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Republic of the Philippines

Department of Education
Region I
DIVISION OF PANGASINAN I
Lingayen

APPROVAL SHEET FOR ACTION RESEARCH

Title: THE ASSESSMENT OF TEACHERS’ INSTRCUTIONAL COMPETENCE IN

COMPUTER TECHNOLOGY
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

JOSEPH R. LOPEZ, Ph.D

Education Program Supervisor in TLE

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: THE ASSESSMENT OF TEACHERS’ COMPETENCE IN COMPUTER
TECHNOLOGY
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?
d.6 Do the findings answer the specific problems?
d.7 Are the analyses logical and presented according to the
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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)

I. Context

Introduction to the Study

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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 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 understanding how computers

and the internet can enhance students’ educational experiences.

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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

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.

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In view of the researcher’s intention to contribute to the furtherance of Information

Communications Technology at GDNHS, the study shall look into the status of computer literacy

among teachers at GDNHS. The results of this study shall serve as basis and guide the researcher

into formulating and planning a training module on computer literacy program for teachers.

I. REVIEW OF RELATED LITERATURE

Computer is an electronic device which accepts and processes data by following a set of

instructions (program) to produce an accurate and efficient result (information). Yaro (2007) opined

that a computer is an electronic device that accepts data through input device then processes the

data and yields results through output device (information). Computer is not only a device that

accepts data but also processes it and makes result available to the user. Since the ultimate

purpose of computer is to produce information, the art of computing is referred to as information

technology. It is an electronic device that accepts user problems as input through the input unit,

processes the input in the central processing unit and brings out the output through an output unit

in form of information.

According to Emetarom (2001), computer as an information gadget, equipment or facility increases

efficiency and productivity. The use of computer remains invaluable in all sectors of the economy. This

is based on the fact that work is done faster and results are accurately given as at when due. Using

computer in day-to-day activities has tremendously reduced fatigue thereby making workers to

appreciate their job. Oguta (1999) noted that the use of computer system as an electronic device has

made processing of data dependable in making a decision that could positively affect an organization.

Yaro (2007) classified computers into four major categories which include super computers, mainframe

computers, mini computers and microcomputers.

Computer literacy is the knowledge and ability to use computers and related technology efficiently

and effectively. A person that has the ability to operate a computer and understands the language used

in working with a specific system is said to be computer literate. Literacy is the learning and mastering

of symbols and how to interpret them. This point of view suggests that computer literacy is a very basic
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understanding of how computers work. Aina (2011) concluded that computer literacy could be

measured in terms of ability to operate the computers system and use some of its application

packages to accomplish a given task. The literacy aspect of a computer system dwells much on the

practical knowledge. The globalization of computer system has made it compulsory for teacher to learn

how to use the computer system in order to enhance effective teaching and learning in the school

system.
Ozigi (2007) found in a study on influence of computer on teachers’ effectiveness in secondary

schools that teachers exposed to workshops and seminars on the use of computer systems were

more effective in secondary schools. Most of the teaching job could be easily done with the use of

computer system. In fact, fatigue and other factors are reduced to the barest minimum. According to

Onasanya (2011), some objectives that have been identified whose achievement could lead to

computer literacy include: knowledge of the history of computers: knowledge of the components of a

computer and how they interact: knowledge of the issues surrounding computer technology such as

privacy and artificial intelligence; skills in using the computer to program and perform simple tasks.

Others include: Skills in flowcharting, recognition of the computer as a valuable tool; and skills in

hardware and software maintenance. Abolade (2009) observed that if computer education should be

used for instruction, the teacher must become computer literate before they can use computer in their

instruction.
Effectiveness is related to attainment of stated objectives. It is a truism to assert that teacher job

effectiveness can be said to be the ability of the teacher to bring about achievement of educational

objectives in our schools. Alabi (2009) described an efficient and effective teacher as a teacher with

certain innate dispositions which can take the forms of talent, aptitude, ability to sympathize, to

empathize and establish rapport with others, a helping spirit and imaginative decision making potential

and in sum, a genial and charismatic personality. Teacher job effectiveness can be measured by the

way in which the teacher competently and effectively brings about learning and positive change in

behavior in students using the indices as: method of teaching-lecture, discussion, recitation and
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tutorial methods; student assessment-computerized examination record allows easy access to them

students record and subsequent decision making on the academic standing of each student (Maiyaki,

2012) ; lesson plan preparation-the use of computer application packages would expose the teachers

to modern ways of teaching in the classroom, thereby enhancing his productivity and students’

academic achievement- this involves the use of standardized results obtained from recognized

examination bodies such as West African Examination Council (WAEC).

Educational institutions acknowledge that they must move apace with the technology driven

changes in society and economy. In today’s knowledge society, not only must schools ensure that

learners possess the competencies to wield these new information and communication tools

productively, they must equip learners with the critical and analytic tools necessary to live and flourish

in an information-saturated environment. Mastery of facts has become less important than the ability to

contextualize these facts and derive their meaning within specific contexts.
Here in the Philippines, the Department of Education together with the different National and

International Non Government Organizations has done a lot of efforts in providing computers to

different schools as it recognizes that importance of computers in the teaching-learning situation. The

role of computer as an electronic device that accepts data, processes data and produces the result in

form of information with minimum level of human intervention cannot be underscored. It has, therefore,

become imperative for teachers to be computer literate.

II. RESEARCH QUESTIONS

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;
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c. highest educational attainment;

d. number of years of teaching experience

e. computer trainings attended (please specify)

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. using graphics

f. communication and internet browsing

g. 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 ?

Assumption

The training module on computer literacy shall improve the instructional competence in

computer technology of the teachers at the Gaudencio Dumlao National High School.

III. SCOPE AND LIMITATION

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This study shall look into the status of the computer literacy of teachers at Gaudencio B.

Dumlao National High School this school year 2016 - 2017. It shall take into scope the profile of

the respondents in terms of their age, sex, highest educational attainment, number of years of

teaching experience, and computer trainings attended. It also takes into scope their level of

computer literacy with regards to utilization of software, spreadsheets, applications, and internet.
This study also looks into the status of the provision of technology in the at GDNHS in terms of

adequacy of technology tools/resources as well as the level of effectiveness of improved computer

literacy among teachers in terms of output.

This study is delimited to the development of training module for utilization at the Gaudencio B.

Dumlao National High School. Furthermore, this study is delimited to GBDNHS and to its teachers.

IV. RESEARCH METHODOLOGY

To attain the objectives of the study, the researcher shall use the descriptive method.

Descriptive research, as defined by Calderon (1993) is a purposive process of gathering,

analyzing, classifying, and tabulating data about prevailing conditions, practices, beliefs, process,

trends, and then making adequate and accurate interpretation about such data with or without the

aid of statistical method.

A survey questionnaire shall be the principal instrument to be used in gathering the data on the

computer literacy of the respondents. This has two parts, namely: Part I shall be on the profile of

the teachers which includes age, sex, highest educational attainment, number of years of teaching

experience, and computer trainings attended. Part II, shall be on the level of computer literacy of

the teachers as well as the status of the provision of technology tolls/resources and level of

effectiveness of improved computer literacy in terms of the teachers’ output.

The total population of teachers (N =10) at GDNHS shall serve as respondents of the study.
Table 1
Distribution of Teacher- Respondents
According to Gender
Gender Number
Male
Female
Total
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Before the pertinent data will be gathered by the researcher, permission will be sought from the

Schools Division Superintendent of Pangasinan I as well as the school head of Gaudencio B.

Dumlao National High School where the survey questionnaires will be fielded. Collaboration and

networking with the teachers in the different grade levels will pave the way for an easier and

smooth administration of the survey questionnaires. The researcher shall personally administer

and collect the survey questionnaires.

After the data will be gathered, these will be subjected to the corresponding statistical

treatment to arrive at answers to the specific problems.

The profile of the teachers in terms of age, sex, highest educational attainment, number of

years of teaching experience and computer trainings attended will be determined through the use

of frequency counts and percentage.

With regards to the respondents’ level of computer literacy as user in relation to word

processor, spreadsheets, powerpoint presentation, internet browsing and communication, Excel,

graphics and other software applications extent of utilization of instructional technology as

perceived by the respondents and the level of competence in terms of operational knowledge and

teachers output, average weighted mean shall be employed

To interpret the responses of the respondents, the researcher shall use the ratings below with

its descriptive equivalent.

Degree of Responses Range of Value Descriptive Equivalent
5 4.16 – 5.00 Expert
4 3.33 – 4.15 Proficient
3 2.5 – 3.22 Sufficient for basic tools only
2 1.67 – 2.49 Very Limited Ability
1 0.84 – 1.66 No Ability

To determine the status of the provision of technology in the school in terms of adequacy of

technology tools/resources, average weighted mean shall be used.

To interpret the responses of the respondents, the researcher shall use the ratings below with

its descriptive equivalent.

Degree of Responses Range of Value Descriptive Equivalent
5 4.16 – 5.00 Highly Adequate
4 3.33 – 4.15 Adequate
3 2.5 – 3.22 Moderately Adequate
2 1.67 – 2.49 Not Adequate
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1 0.84 – 1.66 No Provision

To determine the level of effectiveness of improved computer literacy in terms of

teachers’ output, average weighted mean shall be used.

To interpret the responses of the respondents, the researcher shall use the ratings below with

its descriptive equivalent.

Degree of Responses Range of Value Descriptive Equivalent
5 4.16 – 5.00 Highly Effective
4 3.33 – 4.15 Effective
3 2.5 – 3.22 Moderately Effective
2 1.67 – 2.49
1 0.84 – 1.66 Not Effective

V. TIMETABLE
The study shall be conducted for the months of July to August 2016 this school year 2016 –

2017.
Below is a timetable of the activities that shall be done in the conduct of this study.

Table 2

Activity Time Frame People Involved

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 utilization of
July - August 2016 Teacher- Researcher
training module on computer literacy

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

technology aided instruction (designs)

5. Analysis of results and August 2016 Teacher- Researcher

interpretation of data gathered.

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.

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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APPENDIX A
Permit to Conduct the Study
Gaudencio B. Dumlao National High School
Aguilar, Pangasinan
July 12, 2016

MARIA CELIA JUNIO -FERNANDEZ, Ed.D

Schools Division Superintendent
Schools Division Offie I Pangasinan
Lingayen, Pangasinan

THRU: DR. MARILU N. CARDENAS

Assistant Schools Division Superintendent
Madam:

Warm Greetings!

I am presently proposing a research study entitled “IMPROVING THE TEACHERS’ INSTRUCTIONAL

COMPETENCE IN COMPUTER TECHNOLOGY AT GAUDENCIO B. DUMLAO NATIONAL HIGH
SCHOOL” School Year 2016-2017.aimed at developing a training module on computer literacy program at the
GDNHS.

In this connection, I would like to request permission from your good Office to gather data and administer a survey
questionnaire to the teachers who will serve as my respondents at GDNHS..

Your positive approval to the request is very much appreciated.

Thank you very much and God bless!

Very truly yours,

WYNNE C. GUTIERREZ
Researcher
Noted:

LONGINO D. FERRER, Ed.D

Monitoring Public Schools District Supervisor

Recommending Approval:

DR. MARILU N. CARDENAS

Assistant Schools Division Superintendent

Approved:
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MARIA CELIA JUNIO FERNANDEZ, Ed.D

Schools Division Superintendent