CHAPTER I

INTRODUCTION

Background of the Study

As we are now on the 21st century, our world is surrounded by technology and

called as technological generation. Thus, it’s expect to us to be literate and

knowledgeable towards information and communication technology (ICT). The high

literacy and skills in technology of the students will beneficial to them in looking for a

job in the future. The implementation of Kto12 program reform the Philippine

educational system and expect the students to be globally competitive and able to

compete with the other countries. One of the skills that consider being globally

competitive and demanded around the globe is the student’s literacy in ICT or ICT skills.

It is vital in education for integration of ICT as one of the subject of the students

in school. It’s very beneficial for students in improving of their critical and creative

thinking skills and shows the initiative of the students in seeking new information.

Teachers should knowledgeable enough in thinking and choosing effective strategies in

integrating ICT in a lesson. Such as requiring students in making their assignments using

computer and sending it in emails or messenger, searching in internet for collecting

information, and creating presentation using computer.

ICT helps students to learn more and improve their skills because it provides

access on internet, wi-fi, and websites. It also provides provides student to use different

ICT tools, just lilke Ms word, Ms Powerpoint, Ms Publisher, Ms Excel, E-book, E

journal, E-learning. It also extend the four walls of classroom that allow students to

continue their studies by means of technology especially computer even they are at home.

In today’s fast changing world, majority of the people already had

cellphones/smartphones, tablets, Ipad and personal computer that help students able to

access in social media such as Facebook, Instagram, Twitter and etc. But because of their

ICT literacy they tend to use their skills in hacking the account of the other people, some

use social media not also to express their feelings and let the world know what they do,

posting those bad words and negative comments without understanding and thinking

correctly. In some instances that people fight using social media. Because of so many

gadgets has been invented, lot of online games is been programmed and lot of knowledge

skills and techniques that students able to acquired.

Students are sometimes affected because they tend to spend more time for it

rather than in their homework and reviewing their lesson. They are very dependent in

internet that make their lilfe easier but kills their creativity and to think critically then

tolerate their laziness.

With the researchers’ desire to determine the level of ICT skills and some factors

that may affect them, hence, this study.

Statement of the Problem

The study aimed to determine the levels of ICT skills among senior high school

students of Bungsuan NHS. This sought to answer the following question:

1. What is the socio-demographic profile of the respondents?

2. What is the level of ICT skills of the senior high school students?
 3. Is there a significant relationship between age, family monthly income and level

of ICT skills?

4. Is there significant difference on the ICT skills when the respondents are grouped

according to gender, parents educational attainment and occupation?

Hypotheses

Base on the given problem presented, the following hypothesis were to be tested;

1. There is no significant relationship between age, family monthly income and level

of ICT skills?

2. There are no significant difference on the ICT skills when the respondents are

grouped according to gender, parents educational attainment and occupation?

Theoretical Framework

This study is anchored to the dynamic skill theory of Dr. Kurt W. Fischer states

that Fischer's dynamic skill theory is a comprehensive theory of human development that

not only describes mechanisms of development and a developmental sequence, but also

considers the impact of contextual and interpersonal factors on learning (Fischer, 1980;

Fischer & Bidell, 2006). At the heart of the theory is the skill, which is the capacity to act

in a certain way in a certain context. Skills include emotions, motivation, meaning, and

action (Mascolo & Fischer, 2010, p. 5). Skills develop through levels of increasing

complexity, differentiation, and integration, within a dynamic system that includes self,

other, and environment.

 There are many ways in which skill theory has impacted our work. Here, we

describe our "top 5"—learning and development involve the whole brain, cognition

develops through levels  and tiers, context matters, learning is slow and variable,

and support is essential.

Mental development involves the entire brain and is impossible without social

interaction. Even a concept like the physics of energy is best learned in an environment

that engages learners emotionally, motivationally, kinesthetically, and reflectively.  

In 1980, Dr. Fischer introduced the dynamic skill scale. It is portrayed in the

figure on the right. According to Dr. Fischer, development involves 3 major

restructurings of thought, each of which ushers in a new kind of concept. The first

restructuring occurs when the sensorimotor skills of infancy are transformed to emerge as

the concrete concepts of early childhood, which Fischer calls representations (R in the

figure). In pre-adolescence, systems of representational systems become the new

concepts of the abstract tier (A in the figure). And finally, in adulthood, in a small

percentage of the population, systems of abstract systems become the concepts of the

principled tier (P in the figure). The new concepts of each tier are used in increasingly

complex ways as people move through the tier. So, for example, in the abstract tier, there

are single abstractions, abstract mappings, and abstract systems. Single concepts,

mappings, and systems characterize every tier. As people develop along this scale, their

thinking become increasingly abstract, complex, and integrated. 

Skills develop over time by growing increasingly complex. But, importantly, they

do not develop in a vacuum. Dr. Fischer's research has demonstrated that skills develop

in contexts. Contexts include (1) the external world—the environment or setting where
the skill is being carried out; (2) the internal world—including a range of emotional and

biological states; and (3) the interpersonal world—other people and the levels of support,

challenge, or stress that they provide. 

Because skills are constructed in specific contexts, they don't

typically transfer well from one context to another. For example, the fact that a student

understands the mechanics of calculating a ratio well enough to do well on a typical math

test, does not imply that she will be able to apply the skill in real life. In fact, it does not

even imply that she will recognize a situation in which it should be applied. This is why

students need to learn and practice skills in contexts that are similar to the ones they will

encounter in life, and it's one of the reasons why DiscoTests require students to address

"real world" problems.

Skills are constructed over time, and as Dr. Fischer's research has shown,

variability in skill performance is normal. Development is not like climbing a ladder,

where each step up equates to the perfect achievement of a new set of skills. Instead,

development is like a spider's web, with growth in change through many pathways at

once. Different skills can be at different levels of complexity at the same time. There can

be differences across domains, where (for example) math skills might run ahead of social

studies skills. Or there can be differences within domains, where multiplication skills

might run ahead of division skills. There is also variability within a single skill. Students

may demonstrate a skill in one context, and fail to do so in another. A period of building

skill followed by regression is also normal. When students are building a new skill or

concept, they are likely to "forget" what they've learned a few times before the new skill

can be taken for granted. 

 Because all DiscoTests are calibrated to the skill scale, DiscoTest report cards

reveal much of the variability Fischer and his colleagues uncovered. For example, in the

DiscoTest Report Card shown below (Each circle represents a testing event, the x axis

represents school years, and the y axis represents the skill scale.), it's easy to see that

Marilyn developed her social studies skills more slowly than she developed her physical

science skills. Her social studies learning trajectory is also more uneven than her physical

science learning trajectory, with a couple of unusual drops in grades 8 and 10.

Interestingly, Marilyn did not find social studies very interesting until high school. She

also disliked her 8th grade social studies teacher and was ill when she took her first 10th

grade social studies DiscoTest. Finally, we suspect that Marilyn's rate of growth in both

subjects increased dramatically in grade 11, when she found out that her parents could

afford to pay for college. 

Dr. Fischer and his colleagues have repeatedly shown that learning takes time,

practice, and support. Learners can generally construct a new skill with appropriate

support faster than they can on their own. Support can include things like help from

another person, a move to a different context, or a shift to a better structured or more

familiar problem. Fischer calls the level at which people perform without support

their functional level, and the level at which people can perform with appropriate support

their optimal level.  Lectical Assessments help educators and learners to identify how

much and what kind of support is required, by diagnosing test-takers' current level of

skill, showing how it relates to learning targets, making suggestions about what the

individual is most likely to benefit from learning next, and providing learning activities

that are in their sweet spot.

https://lecticalive.org/about/fischer

Conceptual Framework

Independent Variables Dependent Variables

Socio-demographic profile

Age
Gender Level of ICT skills
Grade level
Parents’ Educational Attainment
Parents’ Occupation

Figure 1. Schematic Diagram showing the relationship between independent and

dependent variables.

Significance of the Study

The study will be beneficial for the following:

Students. The result of this study will let the students to be aware of their levels

of ICT skills. Able to know the importance of ICT in education.

Parents. The result of the study will inform the parents about the importance and

limitation in exposing of their children in ICT and become the primary supporter of ther

child learning.
 Faculty. The result of this study will inform the faculty about their teaching

strategies in integrating of ICT in their lesson.

School Administration/ Principal. The result of this study will inform the

administration about the needs of the students and give support for improving the ICT

skills of the students.

Future Researchers. The result of the study will guide the future researcher in

making related studies for the future.

Scope and Limitations

This study was limited only to the level of ICT skills of senior high school

students of Bungsuan National High School.

Definition of Terms

For better understanding of the study, the following terms were defined.

Computer- it refers to anything related to computing technology, such as

networking, hardware, software, the Internet, or the people that work with these

technologies. That means the term "IT," already highly overused, is here to stay.

https://techterms.com/definition/it

In this study "computers “refers to one of the ICT tools that senior high school

students use.

ICT refers to technologies that provide access to information

through telecommunications. It is similar to Information Technology (IT), but focuses

primarily on communication technologies. This includes the Internet, wireless networks,

cell phones, and other communication mediumshttps://techterms.com/definition/ict

In this study, “ICT” refers to the subject of the senior high school students.

ICT Skills- skills such as collaboration and teamwork, creativity and imagination,

critical thinking, problem solving, digital literacy and citizenship are building blocks for

learning.

 http://edglossary.org/21st-century-skills/)

In this study, “ICT Skills” refers to the Skills of the senior high school students

using ICT.

ICT tools. Information Communication Technology tools are digital

infrastructures such as; computers, laptops, desktops, data projector, software programs,

printer’s scanners and Interactive teaching box (https://www.igi-

global.com/dictionary/exploring-technological-knowledge-of-office-data-processing-

teachers/49250).

In this study ‘ICT tools’ refers to the gadgets like computers and other application

that able the senior high school students to access.

Social media refers to as collection of Internet-based communities that allow

users to interact with each other online. This includes web forums, wikis, and user-

generated content (UGC) websites (https://techterms.com/definition/social_media).

 CHAPTER II

REVIEW OF RELATED LITERATURE

ICT Skills

The focus of the present chapter is to review the research work that has already

done in the area of Information Communication Technology (ICT), so as to gain a

comprehensive understanding with respect to the objectives, nature, structure,

presentation and effectiveness of ICT programmes and also to identify the explored areas

that need to be studied with reference to various dimension of ICT programmes. An

attempt was made to scan through the related literature from various resources. (2000)

investigated study on ‘Possibilities of creative and lifelong learning’. They found that the

integration of IT and curriculum is the main force in promoting the full acceptance of

information technology by teachers and students.

Law (2000) in his study ‘Changing classrooms changing schools’ found that

teachers and students have variously gained in their mastery of ICT skills. When the

focus was on 36 technology supported teaching, the teachers were all generally more

competent, and many of them have mastered the skills of multimedia production and

programming. Mumtaz (2000) worked on ‘Factors effecting teachers' adoption of

technology in secondary schools’. He pointed out lack of administrative, technical and

financial support as problems that prevent teachers from using computers in their
teaching. Cuban (2001) investigated study on ‘High access and low use of technologies in

high schools’. He found that teachers who used computers in their classrooms largely

continued their customary practice, A very few fundamental changes in the dominant

mode of teacher-centered instruction have occurred occasional to serious use of

computers in their classes had marginal or no impact on routine teaching practices. In

other words, most teachers had adapted an innovation to fit their customary practices, not

to revolutionize them. He noted that the overwhelming majority of teachers employed the

technology to sustain existing patterns of teaching rather than to innovate. In interviews

with 21 teachers he found that 13 said that their teaching had indeed changed because of

their use of information technologies.

Changes include planning more efficiently, communicating with colleagues and

parents far more via the Internet, securing education materials from the Internet, having

an additional tool in their customary set of teaching practice, and seeing students’ access

to information as a phenomenal enhancement to their teaching. Of the 13 teachers who

said that their teaching had changed, only four said that they had modified their daily

practices in major ways: organized their class differently, lectured less, relied more on

securing information from sources other than the textbook, gave students more

independence, and acted more like a coach than a performer on stage. Grabe (2001)

stated that technology should facilitate meaningful learning in the classroom.

Also, it should engage the thinking, decision making, problem solving and

reasoning behaviors of students. 37 M2 Communications Ltd (2001) conducted study on

‘ICT investment boost secondary schools’. They found that there was a consistent trend

for pupils in schools with better IT resources to achieve better grades for English, math
and science. It also indicated that schools that used IT to support a particular subject,

tended to achieve better in that subject than schools which did not use IT. Mooij et al.

(2001) in the study ‘Modeling and supporting ICT implementation in secondary schools’

found that teachers’ competence and confidence in their skills were one of the main

factors to influence teachers’ willingness to integrate technology in their teaching and

learning process. They claimed that educator’s lack of knowledge is a serious barrier to

integrate ICT into secondary schools. Educators must attain and maintain an assured

degree of technological competence to make instructional strategies more effective.

Pelgrum (2001, cited in Afshari et al, 2009) conducted study on ‘The educational

potential of new information technologies’. He claimed that the success of educational

innovations depends largely on the skills and knowledge of teachers.

The study reported that teachers lack of knowledge and skills is among the most

inhibiting obstacles to the use of computers in schools. Anderson (2002) conducted case

studies on ‘The network and administrative’. The findings of studies are: i. Changing

interactions within the classroom as a direct or indirect result of using ICT to support

teaching and learning; and ii. The involvement of others (non-teachers) outside the

physical classroom in students’ learning activities. He understood that how the innovative

practices led to a greater emphasis upon students who take responsibility for their own

progress, including self-imposed deadlines, and in other ways improving their study and

work skills. 38 Diezmann et al. (2002) conducted survey on ‘Framework for multimedia

resources’. They found clear evidence that students appropriated ICT resources as tools

to construct an understanding of the teaching-learning process in science. Being able to

access and revisit resources over time had the potential to strengthen effectiveness and
heighten students’ interest in science teaching. Although the project included pre-service

and inservice teachers, the experience of using CD ROMs in teaching and learning

applies equally well in primary and secondary schools. Green et al. (2002) in a study of

the ‘Impact of the Internet on teacher practice and classroom culture’ found that students

were engaged when accessing the Internet. Girls were comfortable searching for

information on the Internet and reading multiple pages of text, and were likely to take the

time to read what they found.

Haidar (2002) in his study ‘Emirates secondary school science teachers’

perspectives on the nexus between modern science and Arab culture’ found that

secondary school science teachers did not view modern science as part of European

culture and perceived no differences between modern science and Arab culture. It

appeared that Arab teachers lacked an understanding of the social component of science

and training was required in this aspect of science. The author argues that when they are

discussing culturally critical scientific issues in class, Arab science teachers should

assume the role of cultural brokers to facilitate students’ understanding of science.

Teachers may therefore find difficulty in delivering the content of science within their

community’s ethnic traditions and cultural knowledge.

Hawkins (2002) reported that school administrators offer very little structural

support and incentives to teachers in effective use of ICT in the classroom. Though

lecturers enthusiastically engage in collaborative projects and constructivist pedagogy,

administrative support given in reference to ICT is not adequate. Teachers use computers

more often for their teaching-learning process if they perceived an adequate support from

39 the school administration. Teachers who receive adequate ICT support from the
administrators are more likely to use ICTs in their teaching practice while those who do

not receive ICT support from the higher authorities in school are less enthusiastic in using

computer or do not integrate technology at all. Administrators in school, such as the

principal acts as a mediator to integrate ICT into the educational system by playing a key

role in encouraging, supporting, and helping the teachers to use computers in their

teaching-learning process.

The support of the school principal or administrator can encourage and promote

teachers willingness to use the computer as a medium to deliver instruction. Thus, the

role of the school administrator is crucial in providing the force, support and conditions

to enhance the use of computer in the teaching profession. Much as administrative

support is an important factor in positively influencing ICT integration and

implementation. Levin et al. (2002) point out those students think of the Internet as an

important way to collaborate on project work with classmates more effective. They

referred that the Internet provides ways of presenting material that differs from how it is

presented in class and it is also a resource that is always available, patient and non

judgmental. Agaba (2003) conducted study on ‘Challenges and the way forward’. He

found that lack of skills as one of the problems explaining underutilization of Makerere

University Library electronic information resources by academic staff. Berner (2003,

cited in Afshari et al, 2008) in a case study on the ‘Relationship between computer use in

the classroom and two independent variables: beliefs about computer competence; and

administrative support’, found that the faculty’s belief not computer competence was the

greatest predictor of their use of computers in the classroom. Therefore, teachers should

develop their competence in ICT skills through training based on the educational goals
they want to accomplish in order to use computers in teaching. 40 Blackmore et al.

(2003) in the study ‘Effective use of information and communication technology (ICT) to

enhance learning for disadvantaged school students’ found that using ICT in learning

offers advantages and opportunities to increase students’ motivation, helps students to

solve problems, and increases students’ attention span.

Deaney et al. (2003) in their study ‘Pupil perspectives on the contribution of ICT

to teaching and learning in secondary schools’ found that students viewed ICT resources

as helpful in tasks and presentations, and also useful in refining project reports and trial

options. They associated ICT with change in the study environment and classroom

relations; ICT applications raised interest and increased 41 discussion and investigative

approaches ICT activities are explicitly linked to other activities before, during and after

the ICT lesson. Teachers plan a greater emphasis on interpretation of results and thinking

about science. Teachers recognize and build upon the technical skill already acquired by

pupils.

Al-Moussa (2004) conducted study on ‘Integration of information and

communication technology in Gulf Cooperation Council Countries’. He reported that

obstacles to the integration of ICT into schools in the Gulf Cooperation Council countries

were a lack of computer skills training for teachers and insufficient technical support,

plus costs. A recent Omani higher education survey concerned a questionnaire based on

literature from developed economies faculty member’s perceived moderate levels in

obstacles in applying ICT to their teaching practices: lack of equipment, lack of

institutional support, disbelief of ICT benefits, lack of confidence, and lack of time.

Nachmis et al. (2004) stated that staff training should be a continuous process for regular
updates with the development of ICTs. Faculty staff requires ICT training not just in the

choice and use of appropriate technologies, but on how people learn and in instructional

design. Schaffer et al. (2004, cited in Afshari et al, 2009) reported that when technology

is introduced into teacher education programs, the emphasis is often on teaching about

technology instead of teaching with technology. Hence, inadequate preparation to use

technology is one of the reasons that teachers do not systematically use computers in their

classes. Teachers lack the necessary skills and thus need to be given opportunities to

practice using information communication technology during their teacher training

programs so that they can see ways in which technology can be used to augment their

classroom activities.

Teachers are more likely to adopt and integrate ICT in their courses, when

professional training in the use of ICT provides them time to practice with the 42

technology and to learn, share and collaborate with colleagues. The statement suggests

that training teachers to update their ICT skills may aid the integration of computers into

the classroom setting. To promote ICT integration in schools, school leaders should adopt

strategies that make ICT part of their daily routine or tasks of the teachers. These

strategies may include using e-mail as the mode of communication among staff,

accessing the Intranet to download data and using a word-processor to complete lesson

plans for submission. Bauer et al. (2005) stated in their study ‘Towards technology

integration in schools’ that although teachers were having sufficient skills, were

innovative and easily overcame obstacles, they did not integrate technology consistently

both as a teaching and learning tool. Reasons being outdated hardware, lack of

appropriate software, technical difficulties and student skills levels. The study found that
professional development has a significant influence on how well ICT is embraced in the

classroom. This implies that teachers training programmes often focus more on basic

skills and less on the integrated use of ICT in teaching. Despite the numerous plans to use

ICT in schools, teachers have received little training in this area in their educational

programs.

Jhurree (2005) in his study Technology integration in education in developing

countries reported that education reform is occurring throughout the world and one of its

tenets is the introduction and integration of ICTs in the education system. The successful

integration of ICTs into the classroom warrants careful planning and depends largely on

how well policy makers understand and appreciate the dynamics of such integration.

Integration of ICTs in education has been a contentious issue he claims some people

argue that technology will change the educational landscape forever and in ways that will

create a dramatic increase in the performance of learners. Kozma (2005) have

demonstrated that ICT can help deepen students’ content knowledge, engage them in

constructing their own knowledge, and support the development of 43 complex thinking

skills. He reported that ICT alone cannot create this kind of teaching and learning

environment. Teachers must know how to structure lessons, select resources, guide

activities, and support this learning process; many traditionally-trained teachers are not

prepared to take on these tasks.

Peansupap et al. (2005) conducted study on ‘Factors enabling information and

communication technology diffusion’. They found that lack of ICT skills as a key barrier

to adopting and using ICT applications in Australian construction organizations. They

indicated that the failure of ICT change derives from the traditional beliefs of managers
and ICT experts that technology is a magic bullet and so neglect role of people in any

change management task. Solving technical issues can minimize users resistance to

technological innovation and thus, ICT implementation success is often realized by

managers who understand the management of technological change. Thus, if teachers

perceive ICT as a beneficial tool, compatible with their current activities, easy to use and

have observable outcomes, they could demonstrate positive attitude towards ICT.

This can positively influence ICT Implementation in institutions of higher

learning. UNESCO (2005) reported that teachers, professors, technical and administrative

staff must be given training that enables them to integrate new information and

communication technologies into their teaching programs. The lack of technical skills of

maintaining the functionality of computers confused teachers to integrate ICT in the

classroom. Akankwasa (2006) conducted study on ‘Problems affecting the levels of

computer use for instructional purposes by technology teachers in government schools’.

He found out that although many teachers share beliefs that educational technology could

promote learning and that the use of ICT is desirable, they are reluctant to use educational

ICT because of insufficient support and resources. Albirini (2006) stated that technology

competence comprises not only technology knowledge but also the skills and experience

essential to put them into use. Technology 44 competency allows the teachers to turn into

most efficient individuals in dealing with daily tasks such as to communicate with the

students’ parents; to keep records; to do research in their option domain; and to prepare

presentations. Computer competence, therefore, can be observed in terms of teachers

beliefs concerning their knowledge, basic skill, and capability of performing essential

functions using the computer.

 Also he reported that computer competence refers to educators’ beliefs about their

computer knowledge and skills. Computers are an essential part of many work places and

employers need both men and women with computers skills. Although some come to the

job with computer related education, many workers need training or retraining to keep up

with new computer hard ware or software. International Association for the Evaluation of

Educational Achievement (2006) held its Second Information Technology in Education

Study, an international comparative study of pedagogy and ICT use in schools in 22

countries. The study focused on the role of ICT in teaching and learning in mathematics

and science classes, and examined the extent to which practices conducive to the

development of “21st century skills” were present, in comparison to traditionally

important practices. The study found that the impact of ICT use on students was highly

dependent on the teaching approaches adopted.

Greater student gains in 21st century skills were reported by teachers who

provided more student centered guidance and feedback and who engaged more frequently

in advising students on group work and enquiry projects. On the other hand, the study

found that higher levels of reported ICT usage did not necessarily equate with higher

levels of learning gains. No significant correlation was found between using ICT in

traditional instructional activities and perceived students’ learning outcomes.

Munyantware (2006) in his study ‘Problems affecting teachers’ adoption of technology in

classrooms among science and mathematics teachers in Kisoro District’, reported that in

addition to social support from colleagues, perceived support from the school 45

influences teachers adoption decision. The study suggested that continuous support to

teachers gives them confidence in using computers in teaching their relevant courses in
institutions of higher learning. Aryatuha (2007) studied on ‘Relationship between

computerization and organizational effectiveness’. He found that the availability of

computer hardware and software should be accompanied with training of the users and

constant technical support. Without this, even though high quality hardware and software

are available, they could be wasted or remain underutilized by the users.

Cox et al. (2007) conducted study on what factors support or prevent teachers

from using ICT in their classrooms? The researchers argue that decades after the

introduction of ICT into classrooms, there were unanswered questions about the impact

of technology on students’ learning, and the manner by which it affects simple and

complex learning tasks. In relation to the outcomes and recommendations for their study,

they highlight the absence of rigorous studies as impacting: (a) Government policies; (b)

Teacher education programs: (c) Advancing national curricula; (d) Designing or

reforming classroom implementation, and (e) Analyzing costs and benefits.

Farrell (2007) conducted study on Survey of ICT and education in Africa. He

found that, though the Faculty of Computing and Information Technology at Makerere

University trains staff in e-learning and support e-learning in the whole university,

comparatively few teachers have the skills to make pedagogical use of ICT for teaching

across the curriculum. This could be due to inadequate ICT training skills, lack of time

and negative attitude by teachers towards ICT implementation. 46 Fleming et al. (2007)

studied on ‘Predicting preserves teacher competence in computer technology, modeling

and application in training environments’. They surveyed 79 pre-service teachers on their

training experience and computer technology skills. Results suggest that the more

extensively pre-service teachers observe computer technology being used and the more
they use ICT in and out of the student teaching classroom, the more likely they were to

report competence in the computer technology skills.

Hennessey et al. (2007) studied on ‘Teacher perspectives on integrating ICT into

subject teaching, commitments, constraints, and caution and change’. They examined

pedagogical approaches to use ICT tools such as multimedia simulations, data logging

tools, and interactive whiteboards, and the means by which they may be adapted to the

cognitive and structuring resources available in the classroom setting.

The researchers found that teachers were moving away from only using practical

experiments towards “What if” explorations where the outcomes of ICT-based

experiments can be immediately accessed; for example through the use of simulations to

demonstrate scientific concepts and physical processes; thereby bridging the gap between

scientific and students’ informal knowledge. ICT was also integrated with other practical

activities to support incremental knowledge building, consolidation, and application.

Hsin-Kai et al. (2007) in a study ‘Factors effecting teachers adoption of technology in

classroom in Taiwan’ found that although many teachers share beliefs that educational

technology could promote learning and that the use of technology is desirable, they are

reluctant to use computers (ICT) because of insufficient support and resources provided

by schools. He also reported that teachers’ technological skills (e.g. technology

proficiency and computer literacy) are critical for successful implementation of ICT in

the classroom. Teachers should understand the enabling conditions of certain

technologies in order to engage students in ICT-based learning activities successfully.

Teachers who have lower ICT proficiency are usually not willing and have less
confidence to use ICT for 47 teaching. Teachers who have strong engagement towards

their own professional development are more motivated to computers.

Sife et al (2007) reported that administrative support is critical to the successful

integration of ICTs into teaching and learning processes. It can be argued that

administrators can provide the conditions that are needed, such as putting in place an ICT

policy, incentives and resources. He stated that for the adoption of ICTs to be effective

and sustainable, administrators themselves must be competent in the use of the

technology, and they must have a broad understanding of the technical, pedagogical,

administrative, financial, and social dimensions of ICTs in education. Malcolm et al.

(2008) reported that lack of professional development programs for teachers to upgrade

their skills on emerging technologies is a barrier to ICT implementation administrators.

Yang (2008) in a case study ‘Examining university students and academic

understanding of ICT in higher education at Curtin University of technology’ reported

that university teachers who received support from administrators had a high

commitment to the adoption of ICT for teaching and learning. Data in the study

suggested that the adoption of ICT in teaching and learning would be promoted by

greater support of the change at the management level of the University. A crucial factor

contributing to the promotion of the innovation is the availability of infrastructure

resources: hardware, in terms of the number of computers in the school available for

students and teachers for educational purposes, and the quality and functioning of

equipment (speed of processors, peripherals and access to the internet) as well as

available software. However, availability of ICT alone is insufficient and must be

accompanied by technical as well as pedagogical support. He also reported that lack of

technical support as one of the major barriers that resulted in computers being

underutilized in the classes. Teachers do not use computers in teaching when they are not

sure where to turn for help in case something goes wrong.

Priscilla et al. (2008) conducted study on ‘Factors that could possibly influence

the use of laptops among educators’. They reported that guidance from a head of

department is very important in encouraging the development of electronic lesson

materials to encourage computer use for the specific subject in the teaching-learning

environment. The study found out that the success of integrating ICT into the teaching-

learning interaction among school teachers depends on the support provided by the

principal of the school. Abdi et al. (2009) conducted survey research ‘The utilization and

integration of ICT in chemistry teaching in Iranian high schools’. They found that in

general they highly need to change chemistry curriculum using ICT and they had very

positive views toward ICT and comments were effective for changing the learning

environment.

Afshari et al. (2009) studied on ‘Factors effecting teachers’ use of information

and communication technology policy for education’. They stated that schools should

work to convince ICT staff on how ICT integration in classrooms is very important.

Ministry of Education and Sports should encourage Schools to purchase highly reliable

technologies; improve systems for checking and maintaining ICTs in the classroom. This

could be done by creating new approaches (including staff training) to guarantee that

extremely rapid responses are made to breakdowns. They reported that with information

technology support, teachers are able to access school network, internet and computer

accessories (printer, digital camera, data projector, large TV screen, scanner and video
camera). They also reported that as beginners of computer use, teachers need technical

training support to assist them in teaching-learning process when they face constraints

whereas for competent teachers, they are eager to share their expertise and provide

technology support to their colleagues. Thus, lack of technical knowledge of maintaining

the functionality of computers confused teachers to integrate ICT in the classroom. They

found the effective use of computers by teachers depends not only on their attitudes, but

also on the training 49 they have received Teachers competence presupposes: positive

attitudes to ICT, understanding of educational potential of ICT, ability to use ICT

effectively in the curriculum and ability to manage ICT use in the classroom.

Bahr (2009) in his study ‘Technological barriers to learning’ found that the

complex ICT environments may adversely impact on student learning. Learning is

enhanced when integrating pedagogies are employed to soften the sometimes high-load

information environments of ICT. Further, a framework for ICT in education needs to

consider the professional capacities of teachers in their differing abilities to effectively

design and integrate technologies for learning.

Beauchamp et al. (2009) conducted research on ‘Pupils’ attitudes towards school

science as they transfer from an ICT-rich primary school to a secondary school with

fewer ICT resources’. They studied a group of science students from a technology-rich

primary school who moved to a less ICT-oriented secondary school in rural UK. They

found that the lack of ICT in the secondary school caused some frustration; however, the

group remained predominantly enthusiastic about science. The students particularly

enjoyed the practical aspects of science lessons, something that they had not experienced
in the primary school, and which they reported compensated for the relative lack of ICT

in science teaching.

Granić et al. (2009) studied on ‘Design, implementation and validation of a

Europe-wide pedagogical framework for e-learning’. The study was pedagogical

framework for online learning in secondary schools from static e-learning and mobile (m-

learning) approaches. They found that successful integration required administrative

support, adequate resources and appropriate continuing professional development;

however, with experience, the teachers’ knowledge improved and their opinion of the

program’s effectiveness increased. The researchers note that effective implementation of

the ICT 50 framework offered scope for both collaborative and autonomous learning

which improved teaching and learning performance in the Europe-wide network of

schools.

Park et al. (2009) investigated on ‘ICT in science education: A quasi-experimental

study of achievement, attitudes toward science, and career aspirations of Korean middle

school students’. The researchers found some evidence that ICT assists high-achieving

students and encourage enrolment in science. Wolcott et al. (2011) in their study ‘Faculty

participation: Motivations, incentives, and rewards’ found that intrinsic motives, such as

job satisfaction and trying new technology tools and teaching strategies, were the most

influential factors in faculty decisions to get involved in online learning. They found that

faculty who wanted to participate were least influenced by extrinsic motivations such as

monetary support, course release time, and tenure and promotion credit. Furthermore,

some universities who did not provide faculty release time to develop online courses have
had other staff members do this work, as with instructional designers, multimedia

developers, and technology experts.

Young et al. (2012) studied on ‘Preparing instructors for quality online

instruction’. They found that warned an instructor’s online role can be more difficult than

one experienced in traditional classrooms. Online instructors were thought to have the

extra burden of preparing courses well in advance, constantly facilitating the course,

modeling good communication skills, and adjusting courses for the varied needs of

students. Reid (2013) studied on ‘Quality assurance, open and distance learning, and

Australian universities’. They found that determined online instructors moved through

different phases of their online learning experience, and their needs changed at each

stage. Furthermore, considering educational leaders were responsible for the quality of

online programs and instruction they also needed to engage in professional development,

and experiment with online learning environments, infrastructures, and technologies.

By analyzing and synthesizing the different ways of classifying and categorizing

ICT usage in the classrooms, the literature informs a repertoire of using ICT in teaching

and learning. Children who exposed to school ICT programmes learned better than

children not exposed. Also ICT was found to make school more interesting. Also when

students participated in the ICT programmes, programmes were more effective. Majority

of the students and teachers had positive reaction to ICT programmes. Teachers and

principals believed that teaching through ICT is better than traditional way of teaching.

Whenever teachers used follow up activities, students attitudes toward ICT 52

programmes were found are higher. The above all, all the research findings revealed that

ICT programmes by and large have been utilized in comprehensive manner in countries
for the benefit of the students. In India the utilization of ICT within the classroom seems

to be meager.

The reasons for under-utilization of ICT were manifold. Literature review shows

that due to poor maintenance of computer sets, the sets, the sets go out of order most of

the time. The socio economic condition of the rural children adversely affects the

education at the secondary stage of learning. The traditional system of education is not

able to attract them toward formal system of schooling. In this context it is determined

that Information Communication Technology (ICT) can motivate children to perform

better and change their attitude toward school and learning

(http://shodhganga.inflibnet.ac.in/bitstream/10603/22397/8/08_chapter_2.pdfhttps://deep

blue.lib.umich.edu/bitstream/handle/2027.42/50666/155_ftp.pdf;sequence=1).

CHAPTER III

METHODOLOGY

Research Design

This study used descriptive research design particularly the associational design.

Locale of the Study

This study was conducted at Bungsuan National High Schools as one of the

public high school at the municipality of the Dumarao, Capiz.

Respondent of the study

 The respondents of this study were the senior high school students of Bungsuan

National High School and composed of 159 students.

Sample size

Stratified random sampling is use to get the sample size. Sample size was

determined by using the formula use by Slovin indicated as follows:

n= __N__

1+Ne²

Where:
n= sample size
N= population size
e= margin of error (5%)

The computed sample size was proportionally allocated to each strand in senior

high school students of Bungsuan National High School as shown in table 1.

Table 1. Distribution of the respondents per strand of senior high school.

Senior High School Students

Senior High N N %

School
HUMSS 11 38 23 15
GAS 11 50 30 19
TVL 11 40 24 15
HUMSS 12 22 13 8
GAS 12 29 18 11
TVL A 12 44 27 17
TVL B 12 40 24 15
TOTAL 263 159 100%

Sampling Techniques

Stratified random sampling is use in choosing the respondents.

 Research Instruments

The data were gathered using survey questionnaire. The first part is the

socio-demographic profile of the respondents, the second part is the level of ICT

skills among the senior high school students.

Data Gathering Procedures

The researchers had gathered all the information about the socio-demographic

profile and level of ICT skills of the respondents using survey questionnaire.

Data Analysis Procedure

The data was analyzed using the descriptive statistics such as frequency counts,

percentage and mean while inferential statistics such as standard deviation, Pearson R

and T-test, was used in determining the associations between the socio- demographic

profiles, level of ICT Skills among the senior high school students of Bungsuan National

High School.
 CHAPTER IV

PRESENTATION, ANALYSES AND INTERPRETATIN OF DATA

Socio-demographic Profile of the Respondents

Age

Table 2 shows that in terms of age 119 or 75% belonged to the age bracket of 15-

17 years old, 38 or 24% belonged to the age bracket of 18-20 years old while 2 or 1%

belonged to the age bracket of 21- above. The mean for the age of the respondents is 17.

Which full in the age bracket f 15-17 years old.

Gender

In gende4r majority or 50% of the respondents were female while 79 or 50% were

male.

Mother Educational Attainment

In mother educational attainment of the respondents 95 or 60% are high school

Level 40 or 25% are college level, 21 or 13%are elementary level l while 3o r 2% are no

formal schooling.

Father Educational Attainment

In father educational attainment 69 or 434% are high school level, 47 or 30% are

elementary level, 37 or 23% are college level. While 6 or 4% are no formal schooling.

Father Occupation

In father occupation, 132 or 83% are unemployed, 25 or 16% are employed while

2 or 2% are self-employed.

Mother Occupation

In mother occupation, 140 or 88% are unemployed, 16 or 10% are employed

while 3 or 2% are self-employed.

Family Income

Among 159 respondents, majority or 78% have a family income in range of three

thousands to eight thousands (Php. 3,000 –Php. 8,000), 18 or 11% have a monthly

income in range of thirteen thousands and above (Php. 13,000- above), while 16 or 11%

have a family income range of eight thousands to thirteen thousands (Php. 8,000 –Php.

13,000). The average family income of the respondents is Php. 7,292.45.

Table 2. Frequency and Percentage Distribution of Socio-demographic Profile

VARIABLES FREQUENCY PERCENTAGE

(n=58) (100%)
Age
15-17 years old 119 75
18-20 years old 38 24
21-Above 2 1
 Mean: 17 years old
Gender
Female 80 50
Male 79 50

Mothers’ Educational
Attainment 3 2
No formal schooling 21 13
Elementary level/ Graduates 95 60
High school level/ Graduates 40 25
College level/ Graduates
Fathers’ Educational
Attainment 6 4
No formal schooling 47 30
Elementary level/ Graduates 69 43
High school level/ Graduates 37 23
College level/ Graduates
Fathers Occupation
Unemployed 132 83
Self-employed 2 1
Employed 25 16

Mothers’ Occupation
Unemployed 140 88
Self-employed 3 1
Employed 16 10

Family Income
Php. 3,000- Php. 8,000 125 78
Php. 8,000- Php. 130,000 16 11
Php. 13,000- Above 18 11

Mean: Php. 7,292.45

ICT skills across different areas

Table 2 shows the ICT skills of the respondents across the different areas. The

data revealed that the respondents have “approaching proficiency” (M=3.32) level of

skills in Microsoft office. However, they were “proficient” in Microsoft and

“approaching proficiency” in using excel, publisher and power point.

 As to online access use, the data revealed that the respondents have “proficient”

(M=3.48) level of skills. However, they were proficient in Searching Online information for

projects/research works, downloading information/data online, and uploading information to the

web, browsing of internet website as specified in the project, using online

dictionaries/encyclopedia, watching videos in YouTube, downloading videos, music, games, and

software, reading/Watching news online via live streaming.

As to email use, the data revealed that the respondent have “approaching proficiency”

(M= 2.84). Level of skills. However, they were approaching proficiency in using composing

email, attaching files for email, sending email and deleting email.

In social media use the data revealed that the respondent have proficient (M=3.88) level

of skills. However, they were proficient in chatting/discussing using Facebook/Messenger,

posting information in the social media. Using social media for uploading files using messenger,

downloading files sent through messenger or other types of media.

In offline application/media use the data revealed that the respondent have” Approaching

Proficiency “(M=3.27) level of skills. However, they were approaching proficiency in editing

digital photographs or other graphic images accessing digital books and textbooks, using Encarta

and other media, and making music video presentation (Movie-Making).

Table 2. Frequency and percentage distribution as to the level of ICT skills.

Areas B D AP P A Total Mea Interpretation

(1) (2) (3) (4) (5) n

F % f % F % f % F % f %

Microsoft

Office (Project

making and the

like)
 159 100 Proficient

1. Word 9 6 15 9 43 27 41 26 51 32 3.69
159 100 Approaching

2. Excel 15 9 24 15 55 35 40 25 25 16 3.22 Proficiency

159 100 Approaching

3. PowerP 11 7 24 15 53 33 36 23 35 22 3.38 Proficiency

oint
159 100 Approaching

4. Publishe 22 14 35 22 51 32 25 16 26 16 2.99 Proficiency

r
Grand Mean 3.32 Approaching

proficiency
Online Access

Use
1. Searchin 159 100 Proficient

g Online 8 5 15 9 29 18 58 37 49 31 3.79

informat

ion for

projects/

research

works.
2. Downlo 159 100 Proficient

ading 1 9 22 14 38 24 51 32 34 31 3.43

informat 4

ion/data

online.
3. Uploadi 159 100 Approaching

ng 1 9 29 18 52 33 39 25 24 15 3.18 Proficiency

informat 5
 ion to

the web.
4. Browsin 159 100 Proficient

g of 1 7 23 14 34 21 51 33 40 25 3.54

internet 1

website

as

specifie

d in the

project.
5. Using 159 100 Approaching

online 1 7 25 16 35 22 39 24 49 31 3.35 Proficiency

dictionar 1

ies/ency

clopedia

.
6. Watchin 159 100 Proficient

g videos 1 11 18 11 32 20 31 20 61 38 3.64

in 7

YouTub

e
7. Downlo 159 100 Proficient

ading 1 7 19 16 29 22 48 24 50 31 3.65

videos, 3

music,

games,

and
 software

.
8. Reading 1 11 25 11 44 20 50 20 24 38 159 100 3.25 Approaching

/Watchi 6 Proficiency

ng news

online

via live

streamin

g.
Grand Mean 3.48 Proficient
Email Use
1. Compos 159 100 Approaching

ing 3 20 26 16 49 31 35 22 17 11 2.87 Proficiency

email 2
2. Attachin 159 100 Approaching

g Files 3 20 29 18 45 28 39 25 15 9 2.86 Proficiency

for 1

email
3. Sending 159 100 Approaching

email 3 24 26 17 45 28 33 21 17 10 2.78 Proficiency

4. Deleting 159 100 Approaching

email 3 22 27 17 44 28 35 22 18 11 2.84 Proficiency

5
5. Receivin 159 100 Approaching

g/readin 3 21 25 16 43 27 35 22 22 14 2.91 Proficiency

g emails 4
6. Replyin 159 100 Approaching

g to 3 24 25 16 44 28 37 23 15 9 2.79 Proficiency
 emails. 8
Grand Mean 2.84 Approaching

Proficiency
Social Media

Use
1. Chatting 7 4 9 6 20 13 29 18 94 59 159 10 4.22 Advanced

/discussi 0

ng using

Faceboo

k/messe

nger
2. Posting 6 4 13 8 34 21 35 22 71 45 159 3.96 Proficient

informat

ion in

the

social

media
3. Using 159 Proficient

social 1 8 17 11 44 28 43 27 42 26 3.53

media 3

for

practical

informat

ion

(shoppin

g,

business

and the
 like)
4. Sending 159 3.97 Proficient

or 8 5 13 8 33 21 41 26 64 40

uploadin

g files

using

messeng

er.
5. Downlo 159 100 Proficient

ading 1 6 14 9 41 26 37 23 57 36 3.74

files sent 0

through

messeng

er or

other

media.
Grand Mean 3.88 Proficient
Offline

application/

media use
1. Editing 159 100 Approaching

digital 1 11 18 11 48 31 46 29 29 18 3.31 Proficiency

photogra 8

phs or

other

graphic

images
2. Accessi 159 100 3.11 Approaching
 ng 1 9 32 20 51 32 47 30 15 9 Proficiency

digital 4

books

and

textbook

s.
3. Using 159 100 Approaching

Encarta 1 10 24 15 44 28 53 33 22 14 3.26 Proficiency

and 6

other

related

media.
4. Making 159 100 Approaching

music- 1 10 22 14 40 25 46 29 35 22 3.39 Proficiency

video 6

presenta

tion

(movie-

making)
Grand Mean 3.27 Approaching

Proficiency

Level of ICT skills

Table 3, shows that the Senior High School students has “approaching

proficiency” level of ICT skills (M=3.37, sd=0.73). This means that they have
fundamental skills but needs little guidance from a teacher/superior as per ICT utilization

is concerned.

Table 3. Level of ICT skills of Senior High School Students.

Variable Mean Std. Deviation N Interpretation

Approaching
Level of ICT skills 3.37 0.73 159
Proficiency
Scale Description
1.0-1.80 Beginning
1.81-2.60 Developing
2.61-3.40 Approaching proficiency
3.41-4.20 Proficient
4.21-5.0 Advanced

Inferential Analysis of Data

Age and level of ICT skills

The table 4 shows that the respondents mean age is 16.98 and standard deviation of 1.02

with 0.087 Pearson correlation coefficient. Pearson Product moment correlation coefficient

revealed that there is no significant relationship between age and level of ICT skills. Therefore,

the null hypothesis which states that there is no significant correlation between the age and the

level of the ICT skills is not rejected.

The result implies that regardless of age, the respondent have relative level of ICT skills.

This means that age is not a predictor of ICT skills. This can be explained by the observation that

even younger or older students were also expose to ICT.

This result conforms to the study of Frio et. al. (2018) wherein age had nothing to do with

level of ICT skills.

Table 4. Correlation between age and level of ICT Skills

Variables Mean Std. Deviation N r Sig.(2-tailed)

Age 16.98 1.02 159 0.087ns 0.275

Level of ICT skills 3.37 0.73 159

Gender and level of ICT skills

Table 5. Shows that male students (M=3.46, sd=0.68) categorized as “proficient” have

greater mean level of ICT skills with that of females (M=3.28, sd=0.77) categorized as

“approaching proficiency” level of ICT skills. However, t-test for independent samples shows

that the difference is not significant (t(148)=1.523, p=0.13) . Thus, the null hypothesis which

states that there is no significant difference on the level of ICT skills as to gender is not rejected.

The result implies that male and female students do not significantly differ of have more

less the same level of ICT skills. This means that male respondents have comparable level of ICT

skills with that of female respondents.

This result is similar to the findings of Frio (2018) wherein gender had nothing to do with

the level of ICT skills.

Table 5. Difference on the level of ICT skills as to gender.

Gender N Mean Std. Deviation T Sig.(2-tailed)

Male 79 3.46 0.68 1.52 0.13
Female 80 3.28 0.77

Mothers’ Educational Attainment and Level of ICT Skills

Table 6 revealed that there is no significant difference in the level of ICT skills of the

student when grouped according to their mother’s educational attainment. The data revealed that

those whose mother has no formal schooling has mean of 2.65, for the elementary level/

graduates has mean of 3.21, those with high school level / graduates mother has a mean of 3.35
all categorized as “approaching proficiency” level of ICK skills and lastly for a college level/

graduates has a mean of 3.55 categorized as “proficient”.

Analysis of variance however revealed that there is no significant difference on the level

of ICT skills as to mothers’ educational attainment (F(155) = 2.175, p=0.093). Therefore, the null

hypothesis which states that there is no significant difference on the level of ICT skills as to

mothers’ educational attainment is not rejected.

This implies that regardless of the respondents’ mothers’ educational attainment, they

have comparable level of ICT skills which means that students whose mother has no formal

schooling have comparable level of ICT skills with those whose mother has elementary, high

school and college level of education.

This result is similar to the findings of Frio (2018) wherein mothers’ educational

attainment had nothing to do with the level of ICT skills.

Table 6. Difference on the level of ICT skills as to mothers’ educational attainment

Mothers’ Educational Attainment N Mean Std. Deviation F Sig.(2-tailed)

No formal schooling 3 2.65 0.17 2.175ns 0.093

Elementary level/ Graduates 21 3.21 0.70
High school level/Graduates 95 3.35 0.75
College level/graduates 40 3.55 0.69
Total 159 3.37 0.73
ns – not significant

Fathers’ Educational Attainment and Level of ICT Skills

Table 7 revealed that there is no significant difference in the level of ICT skills of the

student when grouped according to their father’s educational attainment. The data revealed that

those whose mother has no formal schooling has mean of 2.89 and for elementary level/

graduates has mean of 3.22 all categorized as “approaching proficiency” level of ICT skills while
those with high school and college level / graduates father has a mean of 3.46 respectively and

were categorized as “proficient”.

Analysis of variance however revealed that there is no significant difference on the level

of ICT skills as to mothers’ educational attainment (F(155) = 2.082, p=0.105). Therefore, the null

hypothesis which states that there is no significant difference on the level of ICT skills as to

fathers’ educational attainment is not rejected.

This implies that regardless of the respondents’ fathers’ educational attainment, they have

comparable level of ICT skills which means that students whose father has no formal schooling

have comparable level of ICT skills with those whose father has elementary, high school and

college level of education.

This result is similar to the findings of Frio (2018) wherein fathers’ educational

attainment had nothing to do with the level of ICT skills.

Tables 7. Difference on the level of ICT skills as to fathers’ educational attainment.

Fathers’ Educational Attainment N Mean Std. Deviation F Sig.(2-tailed)

no formal schooling 6 2.89 .85 2.082 .105

Elementary level/Graduates 48 3.22 .73
High school level/Graduates 68 3.46 .68
College level/ Graduates 37 3.46 .77
Total 159 3.37 .73

Fathers’ occupation and Level of ICT Skills

Table 8 revealed that there is no significant difference in the level of ICT skills of the

student when grouped according to their fathers’ occupation. The data revealed that those whose

father was unemployed has mean of 3.32 and those whose father were self-employed has a mean
of 3.13 all categorized as”approaching proficiency” level of ICK skills while those whose father

were employed has a mean of 3.46 respectively and were categorized as “proficient”.

Analysis of variance however revealed that there is no significant difference on the level

of ICT skills as to fathers’ occupation (F(155) = 2.194, p=0.115). Therefore, the null hypothesis

which states that there is no significant difference on the level of ICT skills as to fathers’

occupation is not rejected.

This implies that regardless of the respondents’ fathers’ occupation, they have

comparable level of ICT skills which means that students whose father unemployed have

comparable level of ICT skills with those whose father were self-employed and employed.

This result is similar to the findings of Frio (2018) wherein fathers’ occupation had

nothing to do with the level of ICT skills.

Table 8. Difference on the level of ICT skills as to fathers’ occupation

Fathers’ Occupation N Mean Std. F Sig.(2-tailed)

Deviation

Unemployed 132 3.32 0.73 2.194ns 0.115

Self-employed 2 3.13 0.45
Employed 25 3.64 0.73
Total 159 3.37 0..73
ns – Not significant

Mothers’ occupation and Level of ICT Skills

Table 8 revealed that there is no significant difference in the level of ICT skills of the

student when grouped according to their mothers’ occupation. The data revealed that those whose

mother was unemployed has mean of 3.34 while those whose mother were self-employed has a

mean of 3.42 and those whose mother were employed has a mean of 3.59 all categorized as

“proficient” respectively.
 Analysis of variance however revealed that there is no significant difference on the level

of ICT skills as to mothers’ occupation (F(155) = 0.825, p=0.440). Therefore, the null hypothesis

which states that there is no significant difference on the level of ICT skills as to mothers’

occupation is not rejected.

This implies that regardless of the respondents’ mothers’ occupation, they have

comparable level of ICT skills which means that students whose mother were unemployed have

comparable level of ICT skills with those whose mother were self-employed and employed.

This result is similar to the findings of Frio (2018) wherein mothers’ occupation had

nothing to do with the level of ICT skills.

Table 9. Difference on the level of ICT skills as to mothers’ occupation.

Mothers’ Occupation N Mean Std. F Sig.(2-tailed)

Deviation

Unemployed 139 3.34 0.74 0.825ns 0.440

Self-employed 4 3.42 0.68
Employed 16 3.59 0.70
Total 159 3.37 0.73
ns- not significant

Family Monthly Income and level of ICT skills

The table 9 shows that the respondents mean family monthly income is 7292.45 and

standard deviation of 6323.13. Pearson product moment correlation coefficient revealed that there

was no significant relationship between family monthly income and level of ICT skills

(r(159)=0119, p=0135). Pearson correlation coefficient. Pearson Product moment correlation

coefficient revealed that there is no significant relationship between family monthly income and

level of ICT skills. Therefore, the null hypothesis which states that there is no significant

correlation between the family monthly income and the level of the ICT skills is not rejected.
 The result implies that regardless of family monthly income, the respondent have relative

level of ICT skills. This means that income is not a predictor of ICT skills. This can be explained

by the observation that even economically challenged students were also expose to ICT so as

those who have good economic status.

This result conforms to the study of Frio et. al. (2018) wherein family monthly income

had nothing to do with level of ICT skills.

Table 10. Correlation between family monthly income and level of ICT skills.

Variable Mean Std. Deviation N r Sig. (2-tailed)

Level of ICT skills 3.37 0.73 159 0.119 0.135
Family income 7292.45 6323.13 159

CHAPTER V
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study entitled “Level of ICT Skills among Senior High school Students of

Bungsuan National High School” is primarily conducted to determine the socio-

demographic profile and the level of ICT Skill of the respondents. It was conducted

among Senior High School students of Bungsuan National High School school year

2017-2018.

It is vital in education for integration of ICT as one of the subject of the students

in school. It’s very beneficial for students in improving of their critical and creative

thinking skills and shows the initiative of the students in seeking new information.

Teachers should knowledgeable enough in thinking and choosing effective strategies in

integrating ICT in a lesson.

There is one basic theory about the capacity and ability of the person to improve

his/her capacity: the dynamic skill theory. There are many ways in which skill theory has

impacted our work. Here, we describe our "top 5"—learning and development involve

the whole brain, cognition develops through levels and tiers, context matters, learning is

slow and variable, and support is essential.

Descriptive research design was used particularly associational study. Stratified

random sampling was used in choosing the respondents and the sample size was

computed using the Slovin formula with 5% level of significance

 Researchers made a questionnaire in gathering the data needed. It is composed of

two parts: the first part is the socio-demographic profile of the respondents and the

second part is the level of ICT skills of the respondents.

The data was analyzed using the descriptive statistics such as frequency counts,

percentage and mean while inferential statistics such as standard deviation, Pearson R

and T-test, was used in determining the associations between the socio- demographic

profiles, level of ICT Skills among the senior high school students of Bungsuan National

High School.

The results of the study revealed that the majority of the respondents were at the

age bracket of 15-17 years old, female and with high school level mother and father.

Great majority had unemployed parents with a monthly family income of Php. 7, 292.45.

The level of ICT skills of the senior high school students was categorized as approaching

proficiency. There is no significant relationship between age, family monthly income and

level of ICT skills and there are no significant difference on the ICT skills when the

respondents are grouped according to gender, parents’ educational attainment and

occupation
 Conclusions

Based on the findings of the study, the following conclusions were drawn.

1. Majority of the respondents had an age of 15 to 17 years old, female and with

high school level mother and father. Great majority had unemployed parents with

a monthly family income of Php. 7, 292.45.

2. The level of ICT skills of the senior high school students was categorized as

approaching proficiency.

3. There is no significant relationship between age, family monthly income and level

of ICT skills.

4. There are no significant difference on the ICT skills when the respondents are

grouped according to gender, parents’ educational attainment and occupation.

 Recommendations

Based on the conclusions stated above, the following recommendations were

suggested.

1. Students shall continue to practice their ICT skills in order to enhance them

and better prepare themselves for the different challenges of the 21st century

learning.

2. ICT teachers shall find ways to improve the ICT skills particularly in using

emails.

3. Parents shall continue to support the ICT undertakings of their children by

providing them an avenue to practice but should also limit them.

4. DepEd Administration shall continue to strengthen their support given

particularly in promoting ICT literacy among their students.

5. Further studies related to this shall be conducted.

References