CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes a review of related literature and studies that the

researchers have perused to shed light on computer literacy, alternative learning

systems, and other topics under this study.

Foreign Literature

Computer literacy skills encompass a broad range of competencies that

empower individuals to efficiently use computers and technology. These skills include

proficiency in operating systems, software applications, internet navigation, and

implementing security measures. Integral to various professions beyond technology,

such as education, healthcare, and finance, these skills enable individuals to perform

tasks, solve problems, and enhance productivity in today's digital environment (The

CPD Certification Service, 2023).

Tammy Ross (2023) in her article “Top 10 Computer Literacy Skills for Success”

discussed that computer literacy has evolved from a specialized ability to a necessary

one in today's networked world, impacting problem-solving, work, education, and

communication. Libraries are recognized for their critical role in promoting innovation,

overcoming socioeconomic divides, and advancing personal and professional

development. As such, they may play a major role in improving computer literacy.

Libraries can help community members acquire critical skills like typing, email writing,
operating system comprehension, internet navigation, word processing, spreadsheet

management, creating presentations, editing images, conducting online research, and

using databases by providing extensive collections and programming. Libraries enable

people to successfully traverse the digital world by providing pertinent courses and

resources, which ensures their success in the quickly changing technology landscape.

In addition, the article “Importance of digital literacy skills for students” discussed

that as technology becomes increasingly integral to daily life, the importance of digital

literacy is underscored by several key reasons. Firstly, digital literacy supports

educational progress, as student adept in digital skills navigate learning platforms more

comfortably and confidently, ensuring their success in an education system increasingly

reliant on technology. Secondly, it enhances online safety by empowering students with

knowledge and tools to mitigate risks and protect their privacy. Thirdly, digital literacy

instills a sense of digital responsibility, teaching students to consume and communicate

information ethically online. Moreover, it improves social opportunities by enabling

students to connect globally while safeguarding their information and safety.

Additionally, digital literacy contributes to improving digital equity by addressing the

disproportionate lack of skills in minority workers. Lastly, it fosters lifelong skills,

providing students with foundational knowledge applicable to current and emerging

technologies, thus preparing them for the evolving digital landscape (Oelrich et al.,

2023).
 A related article by Sushree Subudhi (2023) titled “Computer Skills: Definitions

and Examples” claimed that in today's workforce, the majority of jobs involve the use of

computers, mobile devices, or various software applications. Many employers require

candidates to possess prior knowledge or experience with specific applications, while

others provide on-the-job training. A foundational understanding of commonly used

software is valuable, as it facilitates the learning of new programs. Whether working in

customer service, manufacturing, food service, or the tech industry, computer

applications are utilized to automate tasks and improve communication efficiency. As

technology continues to permeate the workplace, candidates with strong computer skills

are highly sought-after. Job seekers can demonstrate their proficiency by identifying and

addressing computer-related requirements in job postings, showcasing relevant

experience on their resumes, and highlighting their ability to meet or exceed these

requirements.

In conclusion, in various careers and academic pursuits, computer proficiency

has become essential for daily tasks, making it crucial to understand computer

operations. Many jobs demand the use of computers, mobile devices, or software

applications, with some employers requiring prior knowledge or offering on-the-job

training. Furthermore, possessing a foundational understanding of computers not only

facilitates the completion of routine tasks but also streamlines the learning process for

advanced programs relevant to one's academic coursework or professional organization

(Tshabalala, 2021).
Local Literature

According to the article titled “Why Literacy Measurement Deserves Rethinking”

by Jose Ramon Albert (2021), the 2015 Population Census indicates nearly universal

basic literacy in the Philippines; however, underlying issues such as gender disparity,

geographical location, socioeconomic status, and the digital divide contribute to literacy

gaps, particularly among children. This Policy Note scrutinizes nationally representative

surveys on literacy, revealing that data on both basic and functional literacy may not

fully encompass the entire literacy spectrum. Additionally, biases exist between reported

basic literacy and tested skills. The study recommends conducting diagnostic

assessments for a more accurate measure of functional literacy-enhanced policies to

address persistent disparities in literacy and school participation among genders and

regions. Lastly, the study advocates collaborative efforts among policymakers and

stakeholders to improve Filipino literacy, numeracy, and digital competencies.

An additional article by Teresa Umali (2019) discussed that in the 21st century,

the Philippines, along with the global community, has witnessed a profound influence of

information and communication technologies (ICTs) on various aspects of life. The

pervasive presence of computers, the internet, social media, and smart mobile devices

has revolutionized how people plan, develop, implement, and communicate ideas and

knowledge. Simultaneously, the rapid advancements in scientific understanding,

including cutting-edge concepts like quantum computing, contribute to the dynamic

nature of the digital landscape, rendering recent technologies obsolete. To navigate this

evolving environment, Filipinos must cultivate a new set of ICT-related skills to

participate as citizens in an increasingly digital world effectively.

 Furthermore, an Inquirer.net report by Charie Abarca (2023) stated that the

Philippines holds the disconcerting distinction of being the world's first in digital illiteracy

and second in online sexual exploitation of children, as disclosed by government

officials during Senate panel deliberations on the Department of Information and

Communications Technology's proposed 2024 budget. Although the ranking is based on

a 2019 report from the United Nations, the officials acknowledged ongoing efforts to

update this data.

Hence, parents, teachers, and learners are urged to promote responsible

integration of technology into the learning process, emphasizing its potential to enhance

focus when used correctly. Recognizing the significance of technology literacy, the

move to incorporate digital literacy into the elementary curriculum is viewed positively,

particularly in combating cybercrime. This initiative aims to equip students with

analytical and critical skills in using technology, recognizing its long-term impact on their

lives. While the digital world offers immense benefits, the absence of proper

understanding can pose risks. In today's context, basic literacy is insufficient,

highlighting the critical need for a digital literacy curriculum in Philippine education

(Morato, 2022).

On a related report by Alexander Lopez (2023), Twenty out-of-school youths

(OSYs) from the Higaonon indigenous community in Las Nieves town, Agusan del

Norte, have completed a 15-day Digital Literacy Training (DLT) through the Mobile

Computer Literacy (MCL) program. The initiative, supported by the Agusan del Norte

Governor and the Army’s 23rd Infantry Battalion, aims to provide literacy education to

remote communities, particularly OSYs from Indigenous People (IP) communities. The
program aligns with the local government's priority to help IP youths obtain National

Certificate II (NC II) from the Technical Education and Skills Development Authority,

enabling them to secure employment and improve their lives. This just proves that the

government is working to fill the gaps in computer literacy despite existing challenges

like limited internet connection in remote areas in the Philippines.

Foreign Study

The study conducted at Jammu University revealed that a majority of

respondents were males (65.43%), with a significant number falling in the 26-30 years

age group (33.33%). Most participants preferred daily library visits for their information

needs, relying heavily on manual sources with the assistance of library staff. In terms of

ICT skills proficiency, a substantial proportion rated themselves as Good or Excellent.

Google Chrome was the predominant web browser choice (50.26%), while social

networking platforms like WhatsApp (22.78%) and Instagram (22.54%) were widely

utilized for information retrieval and sharing. Overall, respondents expressed

satisfaction with their information and literacy skills, but the study suggests a potential

need for additional training in various information literacy programs, sources, and

services at the University of Jammu (Singh et al., 2022).

A related study by Maíra Rocha Santos and Marília Miranda Forte Gomes (2023)

discussed that the acquisition and improvement of digital skills are crucial for

comprehensive digital education. This empowerment enables individuals to actively

engage in the digital society, fostering critical information evaluation and effective,
secure technology use across different life stages and contexts. These skills not only

facilitate information access but also encourage responsible and active participation in

the contemporary digital landscape.

Additionally, another study Anthonysamy Lilian (2022) underscores the

significant influence of motivation on students' learning progress and, consequently,

their digital literacy competency. Motivational belief strategies are deemed

indispensable in digital learning, acting as a driving force for achievement and

contributing to the efficient and judicious utilization of digital tools.

A study provides insights into the current state of technology use and integration

within AEL programs in Texas. While many instructors incorporate technology in various

ways, challenges persist, particularly concerning the digital divide, notably in rural areas

lacking sufficient internet access. Addressing these challenges requires increased

funding for improved internet access and technology equipment. Programs are advised

to explore partnerships for technology support, establish digital device loan services,

and consider downloadable educational programs for offline access. Additionally,

innovative instructional approaches are recommended, such as remote lessons through

phone or video conferences, and the implementation of hybrid classes with virtual

sessions. A robust distance learning program should complement these measures to

effectively support students studying predominantly on their own (Rose et al., 2019).

Finally, a study concludes that computer integration in education is limited,

primarily attributed to the inadequate education of both headteachers and teachers.

Knowledge acquisition primarily occurs through seminars and workshops, with

headteachers having more access compared to teachers. Headteachers predominantly

use computer tools like Excel, spreadsheets, and PowerPoint, particularly for tasks such

as exam analysis and note preparation. However, both headteachers and teachers

underutilize computers for demonstration or instructional purposes. The researcher

recommends government-led in-service programs to train non-compliant teachers and

advocates for increased exposure and capacity building in computer and ICT facilities

for effective teaching and learning integration (Ngeno et al., 2020).

Local Study

A study conducted by Alona Medalia Cadiz-Gabejan and Melinda Jr C. Takenaka

(2021) discussed that the students exhibited a strong interest in learning computers, as

indicated by their highly favorable attitude. However, they expressed a need to enhance

their computer literacy in word processing, spreadsheets, presentations, and general

computing. Teachers are encouraged to provide intervention activities targeting these

specific areas to support students in improving their computer literacy. Disparities were

noted in their computer literacy levels in word processing, while the spreadsheet and

presentation areas showed consistent performance regardless of their attitude toward

computers. Despite feeling some constraints, students achieved a favorable

performance, surpassing the 75 percent mastery level set by DepEd. Importantly, their

computer literacy significantly influenced academic performance, indicating a

proportional relationship between higher computer literacy and better academic

achievement. The study recommends implementing an intervention program to address

students' computer literacy concerns and improve their overall competency.

A related study also suggests that grade 11 students could benefit from

increased exposure to areas of computer applications, specifically in database

management and webpage designing applications. To enhance students' knowledge

and literacy in these areas, along with basic computer programming, an improvement

program is suggested. This program could be integrated into existing ICT subjects, such

as empowerment technologies and media and information literacy, or incorporated as a

specialization to provide a more comprehensive understanding of these computer

applications (Indrinal, 2022).

Another study was conducted about the alternative learning system where it

investigated the Functional Literacy Skill Acquisition of Alternative Learning System

(ALS) learners in Sipocot, Camarines Sur, revealing generally poor attainment of the

requisite functional literacy skills. The findings underscored the need for further

development to equip ALS students to face the challenges of a globalized world. The

study's significant contributions include providing insights into the progress of ALS

learners in functional literacy, serving as a basis for policy and intervention

development. It also identified factors such as sex, age, civil status, and employment

status that impact the acquisition of functional literacy skills among ALS students. The

research contributes to the understanding of ALS and nonformal education in the

Philippines, offering new perspectives and recommendations for evaluating and

assessing nonformal education. Possible future expansions could include examining the

skills and competencies of ALS teachers and conducting comparative studies in other
towns within the same district to ascertain the general situation of ALS learners.

Additionally, the researcher proposed an extension activity to enhance ALS students'

functional literacy, particularly in the area of Digital Citizenship, where they scored the

lowest, as part of their academic requirements (Darrel, 2021).

Additionally, ALS learners express a positive personal interest in learning

computers despite challenges in ownership due to socioeconomic factors. The efficient

management of computer use poses difficulties, especially in Excel spreadsheet

operations, likely stemming from limited access to computer facilities and inadequate

exposure to technology. The learners' interest and challenges in basic computer

operations are influenced by age, sex, and ALS level, while technology-related factors

vary based on age, family income, and learners' levels. Proficiency in operating

software applications like Microsoft Word and Excel correlates with heightened interest

and knowledge in these platforms, enabling tasks such as document creation and data

management. The fear of technology contributes to learners' difficulty in grasping basic

computer features, hindering their participation in ICT tasks integrated into the

curriculum, particularly when using applications like Microsoft Word, Excel, and

Windows (Bilocura et al., 2023).

Finally, a study conducted by Jusell R. Gindap and Marion A. Cresencio (2023)

recommended several strategies which include integrating basic computer knowledge

and advanced skills into ALS mobile teacher training, organizing symposiums and

hands-on training sessions, and strengthening partnerships between ALS and Local

Government Units. These measures aim to enhance the computer literacy and digital
citizenship of out-of-school youth, fostering a more technologically adept and digitally

responsible community.

Theoretical Framework

This study is grounded in the Theory of Connectivism, proposed by George

Siemens and Stephen Downes in 2005, which emphasizes the integration of thoughts,

theories, and general information in a meaningful way within the context of

contemporary learning. Acknowledging the transformative impact of technology on

education, the theory underscores constant connectivity as offering choices in the

learning process. Connectivism promotes collaborative group discussions and diverse

viewpoints through digital platforms, such as social media, online networks, blogs, and

information databases. Key components include technological transformation, a shift in

the educational paradigm, connectivism as a response to technological integration,

learner empowerment, the role of technology, and adaptation to individualized learning

(Western Governors University, 2022). Applied to the study of computer literacy among

Grade 11 ALS students, the Theory of Connectivism provides a framework for

addressing digital gaps, emphasizing the importance of personalized learning and

suggesting steps to enhance the alternative learning system curriculum for improved

effectiveness in developing computer literacy skills aligned with the evolving landscape

of technology.

Additionally, this study aligns with the constructivist learning theory in education,

rejecting short-lived educational trends and exploring the significance of constructivism

in understanding the learning process and the nature of knowledge. The constructivist

viewpoint posits that learners, both individually and collectively, actively construct

meaning during the learning process, challenging the concept of knowledge existing

independently of the learner. This perspective challenges conventional educational

approaches that aim to present an objective reality, advocating for an educational

paradigm where learners construct their understanding through interactions with

sensory data. The tension arises between the inclination to guide learners toward an

accepted meaning and the acknowledgment that learners should autonomously shape

their understanding. Attributed to influential figures such as John Dewey, Piaget, and

Vigotsky, this constructivist theory emphasizes the shift from a teacher-centric approach

to empowering learners to engage in knowledge construction actively. The author

encourages educators to embrace this perspective not only in museum education but

also in the development of computer literacy programs (Exploratorium, 2024). Applied to

the examination of computer literacy among Grade 11 ALS students, the Constructivist

Learning Theory underscores the benefits of computer literacy, facilitating a transition

from a teacher-centric educational approach and enabling students to learn

independently within a reasonable timeframe.

This research is closely tied to the Technology Acceptance Model (TAM),

formulated by Fred Davis in 1986, which revolves around the concept that our attitudes

toward technology are shaped by perceived usefulness and perceived ease of use.

Perceived usefulness pertains to our belief in a technology's capacity to enhance

performance or achieve goals, while perceived ease of use relates to our perception

that the technology is effortless and straightforward. According to TAM, these factors
play a pivotal role in determining our intention to use technology, subsequently

influencing our actual usage behavior. In essence, the model suggests that a positive

perception of a technology's usefulness and ease of use increases the likelihood of its

adoption and utilization (England et al., 2023). In the context of this study, the

Technology Acceptance Model underscores that a student's comprehension of the utility

of technology sparks curiosity, fostering the inclination to explore and study various

aspects of technology. This, in turn, promotes computer literacy as the learner is

motivated to engage with and utilize technology.

Theoretical Paradigm
Conceptual Framework

The concept of this study includes the relationship between three variables which, are

the Grade 11 ALS Students, the Computer Literacy Assessment, and the Level of

Computer Literacy where the Grade 11 Students are the independent variable, then the

Computer Literacy Assessment as the intervening variable which identifies as an

evaluation or measurement tool used to assess the final variable which is the Level of

Computer Literacy.

Synthesis of the Literature

The literature highlights the global and local perspectives on computer literacy skills,

emphasizing their critical role in contemporary society. Internationally, the CPD

Certification Service emphasizes the broad competencies involved in computer literacy,

extending beyond specialized areas and impacting various professions. Tammy Ross

underscores the evolving nature of computer literacy from a specialized ability to a

necessary skill, with libraries playing a crucial role in promoting these skills. Digital

literacy's importance for students is discussed, emphasizing its role in supporting

education, enhancing online safety, fostering digital responsibility, and contributing to

lifelong skills. In the Philippines, literacy measurement is deemed to require rethinking

due to underlying issues contributing to literacy gaps, as indicated by Jose Ramon

Albert. Local efforts aim to address digital illiteracy and online risks, urging the

responsible integration of technology into learning, particularly through a proposed

digital literacy curriculum. In Agusan del Norte, the successful completion of a Digital

Literacy Training program for out-of-school youths signifies local government initiatives

to bridge computer literacy gaps. Foreign studies highlight the significance of motivation

in students' digital literacy competency and the persistent challenges of technology use

in Adult Education and Literacy (AEL) programs. Finally, a study on computer

integration in education reveals limited implementation attributed to inadequate teacher

education. Local studies reveal students' positive interest in learning computers,

recommending intervention programs, and increased exposure to specific computer

applications.
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