Abstract: This study was designed to gather data on the Implementation of the Department of Education (DepEd) Computerization Program and its influence to teachers’ information and communication technology (ICT) Literacy and instructional competence in the Schools Division of Guimaras, Philippines in School Year 2018-2019. The respondents of the study were two hundred seventy –seven (277) randomly selected Kindergarten to Grade VI Teachers in the ten (10) districts of the Schools Division of Guimaras. The Descriptive method was use as the research design in the study. The researcher used researcher made questionnaire and was validated and tested for reliability prior to actual administration. The statistical tools used were Frequency Count, percentages, mean, t-test, Analysis of Variance (ANOVA) and Pearson’s r. Results revealed that Majority of the teachers were female, 41 years old and above, married, with 16 years and below length of service and Bachelor’s degree holder with MA units. The extent of implementation of DepEd computerization program as a whole was (M = 2.85) Moderately Implemented, when classified according to sex, the male was (M = 2.75) Moderately Implemented and the female was (M = 2.86) Moderately Implemented. As to age, the young was (M = 2.91)Moderately Implemented and the old was (M = 2.79) Moderately Implemented. As to civil status the single was (M = 2.92) Moderately Implemented, the married was (M = 2.79) Moderately Implemented and the widow was (M = 3.47) Highly Implemented. As to educational attainment the bachelor’s degree was (M = 3.11) Highly Implemented, the BS with MA units was (M = 2.83)Moderately Implemented, the master’s degree was (M = 2.64) Moderately Implemented and the MA with Ph. D. units was (M = 2.49)Moderately Implemented. As to length of service, the Short was (M = 3.01)Highly Implemented and the Long was (M =2.68) Moderately implemented. The level of ICT literacy of teachers as a whole was (M = 3.80) Literate, when classified according to sex, the male was (M = 3.86) Literate and the female was (M = 3.79) Literate. As to age, the young was (M = 3.95) Literate and the old was (M = 3.65) Literate. As to civil Status, the single was (M = 3.97) Literate, the married was (M = 3.76)Literate and the widow was (M = 3.76) Literate. As to educational attainment, the bachelor’s degree was (M = 3.66)Literate, the BS with Ma units was (M = 81)Literate, the Master’s degree was (M = 3.78)Literate and the MA with Ph.D. units was (M = 4.34) High Literate. As to Length of Service, the Short was (M = 4.00)Literate and the Long was (M = 3.59)Literate. The level of instructional competence as a whole was (M = 3.94) highly competent, when classified according to sex, the male was (M = 4.07) highly competent and the female was (M = 3.92) highly competent. As to age, the young was (M = 4.09) highlycompetent and the old was (M = 3.79) highly competent. As to civil Status, the single was (M = 4.07) highly competent, the married was (M = 3.94)highly competent and the widow was (M = 3.43) highly competent. As to educational attainment, as to length of service, the 16 years and below was (M = 4.08)highly competent and the 17 years and above was (M = 3.80)highly the bachelor’s degree was (M = 3.84)highly competent, Bachelor’s degree with MA units (M = 3.96) highly competent, the Master’s degree was (M = 3.87)highly competent and the MA with Ph. D. units was (M = 4.24) very highly competent. There was a significant difference in the extent of implementation of DepEd computerization program among teachers when classified according to length of service (t=2.518, p = 0.012). However,there were no significant differences in the extent of implementation of DepEd computerization program when teachers were classified according to sex, (f=0.488, p = 0.626), age (t=0.888, p = 0.375) civil status (f=2.731, p = 0.067)and educational attainment (f=1.779, p = 0.151).There were significant differences in the ICT literacy among teachers when classified according to age (f=3.902, p = 0.000), length of service (t=5.340, p = 0.000) and educational attainment (f=2.831, p = 0.039). There were no significant differences in the ICT literacy among teachers when classified according to sex (t=0.502, p = 0.616) and civil status (f=1.802, p = 0.167). Therewere significant differences in the level of instructional competence among teachers when classified according to age (t=4.432, p = 0.002), length of service (t=4.172, p = 0.000) and civil status (f=6.602, p = 0.000). There were no significant differences in the level of instructional competence among teachers when classified according to sex (t=1.253, p = 0.211) and educational attainment (f=1.540, p = 0.204). There were significant relationships in the extent of implementation of DepEd computerization program and ICT literacy (pr=0.276, p = 0.000) among teachers and ICT literacy and instructional competence (pr=0.512, p = 0.000). There were no significant relationships in the extent of implementation of DepEd computerization program and instructional competence (pr=0.028, p = 0.643)
Keywords: Computerization Program, Literacy ad Instructional Competence, Teachers Information.
Title: Implementation of DepEd Computerization Program (DCP): It’s Influence to Teachers’ Information and Communication Technology (ICT) Literacy and Instructional Competence
Author: Donna B. Gabion, Armando E. Gabion, Jr.
International Journal of Computer Science and Information Technology Research
ISSN 2348-1196 (print), ISSN 2348-120X (online)
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