Rationale

Orr (2009) classified computer

anxiety as a particular type of anxiety and
mentioned about certain types of it with
various experiences such as feeling of
frustration, potential of embarrassment,
disappointment and fear of the unknown.
Jawahar and Elango (2001), found that
enhancing the confidence of end users is one
avenue to increase end user performance
where attitudes towards working with
computers, goal setting, and computer self –
efficacy address motivation of end users.
 The enriched screen-control capabilities of
computers provide displays that more clearly
represent information in meaningful contexts
(Tennyson & Foshay, 2000). Good screen design
can have an important motivating role because it
maintains the attention and interest. According to
Yushau (2006), indeed, previous correlation
studies have long forecasted that the use of
computers in education would very much depend
on how reel teachers integrate the stated factors
in everyday activities.
Theories: Legal Bases:

• Innovation Diffusion • Department of

Theory
information and
• Needham’s Theory Communications

• Theory of reasoned Technology Act of 2015

Action (TRA) (R.A. 10844)

• Cognitivism Theory • Act of 1998 (R.A.

8525)
Statement of the Problem

The primary purpose of this study is to

determine students’ attitudes towards computers with
regard to computer anxiety, computer confidence,
computer liking and computer usefulness to their
computer literacy.
Specifically, the research sought to answer the
following specific questions:

1.What is the profile of the students in terms of sex?

2.What is the level of students’ computer attitudes
based on the ff. aspects:
2.1. computer Anxiety,
2.2. computer confidence,
2.3. computer liking and
2.4. computer usefulness?
3.What is the level of students’ computer literacy?

4.Is there a significant degree of relationship

between students’ computer attitudes and
computer literacy?

5.Is there a significant difference between students’

profile and the ff. variables:
` 5.1. computer attitudes, and
5.2. computer literacy

6. What enhancement computer program to be

developed to improve students’ computer literacy?
 SCOPE AND LIMITATION OF THE STUDY

This study involves the grade 9 students taking

computer class in Hanopol National High School
who are enrolled in this school for school years 2019
– 2020. The respondents were chosen purposively
since they are the only respondents who had a
complete record on the data needed in this study. In
determining the students’ attitudes towards computer
literacy, a survey questionnaire is used to evaluate
the computer attitude scale of the students.
 This result is used to determine the attitudes of
the students particularly in computer anxiety, computer
confidence, computer liking and computer usefulness.
In addition, one performance indicators were secured
from the class advisers and computer teachers with
the approval of the school principal. This is the use of
the computer first quarter grades of the students in this
school year 2019 – 2020 which were gathered to
measure computer literacy of the students.
DEFINITION OF TERMS
The following terms are defined as used in the context of
the study.
Computer Anxiety – the questionnaire will be used to
determine the level of computer anxiety that the students
manifest. Specifically items 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10
on the computer attitude scale.
Computer Attitudes - is defined as the total score on
the four subscales: computer anxiety, computer
confidence, computer liking and computer usefulness.
Computer Confidence - an expression of computer
confidence may include statements like “I am sure I
could do work with computers”, and “ I could get good
grades in computer courses.” Questionnaire items 11,
12, 13, 14, 15, 16, 17, 18, 19, and 20 are concerned
with computer confidence.

Computer liking – will be measured by statements such as

“ I would like to work with computers”, or “ Once I start to
work with computer, I would find it hard to stop” or “ I
don’t understand how some people can spend so much
time working with computers and seem to enjoy it”. Items
21, 22, 23, 24, 25, 26, 27, 28, 29, 30, and 31 on the
questionnaire will be used to measure this concept.
Computer Literacy – it is measured through the use of the
respondents’ computer grades. Its levels are outstanding with
a numerical value of 90 and above, Very Satisfactory with a
numerical value of 85 – 89, Satisfactory with a numerical value
of 80 – 84, Fairly Satisfactory with a numerical value of 75 – 79
and Did Not Meet Expectation with an numerical value of 74
and below.
Computer Usefulness – will be measured by computing items
31, 32, 33, 34, 35, 36, 37, 38, 39, and 40 on the questionnaire.