy levels across

different grade levels. This conceptual framework provides a comprehensive

understanding of the factors shaping computer literacy among senior high school

students, offering insights for educational interventions and policy development aimed at

enhancing students' proficiency in digital skills.

Definition of Terms

Cross-sectional. refers to a study or analysis conducted at a single point in time.

Computer literacy. refers to the ability to use and understand computers, often

involving skills related to software, hardware, and digital technology.

Software applications. refers to apps or programs, are sets of instructions

designed to perform specific tasks on a computer or other devices. These can include

word processors, web browsers, games, and more.

Computer operation. refers to encompasses the activities and processes

involved in using a computer system. It includes tasks such as inputting data, processing

information, storing and retrieving data, and producing output.

Computer proficiency. refers to the skill and ability to effectively use computers

and related technologies to perform tasks, ranging from basic operations like word

processing to more advanced tasks like programming and data analysis.

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Review of Related Literature

Computers have evolved from devices primarily used for computation to common

electronic tools in today's world. As technology advances, computer literacy, defined as

the efficient and effective use of computers, develops as an essential skill. Computer

literacy, especially in education, improves the process of learning by providing students

with tools for calculations, data storage, and information processing. Bordia (2023)

states that acquiring computer literacy is not only beneficial but also necessary for

students to deal with the complexities of the future. This chapter involves the study about

Defining Computer Literacy, Importance of Computer Literacy, Impact of Computer Use

Frequency on Student Literacy, Geographical Comparison of Computer Literacy,

Computer Literacy in Education, Factors that may Affect Computer Literacy. Lastly, this

review will look at the many benefits of computer literacy, emphasizing its importance in

shaping the field of education and promoting a proactive approach to technological

advancements.

Defining Computer Literacy

Computers' rapid advancement in the twenty-first century has completely

reshaped our daily lives, work environments, and educational experiences. This

technological evolution, from minicomputers to personal computers (PCs) and the

widespread availability of the World Wide Web, not only increased the functionality of

computers but also easily incorporated them into the basis of our existence. Along with

these advancements, the concept of computer literacy has emerged, encompassing the

understanding and proficiency to use computers and technology effectively. It includes

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familiarity with various computer programs and applications, as well as a basic

understanding of how computers work. Indeed, having these fundamental computer

skills is regarded as an essential skill in a modern, developed setting (Padme et al.,

2021). The evolution of proposals for Computer Literacy courses has matched the

accessible technology for computing, adapting to the advancement of computers in

society over the past three decades. The transition from minicomputers to personal

computers marked a shift from centralized to individualized computing, and the Web

changed global information access and connectivity. The recent incorporation of portable

and mobile technology represents the most recent chapter in this ongoing story, further

extending computing's influence across various aspects of daily life (Hoffman, M., &

Blake, J., 2003). As computing technology becomes more integrated into societal

infrastructure, computer literacy courses play an important role in providing individuals

with the skills needed to navigate an increasingly technologically advanced world,

ensuring they can fully use the potential of computers in their professional and personal

lives.

Importance of Computer Literacy

The importance of computer literacy in today's digital age is widely acknowledged

and explored in academic literature. Rashid (2023) explores the different influences of

computer literacy across various areas, highlighting its importance in education, work,

communication, healthcare, entertainment, and the economy. The author highlights how

computer literacy improves access to information, enhances online learning, promotes

critical thinking, and allows for the successful use of educational technologies in the field

of education. In addition, Rashid highlights that computer knowledge increases job

options, promotes professional advancement, allows for remote work, and incorporates

digital literacy and cybersecurity awareness.

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Rashid addresses how computer literacy has changed communication with the

rise of social media, email, messaging, and video conferencing. The healthcare industry

is not invincible, as computer literacy transforms patient records into electronic health

records (EHRs), enables telemedicine, aids medical research, and improves patient

education. The entertainment industry also benefits from computer literacy, which

provides access to streaming services, gaming, and content creation across multiple

platforms. Finally, Rashid emphasizes the financial implications, highlighting the

importance of computer literacy in e-commerce, online advertising, data analysis, and

encouraging innovation and entrepreneurship.

Building on this foundation, Raj (2023) investigates the important function of

computer literacy, focusing on its ability to enable individuals to navigate the digital

landscape, improve professional opportunities, foster digital creativity, and promote

lifelong learning. The author emphasizes the importance of computer literacy in closing

the digital divide, encouraging accessibility, and guaranteeing equal access to digital

resources. Raj's work shows that promoting computer literacy efforts builds a society in

which it is a foundation of empowerment and progress.

These two works provide a comprehensive overview of the importance of

computer literacy, addressing its effects on education, employment, communication,

healthcare, entertainment, and economics. The synthesis of Rashid's and Raj's

perspectives creates a cohesive narrative that emphasizes the numerous aspects of

computer literacy as a foundational skill for individuals and societies to succeed in the

current digital age. Both authors emphasize the importance of cooperation in order to

encourage and promote computer literacy efforts for the overall development of a

digitally empowered community.

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The Impact of Computer Use Frequency on Student Literacy

The frequency with which people use computers spans a wide range of activities,

from everyday work to leisurely pleasures, all of which have a different impact on their

lives. Numerous studies have consistently found that the frequency of computer use has

a profound impact on various aspects of individuals' lives, spanning from academic

performance to professional advancement and even personal development. According

to the study by Azubuike, et al (2013) entitled “A Comparative Assessment of Computer

Literacy of Private and Public Secondary School Students in Lagos State, Nigeria,”a basic

descriptive research model employing survey research methodology. A generally closed-

ended computer literacy questionnaire (CLQ) was designed based on the EUROSTAT

model questionnaire for ICT usage. The frequency of computer use significantly impacts

the computer literacy of students. Private secondary school students were found to use

computers more frequently than their public school counterparts. This higher frequency

of computer use among private school students indicates a greater level of engagement

and practice with computer technologies, leading to enhanced computer literacy skills.

In contrast, public school students showed a lower frequency of computer use, which

may contribute to lower levels of computer literacy. The study's results suggest that

regular and consistent use of computers plays a crucial role in improving computer

literacy among students. Therefore, encouraging and facilitating more frequent access
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to computers for all students, especially in public schools, can help bridge the gap in

computer literacy levels between private and public secondary school students.

Geographical Comparison of Computer Literacy

Comparing the geographical aspects of teacher ICT competence in Thailand,

Vietnam, and the Philippines provides light on the various levels of proficiency and

challenges faced in each country.

In Thailand, Achwarin (2009), as cited by Hero et al. (2021), found a high level of

ICT competence among teachers, which he attributed to comprehensive training

programs solving ICT integration challenges. This suggests that Thailand has made

important investments in teacher training, which has resulted in educators with proficient

ICT skills. On the other hand, Peeraer and Van Petegem's (2010) findings on

Vietnamese teachers show a positive trend in ICT proficiency, particularly in basic

operations such as word processing and creating electronic presentations. While the

level of competence is noted, the emphasis is on fundamental ICT tasks, suggesting a

potential need for more advanced training programs. In the Philippines, Lorenzo's (2016)

study reveals a mixed picture. The iSchools Project faced implementation challenges

such as hardware failures, limited internet access, and software usage issues. Despite

these issues, teachers gave the project high marks in terms of administration,

components, and delivery system. This suggests that Filipino educators are resilient and

adaptable in the face of facility challenges.

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In conclusion, Thailand stands out for its high ICT competence, which is

attributed to extensive training; Vietnam shows positive trends in basic ICT skills; and

the Philippines faces implementation challenges but demonstrates adaptability and

satisfaction with project components. These comparative findings highlight the

importance of specific approaches to addressing ICT competency in different

geographical contexts.

Computer Literacy in Education

In an era where technology serves as an integral force shaping the educational

landscape this exploration delves into the transformative potential of equipping learners

with essential digital skills. As we navigate the dynamic intersection of education and

technology, we unravel how computer literacy becomes a catalyst for empowerment,

fostering a generation capable of navigating, innovating, and thriving in the ever-evolving

digital realm. For instance, Andrew Nikiforuk (2000) argues that “research indicates that

it (computer literacy) provides no significant improvement over traditional forms of

education”. Other authors take the opposite view. Many educators now accept the idea

that responsible educators must prepare students for the future; therefore, information

technology must be a part of the educational landscape. Others argue that technology

must be integrated into the educational environment in a much wider context. This

includes uses of technology in the classroom and positive attitudes that help technology

succeed.

Factors that may Affect Computer Literacy

Computer literacy, defined as the capacity to use and comprehend computers

and related technologies effectively, has emerged as an essential skill in today's digital
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world. With an increasing reliance on technology in many parts of life, including

education, employment, and communication, computer literacy is critical. However,

obtaining computer literacy competency is influenced by a variety of factors, including

technological accessibility, individual attitudes, and society requirements.

One of the factors that can affect computer literacy is the availability of

computers. A study by Abubakar, D., & Chollom, K. M. (2017) The Relationship between

User Education, Computer Literacy, Information and Communication Technology

Accessibility, and the Utilization of E-resources by Postgraduate Students in Nigerian

University, a descriptive survey research designed to assess the relationship between

user education, computer literacy, ICT accessibility, and the use of e-resources by

postgraduate students in Nigerian university libraries found a strong positive correlation

between these factors and the student's utilization of library e-resources. Furthermore,

the study states that availability of computers significantly impacts the computer literacy

of postgraduate students. It was found that students with higher exposure to computers

tend to have better computer literacy skills, which in turn enables them to effectively

access and utilize e-resources in university libraries. Insufficient access to computers

can hinder students' ability to become computer-literate and utilize digital resources for

their research needs.

Another factor that can influence computer literacy is student engagement and

parental involvement. According to a study by Voogt (2016) Computer Literacy In

Secondary Education the Performance and Engagement of Girls. The study used the

Computer Alfabetismo Schalen Twente (CAST) assessment to measure performance

and engagement in computer literacy among girls and boys. The affective scales of

enjoyment, anxiety, and efficacy were employed to gauge engagement levels. The
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cognitive test of CAST included items on programming, algorithms, software, data

processing, computer mystique, and applications. The sample consisted of 873 students

from 20 schools, with an equal number of male and female participants. Various

statistical analyses like t-tests, Chi-square tests, and regression analysis were used to

test hypotheses related to performance and engagement in computer literacy. Boys

students were found to enjoy dealing with computers more, feel more confident about

their abilities, and have less anxiety compared to girls students. Additionally, boys

students were more encouraged by parents, teachers, and peers to engage in

computers and had higher expectations of using computers in their future careers. Girls

and boys students with a positive attitude towards mathematics and physics were found

to be more engaged and perform better in computer literacy, with boys outperforming

girls in this aspect.

These studies collectively emphasize the multifaceted nature of factors

influencing computer literacy among students. While Abubakar and Chollom underscore

the significance of computer accessibility and exposure in enhancing computer literacy

among university students, Voogt highlights the role of student engagement, parental

support, and gender dynamics in shaping attitudes and proficiency in computer literacy,

particularly in secondary education settings. Understanding and addressing these

factors are crucial for promoting equitable access to computer education and fostering

digital literacy among students.

To conclude Computer literacy is crucial in today's world, meaning being able to use

computers effectively, which is essential for education, work, and communication.

Understanding computers helps people access information, learn online, and perform

jobs more easily, with studies showing that regular computer use improves skills,
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especially among students. There are varying levels of computer skills among teachers

and students in different places, with some having good training programs while others

face challenges like limited internet access. In education, computer literacy helps

students learn and prepares them for the future, emphasizing the importance of access

to computers and learning how to use them well. Factors such as access to technology

and support from family can impact how well someone learns computer skills,

underscoring the need to address these factors to enhance computer literacy and

readiness for the digital world.

Methodology

Research Design

In this study, a cross-sectional approach will be employed as a component of the

quantitative research method. This approach aims to gather information regarding the

computer literacy levels among grade 11 and 12 students. To examine and address the

given problem, a survey method was utilized.

Materials

In this study, researchers adapted and modified a questionnaire developed by

previous researchers to assess the computer literacy levels of grade 11 and 12 students

at Rosario Institute. The questionnaire was carefully crafted to cover essential

dimensions of computer literacy, ensuring a thorough evaluation of the participants'

proficiency. To gauge the frequency and competence in computer usage among Grade
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11 and Grade 12 students, we utilized a 5-point Likert Scale within the survey

instrument. This scale allowed respondents to indicate their levels of agreement or

disagreement with statements regarding their computer skills and usage patterns.

Respondents of the Study

The survey was conducted to collect and gather data among the senior high

school students of Rosario Institute. The population consist of 1673 individuals, which

would be stratified into two groups. Group 1 consisted of 1005 Grade 11 students, and

Group 2 had 668 Grade 12 students. Among these, 286 were Grade 11 students, and

250 were Grade 12 students. The selection process ensured representation from various

academic tracks: Grade 11 included STEM, HUMSS, and ABM strands, while Grade 12

encompassed STEM, HUMSS, ABM, and GAS strands. Slovin's formula guided the

determination of the sample size with a margin of error set at 0.05.

Figure 1

Table 1
Number of Respondents per Strand (Grade 11)

Strand Number of Number of

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Students Respondents

Science, Technology, Engineering and 507 144

Mathematics (STEM) Strand

Accountancy, Business and 189 54

Management (ABM) Strand

Humanities and Social Science 309 88

(HUMSS) Strand

General Academic Strand (GAS) 0 0

TOTAL 1,005 286

Figure 2

Table 2
Number of Respondents per Strand (Grade 12)

Strand Number of Number of

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Students Respondents

Science, Technology, Engineering and 283 106

Mathematics (STEM) Strand

Accountancy, Business and 168 63

Management (ABM) Strand

Humanities and Social Science 187 70

(HUMSS) Strand

General Academic Strand (GAS) 30 11

TOTAL 668 250

Sampling

In this study, we utilize purposive stratified sampling to target Grade 11 and

Grade 12 students at Rosario Institute during the 2023-2024 academic year. Initially, the

student population is divided into two strata based on grade level. Within each grade

level, students are further stratified based on their academic specialization or track,

commonly known as "strands." However, to eliminate potential bias, the Information and

Communication Technology (ICT) track is excluded from the sampling process. The

researchers assert that ICT students, due to their exposure to computers, may possess

better literacy skills compared to students from other tracks. That assertion is supported

by the study of Abubakar, D., & Chollom, K. M. (2017) The Relationship between User

Education, Computer Literacy, Information and Communication Technology

Accessibility, and the Utilization of E-resources by Postgraduate Students in Nigerian

University, it was found that students with higher exposure to computers tend to have
 ROSARIO INSTITUTE
“A Tradition of Quality Education”

better computer literacy skills, which in turn enables them to effectively access and

utilize e-resources in university libraries. Insufficient access to computers can hinder

students' ability to become computer-literate and utilize digital resources for their

research needs. This approach allows for a comprehensive examination of computer

literacy levels among students, while minimizing the impact of potential biases

associated with a specific academic track. By strategically selecting participants based

on their academic backgrounds, excluding the ICT track, we aim to obtain insightful

findings that accurately reflect the computer literacy among Grade 11 and Grade 12

students at Rosario Institute during the specified academic year.

Data Collection Procedures

Formulation and Construction of Survey Questionnaire

A survey questionnaire was adapted and modified in order to determine the

Computer Literacy Level among Grade 11 and 12 students in Rosario Institute from the

academic year 2023 to 2024. A modified questionnaire was adapted from the survey

questionnaire of Azubuike, et al (2013) entitled "A Comparative Assessment of Computer

Literacy of Private and Public Secondary School Students in Lagos State, Nigeria” a

Computer Literacy Questionnaire (CLQ) that was designed based on the EUROSTAT

model questionnaire for ICT usage was used to get data about the frequency and

proficiency of ICT usage of the student. The coverage of the survey questionnaire

includes the assessment in finding the Computer Literacy Level of the students. The

survey was conducted face-to-face.

Selection of Participants
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Grade 11 and 12 students in Rosario Institute from the academic year 2022-2023

were chosen to be the participants of the study and will answer the given survey

questionnaire. The students were chosen through a stratified sampling method. The

research considered getting a total of 286 respondents from Grade 11 and 250

respondents from Grade 12 to represent the population of students at Rosario Institute.

Distribution of Survey Questionnaire

After formulating the survey questionnaire and choosing participants, the

research gathered data through a survey form printed and will be given to each

participant to answer. The questions inside the survey will be able to evaluate the

participants' computer literacy level.

Conduction of Survey

The participants of the study will answer the survey immediately upon the

researcher handing out the paper. The answers of every individual were not disclosed

due to confidentiality and only the demographic data were collected.

Documentation of Results

The results were documented and recorded. It was encoded, analyzed,

tabulated, and prepared for presentation afterward.

Statistical Analysis of Data

Data from the surveys and the researchers' observations were analyzed using

inferential statistics. The respondents' profiles were described using frequency (f) counts

and percentages (%). Frequency counts (f) and percentages (%) were employed in the

data analysis to analyze the respondents' demographic characteristics. The gender data
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were shown in tabular form. Percentages were derived from the frequency counts to

enhance the significance of the data's presentation and interpretation.

The first research question was to focused on the respondents' frequency of

using computers and Information and Communication Technology (ICT) use. The

respondents were given a list of criteria to evaluate their level of computer literacy. The

researcher gave the subjects a 5-point Likert scale with the following scoring system: 1 =

Never; 2 = Rarely; 3 = Sometimes; 4 = Often; and 5 = Always. The researchers follow

the scoring mode indicated in Table 1 when evaluating the mean and weighted mean of

the respondents' responses.

Table 1.

Likert Scale frequency of using computer.

Scale Range Interpretation

5 4.21 – 5.00 Always

4 3.41 – 4.20 Often

3 2.61 – 3.40 Sometimes

2 1.81 – 2.60 Rarely

1 1.00 – 1.80 Never

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The second research questions was focused on how proficient are the students

in using computer. In order for the respondents to identify how different factors affects

their learning, the researcher provided 5- point Likert Scale as follows: 1- Highly

Proficient; 2- Above Average; 3- Average; 4- Slightly Proficient; 5- Not Proficient. When

interpreting the mean and weighted mean of the respondents’ answers, the researchers

is guided by the following mode of scoring shown in Table 2.

Table 2.

Likert Scale for the proficiency of the senior high school

Scale Range Interpretation

5 4.21 – 5.00 Highly Proficient

4 3.41 – 4.20 Above Average

3 2.61 – 3.40 Average

2 1.81 – 2.60 Slightly Proficient

1 1.00 – 1.80 Not Proficient

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The third research question was focused on determining if there are significant

differences between the computer literacy levels of senior high school students. The

researcher will use a T-test statistical treatment to know if there are significant

differences between two groups.

The hypotheses are;

Hₒ: There are no significant differences between the computer literacy levels of senior

high school students.

Hₐ: There are significant differences between the computer literacy levels of grade 11

and grade 12 senior high school students.

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