THE LEVEL OF COMPUTER LITERACY

OF GRADE 11 STUDENTS
IN LEYTE NATIONAL HIGH SCHOOL
OF THE SCHOOL YEAR
2017-2018

Submitted by:
Emmanuel Llavore
Table of Contents

CHAPTER 1 THE PROBLEM AND ITS SETTING.............................................................................. 2

Introduction ............................................................................................................................................. 2
Statement of the Problem ....................................................................................................................... 3
Assumptions and Hypothesis ................................................................................................................. 3
Importance or Significance of the Study............................................................................................... 4
Definition of Terms ................................................................................................................................. 4
Scope and Delimitation ........................................................................................................................... 5
CHAPTER II. REVIEW OF RELATED LITERATURE ...................................................................... 6
Importance of Computer Literacy among Students and Educators .................................................. 6
Levels of Computer Literacy among Senior Secondary School Students .......................................... 7
Levels of Computer Literacy among other Levels of Education ....................................................... 8
Methods of Determing the Levels of Computer Literacy .................................................................... 8
CHAPTER III. METHODOLOGY ........................................................................................................ 10
Research Design .................................................................................................................................... 10
Locale of the Study................................................................................................................................ 10
Population of the Study ........................................................................................................................ 10
Sampling Techniques ............................................................................................................................ 10
Research Instruments ........................................................................................................................... 11
Data Collection ...................................................................................................................................... 12
Data Analysis ......................................................................................................................................... 12
CHAPTER IV. DATA ANALYSIS AND RESEARCH ........................................................................ 13
Results .................................................................................................................................................... 13
CHAPTER V. SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS ....... 19
Summary of Findings ........................................................................................................................... 19
Conclusions ............................................................................................................................................ 19
Recommendations ................................................................................................................................. 19
Bibliography .............................................................................................................................................. 20

1
 CHAPTER 1 THE PROBLEM AND ITS SETTING

Introduction

The pervasiveness of computers continues to grow at an outstanding rate. Computers always

change; they have become smaller, faster, and more powerful. These changes have motivated modern
society comfortable with basic computer-related skill. Some hope that enhanced computer literacy with
enable a new generation of cultural producers to make meanings and circulate those in the public sphere.
The wildfire of cultural production associated with sites such as YouTube seems to support this notion.

Computer literacy is the ability to use computers and related technology efficiently, with a range
of skills covering levels from elementary use to programming and advanced problem solving. By another
measure, computer literacy requires some understanding of computer programming and how computers
work.

Computer literacy allows for “high skill analysis “that cannot be accessed otherwise, and can
complement human competencies. It is also considered to be a very important skill to processes while in
the first world. Employers want their workers to have basic computer skills because their companies
become ever more dependent to computers. Many companies try to use computers to help run their company
factor and cheaper.

The Department of Education (DepEd) has initiated a computerization program with the
goal of preparing Filipino students for employment and competitive career by searching them to
master the new form of technology being used in the workplace. Philippine education experts have
long realized that public school do not just want to teach students how to use technological tools,
computers, and other high teach gadgets. They also would like to harness and enhance the power
of technology towards developing the entire teaching-learning process, specifically in its bid to
make each and every public school student empowered in this highly globalized and integrated
world economy.

2
 Unfortunately, there new forms are not part of official academic content in some schools.
In a Philippine public high school in 2006, an ICT literacy program, sponsored by a corporate
foundation, was found to be mostly almost aimed at computer use literacy, specifically discussing
and distinguishing between highly complex and technical computer processes related to both basic
hardware and official software. Students often go beyond limited computer facilities, minimal
faculty assistance, and minimum computer knowledge expected by the Department of Education,
and compensate for the short ICT class period by personal exploration, peer tutoring, computer
use in non-computer classes, at home or in Internet cafes (Bantugan and association, 2006, p. 13).

This study is designed so determine the level of computer literacy of grade 11 students in
Leyte National High School enrolled for the school year 2017-2018.

Statement of the Problem

This study was conducted to investigate the levels of computer literacy of grade 11
students in Leyte National High School during the school year 2017-2018.

Specifically, the study attempted to answer the following question:

a. What is the level of computer literacy of grade 11 students during the school year 2017-
2018?
b. What is the most computer literate strand/track of grade 11 students during the school
year 2017-2018?
c. What is the least computer literate strand/track of grade 11 students during the school
year 2017-2018?

Assumptions and Hypothesis

The level of computer literacy of grade 11 students in Leyte National High School during
the school year 2017-2018 is within the range of 60%-90%.

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Importance or Significance of the Study

In this day and age, it is well known that most establishments and firms use computers to
perform tasks faster. For this reason, companies tend to hire applicants trained in computer use
over non-computer literate applicants. This is due to the advantages of computer literacy, which
streamlines business processes, which makes computer literacy a skill that provides job
opportunities.

The Department of Education(DepEd) is currently expanding the reach of Information and

Communication Technology in public schools, both elementary and secondary to enable Filipino
teachers and students to face the challenges in the Age of Technology. The advocacy in integrating
ICT in education can only redound to the benefit of Filipino public school children as it will make
quality education accessible to as many learners as possible.

Former Education Secretary Jesli A. Lapuz has reiterted and tapped education officials not
to resist change and instead optimize the power of technology to make quality education accessible
to as many learners anytime, anywhere.

DepEd has implemented its ICT4E (Information and Communication Technology for
Education) through a systematic process of consultative workshops and a ground-up planning
approach through the RelmaginED Executive Training Series for regional and division educational
managers. It continually makes ICT as a tool available for every teacher to continue to teach and
import learning, thus making them fully-equipped and up to the task and have them harness the
full potential of technology to improve learning outcomes.

In this situation, students' computer literacy skills need to be measured to further create
innovations that can potentially help in alleviating the situation at a more bearable level, not just
helping businesses where students try to find a job, but also helps students take advantage of the
technological improvements offered by the modern world.

Definition of Terms

Computer – an electronics device that executes specific instructions from user input
computer literacy – the ability to use computers and related technology efficiently computer
literate – a person who has at least limited expertise with the use of computers level – the quality
or aspect of something.

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Scope and Delimitation

This study was conducted to determine the level of computer literacy of grade 11 students
in Leyte National High School during the school year 2017-2018. The aspects looked in were the
type of electronics device used, the ability of the students to use the electronic device, the
strand/track of the student, and the general knowledge of the student with the use of computers.

General purpose: To determine the level of computer literacy.

Subject matter: The level of computer literacy
Topics (aspects) studied: Type of electronics device used, the ability of the students to use
the electronics device, the strand/track of the student, and the general knowledge of the student
with the use of computers.
Population of Universe: Grade 11 students.
Locate of the study: Leyte National High School.
Period of the study: School year 2017-2018.

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 CHAPTER II. REVIEW OF RELATED LITERATURE

Importance of Computer Literacy among Students and Educators

According to the research performed by Karsten Rex and Roberta M. Roth, which focused
on the Relationship of Computer Experience and Computer Self-Efficacy to Performance in
Introductory Computer Literacy Courses which was designed to identify the relationships that exist
among computer experience, computer self-efficacy, and computer-dependent performance in an
introductory computer literacy course. Measures of computer experience and computer self-
efficacy were assessed prior to student participation in the course, and their relationship to
subsequent course performance was analyzed. Results suggest that it is the relevance, rather than
quantity, of computer experience students bring to class that is most predictive of performance.
Accordingly, only computer self-efficacy was found to be significantly related to computer-
dependent course performance. Implications for educators charged with assessing the computer
literacy of students entering college are discussed.

According to the article by Thomas Michael and Richard Marz, which focused on the
Medical University of Vienna, most information for students is available only online. In 2005, an
e-learning project was initiated and there are plans to introduce a learning management system. In
this study, we estimate the level of students' computer skills, the number of students having
difficulty with e-learning, and the number of students opposed to e-learning. While the great
majority of students possess sufficient computer skills and acknowledge the advantages of
interactive and multimedia-enhanced learning material, a small percentage lacks basic computer
skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak
gender difference in available computer infrastructure and Internet access. As for student attitudes
toward e-learning, we found that age, computer use, and previous exposure to computers are more
important than gender. A sizable number of students, 12% of the total, make little or no use of
existing e-learning offerings. Many students would benefit from a basic introduction to computers
and to the relevant computer-based resources of the university. Given to the wide range of
computer skills among students, a single computer course for all students would not be useful nor
would it be accepted. Special measures should be taken to prevent students who lack computer
skills from being disadvantaged or from developing computer-hostile attitudes.

The conclusion made by Koschmann T , which was about the Medical education and
computer literacy: learning about, through, and with computers. The call for medical students to
become literate in the uses of information technology has become a familiar refrain. Over ten years
ago, the Association of American Medical College's GPEP Report recommended that medical
schools incorporate into their curricula training in the use of such technology; however, in the
intervening decade, discouragingly little progress has been made toward meeting this goal, even
though the need for such changes has grown more compelling. The author contends that teaching

6
medical students to be computer-literate will not only enable them to use information technology
competently, but will foster their capacity for "termless learning," which involves the ability to
assess the adequacy of one's knowledge, to efficiently redress identified deficiencies, and to direct
one's ongoing learning well in a rapidly changing world. He contends that by exposing medical
students early in their training to the vast profusion of electronic information resources, medical
educators can help produce a generation of practitioners who have a different orientation toward
knowledge and learning. The author then assesses three different approaches to computer-literacy
training: learning about computers, learning through computers (i.e., using computers as tools for
instructional delivery), and learning with computers (i.e., requiring students to use computers in
their work on a day-to-day basis). He concludes that none of the approaches is sufficient unto
itself, but learning with computers offers the most powerful means of fostering the forms of
termless learning that students will need to practice medicine in the future.

The article written byTimothy A.Poynton, however, focused on theComputer literacy

across the lifespan: a review with implications for educators. The ability of an individual to interact
with a computer, referred to as computer literacy, has been receiving increasing attention in the
research literature. However, there appear to be no reviews of the empirical research regarding
computer literacy to date. The present article summarizes past and current empirical studies
regarding computer literacy that have implications for educators of students of any age, organized
by the developmental domains of childhood, young and middle adulthood, and older adulthood.

Based on the article of Shaheen Majid and AlfiaFanilievnaAbazova, which focused on

theComputer literacy and use of electronic information sources by academics: A case study
of International Islamic University Malaysia, where they investigated the relationship between
computer literacy of academic staff and their use of electronic information sources. The impact of
other factors such as age, gender and educational background on the use of electronic information
sources is also investigated. A statistically significant relationship is found between computer
literacy and the use of electronic information sources and services. The study reveals that computer
literature academics use electronic information sources more frequently. Similarly, a significant
relationship is noted between the age of academics and their use of electronic information sources.

Levels of Computer Literacy among Senior Secondary School Students

According to the research performed by Dr. Johnson OseghaleAitokhuehi & Dr. John
Ojogho, which focused on the different levels of Computer Literacy among Senior Secondary
School Students in the Esan West Local Government Area, in the Edo State of Nigeria, there were
different levels of computer literacy among these students based on their gender, ability, and
interest. The study examined the impact of computer literacy on students’ academic performance
in Esan West Local Government Area of Edo State, Nigeria. To guide the study, four (4) questions

7
were raised and answered. This is to determine the impact of computer literacy in the academic
performance of the students in the senior secondary schools in Esan West Local Government Area
of Edo State. Data were got with the use of an instrument titled: Questionnaire on Students’
Computer Literacy Level and Computer Usage (QSCLLCU). One hundred and twenty (120) out
of 1,200 final year students, representing 10% were used from the fourteen (14) existing secondary
schools in Esan West Local Government Area of Edo State, Nigeria. The findings revealed that:
computer literate students perform better than non-computer literate; computer literate female
students perform better than male students who are also computer literate; computer literate
students who are not addicted to the use of computer facilities perform better than those who are
addicted; computer literate students in co-educational secondary schools perform slightly better
than those in single sex schools. Based on the findings, one of the recommendations was that, all
the students in Esan West Local Government Area in Edo State should be taught how to use
computer facilities to search for valid information related to their academic activities.

The findings of the research performed by Mark Fetler, which emphasized on the sex
differences on the California statewide assessment of computer literacy. A statewide survey of
the knowledge, attitudes, and experiences of California sixth- and twelfth-grade students in the
areas of computer science and computer literacy was conducted during the 1982–1983 school
year. Boys in both grades displayed consistently higher levels of achievement in nearly all
curriculum objectives surveyed. Boys had more exposure to computers both at school and at
home and tended to have more positive attitudes toward the role of computers in the workplace.

Levels of Computer Literacy among other Levels of Education

According to the research performed by Hassan Robabi and Azizollah Arbabisarjou, which
focused on the Computer Literacy Among Students of Zahedan University of Medical Sciences.
The need for medical students to be computer literate is vital. With the rapid integration of
information technology (IT) in the health care field, equipping students of medical universities
withcomputer competencies to effectively use are needed. The purpose of this study was to assess
computer literacy (CL) needs of medical sciences students. The results showed that the 77.1% had
personal computer. The total mean of students’ computer literacy around six domains was
141.9±49.5 out of 240. The most familiarity with computers was the ability to it in internet
(29.0±11.4) and the lowest was familiarity and using ability of hard ware (17.5±10.6). There was
a significant relationship between passing the Computer lesson (P=0.001), passing Computer
course (P=0.05) and having personal computer (P=0.001) with the mean of computer literacy.

Methods of Determing the Levels of Computer Literacy

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 Based on the research performed by Michael R. Simonson, Matthew Maurer, Mary
Montag-Torardi, and Mary Whitaker, which focused on the Development of a Standardized Test
of Computer Literacy and a Computer Anxiety Index. Definitions of the three components of
computer literacy and of computer anxiety were used in a nationwide survey of instructional
computing educators to develop a list of seventy competencies of the computer-literate person.
This list was used to develop an eighty-question multiple-choice examination. This test was
divided into three parts, one part for each of the three components of the definition of computer
literacy. Normative data were collected from 341 college students from six different universities.
The examination was found to have a reliability estimate of .86. A computer anxiety index (CAIN)
was also developed. This instrument was designed to be used to determine a person's level of
computer anxiety. Normative data from 1943 students were collected. The CAIN was found to
have a reliability of approximately .90. Both the eighty-item achievement test and thetwenty-six
item CAIN were sent to a nationwide selection of instructional computing specialists who
evaluated them. This evaluation was used to revise the two tests. In summary, this article describes
the process used to develop two examinations, an achievement test of computer literacy, and a
computer anxiety index.

According to the research performed by Valentina Dagienė and Gerald Futschek, which
focused on theBebras International Contest on Informatics and Computer Literacy: Criteria for
Good Tasks. The Bebras International Contest on Informatics and Computer Literacy is a
motivation competition in informatics that addresses all lower and upper secondary school pupils
divided into three age groups: Benjamin (age 11-14), Junior (age 15-16) and Senior (for upper
secondary level). Using a computer the pupils have to solve 15 to 21 tasks of different levels
within 45 minutes. Two general types of problems have been used: interactive tasks and
multiple-choice tasks. Creating interesting and attractive tasks that are also motivating and funny
for the pupils is very challenging. The paper deals with criteria for good tasks. Some examples
of tasks are presented and discussed as well.

9
 CHAPTER III. METHODOLOGY

Research Design

This quantitative research employs the survey approach, which is in the form of a
questionnaire, and is towards making statistical inferences about the population being studied, and
this depends strongly on the survey questions used. Based on the appilcation of research method,
this is an fundamental research for the data that will be gathered which is primary data will be used
to determine the level of computer literacy among the specified population. Descriptive research
will be used in this study, this design was chosen based on the purpose of the research which is to
measure the ability of students. Descriptive research is a purposive process of data gathering,
analyzing, classifying and tabulating data about prevailing conditions, practices, beliefs, processes,
trends, and then adequate and accurate interpretation about such data with or without the aid of
statistical treatment.

Locale of the Study

The study is to be conducted at Leyte National High School located at Lino Gonzaga
Avenue, Downtown Area, Tacloban City. The location is the ideal place to conduct the study as it
accomodates senior high school students of different strands, thus giving the population the
diversity it requires to accurately represent data.

Population of the Study

In this study, the population will be the grade 11 students of Leyte National High School.
From that population, purposive random sampling will be used to randomly collect samples from
the different strata of the population. The participants will be given a mulitple-choice questionnaire
prepared by the researchers. The gender and the age of the participants will be irrelevant. The
randomly selected participants’ identities will not be stated and they will be given anonymity for
confidentiality.

Sampling Techniques

10
 The typical sample will be 150 students grade 11 students. Twenty-five (25) students from
each strand/track in the grade 11 SHS student population will be randomly chosen to be the
respondents of the study.
Strand Number of Students
S.T.E.M. 25
A.B.M. 25
G.A. 25
H.U.M.M.S. 25
T.V.L. – I.C.T. 25
T.V.L. – H.E. 25
Total: 150
Table 1. Sample Distribution

Research Instruments

The following instruments will be used in the conduct of the research:

1. Questionnaire. This study will use a multiple-choice questionnaire with questions that
indicate the level of Computer Literacy of a person.
The researchers will be conducting a survey; this survey will use a multiple-choice
questionnaire and these questions will be asked in order.
1. What does downloading from the Internet mean?
A. Retrieving files from the Internet
B. Lowering your game level on the Internet
C. Viewing web pages on the Internet
2. What is a search engine?
A. A program that monitors your surfing behavior on the Internet
B. A website where you can type in key words and search for them in millions of
web pages
C. A website where you can click on hundreds of categorized web addresses
3. If you’re connected to the Internet, you are:
A. Outline
B. Offline
C. Online
4. What is a file?
A. A thing on my hard drive containing a lot of documents.
B. A window on my desktop.
C. A document on a disk.
D. A collection of binary data saved with a single name.
5. What is a folder?
A. A large number of files near each other
B. A collection of files grouped together.

11
 C. A document file.
D. A shortcut to a file.
6. What would you normally do with a program file?
A. Delete it.
B. Edit it.
C. Run it.
D. Create a shortcut to it.
7. Which of these disk types can store the most data?
A. A CD-ROM
B. The hard drive inside my computer.
C. A floppy disk.
D. A DVD disk
8. What might be attached to a USB port on your computer?
A. Your television set.
B. Your monitor
C. Your cable modem.
D. Your printer.
9. What kind of program is most frequently used to access the WWW?
A. A file manager.
B. An email client.
C. A command-line interpreter.
D. A browser.

Data Collection

The first step in the procedure of data collection is making a letter, in which the researchers
are asking for the permission to conduct the study, that is to be sent to the teachers and the principal.
Once given the permission to conduct the study, the researchers will find 25 students from each
strand/track to participate in the research. The respondents will be given enough time to answer
the multiple choice questionnnaire.

Data Analysis

The data collected from the respondents will be analysed. The researchers will use
inferential statistics analysis to deduce properties of the population using characteristics from the
sample. After the analysis, the researchers will create graphical representations of the data gathered
in order to present it more properly.

12
 CHAPTER IV. DATA ANALYSIS AND RESEARCH

Results
For the S.T.E.M. strand, 2 students scored between 1-3, 10 students scored between 4-6,
and 13 students scored between 7-9.

Scores between 1-3 Scores between 4-6 Scores between 7-9

2 10 13

Scores

8%

52% 40%

1 to 3 4 to 6 7 to 9

Based on these results, we can say that the level of computer literacy among students of
S.T.E.M. is at 92% and their illiteracy is at 8%.

For the G.A. strand, 10 students scored between 1-3, 10 students scored between 4-6, and
5 students scored between 7-9.

13
 Scores between 1-3 Scores between 4-6 Scores between 7-9
10 10 5

Scores

20%
40%

40%

1 to 3 4 to 6 7 to 9

Based on these results, we can say that the level of computer literacy among students of
G.A. is at 60% and their illiteracy is at 40%.

For the H.U.M.S.S. strand, 11 students scored between 1-3, 2 students scored between 4-
6, and 12 students scored between 7-9.

Scores between 1-3 Scores between 4-6 Scores between 7-9

11 2 12

14
 Scores

48% 44%

8%

1 to 3 4 to 6 7 to 9

Based on these results, we can say that the level of computer literacy among students of
H.U.M.M.S. is at 56% and their illiteracy is at 44%.

For the A.B.M. strand, 2 students scored between 1-3, 14 students scored between 4-6, and
9 students scored between 7-9.

Scores between 1-3 Scores between 4-6 Scores between 7-9

2 14 9

15
 Scores

8%

36%
56%

1 to 3 4 to 6 7 to 9

Based on these results, we can say that the level of computer literacy among students of
A.B.M. is at 92% and their illiteracy is at 8%.

For the H.E. strand, 10 students scored between 1-3, 12 students scored between 4-6, and
3 students scored between 7-9.

Scores between 1-3 Scores between 4-6 Scores between 7-9

10 12 3

16
 Scores

12%

40%
48%

1 to 3 4 to 6 7 to 9

Based on these results, we can say that the level of computer literacy among students of
H.E. is at 60% and their illiteracy is at 40%.

For the I.C.T. strand, 14 students scored between 1-3, 6 students scored between 4-6, and
5 students scored between 7-9.

Scores between 1-3 Scores between 4-6 Scores between 7-9

14 6 5

17
 Scores

20%

24% 56%

1 to 3 4 to 6 7 to 9

Based on these results, we can say that the level of computer literacy among students of
I.C.T. is at 44% and their illiteracy is at 56%.

Based on the information gathered, we can say that A.B.M. strand, including S.T.E.M.
strand, with the highest level of computer literacy among students of the 11th grade of Leyte
National High School, with a level of 92%.

In the strand of I.C.T., they obtained the lowest level of computer literacy at the 11th grade
of Leyte National High School, with a level of 44%.

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 CHAPTER V. SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS

Summary of Findings

This study is conducted for the purpose of identifying the level of computer knowledge
among Grade 11 students of Leyte National High School in the school year 2017-2018. Descriptive
research methods are used and the research approach is used for data collection. The questionnaire
serves as an instrument for collecting data. 25 students from each strands are respondents. The
inquiry is conducted in the school year 2017-2018.
Conclusions

With accumulated statistical data, the levels of computer literacy in grade 11 students of
Leyte National High School, are as follows: 92% for S.T.E.M. Strand, 60% for G.A. Strand, 56%
for H.U.M.S. Strand, 92% for A.B.M. Strand, 60% for H.E. track T.V.L. Strand, and 44% for
I.C.T. track T.V.L. Strand.

The highest level of computer intelligence is found in both strands of S.T.E.M. and A.B.M.,
that students have a degree of computer knowledge of 92%.

The lowest level of computer knowledge is found in I.C.T. track T.V.L. Strand, that
students have a degree of computer knowledge of 44%.

Recommendations

Based on the results gathered from this study, the following are recommended:
a. The data will be more accurate if the use of the gathering method is an interview.
b. The data will be more accurate if the population is more likely to be studied.
c. Since not all specializations can be found at the Leyte National High School,
there will be no representation of missing specifics.
d. This study can be used for making a study on measuring the level of computer
skills at other grades located in Leyte National High School.
e. This study is available for making a study on improving the level of skill of 11
students of Leyte National High School.

19
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