Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings of the study. It answered the problems of the

study. It discusses the analysis and presentation of the data gathered using the

research instruments.

Profile of the Respondents

Table 4.1

Distribution of Respondents by Demographic Profile

n = 360

Frequenc Percentage
Profile  
y (%)
Age 30 and below 88 24
31-40 183 51
41-50 80 22
Above 50 9 3

Sex Male 104 29

Female 256 71

Marital Status Single 113 31

Married 243 68
Widowed 4 1

Bachelor’s
Highest 40 11
Degree
With Master’s
Educational 180 50
degree units
Attainment Master’s Degree 89 25
With Doctoral
43 12
units
Doctorate
8 2
Degree
 10 years and
Length of Service 216 60
below
11-20 years 115 32
21-30 years 23 6
31 years and
6 2
above

Position Teacher I 81 23
Teacher II 42 12
Teacher III 198 55
Master Teacher I 19 5
Master Teacher II 3 1
Master Teacher
0 0
III
Master Teacher
0 0
IV
Others 17 5

Do you have any

Yes 271 75
trainings
in ICT for the last 3
No 89 25
yrs.?

Number of ICTS
trainings
Software None 103 29
1-2 trainings 257 71
More than 3
0 0
trainings

Hardware None 344 96

1-2 trainings 16 4
More than 3
0 0
trainings

People ware None 240 67

1-2 trainings 120 33
More than 3
  0 0
trainings

Age. The table reflects that most of the respondents are from the age bracket of

31 to 40 or 51%. Middle adulthood is also the time when people can take greater
responsibilities and control. This age group is important since it shows years of

experience that a teacher had in a particular post and is also a useful indicator of the

experience base within the management echelon. It is in this context that the age group

plays an important role in building knowledge bases and helping new incumbents to

understand developments and processes.

Sex. Results show that out of them, 104 respondents are male and 256

respondents are female, that is 29% and 71% respectively. The data indicate that there

are more female LIS Coordinators in Region 1. The domination of the males was no

longer much evident due to the large difference.

Civil Status. As to the civil status of the respondents, 113 (31%) were single,

243(68%) were married, and 4 (1%) were widowed. This indicates that majority of the

respondents were married individuals.

Highest Educational Attainment. It was found out that the majority of the

respondents have earned units in their master’s degree (50%), and 25% have finished

their master’s degree. From the level of education that the respondents had, they were

expected to be conversant with standards set by the Department of Education in

catering quality education to the young generations after having intensive training.

This also indicates the call of 21st century on the continuing development of the

educator-managers is in in vain. As cited by the Data Bank Journal ( January, 2017) ,

Educational attainment is a powerful predictor of well-being. Young adults who have

completed higher levels of education are more likely to achieve economic success than

those who have not. It is important to consider that while most researches on lesson
study reported positive development of human capital’s competence, its sustainability is

dependent upon building leaders generating a shared vision with professional

development as a priority.

Length of service .Length of service of respondents was considered in the study

since it relates to experience. It is also true that the longer one stays in the organization,

the more information accumulated about the phenomenon. The researcher found out

that 60% of the respondents had served for a period of less than 10 years; 32% had

served for a period of 11-20 years; 6% for 21-30 years and 2% had served for a period

of 31 years and above. The result indicates that most of the respondents were still new

in their career in the Education Sector.

Position. The data indicate that most of the appointed LIS Coordinators in

region 1 were holding as Teacher III (55%) position in their respective school

assignment. It was also found out that some of the respondents were school head, head

teachers and registrars which fell under the category of “others” that consisted of 5%.

This implies that most of the appointed LIS Coordinators in Region 1 were experienced

teachers in the field of teaching.

ICT Training. The respondents were asked if they have attended any ICT-

related training for the past 3 years and 75% of them answered “Yes” while 25%

answered “No”. As follow –up questions, the researcher also asked the respondents

about their ICT-related training. Seventy-one percent (71%) of them attended at least

one to two Software training, 4% has attended Hardware Training and 33% attended a

training on People ware. This result indicates that most of the respondents were
continuously seeking professional development for themselves to improve their ICT

skills as professional teachers.

Table 4.2

Distribution of Respondents by School Profile

n = 360

Profile   Frequency Percentage (%)

Total Number of Teachers 15 and below 201 56
16-30 85 24
31-45 35 10
46-60 12 3
61-75 10 3
76-90 3 1
91-105 3 1
106-120 4 1
121-130 3 1
131 and above 4 1
Total Number of Students 300 and below 172 48
301-450 66 18
51-600 28 8
601-750 29 8
751-900 16 4
901-1,050 17 5
1,051-1,200 4 1
1,201-1,350 6 2
1,351-1,500 4 1
1,501 and above 18 5

ICT Equipment Available TV 345 96

Desktop/Laptop 348 97
LCD/LED
305 85
projector
Digital Camera 20 6
Printer 337 94
Scanner 39 11
Flash Discs 252 70
Microphone 19 5
Tablets/Ipads 17 5
Mobile Phone 67 19
  Speaker 22 6
Note: ICT equipment have multiple responses.

Total Number of Teachers. From the table above, it shows that 56% of the

respondents belonged to a school with 15 and below teachers. This shows that majority

of the respondents were teachers from elementary schools, since the average teachers

in public elementary schools is 6.

Total number of Students. The findings show that 48% of the targeted LIS

coordinators was belonged to a school with less than 300 students.

ICT Equipment Available. The researcher asked the respondents on what ICt

equipment are available in their respective schools. Ninety-six percent (96%) of theme

has TV, 97% has Desktop/Laptop, 85% Has LCD/LED Projectors, 94% has Printer and

70% has Flash Disc. This indicates that the respondents have enough available

resources to use.

Table 4.3. Level of Competency in Technology Operations and Concept

As LIS Coordinator, I know/can... WM DE

Domain A : TECHNOLOGY OPERATIONS AND
   
CONCEPTS
1.    Identify and define the functions of the main
components (i.e. monitor, CPU, keyboard, mouse) of
4.35 HC
the computer and its peripherals (i.e. printer, scanner,
modem, digital camera, speaker, etc.)
2.    Properly connect main components, configure
3.84 HC
peripherals and install drivers when required
3.    Configure computer settings of various software
3.49 HC
and hardware
4.    Organize and manage computer files, folders and
4.06 HC
directories
5.    Use storage devices (i.e. hard disk, diskette, CD,
flash memory, etc.) for storing and sharing computer 4.14 HC
files. Create back-ups of important files
6.    Protect the computer from virus, spyware,
3.6 HC
adware, malware, hackers etc.
7.    Use a word processor to enter and edit text and
4.02 HC
images and to print, store and retrieve documents.
8.    Use a calculation spreadsheet to enter data, sort
4.02 HC
data and format cells into tables
9.    Make computation, use formula and create
3.89 HC
graphs using spreadsheets
10.  Use a presentation package to add text and
3.97 HC
sequence a presentation
11.  Enhance slide presentations by adding sound,
3.83 HC
customizing animation and inserting images
12.  Make effective class presentations using the
4.04 HC
slides and LCD projector
13.  To acquire digital images and other media from
4.05 HC
web sites, CD, flash drives, etc.
14.  Play various media files using appropriate media
4.04 HC
players
15.  Attach and configure scanners, cameras, cell
3.96 HC
phones to acquire digital images
16.  Store digital images using optical media (CD,
4.00 HC
DVD, flash disk) and online repositories
17.  Send and receive emails with attachments,
manage emails and use LAN and Web-based mail 4.08 HC
servers
18.  Effectively use synchronous and asynchronous
web based communication tools like instant 3.84 HC
messengers, voice and teleconferencing
19.  Download and install relevant applications
3.49 AC
including freeware, shareware, updates, patches,
viewers and support applications
20.  Efficiently store and organize collected
4.06 HC
information using directories, drives, or databases
AWM 3.94 HC

Legend:

Scale Statistical Range Descriptive Equivalent

5 4.50-5.00 Very High Level of Competency (VHC)

4 3.50-4.49 Moderately High Level of Competency (HC)

3 2.50-3.49 Average Level of Competency (AC)

2 1.50-2.49 Moderately Low Level of Competency (MC)

1 1.00-1.49 Low Level Competency (LC)

Table 4.3 posits the level of competency in technology operations and concept of

the LIS Coordinators in the use of ICT in instructions. The data reveal that the

respondents know how to identify the functions and use of computer components and

its peripherals with a mean of 4.35 while LIS coordinators need to improve their

competency in downloading and installing relevant applications. But overall, the

respondents have “moderately high level of competency” in technology operations and

concept.

The findings of the study confirm with the findings of Valerio (2016) in his study

entitled “ICT competencies of teachers and schools’ ICT capabilities in Koronadal City

Division”. He found out that the targeted teachers had low competence in the operating

system particularly in installing and downloading relevant applications software and

using antivirus, firewall and malware. The results support the conclusion of Caluza, et al

(2017) that the public teacher- respondents are proficient in identifying and defining the
functions of the main components (i.e. monitor, CPU, keyboard, mouse) of the

computer.

But the findings contradict Jabido (2015) when he found out that the elementary

teachers he targeted as respondents in his study gained a basic level of competence

on Knowledge & Skills in Basic ICT/Computer Operation Competencies.

Digital Literacy according to Glister (1997) cited by Verecio at al (2017) is the

ability to understand and use information in multiple formats from a wide range of

sources when it is presented via computers. Jones (2004) found out that a very

significant determinant of the teachers’ level of engagement in ICT is their level of

confidence in using the technology. Teachers who have little or no confidence in using

computers in their work will try to avoid them altogether.

Table 4.4. Level of Competency in Social and Ethical

Domain B : SOCIAL AND ETHICAL  WM  DE

1.    Understand the legal implications of Software
4.14 HC
Licenses and Fair Use
2.    Understand and explain the basic concepts of
3.60 HC
Intellectual Property Rights
3.    Differentiate and identify the Copyright,
4.02 HC
Trademark, Patent of various products
4.    Detect plagiarism in student work 3.97 HC

5.    Properly acknowledge sources used in own work 3.83 HC

6.    Be an Anti Piracy advocate for all products with
4.05 HC
IPR like music, data, video and software
7.    Advocate the responsible use of various
4.05 HC
technologies like computers, cell phones, etc.
8.    Show respect for privacy and cyber etiquette,
4.04 HC
phone etiquette and similar use of technology
9.    Demonstrate proper handling of computer devices
3.96 HC
and use of applications
10.  Monitor how students use the computer
specifically on software, hardware, computer games, 4.00 HC
and internet activities
11.  Maintain a clean and orderly learning environment
4.08 HC
for students
12.  Promote and implement rules and regulations on
3.84 HC
properly using computers
13.  Accurately report malfunctions and problems with
4.08 HC
computer software and hardware
14.  Design class activities to minimize the effect on
3.84 HC
students being disadvantaged or left-out
15.  Help minimize the effects of the digital device by
3.49 AC
providing access to digital materials for all students
16.  Prepare lessons and activities appropriate to the
4.06 HC
level of learning and cultural background of students
17.  Adapt activities using specialized hardware and
4.14 HC
software for physically disadvantaged students
AWM 3.95 HC

Legend:

Scale Statistical Range Descriptive Equivalent

5 4.50-5.00 Very High Level of Competency (VHC)

4 3.50-4.49 Moderately High Level of Competency (HC)

3 2.50-3.49 Average Level of Competency (AC)

2 1.50-2.49 Moderately Low Level of Competency (MC)

1 1.00-1.49 Low Level Competency (LC)

The table shows that the targeted LIS Coordinators have a “moderately high level

of competency” in indicators : “Understand the legal implications of Software Licenses

and Fair Use” and “Adapt activities using specialized hardware and software for

physically disadvantaged students” with a weighted mean of 4.14. While they their

competency level in helping minimize the effects of the digital device by providing

access to digital materials for all students gained the lowest weighted mean of 3.49

which interpreted as “average level of competency”. Overall, the competency of the

respondents in Social and Ethical domain was “moderately high level of competency”

with an average weighted mean of 3.95.

 The use of ICT in the social and ethical domain includes competencies related to

social, ethical, legal and human issues and community linkages. The findings support

the observation of Marcial (2017). In his study the teacher- respondents have a good

theoretical background in software licenses & fair use; intellectual property rights;

cybercrime, copyright, trademark, patent of various products; and plagiarism in student

work; digital divide, and other related ICT social and ethical skills. The result is a

positive indicator that the teachers have the basic understanding of important aspects of

ethics in education.

Ahmad Khan (2011) asserts that the “purpose of ICT in education is generally to

familiarize students with the use and workings of computers, and related social and

ethical issues.” Thus, it is imperative that teachers must have the necessary

competencies for them to appropriately and efficiently guide the students. The ISTE

National Educational Technology Standards for Teachers emphasize the need “to

promote and model digital citizenship and responsibility” (International Society for

Technology in Education (ISTE), 2016). The standard states that “teachers understand

local and global societal issues and responsibilities in an evolving digital culture and

exhibit legal and ethical behavior in their professional practices”.

Table 4.5. Level of Competency in Pedagogical

Domain C : PEDAGOGICAL  WM DE 
1.    Make students use databases, spreadsheets,
concept mapping tools and communication tools, 3.60 HC
etc.
2.    Encourage students to do data analysis,
problem solving, decision making and exchange of 4.02 HC
ideas
3.    Use appropriately slide presentations, videos,
3.97 HC
audio and other media in the classroom
 4.    Teach students to use various multimedia
3.75 HC
materials for the reports and class presentations
5.    Use various synchronous and asynchronous
communication tools (email, chat, white boards, 3.59 HC
forum, blogs)
6.    To facilitate cooperative learning and
3.81 HC
exchange of ideas and information
7.    Design rubrics for assessing student
3.71 HC
performance in the use of various technologies
8.    Use electronic means of administering quizzes
3.93 HC
and examinations
9.    Analyze assessment data using spreadsheets
4.14 HC
and statistical applications
10.  Use emails, group sites, blogs, etc. for
disseminating information directly to students, 3.60 HC
colleagues and parents
11.  Use emails, group sites, blogs, etc. to collect
information and feedback directly from students, 4.02 HC
colleagues and parents
12.  Explore the use of electronic assessment tools
like on line testing, submission of projects via email 3.97 HC
or on line facilities
13.  Set up online databases or repositories of
3.75 HC
student works
AWM 3.83 HC

Legend:

Scale Statistical Range Descriptive Equivalent

5 4.50-5.00 Very High Level of Competency (VHC)

4 3.50-4.49 Moderately High Level of Competency (HC)

3 2.50-3.49 Average Level of Competency (AC)

2 1.50-2.49 Moderately Low Level of Competency (MC)

1 1.00-1.49 Low Level Competency (LC)

The data reveal that the targeted respondents have “moderately high level of

competence” in pedagogical domain of National ICT Competency Standard for

Teachers with an average weighted mean of 3.38. It may suggest that they can interpret
and discuss ICT pedagogical integration but may have few experiences in the actual

pedagogical infusion of ICT.

The results confirm the assessment made by Marcial and de la Rama (2015) in

their study entitled “ICT Competency Level of Teacher Education Professionals in the

Central Visayas Region, Philippines”. They examined the level of ICT competency of

professional teachers in different provinces in Central Visaya. They have found out that

the respondents rate a description “complex problem-solving” in the pedagogical

integration of ICT. UNESCO describes those teachers in the complex problem-solving

stage as student-centered. Teacher educators may have few skills to help students

develop, implement, and track project plans and solutions.

The findings corroborates with the study of Araiz (2018). After assessing the ICT

competency of ICT coordinators in the Division of Davao del Sur, he found out that ICT

coordinators skillfully applied technology to develop students’ higher-order thinking skills

and creativity. They adequately provide performance tasks that require students to

locate and analyze information and to use a variety of media to communicate results.

They also competently conduct open and flexible learning environments where

technology is used to support a variety of interactions among students, cooperative

learning, and peer instruction. They amply evaluate usage of ICT integration in the

teaching-learning process and the use results to refine and design to learning activities.

They use computers and other technologies to collect and communicate information

from students, colleagues, parents, and others. Lastly, they sufficiently apply technology

to facilitate a variety of appropriate assessment and evaluation strategies recognizing

the diversity of learner.

 Table 4.6. Level of Competency in Professional
DOMAIN D : PROFESSIONAL  WM DE 
1.    Identify educational sites and
3.60 HC
portals suitable to their subject area
2.    Join online communities,
subscribe to relevant mailing lists and online 3.80 HC
journals
3.    Review new and existing
3.70 HC
software for education
4.    Recommend useful and
3.90 HC
credible web sites to colleagues
5.    Conduct research on the use
3.90 HC
of technology in the classroom
6.    Follow online tutorials or
3.80 HC
online degree programs
7.    Actively participate in online
4.10 HC
forums and discussions
8.    Publish (formal /informal)
3.60 HC
research on the use of ICT in education
9.    Share lesson plans,
worksheets, templates and teaching materials 4.00 HC
through course web sites
AWM 3.80 HC

Legend:

Scale Statistical Range Descriptive Equivalent

5 4.50-5.00 Very High Level of Competency (VHC)

4 3.50-4.49 Moderately High Level of Competency (HC)

3 2.50-3.49 Average Level of Competency (AC)

2 1.50-2.49 Moderately Low Level of Competency (MC)

1 1.00-1.49 Low Level Competency (LC)

The table posits the level of competency of the respondents under the

professional domain. It was found out that the competency of the targeted LIS

Coordinators can be described as “moderately high level of competency” with a

weighted average mean of 3.80. Indicator “Actively participate in online forums and

discussions” gained the highest rate of 4.10 while indicators “Publish (formal /informal)
research on the use of ICT in education” and “Identify educational sites and portals

suitable to their subject area” gained the lowest mean of 3.60. This implies that

teachers’ professional development is focused on the use of ICT to guide students

through complex problems and manage dynamic learning environments. Likewise, the

respondents have the skills and knowledge to create and manage complex projects,

collaborate with other teachers, and make use of networks to access information,

colleagues, and outside experts in supporting their professional development.

The findings affirm the conclusion of Marcial and de la Rama (2015). They found

out that the teacher-respondents is capable in evaluating and reflecting on the use of

ICT in their profession for development and innovation The aspect of teacher

professional development is described as the acquisition of skills and knowledge both

for self-improvement and career advancement. It plays a crucial component in any

educational improvement. Araiz (2018) assessed the competency of ICT coordinators

in professional domain and found out that ICT coordinators in this domain engaged in

exploring and learning new and emerging technologies. They partially evaluated and

reflected on the use of technology in their profession for development and innovation

and partly shared experiences and expertise, and halfway collaborated with peers and

stakeholders in advancing the use of technology in education and beyond.

 Table 4.7. Overall Competency Level of the Respondents across the Four

Domains of National ICT Competency Standard for Teachers

Domain WM DE
Domain A : TECHNOLOGY OPERATIONS
3.94 HC
AND CONCEPTS
Domain B : SOCIAL AND ETHICAL 3.95 HC
Domain C : PEDAGOGICAL 3.83 HC
DOMAIN D : PROFESSIONAL 3.83 HC
OVERALL 3.89 HC

Legend:

Scale Statistical Range Descriptive Equivalent

5 4.50-5.00 Very High Level of Competency (VHC)

4 3.50-4.49 Moderately High Level of Competency (HC)

3 2.50-3.49 Average Level of Competency (AC)

2 1.50-2.49 Moderately Low Level of Competency (MC)

1 1.00-1.49 Low Level Competency (LC)

Table 4.7 shows that the overall competency level of the respondents across the

four domains of National ICT Competency Standard for Teachers is rated as

“moderately high level of competency” with an overall mean of 3.89. This implies that

there is still a need for the respondents to increase the level of ICT competency

especially in the pedagogical and professional domains. There is also a need to

improve their understanding ICT policy in the classroom as well as using ICT in

classroom organization and management.

 Teachers need to be proficient in knowing where and when to use technology for

teaching and other related tasks. Teachers’ professional development is a key factor to

successful integration of computers in classroom teaching (Buabeng-Andoh, C., 2012).

Table 4.8. Level of Seriousness of the Problems Encountered by the LIS

Coordinators in Using Learners’ Information System (LIS)

Problem encountered by LIS Coordinators WM  DE 

1. Personal lack of knowledge and skills. 2.56 FS
2. Lack of time in exploring/manipulating computer
2.95 FS
applications due to school related works.
3. Lack of financial capability to attend ICT
2.73 FS
trainings/seminars.
4. Inadequate education regarding the information
2.70 FS
system.
5. No internet access. 3.04 FS

6. Lack of technical support. 2.70 FS

7. Electricity cut causes data lost. 2.71 FS

8. It is a serious time consumer to check e-mails all
2.69 FS
the time.  
9. Inadequate and incomplete documentation. 2.73 FS

10. Lack of support from Administration. 2.47 MS

11. Others 2.08 MS

AWM 2.67 FS

Legend:
Statistic Descriptive Equivalent
Scale
al Range (DE)

4.50-
5 Very Serious (VS)
5.00

3.50-
4 Serious (S)
4.49

2.50-
3 Fairly Serious(FS)
3.49
 1.50-
2 Mild Serious(MS)
2.49

1.00-
1 Not Serious(NS)
1.49

The table above reveals the level of seriousness of the problems encountered

by the LIS coordinators in using learners’ information system (LIS). It shows that “no

internet connection” gained the highest weighted mean of 3.04 which can be interpreted

as “fairly serious” while “others” such as “lack of personal gadgets” and “overlapping

responsibilities” gained the lowest mean of 2.08. This implies that internet connection is

the number one problem faced by the targeted respondents in the utilization of the

Learners’ Information System (LIS).

In the study of Richardson (2011) revealed that the one of the biggest challenges

to adopting the use of new technologies in Cambodia was Internet access. Teachers in

Cambodia are still struggling to integrate ICT in education is because of the limited

supply of electricity and lack of internet access, thus, student information system in the

country is not available yet in some of the public schools. Many secondary classroom

teachers and academic administrators remain uncertain on how to implement new

technologies to replace outdated forms of classroom instructions and evaluation

because they lack accessibility to a good internet connection. (Dotong, et al, 2016).

Table 4.9. Extent of the Problems Encountered by the LIS Coordinators in

Using Learners’ Information System (LIS)

Problem encountered by LIS Coordinators WM DE

Humanistic Factors    
1. Lack of understanding of the coordinators of software and
2.69 MS
information systems.
2. Lack of accuracy in the data collected. 2.65 MS

3. Poor communication network. 3.10 MS

Organizational Factors    
4. Inadequate education regarding the information system. 2.65 MS
5. Lack of skills and knowledge in computer fields and other
2.58 MS
required competencies.
6. Inadequate and incomplete documentation. 2.80 MS

Environmental Factors    
7. Inadequate security for stored information. 2.44 LS

8. Inadequate support from the administrations. 2.55 MS

9. Unchanged Processes in the Organization. 2.58 MS

10. Poor work environment for a better development and
2.64 MS
implementation of the system.
AWM 2.67 MS

Legend:
Statistical
Scale Descriptive Equivalent (DE)
Range

5 4.50-5.00 Very Serious (VS)

4 3.50-4.49 Serious (S)

3 2.50-3.49 Fairly Serious(FS)

2 1.50-2.49 Mild Serious(MS)

1 1.00-1.49 Not Serious(NS)

Table 4.9 displays the extent of the problems encountered by the LIS

Coordinators in using Learners’ Information System (LIS). The data reveal that “poor

communication network” gained the highest weighted mean of 3.10 which can be

interpreted as “moderately serious” while “inadequate security for stored information” is

“least serious” with a weighted mean of 2.44. This means that in the implementation of
Learners’ Information system, the targeted coordinators see communication system to

be a problem. There is a problem with the methods that users of the system employ to

pass on valuable information. This also implies that a better way of transferring valuable

information from user to user should be implemented.

Table 4.10. Relationship between the Profile of the LIS Coordinators and their ICT
Competency level
Profile χ2 Sig.
a
Age 25.385* 0.013
Sex a 19.063** 0.001
a
Civil Status 5.746 0.676
Highest Educational Attainmentb 0.131* 0.013
a
Length of Service 30.591** 0.002
Positionb -0.065 0.219
c
ICT Trainings for the last 3 years 0.251** 0.000
No. of ICT Trainingsa
Software 17.993* 0.021
Hardware 3.846 0.871
People ware 6.640 0.576
a b c
Chi-Square ; Spearman ; Point Biserial
**significant at 1%; *significant at 5%

With the use of Spearman – rho, Point – Biserial correlation, and Chi – square

test to determine the significant relationship between the profile of the LIS Coordinators

and their ICT Competency level, the researcher found out that at alpha level 0.05, age

(25.385), sex (19.063), highest educational attainment (0.131), length of service

(30.591) , ICT Training for the last 3 years (0.251) and the respondents number of ICT

training in Software (0.021) have statistical significance with the respondents’ ICT

competency level. This means that these profile variables has a strong relationship the

level of ICT Competency. It can be inferred that those respondents with higher

educational attainment and with higher number of trainings attended have better
competency than those who do not attend trainings and do not pursue to continue their

education.

The findings of the study can be aligned to the observation of Fortich et al (2019)

that there is a significant relationship between the level of ICT competency and the

respondent’s sex, age, number of years in teaching, and desktop, tablet and laptop

ownership. They concluded that the male respondents have a higher mean level of ICT

competency in their professional development compared to female respondents.

Likewise, their findings revealed that those who are under 41 years old and those who

have a desktop at home, tablet and laptop have better competency with those who do

not own the stated technologies.

The study can be compared to the findings of Marcial and de la Rama (2015)

after finding out that sex does not affect the level of ICT competency. Their study

revealed that being male or female does not influence the degree of ICT competency. It

may entail that both male and female has common characteristics on socialization,

access to computers, experience with computers, attitude and anxiety with computers,

and ability with computers are not factors in achieving higher ICT competency level. In

addition to their findings, being single or married does not affect ICT competency levels.

And surprisingly, the number of years in teaching does not affect ICT competency levels

considering that age and highest educational attainment affect ICT competency. This

may be explained about the nature of the respondents teaching work and at the same

time the diverse subject matter that the respondent is teaching.

 The findings can be compared with what Danner (2013) had reported that there

is no significant effect of gender on perceived ICT competencies scores. He added that

the perceived ICT competencies mean of the males (M= 12.830) is higher than that of

the females (M= 12.083); however, this difference is not significant enough to conclude

that males perceive themselves to be more competent ICT users than the females.

Araiz (2018) also reported that both male and female ICT coordinators had the same

level of competence and gender is not an indicator of one’s capability especially in the

field of Information and Communications Technology.

Table 4.11. Relationship between the Profile of the LIS Coordinators and the Level
of Seriousness of the Problems they encounter in Using Learners’ Information
System (LIS)
Profile χ2 Sig.
Agea 17.598 0.128
Sex a 8.035 0.090
Civil Statusa 9.802 0.279
b
Highest Educational Attainment -0.199** 0.000
Length of Servicea 15.685 0.207
b
Position -0.006 0.912
ICT Trainings for the last 3 yearsc 0.087 0.098
a
No. of ICT Trainings
Software 16.685* 0.034
Hardware 12.618 0.126
People ware 4.612 0.798
a b c
Chi-Square ; Spearman ; Point Biserial
 **significant at 1%; *significant at 5%

The table shows that both the profile variables “highest educational

attainment” and “number of Software training attended” have significant relationship with

the level of seriousness of the problems encountered by the targeted LIS coordinators

in using the Learners’ Information System. It can be gleaned that the higher their

educational attainment and the greater number of software trainings they attended, the

higher the associations to encounter serious problems.

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter includes the summary of findings which should be written in a

paragraph form instead of enumeration. This chapter also includes the conclusions of

the researchers of this study. Conclusions are the brief generalized statements,

opinions, and decisions that are formed after the research in answer to the main

problem and specific sub-problems based on the findings. It points out what was
factually learned from the study.The recommendation of the researchers that are also

included in this chapter. It should be based on the findings and conclusions of the study.

These may include suggestions for further studies or the continuance of good practice.

SUMMARY

This study aimed to describe the level of ICT proficiency in instructions of

the Learners’ Information System (LIS) coordinators in Region 1 and to identify the level

of seriousness of the problems they encountered in using LIS to be the basis for a

capability enhancement program. The researcher employed a descriptive method of

research with a survey-questionnaire as the main data gathering instrument. The study

targeted one hundred and three hundred and sixty (360) LIS coordinators different

schools around Region 1. Questions for determining the level of competency of the

respondents in ICT will be based on National ICT Competency Standard for Teachers

(NICS). The National ICT Competency Standard (NICS) for Teachers defines the

competency outcomes, and the supporting knowledge and skills that are needed to

utilize ICT in performing the job roles related to teaching. It provides the performance

indicators to evaluate the level of knowledge and competence of teacher to apply ICT in

the educational setting. Problems commonly encountered by the LIS Coordinators in

using the Learner Information System will be based on the study conducted by Goktas,

Y., Yildirim, S., & Yildirim, Z. (2019) entitled “Main barriers and possible enablers of

ICTs integration into pre-service teacher education programs” which was published by

Educational Technology & Society. The researcher used percentage analysis and

frequency, average weighted mean in tabulating and laying the different responses.
Spearman – rho, Point – Biserial correlation, and Chi – square test were also used to

test the hypotheses of the study.

FINDINGS

As to the profile of the targeted LIS Coordinators, the researcher found out that that

most of the respondents are from the age bracket of 31 to 40 or 51%. Out of 360

respondents, 104 respondents are male and 256 respondents are female, that is 29%

and 71% respectively. Majority of the respondents were married individuals and have

earned units in their master’s degree (50%). Length of service of respondents was

considered in the study since it relates to experience. The researcher found out that

60% of the respondents had served for a period of less than 10 years; 32% had served

for a period of 11-20 years; 6% for 21-30 years and 2% had served for a period of 31

years and above. As to their position, most of the appointed LIS Coordinators in region

1 were holding as Teacher III (55%) position in their respective school assignment.

Seventy-five 75% of them answered “Yes” while 25% answered “No” to question “ Do

you have ICT training attended for the past 3 years?”. Seventy-one percent (71%) of

them attended at least one to two Software training, 4% has attended Hardware

Training and 33% attended a training on People ware. This result indicates that most of

the respondents were continuously seeking professional development for themselves to

improve their ICT skills as professional teachers.

As to the school profile, majority of the respondents or 56% of the respondents

belonged to a school with 15 and below teachers. There is 48% of the targeted LIS

coordinators was belonged to a school with less than 300 students. It was also found
out that ninety-six percent (96%) of theme has TV, 97% has Desktop/Laptop, 85% Has

LCD/LED Projectors, 94% has Printer and 70% has Flash Disc.

Concerning the level of ICT proficiency of the LIS coordinators, they assessed

themselves to be “moderately high level of competency” in technology operations and

concept with an overall mean of 3.94. The targeted LIS Coordinators have a

“moderately high level of competency” in indicators : “Understand the legal implications

of Software Licenses and Fair Use” and “Adapt activities using specialized hardware

and software for physically disadvantaged students” with a weighted mean of 4.14.

While they their competency level in helping minimize the effects of the digital device by

providing access to digital materials for all students gained the lowest weighted mean of

3.49 which interpreted as “average level of competency”. As to the pedagogical domain,

the researcher found out that the respondents have “moderately high level of

competence”. And as to professional domain of National ICT Competency Standard for

Teachers, the respondents have “moderately high level of competency” with an overall

mean of 3.80.

The researcher also surveyed the level of seriousness of the problems

encountered by the LIS Coordinators in using LIS. It was found out that “no internet

connection” gained the highest weighted mean of 3.04 which can be interpreted as

“fairly serious” while “others” such as “lack of personal gadgets” and “overlapping

responsibilities” gained the lowest mean of 2.08.

It was also found out that “poor communication network” gained the highest

weighted mean of 3.10 which can be interpreted as “moderately serious” while

“inadequate security for stored information” is “least serious” with a weighted mean of

2.44.

After testing the hypotheses using Spearman – rho, Point – Biserial correlation,

and Chi – square test, the researcher found out that that at alpha level 0.05, age

(25.385), sex (19.063), highest educational attainment (0.131), length of service

(30.591), ICT Training for the last 3 years (0.251) and the respondents number of ICT

training in Software (0.021) have statistical significance with the respondents’ ICT

competency level.

It was also observed that profile variables “highest educational attainment (-

0.199)” and “number of Software training attended (16.685)” have significant

relationship with the level of seriousness of the problems encountered by the targeted

LIS coordinators in using the Learners’ Information System.

CONCLUSIONS

Based on the findings the following conclusions were drawn:

The researcher, therefore, conclude that the majority LIS Coordinators in Region 1 were

in the middle adulthood. The domination of the male was no longer much evident due to

the large difference between the number of male and female coordinators. It can also

be concluded that majority of the respondents were married individuals and most of

them were expected to be conversant with standards set by the Department of

Education in catering quality education to the young generations after having intensive

training. The researcher also concludes that that most of the respondents were still new

in their career in the Education Sector and that they are appointed as Teacher III who

attended at least 1 ICT related training for the past 3 years. The targeted respondents
were continuously seeking professional development for themselves to improve their

ICT skills as professional teachers.

As to school profile, the research concludes that most of the LIS coordinators are

currently teaching in elementary schools with a minimal ICT equipment available in their

respective working assignment.

Based on the findings of the study in terms of the level of ICT proficiency of the

LIS coordinators along with the 4 domains of National ICT Competency Standard for

Teachers, the research concludes that majority of them are professionally independent

in the application of skills vital to the teaching and learning process but there is still a

need for the respondents to increase the level of ICT competency especially in the

pedagogical and professional domains. There is also a need to improve their

understanding ICT policy in the classroom as well as using ICT in classroom

organization and management.

It can also be concluded that the LIS coordinators need to have stable internet

connection at the workplace to effectively utilize the Learners’ Information System and

To establish accurate and reliable registries of learners and schools which will ensure

availability of data and information needed for planning and budgeting, allocation of

resources and setting operational targets to provide access to compete quality basic

education.

The researcher also concludes that there is a need for the Department of

Education (DepEd) to find a better way of transferring valuable information from LIS

user to user.
 It can also be concluded that those respondents with higher educational

attainment and with higher number of trainings attended have better competency than

those who do not attend trainings and do not pursue to continue their education and that

the higher their educational attainment and the greater number of software trainings

they attended, the higher the associations to encounter serious problems.

Because of the foregoing premises and findings, it is deemed necessary to

propose capability enhancement program to uplift the ICT competencies of LIS

coordinators to effectively and efficiently manage information with the aim of promoting

transparency, inform decision making, and empower different levels of the organization.

RECOMMENDATIONS

In line with the findings and conclusions drawn from the study, the

following recommendations are hereby drawn:

1. To further enhance the ICT competencies of LIS Coordinators in Region 1,

a capability enhancement program is recommended. Areas of competence that

generated the low ratings are the target areas to be included in the said program.

2. Strengthening of ICT capabilities of LIS coordinators should be given top

priority by proper authorities in the region. There is a need to provide adequate ICT

tools and facilities to improve school’s capability and the LIS coordinators’ competency

on ICT.

3. It is recommended that the implementation the proposed capability

enhancement program in the region should be done to improve the ICT competencies

of teachers to fully integrate ICT in the classroom for effective teaching and learning.
 4. Department of Education (DepEd) must prioritize programs that will

emphasize the use ICT in the professional growth of the teachers. The LIS Coordinators

must strive their best to utilize ICT for their professional development by taking

advantage of the existing and available ICT tools in their respective school assignment.

They should grab the opportunities offered by any open learning community that is

scalable and adaptable in their institution.

5. It is also recommended that all appointed LIS coordinators in the region

must participate in workshop sessions on how to use technology during the school year.

Learning should not just be a one-time workshop but must be an ongoing process and

be carried over time. The teachers need to plan, design and execute a good lesson with

the integration of technology to facilitate learning.

6. Further study regarding the level of ICT competency of the LIS

Coordinators should be done to confirm the findings of the study.

Richardson, J. W. (2011). Challenges of adopting the use of technology in less

developed countries: The Asia Pacific Journal of Education, Arts and Sciences, Vol. 3

No. 2, April 2016

______________________________________________________________________
________________________________________ 20 P-ISSN 2362-8022 | E-ISSN

2362-8030 | www.apjeas.apjmr.com case of Cambodia. Comparative Education

Review, 55(1), 008-029.

TOJET: The Turkish Online Journal of Educational Technology – April 2016,

volume 15 issue 2 Copyright © The Turkish Online Journal of Educational Technology

38 Effectiveness of the Computer and Internet Literacy Project in Public High Schools of

Tarlac Province, Philippines Arnold R. Lorenzo Institute of Education, Tarlac College of

Agriculture, Camiling, Tarlac, Philippines jorizarl@gmail.com