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Republic of the Philippines


Department of Education
Region I
DIVISION OF PANGASINAN I
Lingayen

APPROVAL SHEET FOR ACTION RESEARCH

Title: IMPROVING THE TEACHERS’ INSTRCUTIONAL COMPETENCE IN COMPUTER


TECHNOLOGY AT GAUDENCIO B. DUMLAO NATIONAL HIGH SCHOOL
Nature: / √ / Action Research Proposal / / Completed Action Research

Proponents: WYNNE C. GUTIERREZ Cluster: AGUILAR

ENDORSED BY:

JOVITA B. SERIL
Principal I

LONGINO D. FERRER, Ed.D


Monitoring Public Schools District Supervisor

WILMA S. CARRERA, Ed.D


Education Program Supervisor

Recommending Approval:

CARMINA C. GUTIERREZ Ed. D.


Chief, Curriculum Implementation Division (CID)

APPROVED:
____________________________
MARILU N. CARDENAS
Assistant Schools Division Superintendent
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Republic of the Philippines


Department of Education
Region I
DIVISION OF PANGASINAN I
Lingayen

Assessment Tool for Action Research

Name of Proponents: WYNNE C. GUTIERREZ Position: TEACHER III


School: GAUDENCIO B. DUMALO NATIONAL HIGH SCHOOL
Title of Action Research: IMPROVING THE TEACHERS’ COMPETENCE IN COMPUTER
TECHNOLOGY AT GAUDENCIO DUMLAO NATIONAL HIGH
SCHOOL
Date of Phase 1 (Permit as to the Approval to Conduct the Action Research): ________________
Date of Phase 2 (Completion of the Research): _________________________

PARTS YES NO REMARKS


I. Title Page
II. Approval Sheet
III. Table of Contents
(Include all parts and all the names of the table with proper pagination)
IV. Parts
A.THE SITUATION
a.1 Are the situations briefly described?
a.2 Are the situations clearly stated?
a.3 Are the situations reliable?
a.4 Do the situations justify the claim/need of the research?
B.THE PROBLEM
b.1 Are the problems specific and clearly stated?
b.2 Are the problems delimited?
b.3 Does the study have significance to the improvement of the
teaching-learning outcomes of pupils/students?
C. PLAN OF ACTION
c.1 Are the objectives properly stated?
c.2 Are the plans attainable within the stated period of time?
c.3 Are the target subjects properly identified?
c.4 Are the activities to be undertaken properly specified?
c.5 Are the possible solutions or evaluation criteria to the causes
properly stated?
D. ACTION/ IMPLEMENTATION
d.1 Is the research design properly explained?
d. 2 Are the research activities/strategies properly discussed?
d.3 Do the activities/strategies correspond to the data collected?
d.4 Are there possible solutions to the problem stated?
d.5 Is the statistical statement properly identified to answer the problem?
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d.6 Do the findings answer the specific problems?


d.7 Are the analyses logical and presented according to the context of
the study?
d.8 Are the findings presented and interpreted by table?
d.9 Do the conclusions correspond to the findings of the study?
d.10 Recommendations
 Are the recommendations feasible and doable?
 Are the recommended actions more effective and efficient?
 Are the recommended actions cost saving in terms of money,
time and effort?
A. REFLECTION
B. BIBLIOGRAPHY
C. APPENDICES
D. CURRICULUM VITAE

Additional Notes to Remember:

1. Use 8.5 x 11 bond paper


2. Font – Times New Roman
3. Font Size
 Title Head – 16
 Text – 14
4. Proper Spacing
 Title of the Problem (single space and center text)
 Title of the Table (single space and center text)
 Content of all parts (double space)
5. Follow proper margining (upper – 1 ½ left; 1 ½ right – 1, bottom – 1)
6. All parts should have its own pagination and it should be the upper right hand corner.
7. Name and Number all Tables. Use Hindu Arabic.
For Phase 1 – (Proposal) Tool for Assessment will be
 I, II, III (Parts A, B, C, d.1, d.2, d.3 d.4 including the data gathering instrument)
For Phase 2 – (Completion of the Research) Tool for Assessment will include I, II, III, IV (Parts A,B, C,
D) V, VI, VII, VIII

CARMINA C. GUTIERREZ, Ed.D


Chief
Education Program Supervisor (CID)
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TABLE OF CONTENTS

Page

I. Title Page…………………………………………….. …1
II. Approval Sheet………………………………............ …..2
III. Table of Contents…………………………………. …… 3
IV. Parts
A. The Situation……………………………….......... 6
B. The Problem………………………………………11
C. Plan of Action
c. 1 Objectives……………………………………12
c.2 Time Frame…………………………………...12
c.3 Target Subjects………………………………. 14
c.4 Activities to be undertaken………………….. 14
c.5 Evaluative Criteria/Proposed Evaluation…….. 14

D. Action/ Implementation…………………………...15
References………………………………………………..17
Appendix A – Survey Questionnaire……………………21
Appendix B – Letter to the Validator…………………...25

Table
Table 1 - Time Frame……………………………………… 13
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A. Situation

The implementation of the K to 12 Curriculum brings into focus a new

perspective of the Filipino learner. As Bro. Armin Luistro, DepEd Secretary pointed out,

“Ang bagong Pilipino – higit sa pagiging maka-tao, maka-Diyos, maka-bayan, at maka-

kalikasan ay kailangang magtaglay ng kasanayan at pananaw na angkop sa 21st

century.” The K to 12 Curriculum is focused on the learner’s acquisition of the 21st

century skills such as Learning and Innovation skills which take into scope creativity

and curiosity, critical thinking, problem solving, and risk-taking, adaptability, managing

complexity and self-direction and higher-order thinking and sound reasoning. This calls
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for making learning and meaning-making multimodal. Learning and meaning is made

through oral, written, visual, audio, tactile, gestural, and spatial. All these will be

possible when reflected in the very learning environment of the students and in the

pedagogy used by the teachers in aid of instruction.


Undeniably, computers today 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 enrolment 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 multimedia which

is creating an exciting and very real interactive learning environment.


According to Senator Pangilinan, three to four out of five teachers lacked

knowledge in using computers (Philippine Star, 2013). In a survey research with an

overall goal of determining ICT preparedness of teachers stated that the literacy of

teachers in using word processor software is about 63. 27% while the second is internet

browsing with 33.91%. The third is using spreadsheet application, 13.64% and other

software application is quite below at 10% (Manzano, 2011). Also, DepEd estimates

that that only three out of seven schools have teachers who are computer literate

(Luistro, 2010).
Being computer literate gives the learner an opportunity to 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
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understanding how computers and the internet can enhance students’ educational

experiences.
The government and the education department has come up with plans and

programs for computer literacy of learners as well as teachers. According to Carandang

(2010), Senator Angara urged the Aquino 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-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 schools; providing materials and equipment to be used in implementing computer

literacy. They made laws and bills like House Bill No. 632 introduced by Senator

Escudero (2003), an act that integrated 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 the 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 is not only for fun and entertainment but for their own benefit.

According to Carlson and Gedio (2012), educational technology is not and never will be
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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.


To date the teachers at the Gaudencio Dumlao National High School have still to

undergo or conduct even an informal basic computer training. This fact along with the

aforecited inspired the researchers to look into the computer literacy program of

GDNHS for the teachers in keeping with the trend on technology-integrated instruction

in the K to 12 program. This study looks into how a computer literacy module for the

teachers can harness the power of technology in bringing about trained teachers and

improving students’ achievement at Gaudencio Dumlao National High School this

school year 2016 – 2017.

B. Problem
This study aims to assess the computer literacy of the teachers at GDNHS and

consequently the influence of the computer literacy module in improving teachers’

computer proficiency and bringing about technology-integrated instruction.


Specifically, it aims to answer the following questions:

1. What is the profile of the teachers at Gaudencio Dumlao National High School

in terms of:

a. age;

b. gender;

c. highest educational attainment;


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d. number of years of teaching experience

2. What is the level of computer literacy of the teachers in terms of

a. using word processing software

b. using spreadsheet application

c. using Powerpoint presentation

d. using Excel apart from recording/grading purposes

e. internet browsing

f. using other software application (podcast, blogs, teleconference, interactive

presentation, music video presentation, etc)

3. What is the status of the provision of technology in the school in terms of adequacy of

instructional technology/facilities?

4. What is the level of effectiveness of improved computer literacy/proficiency in terms

of teachers’ output?

5. What training module can be developed in order to improve teachers’ computer

literacy or proficiency at GDNHS ?

Generation of Alternative Solution


HARNESSING THE POWER OFTECHNOLOGY IN SCHOOL: A COMPUTER

LITERACY TRAINING MODULE FOR TEACHERS


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This training design purports to train teachers at utilizing the technology tools

they have in schools and harnessing its power to improve student achievement. By

training teachers to be adept at utilization of technology, they are, in the process,

empowered to make their own instructional materials. They, too, can be more judicious

in their choice and utilization of instructional technology and instructional materials.

C. PLAN OF ACTION

C.1 Objectives

1. Upgrade/update teachers’ computer literacy/proficiency.

2. Train the teachers in the use/production of technology-aided activities/materials

3. Increase teachers’ understanding of pedagogical principles that are specific to the use

of technology in an instructional setting

C.2 Time Frame


July 2016- August 2016

Table 1

Activity Time Frame People Involved


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1. Assessment of teachers’ Teacher- Researcher


July 2016 All teachers
computer literacy

2. Conduct of school LAC School Head


July 2016 ICT Teacher
sessions on computer Teacher-Researcher

education/utilization of
technology
3. Development and
July - August 2016 Teacher- Researcher
utilization of training module on

computer literacy

4. Evaluation of teachers’
August 2016 Teacher- Researcher
computer literacy and utilization

of technology aided instruction

(designs)
5. Analysis of results and August 2016 Teacher- Researcher

interpretation of data gathered.

C.3 Target Subjects


Subjects are all the faculty members at the Gaudencio Dumlao National High

School (N= 10) this S.Y. 2016 – 2017.


C.4 Activities to be Undertaken

Nowadays, most 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 (Magno, 2008). Former DepEd Secretary
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Lapus (2008) once stated that teachers must be equipped with 21st century skills that can

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


Although some teachers have knowledge in using computers, their skills are

outdated. In this vein, 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 for this generation’s type of learners.


It is in view of the stated data or observation that this training module in aid of

improving or updating teachers’ computer literacy is proposed as an alternative solution

through the conduct of a three-day school LAC session.

C.5 Evaluative Criteria / Proposed Evaluation


The following steps will be followed by the researcher in gathering the needed

data in this study:


1. Assessment of teachers’ computer literacy as well as the school’s provision for

technology tools/resources.
2. Develop a training module on computer literacy .
3. Conduct the 3-day school LAC session on computer literacy program for teachers

of GDNHS .

4. Determine how the teachers improved in their level of computer

literacy/proficiency using weighted mean.

D. ACTION/IMPLEMENTATION
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The descriptive method of research shall be employed in this study. The main tool

that shall be used in gathering the needed data will be a survey questionnaire. Average

weighted mean shall be used to determine the computer literacy of the teachers as well

as the level of effectiveness of the training module in terms of teachers’ outputs.

This study purports to update the teachers’ computer literacy in terms of their

knowledge and utilization of computer (technology) in aid of instruction and classroom

management this school year 2016 – 2017.

REFERENCES

Abad, F. (2008). Policy Directions for ICT Use in Primary and Secondary Schools in the

Philippines.

Carandang, R. T. (2010). Integrating IT education in schools.

Carlson, S. and Gadio, C. T. (2012). Teacher Professional Development in the use of

technology. Paris/ Washington UNESCO and the Academy for Educational

Development.

Casiano, M. N. (2007).Teaching Computer for Secondary and Tertiary Levels, Rex

Bookstore, Manila.

Lapus, J. A. (2008). Philippine Digital Literacy Program to Train and Certify Public

School Teachers. Certiport Success Story.

Magno, K. (2008). Digital Divide in Philippine Schools. Rex Bookstore, Manila.


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Manzano, T. S. (2011). Computerization of Instruction in the Public Secondary Schools

of Nueva Ecija: an evaluation.

Reynolds, C. B. (2007). Encyclopedia of Special Education: A Reference for the

Education of Children.

The Philippine Star ( 2013). Public school teachers get relevant computer education.

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