LEARNING BASIC COMPUTER LITERACY: A BUHID MANGYAN EXPERIENCE

*Maricris M. Usita and Marites D. Escultor

ABSTRACT

The importance and usefulness of computer technology in our lives is something

undeniable. Students in all levels of education should be equipped with the necessary skills and
competencies to process data and information which are generated by the modern world using
computer technology as its medium. For our native Mangyans, technology seems to be very hard
to understand and they have not even encountered nor experienced doing things with the use of
computers. That is why the Information Technology Department extended expertise to reach-out
to the native Mangyans, specifically, to the Buhid tribes through a Computer Literacy Program.

This study was conducted to explain how Buhid Mangyan students learned Basic Computer
Literacy and to find out how they appreciated the importance of the training conducted by the
Information Technology Department.

The study employed a descriptive method of research. In data gathering, triangulation

method which includes key informant interviews, questionnaires and focus group discussions were
used.

Findings showed that Buhid Mangyan students were confident enough in their ability to
use computers because of their eagerness to learn. There were factors that influenced their attitude
yet the program helped them gained positive outcomes in learning basic computer literacy.

Keywords: Buhid Mangyan, computer literacy

 RATIONALE

The evolution of modern technology has been tremendously observed throughout the
world. It helps people make their task faster and easier. The evolution of IT in particular, has
proved to be useful to different institutions such as education, government, military and many
more.

According to Keane (2002), computer technologies are playing an important and essential
role in education because of their tremendous potential for effective and efficient teaching and
learning.

The school plays an important role in a context of person’s learning process and in
providing knowledge. Therefore, a school to be more efficient and effective instrument of
education must maintain a high quality standard and well-organized way of teaching the students.

Occidental Mindoro State College (OMSC) is one of the educational institutions that has
different departments and one of which is the Information Technology Department which has
computer laboratories and internet facilities. The department provides extension service program
to different clientele within the community through the Basic Computer Literacy trainings.

The Mangyans, on the other hand, is one of the country’s indigenous people (IP) comprise
15 percent of the total population of Occidental Mindoro, Philippines. They are composed of six
major tribes: the Iraya, Alangan, Batangan (Tau-Buhid), Tadyawan, Budhid, and Hanunuo. The
Ratagnons, often reffered to Visayan Mangyans and considered by anthropologist to have
originated from Cuyo, Palawan, are also found in the municipality of Magsaysay (Center for
Environment Concerns Philippines, 2000).

Lumbo, et al. (2009) mentioned that although the IPs are given the opportunity to pursue
formal education, getting good education is still wanting for the majority of Mangyans. Lack of
school buildings, books, facilities and competent teachers are still some of the major problems
encountered. Despite all these, Buhid Mangyan students considered education as one of their
priority. Mangyan families motivated their children to go to school because they saw the
importance of education as a means of economic and social mobility.

To realize this importance and to support mangyan families’ motivation to their children,
the Manoot National High school requested trainings for their students particularly the Buhid
Mangyan. The department responded with their request in which the training covers word
processing application that focus on the use of MS-Word, spreadsheet application focus on MS-
Excel, PowerPoint presentation using MS-PowerPoint and flash animation.

In response, this Learning Basic Computer Literacy: A Buhid Mangyan experience

materialized in order, as well, to respond to minorities’ desire to pursue their studies. This was
along side with what Milbrath (2000) said that to be effective users of computer technologies,
students must have positive computer attitudes and feel self-efficacious in using them. Thus,
Learning Basic Computer Literacy was conceptualized to be one of the keys to help IPs.

OBJECTIVES

This study aimed to identify the variables on how Buhid Mangyan students learned Basic
Computer Literacy. Specifically, this study was conducted to:

1. Determine the profile of buhid mangyan students in terms of:

a. Gender
b. Year Level
c. Age
2. Discuss the experience of the Buhid Mangyan students in learning Basic Computer
Literacy.
3. Explain the factors that helped the Buhid Mangyan students to develop their computer literacy.

METHODOLOGY

A descriptive method of research was employed in this study. Triangulation method which
includes key informant interviews, questionnaires and focus group discussions was used in data
gathering.

A survey questionnaire was constructed to elicit the needed data on how the respondent-
participants learned Basic Computer Literacy. The questionnaire is an open-ended questions that
focus on the experiences of Buhid Mangyan students learning Basic Computer Literacy. In order
to measure the factors affecting the learning of the Buhid Mangyan students, a survey instrument
written in Tagalog was developed and utilized.

The researcher conducted briefing and explained the purpose of the study, and provided
them instructions on how they answered the questions. The researcher requested assistance from
the teachers and other students to translate the questions to their mother tongue (Mangyan
language) in order for the student-respondents to understand the questions. Interview was used to
gather the student-respondents’ responses in order to avoid biases when interpreting the data. For
validation, Focus Group Discussion was used.

This study was conducted at Information Technology Laboratory OMSC Main campus in
the last quarter of 2013 during the second semester, SY 2012 – 2013.

The respondents of the study were the thirty five (35) Buhid Mangyan students of Manoot
National High School whose ages range from 11 to 25 years old.

Data were analyzed using descriptive statistics such as frequency distribution and
percentages.
RESULTS AND DISCUSSION

Profile

Profile characteristics of the respondents’ indicating the frequency and percentage distribution
and interpretation is shown in graphs and tables.

Gender Profile

As shown in figure 1, a total of 38 students comprised the sample. Majority of the respondents
are females, 26 or 68% and 12 or 32% are males.

Male
32%

Female
68%

Figure 1. Distribution of Respondents According to Gender

Year Level Profile

Figure 2 shows the distribution of respondents in terms of year level.

4th Year
3% Grade 7
18%
3rd Year
32% Grade 8
8%

1st Year
21%
2nd Year
18%

Figure 2. Distribution of Respondents According to Year Level

 The Table 1 shows the age distribution of the Buhid Mangyan student-respondents.

Table 1. Age Profile of the Buhid Mangyan student-respondents.

Characteristics Frequency (N=38) Percentage (%)

Age (years)
9-11 1 2.63
12-14 14 36.84
15-17 19 50
18-20 3 7.90
21-23 0 0
24-26 1 2.63

Ways of Learning Basic Computer Literacy

Table 2 presents how the Buhid Mangyan students learned the Basic Computer Literacy.
It revealed that five (5) ways were identified from the student-respondents responses that explained
how computer literacy was first acquired and these were through IT extension service program
(60.53%), school enhancing activities (13.16%), seeking assistance (7.89%), practice (10.53%),
and socialization (7.89%).

The highest frequency of response was on the IT extension service program in which
student-respondents explained that during the trainings they learned a lot because it was their first
exposure and encounter with computers. They appreciated the efforts of the trainers who
contributed their time and expertise in order for the student-respondents to learn the necessary
knowledge on word processing application, spreadsheet program, powerpoint presentation and
animation. According to them, they appreciated the physical facilities that is not available in their
school.

There were school enhancing activities that facilitated the acquisition of learning. For
some of the respondents (13.16%), they experienced computer exposure inside the school. The
respondents revealed that socialization process (10.53%) in school and even in their community
was another means of learning. The student-respondents consulted their teachers, relatives,
classmates and friends regarding the operations of computer. Results revealed that seeking
assistance and practice obtained 7.89% that serves as opportunities to learn basic computer
literacy.

Table 2. Ways of Learning Basic Computer Literacy.

Ways of Learning Frequency (N=38) Percentage (%)
IT extension service program 23 60.53
School enhancing Activities 5 13.16
Seeking assistance 3 7.89
Practice 3 7.89
Socialization 4 10.53
 Table 3 shows the different factors that helped the Buhid Mangyan students in learning the
Basic Computer Literacy. An overall weighted mean of 4.51 was accumulated with the
interpretation of “Napakahusay.” This means that the different factors really helped the Buhid
Mangyan students as they learned how to operate the different applications conducted in their
training. According to the respondents, giving them enough time to perform the task and to answer
their questions during the training had motivated them to finish the Basic computer Literacy
program. This also entails that the Buhid Mangyan students have positive attitudes in learning
computer literacy for them to meet the challenges of technology.

Table 3. Factors the helped the Buhid Mangyan students in Learning Basic Computer
Literacy.

Weighted Interpretation
Factors
Mean
1. Natugunan ng pagsasanay ang aking inaasahan. 4.58 Napakahusay
2. Gagamitin ko o isasabuhay ko ang mga kaalamang 4.60 Napakahusay
natutunan ko sa pagsasanay na ito.
3. Ang layunin ng pagsasanay ay natukoy at natugunan. 4.64 Napakahusay
4. Ang konteksto ng pagsasanay ay malinaw at 4.85 Napakahusay
madaling sundan.
5. Ang mga materyales na ipinamahagi ay mahalaga at 4.40 Mahusay
magagamit.
6. Ang tagapagsalita ay may sapat na kaalaman. 4.34 Mahusay
7. Naisagawa ng tagapagsalita ang layunin ng 4.68 Napakahusay
pagsasanay.
8. Hinimok ang aktibong pakikilahok at pakikisalamuha 4.24 Mahusay
sa kapwa.
9. Sapat na oras ang inilaan para sa mga tanong at 4.73 Napakahusay
paglilinaw.
10. Natugunan ng pagsasanay ang aking kasalukuyang 4.24 Mahusay
pangangailangan o problema.
11. Ang lugar ay akma sa uri ng pagsasanay na 4.29 Mahusay
isinagawa.
12. Sapat at masustansya ang pagkain na ipinamahagi. 4. 38 Mahusay
OVERALL WEIGHTED MEAN 4.51 Napakahusay

Legend: Scale:
1 - Napakahina 1.0 – 1.4 - Napakahina
2 - Mahina 1.5 – 2.4 - Mahina
3 - Katamtaman 2.5 – 3.4 - Katamtaman
4 - Mahusay 3.5 – 4.4 - Mahusay
5 - Napakahusay 4.5 – 5.0 - Napakahusay
CONCLUSIONS

1. The Buhid Mangyan students whose age ranges from 11 to 25 were old enough for their
year level. Majority of them was female but a large number of male students were much
eager to learn.
2. Buhid Mangyan students seldom used computers. Through the training of Basic Computer
Literacy, they have developed an attitudes toward computer use and were confident enough
in their ability to use computers.
3. The respondents rated the training “Napakahusay” which indicates that the training was
effective and that achieved its purpose of giving basic computer literacy among the Buhid
Mangyan students.

RECOMMENDATIONS

1. Replicate the program in other tribal communities to extend the competencies on Basic
Computer Literacy.
2. Intensify the program for Basic Computer Literacy by coordinating with the Local
Government Unit of the province.
3. Strengthen linkages with other organizations for improvement of the service delivery.
REFERENCES

Center for Environment Concerns Philippines, 2000.

Keane, R. 2002. A view of the research of the Efficacy of CAI Electronic Journal for the
Integration of Technology in Education.

Lumbo, S., Declaro, M.A., Ruedas, E. and Casanova, V. 2009. “The Indigenous Women of
Occidental Mindoro, Philippines in perspective”. Occidental Mindoro National Research
Journal. Vol. 8 No. 1
Milbrath, Y., Kinzie, M. 2000. Computer Technology Training for Prospective
Teachers:Computer Attitudes and Perceived Self-Efficacy. Journal of Technology and Teacher
Education, 8(4), 373-396.