UTILIZATION OF COMPUTER TECHNOLOGY IN THE TEACHING OF TERTIARY LEVEL CHEMISTRY COURSES: BASIS FOR A FACULTY COMPUTER LITERACY PROGRAM

Ariel T. Sumagaysay University of San Agustin, Iloilo City Philippines

ABSTRACT

This study was conducted to determine the extent of utilization of computer technology in teaching tertiary level chemistry courses in selected schools in Bacolod City basis for a faculty computer literacy program. This study employed the descriptive method utilizing a validated research instrument. A descriptive method of study investigated twentytwo (22) teachers from three selected schools namely Colegio San AgustinBacolod (CSAB), University of Negros OccidentalRecoletos (UNOR), and West Negros University (WNU) were the participants of this study. Findings revealed that the utilization of computer technology by teachers is to a great extent as a whole, and groupings according to age, sex, civil status, highest degree earned and years of teaching experience. The teachers does not differ in their extent of utilization when grouped according to age, civil status, highest degree earned and years of teaching experience in all areas of computer technology, but differ, when grouped according to sex in the area of lesson preparation. The study concludes that tertiary level chemistry teachers have the basic know how of computer technology and are utilizing them in the classroom and school related works. The study, therefore, recommends more seminars and workshops in computer technology for tertiary level chemistry teachers and the use of proposed Computer Literacy Program to enhance the teachers in learning more skills in the use of computer technology. Keywords: computer technology, extent, highest degree earned, proposed faculty computer literacy program, utilization.
INTRODUCTION

Chemistry is the study of matter and the changes it undergoes (Chang, 2008, p.4). It is also defined as the study of the composition, structure, properties, and interactions of matter. Chemistry as a science, along with physics, earth science, and astronomy, is classified under the major category of physical science. Chemistry is also integrated with biological sciences such as cytology, physiology, botany, zoology, medicine and other branches of science. Chemistry as a course is considered among the difficult subjects to teach in a classroom scenario. In the side of most

students, chemistry is also considered one of the most difficult subjects to learn. Teaching chemistry involves abstract concepts like the atom, molecular models, ionic bonding, energy levels, complicated processes and the like which imply difficulty in presenting the lessons, unless one uses audiovisual devices in facilitating the process of learning in the classroom. The use of audiovisual materials stimulates the greatest number of senses of the learner. According to Gregorio, best learning usually takes place when the greatest numbers of senses are employed.

The use of computer technology in this generation becomes an integral part of learning and education as a whole, that is, one can see the utilization of technology, specifically computer technology in many classrooms today. Computer technology is evident in the preparation of the lessons using online resources over the net, PowerPoint presentations, delivery, and tutorials. Through the use of these technologies, efforts are made to uplift the quality of education (Schall, 1986). The utilization of computer technology in teaching courses like chemistry employs the use of multi media such as graphics, computer simulations of abstract concepts, tutorials, and even assessments of the student in learning chemistry. The utilization of computer technology is not only limited inside the classroom but extends on the part of the teacher in preparing the grades of the students, monitoring of the academic performance and progress of the learners. Computer technologies in the form of Computer Aided Instructions (CAI) Systems can be adjusted to suit individual needs and provide onetoone instruction. CAI provides instruction on demand and feedback is immediate.

2. Is there a significant difference in the extent of utilization of computer technology in teaching tertiary level chemistry courses by teachers when grouped according to age, sex, civil status, highest degree earned, and years of teaching experience? 3. What program can be developed to enhance faculty utilization of computer technology?

Null Hypotheses The following null hypothesis was formulated: 1. There is no significant difference in the extent of utilization of computer technology in teaching tertiary level chemistry courses by teachers when grouped according to age, sex, civil status, highest degree earned, and years of teaching experience.

Delimitation of the Study This study is about the utilization of computer technology in the teaching of tertiary level Chemistry Courses Basis for a Faculty Computer Literacy Program. This study includes all the teachers who are teaching different chemistry courses of selected schools, namely, Colegio San AgustinBacolod (CSA B), University of Negros OccidentalRecoletos (UNOR), and West Negros University (WNU) in Bacolod City. Likewise, this study focuses only on the tertiary level of the selected schools where chemistry courses are taught. Finally, the study is bounded by the descriptive research method and stratified sampling technique with proportionate population size used in gathering data and the statistical concepts like Weighted Arithmetic Mean and T Test for Independent Samples used in treating the data.

Research Objectives This study aims to determine the extent of utilization of computer technology in teaching tertiary chemistry courses in selected schools in Bacolod City. Specifically, it seeks to answer the following questions: 1. What is the extent of utilization of computer technology in teaching tertiary level chemistry courses by teachers when taken as a whole and when grouped according to age, sex, civil status, highest degree earned, and years of teaching experience?

METHODOLOGY Research Design

Data Gathering Instruments

In this study, the descriptive method of research is used. It is the research design that is appropriate for studies which aim to find out what prevail in the present conditions, held opinions and beliefs, processes and effects, and developing trends (Ardales, 2008). The specific technique of descriptive method utilized in the study is the status survey since the researcher aims to organize, analyze and interpret data on the utilization of computer technology in the teaching of tertiary chemistry courses in selected schools in Bacolod City. The Respondents of the Study The respondents of this study are the faculty of the selected schools in Bacolod City, namely, Colegio San AgustinBacolod (CSAB), University of Negros Occidental Recoletos (UNOR), and West Negros University (WNU), who are teaching chemistry courses. The total number of chemistry teachers from the selected schools is twenty eight (28). Using Yamanis formula with 0.10 margin of error, the sample size of twenty two (22) teachers were selected. The number of respondents per school is proportionately selected using stratified sampling.
Table 1. The Summary of the Number of Chemistry Teachers
SCHOOLS POPULATION N

The instrument used in this study was adapted from four different sources from the internet. These sources include Teachers Perceptions of the Use of Technology in Teaching Languages Questionnaire by A. and M. Almekhlafis (Almekhlafi, 2010); Technology Integration Questionnaire (Technology Integration Questionnaire, 2002); Technology Implementation Questionnaire from the Centre for the Study of Learning and Performance at Concordia University in Montreal, Quebec (Abrami); and Communication Technology Utilization in Philippine Public High Schools (Tinio, 2002). The complete research instrument consists of two parts. The first part asks for the respondents personal profile such as age, sex, marital status, highest educational attainment, length of service, school, and department or college where they are teaching. The second part presents the questionnaire proper which includes the title of the study, instruction to the respondents, the rating scale and the 40 items of the questionnaire. The 40 items in the questionnaire are categorized into five (5) areas namely, A) Lesson Preparations; B) Lesson Presentations and TeachingLearning Process; C) Enrichment Activities (Exercises, Drills and Practice); D) Evaluation Activities (Quiz, Examination, Grades and Related Tasks); E) and Other Related Tasks. The data gathered using the instrument was scored. Each item of the instrument is scored according to the assigned unit values in the scale of five step continuum consisting of 1, 2, 3, 4, 5 for each item. Each number has its corresponding description as indicated in the instrument itself as: very little extent = 1, less extent = 2, moderate extent = 3, great extent = 4, and very great extent = 5. Since this investigation determined the extent of utilization of teachers on the use of computer technology, the researcher used the mean scoring scale and their interpretation.

CSAB UNOR WNU TOTAL

9 9 10 28

7 7 8 22

Data Analysis and Statistical Techniques

Table 2.

The data gathered was tabulated, analyzed and treated for interpretation using the appropriate statistical tools for the descriptive method. In this study, SPSS 9.0 and Microsoft Excel 2003 were used to analyze the data gathered. The following statistical tools will be used: Problem 1 To determine the extent of utilization of teachers on the use of computer technology in teaching chemistry courses when taken as a whole and when grouped according to age, sex, civil status, highest degree earned, and years of teaching experience, the weighted arithmetic mean is used. Problem 2 To determine the significant relationship in the extent of utilization of teachers on the use of computer technology in teaching tertiary chemistry courses when grouped according to age, sex, civil status, highest degree earned, and years of teaching experience, the mean is used and then the T Test for Independent Samples. The significant difference between the variables was determined using SPSS. Problem 3 To determine what program can be developed to enhance faculty utilization of computer technology, the means of the items of the questionnaire is the basis. The items with the lowest means are those areas that the faculty needed enhancement in the utilization of computer technology.

The Summary of the Extent of Utilization of Computer Technology

INTERPRETATION Great Extent Great Extent Great Extent Great Extent Great Extent Great Extent Great Extent Great Extent Great Extent Great Extent Great Extent

VARIABLES As a Whole Age Sex Civil Status Highest Degree Earned Years of Teaching Experiences

OVERALL MEAN 3.82 Younger Older Male Female Single Married Masters Doctorate Shorter Longer 3.81 3.81 4.17 3.74 3.89 3.78 3.73 3.97 3.77 3.84

2. There was no significant difference in the extent of utilization of computer technology in teaching tertiary level chemistry courses by teachers when grouped according to age, civil status, highest degree earned and years of teaching experience in all items in all areas. 3. There was no significant difference in the extent of utilization of computer technology in teaching tertiary level chemistry courses by teachers when grouped according to sex in most of the areas. 4. There was a significant difference in the extent of utilization of computer technology in teaching tertiary level chemistry courses by teachers when grouped according to sex in the area of lesson preparation. 5. The top five lowest items interpreted as moderate extent were the following: a. Contributing school work such as notes, lessons, presentations and other school related articles to websites such as scribd.com; docstoc.com; 4shared.com; skydrive.live.com; dropbox.com; and other related websites (Item 37).

Results of the Study Based on the results, hereunder are the summary of the findings: 1. The utilization of computer technology in teaching tertiary level chemistry courses by teachers when taken as a whole; and grouped according to age, sex, civil status, highest degree earned, and years of teaching experience was to a great extent.

b. Importing files from mobile devices such as cellular phones, ipods or any other mobile devices or gadgets to be used for lesson preparation purposes using BlueTooth, Ir, Card Reader or cable connectors (Item 9). c. Making use of ComputerAided Instruction (CAI) modules from CDs and Internet for drills, exercises and seatworks in the Classrooms (Item 19). d. Integrating educational computer games related to the lessons (Item 21). e. Assigning Computer Assisted Instruction (CAI) modules and programs to students for post classroom instructions and learning (Item 15).

materials like eBooks, graphics, video clips and sound from the Internet; using scanners; creating multimedia presentations; using CAI modules; and importing data from mobile devices. The female group did not depend more on computer technology in the preparation of lessons as much as the male group. 5. The items with the mean scores interpreted as moderate extent were the basis for the use of the proposed Computer Literacy Program.

Recommendations Based on the findings of the study the researcher intends to present the following recommendations: 1. School administrators have to provide more opportunities for chemistry teachers in seminar workshops in computer technology upgrades and how to integrate them in their teaching tasks. 2. The Human Resource Development Office (HRDO) will prepare and conduct a computer literacy training program for newly hired teachers so that these teachers will be able to integrate technologies in their classroom instructions. 3. Chemistry teachers that are not familiar with the other areas of computer technology can utilize the proposed Computer Literacy Program for individual study and learning. 4. The school officials will also provide computer literacy training and technology integration seminars for the other levels such as the primary and secondary teachers in their school.

Conclusions Based on the findings of this study, the following conclusions are drawn: 1. Teachers were familiar with the technologies available in the school and were using them as part of their classroom activities. 2. The teachers grouped according to age, sex, civil status, highest degree earned, and years of teaching experience were familiar with all the areas of computer technology and were utilizing them in the same extent. 3. The teachers regardless of age, civil status, highest degree earned and years of teaching experience did not differ in their extent of utilization of computer technology in their school work. 4. The male and female groups of teachers differed in their extent of utilization in using computers in the area for lesson preparations in chemistry courses. Lesson preparations include the use of word processors; accessing and retrieving instructional

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RESEARCH INSTRUMENT

Utilization of Computer Technology in the Teaching of Tertiary Chemistry Courses: Basis for a Faculty Computer Literacy Program Part 1. Information Sheet The following information asked is confidential and will be used only for the analysis of this study. This part will give the researcher the necessary information about the respondent. Name (Optional): _______________________________________________________________ School: _______________________________________________________________________ Department/ College: ____________________________________________________________ Age: _____ Sex: Male Female Civil Status: Bachelor Single Married Widow/ Widower Doctorate (Ph. D.)

Highest Level of Education:

Masters

Number of Years of Teaching Experience: _____ Part II Questionnaire on the Utilization of Computer Technology in the Teaching of Chemistry Courses.
This questionnaire is composed of 40 items, categorized into five (5) areas namely, 1) Lesson Preparations; 2) Lesson Presentations and TeachingLearning Process; 3) Enrichment Activities (Exercises, Drills and Practice); 4) Evaluation Activities (Quiz, Examination, Grades and Related Tasks); 5) and Other Related Tasks.

Instruction: The following statements describe your perceptions regarding the use of computer technology in teaching Chemistry courses. Using a five point scale, please indicate your level of agreement or disagreement based on personal perception. It is important that you respond to all statements. Please read each statement carefully and completely shade the circle corresponding to your answer using a pencil or a blue/ black ball pen. Extent of Utilization on the Use of Computer Technology in the Teaching of Tertiary Level Chemistry. Legend: Very Great Extent 4 Great Extent 3 Moderate Extent 2 Less Extent 1 Very Little Extent

Indicate your perception on the extent to which you utilize computer technology in teaching tertiary level chemistry in the following areas:
A. Lesson Preparations

1. Preparing lessons and instructional materials for chemistry classes in general. 2. Using word processing applications. 3. Employing technology to access and retrieve information such as ebooks, lesson notes and topic modules from different websites through the Internet.

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4. Using devices such as scanners, digital cameras and/or video cameras with computers and software. 5. Downloading from the Internet graphics, sound files and video clips related to the lesson being prepared. 6. Making use of desktop publishing software to create, and edit graphics for the purpose of lesson preparations. 7. Creating multimedia presentations such as Power Point presentations and any presentation application software. 8. Making use of ComputerAided Instruction modules and programs from CDs and Internet to prepare drills, exercises, and seatworks. 9. Importing files from mobile devices such as cellular phones, ipods or any other mobile devices or gadgets to be used for lesson preparation purposes using BlueTooth, Ir, Card Reader or cable connectors. 10. Copying and pasting information from sources which is difficult/ unable to be downloaded, or to convert to another format in usable form.
B. Lesson Presentations, and Teaching Learning Process

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11. Using computer program related to chemistry teachinglearning process such as 1C: tutor Chemistry; ChemLand; ChemNow; CS Chem3D Pro; Crystal Designer; Gathermolecule; Organic Reaction Animations; Chemistry for All2000; ChemLab; IR and NMR Simulator or any other Chemistryrelated programs. 12. Using technology for data and lesson presentations, and analysis such as MS Office Applications; OpenOffice Applications; or SmartBoard programs and devices. 13. Using computers in explaining difficult concepts and processes in chemistry by means of multimedia like simulations, animations and movie clips. 14. Using technology in facilitating the teachinglearning process in the classroom such as LCD projectors; HP; or Smart Board devices. 15. Assigning ComputerAssisted Instruction (CAI) modules and programs to students for post classroom instructions and learning. 16. Integrating computer technology to enhance students learning such as Wifi technology with Internet access and online resources. 17. Making use of USB flash drives, CDs and DVDs during lesson presentations.

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C. Enrichment Activities (Exercises, Drills and Practice)

18. Using computer programs for drills, exercises, and practice in chemistry lessons. 19. Making use of ComputerAided Instruction (CAI) modules from CDs and Internet for drills, exercises and seatworks in the classrooms. 20. Integrating video files such as *.mp4, *.mpg, *.avi, *.dat and any other video files for showing as part of the lesson. 21. Integrating educational computer games related to the lessons. 22. Making use of programs that present puzzles, Question and Answer items, and problem solving related to the lesson.
D. Evaluation Activities (Quiz, Examination, Grades and Related Tasks)

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23. Producing computer technologybased materials such as examinations, quizzes and workshops. 24. Using computer programs as tools in prompt feedback for answers in drills, exercises and practice for chemistry lessons. 25. Importing graphics and pictures to be inserted in quizzes and examinations. 26. Using output devices like printer to produce materials for exercises, quizzes and examinations. 27. Making use of ComputerAided Instruction (CAI) modules and programs from CDs and Internet to prepare quizzes and examinations. 28. Using spreadsheets applications such as MS Excel. 29. Using computers for the computation and record keeping of grades of the students in chemistry. 30. Making use of computer applications in the analysis such as What if scenarios of the students performance in chemistry subjects. 31. Making use of online systems, school networks, or Internet to post students achievements which include grades, presentation results, and school related reports. 32. Making use of Rubrix to measure the academic performance of students.

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E. Other Related Task

33. Using the Internet as a source of updates, latest trends, discoveries, and breakthroughs in Chemistry. 34. Using computers in curriculum development purposes for chemistry courses. 35. Integrating computer technology for communication purposes using emails, yahoo messengers, Chikka, Skype, and others programs for chemistry related assignments, project papers, inquiries and clarifications. 36. Making use of technology for recreational purposes thru computer games. 37. Contributing school work such as notes, lessons, presentations and other school related articles to websites such as scribd.com; docstoc.com; 4shared.com; skydrive.live.com; dropbox.com; and other related websites. 38. Employing computers for creating database. 39. Encoding grades using online school system. 40. Accessing online Learning Management Systems, social networks, forums such as Moodle, WordPress, Skydrive, Dropbox or any other online systems thru the Internet that can be utilized for educational purposes. Thank You Very Much !

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