Analysis of Computer literacy among ICT students in LEMS on HTML S.

Y 2019 – 2020

Cariaga L. Mary

Dulcero Alclarisse

Encarnacion Ryan

Maguad Mark Vincent

Organista Richard Henry

Sanchez Vandondale

Submitted to: Sir Samuel

 Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Technology is the main source of our information in today’s era that helps students, professionals and
even the adults. In ICT field, most of the students knows the importance of HTML, in this case the
researchers conduct a study about the computer literacy on HTML of grade 12 ICT students in Learn and
Explore Montesorri School. Computer literate is a term used to describe individuals who have the
knowledge and skills to use a computer and other related technology, this term is usually used to
describe the most basic knowledge and skills needed to operate software products such as an operating
system, a software application, or an automated Web design tool. There are many different specific
skills involved in computer literacy. Higher level skills like coding, HTML Web development and network
administration are not usually referred to as computer literacy. Some basic maintenance of a computer,
or use of products like the Microsoft Office suite, may fall into this category of knowledge. Computer
literacy courses may offer instruction on how to use Microsoft Office, how to use an operating system
and how to use an Internet browser. Those with higher level skills, like programmers, are sometimes
called "power users." The researchers wants to know if the grade 12 students of Learn and Explore
Montesorri School has a capability when it comes to high level skills using HTML web designer. The goal
of this study is to enhance the knowledge and of an ICT students to gain high level skill in HTML because
Computer literacy is becoming an increasingly essential skill.
Background of the Study

For a number of years, education have responded to the importance of school students developing
computer literacy through HTML by including it as part of the school curriculum directly as a cross-
curriculum capability, and by assessing the extent to which students are computer literate when it
comes to HTML. Computer literacy and related concepts, such as HTML literacy, are define so a to
include both technological expertise and information and information literacy. Assessment of computer
literacy, even though the vary, indicate that there are substantial variations in levels of computer
literacy, among students in the lower years of secondary school. In technologically developed countries,
approximately one half of year, 8 students demonstrate proficiency, in computer literacy. Assessment of
computer literacy can also provide the basis for progression maps that could used to inform curriculum
development. Those progression maps will be strongly integrated with each other. In addition,
computer literacy in HTML appears to be influenced by students’ background, including familiarity with
computers, as well as the emphasis needed on it in classrooms and school influences on computer
literacy on HTML than there is about students background influences. In the immediate future, the
construct of computer literacy may need to accomodate increasingly to changes in software and
hardware context in which it is manifested
Theoretical Framework

For some time now, new perspectives on literacy, and the learning processes through
which literacy is acquired, has been emerging (Herbert, 1991). While there is agreement that a
new set of 21st-century skills involving technologies are needed for literacy, there is little
consensus about precisely what knowledge and abilities are necessary for people to be digitally
literate (Ba, Tally, & Tsikalas, 2002). To obtain a consensus, there must be an agreed upon
definition for digital literacy and an identification of its particular competencies. For this to
happen, two initial steps must be taken: (a) Begin the development of an instrument designed to
identify the major dimensions of digital literacy, and (b) conduct an initial validation study of
this instrument. This paper offers an overview of existing digital literacy definitions,
frameworks, and competencies; makes recommendations for the refinement of a digital literacy
model that includes visual literacy as a core skill; and discusses implications for a relationship
between digital and visual literacy skills.

Purpose
As technology pervades every aspect of our lives, the ability to navigate and successfully
accomplish tasks through technology grows. Whether you are in primary, secondary, or post-
secondary school, and whether you are employed or entering retirement, it is now necessary to
have some technology skills both to communicate with the outside world and to perform
administrative, creative, and educative tasks. The continued increase and use of online media
content for information gathering also challenges the learner to organize and compose
information in a nonlinear fashion while often integrating visual media to synthesize that
information. This skill set is commonly called digital literacy. Digital literacy refers to the
assortment of cognitive-thinking strategies that consumers of digital information utilize (Eshet,
2004). Other terms used alongside or sometimes synonymously with digital literacy include:
21st
-century literacies, Internet literacies, multiliteracies, information literacy, information
communication technologies (ICT) literacies, computer literacy, and online reading
comprehension (ORC). Each term has particular definitions, but common assumptions bring
them together under the same theoretical umbrella of new literacies.
Leu, Zawilinski, Castek, Banerjee, Housand, Liu, and O’Neil (2007) conclude that most
new literacies, including digital literacy, share four assumptions: (a) new literacies include the
new skills, strategies, dispositions, and social practices that are required by new technologies for
information and communication; (b) new literacies are central to full participation in a global
community; (c) new literacies regularly change as their defining technologies change; and (d)
new literacies are multifaceted and our understanding of them benefits from multiple points of
view. Leu, O’Byrne, Zawilinski, McVerry, and Everett-Cacopardo (2009) describe how new literacies
theory can function on two levels—upper case (New Literacies) and lower case (new
literacies). Digital literacy acts as a lower case dimension to the broader more inclusive concept
of upper case New Literacies. Research conducted in the various lower case fields such as
digital literacy, information literacy, or online reading comprehension inform the larger field of
New Literacies.
Ba and colleagues (2002) offer a broad definition of digital literacy. They describe digital literacy as a
“set of habits through which youngsters use information technologies for
learning, work, and fun” (p. 5). This definition is general, but sheds light on a key paradox in
contemporary education; that is, the skills demanded for an increasingly technological and
changing work-place are not being learned in school, but rather outside the sphere of the school
environment (Beavis, Apperley, Bradford, O'Mara, & Walsh, 2009). As the Internet has become
this generation’s defining technology for literacy and learning, classrooms have yet to take up
Internet integration into the classroom or begin instruction in the new literacy skills the Internet
requires (Leu et al., 2007). Currently, according to the International Association for K-12 Online
Learning, Idaho, Alabama, Florida, and Michigan require students to take online education
courses to graduate.
In light of this, policymakers must begin to recognize the pervasive growth of the Internet
in education, work, and home settings as a reading comprehension (cognitive) issue, not just a
techno-procedural one. Currently, no state in the United States measures students’ ability to read
search engine results during state reading assessments, to critically evaluate information that is
found online to determine its reliability, to compose clear and effective email messages, or to
permit all students to use a word processor on the state writing assessment (Leu, Ataya, & Coiro,
2002). In 2009 the National Assessment of Educational Progress (NAEP), known as our nation's
report card, excluded online reading comprehension from the 2009 NAEP reading framework.
The digital divide between school, home, and the workplace is highly problematic, creating a
discord between the learning experiences in each environment. Educators need to correlate
students’ digital literacy habits from their personal lives with instructional practices in school
(Leu et al., 2011). This correlation will begin to address the disconnect that exists between home
and school technology use and make curriculum more relevant to student’s lives.
The purpose of this paper is to illustrate the need for researchers and educators to agree
upon a digital literacy theoretical framework and its accompanying competencies. This will
permit educators to design curriculum that is effective at teaching digital literacy skills.
Statement of the Problem

This study determines the analysis of Computer Literacy on HTML.

Specifically, seeks to answer the following questions:

1. Profile of the following terms

. 1.1 Age
1.2 Gender
1.3 Grade Level
2. What is the practicing habits of the students?
2.1 Using HTML daily
2.2 Having interest on HTML
2.3 Practicing HTML by yourself

Hypotesis

Hi: there is a significant difference in the respondents’ level of literacy in HTML Web Designers when
grouped according to profiles.

Ho: there is no significant difference in the respondents’ level of literacy in HTML Web Designers when
grouped according to students’ habits.
Scope and Limitations

This study concerned with the focus of enhancing the computer literacy of the ICT students specifically
in HTML, this study only covered Learn and Explore Montesorri School (LEMS) in Taguig City where the
respondents are (Grade 12 ICT Students) were chosen in School Year 2019-2020

Significance of the Study

The result of this study provide great benefit to the following:

This research helps the students enhance their knowledge to high level skill in HTML.

This research helps the teachers to develop new strategies in teaching.

This research helps the schools to know the importance of Computer Literacy specifically in HTML.

This helps the School Admins to gain new knowledge in ICT field.

This research helps the DepEd to have new information about Computer Literacy and its high level skill.

This research helps the Future Researchers by knowing the value of computer literacy in HTML.

Definition of Terms

ICT - Information, Communication and Technology.

Technology - The application of scientific knowledge for practical purposes, especially in industry.

HTML - Hypertext Markup Language

Computer Literacy - The knowledge and ability to utilize computers

 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

As today’s society is becoming more and more dependent on new technology, increasing attention is
given
to computer literacy, which in the current information age is no less significant as was reading, writing
and
calculus in the 19th-20th centuries (Anderson, 1983). Like reading, which is sometimes rightly called by
socialisation scholars ″the socialisation of socialisation″ or secondary socialisation, computer literacy
becomes
an essential precondition for successful socialisation and professional career. For this reason education,
being
an important factor in society development, plays an essential role in addressing the issue of literacy
and in
particular computer literacy.
Not accidentally computer literacy is increasingly widely addressed in research around the world as well
as
in Lithuania (M.Hayden, 1999; D.Johnson, M.Eisenberg, 1991; S.McMillan, 1996; A.Mitra, 1998;
J.Oderkirk,
1996; R.Petrauskas, 1998; D.Saparniene, 2002, et al.). The analysis of the scientific literature has proved
that
the impact of psychological factors on computer literacy level has not been sufficiently studied. The
impact of
psychosocial factors on the computer literacy and its level was researched by M. Igbaria, A. Chakrabarti,
(1990), A. Harrison, R. K. Jr. Rainer, (1996), G. A. Marcoulides, Y. Stocker, L. D. Marcoulides (2004),
A.Brogos (2005), et al. However, despite some significant research contributions in the area, so far little
attention has been given to the impact of non-cognitive personality’s traits on the computer literacy and
its
level, so far little attention has been aimed at answering the question “Does different attitudes towards
computers lead to different levels of computer literacy”.
It is universally known that achievements of the academic work depend upon many sociopsychological
and
socioeducational factors. Besides the cognitive factors (intellect, general knowledge, attention, etc.),
which are
traditionally associated with academic achievements, in this perspective it is essential to analyze non-
cognitive
personality’s traits (emotions, motivation, interest, etc.) and their place in the context of computer
literacy.
Attitude is an inner psychic state influencing behaviour. Therefore, we can understand an inner state
from
actions and words. For instance, we may presume that a person actively avoiding a computer has a
negative
attitude towards it. Attitude is not an inborn, instinct phenomenon; it mainly depends upon person’s
experience
and its impact in a new situation. Consequently, attitudes are formed in the process of experience and
their
change is possible due to the internal and external factors.

Clemente (1997) in his article “Planning the Use of Information Technology for Literary Development”,
stressed that information highways will not replace or devalue any of the human educational talent
needed for the challenges ahead. For him, improved technology in Education will be very beneficial in
every area of society.
The researcher agrees with the idea that education does not advance intellectual growth but the
personality as well. To achieve this, the interaction of teacher and learner should be practiced to reap
the fruit of human development.
In “Technology: An Integral Part of Education” (Religiosa, 1998), the author mentioned that the
technological revolution in education demands a new type of literacy – computer literacy. Unless both
learner and teacher adapt to it, the society would remain in technological and cultural shock. The ease
and convenience brought by the use of technology has also a demand in the implementers of education.
The administrators, staff, faculty and students must have knowledge on the use and function of the
computers to fully maximize its capacity in the process of learning.
One hindrance to the further development of the technology-based instruction is the misconception
that computer will soon replace teachers in the classroom. This was disclaimed by Van der Poll at the
1995 Philippine Congress on Interactive Technology in Education. He also cited that the trend nowadays
is to use multi-media in training the students because absorption capacity through this medium is much
higher than chalk-talk instructional method. He said this technique is an enhancement of both pupil
capability to learn and teacher capacity to train.
According to Rivera and Sembrano, computer can be used in schools in three genetic ways, one, as a
learning tool (teaching or learning with computers); two, as itself the object of study (teaching learning
about computers) and three, as a planning and management tool for teachers and school
administrators. These three modes are distinct but there are applications which employ two (2) or even
all modes at the same time.
One visible advantage of using technology in teaching is the ability of the computer-Aided Instruction
(CAI) materials to repeat the teaching process over and over without deterioration. Unlike teachers,
their level of teaching falls down as he reaches his saturation point.
As mentioned by Rivera and Sembrano, inorder for the teacher to promote learning, he has to choose
the appropriate teaching material. Some teachers have the wrong notion that the only commercially
available audio-visual aids make good learning devices instead of developing their own. At the same
time, both authors have said that instructional materials should be used in the classroom frequently and
not only for special occasions like demonstration teaching, supervisory observations, and inter-
visitations. Materials should be used as motivational devices, sources of bulk of information, and a
summary device.
Camarao noted that the computer is used in the instructional process as a teaching machine. Using
programmed-instruction format, it has the capacity and capability to intersect with the students which is
a very critical factor in the learning process. Moreover, the computer can store many instructional
modules and can provide a display feature that makes learning interesting.
Jerome Dumlao (1992, p. 84) says that the following are some ways on how computer users can be
active and effective participants in the emerging information society:
Related Studies

COMPUTER LITERACY PROGRAM IN DepEd

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 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 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.

Computer competencies are essential for success in the business world especially in education. These
competencies are a useful tool for students to utilize to integrate them into curricula for all level of
students education. Some believe that CL has involved preparation of persons to serve as worthy
citizens in their communities and understand how society operates in an information age ( Burniske,
2001 ).Recently, CL has been an issue of educational research in the university. Technological advances
necessitate learning, maintaining, and upgrading of computer related knowledge (Hindi, Miller, &
Wenger, 2008). CL is an emergent need for medical and paramedical students in the third millennium
due to rapidly changing information society. Nowadays, students confront new challenges which vital to
their survival in the information age (Ikolo&Okiy, 2012). One of the most applicable for IT and
computers is in telemedicine and telehealth. Telehealth is applying the ICT for giving health care
remotely. Furthermore, IT-based computer can be used for educating nurses, students, patients or care
givers (Arbabisarjou, 2010). In recent years, it grows parallel with the growth of information technology
and communication (ICT), using of computer systems, health electronic file and health information
system (HIS) are integrated in the life, education and health. There is no agreement on CL; the topic
certainly is quite relevant to key stake-holders: students, educators, and business practitioners (Kim &
Keith, 1994; Kretovices & MC Cambridge, 1998; Hindi, Miller, & Wegner, 2010). An overview, CL involves
conceptual knowledge related to basic terminology (including social, ethical, and global issues) and skills
necessary to perform tasks in word processing, databases, spreadsheets, presentation graphics, and
basic operating system functions (Hindi, Miller, & Wegner, 2010). Since common technology allied in
computer programs (like Microsoft), peer-to-peer programs (like Skype), and social networking
programs (like Twitter), we agree with Son, Robb, and Miadji (2011) on what CL is (Murray & Blyth,
2011). Son et al. (2011) wrote” CL is the ability to use computers at an adequate level for creation,
communication and collaboration in a literate society. Ballsntine and McCourt et al. measured CL using
several sub-dimensions such as “knowledge of general computing”, spreadsheets, databases,
email/internet and presentation soft-ware. CL considered as a collection of skills pertaining to the use of
basic information and communication technology in an internet-computer based environment as well as
the knowledge that relates to the legal and ethical issues and risks of ICT usage. The terms “CL” and
“computer knowledge” will be used interchangeably (Poelmans, Truyen, & Desle, 2009). Computer skills
are vital for medical practitioners of the future. Health care professional can no longer the application of
IT to health care because they are key to E- health (Gour & Srivastavad, 2010). IT has had a positive
impact on health care delivery system worldwide, particularly in the areas of disease control, diagnosis,
patient management, teaching and learning (Ikolo & Okiy, 2012).Availability of computers have resulted
in our ability to rapidly and effectively, retrieve, analyze, share, and store large volumes of information
related to patient care and for teaching-learning process in teaching hospitals(Masood, Khan, &
Waheed, 2010) and they noted that computer skills are vital for medical practitioners of the futures. The
increasing use of IT in healthcare to posit that healthcare services efficacy and efficiency can be
improved through informatics technology and systems and,thus, provide higher–quality healthcare for
patients(Tung-Cheng, 2011).To use technology effectively for the advancement of patient care and the
education of the medical students, medical staff must possess a variety of computer skills. Medical field
is an information intensive profession. The availability of affordable computers and the advancement of
IT have resulted in our ability to rapidly and effectively access, retrieve analysis, share, and store
volumes of information pertinent to patient care and for learning process in a teaching hospital (Blen,
Miller, & Malyuk, 2000). The final version of the developed CL scale included six constructs (software,
hardware, multimedia, networks, information ethics, and information security) and 22 measurement
items. Computer experiences has a major positive impact on all our literacy factors well. Exact sciences
have a significantly score than students of other branches.
CL is defined as the knowledge and ability to use computers and related technology efficiently, with a
range of skills covering levels from elementary use to programming and advanced problem solving (Ikolo
& Okiy, 2011). Anuobi (2004) described CL as having a basic understanding of what computer is and how
it can be used as resource. Computer skills are vital for medical practitioners of the future. To use
technology effectively for the advancement of patient care and the education of the medical students,
medical staff must possess a variety of computer skills. Medical field is an information intensive
profession. The availability of affordable computers and the advancement of IT have resulted in our
ability to rapidly and effectively access, retrieve, analyze, share, and store large volumes of information
pertinent to patient care and for learning process in a teaching hospital (Balen, Miller, & Malyuk, 2000).
Lack of Computer skills is an issue which can hold back many of the pedagogical opportunities that
students can exploit to assist in their medical sciences teaching (Murray & Blyth, 2011).
Female students have a significant lower CL score than male students (Ikolo & Okiy, 2012). CL for the
students should include generic data management, presentation and communication applications as
well as search strategies and techniques. For empowerment of medical sciences students in applying
computer and IT in medical sciences education and performance of their professional activities in future,
awareness of medical sciences students and their interests to learn computer skills in students of
Zahedan University of Medical Sciences.