Computer Literacy: The Key to unleash the Competency of ICT

Students

A Research Paper
Presented to the Faculty of Senior High School
University of Mindanao Tagum College
_____________________________________________________________

In Partial Fulfillment

of the Requirements for

RES 1S

Parian, Samantha Julliane

Samon, Lyka Jane

Guhao, Rhefeah

Delfin, Rhona Jane

Ladroma, Joelyn

April 2018
 Chapter 1

INTRODUCTION

Rationale

A jet black haired girl wandered her eyes around the four-

cornered room. Happiness is written all over her classmate’s faces,

except for her. The reason why everyone’s happy is also the reason for

her sorrow. They all got high grades on computer programming while

she only got a passing grade. Heaven knows she tried so hard just to

make those codes run, but she can’t. She doesn’t know how to do so.

She loves programming, however, programming doesn’t love her. The

jet black haired girl wondered why and now her thoughts were already

outside the four-cornered room.

In reality, some students also face this kind of scenario, wherein

they only got a passing grade and not a satisfactory one. Students feel

upset and lonely due to lower grades on computer programming (Blair

& Raver, 2002). Some are not that knowledgeable enough in terms of

computer although they took a computer-related strand or course.

What might be the problem? One might not possess computer literacy.

Computer Literacy is defined as the knowledge and ability to use

computers and related technology efficiently, with a range of skills

covering levels from elementary use to programming and advanced

problem solving. This skill is essential to a student, most especially to

those who took Information and Communication Technology (ICT)

strand or other computer-related courses. However, not all students are

“Computer literate” or “Computer savvy”. Most students do possess the

knowledge on how to use Microsoft products such as Microsoft Word,

PowerPoint, Excel and Spreadsheet, nevertheless, computer literacy is

not all about the basic knowledge on computers. It also involves the

skills in coding in order to make software and systems (Csapo, 2002),

which is substantial to a ICT student. Without such knowledge,

students would also find it difficult to figure out any system problems

or learn to adapt quickly to new systems or software. For instance,

students in America take a long time to register for a course simply

because they are unfamiliar with the software being used. They don’t

understand how to use a particular software program. Because of this,

students who feel uncomfortable using computers also feel

embarrassed.

The reality is that a lot of students don’t have a lot of experience

with computers. Even if they are familiar with computers, he or she

may not have used it very often. In small towns, students probably don’t

have access to a computer at home. To take another example, the very

first assessment of competencies of students in the Philippines

majoring in Information Technology courses showed that over 50% lack

basic entry-level programming skills. Those who weren’t computer

literate had a hard time in their computer programming classes.

Program coding and tracing is considered as a struggle to those who

don’t have prior knowledge or familiarity with it. This resulted to lower

grades in academic performance. Even us, the researchers, experienced

difficulties in our computer programming class which resulted to

unsatisfying grades. That is why we wanted to conduct this research in

order to know how computer literacy can help students become

competent.

We, as the researchers have not come across a study that

specifically discuss computer literacy in terms of general computer

operations, communication and the internet, word processing, relevant

concepts that could possibly create a body of knowledge about our

chosen topic in the academic community.

Purpose of the Study

The aim of this phenomenological study was to assess the current

Computer literacy that needs the full participation in a knowledge

society. It is also aimed to investigate and determine the role of

computer literacy on the academic performance of the ICT students of

University of Mindanao Tagum College.

This phenomenological study would add to the growing body of

knowledge about the importance of being computer literate to the

competency of a student. This study also visualizes documenting the

different experiences of the seven ICT students in in-depth interviews

and seven ICT students in the focus group discussion about the impact

of computer literacy to their competency.

Research Questions

1. What are the problems faced by ICT students in terms of using a

computer?

2. What are the ways to cope up with the problems encountered in

handling a computer?

3. How important is computer literacy to the competency of an ICT

student?

Theoretical Lens

“Computer Literacy” is a commonly used term, however it is not

precisely defined. Computer Literacy, in general, is being knowledgeable

about the computer and its applications (Rochester & Rochester, 1991).

Such knowledge appears to have two dimensions: Conceptual and

Operational (Winter, Chudoba & Gutek, 1997). The Conceptual

dimension includes an understanding of the inner workings of a

computer or general computer terminology. Without such knowledge, a

user will face some difficulties in figuring out any system problems, or

to learn to adopt quickly to new system or software. The Operational

dimension refers to the necessary skills a user acquires, through

training and practice, to operate specific system to complete specific

tasks. Winter, Chudoba, and Gutek (1997) used the notion of

“functional computer literacy” to argue that a user needs both the

conceptual and operational knowledge to perform effectively and

productively in various white-color work settings. A truly “computer

fluent” user, they contend, does not simply memorize the correct
sequence of keystrokes or mouse clicks. Instead, the user must form an

internal representation of system’s system structure and functions.

Indeed, there is consistent research evidence that links a user’s valid

mental models of a system to better academic performance (Foss &

DeRidder, 1998; Booth, 1989; Sein & Broston, 1990; Weller, Repman,

Lan & Rooze, 1995).

Based on the findings of the study conducted by Dr.Aitokhuehi

and Dr.Ojogo (2014), it is true that student’s computer literacy

enhances their academic performance in secondary schools, generally

that computer literate students perform better than the non-computer

literate. This theory states that having a knowledge in computer

enhance our academic performance because we can gain a lot of

knowledge an use tools such as PowerPoint presentation where we can

present our presentation in a good manner. And in accordance to what

Lant (2001) theorize that information and computer literacy forms the

basis for lifelong learning. Our knowledge will not be taken by others,

therefore, we are forever computer literate. 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 student’s educational

experiences. Being computer literate, the learners are given an

opportunity to excel in rapidly changing environment in technology.

Significance of the Study

This study includes knowledge, skills, and behavior showing the

effective result of being a computer literate person because computer

strand or courses like Information Communication Technology (ICT)

particularly on Senior High School is ubiquitous, so we stand to reason

that more importance has been placed on computer literacy. In this

study, we knowledgeably verified the correlation between students’ level

of Computer Literacy and their performance during laboratories or

tasks, because being computer literate makes it easy for the students

to access computers. Also, various professional educational

organizations attempted to establish future computer literacy both for

students and for teachers, because teachers’ attitudes towards

computer technology may be a significant factor in the use of computer

in education.

The potential benefits for students, is that they are becoming

more and more dependent on using a computer to perform tasks, rather

than the way it was before. It is also discussed that teachers being

computer literate recognized, the best methods of producing such

teachers, the research also addresses the Gap in a Knowledge of a

person engaged.

Definition of Terms

For a better and clearer understanding of this study, the definition

of a term was given below.

Computer Literacy. Knowledge about the capabilities of hardware and

software and understanding on how computers and the internet can enhance

student’s educational experiences (Reynolds, 2007). In this study, Computer

Literacy refers to the understanding of a student in terms of handling a

computer efficiently. It is also defined as the familiarity on how a

computer works and on the complexity of a certain software, system or

program.

Limitations and Delimitations

This study is about computer literacy or computer literate person.

The proponents of this study are the students of Information

Communication Technology (ICT) from the University of Mindanao

Tagum College, this study does not include the students in vocational

courses that are not related to computer studies. We, researchers will

provide questions for each participant or record all the data we

gathered.

This study shows the capability of the person, participants, or

students on how they are going to contribute their answers or response

to the given question. However, our study has some limitation within,

which our finding need to be interpreted carefully. Some limitations of

this study should be revealed. First, this study does not cater other

students in vocational courses that are not related to computer studies.

Second, our study did not examine the impact of Information

Communication Technology (ICT) in our society, but the importance

and effects of being a computer literate.

Organization of the Study

Chapter 1 presents the background and problems involving

computer literacy and the competency of ICT students. It is where the

central research questions, significance, limitations and the

organization of the study are introduced.

Chapter 2 discusses varied studies and literature review of board

involvement in decision making and the formal independence of

corporate board models.

Chapter 3 deals with the methodology, design of the study, and

the role of the researcher and the participants involved.

Chapter 4 discusses the results of the study based on the

research questions that are related to computer literacy conducted.

Chapter 5 consists of the conclusion and recommendations. This

chapter speaks directly to students and explores possible ways to use

the project in different environments.

 Chapter 2

REVIEW OF RELATED LITERATURE

Computer Literacy and Performance

While prior research did not evaluate the performance impact of

computer literacy empirically, there is evidence, but such a

performance impact is likely to be task-dependent (Goodhue &

Thompson, 1995; Lonstreet & Sorant, 1985: Rhodes, 1995: Thompson,

Higgins, & Howell, 1994). For example, if we considered a student to be

highly computer literate because he or she demonstrated a high level of

proficiency in using a word processor or spreadsheet program, we

would also expect the student to perform well on task involving the use

of a word processor or a spreadsheet program. We could not predict,

however, how the student would perform on task involving the use of

the database program if s/he had not received training in data software.

In this study, we examined the performance impact of students’

computer literacy in an information systems course. Result of

regression analysis found the predictive power of computer literacy to

be task – dependent. As expected, if a task requires substantial uses of

computer specific type of software, students with a higher level of

computer literacy, as measured their proficiency in using that specific

combination of hardware/software, achieve significantly better

performance. Conversely, the task requires neither the use of

unfamiliar software, or if the task requires neither the use of computer

nor conceptual knowledge of computer hardware/software, students’

level of computer literacy had no significant impact on their

performance. Instead, students’ GPA appeared to have far more

predictive power for such tasks.

Academic Performance Based on Gender

Sex Equality in computer literacy is an important issue for

teachers, policy makers and researchers now that computers are

coming in to schools. Recent studies, show that the performance of girls

in computer literacy and computer science is lower than that of boys.

An evaluation studies shows that, teachers think that girls perform

lower and are less engage in computer literacy. Studies concerning

factors which may have a bearing on the differences between boys and

girls in computer literacy.

Research on the usefulness of knowledge of computers for a future

career shows that girls and boys think that knowledge of and experience

with computers are important for their future careers. It has also been

found, however, that boys have more concrete plans to take a computer

course or consider a career as a computer specialist. With respect to

differences in attitude between girls and boys towards computers the

results of research studies are not clear (Voogt, 1987). Some studies

found a more positive attitude of boys towards computers. Fetler

however found that the attitude of both girls and boys is, generally

speaking, positive. Some studies report about different aspects of

attitudes towards computers. Collis found that boys show a higher

interest in computers than girls. Results of a study of Miura showed

that girls consider themselves less competent in dealing with

computers. Campbell found no differences between girls and boys in

computer anxiety.

This study shows that boys perform better in computer literacy,

enjoy computers more and feel more confident about their ability to deal

with computers than girls do. Boys are also less anxious than girls.

Through the low reliability of the anxiety-scale however too much

importance should not be attached to the results on this scale. The

higher performance of boys on the cognitive test is in accordance with

the results of several other studies. The difference may be due to the

fact that boys have more experience with computers in comparison to

girls, as has also been found by other studies.

Further research on the impact of (different types of) experience

however is necessary. From the higher engagement of boys in computer

literacy it can be concluded that the attitude of boys towards computers

is more positive than the attitude of girls. The computer is an essential

part of most computer literacy lessons and girls and boys like these

lessons most when activities with the computer have to be done. The

more positive attitude which has been found for boys is in accordance

with the study of Lockheed et al.

Competency of Teachers on being Computer Literate

The progress of a country depends upon the quality of its

teachers, training is essential for every teacher. Trained teachers can

do much more than untrained teachers. Teachers need continuous

program for the development in the field of education, (Veer 2005).

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.

The use of computer in education opens a new area of knowledge

and offers a tool that has the potential to change some of the existing

educational methods. The teachers are the key to the effective

utilization of this resource in the educational system. As computer use

continues to increase in society, educators must also prepare for the

use of computers within the classroom (Asan, 2003).

Indeed, the recent advancement in information technology

innovations and computer usage is rapidly transforming work culture

and teachers cannot escape the fact that today's classrooms must

provide technology-supported learning (Angers & Machtmes, 2005).

Being prepared to adopt and use technology and knowing how that
technology can support student learning must become essential skills

in every teacher's professional repertoire. District and school policy and

professional development workshops and training are designed to

positively influence teachers' adoption and usage of computer

technology (Kumar, 2008).

Computer Literacy on Postgraduate’s use of E-Resources in

Libraries

Computer literacy refers to effectiveness in searching for needed

information by using electronic sources. It is the extent to which,

postgraduates are capable of conducting e-information searching or use

computer facilities to locate relevant sources of information for their

scholarly work. Computer literacy can be defined as consisting a variety

of complex skills (which include: booting a computer, how to use a

keyboard, edit work, retrieve information from computers, send and

receive e-mails, and others.) which users need in order to function

effectively in digital environments (Eshet-Alkalai, 2004).

Postgraduates are major users of university library resources and

services (Thanuskodi, 2012). This might be because of their need for

writing seminar papers, term papers, information for their assignments

and other research activities. Research is the most important

component of postgraduate studies (Ismail, Abiddin & Hassan, 2011).

Research enables postgraduates’ to systematically investigate

society’s problems, proffer solutions to them and contribute to

knowledge. Research has been defined by Oxford Online Dictionary

(2012) as the systematic investigation into and study of materials and

sources in order to establish facts and reach new conclusions. It

involves a systematic process for recognizing a need for information,

acquiring and validating that information and deriving conclusions

from it. This implies that postgraduates’ focus inwards into the society

and discover areas with problems, collect data on subject areas,

interpret and eventually make recommendations on how to solve the

problems.

The most likely cause of low use of e-resources by postgraduates’

in university libraries for their research work, (Singh et al., 2011),

include language proficiency and information literacy. To Alison et al.

(2012), the factors include human and institutions, low bandwidth,

limited resources and computer literacy. Computer literacy refers to the

comfort levels one has with using computer programs and other

applications that are associated with computers. For this study, it is

viewed as the ability of the postgraduates’ to have the knowledge on

how to use computer facilities in information searching, retrieval and

use in the library. Computer literacy could be seen as an influence to

the use of e-resources for postgraduate student’s research work.

Owing to information explosion, university libraries are

increasingly becoming automated. The implication is that more

information is digitized. It is, therefore, convenient for postgraduates to

be computer-literate to facilitate their search of e-resources. It is more

likely that only postgraduates with adequate computer literacy can

access, retrieve and use the digitized information. This view, is

supported by Tella & Mutula (2008) who argued that students with

higher computer literacy are inclined to access and make use of e-

resources readily.

Computer literacy can be a tremendous asset that will assist in

retrieving relevant information needed by postgraduates in university

libraries. With ICT facilities available in most university libraries in

Nigeria, post-graduates, who are computer-literate could find it easy to

search for their information needs in the libraries. The internet and

various forms of web-enabled technologies are growing exponentially,

and ‘more and more’ pieces information are becoming digitised in

computers. Therefore, for effective information searching to be achieved

by postgraduates, computer literacy is critical.

The impact of Digital Literacy on Educational Outcomes :

Evidence from Performance Tests

Recent development in Information and Communication

Technology (ICT) have transformed how individual learn. ICT has

acquired a prominent role in the learning process, both in the

educational system and at home (Meyers et al,2013) The Internet, in

particular, has made available a virtually unlimited number of sources

of information. As a result, the learning process increasingly requires

the ability to access, locate, extract, evaluate, organize and present

digital information.
 As availability of computers and the internet is becoming

widespread in the developed countries (0ECD,2007), the lack of digital

skills, opposed to digital access, is becoming the key factor underlying

the existing wide inequalities in how and why people use the internet,

what has been called the “second-level digital

divide”(Hargittai,2002).What matters for the learning process is no

longer having access to ICT but rather being able to use it effectively .

Researchers from different disciplines, including media and

communication, economics, sociology, and information technology,

have studied digital ability from different perspective. This has led to

the use of several different terms, such as skills, competence, literacy,

knowledge, and fluency, to refer to digital abilities (see Litt,2013).In this

paper, we generally refer to digital literacy as the ability to process

information using digital technology in a multi-modal environment

(Gilster,1977,Rivoltella,2008,Meyer et al. 2013).More specifically,

digital literacy can be defined as “the ability to read and interpret a

media (text, sound, images),to reproduce data and images through

digital manipulation ,and to evaluate and apply new knowledge gained

from digital environment.” (Joner-kavaller and Flannigan,2006). Digital

literacy involves both understanding of the technology and how that

technology can be used to communicate and work effectively. Within

the broad notion of digital literacy, it is therefore possible to distinguish

between an operational dimension, i.e. the ability to use computers,

operating systems and browsers to navigate the we, and an

informational dimension, i.e. the skills necessary to select, evaluate and

re-use information available on the internet (Van Dijk,2005).At the

theoretical level, digital literacy can be expected to be beneficial for

learning, as it enhances the potential educational benefits of ICT .For

instance, digital literacy might contribute to a more efficient use of

spreadsheets, for completing school assignments. Digital literacy is

also likely to favor a more critical use of the information available on

the web, reducing the likelihood of using unreliable sources. More

generally, it can be expected that digital literacy enhances the ability to

use of the computers in educational productive ways. As a

consequence, disparities in digital literacy may result in educational

inequality and, in turn, amplify inequalities in the labor market.

In our related reviews of literature, it shows the impact of

computer literacy on an individual's performance. Teachers are part of

this, because nowadays they rely on computers in making lesson plans,

computing grades and others. Teachers must equipped with 21st

century skills that can empower all Filipinos to become competitive in

today's digital age (Sec. Lapuz, 2008). It applies on students as well

especially postgraduates' that needs to gather information easily and

efficiently for their thesis. Students with higher computer literacy are

inclined to access and make use of e-resources readily (Tella & Mutula,

2008). However, there is also a study that the impact of computer

literacy on an individual's performance is based on gender, it is said

that girls performance on computer literacy and computer science is

lower than that of boys. However, according to Voogt (1987), the results

of research studies are not clear with respect to differences in attitude

between girls and boys towards computers.

 Chapter 3

METHODOLOGY

This chapter presents the discussion on the research design of

the study, the Role of the Researchers, the Research Participants, the

Sampling technique used, the Collection of Data and Analysis of Data.

It also describes the Trustworthiness of researchers and some Ethical

Considerations.

Research Design

Research Design carries an important influence on the reliability

of the results attained. It serves as the operational pattern or framework

of the project that stipulates what information is to be collected from

which sources by what procedures (Green & Tull). In order for our

research to produce significant and accurate conclusions, we, the

researchers, utilize a Phenomenological study. The purpose of this

study is "to understand an experience from the participant's point of

view" (Leedy & Ormrod, 2001). Creswell (1998) points out that the

essence of this study is the search for "the central underlying meaning

of the experience and emphasize the intentionality of consciousness

where experiences contain both the outward appearance and inward

consciousness based on the memory, image, and meaning." In this

process, the researcher brackets or sets aside his or her own

experiences in order to understand those of the participants in the

study (Nieswiadomy, 1993). The focus is on the participant's

experiences in regarding with some phenomena and how they interpret

those experiences.

This Phenomenological study described the experiences of ICT

students that encountered some struggles on their computer

programming classes and other computer-based subjects because of

being and not being a computer literate person. We used

Phenomenological study because a group of students, ICT students to

be specific, personally experienced the same phenomenon.

It is appropriate to use phenomenological approach because it

seeks to find the universal nature of an experience and can provide a

deeper understanding. It also helps to understand a live experience and

brings meaning to it. This may contribute to the development of new

theories, changes in policies or changes in responses.

The themes and meaning of an experience emerged from the data.

The qualitative nature a phenomenology allows the researchers to

notice trends and look at the big picture. The data is not fit into a

statistical test than confines or restricts the interpretation. Results may

have expose misconceptions about an experience. It may be a means to

have the voices of the participants heard which may prompt action and

at least challenge pre-conceive notions and complacency. To sum it all

up, the researchers chose phenomenological approach for the fact that

the study conducted a live experience or phenomena that in any way

the participants describe the circumstances occurring in their lives.

Role of the Researchers

We conducted this research because it is related to our strand,

which is ICT. We also conducted an interview, FGD (Focus Group

Discussion), and in-depth interview to attain the information, which

includes their personal experiences, that we needed for our research.

In this study, we examine empirically the correlation between

students’ level of computer literacy and their performance in an

introductory information systems course. The research is seen as a first

step in series of studies designed to explore the predictive validity of the

computer literacy requirement.

We played many roles as a researcher such as interviewer,

transcriber, translator, analyst, and encoder. As an interviewer, we

established first rapport and friendship with our participant. We called

all the informants through the help of my group mates for some

introductions, and asked them if they are willing to participate to our

study. As an interviewer, we used personal empathy to make the

participants feel more willing to tell their stories. During the interview

and observation, we applied some techniques like: purposive random

sampling technique.

As a transcriber and encoder, we transcribed all the recorded

interviews, and translated correctly and organized them into Standard

English statements. Lastly, as an analyst, we employed suitable

analysis methods and procedures fitted for a qualitative research, such

as thematic analysis, numeration, and cross- case analysis. Based on

the concepts of Corbin and Strauss, it is the duty of the researcher to

interpret the meaning of hidden in data because he is a primary

instrument for data collection and analysis (Creswell, 2013; Corbin &

Strauss, 2014; Miller, et al., 2012.)

Research Participants

This section describes the participants and the criteria for the

selection, number of participants and the type of Sampling Technique

to be used. This study aims to examine the importance of being a

computer literate person. It doesn’t need to be a computer expert to

participate because this study is seeking opinions about computer

literacy and its significance to the academic performance, which can be

answered and provided by a normal person. The participants of this

study is important because they are the source of our information that

is need in our research.

Decision about selection was based on the research question and

theoretical perspectives. Moreover, an informant were chosen through

purposive random sampling technique. This technique is widely used

in qualitative research for the identification and selection of

information. Rich cases for the most effective use of limited resources

(Patton, 2002). Purposive random sampling technique involves

identifying and selecting individuals or groups of individuals that are

specially, knowledgeable about or experienced with a phenomenon of

interest (Creswell & Plano Clark, 2011).

The respondents of this study are 14 Grade 11 ICT students of

the University of Mindanao, and who had undergone experiences in

schools about being and not being a computer literate person. The

researchers chose 14 participants because this number of cases is ideal

for a phenomenological study and already sufficient to provide

information. Participants of this study will be randomly picked and

selected from a list of ICT students.

Data Collection

The data were gathered through the following procedures.

1. Permission to Conduct the Study. A letter of approval to

conduct the research was prepared and sent to our principal. The

researcher also made a letter of permission to get a list of names of

Grade 12 ICT students. Also, a letter of coordination request was made

and sent to notify the randomly selected students. This was addressed

to the classroom adviser for him/her to help encourage the randomly

selected participants to coordinate accordingly with the study and it

was done confidentially. The researchers also conducted preliminary

meeting with the participants to establish friendly relationship and

trust.

2. During Interview. The researchers sincerely explained to the

participants the purpose of our study. The researchers asked series of

prepared interview guide questions that helps identify the significance

of computer literacy to the academic performance of ICT students. The

interview was conducted based on the agreed schedule of the

participants and the researcher and have been done in a private

location to assure confidentiality. In ensuring the accuracy, the

researchers recorded everything and carefully observed the facial

expressions as well as the body language of the respondents in

answering the questions to ascertain his/her sincerity and cooperation

with the study.

3. After Interview. The researchers evaluate the different

responses of the participants and determine the common aspects that

greatly contribute on the significance of computer literacy in academic

performance of ICT students.

4. Analysis and Interpretation. Results were interpreted and

analyzed based on the objective of the study. The gathered data is

broken up into constituent parts of categories in order to highlight the

main ideas. The results will be then examined, summarized and

justified.

Analysis of Data

This phenomenological study is anchored on Dr. Aitokhuehi &

Dr. Ojogho (2014) which stressed that students, computer literacy

enhances their academic performance in secondary schools, generally

that computer literate students perform better academically than the

non-computer literate. The experiences of ICT students in schools

about their struggles in their computer programming class resulted to

anxiety. The effective way on determining this anxiety was conducting

concrete series of investigations and interviews to the students who

have experience and knowledge about computer literacy.

Trustworthiness

In assurance of the credibility of the study, the researcher will

initiate credible information based on facts and experiences of

informants. To ensure dependability, the researcher will give conviction

in participant's enthusiasm, dedication and integrity. In order to assure

conformability of the study the researcher will keep the original

transcripts and corroborate with the research findings.

Furthermore, the researcher was extremely aware about getting

rid of unreliable source of information and see to it that these are not

found in the narration. Again, in assurance to these, the researcher will

frequently check the document and also, seek cooperation from group

mates in order to gain additional knowledge and information about the

study. Finally, the researchers ensured the transferability of the study

by rigidly examine various responses of the respondents and consider

all the important details and information gathered.

Ethical Consideration

The study employed a qualitative research methodology. A total

of 7 students in in-depth interview and a total of 7 students in FGD. All

interviews were conducted face to face and followed a semi-structured

interviewing format utilizing open-ended questions and further probing

questions. This research will not give answers on such hard questions

but we will deal with ethical behavior among ICT students.

 Before conducting the in-depth interview and FGD we will let our

participants sign an informed consent, which is a voluntary agreement

to participate in our study. It is not merely a form that is signed but it

is a process in which the subject has an understanding of the research

and its risks. We also assured our respondents that we will protect their

confidentiality. We will use study codes on data collection instruments

in place of identifying information to protect participants’

responses/data when data documents are stored or out in the open.

 Chapter 4

RESULTS

In this chapter, diverse information from the respondents were

presented. Their responses were based on the qualitative research

questions of the study.

1. What are the problems faced by ICT students in terms of using a

computer?

2. What are the ways to cope up with the problems encountered in

handling a computer?

3. How important is computer literacy to the competency of an ICT

student?

Our three main questions will later be answered through

analyzing the results. Each answer will be properly analyzed and

interpreted. The first research question aimed at knowing the problems

that ICT students are facing in using a computer. The second research

question has the objective to know their ways of coping up or ways to

solve the problems they’re facing. While the third main question is to

know whether being computer-literate has an impact to their academic

performances or even in their daily lives. Through in-depth interview

and focus group discussion, the data were gathered with the aid of the

guide questions.
 The responses of the participants demonstrate data that are

essential for this study which has the purpose of knowing the

viewpoints of ICT students towards the impact of Computer Literacy to

their academic performance. We accumulated information from the in-

depth interviews and the focus-group discussion through an audio

recorder. The gathered data from their responses were transcribed

carefully by the researchers. These data were shown through tables

including the themes of their insights and also through enumerating

their statements in accordance to every question and this study’s

respondents are the fourteen purposive randomly selected Grade-11

students currently enrolled in University of Mindanao Tagum College.

The researchers have performed an in-depth interview with 7

interviewees and there are additionally 7 respondents for the focus

group discussion. Before conducting the interview, all participants were

able to read and sign first the informed consent. In the conduct of in-

depth interview, the participants were interviewed to their preferred

place. Some of them were uncomfortable at first but then afterwards.

they found comfort and their responses turned out great. The

participant’s time on interviews are ranging to five to nine minutes. On

the other hand, in conducting the focus group discussion, the

participants were able to share their ideas and thoughts which led to a

successful discussion. The participants answered the given questions

comfortably by listening, considering, and relating their answers to

another participant’s response. The focus group discussion went on for

more than fourteen minutes.

Table 1. Participant’s Information

Code Name Strand Gender Study Groups

Aries ICT Female In-Depth Interview

Leo ICT Male In-Depth Interview

Virgo ICT Female In-Depth Interview

Libra ICT Female In-Depth Interview

Sagittarius ICT Male In-Depth Interview

Scorpio ICT Female In-Depth Interview

Capricorn ICT Female In-Depth Interview

Cancer ICT Male Focus Group Discussion

Aquarius ICT Female Focus Group Discussion

Pisces ICT Female Focus Group Discussion

Gemini ICT Female Focus Group Discussion

Taurus ICT Female Focus Group Discussion

Plue ICT Female Focus Group Discussion

Orphiuchus ICT Female Focus Group Discussion

Categorization of Data

Our data collection plan is a crucial key to developing a

successful study. The plan indicates how we will access and gather
information from our participants. In the proposal stage, a clear data

collection plan can alleviate stress and gain information needed easily.

Additionally, a clear data collection will help ensure that the

researchers can obtain the information needed to answer our research

questions (Kiwanis, 2017).

Upon successfully conduct the in-depth interviews and the focus

group discussion, data from the audio-tape recordings were transcribed

and translated it to English. We initially listened warily to the sound

recordings. This was to transform the information into writings thus

that it would be easier for us to code our information later. Three stages

were being taken amid the data analysis that compromises of data

reduction, data display, drawing conclusion and verification. These

were done in order to identify core and essential themes about the

phenomenon under investigation (Burns and Grove, 2010).

Data reduction was utilized to convert those data into the

essential and logical material, simply understood by many (Moustakas,

1994; Creswell, 2012). This is to delete unnecessary data from the

transcription. Thematic analysis was the approach utilized as a part of

grouping and separating information, a method for arranging and

sorting. Through data reduction, the lengthy and large data gathered

turned out solidified and manageable, easier to control and

comprehended. We also requested help from our research adviser to

give us some advices and guidance on how to interpret data effectively.

Analysis of the Results

Research Question no. 1: What are the problems faced by ICT

students in terms of using a computer?

Struggles in Computer Programming. Students encountered

problems and difficulties during computer programming (Tenenberg et

al., 2005) especially on the programming language they used to create

a project or system. They also face the struggle of formulating codes

that will give the desired output and making a program run without

errors. Aside from these, there are other parts of programming that can

make a student feel stressful and burdensome.

IDI #1: “Naka experience ko, example kanang

pagpa-run sa system, kay wala man gud kaa-

yo ta background ani wala kaau na discuss gi

tagaan rata og tutorial tapos dili si masabtan.”

– Aries

( I’ve experienced some, for example, running

of a program, because we have no background

yet, it hasn’t been discussed properly, we were

just given a video tutorial which we cannot un-

derstand.)

IDI #7: “Yes naa sa kuan jud sa array, ug ang

isa sad kay kanang loop, then sa system pod

kay naglisod pod me ug buhat ug system unya

kay labi na tutorial ray gihatag saamoa mao

jud ng pinaka difficult sa amoa labi na ga-

may ray time gihatag sa amoa.”

- Capricorn

( Yes, there is in the array and the one is

loop, then in system, we find it hard to do be-

cause we are just basing in the tutorial that

was given to us. That was the most difficult

thing given to us in a short period of time.”)

FGD #3: “Yes , labin na ang mga structure

(program) , nya wala pa nako na memorize,

then wala ka kabalo unsay gamit ana nya

matingala na lang ka na mu-run imong pro-

gram.” -Pices

(Yes, especially the structures of the program,

then I still haven’t memorized it , then I don’t

know what is the use of that and it just sur-

prises me if the program will run.)

FGD #4 : “Yes , aw okay ra sa akoa ang ba-

sic sa java pero ang array…di jud makaya,

maka aray aray jud ka.”-Gemini

(Yes, I can handle basic Java but if it is array

I really can’t handle it, you will really exclaim

in pain.)

IDI #5: “Well yes, dako kay uhh...daghan na ko

ug experience sa kaning...murag nagkalisod jud

ko. In fact, kadtong system namo uhh...naa koy

I think...duha ka na-miss, kay wa ko nakasabot

sa tong pinakubos na part na iprogram.”

-Sagittarius

( Well yes , I have many experience on which I

faced many difficulties. In fact , I believe that I

have missed something on our system because

I didn’t understand the lower part of the program.)

IDI #6: “Oo, kay katong time na kadtong nag lab

activity mi sa laboratory tong array. Array jud ko

 nag lisod kay labaw nag makalimot ka sa code.

Biskan gimemorize na nako sya ug step by step

makalimot jud ko.” -Scorpio

(Yes, that time when we had our lab activity for

array. I’ve been struggling in this topic which is

really hard especially when you forgot the code.

Even if I’ve memorized it step by step, I always

end up forgetting them.)

Factors Why Some Students are not Computer Literate. Not because

a student took a computer-related strand means that that student is

also good in computers. Some of the students who took ICT don’t have

a background in computer. Lack of knowledge in a particular task will

affect a student’s understanding and performance. Nevertheless, these

students are still willing to learn.

IDI #2 : “Siguro kay sa kuan wala pud silay

sariling computer unya ang uban gikuha lang

guro nila ni nga strand kay mao ray available.”

- Leo

(Maybe the others don’t have their own compu-

ter,and maybe they had no choice but to choose

this strand (ICT) because there is no available

strand left.)

IDI #1: “Para sa akoa kanang kulang og gamit

pareha anang walay laptop ana uban kanang

dili parehas ug IQ level , dili tanan parehas ug

understanding.”-Aries

(For me the lack of things like laptop, and other

(people) does not have same IQ level, not all stu-

dents have the same understanding.)

FGD #6: “Isa ka rason kay walay background

sa computer, nya…kuan pud kanang pag nay

itudlo or ihatag na activity ang teacher kay dili

dayon isulod sa huna-huna sa estudyante, dili

gamiton.”-Plue

( One reason , is that they do not have a back-

ground in computer and another reason is that

if the teacher teaches something or give an acti-

vity, the student will not take it seriously and

will not use it.)

FGD #7: “ Ako kay kuan para saakoa kay cu-

riosity gud kanang ang uban kay na curious si-

la about anang sa computer unya gusto sila ma-

ka kat-on nya nay ubang teacher na diretso-

diretso dayon ug tudlo dayon wala nila gipasa-

bot nga unsa ni unsa na siya.” -Orphiuchus

(For me,it’s curiosity, some of them are curious

about computer and want to learn but there

are teachers who teaches so fast without ex-

plaining how he/she did it or what is that.)

IDI #4: “Siguro...kanang...wala nila gi...kanang

kuntahay no? Naa silay...na gitudlo ang teacher

sa ilaha karun pagka next naa napuy itudlo mu-

rag dili gud nila to ma...apply gud tung nga kuan

gipangtudlo ...nya maglisod ug absorb ang stu-

dyante…nga kanang sa present nga panghitabo.”

-Libra

( Maybe , I think , because when the teacher

teaches them a lesson and teaches a new lesson

after , the students will have a difficulty in ap-

plying it and absorbing the lesson.)

FGD #1: “Kuan man gud kanang previous course

nako kay computer hardware, so lisod kayo siya

i-advantage kay computer programming diay

akong nasudlan dili hardware.” -Cancer

“Actually , my previous course was computer

 hardware, therefore it is a disadvantage because

my course right now is computer programming not

hardware.”

Table 1. Themes and Supporting Statements on the Problems

Faced by Students in Using a Computer

Themes Supporting Details

Most of the students find array

and looping very difficult. Some

also struggle on making the

programs run. The reason for

that is because not all students

Struggles of students in are knowledgeable in computer

Computer Programming programming. They don’t

understand the codes used in

the program and this is because

it wasn’t even taught to them.

Students were just given

tutorials about this topic and

were also tasked to finish a

system in just a short period of

time.
 There are four main reasons

why some of the students are

not that knowledgeable

although they took a computer-

related strand. The first one is

because not all students have

their own computer. Possessing

Some students are not one would have been

Computer Literate advantageous for them because

they will be familiar with the

programming language and

codes, and they can practice

anytime they want. Second is

that some students don’t have a

background in computer

programming. That is why, the

moment they were tasked to

make a system, some of them

were dumbfounded on what

they should do. The third one is

because of the differences in IQ

level of students. Some may able

to understand the codes quickly

even if it has been taught to

 them just recently, while some

are unable to register it on their

mind. Lastly, some teachers

teach but they don’t make the

students understand the topic

completely.

Research Question no. 2: What are the ways to cope up with the

problems encountered in handling a computer?

Solving Difficulties in Using a Computer. Every problem faced must

be solved. And there are few ways to do so. Paying attention on the

important procedure, manual or description, will help the students to

overcome their struggles. It is important to solve the difficulties

encountered by a student for him/her to succeed.

IDI #3: “Siguro kung...dili na jud literate sa isa

ka computer pwede man nga magsearch sa via

internet then...kung dili jud makaya kay pwede

pud ka nga mangayo tabang gud sa mas naka-

balo jud.” -Virgo

(Maybe if you are not really a computer literate

you can still search via internet and if you can't

do it on your own then you should ask assis-

tance from those who are experts.)

FGD #1: “Kailangan lang niya magstudy ug ma-

ningkamot sa iyang kaugalingon gani na pangi-

taan ang mali pwede pud siya mangutana ato

para madali ang iyang trabaho.” -Cancer

( He just need to study patiently for himself to

find the error & he can also ask question about

it to facilitate his work.)

FGD #5: “I should say nga …uhm..better to ask

assistance sa imong classmate or sa teacher kay

para makatabang sila sa imoha ug...dili lang na

nimo personalon tanan kay...kita man jud tanan

maka agi man jud tag mga difficulties which we

can't answer that in our selves...so...mag ask tag

assistance sa atong mga classmate...nga...mga

hawd na pud.” -Taurus

( I should say that it is better to ask for assis-

tance from your classmate or teacher,because as

we know all of us undergo difficulties which we

can't solve on our own so it is better to ask for

assistance to those classmates who are experts

with that field.)

IDI #6: “Ahm so ako, akong buhatong lang kay

usahay mangutana na lang ko unsaon na siya,

ug then akoa nalang tudluan akoang kaugali-

ngon na dapat kayanon nako ni ana kay di man

sad dapat ko magsalig para next time ma solve

na nako siya nga ako ra.” -Scorpio

(So, for me, what I do is to ask sometimes , then

I will teach myself to do it. I can’t just depend in

my classmates so that I can solve it by myself

next time.)

IDI #5: “Gi natry jud nako nga mag self-learning

para matabangan nako akong kaugalingon sa

mga struggles nga maagian pa nako sa paggamit

ug computer pero pag kanang di na jud nako ma-

kaya mangayo nakog tabang sa mga naa nay ka-

 hibalo ug nay experience.” -Sagittarius

( I try to self-learn to help mysel solve problems

that I’ll be facing on using computer but if I can’t

handle it by myself I will ask assistance to those

who have more experience.)

Effective Ways to Become to Become Computer Literate. It may

take time to be called “Computer Literate” but with determination to

learn things will bring you to success. Even the basic and simplest steps

may lead you to become a computer savvy.

IDI #3: “Effective way to become a computer lite-

rate is...self-study lang jud kay...by that or

through that maka...kuan jud ka...makagain kag

more knowledge ma himo kong computer lite-

rate kay...pagkahasa man gud sa isa ka computer.

So by self-studying and…kanang tutorials,

watching tutorials.” -Virgo

(The most effective way for you to be a computer

literate is by self-studying one example of that is

watching tutorials because by that you can learn

on your own and possible way.)

IDI #6: “Ang mangutana sa maestro, kay once na

mangutana ka sa maestro diba kay murag ipasa-

bot na nila ug taman sa imoha, so ikaw na stu-

dyante I kuan jud nimo sa imong kaugalingon na

buhaton na kuan.” - Scorpio

( Of course, to ask the teacher, because once you

ask the teacher they will discuss it to you, so you

as a student you will teach yourself to do that

thing.)

FGD #5: “Siguro ang murag ma-iadvice nako para

mahimong knowledgeable ka in terms of computer

kay kinahanglan nimo nga...kuan lang, magsige

kag gamit ug computer hangtod sa makasabot ka.”

-Taurus

( Maybe, the advice that I can give for you to be

knowledgeable in terms of computer is that you

need to use the computer always until you can un-

derstand it.)

IDI #4: “Para sa akoa makatabang sa akoa murag

ang teacher then ang tutorials ka yang pagkuan sa

teacher kay based sa iyang gihatag na tutorials

kay murag ma enhance mong learning sa imong

pag program then kay gitudluan siya maestro ni-

ya naa pay tutorials.” -Libra

(For me, the teacher and the tutorials helps a lot

because the teacher is basing their lessons from

the tutorials for us to enhance our learning.)

FGD #2: “First of all dapat naa kay PC. Second,

ahhh…pwede ka mutan-aw ug tutorials sa You-

Tube. Third, ask ka sa imong teacher. Lastly,

determination jud.” -Aquarius

(First of all, you should have your own PC.Second,

you can watch tutorials in YouTube. Third, ask

your teacher. Lastly, you should have determina-

tion.)

FGD#4: “Kanang more on practice, analyze ang

code, mangita kag mga tutorials, dako sad kayo

nagtabang ang mangutana sa professor.” -Gemini

(More on practice, analyze the codes, look for tuto-

 rials, and it’s a great help if you also ask your pro-

fessor.)

Table 2. Themes and Supporting Statements on Coping-up to the

Problems Encountered in Handling Computer

Themes Supporting Details

Students should identify the

problem first, for them to be able

to solve it. Most of them study

and learn just by themselves.

Solving difficulties on using a They try to understand the

computer codes, structure, and the system

on their own. Some ask for help

or assistance to those who are

more knowledgeable in computer

programming. By doing so, they

are somehow able to solve the

difficulties they are facing.

Practice makes perfect. But

Effective way to become nobody’s perfect, so practice will

computer literate only make you become better.

Through practicing and self-

 learning, one can gain more

knowledge. Watching tutorials

could also enhance your

learning. Another way to become

computer literate is to ask for

help to your teacher. When you

ask him/her about a certain

topic, they will give you

information that could be

helpful. Another is to use

computer always so that you can

be familiar with it. And lastly,

students must be determined to

become computer literate for

them to become one.

Research Question #3: How important is computer literacy to the

competency of an ICT student?

Advantages of Being Computer Literate. For students, especially

students who took ICT strand, it’s an advantage for them to be

computer literate in order for them to survive this course (Croxall &

Cummings, 2000). Computer Literacy can be a great help for students

who are struggling and facing difficulties in computer programming.

Also, these skill is essential in today’s school systems as more tasks are

completed using computer technologies.

FGD #6: “Mag excel ang isa ka student kong com-

puter literate siya kay sa mga trabahuon pud nag-

involve ug computer dako jud na siya na advan-

tage kay dili tanan student karun computer lite-

rate.” -Plue

( The student excels if he/she is a computer lite-

rate, at work it also involves computer it is big

advantage, because not all the student today is a

computer literate.)

IDI #7: “Mas lamang jud ta nga nay kahibalo sa

computer kay mas dali ta maka-adjust sa mga gi-

pangtudlo labon na…kanang sa programming

ana unya…mao lang.” -Capricorn

(It is really an advantage that we are computer li-

terate because we can easily adjust on the les-

sons of the teacher specially in programming.)

IDI #2: “Oo advantage jud siya kay ug daghan

kag nahibal-an mas daghan pud kag mabuhat

example kanang mangita ug kanang mga infor-

mation gud , kay dali na lang makapangita kay

hawd naman ka. Makapadako sad ug grado.

” -Leo

( Yes, it is really an advantage because if you

have knowledge you can do a lot of things, for

example if you need information you can easily

find it because you are knowledgeable. And it

can also increase your grades.)

IDI #1: “Ah para sa ako kay kanang basta com-

puter literate ka daghan ka og curious thinking

kanang ma curious ka sa tanan butang tungod

maong daghan kaau ka mahibal an.” -Aries

( Ah, for me it is an advantage when you are a

computer literate you will have a lot of curiosity

in all things because you need to learn more.)

IDI #3: “Advantage siya kay mabuhat nimo any-

thing about kanang mga buhaton na need ug

computer kay naa naman kay knowledge…unya

 advantage pud siya pag abot sa magwork naka

kay additional skills napud sya ug knowledge.”

-Virgo

(It is advantage to have a knowledge in computer

because you can do anything that requires the

use of computer and it is also an advantage

when you apply for work because this will be an

additional skill and also knowledge.)

Effects of Computer Literacy to Daily Life. Technology is everywhere,

it will be with us in our daily lives and will bring impact to us. Because

of this, being computer literate can’t only help you in becoming

competent in academic, but it can also help you in your daily life (Mason

and McMorrow, 2006).

FGD #4: “Makatabang siya sa atong daily life

kay dib daghan naman ug naay kahibalo sa

computer edi mas mahimo tang innovative ug

mas muhawud ta sa atong pagskwela kay high-

tech naman ta.” -Gemini

( Having knowledge in computers, helps us in

our daily life because we know that many of us

are computer literate, we can be innovative and

can help in our studies because we have high-

tech minds.)

FGD #7: “Dako jud sya ug tabang kay kuan man

gud mas mapadali ang imong pang adlaw-adlaw

na kinabuhi kanang in terms of information kay

dali na lang ka makapangita. Unsaon nalang ug

di ka kabalo kay diba madugay ka.”

– Orphiuchus

( It is really a great help to make my daily life

easier, in terms of finding information, I can easi-

ly find it unlike having no knowledge it will be

difficult for them to find.)

IDI #5: “Makatabang sya sa ako taga adlaw ka-

nang nay assignment nga ihatag unya kanang

kailangan ug computer skills kay dali nalang sa-

akoa unya kanang pariha anang tabangan nako

akong manghud paghimu og certificate gamit ang

Microsoft word.” -Sagittarius

(It helps my daily life if there is an assignment

that requires computer skill, it will just be easy

for me and I can help my sibling in making cer-

tificate using Microsoft Word.)

IDI#3: “So syempre uhm...if you are a...ICT stu-

dent...dili mawala na kanang kita ba jud diri is

mag...mag data encoder...encoder...mag data en-

coder ba ta, mag teacher ba ta, mag criminology

ba ta, so ICT uhm...computer literacy uhm...com-

puter literacy help you in your daily life kay...

maskin pa man teacher ka naa jud ...in-line jud

gihapon ang computer kay example mga lap...

mga kanang uhm...maka gamit ka in innovative

way sa mga technologies so naa gihapoy compu-

ter nga involve so...magamit nato siya in our dai-

ly lives.” -Virgo

(Although you are an ICT student, thoughts like

“Should I be a data encoder”, “Will I become a

 teacher” or “Should I become a criminology stu-

dent” are unavoidable. So even if you become a

teacher someday, computer literacy will still be

helpful for you because your chosen field is still

in-line with computers. You can use it in inno-

vative ways & it will be a use in your daily life.)

FGD #2: “Tabang siya sa atong daily life kay bi-

sag asa ta mutan-aw karon, sa skwelahan man,

sa trabaho o gwas sa balay napalibutan jud ta

ug technology so kung naa tay knowledge sa

computer makasabot tag dali sa mga panghita-

bo sa atong kinabuhi, maong makatabang siya

sa atong kinabuhi.” -Aquarius

(It helps our daily life because wherever we look,

we are surrounded by technology, so if we have

knowledge in computer we can easily compre-

hend what is happening around us.)

Table 3. Themes and Supporting Statements on the Importance of

Computer Literacy to the Competency of ICT Students

 Themes Supporting Details

Possessing computer literacy

brings many advantages. One of

Advantages of being computer those is that a student’s

literate understanding level will increase.

Also, it can be the key for

students to have good grades.

One’s daily life may become easier

through computer literacy

because there are things we do

which needs computer skills. For

Effect of Computer Literacy to example, making assignments or

Daily Life project will be easier with the help

of computer. Also, a student may

become innovative in his/her life

because of being computer

literate. And because we are at a

digital age, we are surrounded by

technology, which means

possessing computer literacy is

helpful for one to become aware of

 the recent developments in

his/her daily life.

Chapter 5

DISCUSSION AND CONCLUSION

This chapter presents and discusses the summary and findings

of the study and the conclusion drawn from these. It begins by looking

at a summary of the initial aims and objectives of this study. It then

includes a brief discussion presented according to each of the main

research questions followed by the outcomes of this study.

Recommendations for further research end the chapter.

Discussion

The focus of this study was to determine and understand how

computer literacy help ICT students become more competent on their

academic performance. The informants are the 14 randomly selected

ICT students who often struggle with computer programming. They face

many difficulties on using a computer, coding and making a program

run. During the In-depth Interview and Focus Group Discussion, they

shared these experiences which are troublesome for them.

When asked what were the problems they have faced in terms of

using a computer, each and everyone of them had different structures

in answering but still, they had the same thoughts. For instance, one
student, Gemini, answered the question stated above, “Yes, I can

handle basic Java but if it is array I really can’t handle it, you will really

exclaim in pain.” Meanwhile, Capricorn commented, “Yes, there is

(difficulty) in the array and the one is loop, then in system, we find it

hard to do because we are just basing in the tutorial that was given to

us. That was the most difficult thing given to us in a short period of

time.” Although these two statements differ in sentence structure but

the thought that they are trying to emphasize, which is, they are both

having a hard time in array is similar. This clearly means that some

students really share the same feelings towards computer

programming. They find it hard and that is why they struggle in this

certain topic which made it difficult for them to excel in their academic

performance. That is why this study will help them, ICT students,

because it is aligned with their strand and the information they can get

will be beneficial and helpful to them.

In gathering the data, we have conceived six (6) themes in line

with the transcribed data. These themes were presented in the tables

found in Chapter 4 along with the supporting details which elaborates

each of those. The themes include the different perceptions of the

participants in this study, which are: Struggles of students in computer

programming, Some students are not computer literate, Solving

difficulties on using a computer, Effective way to become computer

literate, Advantages of being computer literate and Effect of computer

literacy to daily life.

Problems Faced by Students in Using a Computer

One of the themes we have obtained from this study was the

Struggles of students in Computer Programming. Because of the

lack of knowledge and background in computer, some students are not

familiar with it. Many of them are not that confident on using a

computer, thinking that they are unable to do it efficiently. Some

students also find coding really difficult. That is the reason why they

faced a big crisis when they were tasked to make a system or program.

Some of them were unable to formulate their own codes, instead, they

relied on tutorials about programming, which somehow helped them.

However, they did not understand the entirety of the codes. Others had

a hard time knowing why a certain code will have this or that output.

This just clearly shows that some students are not computer

literate. Although they took ICT strand, not all of them has knowledge

and familiarity with computers and programming. This is because they

didn’t had the opportunity to train and practice due to not having

personal computers or laptops, which would have been helpful to them.

Also, computer programming is all about logic, which means one must

have an analytical understanding. However, not all of students possess

this and are unable to understand a code in just a short span of time.

Some are unable to catch up with the lessons being discussed by their

teacher.

Coping-up with the Problems Encountered in Handling Computer

 These problems faced by students must be resolved and this was

tackled in the theme, solving difficulties on using a computer. Some

of the ways to do so, which most students also prefer to do, is to study

by themselves. They believe that they can get more knowledge on using

or handling a compute by self-learning. Also, asking for assistance or

help to teachers or to those who are expert and more knowledgeable in

this field is helpful for students. They can get insights and information

from them that they can use and apply.

Another theme that we have obtained is the Effective way to

become computer literate. Just like what’s stated above, students

also prefer to study by themselves in order to become computer literate.

Through self-study, they can enhance their skills and knowledge by

practicing more and watching tutorials about using computer and

computer programming. And the most essential thing for a student to

be computer literate is determination. A student must be determined to

become one in order for him/her to work hard.

Importance of Computer Literacy to the Competency of ICT

Students

Another theme being emphasized here is the advantages of

being computer literate. Being a computer literate means you can do

anything you want to do in a system or in a computer because you have

knowledge about that and you possess many learnings. It is also an

advantage to your work in the future because it will be an additional

skill for you. Also, a student may become competent and will be able to
excel in his/her academic performance for he/she is able to do

computer programming accurately because of the knowledge he/she

has.

The second theme is the Effect of computer literacy to daily

life of ICT students. During the In-depth Interview and Focus Group

Discussion, we asked the participants how computer literacy affects

their daily lives. Majority of them answered that it is an advantage for

them because everything becomes easier when you are computer

literate. For example, simple tasks become easier and quicker to do with

the help of computer, like doing assignments, projects, etc.

Implication for Practice

The main aim of this study was to determine the role of computer

literacy to the competency of ICT students and how it affects their

academic performance. We have done so by conducting some interviews

and discussions with our chosen participants. The results and findings

of this study implies to the ICT students who are struggling in their

computer programming classes. It also implies to those who want to

become computer literate or more knowledgeable on using computers.

Our findings suggest that computer literacy can be obtained by

yourself, if wanted. Our study provides enlightenment to those who are

disoriented about the role that computer literacy plays in an ICT

student’s life.

We have several recommendations on how ICT students can be

proactive in their quest to become more computer literate. These

included engaging in self-learning to stay current with the use of

technology. Self-learning might include experimenting with equipment,

frequently using of computer, and exploring various types of software

available on the computer and on the internet (Croxall & Cummings,

2000).

And because some students lack knowledge even in the basic

operation of a computer, the researchers would like to suggest that

Empowerment Technologies or E-Tech, a subject included in the Senior

Highschool curriculum, should be taught in the first semester of the

school year instead in second semester. It is because this subject gives

basic knowledge in computer. For example, E-Tech tackles about the

basic usage of Microsoft products, shortcuts in computer, latest trends

in ICT, etc. This will become the student’s foundation for computer

programming so that they will prepared and won’t have a hard time in

their major subject.

Implication for Further Research

The results of this study grow new thoughts which could most

likely be helpful to give more clarification and implications for further

study. The study serves for further research and investigation on what

experience, how students of ICT find ways to gain knowledge to solve

the problems that they encountered in using a computer.

Concluding Remarks

The researchers were delighted with the outcome of the interview,

as the informants gave fascinating and meaningful responses. We are

thankful that the respondents shared their experiences and thoughts

without hesitance. We observed that they are willing to share their

knowledge on every question.

The investigation of the study made the researchers to develop

their understanding not just on our topic but also to understand the

struggles faced by ICT students. It is usual to experience difficulties in

life because this is a part of growing up, we have to keep in mind that

every problem has solutions. ICT students, as they are, we will

experience countless difficulties especially those who are not

knowledgeable enough in computers. However, there are people who

will help them to ease their problems and most importantly, they can

depend on their selves through thick and thin. This gives a hand of

recommendations to the future researchers.

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