Running Head: ENHANCING THE BASIC COMPUTER SKILLS IN MICROSOFT OFFICE PROGRAMS OF

GRADE 4 LEARNERS THROUGH ICT 101

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Enhancing the Basic Computer Skills in Microsoft Office Programs of Grade 4 Learners through

ICT 101

May R. Cruz
Roxanne DC. Estanda

Libtong Elementary School

August 28, 2019
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Table of Contents

I. Context and Rationale

A. Introduction ………………………………………………………….. 3

B. Literature Review ……………………………………………………. 3 - 4

C. Conceptual Framework ……………………………………………… 5 - 6

II. Action Research Questions ………………………………………..………… 6 – 7

III. Proposed Innovation, Intervention, and Strategy

IV. Action Research Method

A. Participants and / or other Sources of Data and Information …… 9 - 10

B. Data Gathering Methods ………………………………………….. 10

E. Data Analysis .........…………………………………………..….. 11

V. Action Research Work Plan and Timeliness …………………………………… 12

VI. Cost Estimates ………………………………13

VII. Plans for Dissemination and Utilization ……………………. 13

VIII. References ………………………………………………………………. 14 - 15

IX Appendices ……………………………………………………………… 16

A. Consent and Assent Letter …………………………………………... 17 - 19

B. Declaration of Anti-Plagiarism and Absence of Conflict of Interest ... 20 - 21

Context and Rationale

Introduction

Effective use of technology in the classroom has received much attention in education, and

teacher training programs are expected to produce computer literate learners. This study examined

the creative uses of computers in elementary learners and their impact on student's confidence and

self-esteem, student-teacher interaction, and curricular areas such as computer literacy with the use
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of Microsoft Office applications such as MS Word, MS Excel and MS PowerPoint. Data was elicited

from a sample of 33 learners of fourth grade learners who were studying in basic education school in

Libtong, Meycauayan. Analysis of learners’ knowledge of computer technologies revealed low levels

of technical knowledge, as well as some interesting perceptions of the role of some specific

computer-related items. Lack of facilities, lack of knowledge and skills about using computers, lack

of training or insufficient training opportunities, and crowded classrooms were determined as the

most important problems that Libtong Elementary School faces in Meycauayan. Data suggest that

elementary school teachers in Libtong need to be increasingly encouraged to explore the emerging

technologies for teaching. The results of this study can be used in the educational systems of newly

developing countries to overcome the difficulties mentioned in Libtong’s case. The researcher would

like to use hands on activities and quantitative design to develop computer literacy among grade four

learners.

Literature Review

We can hardly open a newspaper or magazine, attend a conference or watch television these days without

being bombarded by information about technology. How do we react when we hear terms like Internet, Information

Highway, Email, World Wide Web, networking and CD-ROMs? Do we feel like the technology train is leaving the

station and we are running after it, desperately trying to get on board? If we do, we are not alone. Many educators today

feel that their technological skills are inadequate and outdated.

In the early 1990s, the third wave moved across the education landscape. Educational software and

reference works started to appear on single CD-ROM disks, which combine text, pictures, sound, animation, video

clips and greater interactivity. Software for word processing, databases and spreadsheets, as well as for specific subjects,

became easier to use, more available and affordable, expanding the use of computers into areas like the sciences and the

arts.
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Now, in the midst of the fourth wave of technology, everyone from kindergartners to graduate students is

using computers to connect to the Internet, send electronic mail (Email), browse the World Wide Web (WWW) and

share information electronically. Another characteristic of the fourth wave is the interconnection of computers among

schools, homes and community resources.

The school demonstrates innovative use of technology, using Microsoft solutions, to drive positive impact

and student success with 21st century skills.

Computational Thinking - Thinking about problems strategically in all curricular areas to create solutions

through abstraction, algorithms, decomposition, and pattern recognition

Creativity and Innovation - Using ingenuity and imagination, going outside conventional boundaries, when

shaping ideas into a product

Critical Thinking - Integrating relevant and sufficient information to address an essential question, gathered

from multiple and varied sources

Collaboration - Sharing responsibility to make substantive decisions together about the content, process, or

product of the work

Communication - Producing extended or multi-modal communication

According to Reynolds (2007), computer literacy means being knowledgeable about the capabilities of

hardware and software and understanding how computers and the internet can enhance students’ educational

experiences.

The government and the education department have come up with the plans for computer literacy of the

learners. According to Carandang (2010), Senator Angara urged the administration to legislate an integrated computer

education.
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Shelly (2007) attested that teacher can increase the productivity significantly by using word processing

software to create documents, such as lesson plans, handouts, parent communications, and student tests. Teachers use

word processing to transform paper documents into electronic form to eliminate redundant works. Spreadsheets are

similar to teacher grade books. Some spreadsheet programs also includes a chart functions. According to Good (2008),

presentation graphics application software are typically used to create presentation in the form of slides that can be used

to create overhead transparencies or printed handouts or books, as well as to present information in electronic form.

Also Dulan (2010), think that an Internet connection would help to get people to use computers more for research and

to send e-mails to teachers. Teachers also use internet for communication purposes to students and other peers. In

Chandra (2005) works, teachers need more that a quick course in basic computer operations. They need guidance in

using the best tool in the best ways to support the best kinds of instruction.

Students have high regard on the capability of their teachers. It is a fact that many students can afford to

have ICT gadgets at home, hence, they are advanced in terms of knowledge and skills on ICT. It is a great challenge for

teachers to learn and internalize the use of computers in the subjects they are teaching, integrating ICT in the classroom

instruction (Itaas,2009).The Philippine Star (2006) discussed the edge of students over teachers in ICT. Students now

are virtually knowledgeable about chatting, on-line games and other useful applications of computer, while teachers,

mostly, are clueless about them. The sad part is teachers lack training so they cannot even teach students of computer.

According to Labian (2007), teachers touch the future of the learners that pass through their caring hands. Their task is

not just imparting knowledge but also preparing students with stand all the rigors in a high competitive societal order.

Information Communication Technology knowledge is their technological fuel and raw materials that will help them

achieve lofty goals ahead. Teachers must be the first one to be educated on how to maximize the capabilities of

computers. The generation today is a world of innovation and new technology. The teachers must be aware and adapt

the changes so that they can gain additional skills and improve their teaching styles and strategies in teaching. It also

gives them an opportunity for professional development.

Promoting computer literacy program will lead to the excellence of teachers. According to Rodriguez

(2007), it is also important to remember that technology requires administrative and community support and
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involvement that are critical to its successful integration in education. Commitment and interest of teachers and school

heads is the most critical factor for successful implementation of any school innovation, especially technology. The

teacher must be fully-equipped and up to the task. Teacher must harness the full potential of technology to improve

learning outcomes (Sec. Lapus, 2008). This information age needs modern teachers. They are the one who build

education and learning; and if they lack knowledge and skills, the learners will be most affected. Former President

Arroyo called for a better integration of ICT into the Philippine educational system to improve the quality of learning

and hone the computer skills of young Filipinos to give them a competitive edge in securing work in a world that is

growing highly technical (Manila Bulletin, 2006).Also she enjoins all teachers from public schools to get the National

ICT Competency Standards (NICS) and be ICT-certified. She stressed that teachers need to be competent in ICT so

classroom dynamics become more innovative with ICT. Sen. Escudero (2002) gives importance to the advancement of

science and technology. Modern telecommunications and modes of transportation have facilitated simultaneous and

fast exchange of ideas, information and resources among nations. This is the global technological and scientific setting

which confronts the Philippines today. That is why the government proposed a bill about integrating computer

education program in the educational system. One of government plans is to promote computer literacy by providing

trainings and workshop for both learners and teachers. Schools like Southern Iloilo Polytechnic College held a

computer literacy seminar-workshop. It aimed to provide computer literacy training and update faculty and staff of the

different subject areas. School managers believed that the use of computer could help teachers increase their efficiency

and effectiveness. The use of this technology facilitates communication and information, record keeping and retrieving,

programming, research and evaluation, provisions of instructional aids and devices, preparation of reports, interpretation

of test results and others (Dela Cruz, 2008). Datamex and Deped Intel Teachprogram also provide free seminars,

workshops and trainings to the teachers. It focuses on integrating computer technology into the curriculum. At present,

the Department of Education aims to fully equip administrators, teachers, and support staff in word processing,

electronic spreadsheets, and graphic software to aid them in their instructional task (Manzano, 2002).Casiano (2007)

signified that different places in the world are connected. Globalization has bridged the gap, and computer is the key

instrument. Facebook, Friendster these are just two social networking sites that pioneered the phenomenon. These facts

are most observable in the developed and some developing countries. On the other hand, Robles (2006) stated that even
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though the Philippine government has initiated several programs and projects for the use of ICT in education, real

implementation in day-to-day learning is still limited.

Conceptual Framework

The conceptual framework was design with three dimensions: input, process and the output.

Input. It includes the respondents personal attributes like gender, age and computer

background as well as the statistical tools and theories use in this study, various textbooks and

references along with the thesis/dissertation which guided the researcher in so many ways.

Process. The formulation and validation of the research instrument, determining the learners’

level of computer literacy in different computer applications and usage are involved in the process as

well as the formulation of training design.

Output. A proposed training design came up as an output. The Libtong Elementary School can

adapt or implement the proposed training design to improve and develop the knowledge and skills

and application of computer literacy of the grade four learners of the Libtong Elementary School.

Action Research Questions

This study aims to determine the impact of contextualized teaching and

learning approach using the ICT 101 Strategy in acquiring the text structure learning

competencies of Grade 4 learners of Libtong Elementary School in the Division of

Meycauayan City.
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Specifically, it seeks to answer the following questions:

1. What are the acquired computer skills of Grade4 learners before the ICT 101?

2. What are the acquired computer skills of Grade 4 learners after the ICT 101?

3. Is there significant differences in the basic computer skills acquired through

ICT 101 before and after ICT 101 quantitative design?

Proposed Innovation, Intervention, and Strategy

Action Research Method

Participants and / or other Sources of Data and Information

The study aims to find out the impact of the computer literacy programs to the grade

four learners of Libtong Elementary School and to improve similar future programs. A survey

was conducted using a questionnaire to gather relevant information with 33 grade four learners

who are recipients of the computer literacy program as respondents.

Data Gathering Method

The researchers conduct a research proposal on the study based on the result of the first

quarter examination item analysis in EPP Grade IV. The respondents of the study will be the

recipients of the ICT 101 composed of 33 grade four learners of Libtong Elementary School.

The researchers will prepare a teacher-made test for the pretest and posttest which will be

validated by the assigned authorized persons by the division research committee. The

researcher-made questionnaire used as main instrument for data collection

was patterned by the researcher from the generic Post-Program Evaluation

measuring knowledge and skill change, and reactions and aspirations by Richard L. Poling
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(1999), an extension program evaluation specialist. The collected data from the

respondents will be encoded and analyzed by the researchers. Then, the researchers will then

utilize a validated posttest after the process of the intervention.

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Data Analysis

This study aims to determine the impact of contextualized teaching and learning

approach using the ICT 101 Strategy in acquiring the text structure learning competencies of Grade

4 learners of Libtong Elementary School. To realize these objectives, the following were done:

i. Determine the levels of knowledge of the respondents on the topics included in the

programs prior to and after participation.

ii. Determine the levels of skill of the respondents on the topics included in the program

prior to and after participation.

Iii Determine the chances of using the skills developed by the respondents from the computer

literacy programs.

iv Elicit from the respondents the practices of the conducted programs that need to

be continued and need to be changed to further improve future similar programs.

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Action Research Work Plan and Timeliness

PROCEDURES August September October November

2019 2019 2019 2019
1. Submission of research proposal to the
Division Research Committee.
2. Preparation of ICT 101 Strategy activity
materials and development of posttest on text
structure competencies for validation

3. Validation of the pretest and posttest

instrument
4. Conduct the Pretest on the Text Structure
Learning Competencies
5. Implementation of ICT 101
strategy in the intervention program
6. Post test result and data gathering

7. Organizing, summarizing, analyzing and

encoding of data gathered
8. Writing the chapter for the results
and discussion
9. Preparation of the first draft of the complete
paper
10. Finalizing the complete paper for
submission
11. Submission of the final paper to the Division
Research Committee
12. Presentation of the final paper to the
Division Research Congress
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Cost Estimates

I. Implementation of Approved Research Proposals

Supplies and materials for conducting the research P 4,000

Transportation P 4,000

Reproduction of research instruments P 2,000

II. Results Dissemination

Reproduction of research final copy P 2,000

Cluster or Division Research Congress/Colloquium P 4,000

TOTAL: P 16,000

Plans for Dissemination and Utilization

Plans for Dissemination and Advocacy

Date: December 2017 – December 2018 Prepared by: LEAH P. VILOG
Background Information for Dissemination
To discuss the results of the action research based on the recommendation of the 2017
Basic Education Research Fund
Title of Research: Acquiring Text Structure Learning Competencies of
Grade 11 Learners through Contextualized Teaching and
Learning (CTL) Approach

Purpose of the Activity:
Dissemination Channels:
Success Criteria:
To discuss among teachers and other stakeholders the
impact of Contextualized Teaching and Learning (CTL)
Approach on Acquiring Text Structure Learning
Competencies of Grade 11 Learners in CMVSHS
1. Presenting the paper in the
2. Lecture through In-Service Trainings
3. Paper Presentations in Seminars and Trainings
4. Publishing the Study in Academic Journals
Teacher Evaluation
Published Article
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References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press. (http://books.nap.
edu/html/howpeople1/)

Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4),
727-752.

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches
(2nd ed.). Thousand Oaks, CA: Sage Publications.

Crawford, L. Michael. 2001. Teaching Contextually: Research, Rationale, and Techniques for
Improving Student Motivation and Achievement. Texas: CCI Publishing, Inc.

Glaser, R. (1992). Expert knowledge and processes of thinking. In D. F. Halpern (Ed.), Enhancing
thinking skills in the sciences and mathematics. Hillsdale, NJ: Erlbaum.

Greeno, J. G., Resnick, L. B., & Collins, A. M. (1997). Cognition and learning. In D. Berliner & R.
Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Simon &
Shuster Macmillan.

Hartman, H. J. (2001).Metacognition in learning and instruction: Theory, research and practice.

Boston: Kluwer Academic Publishers.

Jameson-Meledy, K. (2015). Contextualized Learning: What does the research data say? Citrus
College Institute for Completion (IFC) Research Brief No. 1.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge,
UK: Cambridge University Press.
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Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s
academic performance. Cambridge, MA: Brookline Books.

Street, B. V. (1999). Literacy in theory and practice. Cambridge, UK: Cambridge University Press.

Tashakkori, A., & Teddlie, C. (Eds.). (2003). Handbook on mixed methods in the behavioral and
social sciences. Thousand Oaks, CA: Sage Publications.

Texas Collaborative for Teaching Excellence (2007). info@texascollaborative.org

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APPENDICES
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(Enclosure No. 2 to Division Memorandum No. 213 , s. 2019)

RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF IMMEDIATE

SUPERVISOR

A. RESEARCH INFORMATION

RESEARCH TITLE:
Acquiring Text Structure Learning Competencies of Grade 11 Learners
through
Contextualized Teaching and Learning (CTL) Approach

SHORT DESCRIPTION OF THE RESEARCH

This study aims to determine the impact of contextualized teaching and learning
approach using the REACT Strategy in acquiring the text structure learning
competencies of Grade 11 learners of Meycauayan City Vocational Senior High School
in the Division of Meycauayan City.
RESEARCH CATEGORY (check RESEARCH AGENDA CATEGORY
only one) (check only one main research theme)

National Teaching and Learning

Regional Child Protection
Schools Division Human Resources Development
District Governance
School (check up to one cross-cutting theme, if
applicable)
(check only one)
DRRM
Applied Research Gender and Development
Action Research Inclusive Education
Others (please specify):

FUND SOURCE (e.g. BERF, SEF, AMOUNT

others)
BERF P 16, 000
TOTAL AMOUNT P 16, 000

*Indicate also if proponent will use personal funds

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B. PROPONENT INFORMATION
LEAD PROPONENT/ INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:

VILOG LEAH PUOD

BIRTHDATE SEX: POSITION/
(MM/DD/YYYY) DESIGNATION:

11/27/1978 FEMALE TEACHER III

REGION/ DIVISION/ SCHOOL (whichever is applicable)
CITY OF MEYCAUAYAN VOCATIONAL SENIOR HIGH SCHOOL
EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH
ATTAINMENT PROJECT
(Degree Title)
Enumerate from
Bachelor’s degree to
doctorate degree
BA-ENGLISH with units None
in BSED
MAEd in Reading On-going
Education
SIGNATURE OF
PROPONENT:
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(Enclosure No. 3 to Division Memorandum No. 213 , s. 2019)

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have the capacity to
implement a research study without compromising his/her office functions.

AILYN R. CHU
Name and Signature of Immediate Supervisor
Position/ Designation: Principal I

Date: August 28, 2019

Name and Signature of Immediate Supervisor

Position/ Designation:

Date:

Name and Signature of Immediate Supervisor

Position/ Designation:

Date:
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(Enclosure No. 3 to Division Memorandum No. 213, s. 2019)

DECLARATION OF ANTI-PLAGIARISM AND ABSENCE OF CONFLICT OF INTEREST

DECLARATION OF ANTI-PLAGIARISM

1. We, MAY R.CRUZ and ROXANNE DC. ESTANDA, understand that plagiarism is the act
of taking and using another’s ideas and works and passing them off as one’s own. This
includes explicitly copying the whole work of another person and/or using some parts of their
work without proper acknowledgement and referencing.

2. We hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study emanating
from this proposal shall be of original content. I shall use appropriate citations in referencing
other works from various sources.

3. We understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and (insert
grant mechanism)

PROPONENT 1:

MAY R. CRUZ
PRINTED NAME:

SIGNATURE:

PROPONENT 2:

ROXANNE DC. ESTANDA

PRINTED NAME:

SIGNATURE:

AUGUST 28, 2019

DATE
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(Enclosure No. 3 to Division Memorandum No. 213, s. 2019)

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. We, MAY R. CRUZ and ROXANNE DC. ESTANDA, understand that conflict of interest
refers to situations in which financial or other personal considerations may compromise my
judgement in evaluating, conducting, or reporting research.

2. We hereby declare that I do not have any personal conflict of interest that may arise from the
application and submission of my research proposal. I understand that my research proposal
may be returned to me if found out that there is conflict of interest during the initial screening as
per (insert RMG provision)

3. Further, in case of any form of conflict of interest (possible or actual) which mayt
inadvertently emerge during the conduct of my research, I will duly report it to the research
committee for immediate action.

4. We understand that I may be held accountable by the Department of Education and (insert
grant mechanism) for any conflict of interest which I have intentionally concealed.

PROPONENT 1:

MAY R. CRUZ
PRINTED NAME:

SIGNATURE:

PROPONENT 2:

ROXANNE DC. ESTANDA

PRINTED NAME:

SIGNATURE:

AUGUST 28, 2019

DATE
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