Chapter 3

Instrument and Tools

In the study online forms were employed as the primary survey instrument. These forms were
meticulously designed to capture a wide array of data from participants, ensuring
comprehensive insights into the current state of digital literacy and access within the targeted
communities. The choice of online forms as a survey tool was strategic, given their accessibility
and ease of use, allowing for efficient data collection from a diverse demographic. Participants
were able to respond at their convenience, which likely increased response rates and the
accuracy of the data collected. The forms included a mix of closed-ended questions, which
provided quantitative data on ICT access and usage, and open-ended questions, which allowed
participants to express their thoughts and experiences in detail. This combination enabled the
researchers to gain both statistical and nuanced understandings of the digital divide issues
faced by the communities.
Moreover, the use of online forms facilitated streamlined data management and analysis.
Responses were automatically compiled into a database, reducing the risk of human error and
expediting the data analysis process. Advanced features of the online survey platform, such as
branching logic and real-time data tracking, further enhanced the effectiveness of the survey
instrument. These features ensured that participants were only presented with relevant
questions based on their previous answers, which improved the overall quality of the data
collected. Additionally, real-time tracking allowed the researchers to monitor response rates
and demographics, enabling them to make timely adjustments to their data collection
strategies if necessary. Ultimately, the deployment of online forms as the survey instrument in
this study not only ensured efficient and effective data collection but also played a crucial role
in understanding and addressing the digital divide within the studied communities.

Procedures
The procedures for the study are meticulously designed to ensure a comprehensive and
impactful approach to bridging the digital divide. The initial phase involves conducting a
thorough needs assessment to identify the specific ICT education gaps within the target
communities. This includes surveys, interviews, and focus group discussions with community
members, local leaders, and educational stakeholders. By understanding the unique challenges
and requirements of each community, the study tailors its approach to address these specific
needs effectively. This phase also involves mapping existing ICT resources and infrastructure to
understand the current landscape and identify areas needing the most attention.
Once the needs assessment is complete, the study moves into the implementation phase,
which involves the development and delivery of tailored ICT education programs. These
programs include both formal and informal educational initiatives, such as workshops, training
sessions, and e-learning modules designed to enhance digital literacy and technical skills among
community members. Collaborating with local educational institutions, non-governmental
organizations, and technology partners, the study ensures that the curriculum is relevant,
practical, and accessible. Monitoring and evaluation are integral components of this phase, with
continuous feedback mechanisms in place to assess the effectiveness of the programs and
make necessary adjustments. By combining these systematic procedures, the study aims to
create sustainable and scalable models for ICT education that can be replicated in other
underserved communities, ultimately empowering individuals and fostering socio-economic
development through improved digital literacy and access.

Data Analysis
The data analysis for the study involved both quantitative and qualitative methods to provide a
comprehensive understanding of the impact of ICT education on community empowerment.
Quantitative data were gathered through pre- and post-training surveys administered to
participants, which assessed their ICT skills, confidence levels, and access to digital resources.
These surveys were analyzed using statistical software to identify significant changes in the
participants' abilities and perceptions before and after the training. Descriptive statistics such as
means, medians, and standard deviations provided a clear picture of the overall trends, while
inferential statistics, including t-tests and ANOVA, were employed to determine the significance
of observed differences and correlations between variables.
In addition to the quantitative analysis, qualitative data were collected through focus group
discussions and in-depth interviews with selected participants, trainers, and community
leaders. This data was transcribed and coded to identify recurring themes and patterns related
to the impact of ICT education on participants' personal and professional lives. The qualitative
analysis revealed insights into the participants' experiences, challenges faced during the
training, and the broader social and economic effects of enhanced ICT skills within their
communities. By triangulating the quantitative and qualitative findings, the study provided a
nuanced understanding of how ICT education initiatives can bridge the digital divide and foster
community empowerment. The combined analysis highlighted the importance of tailored
training programs, ongoing support, and community involvement in ensuring the sustainability
and effectiveness of ICT education efforts.
 Chapter 4
Data Presentation
1. Correlation between Demographic Profile and Access to Technology and Digital Literacy
Data analysis revealed significant correlations between various demographic factors (such as
age, gender, education level, and income) and the respondents' access to technology and
digital literacy. Younger participants and those with higher education levels demonstrated
better access to technology and higher digital literacy scores. The correlation coefficients
indicated a moderate positive relationship (ranging from 0.45 to 0.60) between these
demographic variables and digital literacy levels, highlighting the importance of demographic
considerations in designing ICT education programs.
2. Effectiveness of ICT Education Program Delivery Formats
The effectiveness of the ICT education program in bridging the digital divide varied significantly
between online and in-person delivery formats. Participants who attended in-person sessions
reported a higher increase in digital skills and confidence levels compared to those who
attended online sessions. The average digital literacy improvement score was 30% higher for in-
person training participants. Statistical analysis (t-test) showed a significant difference (p < 0.05)
in the effectiveness of these delivery formats, suggesting that in-person training might be more
effective for community members in this context.
3. Access to Digital Financial Services Post-ICT Education Programs
After completing the ICT education programs, a substantial number of community members
began accessing digital financial services. Specifically:
 Online Banking Platforms: 60% of respondents
 Mobile Payment Apps: 50% of respondents
 Digital Wallets: 45% of respondents
These figures indicate a significant uptake in the use of digital financial services, demonstrating
the practical impact of enhanced digital skills.
4. Access to Essential Services Due to Enhanced Digital Skills
The ICT education programs significantly improved community members' access to essential
services. Post-training surveys indicated the following increases:
 Online Healthcare Consultations: 40% of respondents
 Online Educational Resources: 70% of respondents
  Online Grocery Delivery Services: 35% of respondents
These results highlight the transformative impact of digital literacy on accessing essential
services, contributing to improved quality of life.
5. Average Level of Community Access to Technology
The survey responses indicated the following average levels of access to technology among the
community:
 Computers Technology: 50% of respondents had access to personal or shared
computers
 Internet Access: 80% of respondents had reliable internet access
 Online Resources: 65% of respondents regularly used online resources for various needs

Inferential Statistics

Hypothesis Test Used Variables p- Result

value

Correlation Pearson Age, Gender, Education < Significant positive

between Correlation Level, Income vs. Access 0.05 correlations found,
demographic to Technology, Digital indicating
profile and access Literacy Scores demographic factors
to technology and influence access and
digital literacy literacy levels.

Effectiveness of ICT Independent Digital Literacy < In-person training

education program Samples t- Improvement Scores 0.05 significantly more
delivery formats test effective than online
(Online vs. In- training in improving
person) digital literacy.

Access to digital Chi-Square Before and After Access < Significant increase in
financial services Test to Online Banking 0.05 access to digital
post-ICT education Platforms, Mobile financial services
Payment Apps, Digital post-training.
Wallets

Access to essential Chi-Square Before and After Access < Significant increase in
services due to Test to Online Healthcare 0.05 access to essential
enhanced digital Consultations, Online services post-
skills Educational Resources,
 Online Grocery Delivery training.
Services

The study yielded significant findings across several key hypotheses, highlighting the
transformative impact of ICT education on community members. Firstly, an exploration into the
correlation between demographic profiles (including age, gender, education level, and income)
and access to technology and digital literacy revealed statistically significant positive
correlations. These results underscored that demographic factors play a crucial role in
influencing both the access to technology and the levels of digital literacy within communities.
Secondly, the effectiveness of different ICT education delivery formats was assessed through an
independent samples t-test comparing online versus in-person training. The findings indicated
that in-person training was significantly more effective than online training in improving
participants' digital literacy scores. This suggests that direct, face-to-face interaction and
practical engagement may enhance learning outcomes in digital skills acquisition.
Furthermore, the study investigated the impact of ICT education on the access to digital
financial services among participants. A Chi-Square test revealed a significant increase in access
to online banking platforms, mobile payment apps, and digital wallets post-training. This
outcome highlights how ICT education can empower individuals by enabling them to utilize
digital financial services more effectively, potentially improving financial inclusion within
communities.
Lastly, the study examined changes in access to essential services due to enhanced digital skills
gained from ICT education. The results, also derived from a Chi-Square test, indicated a
substantial post-training increase in access to online healthcare consultations, online
educational resources, and online grocery delivery services. This demonstrates that ICT
education not only enhances digital literacy but also facilitates broader access to critical
services that are increasingly delivered through digital platforms.
Overall, these findings underscore the significant role of ICT education in bridging digital divides
within communities, empowering individuals with essential digital skills, and enhancing access
to services that contribute to overall community well-being and development.

Explanation of Inferential Statistics:

1. Correlation between Demographic Profile and Access to Technology and Digital
Literacy:
o Pearson Correlation: This test measured the strength and direction of the
relationship between demographic factors and access to technology and digital
literacy. The p-value (< 0.05) indicates that the correlations observed are
statistically significant, implying that demographics such as age, gender,
 education level, and income are influential factors in determining access to
technology and digital literacy levels.
2. Effectiveness of ICT Education Program Delivery Formats:
o Independent Samples t-test: This test compared the mean improvement scores
in digital literacy between the online and in-person training groups. A p-value of
less than 0.05 indicates a statistically significant difference, confirming that in-
person training is more effective in enhancing digital literacy compared to online
training.
3. Access to Digital Financial Services Post-ICT Education:
o Chi-Square Test: This test assessed the change in the number of respondents
using online banking platforms, mobile payment apps, and digital wallets before
and after the ICT education program. The significant p-value (< 0.05) suggests a
substantial increase in the use of digital financial services following the training,
highlighting the practical benefits of improved digital skills.
4. Access to Essential Services Due to Enhanced Digital Skills:
o Chi-Square Test: Similar to the previous test, this evaluated the change in access
to online healthcare consultations, educational resources, and grocery delivery
services before and after the training. The significant p-value (< 0.05) indicates
that the ICT education program effectively enhanced access to these essential
services, demonstrating the broader impact of digital literacy on the
community's quality of life.

Quantitative Data
Demographic Profile and Digital Literacy Scores

Demographic Average Digital Literacy Average Digital Literacy Percentage

Factor Score Before Training Score After Training Improvement

Age (18-30) 60 85 41.67%

Age (31-50) 55 75 36.36%

Age (51+) 50 70 40.00%

Male 58 80 37.93%

Female 52 78 50.00%

High School 48 68 41.67%

 College 65 85 30.77%

Income < 500 50 70 40.00%

Income 500- 55 75 36.36%

1000

Income > 1000 60 80 33.33%

The findings from the study on the demographic profile and digital literacy scores reveal
compelling insights into how different demographic factors influence the outcomes of ICT
education programs. Across various age groups, significant improvements in digital literacy
scores were observed after training. Young adults aged 18-30 showed a notable 41.67%
increase, while middle-aged adults (31-50) and older adults (51+) demonstrated improvements
of 36.36% and 40.00%, respectively. Gender differences were also apparent, with females
exhibiting a remarkable 50.00% increase compared to a 37.93% increase among males.
Educational attainment played a crucial role, as participants with a college education saw a
30.77% improvement, slightly lower than the 41.67% improvement observed among high
school graduates. Income levels also showed a correlation, with participants earning less than
$500 per month and those earning between $500 and $1000 experiencing similar
improvements of 40.00% and 36.36%, respectively, while those earning over $1000 per month
showed a 33.33% improvement.
These findings underscore the effectiveness of ICT education programs in enhancing digital
literacy across diverse demographic groups. They highlight the importance of tailored
educational approaches that consider age, gender, educational background, and income levels
to optimize learning outcomes and bridge digital divides within communities. The results
suggest that targeted interventions can significantly empower individuals with essential digital
skills, thereby fostering greater inclusivity and participation in the digital economy.

2. Effectiveness of ICT Education Program Delivery Formats

Delivery Average Digital Literacy Average Digital Literacy Percentage

Format Score Before Training Score After Training Improvement

Online 55 70 27.27%

In-person 58 83 43.10%
The study's findings on the effectiveness of different ICT education program delivery formats
highlight substantial variations in digital literacy improvement based on the mode of delivery.
Participants in the in-person training format exhibited a significant average increase in digital
literacy scores, rising from 58 before training to 83 after, marking a substantial 43.10%
improvement. In contrast, participants in the online training format showed a lower
improvement, with scores increasing from 55 to 70, translating to a 27.27% improvement.
These results underscore the advantage of in-person training over online methods in enhancing
digital literacy. The higher percentage improvement among those who received in-person
training suggests that face-to-face interaction, personalized guidance, and immediate feedback
play crucial roles in effectively imparting digital skills. Conversely, while online training remains
beneficial, its effectiveness may be hindered by factors such as technological barriers, limited
interaction, and potential distractions.
These findings provide valuable insights for designing and implementing ICT education
programs. They advocate for a blended approach that integrates both online and in-person
formats, leveraging the strengths of each to maximize learning outcomes across diverse
participant demographics and educational settings. Such insights are crucial for policymakers,
educators, and program developers aiming to optimize digital literacy initiatives and ensure
equitable access to essential digital skills training.

3. Access to Digital Financial Services Post-ICT Education

Digital Financial Percentage of Percentage of Percentage

Service Respondents Before Respondents After Increase
Training Training

Online Banking 20% 60% 200%

Platforms

Mobile Payment 25% 50% 100%

Apps

Digital Wallets 15% 45% 200%

The findings on access to digital financial services post-ICT education reveal a significant
improvement across various platforms among the study participants. Before training, access to
online banking platforms was reported by 20% of respondents, which increased dramatically to
60% after training, reflecting a remarkable 200% increase. Similarly, the use of mobile payment
apps saw an increase from 25% before training to 50% after training, marking a 100%
improvement. Digital wallets also experienced a substantial rise, with access increasing from
15% before training to 45% after training, showing another 200% increase.

These results highlight the effectiveness of ICT education programs in enhancing participants'
access to digital financial services. The substantial percentage increases indicate that the
training successfully equipped individuals with the necessary skills and confidence to utilize
online banking platforms, mobile payment apps, and digital wallets. This not only expands their
financial capabilities but also aligns with broader efforts to promote financial inclusion and
digital empowerment.
The findings underscore the transformative impact of targeted education initiatives on digital
financial literacy. By bridging the gap between knowledge and application, these programs
empower individuals to leverage digital tools for financial transactions securely and efficiently.
Such outcomes are crucial in advancing economic participation and resilience, particularly in
contexts where digital financial services are increasingly central to everyday financial
management and economic growth.

4. Access to Essential Services Due to Enhanced Digital Skills

Essential Service Percentage of Percentage of Percentage

Respondents Before Respondents After Increase
Training Training

Online Healthcare 10% 40% 300%

Consultations

Online Educational 30% 70% 133.33%

Resources

Online Grocery 15% 35% 133.33%

Delivery Services

The findings regarding access to essential services post-ICT education demonstrate substantial
improvements across various domains critical for daily life. Before training, only 10% of
respondents accessed online healthcare consultations, a figure that soared to 40% after
training, marking an impressive 300% increase. Similarly, access to online educational resources
saw an increase from 30% before training to 70% after training, reflecting a notable 133.33%
improvement. Access to online grocery delivery services also experienced a significant rise,
climbing from 15% before training to 35% after training, indicating another 133.33% increase.
These results underscore the profound impact of ICT education programs on enhancing access
to essential services. By equipping individuals with digital skills, the training enabled them to
leverage online platforms effectively for healthcare consultations, educational resources, and
grocery delivery services. This expansion in access not only improves convenience and
efficiency but also promotes inclusivity and resilience, especially in contexts where digital
solutions are increasingly integral to accessing vital services.
The findings highlight how targeted educational interventions can bridge digital divides and
empower communities to navigate and utilize digital resources effectively. By enhancing access
to essential services through digital means, these programs contribute to broader goals of
societal development and individual empowerment, ensuring that participants can better meet
their needs in a digitally connected world.

5. Average Level of Community Access to Technology

Technology Percentage of Percentage of Percentage

Type Respondents Before Respondents After Increase
Training Training

Computers 40% 50% 25%

Technology

Internet Access 70% 80% 14.29%

Online 50% 65% 30%

Resources

The study on the average level of community access to technology reveals significant
improvements across various technological domains following ICT education initiatives. Before
training, 40% of respondents had access to computers, a figure that increased to 50% after
training, indicating a 25% improvement. Internet access also saw notable progress, rising from
70% before training to 80% after training, representing a 14.29% increase. Access to online
resources experienced a substantial enhancement, with respondents accessing such resources
increasing from 50% before training to 65% after training, reflecting a 30% improvement.
These findings highlight the efficacy of ICT education in enhancing community access to
essential technologies. By equipping participants with digital literacy and skills, the training
effectively broadened their access to computers, internet services, and online resources. This
expansion in technology access is pivotal in enabling communities to participate more fully in
digital economies and access information crucial for education, employment, and
communication.
Moreover, the study underscores the transformative impact of targeted ICT education
initiatives in narrowing digital divides. By fostering greater technological proficiency and access
among community members, these programs contribute to overall community development
and resilience in an increasingly digitalized world. The observed improvements signify not only
enhanced technological capabilities but also improved opportunities for social and economic
participation, ultimately fostering more inclusive and empowered communities.

Discussion of Quantitative Data

The quantitative data collected from 30 respondents illustrates the significant impact of the ICT
education programs on various aspects of digital literacy and access to technology.
Demographic Profile and Digital Literacy Scores
The data shows that all demographic groups experienced improvements in digital literacy
scores after the training. Younger participants (aged 18-30) and those with higher education
levels (college) exhibited the highest initial scores and substantial improvements, highlighting
the importance of tailoring programs to different demographic needs.
Effectiveness of ICT Education Program Delivery Formats
Comparing the online and in-person training formats reveals that in-person training resulted in
a higher average improvement in digital literacy scores (43.10%) compared to online training
(27.27%). This suggests that face-to-face interactions and hands-on experiences in in-person
sessions may be more effective for skill acquisition in this context.
Access to Digital Financial Services Post-ICT Education
The data shows a remarkable increase in the use of digital financial services post-training. The
percentage of respondents using online banking platforms tripled, while those using mobile
payment apps and digital wallets doubled. This indicates that the ICT education program
effectively equipped participants with the skills needed to access and utilize digital financial
services, promoting financial inclusion.
Access to Essential Services Due to Enhanced Digital Skills
There were significant increases in access to essential services such as online healthcare
consultations, educational resources, and grocery delivery services. The ability to access these
services online contributes to the overall well-being and convenience for the community,
demonstrating the broader social impact of enhanced digital skills.
Average Level of Community Access to Technology
The survey revealed improvements in access to technology, with notable increases in access to
computers, internet, and online resources. While the percentage increases varied, the overall
trend shows enhanced connectivity and technological engagement within the community,
which is essential for bridging the digital divide.