THE CHALLENGES OF OLDER GENERATION

TEACHERS IN COMPUTER EDUCATION *

DELMA A. ARASID
Doctor of Education
Major in Educational Management

April 2024
APPROVAL SHEETS
 DEDICATION

Foremost, I want to offer this endeavor to the supreme power Almighty

ALLAH the beneficent and merciful for always guided me on the right path of life,

for the wisdom he bestowed upon me, the strength, peace of mind and good
health

in order to finish this research. Next to him, I am proudly dedicate this book to my

greatest family and guardians, whom I am greatly indebted who brought me up

with endless love and encouragement to this stage. They served as my

inspiration

to pursue this undertaking. Without their guidance and persistent help this
paper

would not have been possible.

 ACKNOWLEDGMENT

The researcher acknowledges the assistance and expertise of the

following people who helped made this study a success:

Dr. Bashiruddin A. Ajihil, defense panel chair, Roger S. Calisao, Dr.

Lourdes Dayot, members of the Oral defense Committee who manifested their

distinguished skills and talents in their own fields as seen in their constructive

criticism and supportive suggestions and ideas shared to strengthen in the

refinement of this research.

Dr. Mercedes Bejerano, Dean of Education and Adviser, for her advices,
persistent support, guidance, valuable comments, suggestions and dedications
that benefited her much in the completion and success of this study. The author
is very thankful for having such a good and kind adviser like you.

Dr. Tim J. Undain– Sanchez, the Schools Division Superintendent of

Basilan BARMM and Professor Mana K. Amjari, the loving principal of Bubuan

National High School, Respondents and Teachers for allowing her and their

worthy support and cooperation and time in terms of providing the author all the

needed information.

Above all, to God the Almighty, for his sustaining grace, strength and

wisdom given to the researcher throughout the undertakings of this study.

 The Researcher

TABLE OF CONTENTS

Page

TITLE PAGE ………………………………………………………… i

APPROVAL SHEET ………………………………………………… ii
DEDICATION ………………………………………………………... iii
ACKNOWLEDGEMENT …………………………………………… iv
TABLE OF CONTENTS……………………………………………. v
LIST OF TABLES …………………………………………………… vi
LIST OF FIGURES …………………………………………………. vii
ABSTRACT ………………………………………………………….. viii

CHAPTER

I INTRODUCTION
Background of the Study ……………………. 1

Theoretical Framework ………………………. 5

Conceptual Framework ……………………… 7
Statement of the Problem …………………… 9
Hypothesis ……………………………………. 10
Significance of the Study ……………………. 11
Scope and Delimitation of the Study ……….. 11
Operational Definition of Terms …………….. 12

II RESEARCH METHODOLOGY
Research Design …………………………….. 14
Locale of the Study ………………………….. 14
Population and Sampling …………………… 17
Data Gathering Tools ……………………….. 18
Validity and Reliability ………………………. 19
Ethical Consideration ……………………….. 19
Data Gathering Procedure …………………. 21
Statistical Treatment ………………………… 21

III RESULT AND DISCUSSION ……………………… 22

IV CONCLUSIONS AND RECOMMENDATIONS

Conclusions ………………………………….. 44
Recommendations …………………………... 44

V INTERVENTION DESIGN FOR PLANNED CHANGE …36

 BIBLIOGRAPHY …………………………………………………….. 48
APPENDICES ……………………………………………………….. 50
CURRICULUM VITAE ……………………………………………… 41
LIST OF TABLES

Table Title Page

1 Demographic Profile of the Respondents 17

2 English Language Attitude of the Respondents in terms of 18

Behavioral Attitude

3 English Language Attitude of the Respondents in terms of 19

Cognitive Attitude

4 English Language Attitude of the Respondents in terms of 20

Emotional Attitude

5 Summary on the English Language Attitude of the Respondents 21

6 Level of Motivation of the Respondents in terms Striving for 22

Excellence

7 Level of Motivation of the Respondents in terms of Desire 23

to Learn

8 Level of Motivation of the Respondents in terms of Personal 24

Incentives

9 Summary on the Level of Motivation of the Respondents 31

10 Academic Performance of the Respondents 32

11 Significant Difference in the English Language Attitude and 33

Motivation of the Respondents in terms of their sex

12 Significant Difference in the English Language Attitude and 34

Motivation of the Respondents in terms of their Ethnicity

13 Significant Difference in the English Language Attitude and 34

Motivation of the Respondents in terms of their Location
14 Significant Difference in the English Language Attitude and 35
ABSTRACT

Arasid, Delma A. (2020) MaEd, English Language Learning Attitude,

Motivation and Academic Performance of Grade 7 Students of Bubuan
National High School, Master Thesis. Universidad de Zamboanga,
Zamboanga City.
Adviser: Mercedes A. Bejerano, Ph.D.

The study aimed to determine the correlation between the English learning
attitude

motivation and academic performance of the Grade 7 students of Bubuan

National

High School. Specifically, this study sought to answer the following: (1) What is
the

English Language attitude of the respondents in terms of; (1.1) Behavioral

Attitude,

(1.2) Emotional Attitude (1.3) Cognitive Attitude, (2) What is the level of
motivation

Of the respondents in terms of: (2.1) Striving for Excellence (2.2) Desire to Learn

(2.3) Personal Incentives, (3) What is the academic performance of the

respondent

s? (4) Is there a significant difference of the English language attitude, motivation

and academic performance of the respondents when their profile is considered?

(5) Is there a significant relationship of the language attitude and motivation to

aca-

demic performance of the respondents? (6) On the basis of the findings, what

instructional development plan can be designed?

The respondents of the study were the Grade 7 students of Bubuan National

High School academic year 2019-2020.

 It was concluded that: (1) The respondents were neutral or partial in their
emo-

tional, cognitive and behavioral inclinations for English language learning, (2) The

level of motivation of the respondents in terms of striving for excellence, desire to

learn and personal incentives is at the average, (3) The academic performance
of

the respondents is satisfactory, (4) The attitude of the respondents in terms of

sex

and their location vary significantly. However, they do not vary in their attitude

towards English language in terms of ethnicity, (5) the level of motivation of the

respondent does not vary significantly, (6) There is no significant relationship in

the language attitude, motivation and academic performance of the respondents

is shown, (6) On the basis of the findings, Furthermore, it was recommended that

(1) School Administrator/Principal should design more language learning

activities

to enhance motivation and positive attitude towards learning English language,

To

include in the school developmental plan programs that will intend to promote the

application and utilization of the English language and should involve affective
aim

s according to the student’s needs and their individual differences to maintain the

positive attitudes towards English language learning, (2) Since the result of the

study revealed that most of the respondents are within satisfactory level in terms

of academic performance, it is recommended that the faculty members should

develop instructional objectives that will enhance and maintain learner’s

motivation

and positive attitude in order to become successful and fluent speakers of the
target language, to engage students that will help them realize the significance of

the English language in their future career, to invent language teaching programs

that generate the attitude and motivations which lead to the production of more

successful English language learning. Learners’ motivations and positive attitude

towards learning English are the leading predictors of their success in learning
the

language. Therefore, Teachers should take into consideration these factors in

designing English language curriculum and syllabi should contain the most

important principles, approaches, methodologies, strategies, techniques,

activities

and materials to promote a well – designed classroom instruction environment

that would develop learners’ motivation and positive attitude towards learning

English and to attend more seminar-workshops on innovations in the teaching

and

learning of English, (3) Students are recommended to engage in all activities and

give much importance to their studies to elevate academic performance. Since

based on the findings of this study that their academic performance is under

average/satisfactory level and so that it will help them hone their skills as future

21st century professionals, (4) An experimental study on the correlation of

language

Learning attitude, motivation and academic performance among high school

Students is recommended to the future researcher/s to utilize the results of this

study as reference.
 CHAPTER I

INTRODUCTION

Background of the Study.

In today's modern and digitized world that we’re living in, technology has

tremendously improved in the last 40 years. Those born between the 1950s and

1970s did not grow up with new technological advances, the subsequent

generations and baby boomers may find it difficult to remain with technology.

Senior teachers aged between 50 and 100 may have primarily experienced

difficulties and may be scared by technological improvements. The elderly

teacher struggles to utilize Information Communication Technology (ICT) and

integration in education. Senior teachers most probably used traditional teaching

methods and were not exposed to modern technologies and experienced

difficulties because they have luck of knowledge and skills, were overwhelmed,
facing different anxieties and barriers that hindered their success. There are also

many roadblocks ahead of them educating themselves on how to navigate

computer literacy in their way even sometimes with the assistance of others

facilitating.

In the past few decades, multinational authorities organizations have

emphasized the significance of increasing the use of information and

communication technologies (ICT) in schools and universities (Flecknoe, 2002;

Roztocki et al., 2019; UNESCO ICT Competency Framework for Teachers,

2018). This constitutes a double challenge for teachers’ education: determining

how new technologies can be used to enhance the quality of learning

experiences that students’ teachers achieve during their studies and identifying

what kinds of new skills teachers will need for teaching and technologically

literate environments.

In the Philippines, under BARMM DepEd of Basilan Province where

specifically in the Islands’ schools lack of new technologies for the last few

decades is still a bit of a struggles among teachers because they were not

exposed to using computers, but it became a challenge to them to learn and be

computer literate despite their aged that ICT is integrated in educational system

and everything today is accessed through modern technologies. This study

intended to determine the Challenges of older generation teachers in computer

education at Bubuan National High School in South Sumisip, Tabuan-Lasa,

Basilan province.
Literature Review

As technology advances in the current world research has generally

pointed out the importance of information literacy of the elderly for increasing the
duration of their professional development and creative activities in education,
enhancing their social and psychological well-being, as well as improving the
quality of their life as well (Moody, 2001; Mcnamara & Williamson, 2004;
Moulaert & Biggs, 2013).

Information and computer technologies are far changing the world of

education. To improve the quality of the instructional practices and shifts from
traditional ones of the elderly teachers of Bubuan National High School it is
worthwhile to identify the challenges encountered by senior teachers in their
journey of learning and integrating ICT in teaching and learning. The review of
related literature, therefore, examines the significance of ICT in education and
coping mechanisms despite common struggles being experienced. Continuous
exposure to ICT capabilities, aged teachers’ perceptions about ICT positively
change enabling them to develop better and innovative skills on ICT use for
academic purposes and engage in deeper insights of learning (Barakabitze,
2014). ICT competence refers to the teachers' knowledge and skills in integrating
ICT into the instructional process (Vanderlinde, Aesaert & van Braak (2014).
Understandably, ICTs are a recent innovation in the education systems, and
therefore many teachers as well as elderly still have no or little skill and
experienced many obstacles along with some common reasons as such;
availability of new technologies, mental and physical problems in working with
technologies which may justify the limited ICT competence. The teachers’
competence will still remain a remarkable challenge, especially elderly teachers
to the integration of ICT in educational systems, the world over until it is
adequately addressed (Barakabitze et al., 2019).
Objectives of the Study

The primary purpose of this study is to investigate the stories of the

challenges of older-generation teachers in computer education at Bubuan

National High School.

Specifically, the researcher sought to answer the following questions:

1. Determine the elderly teachers’ perspective level in computer literacy.

2. Identify barriers experienced in learning computer skills.

3. Explore the journey of older-generation teachers in the implementation of

computer integration in education.

4. To determine the significance of keeping up technologically skilled as an

aged teacher in the academe.

5. To determine the coping mechanism of elderly teachers with the struggles

encountered.

6. Draw significant insight that will generate new knowledge and skills for

elderly teachers towards computer education.

Significance of the Study

The research will be beneficial to the School Administrator/Principal,

Teachers, Guidance Counselor, and future researchers of Bubuan National High

School.

For the Principal

 This study will be beneficial and serve as a reference to give support to

elderly teachers so that the required design programs and training interventions

on ICT may be included in the school’s strategic planning.

For the Teachers

This study will be beneficial to elderly teachers for them to help improve

and enhance their skills and capabilities in the utilization of ICT in education.

For the Guidance Personnel

This study will be beneficial to the guidance counselor and serve as

baseline data for monitoring the elderly teachers’ motivations to learn, in general,

to give efforts to learning ICT so that they may not be left behind in any

circumstances using computer technology.

For the Future Researchers

This study will serve as a reference in any research related to the

challenges of elderly teachers in ICT education.

Scope and Delimitation of the Study

This is a phenomenological type of qualitative research that is designed to

gain an understanding of how participants experience challenges, concepts, or

phenomena (Ary, Jacobs, Sorensen Irvine, & Walker, 2021). The general

intent of this study is to investigate the stories of the elderly teachers of Bubuan

National High School in Basilan Province. The number of participants are 7

classroom teachers teaching in all grade levels during the school year 2023-

2024.

This study employed a descriptive–narrative study aimed to determine the

challenges of elderly teachers in computer education and integration of the aged

teachers of Bubuan National High School.

The researcher used a structured questionnaire as a guide for oral

interviews to be answered by the participants.

Operational Definition of Terms

The following terms are defined operationally:

Elderly Teachers. In this study, this term refers to the teaching senior
teachers born between the year 1950s and 1970s.

Technology Integration. In this study, this term refers to the

technology used to support and enhance the educational environment.

Gadgets. In this study, this term refers to the electronic device or

instrument used in facilitating learning in education.

Challenges. In this study, this term refers to the difficulties encountered

by the teachers as they explore to learn and integrate ICT in education.

Coping Mechanism. Strategies and approach employed by the

teachers to challenges encountered by them as they learn and facilitate learning

using computer technology.

 CHAPTER II

RESEARCH METHODOLOGY

This chapter describes the research method used and the operational

framework of the research, description of the participants, verification and

validity, data gathering procedure, and ethical consideration.

Research Design
 The study uses a qualitative research perspective, aim to explore the

stories of aged teachers’ challenges in computer education in their voices. In

qualitative research, the researcher depends upon the insights of participants,

asking first broad questions to the general one, significant information will be

collected from participants, deeply analyzing these words for the theme and

subtheme, then conducting inquiry in a subjective, biased manner

(Creswell,2005). The phenomenological approach use is to study the perceptions

of participants in their experiences. The participants will be interviewed and

explore the themes that gives deeper understanding of the central phenomena,

the stories of older generation Teachers.

Locale of the Study

The study was conducted in Bubuan National High School, South

Sumisip, Tabuan-Lasa Municipality, Basilan Province.

The Bubuan National High School was created by law by Batasan

Pambansa Bilang 449, dated 1982. Its full implementation took effect during the

last quarter of calendar year 1980. When funds intended for the purpose were

released. The School has been operating as chartered* and independent from

any other National High School in the province of Basilan. It has experience the

Fiscal Autonomy since then on the Basis of R.A 1995 Governance of Basic

Education Act of 2001. Allotment of Personnel, Fringe Benefits and Maintenance

and Other Operating Experiences were directly released from the DepEd Central

Office to the Book Bank Account of the School. Updated deduction of GSIS, Pag
Ibig and PPSTA contribution and loans have been properly remitted. But when

this School was turnover to the ARMM sometimes in 2003 lapses of contributions

and payment of loans has been dominant* which lead to the suspension of the

member employees of this School from availing the benefits until this time.

The School is located at Bolo-Bolo, Bubuan island, seven nautical* miles

from the poblacion of South Sumisip, Basilan Province and more or less 73

Nautical miles away from the capital town of Isabela City. It has been operating

as Barangay High School without cite and building of its own, since 1977,

Students, Teachers and Administrative Staff were accommodated in the

classroom of Bubuan Central Elementary School in 1986, a four-hectare lot in

Bubuan Island was donated by the late Barangay Captain Hon. Hji. Akmad A.

Alpad as a school site and two stories academic building was constructed out of

the allotments released. The other year in November 1989, the Home Economics

Building was also constructed and sometimes in March, 2001 Science

Laboratory Building was also constructed and in August, 2004, Students’ Multi-

Purpose Stage, Congressional Fund of Congressman Gerry Salapuddin was also

constructed and all of a sudden left unfinished.

The School Management has envisioned the sole concern of every

barangay of Tabuan-Lasa Municipality that need to introduce the programs,

Trusts and Projects of the Government on Educational Programs and the Free

Secondary Education for all and Education in every Barangay in order to avail of

this benefits. In the year 1980, Saluping National High School Annex to Bubuan

was established on the basis of these programs, but it was fused and classes
shifted to Bubuan in 1986. In the year 1993, Saluping National High School

Annex to Bubuan was also established for the second time until it was separated

from the mother of Bubuan in 2004 and in the year 2006 Tapintana Annex also

established on the basis of DepEd Service Manual D.O No.5, series of 198

unfortunately this School was temporary suspended in 2011 due to the conflicts

of family feud, business jealousy, professional jealousy, and political idols which

remain suspended in an unfair lifting of suspension with the Elementary. The

DepEd is responsible for the implementation of the Secondary School that will

bring and sustain growth and development of the educational system in the

country consistent with the objective of the medium of long term Educational

Development Plan of the Philippiines.

Conscious of this development, the Bubuan National High School

provided programs, projects and trusts which promote not only the intellectual

development of the students but also the internationalization of Filipino Values

which are honesty, integrity, self- discipline, self-reliance and sense of belonging

to Filipino nation as a whole. All-out effort and support was given in a conducive

atmosphere and provided to induce their capacities and talents to grow, develop

and achieve their potentials. Teachers were likewise given the opportunity to

grow professionally so that they will be able to coup up with the educational

innovation and other challenges in the classroom instructions.

For over 40 years, Bubuan National High School has continued to flourish

in catering the educational needs of the people of Tabuan-Lasa Municipality and

does its share in working hand in hand with the Department of Education for the

realization of its endeavor.

At Present, the school has more than 200 students and 8 competent

teachers, 3 non-teaching staff, with a full pledge principal. For the upcoming

year, Bubuan National High School will open senior high school to cater the

needs and interest of the students and its neighboring schools.

comprises fifty-two items which elicited the responses of the respondents on their

attitude toward language learning. The second questionnaire on motivation

comprises fifty-three

terms of striving for excellence, desire to learn and personal incentives.

The responses of the respondents were rated using the scale: 5- strongly agree

(SA); 4-agree (A); moderately agree (MA); 2- disagree (D) and strongly disagree

(SD).

researcher made sure that the ethical consideration through seeking permission

from the respondents and explaining their rights as a subject of the study. The

statement of keeping the identity and findings of the study under the condition of

the unrecognizability was properly observed. The respondents were requested to

sign the consent form to ensure that their participation in the study was

completely voluntary. The researcher understood that the subjects have the right

to make choices based on their values and beliefs; hence full self-sufficiency

afforded to them.

Participants
 The participants of the study are the Senior Teachers academic year

2023-2024 of Bubuan National High School on the Island of Basilan Province.

There are seven participants, four are licensed teachers, and the other three are

under provisional teachers. The study uses a purposive sampling design for

phenomenological research (Ariola, 2013) where the respondents are chosen to

provide ample data base on the study conducted.

Methodological Theory

The individual interview is utilized in this phenomenological research

through written and audio recording device. Analysis is conducted by identifying

significant statements or quotes and from those quotes develop clustering of

meaning and themes. A textual description is used to illuminate what have been

experienced, whereas the structural description illuminates the context that

influence the experience, how it was experienced, and in what conditions and

situations. After examining the descriptions and the researcher's own

experiences, a composite description is written that convey the overall essence

of the phenomenon. This is also called the essential structure or invariant

structure. (Ary, Jacobs, Sorensen Irvine, & Walker, 2017). In deriving

common and individual themes, the succeeding data analysis protocols are

considered. Transcriptions are review several times. Developing codes enable to

physical separation of materials bearing on a given topic from other materials

and go through a crucial step in organizing data. After all the data are coded, the

researcher group all the units having the same coding. The task reduces the

larger number of individual codes into a manageable set of categories.

Categories, on the other hand, is one level of abstraction above the initial codes.

When the coding of the transcript is completed, all the items with particular codes

are place together. Then consider whether codes can be put into larger

categories. Once categories are established, consider whether one of them may

be linked to create major categories or themes. (Ary, Jacobs, Sorensen Irvine,

& Walker,2017).

Method of Data Collection

This study uses the phenomenological approach to qualitative research that

focuses on the commonality of life experienced within a particular group. The

fundamental goal of the approach is to arrive description of the nature of the

phenomenon (Creswell,2013). Typically, the interview is conducted with a group

of individuals who have first–hand knowledge of an event, situation, or

experience (Moustakas, 1994). In-depth or one-to-one interviews with the use of

written and audio recorder device as a data collection method. A set of semi-

structured interviews is developed and revise base on the validation of the

experts. The researcher uses semi-structured interviews consisting of several

key questions that defines the areas to be explored. It also allows the researcher

and participants to diverge to pursue an idea or response in more detail. At the

same time, it provides the participants with guidance on what to talk about, which

the researcher finds it helpful.

 Moreover, the flexibility of this approach, particularly compared to

structured interviews, also allows for the discovery or elaboration of information

that might be important to the participants and researcher. Furthermore, the one-

to-one interview is quite time-consuming, but it allows the researcher to establish

a connection with the participants which in turn help generate insightful

responses, especially with sensitive topics. Also, this allows the researcher to

have follow-up and probing questions to derive additional information.

Data Gathering Procedure

The researcher undergoes the preparation such as a letter of permission to

be forwarded to the dean of the School of Graduate Studies for the approval of

the conduct of the study. Then, another letter was also forwarded to the division

head and the school principal requesting approval on the conduct of the said

study. Once approval is granted, data gathering will be conducted.

Verification and Validity

For data analysis, the researcher follows the procedure provided by

Creswell (2005) for coding qualitative data. Creswell outlined five steps for

coding qualitative data: initially reading through the text data, dividing the text into

segments of information, labeling the segments of information with codes,

reducing overlap and redundancy of codes, and collapsing codes into themes. To

familiarize the data, the researcher read through each transcript two times. On

the third read-through, the researcher label text segments by key ideas and code

them. On the other hand, credibility is ensured in the data collection process
using member checking Creswell (2005). The participants of the study are given

the transcripts of their interviews to review for accuracy, with the opportunity to

edit them if some of the thoughts or information from the interview are unclear.

Ethical Considerations

The researcher adhere to basic ethical principles in research throughout the

study since human subjects are included as participants. The researcher makes

sure that the ethical considerations through seeking permission from the

participants and explaining their rights as a subject of the study. The statement of

keeping the identity and findings of the study under the condition of

unrecognizability is properly observe. The respondents are requested to sign the

consent form to ensure that their participation in the study is completely

voluntary. The researcher understand that the subjects have the right to make

choices base on their values and beliefs; hence full self-sufficiency is afforded to

them.
 CHAPTER III

PARTICIPANTS AND THEIR STORIES

This chapter presents the results and discussion of data gathered based

on the research problems and hypotheses posited on this study. The

presentation of data is according to the statement of the problems in an attempt

to answer them systematically.

are accepted. Hence, there is no significance difference in the English

language attitude and motivation of the respondents when ethnicity is

considered. This implies that the respondents, regardless of their ethnic

affiliations, have the same inclinations towards the English language.

In a study conducted by Toma (2018), it was noted that majority of the

students suggested that a person’s social background has a great impact on

second language learning, especially one’s cultural background. They argued

that one’s family, beliefs, social background, environment, contact with the

society they live in, and how ‘open’ one is to other cultures play a major role

when learning a second language.

Table 13

Significant Difference in the English Language Attitude and Motivation of the

Respondents in terms of their Location

Profile Mean t- P- Remarks Decision

Response value value on Ho
Attitude Within 3.07 0.632 0.038 Significant Reject
Bubuan Ho
Outside 2.99
Bubuan
 CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations based on

the discussion and stories of the participants.

Conclusions

Based on the discussion and stories of participants in this study, the

following conclusions were made:

1. Elderly and technologically illiterate teachers have had a negative

perception and have proven challenging.

2. The common barriers faced by the Island senior teachers are; Big

technological gaps, biological challenges in aging and health issues, lack

of motivation, negative feelings and attitudes about technology, fear and

lack of self-confidence, and limited social guidance and support.

3. It is significant for elderly teachers to be technologically equipped with

diverse skills and innovations to generate updates in their teaching

strategies in the new era of educational revolution as the present world

demands the integration of ICT in education to fit the needs of 21st-

century learners.

4. The coping mechanism highlighted the essence of the social support

system. Learning from family and friends, peers, and own way.

5. Based on the discussions and stories of the participants, the significant

insights drawn from this study are to find meaningful ways, adequate
 assistance, guidance, and support so that elderly teachers will not be left

behind in computer literacy and must address their concerns to have a

hands-on computer seminar.

Recommendations

Based on the discussions and stories of the participants of this study, the

following recommendations are offered:

For the Principal

To design a management plan initiating refresher courses and hands-on

seminars intended for elderly teachers.

Include in the school development plan programs that will intend to

promote the frequent application and utilization of ICT at school for both students

and elderly teachers to maintain positive attitudes toward computer literacy.

For the Elderly Teachers

Generate efforts and innovations to become technologically literate which

develop instructional strategies that will enhance and remain motivated and

positive attitude to become successful 21st-century teachers and realize the

significance of technology integration in the modern world of education.

For the Guidance Personnel

 To continue monitoring elderly teachers' computer skills, positive

perceptions, and attitudes motivating themselves to learn computer literacy so

that they may embrace the technology as their teaching progresses.

For the Government Stakeholders

To take part in the sustenance of computer technology projects and other

school necessities for the integration of ICT in the Island schools where

technology is behind for elderly and students so that it will help them improve and

hone their skills as future 21st-century professionals and updated teachers.

For the Future Researchers

This study would be meaningful to educational institutions and

departments in their creation of programs encouraging technologically illiterate

Island teachers in the integration of ICT in education and give better insights into

what constitutes enhancing teaching and learning through technology tools, to

bring forth hopeful opportunities to be equipped with skills in computer literacy.

 CHAPTER V

INTERVENTION DESIGN FOR PLANNED CHANGE

This chapter deals with the details of the intervention program for the planned

change to enhance illiterate Elderly Teachers' computer literacy.

Title: A Hands-on Seminar on Technologically Illiterate Elderly Teachers

Rationale

Motivation is a fundamental element of students’ learning; teachers can

assist in increasing and developing motivation for optimal achievement in the

classroom. Through the facilitation of a supportive classroom environment,

engaging learning experiences, goal setting and teacher enthusiasm, teachers

can empower students to find joy and excitement in their learning. The purpose

of this webinar is to examine our own understandings of the importance of

intrinsic motivation in the classroom, as it applies to all teachers. An important

component of teacher’s pedagogy is to examine the ways in which students can

become self-motivated learners, appreciating learning for the desire of learning.

Objectives

At the end of the webinar the participants are able to:

1. Reexamine one’s understanding on the role of intrinsic motivation in

anything that we do and learn.
 2. Examine strategies in which students are able to change and reevaluate
their learning mindset

A Webinar on Student Motivation: Techniques and Strategies to Develop

Intrinsic Motivation and Re-building the Mindset

September 5, 2020

PROGRAMME

Pre –Registration of participants is done prior to the date of the activity (October
16)

9:00-9:15 Opening Greetings

9:16-10:30 Overview on the Significance of Motivation

10:31-11:50 Discussion Proper on Strategies to empower

Students Thru Intrinsic Motivation

11:51-12NN Acknowledgement/Closing Remarks

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10.5901/jesr.2017.v7n2p123.
 APPENDICISE

CURRICULUM VITEA

PERSONAL DETAILS:

Name: Delma Aburan Arasid

Address: 188 Orchid Drive, Sta Barbara,

Zamboanga City, Philippines.

E-mail: [email protected]

Gmail: [email protected]
Mobile Phone Number: 09354173883 / 09559182099

Date and Place of Birth: 08/01/1980, Bubuan, Sumisip, Basilan Province.

EDUCATION

Institution Name: HMIJ FOUNDATION- PHILIPPINE ISLAMIC COLLEGE

Location: Baliwasan Grande, Zamboanga City, Philippines.

Graduation: 04/16/2005

Field of Study: Bachelor of Science in Secondary Education – Major in English

WORK EXPERIENCES

Arabic Teacher

Day Care Teacher

DSWD Listahanan Enumerator

DSWD Listahanan Validator

PSA Enumerator

CURRENT WORK

Secondary English Teacher at Bubuan NHS- Tabuan-Lasa, Basilan Province.

VOCATIONAL/TRADE COURSE

TESDA NC-III EVENTS MANAGEMENT AND SERVICES

Graduated at Zamboanga Polytechnic School Inc., Zamboanga City- Yr. 2019

TRAINING PROGRAMS ATTENDED

Conducted/Sponsored by Inclusive Yr. Conducted/Sponsored by

ARMM Social Fund Project 2012 DSWD-ARMM, Basilan

Capability Training for Day Care Worker 2014 DSWD-ARMM, Basilan

Sustainable Livelihood Program 2015 DSWD-ARMM, Basilan

Mass Training for Grade 9 Teachers 2016 Dep Ed ARMM, Basilan

Mass Training for Daily Lesson Plan 2016 Dep Ed ARMM, Basilan

Basic Education Curriculum 2016 Dep Ed ARMM, Basilan

Mass Training for Grade 10 Teachers 2017 Dep Ed ARMM, Basilan

CPAE- Center for Professional 2018 PRC-CPD, Zamboanga

Advancement of Education

VOLUNTARY INVOLVEMENT IN CIVIC/NON-GOVERNMENT/PEOPLE

ORGANIZATIONS

Inclusive Year Position

‘’ ARMM Social Fund Project ’’ 2012-2013 Treasurer

Boloh-Boloh Kasambuan sin Kauman, INC.

Supplemental Neighborhood Play 2013-2014 SNP Volunteer

Sustainable Livelihood Program 2014 Treasurer

Municipal Day Care Officer 2014-2015 President

Municipal Program for Arabic Studies 2015-2017 Teacher

Bubuan CES Volunteer Teacher, Basilan 2007- 2009

Bubuan NHS Volunteer Teacher, Basilan 2009 - 2019

SPECIAL SKILLS

Teaching (English / Arabic)

Computer Literate