Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data on the computer literacy of teachers

which were computed, analyzed and interpreted.

I. Profile of Teachers

The first item considered in this study is the profile of teacher respondents which

includes age, gender, highest educational attainment, years of teaching, subject/s

taught, computer application in teaching, attended computer trainings, ownership of a

computer/laptop and number of hours of computer usage per week.

I.1 Age

Table 2
Distribution of Respondents According to Age of the three (3) schools mentioned above

Age Bracket Frequency Percentage

21-30 years old 15 33
31-40 years old 7 16
41-50 years old 7 16
51-60 years old 14 31
more than 60 years old 2 4
Total 45 100

Table 2 shows the tabular presentation of the ages of respondents. Age bracket

5160 years old had the most number of respondents with 15 or 33%; 14 respondent or

33% were between 2130 years old, three or 16% respondents were between 3140

years old, the age bracket between 4150 years old had 7 or 16%, and two (2) or 4% of

the respondents were more than 60 years old. Majority of teachers were young because
the school accepts and prefers dynamic and talented young professionals to teach

students. Young teachers are energetic and have fresh knowledge in their

specialization.

I.2 Gender

Table 3
Distribution of Respondents According to Gender of the
three (3) schools mentioned above

Frequen Percentag
Gender cy e
Male 21 47
Female 24 53
Total 45 100

Table 3 shows the gender distribution of the respondents. There were 24 (53%)

females and 21 (47%) male respondents. This states that there were more women than

men in the field of education workplace. Generally, women were known for nurturing

children, and were perceived to be able to take care of the students much more than

males.

I.3 Highest Educational Attainment

Table 4
Distribution of Respondents
According to Highest Educational Attainment

Frequenc Percentag
Highest Educational Attainment y e
BEED 6 14
BSED 19 42
With MA units 10 22
 Others 10 22
Total 45 100

Table 4 presents respondents profiles in terms of highest educational attainment.

Out of 45 respondents, only ten or (22%) were accounted to have units in the Graduate

School, nineteen or (42%) were BS major in Secondary Education holders, ten or (22%)

were BS major in Elementary Education holders and the other educational attainment

holders were eight or (42%). The school wants a professional teacher with

specialization in their major (i.e. English, Math, and Science). Teachers with a major in

his/her college are expected to be able to fully teach the subject to their students.

I.4 Years of Teaching

Table 5
Distribution of Respondents
According to Years of Teaching

Frequenc Percentag
Years of Teaching y e
less than 5 years 10 29
5-9 years 14 41
10-15 years 7 21
more than 15 years 3 9
Total 34 100

Table 5 presents the respondents profilein terms of years of teaching. Twenty

fouror 70% of the 34 respondents had less than 5 years and 59 years in teaching. Ten

respondents or 30% had 1015 years and more than 15 years in the teaching

profession. Teaching force of the school belonged to the younger generation.

I.5 Subject/s Taught

 Table 6
Distribution of Respondents
According to Number of Subject/s Taught

Number of Subject/s Taught Frequency Percentage

1-2 subjects 23 51
3-4 subjects 18 40
5-6 subjects 3 7
more than 6 subjects 1 2
Total 45 100

In relation to number of subject/s taught, out of 45 respondents, twenty three or

51% were found to be teaching their major fields of specialization for they have 12

subject to teach. Eighteen or 40% of the respondents were teaching 34 subjects; 3 or

7% of the respondents were teaching more than four subjects. The school wants to

focus on a 12 subject preparation in order to give their best in teaching students that

would lead to the greater quality of the teaching learning process.

I.6 Computer Application in Teaching

Table 7
Distribution of Respondents
According to Computer Application in Teaching

Computer Applications in Teaching Frequency Percentage

None 0 0
1 application (either word processing, spreadsheets,
presentation or other software application) 11 26
2 applications (either word processing, spreadsheets,
presentation or other software applications) 11 26
3 applications (either word processing, spreadsheets,
presentation or other software applications) 8 16
more than 3 applications (either word processing, 15 32
spreadsheets, presentation or other software
 applications)
Total 45 100

Table 7 shows that, there were 15 or 32% who use computer applications in

teaching. Twenty two or 52% use 1 or 2 applications either word processing,

spreadsheets, presentation or other software applications. Eight respondents or 16%

use more than 2 applications. Based on the researchers observation, Most of them

were using visual aids using Manila paper instead of computer aided graphic

presentation, lesson plan for preparing lessons instead of word processing and most of

the teachers use spreadsheet instead of record book and calculator for preparation of

grades.

I.7 Attended Computer Trainings

Table 8
Distribution of Respondents
According to Attended Computer Trainings

Attended Computer Training Frequency Percentage

Yes 21 47
No 24 53
Total 45 100

Table 8 shows that twenty one respondents or 53% did not attend any computer

related training while twenty four respondents or 47% attended training related to

computer applications. Based on researchers interview, teachers attended seminars,

workshop and training in the field of education area.

 I.8 Ownership of a Computer/Laptop

Table 9
Distribution of Respondents
According to Ownership of a Computer/Laptop

Ownership of a Computer/Laptop Frequency Percentage

Yes 21 47
No 24 53
Total 45 100

Table 9 shows that twenty one or 47% have their own computers or laptops while

twenty four out of 45 respondents or 53% do not own a computer or laptop. The school

had always wanted teachers to be computer literate. Among young teachers, ownership

of computer was a big help in their tasks in school, thus they tried to have a computer

unit of their own.

I.9 Number of Hours of Computer Usage per Week

Table 10
Distribution of Respondents
According to Number of Hours of Computer Usage per Week

Number of Hours of Computer Usage per Week Frequency Percentage

less than 5 hours 28 62
5-9 hours 8 18
10-14 hours 4 9
15-20 hours 0 0
more than 20 hours 5 11
Total 45 100

In terms of number of hours of computer usage, some of the respondents use

computer for less than 5 hours with a ratio of 28 out of 45 or 62% while 12 respondents

or 27% consume more than 5 hours in computer usage per week. The findings mean
that majority of teachers had minimal usage of computer because they just used it for

communication purposes not in relation to their teaching or research purposes.