Bs Info - Tech.marynel

Republic of the Philippines
NORTH EASTERN MINDANAO STATE

UNIVERSITY
Formerly: Surigao del Sur State University
Cantilan, Surigao del Sur 8317
Telefax No. 086-214-4221
BACHELOR OF SCIENCE
IN INFORMATION
TECHNOLOGY
Narrative Profile
COMMUNIT
Y SERVICE
LEVEL IV - PHASE 2 ACCREDITATION
Level IV Phase II: BS Info. Tech | AACCUP

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LEVEL IV PHASE 2 NARRATIVE PROFILE
Overview of the Specific Extension Project of the BS InfoTech Program
The field of Information Technology is one of the most rapidly growing and well-
paying careers in the world. Businesses, organizations, and individuals can all benefit
from using information technology to improve their efficiency and effectiveness. In a
nutshell, modern technological advancements, education, and knowledge have opened
up a world of possibilities.
IT has improved the world by reducing workload and increasing comfort. In order
to cope with the rise of the digital era, it is crucial to acquire logical thinking, problem-
solving skills, digital designs, and other computing skills. Thus, the BS Info Tech
program under the Department of Computer Studies is committed to sharing knowledge
and expertise through extension programs and training for Computer System Servicing
NC II and engaging them in activities such as Installing and Configuring Computer
Systems, Setting up Computer Networks, Setting up Computer servers, and
Maintaining/Repairing Computer Systems and Networks.
The aforementioned programs and training will prepare the participants on how
to deal with problems they may encounter when servicing personal computers. Get in-
depth theoretical and practical knowledge of computer hardware necessary for
troubleshooting a variety of hardware, software, and network system problems. Hence,
it will be possible for them to find job opportunities in computer repair service centers,
electronics companies, computer-related manufacturing operations, computer sales and
services, and eventually, their own computer servicing businesses.
A. Extension Agenda/ Program
The University’s Extension Program is an expression of its Corporate Social

Responsibility (CSR). It is the door to direct social services that bring benefits of
research to those in need; to share the applied knowledge of science to daily life for the
less privileged people. SDSSU focuses its extension programs in addressing issues on
limited access to products, services, opportunities, and the threat of climate change with
the goal to empower the rural poor to improve their lives through the transfer of
technologies and knowledge. To achieve this goal, the following strategic objectives

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were considered; train beneficiaries in technical, vocational, and entrepreneurial skills

for livelihood and income-augmentation purposes; capacitate beneficiaries through
knowledge and literacy skills; transfer technology in agriculture and fishery projects in
the adopted barangays, and engage in environmental conservation activities.
The University’s extension agenda/programs are congruent and relevant to the

university’s vision which includes poverty alleviation, food security, and conservation of
the natural environment.
Poverty Alleviation Program. This program aims to enhance people’s access to

products, services and opportunities which are necessary for improving the quality of life
of the poor. The NSO data reveals that majority of the population fall below poverty line.
This program is in consonance with the Philippine Development Plan 2011-2016
agenda on poverty reduction and empowerment of poor and vulnerable as one way in
addressing poverty in the country. Furthermore, it aims to develop the entrepreneurial
and technical skills of poor households by enabling them to manage sustainable
microenterprises and linking them to locally available jobs in order to enhance their
access to basic social services of their standard of living. The Poverty Alleviation
Programs include projects such as: (a) Sustainable Livelihood; and (b).
Numeracy/Literacy Skills Training.
Media and Information Literacy Program. The present era class for the
development not only for the basic literacies such as reading and writing but, with the
advancement of technology, it is also a necessity for the community members to be
educated with the various information platforms and modern media with which people
communicate. This will also encompass the development of people’s critical thinking
skills in the sue various information and media platforms along with the various modern
technology which is indispensable for human communication. Specifically, this program
will include (1) campus journalism training, (2) media information literacy project, (3)
digital skills development project, (4) computer use and software application training
and etc.
Continuing Professional Development Program. With the government’s

requirements among Filipino professionals to pursue continuing professional
development, NEMSU endeavors to extend its faculty’s expertise to the professionals in
the community. This will be realized by conducting relevant training and seminars which

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will cater to the pressing needs in terms of knowledge, skills, and behavior among
professionals in various agencies and organizations in the community. Some of the
project’s activities under this program include (a) Research Capability Building (b)
Content and Pedagogical Skills Improvement and (c) Communication Skills
Development.
Strategic Objectives
1. Established sustainable extension programs and projects
2. Increased number of research-based extension programs, projects and
PPAs;
3. Intensified sustainable extension programs, projects and activities aligned with
the Extension Agenda and programs of the University;
4. Conducted relevant trainings to beneficiaries suited to their type of needs;
5. Expanded the number of externally funded programs, projects and activities;
6. Established international linkages and strengthened local partnerships to
accomplish the program’s extension projects/ activities the university had
allocated an annual budget both GAA and STF.
Budget allocation for Extension implementations from 2016-2021 (STF)
Budget Allocation for Extension Program

1,708,311.00
3,835,872.95
1,370,369.88
2,356,110.00
2,686,085.74
1,994,940.00
2021 2020 2019 2018 2017 2016

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Budget Utilization for Extension Program
1,566,701.78
2,334,033.65
1,337,262.74
847,000.00 884,000.00
2020 2019 2018 2017 2021
Conducted PPA’s:
Program/Project/ Clientele Served Venue/ Place Persons Inclusive Dates Remarks

No. Activities Involved
SPARE
1 Skills Training on 59 Professionals SDSSU Lyndon A. Oct. 7,8,14,21,22,28 Poverty
Computer System Laboratory Rosas Nov.4,5,11,12, alleviation
Servicing NCII 18,19,25,26 Dec. 3,
(2017) 2017
Skills Training on 45 Professionals
Computer System
Servicing NCII
(2018)
- Skills Training on
SDSSU Lyndon A. January 27,February Poverty
Installing and
Computer Rosas 3 ,4 2018 alleviation
configuring computer
Laboratory
Systems
SDSSU Ms. Fae February Poverty
Setting up Computer
Computer Mylene M. 10,11,16,17,19 2018 alleviation
Networks
Laboratory Etchon

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- Skills Training on SDSSU Jaypee B.

Setting up Computer Computer Julve March 3,4,10,11,17 Poverty
Server Laboratory 2018 alleviation
- Skill Training on SDSSU Lyndon A.

Maintaining and Computer Rosas March 18,24 2018 Poverty
Repairing Computer Laboratory alleviation
System and
Networks
Skills Training on 20 Professionals
Computer System
Servicing NCII
(2019)
SDSSU Ms. Jaypee January 12-14, 2019 Poverty
Installing and
Computer B. Julve alleviation
configuring computer
Laboratory
Systems
SDSSU Ms. Jaypee January 15-20, 2019 Poverty
Setting up Computer
Computer B. Julve alleviation
Networks
Laboratory
Setting up Computer
SDSSU Jehu Poverty
Server January 31-
Computer Rubenial alleviation
- Skill Training on February 6, 2019
Laboratory
Maintaining and
Repairing Computer
SDSSU
System and February 7,9 2019 Poverty
Computer
Networks alleviation
Laboratory
COVID19 Responses
In 2020 COVID 19 had threatened the people throughout the globe. Many people
died due to its ill effect, many workers were displaced, food starvation cropped- up,
shortage of PPE’s for health workers and frontliners had shaken the whole world.
However, the love and concern of SDSSU to the people in the community had prevailed
despite of the serious condition brought by the pandemic, Its steadfast commitment to
community services continued. The faculty and staff were risking their lives in the midst
of the crisis, a clear manifestation that SDSSU really cares.

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2020 COVID19 Responses

29 Provision of Personal 1,500 health P124,710.00- CARCAN J. Intano March- COVID
Protective workers, STF MADCAR N. Erlina June 2020 Response
Equipment (PPE) to Uniform LAN J. Acuna
COVID 19 Personnel/ R. Lapaz
Frontliners in Bgy Tanods/ G. Cuartero
CARCANMADCAR Emergency Extension
LAN Response Staff
Team/ SDSSU
employees, etc
30 Bayanihan sa 445 P88,804.00- SDSSU J. Intano June 2020 COVID
Cantilan Kontra LSI/PUM’s/ STF Science N. Erlina Response
COVID 19 Frontliners bldg. V. Gruyal July 2020
Pandemic-for Balik 205 pax T. Alas
Probinsya Project (2 H. Erlina
batches) Extension
1. Meal Provision Staff
2. Disinfectant and
personal Hygiene
provision
3. Snacks Provision
to frontliners
31 “Creating a Healthy 100 displaced P307,200.00/ Bgy Sn J. Intano June-July COVID
Environment workers from STF Pedro, N. Erlina 2020 Response
Towards Healthy 6 partner bgys Consuelo, V. Gruyal
People Against the Pag- L. Urquia
War of COVID 19 antayan, K. Lapaz
Pandemic” Calagdaan J. Acuna
1. Disinfection/ , Ayoke A. delos
Sanitation of and P1-A Arcos
Own Dwellings Magosilom Extension
2. Gulayan ng Staff
Pamahayanan
3. Establishment of
Community/Hou
sehold Herbal

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Garden
4. Provision of
Sensorized-Foot
Controlled (dual
function)
Sanitizing
Device to Partner
Barangays/Schoo
ls
32 Tulong 130 displaced P230,100.00- Bgy Sn J. Intano Aug.11- COVID
Pangkabuhayan workers from GAA Pedro, N. Erlina Nov.,2020 Response
Laban sa Covid19 6 partner Consuelo, V. Gruyal
1. Disinfection/ bgys. Pag- J. Acuna
sanitation of antayan, J. Roy
dwellings and Calagdaan A.delos
immediate , Ayoke Arcos
surroundings and P1-A Extension
2. Gulayan ng Magosilo Staff
Pamamahayan m
33 -Mitigating the 200 frontliners P78,150.00- Bgy J. Intano Dec. 16- COVID
Effects of COVID19 GAA Calagdaan N. Erlina 18,2020 Response
Pandemic to , L. Bazan
Community Consuelo, J. Gracia
Fronliners(BHW/Bg Pag- R. Trugillo
y Tanods antayan, J.Laurencian
1. Psychological Sn Pedro, a
First Aid Training Magosilo Extension
for Community m and Staff
Frontliners Parang,
2. Food Supplements Cantilan,
and Hygiene Kit Surigao
Provision to Brgy. del Sur
Tanods, BHW IN
Cantilan and PWD’s
from low Income
Families

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IMPACT STUDY OF THE COMMUNITY EXTENSION OF THE BACHELOR OF

SCIENCE IN INFORMATION TECHNOLOGY (BS INFO.TECH) UNDER THE
COLLEGE OF INFORMATION TECHNOLOGY EDUCATION (CITE) AND THE
DEPARTMENT OF COMPUTER STUDIES (DCS)
LYNDON A. ROSAS
JOEL S. GRACIA, MSCS
KAIROS CHRISTINE P. DELA CERNA
March 2022

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Abstract
This study aimed to assess the impact of the extension services and training
conducted by the Bachelor of Science in Information Technology (BS Infotech) of North
Eastern Mindanao State University (NEMSU) formerly Surigao del Sur State University
Cantilan Campus. This impact study explored the (1) employability status of the
participants after the training; (2) the usefulness and skills gained after completing the
training/ seminar; and (3) the relevance and timeliness of the training.
Using a quantitative method, the researchers employed the random sample
technique for the three series of training conducted last 2017, 2018, and 2019. There
were ninety-four (24) participants who participated in the survey. Forty-five (45)
participants from the 2017 training participated in the survey; thirty-three (33) in 2018;
and sixteen (16) participants in 2019 answered the survey questionnaire.
Overall, the results showed that the participants strongly believed that the skills
they acquired from the training were beneficial on their job and the training was relevant
to their professional development. However, there was also a decrease in participants in
the training conducted. This was due to several factors such as inadequate training
inquiry; unavailability of trainers; and unavailability of training facilities and buildings.
Hence, the training programs in the institution were experimenting with new ways
to skill development, such as teaching the trainers, employing in-house resources, and
pooling resources. These results deemed important implications to assess the impact of
extension services in the university.
Keywords: impact studies, information technology, training, skills

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INTRODUCTION
Technology is a gift from God. After the gift of life, it is arguably the greatest of
God's gifts. It is the cradle of civilizations, the arts, and the sciences. As a result of
technological breakthroughs, our way of life has certainly changed. It has had an impact
on many facets of life and has changed what it means to live. Without a doubt,
technology plays a crucial role in every facet of life. Furthermore, with the aid of modern
technology, many complex and critical processes can be carried out with greater ease
and efficiency. (Raja & Nagasubramani, 2018).
The North Eastern Mindanao State University (NEMSU) - Cantilan Campus
notably the Office of Extension and Linkages has shown itself as the source of quality,
reliable, and sustainable extension and community services. Thus, the implemented
extension programs and proposals comply with the Medium Term Development Plant
(MTDP) of the institution explicitly in Food Security, Environmental Conservation,
Literacy and Numeracy Progression, Poverty Alleviation, Media and Information
Literacy, and Continuing Professional Development Programs. Furthermore, the
program Bachelor of Science in Information Technology (BS Info.Tech) under the
Department of Computer Studies (DCS) and the College of Information Technology
Education (CITE) adheres to commend to the mandate of the university to produce
quality proposals and programs that suits the needs of the community in this era of
technological norms.
Extension, in its broadest definition, refers to any organization that disseminates
knowledge and guidance to improve learning, however, it is most often connected with
rural development and enhancement (Worth & Abdu-Raheem, 2016). "Extension" is the
driving factor behind yield improvements in many industrialized nations. However, the
effectiveness of extension systems in fostering capacity building and technology
adoption is dependent on a number of factors, including extension service delivery
approaches, governance, capacity, and management structures, as well as underlying
contextual factors like policy environment, market access, and beneficiary
characteristics (Akpabio & Inyang, 2007).

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The Bachelor of Science in Information Technology had conducted training and

seminars that conforms to the need of the community and are also in consonance with
the core function of the university. This training includes Visual Graphics Design,
Network Administration, Cyber Security and Defense, and more.
Additionally, the training provided lifelong professional development as the
completers were taught necessary skills and knowledge. Some of the completers were
promoted to their job since they have developed ICT competencies which are essential
to aid them in organizing, streamlining operations, and gaining access to digital
information. Since ICT allows businesses to run more efficiently, the completers have
gained basic ICT skills and focus on aspects of their profession that require soft skills. In
a long run, the completers of the training and seminars conducted by the
aforementioned program had been of great help to their career.
Digital literacy is sometimes used as a catch-all phrase for a variety of
educational activities aimed at preparing people to operate in a technologically
advanced society. This ICT examines the history and practices of two of these activities,
information literacy, and media literacy, and recommends a potential trajectory for digital
literacy based on its findings (Leaning, 2019).
Objectives
The aim of this impact study is to quantify the effectiveness and sustainability of
the extension activity conducted by the extension coordinators and extensionists
particularly:
1. Profile of the Beneficiaries;
2. Relevance of the Extension activity attended;
3. Effects on employment
a. Status of Employment
b. Promotion
c. Employed
Methodology
The researcher used a quantitative method of research in this impact study to

quantify the degree of satisfaction and impact in their career, as well as the knowledge
gained after completing the training/ seminar. The scientific method was used to
arrange quantitative research. Seeing the scenario under investigation, the researcher
formulated a hypothesis and then used deductive reasoning to anticipate how the data

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would appear if the hypothesis was correct, after which the data was collected and
analyzed to confirm or refute the hypothesis (Willams, 2021).
Sampling Method
A random sample technique was employed to obtain the test number of
respondents. This approach was the most basic of all the probability sampling methods
because it only involved a single random selection and needs minimal previous
information about the population. Because it employed randomization, any study done
on this sample should have excellent internal and external validity (Thomas, 2020).
Statistical Treatment
Descriptive statistics included frequencies, measures of central tendency
(sometimes termed averages), and measures of variability. Frequency statistics simply
count the number of times that each variable occurs, such as the number of men and
females inside the sample. Measures of central tendency produce one value that
reflects the complete collection of scores, such as the mean. Measures of variability
reflect the degree to which scores vary around the average.
Descriptive study approaches often simply need descriptive statistics. However,
all other kinds of study designs will need both descriptive and inferential statistics. Since
it is crucial for the reader to have a solid idea of the sample that the study was done on,
the initial statistics for all research designs should provide descriptive statistics of the
personal information for the sample.
The forms of personal information to be provided will vary based on the type of
research project. All research should give descriptive data on gender and age. Other
factors could include grade level, marital status, years of job experience, educational
credentials, socio-economic position, etc. It is up to the researcher to thoroughly
evaluate what the reader needs to know about the sample to make an educated choice
regarding whether the sample is representative of the general population (Korb, 2013).
a∗b
N
100
Figure 1: Freqency base percentage

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Figure 1 displays the formula applied to obtain the percentage of frequency. this
is also employed to analyze the percentage of participants in the satisfaction during the
trainings and seminars as well as the employability rate of the students and other
Gender Frequency Percentage

Male 18 40
Female 27 60
TOTAL 45 100
Educational Attainment
College 45 100
Graduate 0 0
TOTAL 45 100
Age
20-25 years old 30 66.67
26-30 years old 10 22.22
31-40 years old 5 11.11
TOTAL 45 100
Status of Employment
Employed 42 93.33
Self-Employed 2 4.44
Unemployed 1 2.22
TOTAL 45 100
metrics within this impact research.
Analysis
Table 1: Demographic Profile of Participants
The table above showed the demographic profile of the participants who
participated in the training for the year 2017. Based on the table, twenty-seven or (60%)
were female while eighteen or (40%) of the participants were male. Forty-five or (100%)
of them were college graduates. The participants’ age ranged from twenty (20) to forty
(40) years old. Thirty or (66.67%) of the participants belong from the age group of
twenty (20) to twenty-five (25) years old; ten or (22.22%) of the participants were aged

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twenty-six (26) to thirty (30) years old, and five or (11.11%) of the participants were from
the age group of thirty-one (31) to forty (40) years old.
There are forty-two or (93.33%) of the participants who were employed; two or
(4.44%) of them were self-employed, and only one or (2.22%) was unemployed.
Table 2: Frequency and Percentage of the Helpfulness of the Skills Acquired in

the Training
Indicator Range Interpretation Frequency %

4.51 -5.00 Outstanding 43 95.56
Helpfulness 3.51-4.50 Very Satisfactory 2 4.44
of the Skills 2.51 – 3.50 Satisfactory 0 0.00
Acquired in 1.51 – 2.50 Poor 0 0.00
the Training 1.0-1.50 Very Poor 0 0.00
0 Not Applicable 0 0.00
TOTAL 45 100
The table above indicated the frequency and percentage of the helpfulness of the
skills acquired by the participants in the training. Based on the table, forty-three of
(95.56%) of the participants strongly agreed that the skills they acquired from the
training were useful in their profession. Additionally, two or (4.44%) of the participants
were very satisfied with the helpfulness of the skills they acquired in the training.
Skills acquisition in a training is vital because a lack of skills in a particular area
not only prevents you from maximizing that function at your company but can also
cause serious problems (Milano, 2019). A study conducted by Pew Research Center
(2016) revealed that adults in the United States have a general belief that the workplace
is changing and that they would need to regularly update their skills and training in order
to succeed in their careers. In order to stay up with changes in the workplace, a slim
majority of adults in the labor force believe it would be necessary for them to acquire
training and develop new skills throughout their careers (Pew Research Center, 2016).
Table 3: Frequency and Percentage of the Relevance and Timeliness of the
Training

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4.51 -5.00 Outstanding 43 95.56

Relevance 3.51-4.50 Very Satisfactory 2 4.44
and 2.51 – 3.50 Satisfactory 0 4.00
Timeliness of 1.51 – 2.50 Poor 0 0.00
TOTAL 45 100
The table represented the frequency and percentage of the relevance and
timeliness of the training. Forty-three or (95.56%) of the participants strongly believed
that the training was timely and relevant to their profession while two or (4.44%) of them
were very satisfied with the relevance and timeliness of the training.
The term "training" refers to the process of teaching someone a specific skill or
behavior. Organizations take great care in designing an employee training process to
ensure that their staff is well-trained. In today's world, departments recognize the value
of employee time, and hence the technique of targeted and timely training has been
introduced into the training realm (Mishra, 2018).
Table 4: Employability Status of the Participants after the Training
Employability Status
Employed 30 66.67
Promoted 2 4.44
Regular 1 2.22
Retained 12 26.67
TOTAL 45 100
The table above showed the employability status of the participants after the
training. There were thirty or (66.67%) participants who were employed; two or (4.44%)
were promoted; one or (2.22%) participant became regular in his/her job position, and
twelve or (26.67%) retained on their job or did not able to land a job after the training.
This signified that the participants were able to employ and use the skills and
knowledge they acquired in the training

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Table 5: Demographic Profile of Participants

Male 15 45.45
Female 18 54.54
TOTAL 33 100
College 32 96.96
Graduate 1 3.03
TOTAL 33 100
Age
20-25 years old 25 75.75
26-30 years old 6 18.18
31-40 years old 2 6.06
TOTAL 33 100
Employed 28 84.84
Unemployed 2 6.06
TOTAL 33 100
The table above revealed the demographic profile of the participants who
participated in the training last 2018. Eighteen or (54.54%) of the participants were
female while fifteen or (45.45%) of the participants were male. One or (3.03%)
participant is currently taking a master’s degree while thirty-two or (96.96%) of the
participants were college graduates. As to the age of the participants, the participants’
age ranged from twenty (20) to forty (40) years old. Twenty-five or (75.75%) of the
participants were aged twenty (20) to twenty-five (25) years old; six or (18.18%) were

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from the age group of twenty-six (26) or thirty (30) years old, and two or (6.06%)
participants are from the age group of thirty-one (31) to forty (40) years old.
As for the status of their employment, twenty-eight or (84.84%) were employed;
three or (9.09%) participants were self-employed, and two or (6.06%) of the participants
were unemployed.

the Training

4.51 -5.00 Outstanding 33 100
Helpfulness 3.51-4.50 Very Satisfactory 0 0
TOTAL 33 100
The table above represented the frequency and percentage of the helpfulness of
the skills acquired in the training. Thirty-three or (100%) strongly agreed and believed
that the skills they acquired in the training were helpful to their work. Furthermore, a
study by Pew Research Center (2016) stated that almost half of working adults (45%) in
the US say that they have taken a class or received additional training to learn,
maintain, or improve their job abilities. About half of these workers said they did it at
their boss's request, but a sizable percentage also say they wanted to learn more in
order to make more money, acquire a new job, or get a promotion.

Training

Relevance 4.51 -5.00 Outstanding 32 96.96
and 3.51-4.50 Very Satisfactory 1 3.03
Timeliness of 2.51 – 3.50 Satisfactory 0 4.00
the Training 1.51 – 2.50 Poor 0 0.00

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1.0-1.50 Very Poor 0 0.00

TOTAL 33 100
Thirty-two or (96.96%) of the participants strongly believed that the training was
relevant and timely in their profession. According to Diorio (2016), while the study
suggests that the millennial generation will change occupations four times before
reaching the age of 32, they are also incredibly motivated and hardworking. They are,
above all, hungry for professional development and learning, hence, career
development and training are extremely relevant and important to early-career workers
(Diorio, 2016).
Everyone also benefits from training because they gain a better grasp of their
duties as well as the information and skills required to accomplish their jobs. This will
boost their self-assurance, which would help them perform better overall (SEISMIC,
2021).
Employed 20 60.60
Promoted 0 0
Regular 2 6.06
Retained 11 33.33
TOTAL 33 100
Based on the table above, there were twenty or (60.60%) of the participants who
were employed; two or (6.06%) were employed, and eleven or (33.33%) participants
retained their job after the training. Most of these participants did not land a job or
retained their position since they were already regular on their job.

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Table 9: Demographic Profile of the Participants

Male 3 18.75
Female 13 81.25
TOTAL 16 100
College 16 100
Graduate 0 0
TOTAL 16 100
Age
20-25 years old 13 81.25
26-30 years old 2 12.5
31-40 years old 1 6.25
TOTAL 16 100
Employed 10 62.5
Unemployed 5 31.25
TOTAL 16 100
The table above revealed the demographic profiles of the participants who
participated in the training last 2019. Based on the data, thirteen or (81.25%) of the
participants were female while three or (18.75%) of the participants were female. As for
their educational attainment, sixteen or (100%) of the respondents were college
graduates.
The participants’ age also ranged from twenty (20) to forty (40) years old.
Thirteen or (81.25%) of the participants were aged twenty (20) to twenty-five (25) years

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old; two or (12.5%) were aged twenty-six (26) to thirty (30) years old, and only one or
(6.25%) participant belongs to the age group of thirty-one (31) to forty (40) years old.
The table also represented the status of employment of the participants. Ten or (62.5%)
were employed; one or (6.25%) was self-employed, and five or (31.25%) were
unemployed.
the Training

4.51 -5.00 Outstanding 14 87.5
Helpfulness 3.51-4.50 Very Satisfactory 1 6.25
TOTAL 16 100
The table above showed the frequency and percentage of the helpfulness of the
skills acquired by the participants in the training. Based on the data, fourteen or (87.5%)
of the participants gave an outstanding remark on the usefulness of the skills they
acquired in the training; one or (6.25%) of the respondent was very satisfied with the
skills they acquired in the training; while another one or (6.25%) was also satisfied with
the helpfulness of the skills he/she learned from the training.
Training

Relevance 4.51 -5.00 Outstanding 11 68.75
and 3.51-4.50 Very Satisfactory 5 31.25
Timeliness of 2.51 – 3.50 Satisfactory 0 4.00

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the Training 1.51 – 2.50 Poor 0 0.00

1.0-1.50 Very Poor 0 0.00
TOTAL 16 100
There were eleven (68.75%) of the participants who strongly believed that the
training they attended was relevant. At the same time, five or (31.25%) of the
participants were very satisfied with the timely training they attended as it helped them
update their resumes and improve their professional growth and learning.
Employed 10 62.5
Promoted 1 6.25
Regular 2 12.5
Retained 3 18.75
TOTAL 33 100
In relation to the employability status of the participants after the training, the
table showed that ten or (62.5%) of the respondents were employed after the training;
one or (6.25%) was promoted; two or (12.5%) became regular, and three or (18.75%)
retained their job position after the training. These participants were not able to land a
job or have already a permanent position on their job.
Table 13. Comparative Number of Participants from the Different Training

YEAR # OF COMPLETERS
2017 59
2018 45
2019 20
The table above revealed the number of completers who completed training from
different years. It was apparent in the table that there was a decrease in the number of
participants every year. A decrease of 23.73% is computed in the participants from the
year 2017 to 2018 and a drop of 55.55% participants from the year 2018. 2019.

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There were several reasons as to the decrease of participants. These reasons

and factors include inadequate training inquiry; unavailability of trainers; and
unavailability of the training room due to the earthquake last 2019.
There was an inadequate training inquiry from the participants. This was due to
the hectic employee schedule of the participants. A study by Andriotis (2018) stated that
when employees' energy is depleted by job, family life, and a myriad of other
responsibilities, there's a risk that training would only add to their stress. Worse,
intruding on employees' personal time with training sessions was a factor to get them to
oppose to attend a training (Andriotis, 2018).
Furthermore, training is not about obtaining knowledge for the sake of gaining
knowledge, but knowledge for the sake of meeting needs, developing innovation, and a
competitive edge that could be used in a variety of industries, hence, participants would
likely not inquire about training that is not related to their job (Raza, 2015).
Another factor is due to unavailability of trainers. Due to the busy and overload
workload of the faculty, some of the training was not conducted. A shortage of trainers
could also impede training opportunities. One example was how the lack of trainers
hamper India to achieve its skills mission. A study by Zargar (2018) explained that India
must improve the skills of its relatively youthful and rapidly rising labor population
however, due to a shortage of trainers, there are not enough skilling institutes in India,
and the ones that are there are of poor quality (Zargar, 2018).
The last factor was the unavailability of the training room due to the earthquake
last 2019. A magnitude 5.5 earthquake hit Carrascal Surigao del Sur, including Cantilan.
The rapid assessment after the earthquake reported that some of the buildings that
were supposed to be used for training have sustained slight damages. This leads the
institution to limit the training.
Because of these factors, training programs in the institution were experimenting
with new ways to skill development, such as teaching the trainers, employing in-house
resources, and pooling resources (Zargar, 2018).
Conclusion:
Community extension programs and activities are critical for the country's long-
term development. As a result, strong individual improvement, as well as positive
organizational outcomes, are among the benefits of training and development. It is
undeniable that some of the advantages of training and development include improved
performance, a competitive advantage, increased organizational commitment, and

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increased organizational retention. When well organized, training and development

programs have a huge impact.
Based on baseline surveys, the researcher identified the usefulness and
relevance of the training to the participants. The findings implied that a high percentage
of the usefulness of skills acquired and the relevance of the training could result in
participants getting promoted and employed. Despite the decrease of participants due
to the aforementioned factors, the researchers concluded that there should be a need to
continue training that could enhance the skills of the participants.
Thus, the researcher, therefore, concludes that the relevant extension program
conducted by the Surigao del Sur State University (SDSSU) now North Eastern
Mindanao State University (NEMSU) – Cantilan Campus was effective in promoting the
lives of the beneficiaries.
Recommendations:
Due to time constraints and unavailability of the completers, the researcher only
surveyed ninety-four (94) participants out of one hundred twenty-four (124) completers
of the training from three years: 2017, 2018, and 2019. With this, the researcher would
like to recommend the following:
1. Allot more time to do baseline surveys and studies from other training to assess
the impact of the training in the extension services;
2. Provide more extension services and training that could enhance the personal
growth and professional development of the participants;
3. The program's extension coordinator should examine the relevance of extension
activity proposals on a regular basis;
4. Timely recordings of the extended program immediately after concluding one
session. This will be addressed to the staff of the extension office. Specifically,
the clerk of the office. This is to enable safe and simple access to data; and
5. Pre-planning should always be done in order to properly address the
expectations of the community in regards to the subject of Information
Technology from which they may gain.

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References
(n.d.).
Akpabio, I. A., & Inyang, E. B. (2007). Constraints Affecting ICT Utilization by Agricultural
Extension Officers in the Nigar Delta, Nigeria. The Journal of Agricultural Education, 254.
Andriotis, N. (2018, April 11). Training and development challenges and solutions in the
workplace. Retrieved from Talent LMS: https://www.talentlms.com/blog/training-
challenges-solutions-workplace/
Blue Sky Graphics. (2019). Why Study Graphic Design. Retrieved from Blue Sky Graphics:
https://blueskygraphics.co.uk/why-study-graphic-design/
Clark-Carter, D. (2010). Measures of Central Tendency. Internationl Encylopedia for Education
(Third Edition), 264-266.
Costello, G. (2018, February). The Critical Importance of Graphic Design in Business. Retrieved
from Costello Creative Group: https://costellocreativegroup.com/importance-of-
graphic-design-in-business/#:~:text=Graphic%20design%20optimizes%20your
%20marketing,your%20company%20has%20to%20offer.
Diorio, E. (2016, August). Millennials are taking the workforce by storm. Young professionals
can bring a lot to the table — and not just expertise on Pokemon Go, either. Retrieved
from VING: https://blog.vingapp.com/why-millennials-want-you-to-deliver-timely-
training
Hughes, A. (2022, February 7). The Advantages of Setting Up a Network. Retrieved from
CHRON: https://smallbusiness.chron.com/primary-difference-between-peertopeer-
clientserver-architectures-76966.html
Indeed Editorial Team. (2021, February). Improving Your Computer Literacy Everything You
Need to Know. Retrieved from Indeed: https://www.indeed.com/career-advice/career-
development/how-to-become-computer-literate#:~:text=Efficiency%20and
%20productivity,up%20resources%20to%20do%20more.
Inspired Techs. (2017, January 25). The Main Benefits of Computer Networking. Retrieved from
Inspired Techs:
https://www.inspiredtechs.com.au/computer-networking/#:~:text=Computer
%20networking%20enables%20employees%20to,their%20services%20to%20the
%20world.
Korb, K. A. (2013). Calculating Descriptive Statistics. Retrieved from Conducting Educational
Research: http://korbedpsych.com/R17bDescriptive.html
Leaning, M. (2019). An Approach to Digital Literacy through the Integration of Media and.
Media and Communication, 4-13.
Milano, S. (2019). Importance of Skills Acquisition. Retrieved from AZ Central:
https://yourbusiness.azcentral.com/can-company-fined-not-being-osha-trained-
24094.html

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Mishra, I. (2018, March). 3 T’s Of Training: Timely, Targeted, Technology. Retrieved from Wiz
IQ: https://blog.wiziq.com/3-ts-training-timely-targeted-technology/
Pew Research Center. (2016). Skills and Training Needed to Compete in Today's Economy.
Retrieved from Pew Research Org:
https://www.pewresearch.org/social-trends/2016/10/06/4-skills-and-training-needed-
to-compete-in-todays-economy/
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education .
Proceedings of the Conference on “Recent Trend of Teaching Methods in Education”, 33-
35.
Raza, I. (2015). Impact of Training and Development on. www.theseus.fi.
SEISMIC. (2021). The Importance of Training. Retrieved from Seismic.com.
Thomas, L. (2020, August 28). Simple Random Sampling | Definition, Steps & Examples.
Retrieved from Scribbr: https://www.scribbr.com/methodology/simple-random-
sampling/
Willams, T. (2021, June 14). Why Is Quantitative Research Important? Retrieved from Grand
Canyon University: https://www.gcu.edu/blog/doctoral-journey/why-quantitative-
research-important#:~:text=The%20purpose%20of%20quantitative%20research,or
%20events%20that%20affect%20people.&text=Quantitative%20research%20produces
%20objective%20data,communicated%20through%20st
Worth, S. H., & Abdu-Raheem, K. A. (2016). Suggesting a new paradigm for agricultural
extension policy: the case of West African Countries. South African Journal of
Agricultural Extension, 2.
Zargar, H. (2018, February 19). Because of the scarcity of trainers, businesses are experimenting
with new ways to skill development, such as teaching the trainers, employing in-house
resources, and pooling resources. Retrieved from Livemint.com:
https://www.livemint.com/Industry/iLeYEW1rqsxkIS3DA7FIeN/Lack-of-quality-trainers-
impending-Indias-skill-mission.html

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Republic of the Philippines

NORTH EASTERN MINDANAO STATE

Level IV Phase II: BS Info. Tech | AACCUP

LEVEL IV PHASE 2 NARRATIVE PROFILE

Overview of the Specific Extension Project of the BS InfoTech Program

A. Extension Agenda/ Program

The University’s Extension Program is an expression of its Corporate Social

Level IV Phase II: BS Info. Tech | AACCUP

were considered; train beneficiaries in technical, vocational, and entrepreneurial skills

The University’s extension agenda/programs are congruent and relevant to the

Poverty Alleviation Program. This program aims to enhance people’s access to

Continuing Professional Development Program. With the government’s

Level IV Phase II: BS Info. Tech | AACCUP

Budget allocation for Extension implementations from 2016-2021 (STF)

Budget Allocation for Extension Program

2021 2020 2019 2018 2017 2016

Level IV Phase II: BS Info. Tech | AACCUP

Budget Utilization for Extension Program

2020 2019 2018 2017 2021

Program/Project/ Clientele Served Venue/ Place Persons Inclusive Dates Remarks

Level IV Phase II: BS Info. Tech | AACCUP

- Skills Training on SDSSU Jaypee B.

- Skill Training on SDSSU Lyndon A.

Level IV Phase II: BS Info. Tech | AACCUP

2020 COVID19 Responses

Level IV Phase II: BS Info. Tech | AACCUP

Level IV Phase II: BS Info. Tech | AACCUP

IMPACT STUDY OF THE COMMUNITY EXTENSION OF THE BACHELOR OF

Level IV Phase II: BS Info. Tech | AACCUP

Keywords: impact studies, information technology, training, skills

Level IV Phase II: BS Info. Tech | AACCUP

Level IV Phase II: BS Info. Tech | AACCUP

The Bachelor of Science in Information Technology had conducted training and

The researcher used a quantitative method of research in this impact study to

Level IV Phase II: BS Info. Tech | AACCUP

Figure 1: Freqency base percentage

Level IV Phase II: BS Info. Tech | AACCUP

Gender Frequency Percentage

Level IV Phase II: BS Info. Tech | AACCUP

Table 2: Frequency and Percentage of the Helpfulness of the Skills Acquired in

Indicator Range Interpretation Frequency %

Indicator Range Interpretation Frequency %

Level IV Phase II: BS Info. Tech | AACCUP

4.51 -5.00 Outstanding 43 95.56

Table 4: Employability Status of the Participants after the Training

Level IV Phase II: BS Info. Tech | AACCUP

Table 5: Demographic Profile of Participants

Gender Frequency Percentage

Level IV Phase II: BS Info. Tech | AACCUP

Table 6: Frequency and Percentage of the Helpfulness of the Skills Acquired in

Indicator Range Interpretation Frequency %

Table 7: Frequency and Percentage of the Relevance and Timeliness of the

Indicator Range Interpretation Frequency %

Level IV Phase II: BS Info. Tech | AACCUP

1.0-1.50 Very Poor 0 0.00

Table 8: Employability Status of the Participants after the Training

Level IV Phase II: BS Info. Tech | AACCUP