1

MANAGERIAL AND LEGALDIMENSIONS OF COLLECTIVE BARGAINING

OF AGREEMENT

Submitted by:

AILIE CHRISTIE P. MACAILAO

Ph.D Educational Management

December 2018

Republic of the Philippines

DEPARTMENT OF EDUCATION
MIMAROPA REGION
Meralco Avenue, cor. St.Paul Road
Pasig City
ABSTRACT
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Title: ICT SKILLS AND CLASS PERFORMANCE in ICT

SUBJECT OF GRADE 7 STUDENTS: Framework for
Grade 7 ICT Learning Modules
Research Design: Descriptive Correlational Method of Research
Sampling: Stratified Proportional Random Sampling
Data Collection: Questionnaire and School Document
Data Analysis: Descriptive Statistics: (Mean and Frequency)
Inferential Statistics: (Pearson’s Product Moment Coefficient
of Correlation)
EXECUTIVE SUMMARY
In adhering to Republic Act 10533, or the “Enhanced Basic Education Act of
2013”, basic education wanted to produce globally competitive students equipped with
competencies and skills. This study wanted to be part of this mission and specifically
aims to know if there is relationship that exists between the ICT skills, class performance
and academic performance in ICT subject of Grade 7 in Aurelio Arago MNHS.
Consequently, this study also ought to develop an ICT learning module which is suited
for the needs of students.
The research used the Descriptive Correlational Method and Pearson’s Product
Moment Coefficient of Correlation to statistically explain the relationships among the
variables.
Results revealed that there is significant relationship that exists between ICT
skills and class performance with it two indicators (r=.411; r=.424); ICT Skills and
academic performance (r=.705) and class engagement and academic performance (r =
0.261); attitudes and academic performance (r=.237).These data mean that ICT skills
directly influence the class and academic performance of students. Apparently, the data
on the level of ICT skills of students was low (mean= 2.35), and the level of class
performance and academic performance of students are not in the highest level.
Based from these results, a learning module was designed in order to provide
learning materials for teachers and students to improve the ICT skills and subsequently,
improve the class performance and academic performance not only in ICT subject but in
all subject areas. It is further suggested that this module be utilized for next school years.

SST III SHS Master Teacher I

Ed.D in Educational M.A. in Physics
Management AURELIO ARAGO
AURELIO ARAGO MEMORIAL NHS
MEMORIAL NHS Division of Oriental
ACKNOWLEDGEMENT
Division of Oriental Mindoro
Mindoro
“Feeling gratitude and not expressing it is like wrapping a present and not giving it.” –
William Arthur Ward
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The researchers would like to give a gift wrapped with gratitude to all the people

who were part of the journey of success of this endeavor.

To Regional Director Benjamin D. Paragas, CESO V, and Dr. Ruth L. Fuentes,

CESO V, Assistant Regional Director, for giving the researchers the opportunity to share

the results of this study in the field of teaching and learning thru the Basic Education

Research Fund (BERF).

To Maria Luisa D. Servando, Ph.D., CESO VI, Division Schools Superintendent;

Cynthia Eleanor G. Manalo, OIC- Assistant Division Schools Superintendent; Domingo

L. Mendoza, Jr.Ed.D., Chief Education Supervisor; Rodel S. Magnaye, Chief Education

Supervisor; for the suggestions and approval of this paper, and most especially to

Jonaline M. Closa, RPm, Ph.D., Senior Education Program Specialist for her relentless

show of support for 2018 SDO ORMIN Research Advocates from the very first day of

this activity till the completion and presentation in the Regional Congress.

To Andrelyn D. Macadaeg,Ph.D., Principal II of Aurelio Arago MNHS for giving

us all the assistance we need from the approval of all our requests till the moral support

that we need.

Special thanks are also given to Digna Lyn S. Perez for being the ICT Consultant,

without her expert suggestions this paper would not be completed. Likewise to

Mr. Jay- R V. Hernandez, Master Teacher I, for giving technical assistance with regards

to Statistical Analysis. More so, to Elenita B. Aguila, HT III- Science Department and

Ma. Ciaralyn P. Valencia, Asst. Principal II, as the Head Teachers of the researchers for

their equally meaningful support.

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The researchers would like to thank also their immediate families who gave their

immeasurable support and special mention is given to Nelson V. Alquiza for the valuable

help extended to the researchers.

And above all, to the Highest Provider, our Dear Lord and God for the unseen but

felt presence that inspires the researchers to go forward and finish this treasured piece of

work for students’ welfare.

“Feeling gratitude and expressing it is like giving a gift wrapped with gold”
Glecy M. Alquiza
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III. INTRODUCTION

Teachers unions and collective bargaining agreement have remained at the

forefront of education policy discussion. The union as a form of workers organizations
was originally perceived to protect workers right, welfare and interest. This could be
achieved by negotiating concrete and collective contract that specifies the terms and
conditions of employment (both economic and non-economic) and other provisions that
will foster sound labor management relations necessary for effective functioning of an
organization.

Union is a result of an inherent right of every individual to join an organization

and an application of an individual‟s right to express. This is contained in International
Labor Organization‟s ILO Convention No. 87 (on the Freedom of Association) and
Convention No. 98 (on the Right to Organize and Collectively Bargain). Flippo (1984)
(as cited by Edralin: 1999), postulated that unions are formed by the workers “to promote
protect, and improve, through collective action, the social economic, and political
interests of its members.” Furthermore, it can be traced from the history of labor relations
that collective bargaining, was originally coined by the Webbs (as cited by Hutt:1954)
have used to cover negotiations between employers and work-people when the
workpeople act in concert and the employer meets a collective will. Corrollarily, ILO
recommendation No. 91, defines collective agreements as “all agreements in writing
regarding working conditions and terms of employment concluded between an employer,
a group of employers or one or more employers‟ organizations, on the one hand, and one
or more representative workers‟ organizations, or, in the absence of such organizations,
the representatives of the workers duly elected and authorized by them in accordance
with national laws and regulations, on the other (ILO:1996).The Philippine Labor Code
of 1974 is the key legislation on industrial relations, including collective bargaining,
disputes settlement and social dialogue. Among others, the law provides for the
recognition of labour organizations, as well as procedures for collective bargaining,
disputes settlement, and industrial action.
References:https://www.world
psi.org/sites/default/files/comparative_study_cna_and_cba_in_philippines.pdf
Comparative Analysis of Selected CNA’s and CBA’s of Unions in the Philippine Public Service

COLLECTIVE BARGAINING IN PHILIPPINES

Prepared by Maragtas S.V. Amante

A key provision in the Labor Code is the mandate of the Philippine State to: “…
promote and emphasize the primacy of free collective bargaining and negotiations…”
(Article 211(a)).
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The Labor Code also declares as state policy the promotion of “… free trade
unionism as an instrument for the enhancement of democracy and the promotion of social
justice and development” (Article 211(b)); and “…to ensure a stable society by dynamic
and just industrial peace” and “…to ensure the participation of workers in decision and
policy making processes affecting their rights, duties and welfare” (Article 211(g)).

Furthermore, the Labor Code stipulates that “no court or administrative agency or official
shall have the power to set or fix wages, rates of pay, hours of work or terms and
conditions of employment”, except where provided in the Code (Article 211(g)). Such a
policy aims to “encourage a truly democratic method of regulating the relations between
the employers and employees by means of agreements freely entered into through
collective bargaining…” (Article 212 (B)).

In keeping to its commitments arising from the ratification of various ILO conventions to
promote decent working conditions, the Philippines has legislated and implemented
social and labour standards in the following areas:

• Employment standards and non-discrimination; • Workers rights: freedom of

association, right to form/join unions; • Collective bargaining; • Hours and conditions of
work; • Wages and benefits; • Social security; and • Occupational health and safety.

Table 1.1 shows a summary of the important laws that provide for labour standards in
relation to employment, workers’ rights, working conditions, hours of work, health &
safety and wages. Most of these standards are provided by the Philippine Labor Code.
Social security and health insurance are provided separately by other social legislation.
However, the application of the Labor Code does not extend to all workers. It provides
that labour standards

“shall apply to employees in all establishments and undertakings whether for profit or
not, but not to government employees, managerial employees, field personnel, members
of the family of the employer who are dependent on him for support, domestic helpers,
persons in the personal service of another, and workers who are paid by results as
determined by the Secretary of Labour in appropriate regulations” (Article 82).
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Table 1.1: Important Labour laws in the Philippines

A) Employment standards

Issue Source of legislation Main features

Minimum age Art. 139, PLC* No child below 15 years shall be employed. Those
between 15-17 years of age may be employed in non-hazardous jobs. Art. 135, PLC
Unlawful to discriminate against women employees with respect to terms and conditions
of employment. Non discrimination Art. 3, PLC The state shall…”ensure equal work
opportunities regardless of sex, race or creed.” Regularisation Art. 280 & 281, PLC
Probationary employment not to exceed 6 months.

Employee shall be considered regular if allowed to work beyond 6 months. Employees

could be regularized if duties are necessary or desirable in the usual business

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or trade of the employer. Subcontracting Art. 106, PLC The Department of Labor and
Employment (DOLE) may restrict or prohibit the contracting out of labour. It prohibits
‘labour only contracting’ where the person supplying workers to an employer does not
have substantial capital or investment in the form of tools, equipment, machineries, work
premises, etc. Security of tenure Art. 279, PLC Dismissal of regular employees is only
allowed with a just or authorized business cause. Night work and women Art. 130, PLC
Women are prohibited from working between 10 pm and 6 am. Forced labour Art. 114 &
Art. 116, PLC While there is no direct mention prohibiting forced labour, these articles
prohibit actions that result in indebtedness or bonding of workers.

* ‘PLC’: Philippines Labor Code (1974), as amended.

B) Wages

Issue
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Source of Legislation Main Features

Minimum wages Art. 99, Art. 120 to 127, PLC

Provides for minimum wages based on a regional rate as determined by tripartite wage
boards. Overtime pay Art. 87, PLC Provides for overtime pay, which must be at least
25% on top of regular pay. Premium pay on holidays & rest days Art. 93 & 94, PLC
Provides for compensation for work on rest days, Sundays or holidays- must be at least
30% on top of regular pay. Night shift pay Art. 86, PLC Provides for a 10% night shift
differential. 13th month pay Presidential Decree No. 851 All employers are required to
pay their employees receiving a basic salary of not more than P1,000 a month, a ‘13th-
month pay’ not later than December 24 of every year. Non diminution in pay Art. 100,
PLC Prohibition against elimination or diminution of benefits.

C) Hours of work

Issue

Source of legislation Main Features

8 hours of work Art. 83, PLC Defines the normal hours of work, not to exceed 8
hours/day. Meal periods Art. 85, PLC Provides for meal periods, not less than 60 minutes
time-off for regular meals. Weekly rest period Art. 91 to 92, PLC Provides for weekly
rest periods after 6 consecutive working days, not less than 24 hours. Paternity leave
Republic Act No. 8187 (1996) All employees are entitled to seven days of paternity
leave. Solo parent leave Republic Act No. 8972 (2000) Enterprises must set up a system
to recognize and help employees whom are single/solo parents, including solo parents
leave.

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D) Health & safety

Issue Source of Legislation Main Features

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Paid maternity leave

Art. 133, PLC Employees are entitled to paid maternity leave at least 2 weeks before
delivery and 4 weeks after delivery.

Medical and dental services

Art. 156 to 161, PLC Provides for first aid, medical and dental services, health program
and one full-time nurse for every 200 employees. Health & safety Art. 162 to 165, PLC
Safety and health standards and administration. Sexual harassment Republic Act No.
7877 Enterprises must provide a Code of Discipline to prevent and address sexual
harassment.

E) Social security

Item Source of legislation Main features Employees’ compensation Art. 166, PLC Social
security and employees’ compensation. Social security Republic Act No. 1161 (1997)
Social security law requiring compulsory coverage. GSIS law Republic Act No. 8291
(1997) Social security law concerning government employees HDMF law (Pag-ibig Law)
Membership in the Home Development Mutual Fund Philhealth Republic Act No. 7575
National health insurance (enhanced Medicare)

Sources: Philippine Labor Code (1974) and Implementing Rules, as amended, unless
otherwise indicated; Azucena (2005); ILS-DOLE (2000).

Freedom of Association

The Philippines is a signatory to the ILO conventions on Freedom of Association and

Right to Organise (C. 87 & C. 98) and the UN Declaration of Human Rights (1948),
which include trade union rights. The Philippine Constitution incorporated these
commitments to international norms, and the Labor Code provides for the
implementation of trade union rights of workers in the private sector. Executive Order
180 (1986) prescribes the rules pertaining to the exercise of freedom of association in
collective negotiations in the public sector, including public hospitals, educational
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institutions and government-owned enterprises. The Philippines Constitution (Article

XIII, Section 3) guarantees the rights of all workers to self-organisation, whether in the
public or private sector. In practice, the actual exercise of this right depends on the level
of workers’ awareness and knowledge of their rights, and the degree of resistance by
employers.

Unions at the enterprise level in the Philippines are generally organised into federations
and labour centres on a general basis, and not by sector or industry. There is a relatively
high level of freedom of association provided by numerous pieces of labour legislation
(see Table 1.2). The procedures for union registration and recognition generally start at
the enterprise or workplace unit level (Articles 234 to 240). There are specific rules for
workers’ federations or national unions “which must provide proof of at least 10 local
union affiliates which are duly recognized bargaining agents”. Further regulations
mandate that “no federation or national union shall be registered to engage in any
organizational activity in more than one industry in any area or region, and no federation
or national union shall be registered to engage in any organizational activity in more than
one industry all over the country.” The government’s

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Bureau of Labour Relations is responsible for ensuring “that federations and national
unions shall only organize locals or chapters within a specific industry” (Article 237 &
238).

Table 1.2: Labour laws on freedom of association, unions and workers’ rights

Issue Provision Main Features

Workers’ rights Art. 3, Section 8, Philippines Constitution

The state shall guarantee the rights of workers to self-organisation, collective bargaining,
security of tenure, and just and humane conditions of work.

Union rights & registration

Art. 234 to 240, Philippine Labor Code (PLC)

Workers association or unions are entitled to rights and privileges granted by law.
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Rights against unfair labour practices

Art. 247 to 249, PLC Defines unfair labour practices of both employers and labour
organisations, with criminal sanctions. Right to strike Art. 263 & 264, PLC Workers
have the right to engage in concerted industrial action for purposes of collective
bargaining. Right to collective bargaining Art. 250 to 259, PLC Procedures for a
Collective Bargaining Agreement, to be enforced for 5 years. Grievance procedures Art.
260 to 262, PLC Grievance-handling machinery & procedures, including voluntary
arbitration. Arbitration Art. 261, PLC Parties shall name a voluntary arbitrator for
disputes settlement. Public sector unions Executive Order 180 (1987) Right to form
unions and engage in collective negotiations among government employees.

Private sector

The Philippines Labor Code governs the exercise of trade union rights in the private
sector, in relation to registration, membership requirements, recognition, intra-union
disputes, cancellation and unfair labour practices (Book V on Labour Relations, Articles
234 to 249). ‘Unions’ are defined as “any labour organization in the private sector
organized for collective bargaining and for other legitimate purposes” (Implementing
Rules, Book V Rule I (h)). ‘Workers association’ on the other hand refers to “an
association of workers organized for the mutual aid and protection of its members for any
legitimate purpose other than collective bargaining” (Implementing Rules, Book V Rule I
(j)). The Bureau of Labour Relations provides separate forms for the registration of a
workers association based on the following groupings:

• agricultural workers, farmers, fisheries workers; • artisans and craft workers; •

independent transport workers such as drivers of jeepneys, vans, tricycles and pedicabs; •
home-based workers; • construction workers; • market, ambulant and sidewalk vendors;
• small scale mine workers; and • the self-employed.

Rules on the registration, certification election and settlement of disputes within or

between workers’ associations are the same as the rules governing unions (DOLE
Department Order 40-03, 2003). There is a lack of clarity as to whether or not workers’
associations have the right to take concerted industrial action for legitimate purposes.
However, the media has reported that some workers’ associations, such as those for
jeepney drivers and market
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vendors, have successfully engaged in national concerted industrial action to negotiate

regulatory policies with government authorities.

In general, unions and workers’ associations are collectively referred to as ‘labour

organisations’. This term covers “any association of employees in the private sector,
which exists in whole or in part for the purpose of collective bargaining, mutual aid,
interest, cooperation, protection or for other lawful purposes” (Article 212(g)). On the
other hand, a ‘legitimate labour organisation’ means any organisation registered with the
Department of Labour and Employment (Article 212(h)).

The Bureau of Labour Relations of the Philippines Department of Labour and

Employment is mandated by the law “to keep a registry of legitimate labour
organizations” (Article 231, PLC). The Bureau maintains a record of all collective
bargaining agreements and other related agreements, records of settlement of labour
disputes and orders and decisions of voluntary arbitrators. These records can be accessed
by the public, provided that no specific information submitted in confidence would be
disclosed, that the issue is not undergoing judicial litigation, and that its disclosure would
not detrimentally affect the public interest or national security.

Right of employees to form or join unions

All persons employed in commercial, industrial and agricultural enterprises, including

employees of government corporations, religious, medical, educational and non-profit
organisations shall have the right to self-organization and to form, join or assist labour
organizations for purposes of collective bargaining. The only exception is managerial
employees. Irregular or non-standard workers, self-employed, rural workers and those
without any definite employers may form labour organizations for mutual aid and
protection purposes, but not for the purpose of collective bargaining.

A union organized at the workplace or enterprise level is an independent free-standing

organization, regardless of whether it had been assisted by a national federation
organiser. It is possible for unions affiliated to various federations to co-exist at the
enterprise, providing that they are registered with the Bureau of Labour Relations and are
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eligible or qualified to participate in the certification election to determine the bargaining

agent with majority support. The union chapter must have its own constitution and set of
officers.

A ‘managerial employee’ is one who is vested with powers or prerogatives to set and
execute management policies and/or to hire, transfer, suspend, layoff, recall, discharge,
assign or discipline employees. Managers are excluded from joining a union or taking
part in collective bargaining. ‘Supervisory employees’ are those who, in the interest of
the employer, effectively recommend such managerial actions, and the exercise of such
authority is not merely routine or clerical in nature but require the use of independent
judgment. All other employees who are not managerial or supervisory as defined above
are considered to be rank-and-file employees (Implementing Rules, Book V Rule I
Section 1(o)).

Supervisory employees shall not be eligible for membership in a labour organization of

rankand-file employees. They may however join, assist or form separate labour
organisations of their own. Recent amendment to the Labor Code5 has meant that
supervisory employees who are included in an existing rank-and-file bargaining unit shall
remain in that unit, but they should form their own union henceforth. The amendment
also states that supervisors who are members of rank-and-file unions may continue their
status and enjoy existing benefits from the CBA, presumably until they form their own
union.

Foreign employees with valid working permits issued by the Department of Labour and
Employment may exercise the right to self-organisation and join or assist labour
organizations for purposes of collective bargaining if they are nationals of a country
which grants the same or similar rights to Filipino workers, as certified by the
Department of Foreign Affairs.

5 Provided by Republic Act No. 6715 which amended

the Philippine Labor Code in 1989

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Any employee, including those employed for a fixed term, is eligible to join a union on
their first day of work.
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Public sector

Soon after the ratification of the 1987 Constitution, President Corazon C. Aquino
implemented the Constitutional mandate on the right of self-organisation of public sector
employees through Executive Order No. 180. This executive order was issued on 1 June
1987. The status of this executive order is still in doubt as to whether it has the effect of
legislation, since the Philippines Congress was still to be elected and organised when it
was issued. The Philippines Congress has yet to enact a new law to provide public
employees the right to organise, engage in collective bargaining and engage in concerted
activities including the right to strike in accordance with law. Employment and working
conditions in the government sector are provided in Presidential Decree 807 (1975),
which also defined the powers and functions of the Civil Service Commission. There are
also various pieces of legislation on tenure, compensation, social security, health
insurance, and retirement in the civil service.

The Philippines Constitution guarantees the rights of all workers to organise (Article
XIII, Section 3). The Philippine Labor Code provides for the exercise of this right to
private sector employees to “form, join or assist labour organisations for purposes of
collective bargaining”. In contrast, Executive Order No. 180 limits the right of
government employees to “the establishment of associations for the furtherance and
protection of their interests”.

Executive Order 180 further provides that public sector unions may form “labour-
management committees, work councils, and other forms of workers’ participation
schemes”, in coordination with relevant government authorities. Distinct from the right to
self-organisation, the Executive Order recognized that “terms and conditions of
employment or improvements thereof, except those that are fixed by law, may be the
subject of negotiations between duly recognized employees’ organisations and
appropriate bargaining authorities”. The subject of negotiations is therefore limited: the
parties cannot negotiate matters fixed by law, such as compensation and benefits. Every
year, the Philippines Congress appropriates the annual budget, which fixes compensation
and benefits for government employees according to a standardised job position
classification scheme - a matter which is outside the scope of negotiations. However,
bonuses from savings and cost of living allowances have often been subject to
contentious arguments between unions and government officials as to whether these are
legitimate items for negotiations. In some cases, the Commission on Audit has disallowed
the granting of certain allowances in collective agreements. There are indeed numerous
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gaps in the law regarding public sector unions, which often give rise to disputes on
whether or not an item which involve a financial allocation in the government budget
could be

18

the subject of negotiations. Issues which involve the exercise of managerial prerogative,
such as appointments and promotions, are also not subject to negotiations in the public
sector.

Subsequently, the rules issued by the Civil Service Commission to implement Executive
Order 180 deal with the right of self-organisation, but also provide for limited collective
negotiations. The agreed outcomes of negotiations between public sector unions and
heads of government offices are contained in ‘collective negotiations agreements’
(CNAs) and not collective bargaining agreements (CBAs). The Commission also
categorically directed the prohibition of any mass action by government employees
which would result in temporary stoppage of work, unless there was legislation from
Congress to govern such strikes (Civil Service Commission, 1990). Brion (1997)
observes that with these policies, the Civil Service Commission effectively postponed the
question of whether public sector employees have the constitutional right to collective
bargaining by not making any reference to the issue.

As of June 2005, the Philippines Civil Service Commission reported that there were
1,428 registered unions in the public sector, with 293,704 members. There were 559
unions in national government agencies (39 percent of total), 516 in local government
units (36 percent), 169 in government-owned enterprises and 184 in state-owned colleges
and universities. Only 508 public sector unions (36 percent) were ‘accredited’ or
recognized by their top administrators for the purpose of collective negotiations. So far,
136 of the ‘accredited’ unions (27 percent) have successfully negotiated CNAs.

Most of the Philippines’ government unions belong to national public sector federations,
of which there are five major groups: the militant Confederation for Advancement,
Recognition Advancement and Unity of Government Employees (COURAGE), PS
LINK, Philippine Government Employees Association (PGEA), the Alliance of Health
Workers (AHW) with members working in public hospitals and health institutions, and
the Alliance of Concerned Teachers (ACT) with a majority of members working in
public schools.
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While Executive Order 180 states that it applies to all government employees, members
of the Armed Forces of the Philippines, police officers, fire service personnel and jail
guards are actually exempt from the coverage of this law. Executive Order 180 further
defines the bargaining units that employee associations may represent, and provides a
procedure for the certification of employee associations as exclusive negotiating agents.
Responsibility for the administration and implementation of the provisions of E.O. 180 is
vested in the Public Sector Labour-Management Council (PSLMC). The Council is
composed of the Chairman of the Civil Service Commission as the Chairperson, the
Secretary of the Department of Labour and Employment as the Vice Chairperson and
Secretaries of the Departments of Finance, Justice, and Budget and Management as
members.

The law recognizes government employees, including public school teachers, as a

category distinct from workers in the private sector. The Labor Code explicitly
distinguishes the application of the laws concerning conditions of employment
between public and private sector workers. Despite some legal constraints, (for
example, absence of a law with respect to the right to strike), public sector
employees have shown great persistence in organising a unified and effective voice
aimed at protecting their rights and welfare and improving the terms and
conditions of their employment.

There have been instances of mass actions lead by government unions involving work
stoppages and challenging the legitimacy of the Civil Service Commission rule
prohibiting strikes. The Supreme Court, however, has ruled that:

"it must necessarily regard the right to strike given to unions in private industry as not
applying to public employees and civil service employees. It has been stated that the
Government, in contrast to private employees, protects the interest of all people in the
public service, and that accordingly, such conflicting interests present in private labour
relations could not exist in the relations between Government and those whom they
employ. Moreover, it is asserted that public employees by joining labour unions may be
compelled to support objectives which are political in nature".6

The prohibition against strikes in the public sector is presently contained in Memorandum
Circular No. 6, Series of 1987 of the Civil Service Commission dated 21 April 1987 and
indirectly and impliedly in Executive Order No. 180 (1987) which provides certain
guidelines on the exercise of the constitutional right of government employees to
 17

organize themselves. Hence, it could be observed that the prohibition is not statutory in
nature but merely administrative or regulatory in character. This is due to the absence of
legislation either prohibiting or allowing strikes, or even merely regulating the exercise of
such a right by government employees.

Part 3: Legal and Institutional Framework and Practice of Collective

Bargaining

A. Duty to bargain

In the absence of an agreement or other voluntary arrangement providing for a

more expeditious manner of collective bargaining, it shall be the duty of the
employer and representatives of the employees to bargain collectively. The duty to
bargain collectively is the performance of a mutual obligation to meet and convene
promptly and expeditiously in good faith for the purpose of negotiating an
agreement with respect to wages, hours of work and all other terms and conditions
of employment. This duty extends to discussing proposals for adjusting any
grievances or questions arising under such agreement, or executing a contract
incorporating such agreements if requested by either party. However, such duty
does not compel any party to agree to a proposal or to make any concession in the
negotiations.

When there is already an agreement in place, the duty to bargain collectively shall
also mean that neither party shall terminate nor modify such agreement during its
lifetime.

B. Definition and Legal Status of Collective Agreement

The Philippine Labor Code defines a ‘Collective Bargaining Agreement’ as the

negotiated contract between a legitimate labour organization and an employer
concerning wages, hours of work and all other terms and conditions of employment
in a bargaining unit, including mandatory provisions for grievances and arbitration
machineries.
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C. Bargaining Unit

A ‘collective bargaining unit’ may cover different groups of employees in different

locations within one enterprise. Collective bargaining may cover one enterprise unit,
or separate bargaining units within the same enterprise, which shall not include
supervisory employees and security guards.

For the purpose of enterprise union recognition, an ‘appropriate bargaining unit’ is

a group of all employees within the enterprise with collective interests, through
similarity in the nature of the work and duties, compensation, or working
conditions.

D. Level of Collective Bargaining Collective bargaining is enterprise-based. There

is no tradition of industry-based bargaining in the Philippines.

E. Bargaining agents/ Parties to the Collective Agreement

Employees

Articles 250 to 259 of the Philippine Labor Code12 provide unions with the right to
collective bargaining and negotiations on behalf of employees at the enterprise.
While there can be two or more unions in the enterprise, only one union is able to
gain recognition as the collective bargaining agent to represent the workers in an
‘appropriate bargaining unit’. The representation status of the collective bargaining
agent is for five years, which is the maximum duration of a CBA.

A union certification election refers to the process of determining, through secret

ballot, the sole and exclusive bargaining agent of the employees in an appropriate
bargaining unit for purposes of collective bargaining. Alternatively, a consent
election could be held where the parties voluntarily agree to determine the issue of
 19

majority representation. Where the 12 As amended

by Republic Act 6715 (1989).

contending unions agree to a consent election, the government official (‘med-

arbiter’) shall not issue a formal order calling for the conduct of a certification
election, but shall enter the fact of the agreement in the minutes of a hearing (DO40-
03, Rule VIII, Section 10).

It is also possible for both a union and employer to enter into CBA negotiations
without a certification procedure. This is possible in the case where the employer
shows a positive attitude towards the union’s organisation of workers at the
enterprise. However, such cases are rare. Employers rarely commence negotiations
without challenging the union’s status through certification elections.

Only the unions within an enterprise which are registered with the Bureau of
Labour Relations may file for a petition for certification election. Duly registered
unions within the enterprise are able to contest the majority status of the incumbent
union by filing such a petition. It is also possible for the employer or any other
‘party in interest’ may file a petition as an intervener to contest the union’s majority
status. There are enormous advantages for a union in gaining recognition through
winning the certification election, such as the right to collect ‘agency fees’ from non-
union members who are covered by the agreement.

Even where there is a certified union for bargaining, workers may organise another
union. The fact that there already exists a certified union as the bargaining agent
cannot be grounds for denial of registration. Other unions which are not certified as
the bargaining agent may continue to exercise their rights, except those concerning
collective bargaining. These unions would still have the right to engage in concerted
industrial action, as long as they follow the legal procedures of providing for a strike
ballot and filing for a notice of strike within the prescribed period prior to the
action. Their members shall not be subject to any unfair labour practice or
discrimination for not being a member of the certified bargaining agent.
 20

If a collective bargaining agreement has yet to be registered with the DOLE, a

petition for certification election may be filed at any time. However, no certification
election may be held within one year from the date of the results of the last
certification election. Neither may a representation question be considered if, before
the filing of a petition for certification election, a bargaining deadlock to which an
incumbent or certified bargaining agent is a party had been submitted to
conciliation or arbitration or had become the subject of a valid notice of strike or
lockout.

In the case of a current collective bargaining agreement in place, a petition for

certification election or a motion for intervention can only be considered within the
sixty days prior to the expiry date of such agreement. The sixty-day period based on
the original collective bargaining agreement shall not be affected by any
amendment, extension or renewal of the collective bargaining agreement for
purposes of certification election. At the expiration of the sixty-day period, the
employer shall continue to recognize the majority status of the incumbent
bargaining agent where no petition for certification election has been filed.

In addition, the petitioner should provide a description of the bargaining unit and
state the appropriate number of the employees in the alleged bargaining unit. The
petition should be supported by the written consent of at least 25% of all the
employees in the bargaining unit. A petition for certification election shall be filed
with the Regional Office of DOLE which has jurisdiction over the principal office of
the petitioner. The petition shall be in writing and made under oath. Any legitimate
labour organisation or the employer, when requested to bargain collectively, may
file the petition.

Once a petition is properly filed by a legitimate labour organisation, a

representative of DOLE shall immediately order the certification election by secret
ballot. Any petition which is filed outside the sixty-day period, or does not satisfy the
25% written consent requirement shall be dismissed outright.

Union certification elections are supervised by officials of the Department of Labour

and Employment. The DOLE Regional Office posts notices at least five working
days before the actual date of election in two highly visible places at the company
 21

premises. The notices shall contain the date of election, names of the contending
parties, the description of the bargaining

26

unit and the list of eligible voters. The DOLE Representation Officer has the power
to decide on any question on-the-spot arising from the conduct of the election. Any
interested party may, however, file a protest with the Representation Officer before
the close of proceedings. Protests that are not raised accordingly will be deemed as
waived, and contained only in the minutes of the proceedings.

The union which obtains a majority of the valid votes cast by eligible voters shall be
certified as the sole and exclusive bargaining agent of all the workers in the
appropriate unit. A run-off election may occur as a result of a certification election
with three or more contending unions and no contender received a majority of the
valid votes cast. The run-off election is then between the two unions receiving the
highest numbers of votes in the certification election. The DOLE Representation
Officer shall on his own decision, conduct a run-off election within five calendar
days from the close of the election between the two highest polling unions. The total
votes for all contending unions should be at least 50% of the number of votes cast.

In order to have a valid election, at least a majority of all eligible voters in the
bargaining unit must have cast their votes. Otherwise, a failure of elections will be
declared, although this is rare. Another petition may be filed for certification or
consent elections within six months of the failed election (Rule VIII, Sections 17 to
19 of the Implementing Rules, DO40-03).

An appeal to contest the results of certification election is possible. Any party to an

election may appeal the order or results of the election as declared by the DOLE
labour official. The appeal should be addressed directly to the Secretary of Labour
and Employment, on the ground that the rules and regulations for the conduct of
the election have been violated. Appeals shall be decided within fifteen calendar
days. All certification cases shall be decided within twenty working days, in
accordance with the rules and regulations prescribed by the Secretary of Labour.
 22

It is possible for all unions at the enterprise to agree to form a joint bargaining
team, but they must agree to support only one registered union in the certification
election. The Implementing Rules do not provide for a ‘joint team’ to run as a single
contestant, but only recognize the registered union which wins a majority vote
among workers in the bargaining unit. It is however possible for officers in other
unions to play a role in the bargaining committee, as long as both parties mutually
agree.

Bargaining committee

The bargaining committee is usually composed of the union leaders at the

workplace. At the start, the bargaining committee may propose the inclusion of
external advisers. For example, if the union is an affiliate of a federation, it may seek
the assistance of the federation’s advisers in the collective bargaining process. New
unions or newly elected leaders will usually hire external advisers and lawyers. It is
up to the employers to accept, oppose and negotiate the composition of the
committee. In most cases, union federation officials are part of the bargaining
committee.

Third parties

Lawyers, advisors, consultants and academics may support or advise bargaining

unions and employers, but they cannot participate in the negotiations unless
recognized by both sides as part of the bargaining committee.

F. Content of a Collective Bargaining Agreement

Beyond basic issues such as wages and working conditions, some of the other issues
in CBA negotiations between unions and employers commonly include:

• Multi-skilling, job rotation and training; • Entrepreneurship training and

development; • Organisation of employee cooperatives, with management support
and assistance for loans, credit, consumption, marketing, production, etc.;
 23

27

• Employees’ stock option programs (ESOP); • Increase in retirement benefits, early

retirement provisions, unemployment insurance, pension plans, etc.; • Reduction of
work hours during downturns to prevent lay-offs; • Free in salary increases, but
with provisions for profit sharing and workers’ participation in management upon
recovery; • Other forms of labour-management cooperation (LMC) through safety
& health committees, employee participation machinery such as suggestion schemes,
‘Quality Circles’ and works’ councils, grievance machinery, productivity
improvement, and labour-management strategic cooperation.

In addition, collective bargaining agreements may specify the ceiling for union
membership fees, the rights and protection of union leaders at the enterprise level
and paid union leave for organisational activities, including the exercise of duties in
relation to external union positions outside the enterprise without loss of wages.
There are no provisions in the Philippines Labor Code regarding these issues,
although it is considered unfair labour practice for employers to discriminate in
regard to wages, hours of work and other terms and conditions of employment in
order to encourage or discourage membership in any labour organisation (Article
248(e)).

Most negotiations at the enterprise level refer to the wage rates and employment
conditions in the industry or geographical region, such as comparable firms in the
same industrial zones or region.

G. Procedural Requirements

The CBA procedure starts when either the union or employer gives the other party
a written notice of its intention to negotiate an agreement, together with a statement
of proposals. The other party shall reply thereto not later than ten calendar days
from receipt of such notice. Should differences arise on the basis of such notice and
reply, either party may request for a conference which shall begin not later than ten
calendar days from the date of request.
 24

Both parties may seek mediation or conciliation assistance from the National
Conciliation and Mediation Board (NCMB) when they reach a deadlock in
negotiations, though this is not mandatory. The government has put in place an
intervention program to encourage voluntary arbitration, and disputes avoidance
and prevention.

H. Registration of Collective Bargaining Agreements

A CBA must be registered with the Department of Labour and Employment within
thirty days of the finalisation of negotiations. A copy is submitted directly to the
Bureau or the Regional Offices of the DOLE for registration. The submission must
be accompanied by proof that the agreement has been posted in two public and
accessible locations in the workplace and ratified by the majority of workers in the
bargaining unit.

If the CBA is executed based on an award decision by the appropriate government

authority or a voluntary arbitrator, the agreement shall likewise be submitted by
the parties to the Bureau of Labour Relations or the DOLE Regional Office,
accompanied by verified proof of its posting in two conspicuous places in the
workplace. Both the union secretary and president must certify that the agreement
was ratified by a majority of the employees in the appropriate bargaining unit.

I. Implementation of Collective Bargaining Agreements

Any CBA between a union and employer has a maximum term of five years, but
may be renegotiated no later than three years after its execution. Wages could be
revisited and adjusted within a three to five year period through mutual agreement.
All provisions of the CBA other than the representation issue may also be
renegotiated.

28
 25

The renegotiated wages and provisions shall apply retroactively to the day
immediately following the conclusion of the agreement, provided that it was entered
into within six months from the date of expiry of the original CBA. If any such
agreement is entered into beyond the six-month period, the parties shall agree on
the duration of retroactivity.

In case of a deadlock in the renegotiation of the CBA, the parties may exercise their
rights under the Labor Code (i.e. mediation, conciliation, arbitration, concerted
action and lockout). All requirements relating to the registration of the renegotiated
agreement shall also be complied with.

Even if there is a deadlock in the re-negotiations, the five-year term of the existing
CBA remains since wages or any other provisions could only be changed within this
period. According to the DOLE, five-year agreements at most enterprises have
contributed to more stability in labour-management relations and a decline in
disputes and strikes at the enterprise-level. Injunctions on the implementation of
CBAs are prohibited. No temporary or permanent injunction or restraining order
shall be issued by any court or other entity in any case relating to labour disputes,
except where provided for in Articles 218 and 264 of the Code.13

J. Disputes and grievances arising from implementation of CBAs

In case of disputes, the National Conciliation and Mediation Board (NCMB) may
assist in its settlement. If the dispute is not settled, the NCMB shall intervene upon
the request of either or both parties or at its own initiative. The NCMB shall
immediately call the parties to conciliation meetings, and have the power to issue
subpoenas requiring the attendance of the parties to such meetings. It shall be the
duty of the parties to participate fully and promptly in the conciliation meetings
when called upon by the Board. During the conciliation proceedings, the parties are
prohibited from doing any act which may disrupt or impede the early settlement of
the disputes. The Board must exert all efforts to settle disputes amicably and
encourage the parties to submit their case to a voluntary arbitrator.

While the certified bargaining agent is the exclusive representative of employees in a

bargaining unit for the purpose of collective bargaining, an individual employee or
 26

group of employees shall have the right at any time to present grievances to their
employer.

K. Termination of agreements

Either party can serve a written notice to terminate or modify the agreement at least
sixty days prior to its expiration date. It shall be the duty of both parties to continue
the terms and conditions of the existing agreement during the sixty-day period, until
a new agreement is reached.

L. Collective negotiations in the public sector

The Public Sector Labour-Management Council (PSLMC) has the primary

responsibility for the management of labour relations in the Philippine public
sector, as provided for by Executive Order No. 180. The secretariat of the Council is
part of the Civil Service Commission. The intent of the PSLMC is to provide for a
disputes settlement mechanism in the public sector. Pursuant to Executive Order
No. 180, the PSLMC “shall exercise exclusive original jurisdiction over…
complaints, grievances, and other disputes involving government employees which
remain unresolved and irreconcilable, after the exhaustion of available
administrative remedies brought before the Council by the parties either jointly or
individually”.

The PSLMC administers, promulgates and implements the Executive Order’s rules
and regulations. The PSLMC has issued several resolutions amending some
provisions of the first Executive Order notably on the number of members required
to form a union (majority or 50%

13 As amended by Section 22, Republic Act No.

6715, March 21, 1989.

29
 27

plus one) and the definition of what constitutes an organizational unit within which
a union may be formed. Nominated representatives from the labour sector are
appointed by the President to be members of the Council, acting as observers.

Further, the PSLMC may on its own decide to intervene in a dispute and assume
jurisdiction “whenever the interest of the public service so demands”. Proceedings
before the PSLMC are generally non-adversarial and non-litigious in character.
Subject to the requirements of due process, legal and procedural technicalities and
formal rules derived from the courts of law shall not be strictly applied.

The PSLMC has issued various resolutions on the following issues: implementing
rules and regulations on the right to unionize, classification of division chiefs,
accreditation of unions, determination of managerial and rank-and-file employees,
security guards as union members, submission of union constitution and by-laws,
charging of agency fees, grant of bonuses and the like.

There is a need for a systematic study of the history, experience and outcomes of the
work of the PSLMC. A preliminary study of social dialogue in the public sector
reported that both officials of government agencies and public sector unions do not
think positively of the PSLMC.14 They consider the Council as the least utilised and
hardly effective channel for social dialogue.

M. Other forms of employee representation

Given that unions do not represent the majority of Philippine workers, there exist
other forms of employee representation at the workplace. The Labor Code provide
workers the right to participate in policy and decision-making processes of the
establishment where they are employed insofar as said processes will directly affect
their rights, benefits and welfare. For this purpose, workers and employers may
form Labour-Management Councils. Representatives of the workers in such
Labour-Management Councils shall be elected by at least the majority of all
employees in said establishment.
 28

Employers are encouraged to form Labour-Management Councils (LMCs) as a

means to settle grievances and prevent labour disputes at the workplace. The Labor
Code mandates that the DOLE promote the formation of LMCs in both organized
and unorganized establishments. The purpose of LMCs is to enable workers to
participate in policy and decision-making processes in the establishment, insofar as
said processes will directly affect their rights, benefits and welfare (except those
which are covered by collective bargaining agreements or are traditional areas of
bargaining). The Department shall promote other labour-management cooperation
schemes and, upon its own initiative or the request of both parties, may assist in the
formulation and development of programs and projects on productivity,
occupational safety and health, improvement of quality of work life, product quality
improvement, and other similar scheme (Implementing Rules, Rule XXI, Section 1
& 2 of DO40-03).

Other channels of communication and representation are regular committee

meetings, informal negotiations, creation of task forces with union representatives,
special meetings with senior management, monthly meetings and social activities at
the workplace.

The Philippine Constitution provides the fundamental framework for industrial

relations, when it declares:

“The State shall afford full protection to labour… It shall guarantee the rights of all
workers to self organization, collective bargaining and negotiations, and peaceful
concerted activities including the right to strike in accordance with law. They shall
be entitled to security of tenure, humane conditions of work, and a living wage.
They shall participate in policy and decision-making processes affecting their rights
and benefits as maybe provided by law.”2

In addition, the Philippine Bill of Rights guarantees “the right of the people,
including those employed in the public and private sectors, to form unions,
 29

associations or societies for purposes not contrary to law…”.3 These guarantees are
likewise extended to the public sector: “The right to self-organization shall not be
denied to government employees”.4

2 The Philippine Constitution 1987, Article XIII, Section 3 on ‘Social Justice and Human Rights’
3 Ibid, Article III, Section 8 on the ‘Bill of Rights’ 4 Ibid, Article IX-B, Section 2(5)

IV. Topic Discussions

V. Conclusions

VI. Recommendation

VII. References

VIII. Resume
 30

Conclusions

Based on the findings, the study concluded the following:

1. The level of ICT skills of Grade 7 in typing, use of MS word, Power point presentation

and excel is low.

2. Many of the classroom activities were participated by students several times a week

and likewise the level of their attitudes towards computer is within the range of

agreement.

3. Students have very satisfactory grades with regards to the academic performance but

this grade is not very high.

4. ICT skills can influence the class performance in terms of class engagement and

attitude towards computer.

5. ICT skills can influence the academic performance of Grade 7 in ICT subject.

6. Class performance influences the academic performance of students in ICT subject.

7. There is a need of a learning module in order to increase the level of ICT skills and

improve the class performance and academic performance of students.

Recommendations

In the light of the findings and conclusions, the study recommends the following:

1. Students should be given separate subject with three hours a week so that they could

master the topics in developing computer skills. With the acquisition of computer skills

taught in the school and practiced at home, students can integrate these skills in different

subjects and consequently could have higher level in class performance and academic

performance.
 31

2. Students and teachers should be using ICT in the delivery of the lesson to improve the

class performance and improve the engagement of students.

3. Students are encouraged to improve their positive attitude to computers so that could

be ready in different endeavors in the future.

4. Students should be given opportunities to enhance the skills in typing, use of MS word,

power point and browsing to internet so that they can improve their class performance by

giving more contact time in the curriculum.

5. Students and teachers are encouraged to develop high level of ICT skills to improve

the academic performance not only in ICT subjects but in other subjects by integrating

ICT across the curriculum.

6. Students and teachers are encouraged to improve the level of class performance to

increase also the academic performance by making ICT subject a separate subject so that

there is continuous follow up on the desired competencies.

7. Students and teachers are encouraged to use the module developed from the results of

this study which is especially designed to cater the specific need in ICT subject.

4. Further study is also encouraged to study other variables not included in this study

specifically on the effect of ICT skills in class performance and academic performance in

other subjects.

X. DISSEMINATION AND ADVOCACY PLAN

Grade 7 ICT Learning Modules is an intervention material designed to enhance

the ICT Skills of students in Aurelio Arago Memorial National High School with the high

faith that it would improve the ICT skills, class performance and academic performance
 32

of Grade 7 students in ICT subject. The learning module developed was presented to the

principal and chief of the curriculum for further suggestions and the final paper was

submitted to the school administrators as basis in formulating policies of integrating ICT

subject as separate subject in the class program and be part of the curriculum. The results

of this study will be presented to the national conferences and will be published in

refereed journals which will serve as platform in enhancing class activities employing

ICT skills. The learning modules will be submitted for utilization not only in Aurelio

Arago MNHS but also in other schools in the Division of Oriental Mindoro.
 33

XI. REFERENCES

Aitokhuehi, Johnson Oseghale &. Ojogho, John, (2014) The Impact of Computer
Literacy on Students’ Academic Performance in Senior Secondary
Schools in Esan West Local Government Area, Edo State, Nigeria, Journal of
Education and Human Development September 2014, Vol. 3, No. 3, pp. 265-270
Published by American Research Institute for Policy Development Retrieved
December 28, 2016 from URL: http://dx.doi.org/10.15640/jehd.v3n3a21

Amin, S. (2014). Computer attitude among higher secondary school students in district
Srinagar (J&K): A study . Academia Journal of Educational Research 2(4): 079-
086, April 2014 DOI: http://dx.doi.org/10.15413/ajer.2013.0025 ISSN: 2315-7704
©2014 Academia Publishing

Aston, Jenna (2016) How to use technology to improve student engagement

https://www.stonegroup.co.uk/technology-improve-student-engagement/

Aypay, A. (2010). Information and communication technology (ICT) usage and

achievement of Turkish students in PISA 2006. TOJET: The Turkish Online
Journal of Educational Technology, 9(2), 116-124.

Biagi, F., Loi, M. (2013) Measuring ICT Use and Learning Outcomes: evidence from
recent econometric studies First published: 17 February 2013
https://doi.org/10.1111/ejed.12016

Cheema, J. & Zhang, B. (2013). Quantity and quality of computer use and academic
achievement: Evidence from a large-scale international test
program. International Journal of Education and Development using ICT, 9(2),.
Open Campus, The University of the West Indies, West Indies. Retrieved October
17, 2018 from https://www.learntechlib.org/p/130285/.
 34

Delen, Erhan and Okan Bulut (2011) The relationship between students’ exposure to
technologyand their achievement in Science and Math. TOJET: The Turkish
Online Journal of Educational Technology – July 2011, volume 10 Issue 3

Eskil, M., Ozgan, H., & Balkar, B. (2010). Students’ opinions on using classroom
technology in science and technology lessons – A case study for Turkey (Kilis
City). TOJET: The Turkish Online Journal of Educational Technology, 9(1), 165-
175

House, J. (2010). "Effects of computer activities and instructional strategies on science

achievement of students in the United States and Japan: Results from the TIMSS
2003 assessment." International Journal of Instructional Media, vol. 37, no. 1, pp.
103-114. https://www.learntechlib.org/p/130285/

Junco, R. (2012). "In-class multitasking and academic performance." Computers in

Human Behavior, vol. 28, pp. 2236-2243. Retr9eved from
https://www.learntechlib.org/p/130285/

Kim, S., & Chang, M. (2010). Does computer use promote the mathematical proficiency
of ELL students? Journal of Educational Computing Research, 42(3), 285-305.

Kubiatko, M., & Vlckova, K. (2010). The Relationship between ICT use and science
knowledge for Czech students: A secondary analysis of PISA 2006. International
Journal of Science and Mathematics Education, 8(3), 523-543.

Nsiah-Gyabaah, K. (2011). The increasing demand for tertiary education in Ghana and
female participation. Journal of Polytechnics in Ghana, 5(1), 49-68.

Opoku Mustapha Osman, and Alfred Kuranchie (2014) Understanding Student Attitude
Towards Computer Education: A Survey of SHS in the Sunyani Municipality E-
ISSN 2281-4612 ISSN 2281-3993 Academic Journal of Interdisciplinary Studies
MCSERPublishing,Rome-ItalyVol3No1March201Doi:10.5901/ajis.2014.v3n1p11
Oviawe, R. Oshio, E. (2011). The impact of information and communication technologies
on teaching and learning ability of education students..Journal of Library and
Information Studies.

Perez, J., & Murray, M. (2010). Generativity: The new frontier for information and
communication technology literacy. Interdisciplinary. Journal of Information,
Knowledge, and Management, 5, 127-137.

Ranasinghe Priyanga, Constantine G.R., Karunathilake I. (2012): Computer Literacy

among first year medical students in a developing country: A Cross sectional
study BMC Res Notes: 2012; 5:504 PMCID: PMC3517310 v.5; 2012
 35

Samarkandi, O. (2011) Students’ Attitudes Toward Computers At The College Of

Nursing At King Saud University (Ksu): Survey Of Attitudes Toward Learning
About And Working With Computers by Loyd, B. and Gressard, C. (2011)
Retrieved from https://etd.ohiolink.edu/!etd.send_file?
accession=case1301681022&disposition=inline

Umil, A. (2017) New school year, same old problems: K to 12, shortages in classrooms,
teachers retrieved from http://bulatlat.com/main/2017/06/06/new-school-year-old-
problems-k-12-shortages-classrooms-teachers/

U. S. Department of Education (2010). Technological literacy. (2010, Jan 31). Retrieved

December 28, 2016 from http://www.ed.gov/updates/PresEDPlan/part11.html

 Wantulok, T.  on February 12, 2015 How Important is Technology in Education? Pine
Cove’s Top 10 Reasons Retrieved from https://marketing.pinecc.com/blog/the-
importance-of-technology-in-education-pine-coves-top-10-reasons

. Ziden, A. (2011). The Effects of ICT Use in Teaching and Learning on Students’
Achievement in Science Subject in a Primary School in Malaysia . Malaysia
Journal of Distance Education 13(2), 1932 (2011) Retrieved from
http://mjde.usm.my/vol13_2_2011/mjde13_2_3.pdf

Ziya et al. (2010). What is the predict level of which computer using skills measured in
PISA for achievement in mathematics. TOJET: The Turkish Online Journal of
Educational Technology, 9(4), 185-191.

Umil, A. (2017) New school year, same old problems: K to 12, shortages in classrooms,
teachers retrieved from http://bulatlat.com/main/2017/06/06/new-school-year-old-
problems-k-12-shortages-classrooms-teachers/

OTHER WEBSITES

http://newsbytes.ph/2018/02/12/deped-urged-to-prioritize-digital-literacy-in-ph-schools/

http://woulibrary.wou.edu.my/weko/eed502/computers_learning_theory_and_cognitive_
development.html
 36

XII. FINANCIAL REPORT

ACTIVITIES QUANTITY NEEDED COST

MATERIALS ESTIMATE
Printing of research paper (1st set) Short size Bond paper – P750.00
for division oral 190 (5 reams x Php 150.00
presentation on third respondents x each)
regional research 5 pages= 950
congress (2nd Set) Staple wire (2 boxes P 40.00
200 staple wire x Php 20.00
respondents x each)
5 pages= 950 P 650.00
(3rd Set) ink for printer (4pcs of
200 ink colors equivalent to
respondents x 1 set x Php 399.00)
5 pages= 950
Total
2850 pages of
complete set
of
questionnaires

Tarpaulin Printing for oral 2 sets (1 for Tarpaulin (2x6 ft) 450.00
defense SDO oral Tarpaulin stand
Tarpaulin stand during defense and 1
the oral presentation or regional
summit
3nd Regional summit I research Provided by the SDO P 9000.00
proponent and RO as in-charge for
the activity
Soft Binding of the 5 copies for Provided by the chosen 600.00
Research paper regional printing press
 37

summit
TOTAL Php 11,490.00

APPENDICES

Table 9 Mean Perception of the Student Respondents on the level of ICT skills in terms
typing/keyboarding

A. Typing/keyboarding Weighted Mean Description

1. Using home keys 2.30 Low
2. Proper positioning of fingers in typing 2.70 Moderate
3. Rules in typing 2.60 Moderate
Over-all Mean 2.53 Moderate

Table 10 Mean Perception of the Student Respondents on the level of ICT skills using
MS Word as Word Processor
B.Using MS Word as
Weighted Mean Description
Word Processor
1. Creating a new
2.70
document Moderate
2. Working with text 3.00 Moderate
3. Working with Paragraph 3.00 Moderate
4. Editing the documents 2.70 Moderate
5. Working with graphics 2.60 Moderate
6. Drawing in MS Word 2.30 Low
7. Page layout and printing 2.20 Low
8. Creating table and charts 2.10 Low
9. Using hyperlinkk, Low
1.50
Macros, and Mail Merge
10. Creating a document
2.60
from a template Moderate
 38

OVERALL MEAN 2.47 Low

Table 11 Mean Perception of the Student Respondents on the level of ICT skills in terms
of creating presentation using PowerPoint

C. Creating Presentation
Using PowerPoint Weighted Mean Description

1. Planning a presentation 2.00 Low

2. Creating a presentation 2.00 Low
3. Formatting slides
2.40
presentation Low
4. Organizing the slides 2.20 Low
5. Creating animated slides 2.00 Low
OVERALL MEAN 2.12 Low

Table 12 Mean Perception of the Student Respondents on the level of ICT skills in terms
of introduction to internet
D.Introduction to internet Weighted Mean Description
1. Internet etiquette/
2.30
Netiquette Low
2. Internet Services and
2.10
tools Low
3. Working with Browsers 2.50 Moderate
4.Sending emails 2.20 Low
OVERALL MEAN 2.28 Low

Table 13 Mean Perception of the Student Respondents on the level Class Performance in
ICT Subject of Grade 7 Students in terms of class engagement in learning activities
Class engagement in
Weighted Mean Description
learning activities
1. I listen to teacher
3.50
presentation or explanation Almost every day
2. I listen to a student
3.10
presentation or explanation Several times a week
 39

3. I read book or look at

films or videos at the same 2.70
time Several times a week
4. I do exercises and tasks,
2.90
individually or collectively Several times a week
5. I work on something at
my own pace
or in small groups and 2.70
search for information
about it. Several times a week
6. I work in small groups 3.30 Several times a week
7. I look for ideas and Several times a week
2.60
information
8. I investigate and explore Several times a week
issues individually or in
small groups and search for 2.50
information about it.

9. I try to solve problems 3.00 Several times a week

10. I explain and discuss
my own ideas about
important questions of the 2.40
day with teachers and other
students At least once a week
11. students help each
other to better understand 2.80
and learn Several times a week
12. I take time to think
3.10
about how better to learn. Several times a week
OVERALL MEAN 2.88 Several times a week

Table 14 Mean Perception of the Student Respondents on the level Class Performance in
ICT Subject of Grade 7 Students in terms of attitudes towards computers

Attitude toward
computer Weighted Mean Description

1 It is really important to
me to work with a 2.80
computer for learning Agree
2. Using a computer for 2.70 Agree
 40

learning is really fun.

3. I use computer for
learning because I'm very 2.70
interested in computers Agree
4. I lose track of time when
I’m learning with 2.50
computers Agree
5. it's really worth using a
computer for learning
2.80
because it will help me in
my future life as an adult Agree
6. I use a computer to learn
as it will help me in the
2.90
work that I have to do later
on Agree
7. I learn things using Agree
computer that will help me 3.20
get a job.
8. Learning with computer Agree
is important for me
3.10
because I need it for what I
want to study later on.
OVERALL MEAN 2.84 Agree

Figure 1. Background on the use of Computers

 41

THE QUESTIONNAIRE

Please answer the following questions with honesty and rest assured that your answers will be
kept with confidentiality.

Part I

a) Personal Background

Name______________
Section_____________
Address____________
Age _______________
Gender_____________

b) Background on the use of computers- Please indicate whether you use a computer. Please
check as many as applied.

1) I use computer at home _____

2) I do not use computer at home______
3) I use computer at School_______
4) I have access to a computer that I use away from School/Home_____
5) I do not use computer______

If you use the computer, please indicate the frequency and type of use. Please encircle the
number of your choice inside the table.

Purpose (1) 2) (3) (4)

 42

Do Not Occasional Moderate Extensive

use ( 1 hour per (2-5 hours (More than 5
week or per week ) hours per week)
less)
a) Do Homework and other school
1 2 3 4
assignments/projects ex. google
b) Play computer games like dota,
1 2 3 4
point blank, GTA
c) Use Spreadsheets like MS Excel 1 2 3 4
d) Use Word processors like MS
1 2 3 4
word, NotePad,
e) Use Desktop publishing like MS
1 2 3 4
Publishing
f) Use Presentation like MS
1 2 3 4
Powerpoint
g) Other (Please state) 1 2 3 4

From your experience, please indicate the usefulness of the computer, computer applications and
information resources. Please encircle the number of your choice inside the table.
(1) (2) (3) (4)
Not Of Valuable Essential
needed Limited
Value
a) Information retrieved on
1 2 3 4
the Internet for schoolwork
b) Information accessed on CD/DVD 1 2 3 4
c) Information created by you from
research or other available data in the 1 2 3 4
internet
d) Online Communication with other
students on homework/school work like 1 2 3 4
facebook, messenger
e) Classroom presentations by teachers
1 2 3 4
using a projector or personal computer
f) Spreadsheets like MS Excel 1 2 3 4
g) Word Processing like
MS Word/Notepad 1 2 3 4
h) Desktop Publishing like MS Publisher/In
1 2 3 4
Design
i) Other (Please state) 1 2 3 4

Part II- Level of Computer Skills

Please indicate your skill level in the following
Please encircle the appropriate box
(1) Cannot
(2) Low (3)Moderate (4)High
Use/None
 43

A. Typing/ Keyboarding
1. Using Home keys 1 2 3 4
2. Proper positioning of fingers
1 2 3 4
in typing
3. Rules in typing 1 2 3 4
B. Using MS
Word as Word
Processor
1. Creating a new document 1 2 3 4
2. Working with text 1 2 3 4
3. Working with Paragraph 1 2 3 4
4. Editing the document 1 2 3 4
5. Working with graphics 1 2 3 4
6. Drawing in MS Word 1 2 3 4
7. Page Layout and Printing 1 2 3 4
8. Creating tables and Charts 1 2 3 4
9. Using Hyperlink, Macros
1 2 3 4
and Mail Merge
10. Creating Document from a
template 1 2 3 4

C. Creating Presentation Using

PowerPoint
1. Planning a presentation 1 2 3 4
2. Creating a presentation 1 2 3 4
3. Formatting slides
1 2 3 4
presentation
4. Organizing the slides 1 2 3 4
5. Creating animated slides 1 2 3 4
D. Introduction to Internet
1. Internet etiquette/Netiquette 1 2 3 4
2. Internet Services and Tools 1 2 3 4
3. Working with Browsers 1 2 3 4
4. Sending E-mails 1 2 3 4

Part III- Class Performance in ICT subject

1. Please describe your class engagement especially in the following learning activities with or
without the use of ICT.

Please encircle the appropriate box

At least Almost
Several
Never once a every
times a week
week day
1. Class Engagement in learning
activities
1. 1 I listen to teacher presentation or
1 2 3 4
explanation
1.2 I listen to a student presentation
1 2 3 4
or explanation
 44

1.3 I read a book or look at films or

1 2 3 4
videos at the same time
1.4 I do exercises and tasks,
1 2 3 4
individually or collectively
1.5 I work on something at my own
1 2 3 4
pace
1.6 I work in small groups 1 2 3 4
1.7 I look for ideas and information 1 2 3 4
1.8 I investigate and explore issues
individually or in small groups and 1 2 3 4
search for information about it
1.9 I try to solve problems 1 2 3 4
1.10 I explain and discuss my own
ideas about important questions of
1 2 3 4
the day with teachers and other
students
1.11 Students help each other to
1 2 3 4
better understand and learn
1.12 I take time to think about how
1 2 3 4
better to learn

2. . Please describe your attitudes towards computers

Please encircle the appropriate box

Thinking about your experience

Strongly Strongly
with computers: to what extent do Disagree Agree
disagree agree
you agree with the following
statements?
2. Attitudes towards computers
2.1 It is really important to me to
1 2 3 4
work with a computer for learning
2.2 Using a computer for learning is
really fun 1 2 3 4
2.3 I use a computer for learning
because I’m very interested in 1 2 3 4
computers
2.4 I lose track of time when I’m
1 2 3 4
learning with the computer
2.5 It’s really worth using a
computer for learning because it will 1 2 3 4
help me in my future life as an adult
2.6 I use a computer to learn as it
will help in the work that I want to 1 2 3 4
do later on
2.7 I learn things using computers
1 2 3 4
that will help me to get a job
 45

2.8 Learning with computer is

important for me because I need it 1 2 3 4
for what I want to study later on
Source : Teacher questionnaire – MASTER EN 25

ICT SKILLS AND CLASS PERFORMANCE in ICT SUBJECT OF

GRADE 7 STUDENTS: Framework for Grade 7 ICT Learning Modules

A Basic Research Funded through Basic Education Research Fund (BERF)

by
 46

GLECY M. ALQUIZA, Ed.D.

SST III
CECILIA P. CALDERON
Master Teacher I
Aurelio Arago Memorial National High School
Division of Victoria
Schools Division of Oriental Mindoro

December 2018