DIVINE WORD COLLEGE OF BANGUED

Chapter 1

INTRODUCTION

Today, computers play a big role in education especially in developing countries like

the Philippines. According to Casiano (2007), computer has a capability for administrative

and managerial users, namely: easing enrollment procedures, preparing transcript of records,

recording grades, paying school fees, and others, as well as for teaching purposes. Moreover,

it has given way to the development of multi-media which is creating an exciting and very

real interactive learning environment. According to Senator Oreta, three to four out of five

teachers lacked knowledge in using computers (Philippine Star, 2002). A survey research

with an overall goal of determining ICT preparedness of teacher stated that the literacy of

teachers in using word processing software is about 63.27% while the second is internet

browsing with 33.91%. The third is using spreadsheets application, 13.84% and other

software application is quite below at 10% (Magno, 2006). Moreover, the Department of

Education (DepED) estimates that only one out of seven schools have teachers who are

computer literate (Abad, 2004).

Being computer literate gives teacher an opportunity to excel in rapidly changing

environment in technology. According to Reynolds (2007), computer literacy means being

knowledgeable about the capabilities of hardware and software and understanding how

computers and the internet can enhance students’ educational experiences. The government

and the education department has come up with plans for computer literacy of learners as

well as teachers. According to Carandang (2010), Senator Angara urged the incoming

administration to legislate an integrated computer education. He also proposed the creation of

the Board of Computer Education. The proposed board will promote the Build-Operate-
 DIVINE WORD COLLEGE OF BANGUED 2

Transfer (BOT) scheme of the program, which is facilitating the computer literacy training of

teachers. Angara also urged to integrate computer subjects in private and public schools from

elementary up to high school; providing materials and equipment to be used in implementing

computer literacy. They are making laws and bills like House Bill No. 632 introduced by

Senator Escudero (2003), an act to integrate a computer education program into the

educational system and for other purposes, for pursuing the objectives in achieving goals for

better quality education.

In schools, some books used by teachers have additional information and useful links

that can be accessed in the internet. There are times that the researcher integrates academic

subjects for the hands-on activity of students in their computer subject. If the teachers know

how to use computer and its applications, it will be easy for them to understand the

advantage of being computer literate. Also, students will realize that the computer is not only

for fun and entertainment but for their own benefit. According to Carlson and Gadio (2002),

educational technology is not, and never will be, transformative on its own. It requires

teachers who can integrate technology into the curriculum and use it to improve students’

learning. Teachers are the keys to how technology is used appropriately and effectively.

Today, most teachers have laptops or computers to help them in their tasks in terms

of preserving records, encoding documents, computation of grades and browsing the internet.

Other teachers studying for their master’s degree prepare presentations of their report using

their computers. Unfortunately, based on the researchers’ observation, some of the teachers

have minimal computer literacy and the school has no program for computer literacy for

teachers. Despite of the complete equipment and facilities available to every teacher for use

in a computer literacy program, teachers learn operating computers by exploring and through
 DIVINE WORD COLLEGE OF BANGUED 3

the help of their peers. Realizing the compelling need of teachers to be computer literate, the

researchers were motivated to determine the computer skills of the teachers at the Divine

Word College of Bangued. It is hoped that the results can help the researcher s come up with

a computer literacy program for the teachers.

Review of Related Literature

Nowadays, every teacher relies on computers for making lesson plans, preparing

examinations, recording and computing grades, and others. Teachers have to immerse

themselves in the age of information revolution since society is surrounded by rapid changes,

media, knowledge workers, technology and research and development (CICT, 2006).

Actually Sec. Lapuz (2008) stated that teachers must be equipped with 21st century skills

that can empower all Filipinos to become competitive in today’s digital age.

While there may be a general willingness to apply the tools of technology in the

different learning areas, one of the major handicaps among teachers is limited proficiency in

terms of computer applications (Andrada, 2003). Although some teachers have knowledge in

using computers, their skills are outdated (Philippine Star, 2010). In line with this, Mau

(2001) in his case study about the basic information technology training for teachers in Hong

Kong revealed that the continuous long-term training should be arranged so that teachers can

update their knowledge. More importantly, teachers must be challenged to go away from

their familiar methods and approaches and instead adopt themselves according to the

educational technologies appropriate for this generation (Haddad, 2002).

 DIVINE WORD COLLEGE OF BANGUED 4

The idea of information and computer literacy arises with the development of

Information and Communication Technologies(ICT). There are many definitions of

information and computer literacy.

Information literacy is a natural extension of the concept of literacy in our

information society. Whereas, information is a set of abilities requiring individuals to

recognize when information is needed and to then have the ability to locate, evaluate, and use

this information effectively. Information literacy is also increasingly important in the

contemporary environment of rapid technological change and proliferating information

resources. Information literacy is related to information technology skills, but has broader

implications for the individual, the education system, and for society (National Research

Council 1999). Moreover, according to Lant (2001) information and computer literacy from

the basis for lifelong learning is common to all disciplines, to all learning environments, and

to all levels of education. Information literacy is an abstract concept. The name “computer

literacy” marks knowledge, abilities, skills, which the person needs in his job. The computer

literate person understands how a computer works with information.

Computers in education are used in the classroom teaching learning processes

through Computer Aided Instruction (CAI), Computer Assisted Learning (CAL), and E-

Learning. The uses of computers by the teachers however assist in the curriculum contact

delivery. Computers in the school system assist in the academic environment to store,

display, transmit, and analyze data by the educational researchers.

 DIVINE WORD COLLEGE OF BANGUED 5

Statement of the problem

This study sought to determine the computer literacy of the Faculty of the Divine

Word College of Bangued:

Specifically, it intended to look into the following:

1. What is the profile of the Faculty of the Divine Word College of Bangued in terms of:

A. Length of service

B. Number of computer related seminars/trainings attended

C. Ownership of computer

2. What are the computer literacy skills of the Faculty of the Divine Word College of

Bangued along the following areas:

A. Literacy of computer(hardware) along the:

A.1 basic computer concepts

A.2 keyboarding skills

B. Literacy of Basic System Components

C. Literacy of Application Software in terms of:

C.1 Word Processing

C.2 Spreadsheet

C.3 Presentation

C.4 Internet

3. What are the problems encountered by the faculty members of Divine Word College

of Bangued in improving their computer skills?

 DIVINE WORD COLLEGE OF BANGUED 6

Scope and Delimitation of the Study

This study focused on the computer skills of the Faculty of the Divine World College

of Bangued from the different departments (the Grade School, High School, and College) as

a whole. It looked into the hardware, system, and common application software knowledge

and skills of the faculty. Hardware knowledge and skills would encompass the understanding

and proper use of monitors, keyboards, CPU, printer, scanner, and other computer

paraphernalia. Moreover, system knowledge and skills would pertain to the Faculty

understanding and proper way of storing and accessing information using the computer.

Furthermore, applications software knowledge and skills cover the respondents’

understanding and use of computer programs limited to word processing, spreadsheet,

presentation and the Internet.

Significance of the Study

This study is highly beneficial for the school because it determines the skills and kind
of computer literacy to be given to the faculty.

For the School, the outcome of the study will be a basis for planning, designing, and
implementing a computer literacy program for faculty.

For the Teachers, the output of this study will make teachers aware of programs that
will help them prepare their instructional materials and paper works.

For the Pupils, this study will be beneficial to them as they are the recipients of
professional merit of teachers.

For the Future Researchers, the result of this study may be used for developing a
better computer literacy program for the faculty.
 DIVINE WORD COLLEGE OF BANGUED 7

Operational Definition of Terms

The following concepts and terms were used in this study and are operationally

defined below:

Computer Literacy – the possession of sufficient knowledge and skill to be able to

use a computer system in the performance of common computer related tasks without the

need to understand the deeper detail of how the different computer components work and

interact with one another.

Hardware - refers to the physical computer machine such as the main board or

central processing unit, and other peripheral devices but with special concentration on the

mouse and the keyboard as direct devices controlled by computer users.

Application Software – this refer to the programs that runs to accomplish user tasks.

In this study it is limited to word processing, spreadsheet, presentation and Internet access.

Basic Computer Concepts – these pertain knowledge of the principles related to the

operation or use of the computer parts and peripherals.

Keyboarding skills – this is the ability to use the computer keyboard as a data entry

device. The expectation is sufficient accuracy and speed without touching on the proper

finger assignment to the various keys.

Presentation – a category of application program used to create sequences of words,

pictures, audio and video that tell a story or present information in slideshow style. Microsoft

PowerPoint and Libre Office Impress software are common forms of this software.
 DIVINE WORD COLLEGE OF BANGUED 8

Spreadsheet program – an interactive computer application for organization,

analysis and storage of data in tabular form; it has extensive formatting tools and built-in

functions for many applications like statistics, finance, and engineering. Commonly used

version of this is the Microsoft Excel and Libre Office Calc.

Word processing – a computer software application used to accomplish the task of

composing, editing, formatting, and printing of documents. Common form of this software

are Microsoft Word and Libre Office Writer.

 DIVINE WORD COLLEGE OF BANGUED
Chapter 2
METHODOLOGY

This section presents the research design, population and sampling, data gathering

instrument, data gathering procedures.

Research Design

This study made used the descriptive research design. It is descriptive because it

described the computer related concepts and skills of the teachers of the Divine Word

College of Bangued along the literacy of computer(hardware) along the basic computer

concepts and keyboarding skills, the literacy of basic system components, and the literacy of

application software in terms of Word Processing, Spreadsheet, Presentation, and the

Internet. In addition, the descriptive design aims to describe the nature of a situation as it

exists at the time of the study.

A survey was also used to gather the needed data for this study through the use of a

questionnaire check list.

Population and Locale of the Study

The respondents of this study were the faculty of the Divine Word College of

Bangued with probationary or permanent status for the school year 2016-2017. Total

enumeration was targeted for this study.

Data Gathering Instrument

This study employs the use of a questionnaire-checklist for data gathering. It is

composed of different parts.

 DIVINE WORD COLLEGE OF BANGUED 10

Part I comprises the personal profile of the Faculty of the Divine Word College of

Bangued in terms of a) length of service, b) number of related seminars/trainings attended, c)

ownership of computer. Part II is intended to determine whether or not faculty members can

perform or not certain key skills related a) use of computer (hardware), b) use of basic

system services, and c) skill in performing certain tasks using application software. Part III

covered the problems encountered by the respondents in their computer literacy. The faculty

members were asked to check the listed problems that affected them in their quest for

computer literacy.

Data Gathering Procedures

The researchers asked the permission of the Academic Officer of the Divine Word

College of Bangued for them to float the questionnaire.

Statistical Treatment of Data

The following tools were employed to analyze and interpret data:

1. Frequency count and percentages were used to describe the profile of respondents.

2. Frequency count is also used to determine the computer literacy skill of the

respondents.

3. Frequency count was used to present the degree of seriousness of problems

encountered by the faculty members with respect to computer literacy.

 DIVINE WORD COLLEGE OF BANGUED
Chapter 3

DISCUSSION AND PRESENTATION OF DATA

The following are the findings of the study:

1. What is the profile of the Faculty of the Divine Word College of Bangued in terms of:

A. Length of service

B. Number of computer related seminars/trainings attended

C. Ownership of computer

The researchers’ finding on the profile of the respondents:

Table 1
Profile of the faculty members of the DWCB in terms of Length of service

Length of Services Frequency Percentages

0-5 years 28 46

6-10 years 8 13

11-15 years 3 5

16-20 years 8 13

21-25 years 2 3

26 and above 12 20

Total 61 100

The Table 1 shows the profile of the faculty members of the Divine Word College of

Bangued in terms of Length of service. The figures basically show that there is a wide range

of teachers in terms of their years in the service. Most of the teachers, 46%, that is 28 of the

total number of respondents, are five or less years in the service at the DWCB. This shows

that there is a large number of very young teachers, including first-timers, signifying a fast
 DIVINE WORD COLLEGE OF BANGUED 12

turn-over of teaching force of the college. The next biggest group is the 26 and above group

with 20% or 12 teachers. This shows a large group of silver Jubilarian teachers. The smallest

groups are the 11 to 15 and the 21 to 25 groups with 3 (5%) and 2 (3%) teachers respectively.

The 6 to 10 group is tied with the 16 to 20 group with 8 (13%) each.

Table 2
Number of computer related seminars/training attended

Number of seminars/training attended Frequency Percentage

1 12 20

2 6 10

3 10 16

4 5 8

5 3 5

6 and above 7 11

No answer 18 30

Total 61 61

Table 2 shows the number of computer-related seminars or training attended. In the

questionnaire, the choices given were (1), (2),(3),…, (6 and above). Eighteen of the

respondents did not make any choice, and the researchers assumed that this means that these

teachers have not attended any computer-related training/seminars. This group comprise 30%

of the group, which mirror the demography of a higher number of young teachers. As new

teachers, some would not yet have the chance to attend in-service computer-related training.

This may also reflect a perception that the younger members of the teaching staff are already

more equipped by computer-related courses in their bachelors’ programs and by more

exposure to computers in the environment. Among those who have had trainings in
 DIVINE WORD COLLEGE OF BANGUED 13

computer-related seminars and workshops, the largest is 12 (20%), those who only had one

computer-related training. Ten of the respondents, comprising 16% have had three computer-

related training. Six (10%) had three training, five (8%) had four training, three (5%) had five

training, and seven (11%) had 6-above training.

Table 3
Computer Ownership

Frequency Percentage

Without personal computers 11 18

With personal computer 50 82

Total 61 100

Table 3 shows that only eleven teachers (18%) of the 61 respondents did not have

computer of their own, while 50 (82%) of the teachers have their own desktop computers or

laptops. This would imply that a big majority of the teachers have access to their own

computer anytime that they had to do a certain computer-linked task. This would also suggest

that more of them have more chances of being exposed to computer use, even without

computer-related training and seminars.

2. What are the computer literacy skills of the Faculty of the Divine Word College of

Bangued along the following areas:

A. Literacy of computer (hardware) along the:

A.1 basic computer concepts

A.2 keyboarding skills

 DIVINE WORD COLLEGE OF BANGUED 14

Table 4
Knowledge of computer hardware along basic concepts and keyboarding skills
n=61
A. Knowledge of Computer Hardware YES Percent
age

1.Basic Computer Concepts

a. Can turn on the computer machine 59 97
b. Can use the keyboard properly 57 93
c. Can use the mouse properly 58 95
d. Can use removable storage media (USB flash drive, 57 93
CD/DVD, etc.) properly.
e. Can run an application using Desktop or Start Menu 56 92
shortcuts
f. Can quit an applications normally 58 95
g. Can shut down a computer properly. 58 95
Mean 58 95
2. Keyboarding Skills
a. Can use the keyboard with sufficient accuracy and 45 74
speed
b. Can operate a mouse using click, double click, click 57 93
and drag
c. Can take proper care of the keyboard 55 90
d. Can take proper care of the mouse 54 89
Mean 53 86

The 61 respondents generously answered all items in either Yes or No. And the

results are presented below:

In terms of Knowledge of Computer Hardware, the physical aspect of the computers,

specifically on Basic Computer Concepts, the respondent performed well as a group. Fifty-

nine or 97% can turn the computer by themselves with only one incapable of this task. The

skill of using the mouse properly, quitting applications and shutting down the computer can
 DIVINE WORD COLLEGE OF BANGUED 15

be performed by 58 or 95% of the respondents. Fifty-seven (93%) can use the keyboard

properly and as well as use removable media properly. Fifty-six (92%) say they can start

application software on their own. For the whole Basic Computer Concepts block of skills,

the respondent group had a mean of 58 (95%) who can do the necessary skills. As a group,

the teachers exhibit a high rating in terms of knowledge of Basic Computer Concepts.

In terms of keyboarding, only 45 (74%) can say that they have sufficient accuracy

and speed in using the keyboard, the lowest in this keyboarding skills block. Fifty-seven

(93%) of the respondents can use the mouse using click, double click or click and draw, 55

(90%) of the teachers can take care of the keyboard and 93 (89%) can care for the mouse

properly. As a group for this skills block, the mean is 53 or 86% literacy.

Table 5
Literacy of Basic Operating System Services
n=61
B. Knowledge of the Basic System (operating system) YES Percentage

a. Can create folders 54 88

b. Can remove folders properly and safely 53 87
c. Can copy files from one folder to another 54 88
d. Can copy files from the hard drive to a removable 54 88
media (pen or flash) drive
e. Can copy files from a removable drive (CD/DVD, 50 82
flash/pen drive) to the hard drive
Mean 53 87

Table 5 shows that 54 (88%) of the respondents are capable of creating folders, and

53 (87%) and remove folders properly and safely; 54 (88%) can copy files from one folder to

another, 54 (88%) can copy files from the hard drive to removable media and another 50

(82%) can copy files from removable media to the hard drive. As a group for the Basic

Operating System Services, the mean is 53 or (87%) of the respondents which is interpreted
 DIVINE WORD COLLEGE OF BANGUED 16

as a big majority of the respondents understand the concept and can perform tasks related to

this skills block.

In terms of use of computer applications, the researcher studied:

B. Literacy of Application Software in terms of:

C.1 Word Processing

C.2 Spreadsheet

C.3 Presentation

C.4 Internet

Table 6.1
The Knowledge of Application Software – Word Processing
n=61
YES Percentage

a. Can create a new document 56 92

b. Can use the different toolbars like Standard, Formatting, 47 77
and Drawing Tools
c. Can set the margin, paper size, and orientation of paper 55 90
d. Can set the line spacing of a document 56 92
e. Can change font, font size and font style 56 92
f. Can set the alignment of the document 54 88
g. Can create columns and rows 55 90
h. Can insert tables in a document 55 90
i. Can save a document 57 93
j. Can retrieve a document 52 85
Mean 54 88

Table 6.1 shows the rating of the respondents in terms of the skill in word processing.

Can save a document is the skill that the largest number of respondent, 57 or 93% claim they

can do. In the field of volatile electronic data, it is very well that one can save a document

because that keeps one from losing data in the face of power outages and unstable electric
 DIVINE WORD COLLEGE OF BANGUED 17

supply. The skills of opening a document setting line spacing, and changing fonts style and

font size are each claimed by 56 teachers (92%), 55 (90%) can set paper size and margins,

insert tables in a document, and create columns and rows, 54 respondents (88%) can set

document alignment, 52 or 85% of the teachers can retrieve documents. The smallest number

of the respondents, 47 (77%) can use the different toolbars like Standard, Formatting, and

Drawing tools. Most users of word processing software would probably know about the

Standard and Formatting tools, but the Drawing tools is the least used, ordinarily.

The group mean of the respondents for the Word Processing skills block is 54 (88%)

which indicate that for the most part, teachers possess sufficient skills to use the word

processing application in the preparation of test questions, and textual reports.

Table 6.2
Knowledge of Applications Software – Electronic Spreadsheet
n=61
YES Percentages

a. Can enter data such as (text, numbers, and formula) 48 77

b. Can apply formats to a cell (ex. $,%,comma, etc.) 43 70
c. Can perform computation 43 70
d. Can save a spreadsheet 46 75
e. Can retrieve a spreadsheet 43 70
Mean 45 74

Table 6.2 show markedly lower figures that Table 6.1, indicating that Electronic

spreadsheet has lower usage than word processing. Forty-eight (77%) of the respondents can

enter data such as text, numbers and formula, a very fundamental skill in spreadsheet use.

Forty-six can save spreadsheet, a necessary safeguard for computer applications use. Only 43

(70%) of the respondents can Format cells, Perform computations, and Retrieve spreadsheets.

The overall respondent mean for this group of skills is 45 (74%).

 DIVINE WORD COLLEGE OF BANGUED 18

For teachers, the most common application of the Spreadsheet should be in

computations. Spreadsheet lend itself well in computing for grades in class records and in

grading sheets. It is also very useful, for example, in preparation of financial statements in

reports and teaching in accountancy and business management course.

Table 6.3
Knowledge of Application Software – Presentation
n=61
YES Percentage
a. Can create a new presentation 50 82
b. Can create a slide 51 84
c. Can change font, font style, and font size 51 84
d. Can create animations to a slide 49 81
e. Can save a presentation 50 82
f. Can retrieve a presentation 48 79
Mean 50 82

In the Presentation application software, 51 (84%) of the respondent teachers can

Create slides and Change font, font style, and font size. Fifty (82%) of the respondents can

Create new presentation and Save presentation, 49 (81%) can Create animation and 48 (79%)

can Retrieve presentation. The respondents mean for this set of skills, presentation, is 50

equivalent to 82 per cent.

Presentation is most usually used in preparation of teaching aids, and the skills shown

in the table above indicate that most of the teachers are equipped with the computer-related

technical capability of preparing presentations as instructional materials.

 DIVINE WORD COLLEGE OF BANGUED 19

Table 6.4
Knowledge of Application Software – Internet Browsing
n=61
YES Percentage
a. Can start using a browser 48 79
b. Can type using a URL 47 77
c. Can follow a link 48 79
d. Can download internet content 49 81
Mean 48 79

Table 6.4. show the skills of the respondent group with respect to Internet Browsing

as application of computer. The table show that 49 or 81% can download internet content; 48

(79%) can Start a browser and Follow a link. Forty-seven among the respondents can use a

Uniform Resource Locator (URL), the formal address system of the Internet. The mean for

this set of skill is 48 teachers of 79% of the respondents.

3. What are the problems encountered by the faculty members of Divine Word College

of Bangued in improving their computer skills?

Table 7
Problems encountered
n=61
Problems Encountered Frequency Percentage
Limited hands-on 25 41
Lack of skills/knowledge 18 30
No computer to use 11 18
No/Poor internet connection 5 8

Table 7 presents the problems encountered by faculty members related to computer

literacy. The most frequently named problem is Limited hands on, identified by 25 teachers
 DIVINE WORD COLLEGE OF BANGUED 20

or 41% of the respondents. Lack of skills/knowledge come next in frequency identified as

problem by 18 (30%) of the respondents. Eleven of the respondents or 18%, stated that their

problem is No computer to use. Five respondents had problems with No/Poor Internet

connection.

It is not a problem, but somehow affects the overall computer literacy of the faculty

as a whole: five of the respondent teachers said that they do not see the need, for computer

literacy in their professional life. On further inquiry, reasons stated include approaching

retirement and others said that there are other people who can do their encoding work for

them.
 DIVINE WORD COLLEGE OF BANGUED
Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

The two biggest groups are the 0 to 5 years of service and the 26 and above years of

service groups. Eighteen of the respondents had never attended seminars of training in

computer use or literacy, while seven of them had Six or more training on the field. Thirty-

six had attended one to five computer-related training or seminar. Fifty of the respondents

already have their own computers.

Eighty six percent (58 of the 61 respondents) are knowledgeable of computer

hardware, including removable media. On Keyboarding skills, 86% or mean of 53 can use

the keyboard with sufficient accuracy and speed. Most respondents do not have problem with

the use of the mouse.

Fifty three (87%) are capable of making use of the Basic Operating System Services.

In Word processing, 54 or 88% of the respondents do not have problems with the common

tasks. In Electronic Spreadsheet, the group registered the lowest mean, 45 (74%) can perform

the spreadsheet tasks without any problems.

The respondent performed better in Knowledge of Presentation with a mean of 50 or

82%. Fifty of the respondents do not have problems with Presentation software.

Knowledge of Internet Browsing has a mean of 48 or 79%, or 48 of the 61

respondents can do Internet browsing tasks without any problem.

On the Problems encountered, according to most frequency, are Limited hands-on,

Lack of skills and knowledge follows, No computer to use, and No or poor internet

connection. Five of the respondents do not see the need for computer literacy.
 DIVINE WORD COLLEGE OF BANGUED 22

Recommendation

While a bigger number of the faculty respondents are capable in performing the

common computer literacy tasks, the following recommendations are made:

Computer literacy training be administered for those who have limited computer-

related knowledge and skills, and are interested in enhancing their knowledge and capability

in the area. Recognizing that not all teachers are of the have the same skills, nor need the

same skills, then the lessons will be customized for individuals or small group.

The College administration can explore the possibility of financing computer units for

employees to be paid for by salary deduction, on a per payday basis, so that instructors who

are interested to procure for themselves computer units can be assisted.

 DIVINE WORD COLLEGE OF BANGUED 23

References

Abad, F. (2004). Policy directions for ICT use in primary and secondary schools in the

Philippines. Paper delivered during the First National ICT in Basic Education Congress,

6-7 December 2004, Cebu City, Philippines.

Ahmad, Dr. Jasi (2012). Computer applications in education. New Delhi Kamal Publications.

Belawati, T. (2004). Philippines ICT use in education in UNESCO Bangkok Meta-Survey on

the Use of Technologiesin Education. Retrieved August 10, 2016 from

http://www.unescobkk.org/index.php?id=1807.

Geisert, Paul - Futrell, Mynga (1984). Computer Literacy for Teachers. ERIC Clearinghouse

on Information Resources Syracuse NY. Retrieved July 20, 2016 from

https://www.ericdigests.org/pre-921/literacy.htm.

Norton’s Peter (2006). Introduction to computers. NY Mc. Graw Hill.

SEAMEO INNOTECH (2003). Profile on the ICT capabilities of elementary & secondary

schools in the Philippines, A study commissioned by the Philippine Senate Committee

on Education, Arts & Culture, Q.C., Philippines.

Taylor, Robert P., James L. Poirot, and James D. Powell (1980). Computing Competencies

for School Teachers." In NATIONAL COMPUTING CONFERENCE PROCEEDINGS,

edited by Diana

Harris and Beth Collison. ED 194 060.Questionnaire

 DIVINE WORD COLLEGE OF BANGUED 24

COMPUTER LITERACY OF THE FACULTY MEMBERS OF THE

DIVINE WORD COLLEGE OF BANGUED

This survey questionnaire is intended to determine the computer literacy skill of the Faculty
Membersthe Divine Word College of Bangued.

Direction: Kindly fill out the needed data and check the corresponding answer below.

Part 1: Personal Profile

Name (Optional):__________________________
Length of Service: [ ] O-5 years [ ] 6-1O years [ ] 11-15 years [ ] 16-20 years [ ] 21-25
years
[ ] 26 and above

Number of computer related seminars/trainings attended:

[]1 []2 []3 []4 []5 []6 []7 []8 []9 [ ] 10 and above

Ownership of a computer:
Do you have a computer(desktop or laptop/netbook at home? _______Yes ______No

Part 11: Computer Literacy

A.Knowledge of Computer (Hardware)

Direction: Below are items on the basic skills in computer hardware operation and concepts. Please checkYES
if you can
do it and check NO if not.
Knowledge of Computer YES NO
1.Basic Computer Concepts
h. Can turn on the computer machine
i. Can use the keyboard properly
j. Can use the mouse properly
k. Can use removable storage media (USB flash drive, CD/DVD, etc) properly.
l. Can run an application using Desktop or Start Menu shortcuts
m. Can quit an applications normally
n. Can shutdown a computer properly.
2. Keyboarding Skills
e. Can use the keyboard with sufficient skill and speed
f. Can operate a mouse using click, double click, click and drag
g. Can take proper care of the keyboard
h. Can take proper care of the mouse
3. Knowledge of the Basic System (operating system)
f. Can create folders
g. Can remove folders properly and safely
h. Can copy files from one folder to another
i. Can copy files from the hard drive to a removable media (pen or flash) drive
j. Can copy files from a removable drive (CD/DVD, flash/pen drive) to the
hard drive
Application Software Knowledge
4. Knowledge of Word Processing (Microsoft Word)
k. Can create a new document
l. Can use the different toolbars like Standard, Formatting, and Drawing Tools
 DIVINE WORD COLLEGE OF BANGUED 25

m. Can set the margin, paper size, and orientation of paper

n. Can set the line spacing of a document
o. Can change font, font size and font style
p. Can set the alignment of the document
q. Can create columns and rows
r. Can insert tables in a document
s. Can save a document
t. Can retrieve a document
5. Knowledge of Electronic Spreadsheet(Microsoft Excel)
f. Can enter data such as (text, numbers, and formula)
g. Can apply formats to a cell (ex. $,%,comma, etc)
h. Can perform computation
i. Can save a spreadsheet
j. Can retrieve a spreadsheet
6. Knowledge on Multi-media Presentation ( Microsoft Power Point)
g. Can create a new presentation
h. Can create a slide
i. Can change font, font style, and font size
j. Can create animations to a slide
k. Can save a presentation
l. Can retrieve a presentation
7. Knowledge on the Internet
e. Can start using a browser
f. Can type using a URL
g. Can follow a link
h. Can download internet content

B. Problems Encountered

Which of the following problems affected you in your computer literacy? Check if applicable.

Problems Encountered YES NO

1.No computer to use
2.Lack skills/knowledge in using the computer
3.Limited hands-on training/opportunity

Others please specify:

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