B4 FINAL OUTPUT Basic Computer Skills of Maritime Students of Northwestern University

NORTHWESTERN UNIVERSITY
College of Maritime Education

Bachelor of Science in Marine Transportation
Laoag City
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E-mail: info@nwu.edu.ph. Website:www.nwu.edu.ph
BASIC COMPUTER SKILLS OF MARITIME STUDENTS

OF NORTHWESTERN UNIVERSITY
Presented to the
Faculty of the College of Maritime Education
Laoag City
In Partial Fulfillment
of the Requirements for the Course
Research Writing
BS Marine Transportation
Submitted by:
Mon Carl Jerrycko Layug

Leader
Ed John Bert Aldos

Nerone John Lacangan Longboy
Johnel Tomas Lopez
Avelino Deguzman Martinez Jr.
Mark Vinuel Santos Marzan
Nathaniel Keith R. Pascual
Emil John Romero
Mark Dhonel M. Tagala
Jeff Tubera
Members
February 2022
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THESIS COMMITTEE APPROVAL SHEET
This thesis attached hereto titled, “Basic Computer Skills of Maritime Students of
Northwestern University” prepared and submitted by Mon Carl Jerrycko Layug,
Avelino Deguzman Martinez Jr., Nerone John Lacangan Longboy, Johnel Tomas
Lopez, Mark Vinuel Santos Marzan, Ed John Bert Aldos, Emil John Romero,
Mark Dhonel M. Tagala, Jeff Tubera, Nathaniel Keith R. Pascual in partial
fulfillment of the requirements for the degree of BS in Marine Transportation, has
been examined and reviewed for acceptance and is hereby recommended for Oral
Examination.
Prof. Zenaida Franco

Adviser
Panel of Examiners:
Dr. Eric S. Parilla, Ph.D.

Chairman
Dr. Chita A. Gonzales, Ph.D. Prof. Juan Jobelle S. Acosta

Member Member
Engr. Gerome Castro

Dean, College of Maritime Education
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ACCEPTANCE SHEET
This thesis entitled, “Basic Computer Skills of Maritime Students of

Northwestern University” prepared and submitted by Mon Carl Jerrycko Layug,
Avelino Deguzman Martinez Jr., Nerone John Lacangan Longboy, Johnel Tomas
Lopez, Mark Vinuel Santos Marzan, Ed John Bert Aldos, Emil John Romero,
Mark Dhonel M. Tagala, Jeff Tubera, Nathaniel Keith R. Pascual, in partial
fulfillment of the requirements for the degree of BS in Marine Transportation, is
recommended for acceptance and approved for Oral Examination.
Prof. Zenaida Franco

Adviser
Approved by the Panel of Examiners with a grade of Passed on _____________.
Panel of Examiners:
Dr. Eric S. Parilla, Ph.D.

Chairman
Dr. Chita A. Gonzales, Ph.D. Prof. Juan Jobelle S. Acosta

Member Member
Accepted and approved in partial fulfillment of the requirements for the degree
of BS in Marine Transportation.
Engr. Gerome Castro

Dean, College of Maritime Education
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ACKNOWLEDGEMENT
The Researchers wish to acknowledge special people who shared their wisdom,
time and efforts in making this study a reality.
First of all, the Lord Almighty for His omniscience and immeasurable
assistance, guidance and love as manifest by his bountiful, blessings, wisdom and
determination for the researchers to finish this masterpiece.
Prof. Zenaida Franco, their adviser, for sharing her intellectual ideas,
encouragement and endless patience for the betterment of the manuscript, and for the
continuous support in the pursuit of this research paper. Her guidance helps us all the
way until we reach our goal.
Dr. Chita A. Gonzales, their research professor, for her support,
encouragement, and valuable suggestions.
Their parents, for their unending love, moral encouragement, financial support
as well as their spiritual; support in every path of the research take.
The respondents, for their cooperation and honesty in answering their survey
questionnaires.
Endless thanks to all of you.
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DEDICATION
We would like to dedicate this piece of work to our family,
Whose love we cannot measure,
Thank you.
This work is a fruit of countless and arduous sacrifices,
Through the researchers’ effort,
This work is heartily and proudly dedicated to the people who serve as an inspiration.
To the classmates and circle of friends whom extended their help in the midst of
problem while doing this work.
Also, to our adviser who has been a constant source of knowledge.
Thank you for everything.
The Researchers
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ABSTRACT
“Basic Computer Skills of Maritime Students of Northwestern University”
prepared and submitted by Mon Carl Jerrycko Layug, Avelino Deguzman Martinez
Jr., Nerone John Lacangan Longboy, Johnel Tomas Lopez, Mark Vinuel Santos
Marzan, Ed John Bert Aldos, Emil John Romero, Mark Dhonel M. Tagala, Jeff
Tubera, Nathaniel Keith R. Pascual. Bachelor of Science in Marine
Transportation. February 2022.
Adviser. Prof. Zenaida Franco
This study aimed to know the level of computer software skills of the Maritime
students of Northwestern University. This research design enabled the researchers
to know the level of computer software skills of the respondents in Microsoft
Word, Microsoft Excel, and Microsoft PowerPoint. Descriptive research is defined
as a research method that describes the characteristics of the population or
phenomenon studied. Online method is used to administer the survey
questionnaire to the respondents as the student’s undergone online lecture. From
the results of the survey, using MS Office is being mastered when they are in
secondary school. The curriculum can be enhanced by incorporating categories
like hardware, networking, using Internet among others to know more skills not
just in using software but also in using the computer as a whole. A computer
learning or creation of a new course focused on MS Office skills could increase the
level of computer software skills of the future Marine Transportation students
Key words
Computer, Software skill, Microsoft Word, Microsoft Excel, Microsoft PowerPoint,
Hardware, Networking, Internet
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TABLE OF CONTENTS
PAGE
Title Page i
Thesis Committee Approval Sheet ii
Acceptance Sheet iii
Acknowledgement iv
Dedication v
Abstract vi
Table of Contents vii
List of Tables ix
List of Figure x
CHAPTER I THE PROBLEM AND ITS SETTING
Background of the Study 1
Theoretical Framework 2
Conceptual Framework 3
Statement of the Problem 3
Significance of the Study 4
Scope and Limitations of the Study 5
Definition of Terms 5
CHAPTER II REVIEW OF LITERATURE AND STUDIES
Related Literature and Studies 6
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CHAPTER III RESEARCH METHODOLOGY
Research Design 12
Locale of the Study 12
Population and Sampling 12
Data Gathering Instrument 12
Data Gathering Procedure 13
Statistical Treatment of Data 13
CHAPTER IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
Demographic Profile of the Respondents 13
Level of Computer Software Skills in Using Microsoft Word 15
Level of Computer Software Skills in Using Microsoft Excel 16
Level of Computer Software Skills in Using Microsoft PowerPoint 18
CHAPTER V SUMMARY OF FINDINGS CONCLUSION AND

RECOMMENDATIONS
Summary of Findings 20
Conclusions 20
Recommendation 21
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BIBLIOGRAPHY 23
APPENDIX
Appendix A. Letter to Conduct Study 24
Appendix B. Survey Questionnaire 26
CURRICULUM VITAE 29
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LIST OF TABLES
TABLE TITLE PAGE
1 Demographic Profile of the Respondents 14
2 Level of Computer Software Skills in Using Microsoft Word 15
3 Level of Computer Software Skills in Using Microsoft Excel 16
4 Level of Computer Software Skills in Using Microsoft 18

PowerPoint
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LIST OF FIGURES
FIGURE TITLE PAGE
1 Research Paradigm 3
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CHAPTER I
THE PROBLEM AND ITS SETTING
Background of the Study
Computer skills involves conceptual knowledge related to basic terminology and skills
necessary to perform tasks in word processing, database, spreadsheets, presentation graphics,
and basic operating system functions. As technology and the use of the Internet become
increasingly integrated into our personal and business lives, this view acknowledges a need to
apply computer skills for problem solving in a variety of circumstances. Even though the extent
of computer training might vary among high schools, college students do have perceptions
about their prior learning experiences that may assist maritime students in developing
approaches to further enhance curriculum planning and learning strategies.
Computer skills plays an important role in maritime students’ academic achievement
stress that maritime learners need to be academically competent and proficient to be able to
operate efficiently in academic contexts. Nowadays, maritime students are expected to be
electronically competent and be able to operate effectively in electronic contexts as well. This
shows that electronic literacy should be included in the definition of academic literacy to give
it a more comprehensive meaning and a broader sense (Jarvis & Pastuszka, 2008).
The BSMT curriculum of Northwestern University has two computer courses, one is
ICT: Software Applications and Networking System Used in Seagoing Ships which is designed
to familiarize maritime students with computers and their applications in the Seagoing Ship. It
covers computer concepts, software, networks and communication. And the other one is
Multimedia which is an institutional course that teaches the students technical skills such as
graphic designing, photography, and audio-video editing.
In order for the students to understand information encoded in a certain medium, a
working knowledge of the tools that decode it is necessary. To keep up with the changes of
computer technology, educational systems should examine and address the concepts of basic
computer literacy in terms of its current and future use. This study identified the level of
computer software skills of Maritime students of Northwestern University. And the results are
used to develop teaching enrichment that would help the students’ level-up their computer
skills.
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To keep up with the changes of computer technology, educational systems should

examine and address the concepts of basic computer literacy in terms of its current and future
use. In order for the students to understand information encoded in a certain medium, a working
knowledge of the tools that decode it is necessary. This study identified the level of computer
software skills of Maritime students of Northwestern University. And the results are used to
develop teaching enrichment that would help the students’ level-up their computer skills.
Theoretical Framework
This study is anchored on the theories of Jerome Bruner’s Constructivist Theory and
Lev Vygotsky’s instructional scaffolding theory.
According to Bruner, learners learn by actively participating in using concepts, skills
and principles to solve problems and answer questions. Thus for better retention of information
and the chance of being stored in the memory for useful retrieval, hands-on learning should be
done.
Constructivism is a process of understanding through learner’ own experiences. This
view of learning does not focus on the present, but they became more curious about what is
happening around them day by day. There is interaction between the teacher and the learners.
It is a process of acquiring new ideas, knowledge and skills. The constructivist view that the
learners come to school with lots of experience from the world they live in and how the natural
world works.
Lev Vygotsky’s instructional scaffolding theory is a dimension of the Sociocultural
Theory.
The theory behind instructional scaffolding is that, compared to learning independently,
students learn more when collaborating with others who have a wider range of skills and
knowledge than the student currently does. These instructors or peers are the "scaffolding" who
helps the students expand her learning boundaries and learn more than they would be able to
on their own.
The Vygotsky theory of cognitive development states that students will learn more
when they receive guidance from someone with more skills in the subject they're learning than
they would if they were tackling the subject on their own.
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Today scaffolding continues to be studied and used in schools, and much recent
research has focused on how to use scaffolding to make classes (including online classes) more
effective.
Conceptual Framework
This study seeks to determine the level of computer skills of respondents in using
Microsoft Word, Microsoft Excel and Microsoft PowerPoint. As such strategies can be adopted
to further improve the computer skills of learners.
Figure 1. Research Paradigm
1. Demographic
Profile of Respondents Effective Strategies to
Improve Computer
2. Level of Computer Skills of BSMT
Skills of Maritime Students
Students
Statement of the Problem
This study aims to determine the level of computer skills of the Maritime students of
Northwestern University
Specifically, it aims to answer the following questions:
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1. What is the demographic profile of the respondents in terms of:

a. Type of Secondary School Graduated ( With Computer Course or Without
Computer Course)
b. Type of Gadgets used ( Laptop, Android, Ios etc)
c. Programs Used (Microsoft PowerPoint, Microsoft Word, Microsoft Excel)
2. What level of computer skills of maritime students in terms of program used:
a. Microsoft PowerPoint
b. Microsoft Word
c. Microsoft Excel
3. What are the effective strategies to improve the skills of students on using computers
as perceived by BSMT students?
Significance of the Study
This study is significant and beneficial specifically to the following:

School Administration
The findings of this study can give the administrators a general view of the computer
skills of the Maritime students of the university.
Faculty and Staff
The findings of this study can give the course adviser to plan for necessary change in
curriculum for the benefits of the students.
Students
The study can give the students a method to determine their computer skills, as well as
their classmates. It can guide them to identify what are the other skills that they need to develop
in using the various platforms of the software they are using.
Future Researchers
Findings of this study served as good source of accurate and useful information for
them.
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Scope and Delimitation of the Study
This study is focused on the basic computer skills of the Maritime students particularly
to the BSMT students of Northwestern University enrolled in AY 2O21-2O22 It is limited only
to the skills of using Microsoft Word, Microsoft Excel, and Microsoft PowerPoint.
Definition of Terms
The following terms are operationally defined to how they will be used in the study:
Advanced Level
Computer skills beyond the intermediate level applied in educational and work
settings. This level of skills is use in advances techniques for using Word, Excel, and
PowerPoint.
Basic Level
Foundational basic computer skills. It required the fundamental skills in using Word,
Excel, and PowerPoint.
Competency
It is the capability to apply or use the set of related knowledge, skills, and abilities
required to successfully perform 'critical work functions' or tasks in a defined work setting.
Computer Learning
It refers to the use of computers as a key component of the educational environment.
Gadgets
It refers to the materials used by students like laptops, desktops, cell phone etc in using
Microsoft.
Intermediate Level
Basic Computer skills beyond the foundational level. This skill involves understanding
more complex techniques in Word, Excel, and PowerPoint.
Microsoft Excel
It is the industry leading spreadsheet program, a powerful data visualization and
analysis tool.
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Microsoft PowerPoint
It is a presentation program that empowers you to create clean slide presentations and
intricate pitch decks and gives you a powerful presentation maker to tell your story.
Microsoft Word
It is the most popular word processor software that is used to create documents and
letters.
Software
It is a set of instructions, data or programs used to operate computers and execute
specific tasks.
Software Skills
These are a specific subset of computer skills. Software Skills allow you to make use
of different applications like Word, Excel, and PowerPoint on a computer.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter shows a presentation of previously written materials: research literature
and conceptual that has relevance and significance to the research under consideration.
Related Literature
Computer literacy across the lifespan: A review with implications for educators
The low levels or non-existence of IT literacy levels in rural areas deal a negative blow
to local schools and teachers (Poynton 2004). Rural community schools in the 21 st century
where IT is the way of life for various political, economic and social spheres should contribute
in terms of ICTs literacy, Government and private organizations should take the blame for these
low literacy levels in rural areas where schools exist (Poynton 2004).
The low levels or non-existence of IT literacy levels in rural areas deal a negative blow
to local schools and teachers (Poynton 2004). Rural community schools in the 21 st century
where IT is the way of life for various political, economic and social spheres should contribute
in terms of ICTs literacy, Government and private organisations should take the blame for these
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low literacy levels in rural areas where schools exist (Poynton 2004). Mossberger et al. (2003)
described IT skills as the knowledge and skills needed to use IT effectively, highlighting the
need for both technical competencies (e.g., skills needed to operate hardware and software) and
information literacy.
Related Studies
Why Computer Skills Are Important in Achieving Academic Success and Improving
Retention
Educators are pushing greater computer literacy requirements since student exposure
does not necessarily translate to understanding. Computer literacy is a crucial component for
success at a higher education institution since the student interacts with the school, the faculty,
and the community by using the computer. Students cannot complete their coursework or
search for online solutions without this competency.
This study was done at Hennepin Technical College, the author seen the need for
computer skills increase not only in the general education courses but also in many of the
technical courses. Without basic computer skills, the ability to be successful in these courses
is greatly reduced. This speaks to the need for early assessment of these skills to ensure
students’ success in subsequent courses. The author tested all incoming students after they
register for their 4th credit.
The counselors recommended students who test low take a computer literacy course
early in their education, but it is up to each program or discipline area to set required cut scores
if needed.
The author further explained that her experience has shown that possessing basic computer
skills is a critical part of academic success that can be an effective tool, particularly for
developmental students, to address some of the students’ deficiencies. Acquiring basic
computer skills gives these underprepared students the encouragement to continue their
education (LaPlant, 2015).
Computer Skills of First-Year Students at a South African University

With increasing use of information and communication technologies in education,
students entering university need a basic level of computer proficiency to be able to access
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course material and complete assignments. At the University of Cape Town (UCT), all new
first-year students are required to write an online computer skills test, so that those who lack
the necessary skills can be identified and provided with basic training. This paper analyzed the
results of the computer skills assessments written by 4169 first-year students during orientation
2009. The researcher concluded that there is a definite need to provide computer training for
new university students, and that African students are most at risk of being disadvantaged by
their lack of prior skills (Nash, 2009).
Computer Proficiency Skills and Implication for Curriculum Transformation among

Fresh Undergraduate of Botswana University
This study determines if undergraduate students’ readiness in information computer
technology (ICT) significantly influences their general computer proficiency while entering
the University of Botswana (UB) in order to restructure computer curriculum under General
Education Curriculum (GEC) for effective learning. A total of 2370 First year students from
six Faculties were used based on computer readiness and proficiency questionnaire designed.
Data collected were analyzed using descriptive and inferential statistics in SPSS version 17.
Result revealed that students’ readiness while entering UB significantly correlated (Ogwu &
Ogwu, 2012).
Computer Literacy Skills of Net Generation Learner

A causal-comparative examination of learner computer literacy skills prior to a college
level computer literacy course found that both NGLs and non-NGLs exhibited inadequate
computer literacy skill. A 1-way ANOVA indicated NGLs performed significantly better than
non-NGLs on a computer literacy skills assessment; however, examining learner age as a
continuous variable via regression yielded different results. There may be validity to claims
regarding the comparative computer proficiency of NGLs to non-NGLs, but the level of skill
exhibited by learners does not warrant calls for radical educational changes, and the
imprecision of arbitrarily defining age as a dichotomous variable produces potentially
erroneous results.
The effect of type of instruction on learner computer literacy skills was explored. Based
on the results in this study, direct instruction focused on a comprehensive scope of computer
literacy skills better supports learner acquisition of skills than does informal instruction or
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instruction focused on a limited range of skills. Some of the recommendations of the author
were the use of statistical methods that analyze age as a continuous variable while continuing
to examine directly the comparative computer literacy skills of NGLs and non-NGLs at all
levels of education, and further inquiry into the effectiveness of different types of instruction
to support learner acquisition of computer literacy skills should also be conducted.
Computer Skills: Levels of Proficiency

Because of the continually increasing use of computers in our daily communications
and work, the knowledge of computer systems and the ability to work with word processing,
data management, and spreadsheet and data analysis programs have become essential
requirements for many positions at Concordia. The degree of knowledge and proficiency
required varies from one position to another based on the tasks and duties involved.
To assist managers in determining the level of proficiency necessary to perform
adequately in positions within their respective departments, they developed descriptions for the
different degrees of familiarity with and of ability to use computer systems and programs.
Three levels of proficiency have been defined: beginner, intermediate, and advanced. These
levels reflect the standard steps in the acquisition and development of computer skills
(University, 2011).
Computer Literacy Skills: A Companion to the Maryland Technology Literacy

Standards for Students
This document is intended to provide guidance as to what computer skills students
should know and be able to do independently at various levels (basic, intermediate, proficient)
with specific types of software applications to enable them to access, manage, integrate,
evaluate, create and communicate information. These skills should not be taught in isolation
but should be applied when meeting learning outcomes in the content areas. 1. Basic –
Foundational computer literacy skills. 2. Intermediate – Computer literacy and competency
beyond the foundational level. 3. Proficient – Computer literacy and competency beyond the
intermediate level applied in educational and work settings.
It is not the intent of this document to identify the grade level that the skill should be
taught, but rather to define a skill set that a student would have at the various levels. These
levels may change depending on the software application. A student could be intermediate in
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word processing but basic in visual organizers. Throughout the standards, reference will be
made to the level or skill set a student would need to complete that standard (Technology,
Standards, This, Intermediate, & Design, n.d.).
Computer literacy and student demographics: a study of select Indian universities

The study discovered that among the respondents less than half reported that they had
acquired adequate computer competence to search for information from electronic resources
or databases. However, no significant differences were found for computer skills with respect
to students having different demographic characteristics. There were observed significant
differences among academic majors and the use of internet and OPAC. Significant differences
were also observable between academic use of internet and students varying age groups. This
study is one of the few research studies carried out to examine computer literacy among
university students especially in relation to their demographics. The results of the study will
prove useful for improving computer literacy in university library systems in India and other
developing nations.
Computer Skills
Computer skills are essential in order to utilize computers and related technology
efficiently. This course will help you learn basic computer skills, including typing and using a
mouse. After you've mastered the basics, this course will help you learn about Internet and
email, computers, word processing, multimedia, and spreadsheets.
Students and Their Computer Literacy: Evidence and Curriculum Implications

For a number of years, education authorities have responded to the importance of
school students developing computer literacy by including it as part of the school curriculum,
directly as a cross-curriculum capability, and by assessing the extent to which students are
computer literate. Computer literacy and related concepts, such as ICT literacy, are defined
so as to include both technological expertise and information literacy. Assessments of
computer literacy, even though they vary, indicate that there are substantial variations in
levels of computer literacy among students in the lower years of secondary school. In
technologically developed countries, approximately one half of Year 8 students demonstrate
proficiency, or advanced proficiency, in computer literacy, but up to 10% has very limited
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computer literacy. Assessments of computer literacy can also provide the basis for
progression maps that could be used to inform curriculum development.
Computer-based technology and student engagement: a critical review of the literature

Computer-based technology has infiltrated many aspects of life and industry, yet there
is little understanding of how it can be used to promote student engagement, a concept receiving
strong attention in higher education due to its association with a number of positive academic
outcomes. Overall, the findings provide preliminary support that computer-based technology
influences student engagement, however, additional research is needed to confirm and build on
these findings. We conclude the article by providing a list of recommendations for practice,
with the intent of increasing understanding of how computer-based technology may be
purposefully implemented to achieve the greatest gains in student engagement.
Students` Attitudes towards Computer: Statistical Types and their Relationship with
Computer Literacy
The study indicates that one of the factors which has influence on the quality in computer
literacy is emotional-motivational relationship of the surveyed with a computer. The study data revealed
that students having formed a positive contact with a computer usually demonstrate higher computer
literacy level, whereas persons expressing a negative attitude are of lower computer literacy level. As
today’s society is becoming more and more dependent on new technology, increasing attention is given
to computer literacy, which in the current information age is no less significant as was reading, writing
and calculus in the 19th-20th centuries (Anderson, 1983).
What are MS PowerPoint, Word, Excel and How they use in education
Microsoft PowerPoint, Word, and Excel make it possible to do so much with regards
to our jobs.
PowerPoint is used to present data or talking points in a slide show format.
Presentations are a great way to summarize information, a project report, learnings from a
research study, and much more. Microsoft PowerPoint helps you to create presentations.
Excel is used to manage and organize data. You can capture data, record information
over time, and analyze the data by creating charts and graphs using that data.
Microsoft Word is used to create detailed reports, brief summaries, proposals, and
pretty much anything that requires a lot of text. This is because it is a word processor.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, locale of the study, population and sampling
procedure, data gathering instrument, data gathering procedure and statistical treatment of the
study.
Research Design
The researchers used descriptive research design. Descriptive research is defined as a
research method that describes the characteristics of the population or phenomenon studied.
This methodology focuses more on the “what” of the research subject than the “why” of the
research subject.
This research design enabled the researchers to know the level of computer software
skills of the respondents in Microsoft Word, Microsoft Excel, and Microsoft PowerPoint.
.
Locale of the Study
This study was conducted at Northwestern University situated at Don Mariano Marcos
Avenue, Laoag City, particularly at the College of Maritime Education. The College offers the
following courses: Bachelor of Science in Marine Transportation and Bachelor of Science in
Marine Engineering.
Population and Sampling Procedure

The researchers selected 50 respondents to the BSMT. The researchers used the Raosoft
Method in computing the sample size of the total population. There are a total of 50 students
and by using Raosoft Method in computing the sample size of the total population.
Data Gathering Instrument

To know the level of computer skills of the respondents, the researchers used a survey
questionnaire. The said questionnaire is divided into four parts – the profile of respondents the
computer skills of respondents in using Microsoft Word, Microsoft Excel, and Microsoft
PowerPoint. The researchers used structured questions wherein the participants answered
through a checklist using a set scale. Items in the questionnaire were taken from the readings
of the researchers in related literature and studies.
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Data Gathering Procedure

The researchers used the online method to administer the survey questionnaire to the
respondents as the student’s undergone online lecture. They used Google Form as their means
in distributing the questionnaire. Google Form is the most convenient and easy way tool to use
and helped them in gathering data.
Statistical Treatment
The study made used of frequency, percentage and weighted mean in analyzing the data
gathered. Accordingly, percentage was used for the profile. The weighted mean was used to
determine the skill of the respondents in using Microsoft Word, Excel and PowerPoint with the
following scale:
Weighted Mean Arbitrary Value Descriptive Interpretation
1.00 – 1.75 1 Not Skilled
1.76 – 2.50 2 Poor Skilled
2.51 – 3.25 3 Moderately Skilled
3.26 – 4.00 4 Highly Skilled
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyze, and interprets the results of the data gathered in this
study.
Demographic Profile of the Respondents

Table 1 presents the demographic profile of respondents as to the type of school,
whether computer course is being offered or not and the type of gadgets used by the
respondents.
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Table 1. Demographic Profile of the Respondents

Demographic Profile Frequency Percentage
Type of Secondary School Graduated

Private 10 20%
Public 40 80%
Type of Course
With Computer Course 44 88%
Without Computer Course 6 12%
Type of Gadgets Used

Laptop 25 50%
Android 31 62%
Ios 7 14%
n=50
Table 1 show the result of the demographic profile of the respondents in terms of the
type of school they graduated secondary education as well as the course if they have the
computer course or without computer course and also the type of gadgets they have used. Most
of the respondents were came from Public School with the highest number responses (40)
equivalent to 80% while the (10) responses equivalent to 20% were form the Private School.
For the type of course where the respondents graduated, 88% were from with computer course
while the 12% were from without computer course. For the types of gadgets used where the
respondents used, 50% for laptop, 62% for android while 14% were used iOS.
Level of Computer Software Skills in Using Microsoft Word, Microsoft Excel, and
Microsoft PowerPoint
The second problem is to assess their level of computer software skills in using
Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. The results are shown in Table
2, Table 3, and Table 4 respectively.
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Table 2. Level of Computer Software Skills in Using Microsoft Word Table

Mean Descriptive Rating
Skills in Using MS Word
Score
Basic Level
1. Create a new document, enter text, and save it. 3.44 Highly Skilled
2. Open and edit existing documents. 3.36 Highly Skilled
3. Insert and formatting text and paragraphs (fonts,
borders, colors, numbering, aligning, applying styles 3.34 Highly Skilled
and themes, use templates).
4. Modify a document (insert, delete, search and replace, 3.40 Highly Skilled
spellcheck, thesaurus, add comments)
5. Manage lists like sorting and format a list. 3.36 Highly Skilled
Composite Mean 3.38 Highly Skilled
Intermediate Level
6. Insert, modify, format a table, convert text to a table. 3.28 Highly Skilled
7. Insert symbols and special characters, add images. 3.42 Highly Skilled
8. Control page appearance (border, color, headers and 3.42 Highly Skilled
footers, page layout, add watermark)
9. Print a document (preview, page layout, and print). 3.48 Highly Skilled
10. Manipulate images (integrate pictures and text, adjust

image appearance, insert other media elements) 3.38 Highly Skilled

Advanced Level
11. Customize graphic elements (create text boxes and pull
quotes, add word art and other text effects, draw 3.50 Highly Skilled
shapes, complex illustrations with SmartArt).
12. Create mail merge (personalized letters and envelopes
to labels and email messages, merge names and 3.40 Highly Skilled
addresses).
13. Collaborate on documents (prepare a document for
collaboration, mark up a document, review markups, 3.46 Highly Skilled
merge changes from other documents).
14. Add document references and links (add captions, 3.44 Highly Skilled
cross-references, bookmarks, hyperlinks, insert
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footnotes and endnotes, add citations and a

bibliography).
15. Secure a document (suppresses information, set
formatting and editing restrictions, restrict document 3.46 Highly Skilled
access, add a digital signature to a document).
AVERAGE MEAN 3.41 Highly Skilled
Legend
Numerical Value Range Interval Descriptive Interpretation
1 1.00 – 1.75 Not Skilled
2 1.76 – 2.50 Poor Skilled
3 2.51 – 3.25 Moderately Skilled
4 3.26 – 4.00 Highly Skilled
Table 2 shows the ability of the respondents on using of Microsoft Word. The level of
skills of the respondents on the basic level described as “Highly Skilled” with a mean score of
3.38. This level the respondents can execute creating a new document, enter text, and save it;
open and edit existing documents; insert and formatting text and paragraphs; modify a
document; and manage lists like sorting and format a list. The basic level of the respondents
was “Highly Skilled” which means they know how to do the basic level. And for the
intermediate level, and advanced level the respondents was also “Highly Skilled” with a mean
of 3.40 and 3.45. And for the average mean of the respondents using MS Word was “Highly
Skilled” with a mean of 3.41. It means the respondents are able to make the best work in using
this Microsoft Word.
Table 3 presents the Level of Compiter skills of respondents in the use of Microsoft Excel
Table 3. Level of Computer Software Skills in Using Microsoft Excel Table
Skills in Using MS Excel
Score
Basic Level
1. Insert simple formulas (total, add, subtract, multiply,
divide, count) and functions, show/hide formulas, 3.28 Highly Skilled
orders of operations.
2. Know the worksheet basics (navigation, menus and
ribbons, editing data, data entry: autofill, saving a 3.24 Moderately Skilled
workbook and managing versions).
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3. Modify a worksheet (insert, delete, and adjust cells,

columns, and rows, search and replace, add comments, 3.22 Moderately Skilled
create new worksheet from filtered worksheet).
4. Perform formatting techniques (fonts, borders, colors,
numbering, aligning, naming ranges, using filters, 3.32 Highly Skilled
applying styles and themes, templates).
5. Print a workbook (preview, print, page layout, freeze 3.28 Highly Skilled
panes, center/wrap header row).
Intermediate Level
6. Perform function library (set ranges, logical functions
(if, and..), date and time, text functions (Left, Right, 3.28 Highly Skilled
MID, concat, number value, …), Text-to-Columns,
combining data, TRIM).
7. Use lists (sort, filter, query with database functions, 3.24 Moderately Skilled
outline and subtotal data).
8. Analyze data (create and modify tables, apply 3.24 Moderately Skilled
intermediate and conditional formatting).
9. Insert charts (create, analyze Pivot Table data, present
data with pivot charts, filter using timelines and 3.30 Highly Skilled
slicers).
10. Perform distribution techniques (repeat file names, 3.22 Moderately Skilled
sharing documents, save options).
Composite Mean 3.25 Moderately Skilled
Advanced Level
11. Work with multiple worksheets and workbooks (use
links and external references, 3-D references, 3.28 Highly Skilled
consolidate).
12. Perform lookup functions and formula auditing (use 3.24 Moderately Skilled
lookup functions, trace cells, evaluate formulas).
13. Share and Protect worksheets (collaborate on a 3.32 Highly Skilled
worksheet, protect worksheets and workbooks).
14. Automate workbook functionality. (data validation, 3.26 Highly Skilled
macros, search for invalid data and formulas).
15. Create sparklines and mapping data (create Sparklines, 3.24 Moderately Skilled
map data).
Legend
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It can be gleaned from table 3 the level of computer software skills of the respondents
in using Microsoft Excel. The basic level skills of the respondents are “Highly Skilled” with
an average mean score of 3.26. This basic level the respondents able to perform the knowing
the basics on working with worksheets, and modifying a worksheet, has a mean score of 3.24
and 3.22, respectively which means they are all “Moderately Skilled” while in inserting simple
formulas and functions, performing formatting techniques and printing a workbook has a mean
of 3.28, 3.32 and 3.28 which means “Highly Skilled”. And for the intermediate level and
advanced level, the respondents are also “Moderately Skilled” and “Highly Skilled”
respectively. It means most of them know how to do the skills and they have the experience on
doing the intermediate and advanced level. And overall, the respondents overall mean in using
Microsoft Excel is 3.26 described as “Highly Skilled”.
Table 4 presents the level of computer software skills of respondents in using Microsoft
PowerPoint
Table 4. Level of Computer Software Skills in Using Microsoft PowerPoint

Skills in Using MS Excel
Score
Basic Level
1. Create a presentation (select a presentation type, edit 3.42 Highly Skilled
text, and build a presentation).
2. Perform advanced text formatting like characters, 3.42 Highly Skilled
paragraphs, and text boxes.
3. Select and use a template. 3.42 Highly Skilled
4. Add graphics like images, ClipArt, WordArt and 3.36 Highly Skilled
shapes.
5. Modify objects such as edit, format, group, arrange, 3.38 Highly Skilled
animate.
Intermediate Level
6. Create, format, insert tables. 3.40 Highly Skilled
7. Create, format, insert charts. 3.40 Highly Skilled
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8. Change text and bullets in the Slide Master and remove 3.36 Highly Skilled
objects.
9. Run a manual and an animated Slide Show. 3.38 Highly Skilled
10. Work with graphics, animation and multimedia, 3.46 Highly Skilled
inserting movies and sound.
Advanced Level
11. Prepare for delivery. 3.44 Highly Skilled
12. Customize PowerPoint toolbars and automate the slide 3.40 Highly Skilled
production.
13. Build interactive presentations, using hyperlinks,
creating interactive objects, and working with Slide 3.42 Highly Skilled
Show options.
14. Work with the Office Suite to create slides from an 3.34 Highly Skilled
outline and send slides to Microsoft Word.
15. Explore online meetings and broadcast presentations. 3.44 Highly Skilled

Legend
Table 4 shows the level of the respondents on using of Microsoft PowerPoint. The level
of skills of the respondents on the basic level described as “Highly Skilled” with a mean score
of 3.40. The respondents are “Highly Skilled” in creating a presentation, performing advanced
test formatting, selecting template adding graphics and modifying objects such as edit, format,
group, arrange, and animate. And also for the intermediate level and advanced level the
respondents are able to work with “Highly Skilled” with a mean of 3.40. Overall, the
respondents’ level of computer software skills on the use of Microsoft PowerPoint is “Highly
Skilled” with a mean of 3.40. It means the respondents are good in making a PowerPoint
presentation; their ability to make a good presentation can help the respondents in the future to
their work.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion and recommendation of this study.
Summary of Findings
This study aimed to know the level of computer software skills of the Maritime students
of Northwestern University. Based on the data gathered by the researchers, they come up with
the following findings.
1. The demographic profile of the respondents regarding the school they graduated in
secondary education is most in public school with a 40 respondents while 10 respondents are
from private school.
2. The level of computer software skills of the respondents in using Microsoft Word is “Highly
Skilled” with an overall mean of 3.41.
3. On the level of computer software skills of the respondents in using Microsoft Excel is
“Highly Skilled” with a mean of 3.26.
4. The level of computer software skills of the respondents in using Microsoft PowerPoint is
“Highly Skilled” with a mean of 3.40.
5. The recommended teaching strategies that we will be suggesting will be conducting
computer learning and creating of a new course that will focus on the use of MS Word, MS
Excel, and MS PowerPoint.
Conclusions
Based from the significant findings of the study it is therefore concluded that:
1. The Third Year Marine Transportation students graduated from public secondary
education school that offered with computer course.
2. The level of computer software skills of the Third Year Marine Transportation students
in using Microsoft Word, Microsoft Excel, and Microsoft PowerPoint were all “Highly
Skilled”.
3. A computer learning or creation of a new course focused on MS Office skills could
increase the level of computer software skills of the future Marine Transportation
students here in Northwestern University.
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Recommendations
Based on the findings and conclusions the following recommendations are forwarded.
1. The respondents should perform the use of MS Word, MS Excel and MS PowerPoint
using a computer or other device that contained MS Office.
2. The students should know how to do the advanced level of the computer skills so that
they will come up with a good work and easily do the MS Office work.
3. The curriculum can be enhanced by incorporating categories like hardware,
networking, using Internet among others to know more skills not just in using software
but also in using the computer as a whole.
4. A computer learning or creation of a new course focused on MS Office skills could
increase the level of computer software skills of the future Marine Transportation
students here in Northwestern University.
5. On the Teaching Strategies the following are recommended:
After presenting the results of the evaluation regarding to the level of computer
skills with basic, intermediate and advanced skills of the Maritime students, to the
College of Maritime Education as well as the Computer Science Department of the
College of Arts and Science that recommended teaching strategies is to maintain and
level-up the skills of the students, good to know that almost of the respondents know
how to use the MS Word, MS Excel, and MS PowerPoint.
The College of Maritime Education recommended a computer learning to be
conduct by the student organization especially those who are highly skilled in using MS
Word, MS Excel, and MS PowerPoint. In addition, they explained that those who have
the ability and skills in using software were very important especially when they at the
industry of office work.
The Maritime Department and Computer Science Department suggested a new
curriculum of the Maritime Department that focused in the application of MS Word,
MS Excel, and MS PowerPoint. They also explained that one of the contents of the ICT
course were the use of software and covered the networking and also covered hardware.
In the ICT course, the skills to be taught were supposedly in the advanced level, but
almost of the respondents know how to do the basic and intermediate level. So the
students easily learned because they know how to do the basic and intermediate, and
most of the students shows that they know how to do the advanced level. MS Office
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skills will bring you confidence and increase your productivity when delivering your
responsibilities on the job
6. To the Future Researchers must conduct the same study with a longer sample size with
the aim of using MS Word, MS Excel and MS PowerPoint. Not just only in MS Office
but take advanced in doing networking and hardware.
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Bibliography
Poynton (2004) Computer literacy across the lifespan: A review with implications for
educators. November 2005 Computers in Human Behavior 21(6):861-872
LaPlant, K. (2015). Why Computer Hardware Skills Are Important in Achieving
Academic Success and Improving Retention. Business and Information Technology,
3. Retrieved from www.hennepintech.edu
Nash, J. (2009). Computer skills of first-year students at a South African University.
Proceedings of the 2009 Annual Conference of the Southern African Computer
Lecturers’ Association, SACLA 2009, 88–92.
https://doi.org/10.1145/1562741.1562752
Ogwu, F. J., & Ogwu, E. N. (2012). Computer Proficiency Skills and Implication for
curriculum transformation among Fresh Undergraduateof Botswana University.
International Journal of Computer Science Issues, 9(5), 384–390.
https://dl.acm.org/doi/book/10.5555/2338126 .Computer Literacy Skills of Net
Generation Learner
Technology, M., Standards, L., This, S., Intermediate, S., & Design, U. (n.d.).
Computer Literacy Skills.
University, C. (2011). Computer Skills : Levels of Proficiency, (September).
Kumar, S. and Mahajan, P. (2013), "Computer literacy and student demographics: a
study of select Indian universities", Library Hi Tech News, Vol. 30 No. 10, pp. 21-
27. https://doi.org/10.1108/LHTN-10-2013-0062
Wikipedia:Computer literacy
Ainley J. (2018) Students and Their Computer Literacy: Evidence and Curriculum
Implications.
Schindler, L.A., Burkholder, G.J., Morad, O.A. et al. Computer-based technology and
student engagement: a critical review of the literature. Int J Educ Technol High
Educ 14, 25 (2017). https://doi.org/10.1186/s41239-017-0063-0
ANDERSON, C.A. (1983). Computer Literacy: Rationale, Definition and Practices.
Paper presented at a Satellite Teleconference on Microcomputers in Education. ERIC
ED228983.
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APPENDICES
Appendix A
Letter to Conduct the Study
June 25, 2021
Engr. Gerome Castro
Dean
Sir:
We, the Bachelor of Science in Marine Transportation third-year students, are presently
conducting a research study entitled “Basic Computer Skills of Maritime Students of
Northwestern University” as one of the requirements of the subject Research Writing.
In line with this, we would like to conduct an interview to one of your faculty regarding
the results of our study.
We are paying in gratitude for your kind and immediate approval on the above request
Thank you and God Bless!
Sincerely yours,

Johnel Tomas Lopez
Ed John Bert Aldos
Emil John Romero
Jeff Tubera
Researchers
Noted:
Dr. Chita A. Gonzales

Professor, Research Writing
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June 25, 2021

Dr. Catherine Asuncion
Dean
College of Arts and Sciences
Ma’am:
We, the Bachelor of Science in Marine Transportation third-year students, are presently
conducting a research study entitled “Basic Computer Skills of Maritime Students of
Northwestern University” as one of the requirements of the subject Research Writing.
In line with this, we would like to conduct an interview to one of your faculty in the
Computer Science Department regarding the results of our study.
We are paying in gratitude for your kind and immediate approval on the above request
Thank you and God Bless!
Sincerely yours,

Johnel Tomas Lopez
Ed John Bert Aldos
Emil John Romero
Jeff Tubera
Researchers
Noted:
Dr. Chita A. Gonzales

Professor, Research Writing
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Appendix B
Survey Questionnaire
Direction: Please answer the needed information by filling in the blank on the option that
corresponds to you or just click the answer.
Where do you graduated in Secondary Education?

_____Public _____Private
_____With Computer Course _______Without Computer Course
Type of Gadgets used ( Laptop, Android, Ios etc)
_________________________
Direction: Please check (/) and rate yourself honestly based on what you actually
experienced provided on the statement using the following scale;
1 Not Skilled
2 Poor Skilled
3 Moderately Skilled
4 Highly Skilled
Level of Computer Software Skills in using Microsoft Word 1 2 3 4
1. Create a new document, enter text, and save it.

2. Open and edit existing documents.
3. Insert and formatting text and paragraphs (fonts, borders,
colors, numbering, aligning, applying styles and themes, use
templates).
4. Modify a document (insert, delete, search and replace,
spellcheck, thesaurus, add comments)
5. Manage lists like sorting and format a list.
6. Insert, modify, format a table, convert text to a table.
7. Insert symbols and special characters, add images.
8. Control page appearance (border, color, headers and footers,
page layout, add watermark)
9. Print a document (preview, page layout, and print).
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10. Manipulate images (integrate pictures and text, adjust image

appearance, insert other media elements)
11. Customize graphic elements (create text boxes and pull quotes,
add word art and other text effects, draw shapes, complex
illustrations with SmartArt).
12. Create mail merge (personalized letters and envelopes to labels
and email messages, merge names and addresses).
13. Collaborate on documents (prepare a document for
collaboration, mark up a document, review markups, merge
changes from other documents).
14. Add document references and links (add captions, cross-
references, bookmarks, hyperlinks, insert footnotes and
endnotes, add citations and a bibliography).
15. Secure a document (suppress information, set formatting and
editing restrictions, restrict document access, add a digital
signature to a document).
Level of Computer Software Skills in using Microsoft Excel 1 2 3 4
1. Insert simple formulas (total, add, subtract, multiply, divide,

count) and functions, show/hide formulas, orders of operations.
2. Know the worksheet basics (navigation, menus and ribbons,
editing data, data entry: autofill, saving a workbook and
managing versions).
3. Modify a worksheet (insert, delete, and adjust cells, columns,
and rows, search and replace, add comments, create new
worksheet from filtered worksheet).
4. Perform formatting techniques (fonts, borders, colors,
numbering, aligning, naming ranges, using filters, applying
styles and themes, templates).
5. Print a workbook (preview, print, page layout, freeze panes,
center/wrap header row).
6. Perform function library (set ranges, logical functions (if,
and..), date and time, text functions (Left, Right, MID, concat,
number value, …), Text-to-Columns, combining data, TRIM).
7. Use lists (sort, filter, query with database functions, outline and
subtotal data).
8. Analyze data (create and modify tables, apply intermediate and
conditional formatting).
9. Insert charts (create, analyze Pivot Table data, present data
with pivot charts, filter using timelines and slicers).
10. Perform distribution techniques (repeat file names, sharing
documents, save options).
11. Work with multiple worksheets and workbooks (use links and
external references, 3-D references, consolidate).
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12. Perform lookup functions and formula auditing (use lookup

functions, trace cells, evaluate formulas).
13. Share and Protect worksheets (collaborate on a worksheet,
protect worksheets and workbooks).
14. Automate workbook functionality. (data validation, macros,
search for invalid data and formulas).
15. Create sparklines and mapping data (create Sparklines, map
data).
Level of Computer Software Skills in using Microsoft PowerPoint 1 2 3 4
1. Create a presentation (select a presentation type, edit text, and

build a presentation).
2. Perform advanced text formatting like characters, paragraphs,
and text boxes.
3. Select and use a template.
4. Add graphics like images, ClipArt, WordArt and shapes.
5. Modify objects such as edit, format, group, arrange, animate.
6. Create, format, insert tables.
7. Create, format, insert charts.
8. Change text and bullets in the Slide Master and remove objects.
9. Run a manual and an animated Slide Show.
10. Work with graphics, animation and multimedia, inserting
movies and sound.
11. Preparing for delivery
12. Customize PowerPoint toolbars and automate the slide
production.
13. Build interactive presentations, using hyperlinks, creating
interactive objects, and working with Slide Show options.
14. Work with the Office Suite to create slides from an outline and
send slides to Microsoft Word.
15. Explore online meetings and broadcast presentations.
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CURRICULUM VITAE
Personal Information
Name : Mon Carl Jerrycko Layug
Date of Birth : June 03, 1996
Place of Birth : Hong Kong
Sex : Male
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino
Address : #81 Purok 4, Brgy. Nalvo, Pasuquin, Ilocos Norte
Contact Number : 0939-733-4393
Email Address : Jerrycko.layug03@gmail.com
Objective
To gain knowledge and skills to complement those I have learned from school in
an actual job environment. I am also hard working.
Education
Tertiary: Northwestern University

Course: Bachelor Of Science In Marine Transportation
2019-Present
Secondary: Cabaruan National High School

Cabaruan, Urdaneta City, Pangasinan
Elementary: Oltama Elementary School

Oltama, Urdaneta City, Pangasinan
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CURRICULUM VITAE
Name : Avelino De Guzman Martinez Jr.
Date of Birth : December 03, 2001
Place of Birth : Pudtol, Apayao
Sex : Male
Address : Purok 2 Saniata, San Sebastian, Luna, Apayao
Email Address : avelino12032001@gmail.com
Objective
To gain more knowledge and to expand my skills in order to come up with a

successful work. Having good discipline in life makes more good personality.
Education

2019-Present
Secondary: Santo Rosario School

Emilia, Pudtol, Apayao
Elementary: Catammoyoan Elementary School

San Sebastian, Luna, Apayao
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CURRICULUM VITAE
Name : Mark Vinuel S. Marzan
Date of Birth : October 10, 2001
Place of Birth : San Juan, La Union
Sex : Male
Address : Brg. 1 Canaan, Badoc, Ilocos Norte
Email Address : markvinuel10@gmail.com
Objective
Being able to think rationally and thoughtfully is the basis of critical thinking. Being
able to work with a diverse range of people and overcome conflict or disagreement to get the
best job done.
Education

2019-Present
Secondary: Sinait National High School

Sinait, Ilocos Sur
Elementary: Sto. Rosario Elementary School

San Juan, La Union
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32
CURRICULUM VITAE
Name : Ed John Bert Aldos

Date of Birth : July 27, 1999
Place of Birth : Batac City, Ilocos Norte
Sex : Male
Religion : ICFC
Address : Brgy. Lanao, Bangui, Ilocos Norte
Email Address : ejhayaldos99@gmail.com
Objective
To gain knowledge and skills to complement those I have learned from school in
actual job environment.
Education

2018-Present
Secondary: Northwestern University(SHS)

Brgy. 50, Buttong, Laoag City, Ilocos Norte
Elementary: Lanao Elementary School

Lanao, Bangui, Ilocos Norte
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CURRICULUM VITAE
Name : Emil John Romero
Date of Birth : May 15, 2000
Place of Birth : Bangui District Hospital
Sex : Male
Address : Poblacion 2, Pagudpud, Ilocos Norte
Email Address : romeroemiljohn45@gmail.com
Objective
A highly organized and hard-working individual looking for a responsible

position to gain practical experience.
Education

Course: Bachelor Of Science In Marine Engineering
2018-Present
Secondary: Pagudpud National High School

Poblacion 2, Pagudpud, Ilocos Norte
Elementary: Pagudpud Central Elementary School

Poblacion 2, Pagudpud, Ilocos Norte
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CURRICULUM VITAE
Name : Mark Dhonel M. Tagala
Date of Birth : March 03, 2001
Place of Birth : Sta. Ana, Cagayan
Sex : Male
Address : Ablan, Burgos, Ilocos Norte
Email Address : tagalamarkdhonel@gmail.com
Objective
To acquire valuable knowledge and skills to complement those that I have

learned from school in an actual job environment. In return, I offer my service and
determination to be an asset to your company throughout the duration of my
profession.
Education

2019-Present
Secondary: Burgos Agro Industrial High School
Elementary: Ablan Community School

Laoag City
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CURRICULUM VITAE
Name : Nathaniel Keith Ramos Pascual
Date of Birth : March 21, 2000
Place of Birth : Laoag City
Sex : Male
Address : # 15 Purok Namnama, Brgy. Visaya, Vintar, Ilocos Norte
Contact Number : 0917 - 976 - 2101
Email Address : bigboy244269@gmail.com
Objective
To gain knowledge and skills to complement those I have learned from school in an
actual job environment. I am also hard working.
Education

2018-Present
Secondary: Ilocos Norte National High School (JHS)

Ilocos Norte College of Arts and Trade (SHS)
San Pedro, Laoag City, Ilocos Norte
Elementary: Visaya Elementary School

Visaya, Vintar, Ilocos Norte
Laoag City
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CURRICULUM VITAE
Name : Nerone John L. Longboy
Date of Birth : October 18, 2000
Place of Birth :
Sex : Male
Religion : Protestant
Address : Brgy. 23. Sta. Cecilia San Nicolas, Ilocos Norte
Email Address : longboyneronejohn@gmail.com
Objective
I offer my service and determination to be an asset to your company throughout

the duration of my profession.
Education

2019-Present
Secondary: San Nicolas National High School
Elementary: Barabar Elementary School

Laoag City
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CURRICULUM VITAE
Name : Jhonel Tomas Lopez
Date of Birth : November 22, 2000
Place of Birth : Dingras
Sex : Male
Religion : Pentecostal
Address : Brgy. Medina, Dingras, Ilocos Norte
Email Address : jhonellopez359@gmail.com
Objective
To enhance my communication skills in order to have better transactions. I

hereby to develop my personal lacks including self-esteem for the best version of me as
individual. I am also step on here considering a big opportunity to learn into becoming
highly competent and knowledgeable individual as to a great contribute in the
productivity of the global economy.
Education

2019-Present
Secondary: Dingras National High School

Brgy. Madamba, Dingras, Ilocos Norte
Northwestern University
Brgy. 50 Buttong, Laoag City, Ilocos Norte
Elementary: West Central Elementary School

Brgy. Madamba, Dingras, Ilocos Norte

B4 FINAL OUTPUT Basic Computer Skills of Maritime Students of Northwestern University

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B4 FINAL OUTPUT Basic Computer Skills of Maritime Students of Northwestern University

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NORTHWESTERN UNIVERSITY

College of Maritime Education

BASIC COMPUTER SKILLS OF MARITIME STUDENTS

Mon Carl Jerrycko Layug

Ed John Bert Aldos

THESIS COMMITTEE APPROVAL SHEET

Prof. Zenaida Franco

Dr. Eric S. Parilla, Ph.D.

Dr. Chita A. Gonzales, Ph.D. Prof. Juan Jobelle S. Acosta

Engr. Gerome Castro

This thesis entitled, “Basic Computer Skills of Maritime Students of

Prof. Zenaida Franco

Approved by the Panel of Examiners with a grade of Passed on _____________.

Dr. Eric S. Parilla, Ph.D.

Dr. Chita A. Gonzales, Ph.D. Prof. Juan Jobelle S. Acosta

Engr. Gerome Castro

time and efforts in making this study a reality.

determination for the researchers to finish this masterpiece.

way until we reach our goal.

Dr. Chita A. Gonzales, their research professor, for her support,

encouragement, and valuable suggestions.

as well as their spiritual; support in every path of the research take.

Endless thanks to all of you.

We would like to dedicate this piece of work to our family,

Whose love we cannot measure,

This work is a fruit of countless and arduous sacrifices,

Through the researchers’ effort,

problem while doing this work.

Also, to our adviser who has been a constant source of knowledge.

Thank you for everything.

Adviser. Prof. Zenaida Franco

Thesis Committee Approval Sheet ii

Acceptance Sheet iii

Table of Contents vii

CHAPTER I THE PROBLEM AND ITS SETTING

Background of the Study 1

Statement of the Problem 3

Significance of the Study 4

Scope and Limitations of the Study 5

CHAPTER II REVIEW OF LITERATURE AND STUDIES

Related Literature and Studies 6

CHAPTER III RESEARCH METHODOLOGY

Locale of the Study 12

Population and Sampling 12

Data Gathering Instrument 12

Data Gathering Procedure 13

Statistical Treatment of Data 13

CHAPTER IV PRESENTATION, ANALYSIS AND

Level of Computer Software Skills in Using Microsoft Word 15

Level of Computer Software Skills in Using Microsoft Excel 16

Level of Computer Software Skills in Using Microsoft PowerPoint 18

CHAPTER V SUMMARY OF FINDINGS CONCLUSION AND

Appendix B. Survey Questionnaire 26

TABLE TITLE PAGE

1 Demographic Profile of the Respondents 14

2 Level of Computer Software Skills in Using Microsoft Word 15

3 Level of Computer Software Skills in Using Microsoft Excel 16

4 Level of Computer Software Skills in Using Microsoft 18

FIGURE TITLE PAGE

Background of the Study

To keep up with the changes of computer technology, educational systems should

Figure 1. Research Paradigm