1

DIGITAL LITERACY AND COMPUTER

ATTITUDE OF STUDENTS: BASIS FOR
INTERVENTION STRATEGIES

Yapac, Marjhon F.; Calimutan, Fe Yvonne A.

Completed 2024
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Digital Literacy and Computer Attitude of Students: Basis for Intervention Strategies

Yapac, Marjhon F. 1; Calimutan, Fe Yvonne A. 2

SHS Teacher III 1, JHS Teacher III 2
Department of Education, Division of Dipolog City
[email protected]
0946-234-9414

Abstract

In the current era where technology plays a crucial role, being digitally literate is increasingly
important for students in their studies, future careers, and personal lives. This study aimed to
evaluate the digital literacy and computer attitudes of 574 students of Dipolog City National
High School for the school year 2023-2024. Quantitative descriptive survey methodology was
utilized in the study. The findings of the study revealed that the majority of the respondents
were in the teenager category, ages 13-19 years old, and this served as basis on the formulation
of customized educational approaches and program intervention. Also, the study revealed that
there was a disparity amongst traditional computer ownership and the prevalent use of
smartphones among the students, indicating a shift in the modalities and strategies through
which digital education might effectively be delivered. There were remarkable gaps in digital
literacy of students in the areas of software operations and multimedia managements and
suggesting an urgent need for comprehensive digital literacy education intervention. Even
though students manifested general positive perception and attitudes to technology, it was
noticed significant challenges including the students’ feeling of tiredness and frustration on the
use of technology, which imply the need for support and instructional interventions. The study
suggests that it would be beneficial to introduce thorough digital literacy courses, provide
training programs for educators, develop teaching materials that can adapt to mobile
technology, employ strategies to encourage positive use of technology, and emphasize the
importance of continually assessing and improving digital education methods.

Keywords: Digital; Literacy; Students; Computer Attitude; Information and Communication

Technology (ICT)
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Acknowledgment

The researchers would like to express their sincere gratitude and deep appreciation to everyone
who helped make this research a reality:

Special thanks are due to MRS. LOELA R. BEN-ELI, Dipolog City National High School
(Barra) School Principal III, for her continuous encouragement and assistance, which was
essential to the advancement of this research project.

Gratitude is also owed to the DIPOLOG CITY NATIONAL HIGH SCHOOL FACULTY
AND STAFF. Their kind cooperation and support were very helpful in coordinating the
students on the data gathering process.

To the FAMILIES of the researchers, whose steadfast support—both financially and

emotionally—sustained through the sleepless nights devoted to crafting this manuscript, the
researchers extend their sincere appreciation.

All the STUDENTS that took part in the study were greatly appreciated by the researchers.
Their openness to participate in the study formed the basis of our inquiry and its conclusions.

Finally, this research endeavor is offered to HIM, who provides strength, wisdom, and
protection through the conduct of the study.

Marjhon F. Yapac
Fe Yvonne A. Calimutan
The Researchers
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Introduction

In today’s technological advancement, there is a big improvement, and it has reshaped

intensely on the way we live, work, and communicate with each other. It is evident that the rise
of artificial intelligence, robotics, Internet of Things (IoT), edge computing, and blockchain
have significantly brought changes and innovation in this real world (Dunggal, 2024).
Undoubtedly, Information and Communication Technology(ICT) continuously undergo
transformation and innovations, this is a challenge for digital literacy of students to adapt to
the new pace and ways brought by such advancements and this should be dealt accordingly as
part of the contemporary education setting ( UNC Pembroke’s online, 2023).

Digital literacy is the aptitude and skill to use the technology effectively and ethically,
which is integral skills-set for students’ academic success. This digital literacy skill comprises
of internet navigation, content creation, online communication, critical assessment of digital
content, cyber safety, and others. Furthermore, the use of technology in the classroom
instruction does not only impact and enhances learning but also fostering students’
engagements and collaboration, reshaping pedagogical approaches (Meena, 2023).

The United Nations Educational, Scientific and Cultural Organization (UNESCO)

stressed the importance of digital literacy skills as part of the United Nations’ Sustainable
Development Goals (SDGs) 2023 and considered as central to the development of
sustainability literacy. Moreover, they support research and innovation about digital literary,
ensuring that it has integrated to the national curricula, teacher training, assessment, and
accreditation systems (Santos & Serpa, 2019).

Nonetheless, the digital disparities have become noticeable as reported by OECD's

Programme for International Student Assessment (PISA) 2022, the result showed that Filipino
students face difficulties with basic computer skills due to restricted access to technology and
internet (Chi, 2024).

This study responds to this challenge, aiming to measure the digital literacy and
computer attitudes of students at Dipolog City National High School and to develop
intervention strategies at the school level in its initial phase.
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Literature Review

The idea of digital literacy has transformed from basic computer skills operations to a
broader range of competencies which is essential to thrive in this digital age. American Library
Association (2007) defined digital literacy as the aptitude to utilize information and
communication technologies to discover, understand, evaluate, create, and share digital
content. The importance of digital literacy in education stressed in the study of Bawden (2008)
states that is vital for academical success and for continuous learning throughout life.

In the educational landscape, the integration of digital technologies has been largely
adapted throughout the world. This technological integration largely affected the student’s
attitude and perception of computers and technology in general. According to study of Teo
(2009) points out that these attitudes can predict how willing students are to get involved and
do well in environments where there's a lot of technology being used. Moreover, when students
have positive attitudes toward computers, they tend to be more skilled in using digital tools
because they're motivated to engage in learning that involves technology (van Deursen & van
Dijk, 2011).

However, Henriksen et al. (2016) noted that being literate goes beyond just handing
information, but it is a combination of deeper understanding and mastery of various digital
tools, which is vital for todays learning environments that greatly dependent to technology.
Students have the perception and understanding of how they see and use technology to their
own advantage and become digitally literate. Moreover, Ng (2021) states that feeling
comfortable and confident with technology greatly affects how students use digital tools.

In the Asian context, Cheung & Huang (2005) explored how cultural factors might
influence computer attitudes and digital literacy. They showed variations in the way technology
is perceived and utilized across different cultures, suggesting that interventions in digital
literacy should be culturally responsive.

Eisenberg (2019) repeated the imperative role of digital literacy on students as the key
indicator for academic and professional success. The research suggested that digital literacy
should not be only covers the ability to manipulate digital tools but its should also include skills
for evaluation of information critically, reproduction of digital contents, and understanding
legal and ethical concerns in the technological setting.

With the rise of mobile technology and constant digital connection, more research has
focused on grasping the consequences of this ongoing connectivity. Thompson (2020) explored
how constant access to information affects the research and collaboration habits of students.
The study revealed that students preferred to have smartphone or mobile device compared to
desktop computer and this influenced their learning styles and digital literacy development.

Computer attitudes have also been a crucial point in literature. Jan and Khan (2021)
examined how students’ emotions and perceptions regarding computer usage could affect the
students’ engagement and performance in learning settings that are increasingly dependent on
technology.

Kim and Glassman (2023) conducted a comparative analysis of digital literacy

programs and initiatives across numerous educational systems, pointing out effective methods
and areas where students' digital literacy needs improvement. The cross-cultural study
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emphasized the need for digital literacy education to be flexible and adaptive to diverse
students’ population with varying levels of access to technology.

In the aftermath of the COVID-19 pandemic, the educational landscape had been
rapidly shifted from face-to-face to blended learning environments. Gonzales et al. (2024)
contributed to the literature on how these abrupt changes have affected or influenced both the
digital literacy skills and computer attitude of students, as education increasingly relies on
technology. Moreover, Aendra et al. (2021) explored the role of digital literacy in students’
adaptability during the remote teaching, it was revealed that student’s resilience and
resourcefulness have been intensified when challenged with abrupt technological demands.

In a recent study, Tan and Ortiz (2024) reported on longitudinal studies to track the
impact of student’s constant exposure to digital literacy education would affect to the student’s
development. The findings revealed that students who received through digital education
showed improvement of academic achievement, increased creativity, improved critical
thinking skills over time. Furthermore, they stressed the relationship between these outcomes
and the student’s positive computer attitudes fostered directly to such education.

Fernández-Cruz and Fernández-Díaz (2019) pointed out the disparity between the
digital skills students acquire and those what they need for personal and professional success.
They underscored the importance of aligning educational goals with practical real-world
requirements. Proposing that this could be achieved through alignment of both curriculum and
pedagogy to develop not only the technical skills but also to cultivate mindset the valued
ongoing learning in the digital real.

Valtonen and colleagues (2020) pointed out through their research that students' active
involvement with digital tools and resources played a role in enhancing their self-regulated
learning abilities. Their long-term study established a connection between digital literacy and
students' capacity to organize, oversee, and evaluate their own learning, placing student
initiative as a central aspect of digital education.

With the advancement of cloud technologies and collaboration online platforms,

Knutson and Kennedy (2023) explored how collective digital workspace affects teamwork
abilities, problem solving, and students’ attitudes towards collaborative computer use. The
study found that when students positively engage with collaborative technologies, it can result
in improved communication abilities and deeper understanding of diverse perspectives.

The literature takes a broad and forward-thinking perspective on digital literacy and
computer attitudes among students. It underscores the significance of students not just
consumers of digital technologies but also a key player in a constantly changing digital culture
or environment. Researchers advocate for digital literacy initiatives that enable students to
engage critically, ethically, and proficiently with digital technologies. This requires educational
programs that adapt quickly to keep pace with evolving technologies. The necessity for this
adaptability arises from the dynamic nature of the digital realm, where new technologies
continuously reshape the parameters of digital literacy.
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Research Questions

This study sought to assess students' digital literacy and computer attitudes in Dipolog City
National High School for the school year 2023-2024. Particularly, it sought to answer the
following research questions:
1. What are the respondents' demographic profiles regarding age, gender, and grade level?
2. What is the extent of students’ digital literacy and perception?
3. What is the extent of students’ computer attitude?
4. What are the intervention strategies that could be proposed based on the outcomes of
the study?
Scope and Limitations

This research was conducted at Dipolog City National High School (Barra) for the
school year 2023-2024. The subjects were junior and senior high school students. The
outcomes were subject to the responses of the respondents and no other intervention was
implemented. Other potential boundaries include differences in setting or research environment
and stability, as it is not feasible to administer the research instrument to all participants
simultaneously. The Digital Literacy Questionnaire of Jeong-Bae Son (2008) measured the
students' digital literacy. The students’ computer attitude was assessed using the Computer
Attitude Questionnaire (CAQ) created by the University of North Texas, Institute for the
Integration of Technology into Teaching and Learning.

Method

This part discusses the research design, participants, sampling technique, instrument,
data gathering procedure, analysis, and statistical treatment.

Research Design
This study employed a quantitative descriptive survey approach. This approach aims to
describe the characteristics of the population or phenomenon. In descriptive-survey approach,
data are collected from several samples of the population such as attitudes, opinions, behaviors,
and experiences. It is a cross-sectional collection of data using online and offline surveys and
analyzed using statistical tools to find patterns and trends. Thus, this approach cannot establish
cause-and-effect relationships (Creswell & Creswell, 2018).

Research Participants

The respondents of the study were junior (Grades 7, 8, 9, 10) and senior (Grade 11 and
12) high school students of Dipolog City National High School and officially LIS enrolled for
the school year 2023-2024. The researchers used this convenient sampling technique due to
accessibility and availability of respondents during the school dry run/ simulation activity of
the National Learning Camp Assessment (NLCA). Participants were answered the online
questionnaires via Online Google Form inside the JHS and SHS computer laboratories.
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Research Instrument

The study used two questionnaires: the Digital Literacy Questionnaire by Jeong-Bae
Son (2008) and the Computer Attitude Questionnaire (CAQ) developed by the University of
North Texas, Institute for the Integration of Technology into Teaching and Learning. These
surveys were pilot tested, and reliability assessed using Cronbach's Alpha calculation.

The questionnaire consists of six sections. The first section collects demographic
information from respondents, such as their gender, age, and grade level. The second section
evaluates students' software experience and digital skills (α = 0.897). The third section contains
questions about computer access and usage (α = 0.917). The fourth section includes a general
knowledge quiz (α = 0.876). The fifth section examines the factors which influence computer
use in the classroom and student perceptions (α = 0.917). The sixth section analyzes students'
perceptions of the significance of computers (α = 0.82).

Data Gathering Procedures

Sampling. The school has 1,010 total population of students based on the LIS record.
To select the appropriate sample size, the research used the Raosoft web application,
considering a 5% margin of error, a 95% confidence level, and a 60% response rate. The
calculation suggested sample size was 271 respondents. However, the respondents were chosen
by convenient sampling and collected 548 participants' responses.

Tables 1. Distribution of Samples

Grade Level Population Samples
7 175 135
8 166 114
9 178 89
10 197 94
11 135 32
12 159 84
Total 1,010 548

The researchers utilized two questionnaires namely: Digital Literacy Questionnaire by

Jeong-Bae Son (2008) and Computer Attitude Questionnaire (CAQ) developed by the
University of North Texas. The survey was conducted via Google Form within the school’s
computer laboratory as part of the data collection process.

Prior to the data collection, the researchers sought permission from the school principal
to conduct the research data gathering. The subjects were thoroughly informed about the
research survey questionnaires and signed the written consent. It was emphasized that their
participation was entirely voluntary.
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Data Analysis

The data collected from the Google Form was extracted to a Microsoft Excel file, where
it was organized and coded based on statistical measurement types. Subsequently, it was
imported into the Statistical Package for Social Sciences (SPSS) application to facilitate
variable manipulation and computation. These are the statistical tools used in the study:

Frequency count and Percentage. This was utilized to answer problems 1, and 2,
generally on the respondents’ demographic profiles. These statistical tools assist in
understanding how often specific events occur in the dataset. They show the distribution of
different occurrences by counting their frequency and presenting them as proportions of the
total.

Weighted Mean. This was utilized to answer problems 2 and 3. This statistical tool
improves data understanding by giving more weight to specific data points. It improves the
average by considering the significance of each data point, which helps in making well-
informed decisions and gaining a clearer understanding of the outcomes.

Below are scoring guides that offer detailed descriptions and interpretations of students'
opinions and attitudes toward computers. These guides provide valuable insights into how
students respond.

Student’s Perception of Computer Use

Scale Range of Values Description Interpretation
5 4.21-5.00 Strongly Agree Very Positive Perception
4 3.41-4.20 Agree Rather Positive Perception
3 2.61-3.40 Uncertain Neither
2 1.81-2.60 Disagree Rather Negative Perception

1 1.00-1.80 Strongly Disagree Very Negative Perception

Computer Attitude of Students

Scale Range of Values Description Interpretation
5 4.21-5.00 Strongly Agree Very Positive Attitude
4 3.41-4.20 Agree Somewhat Positive Attitude
3 2.61-3.40 Undecided Undecided
2 1.81-2.60 Disagree Somewhat Negative Attitude

1 1.00-1.80 Strongly Disagree Very Negative Attitude

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Results and Discussion

This section provides the outcomes and discoveries from the conducted data analysis.
Additionally, the results and findings were organized and documented following the guidelines
of the APA 7th edition format.

Table 2. Demographic Profile of Respondents based on Sex

Gender Frequency Percent
Male 244 44.5
Female 304 55.5
Total 548 100.00

Table 2 displays how respondents are distributed by gender. The data reveals that most
respondents, 55.5% (304 individuals), are female, while males make up 44.5% (244
individuals) of the total. This indicates a slightly higher representation of females compared to
males in the study population.

Table 3. Demographic Profile of Respondents based on Age

Age Frequency Percent
12 62 11.3
13 122 22.3
14 92 16.8
15 99 18.1
16 64 11.7
17 41 7.5
18 35 6.4
19 14 2.6
20 5 .9
21 6 1.1
22 2 .4
23 5 .9
25 1 .2
Total 548 100.0

Table 3 shows the age distribution among respondents, with a sample size of 548
individuals ranging from 12 to 25 years old. The data reveals a clear skew towards younger
respondents: those 13 to 16 years old form the majority, with 13-year-olds alone constituting
22.3% of the total. There is a notable decline in participation from ages 17 and up, with
individuals over 20 making up a mere 3% of the sample. Such a distribution indicates that
teenagers are the primary focus of the survey, and the insights gathered may predominantly
reflect the perspectives of this younger demographic rather than those of older adolescents or
young adults.
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Table 4: Demographic profile of Respondents based on Computer Device Ownership

Status Frequency Percent

No Device 281 51.3
Personal Computer 182 33.2
Laptop 85 15.5
Total 548 100.0

Table 4 reveals computer device ownership among samples of 548 respondents, where
51.3% report not owning any device. Personal computers are owned by 33.2%, while laptops
are least common at 15.5%. This suggests more than half of the surveyed individuals lack direct
access to computing technology, which may impact their digital engagement and accessibility.

Table 5: Demographic profile of Respondents based on Smartphone Ownership

Status Frequency Percent

No Mobile Device 78 14.2

Own Smartphone 470 85.5

Total 548 100.0

Table 5 shows that 85.8% of the respondents own a smartphone, while 14.2% do not
have any mobile device. The significant smartphone ownership within the group suggests
widespread access to mobile communication and internet services while individuals without
mobile devices may encounter limitations in accessing digital resources. Identifying the factors
underlying this gap is crucial for bridging digital divides and improving inclusivity in
technology-driven services and communications.

Table 6: Learn Computer Skills from Someone Who Taught You

Status Frequency Percent

Teacher/trainer 162 29.6
Family 112 20.4
Yourself 140 25.5
Friend 124 22.6
Book 10 1.8
Magazine 0 0
Video 0 0
Total 548 100.0

Table 6 reveals that the respondents predominantly acquired computer skills from
teachers or trainers (29.6%) and self-training (25.5%). Family and friends also played a
significant role in their learning, with 20.4% and 22.6% respectively. Minimal utilization of
books (1.8%) and absence of magazines or videos, this is an indication that student’s possible
preference is interactive or individualized learning over the traditional printed or outdated
media. These findings suggest the necessity for diverse and adaptable educational strategies in
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computer literacy that acknowledge formal instruction, self-directed learning, and the influence
of social circles.

Table 7: Students Self-Assessment of Digital Skills

Poor Adequate Good Excellent

Computer Literacy 19.7% 9.3% 62.0% 8.9%
Internet Literacy 18.2% 10.4% 61.3% 10.0%
Typing Skills 18.4% 13.3% 60.2% 8.0%

Table 7 shows students' self-assessment of their digital skills, with the majority rating
their computer and internet literacy as good to excellent, suggesting a confident command of
digital skills among most respondents. However, there's a noticeable sense of modesty
regarding typing skills, although the majority still report positivity. Notably, about one-fifth
perceive their skills in each category as poor, hinting at digital skills divide and the possible
need for educational initiatives to enhance proficiency and ensure all students are equally
equipped for the digital era.

Table 8: Students Software Experience and Self-Assessment of Digital Skills

Almost 3-4 1-2 1-2 Rarely Never

everyday times times times used /
per per per Do not
week week month know
in Percent(%)
Word processing 19.3 16.4 14.4 10.0 15.0 24.8
E-mail 16.6 15.7 18.8 14.6 19.7 14.6
World Wide Web 18.6 15.9 13.5 11.9 16.4 23.7
Database 16.1 12.8 14.2 10.4 14.1 32.5
Spreadsheet 5.8 12.2 15.5 14.4 16.1 36.9
Graphics 9.9 17.3 17.3 11.5 23.0 21.0
Multimedia (audio 53.5 18.8 8.0 6.6 6.9 6.2
& video)
Language software 10.4 13.1 16.8 11.7 19.9 28.1
(CD-ROM)
Blogging 8.0 8.9 12.6 19.1 18.6 42.7
Wiki 6.0 10.9 12.6 10.4 18.4 41.6
Online discussion 17.0 15.3 13.7 10.9 17.7 25.4
group
Text chatting 64.4 10.8 6.4 4.4 6.4 7.7
Voice chatting 30.5 18.8 14.1 8.4 14.6 13.7
Video 23.7 15.3 18.1 10.4 13.7 18.8
conferencing
Computer games 34.9 16.4 13.9 7.7 13.7 13.5
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Table 8 reveals that students frequently engage with multimedia (53.5%), text chatting
(64.4%), and computer games (34.9%), suggesting a strong inclination towards interactive and
recreational digital activities. Conversely, there's a noted lack of engagement with blogging
(42.7) and wiki platforms (41.6%). Routine use of basic productivity tools indicates
foundational digital literacy, yet there's a notable shortfall in the utilization of more specialized
software like databases (32.5%) and spreadsheets (36.9%).

These usage trends suggest that while students are comfortable with communication
and entertainment software, educational strategies might need to pivot to enhance their
proficiency with underused but essential productivity tools. Aligning curriculum with students'
digital habits and strengthening skills in areas like database and spreadsheet management could
yield a more versatile digital competence of students.

Table 9: Students Self-Assessment of Computer Skills

None Basic Intermediate Advanced

in Percent (%)
Word processing 39.1 35.9 17.9 7.1
applications

Spreadsheet applications 47.8 29.9 16.6 5.7

Database applications 44.2 32.8 16.2 6.8

Presentation applications 29.0 38.3 25.2 7.5

Multimedia applications 27.0 36.9 23.9 12.2

Web design applications 38.1 36.9 17.9 7.1

Web search engines 22.8 44.5 19.7 13.0

Communication 27.9 35.8 19.5 16.8

applications

Table 9 presents a self-assessment of computer skills by students across various

applications, categorized as none, basic, intermediate, and advanced. A significant portion of
students consider themselves to have no skills (39.1%) or only basic skills (35.9%) in word
processing applications. Spreadsheet and database applications report a similarly high
perception of no skills (47.8% and 44.2%, respectively) or basic competency (29.9% and
32.8%). Presentation and communication applications indicate a more confident skill set, with
the highest percentages in basic to intermediate levels. A notably smaller percentage rate them
as advanced across all categories, with the highest in multimedia applications (12.2%) and
communication applications (16.8%).

The findings highlight a potential gap in digital proficiency, especially in complex

computer applications, suggesting an opportunity for educational institutions to focus on
building these competencies. The relatively better self-assessed skills in presentations and
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communication tools may be used as a foundation upon which to increase proficiency in less
familiar areas.

Table 10: Students Self-Assessment on Computer related skills

Yes No
in Percent (%)
Can you properly turn on and shut down a computer? 80.5 19.5
Can you start and exit a computer program? 73.4 26.6
Can you change the monitor brightness and contrast? 54.0 46.0
Can you minimize, maximize, and move windows on the 53.1 46.9
desktop?
Can you perform file management including deleting and 49.1 50.9
renaming files, etc.?
Can you use a ‘search’ command to locate a file? 65.5 34.9
Can you install a software program? 39.2 60.8
Can you scan disks for viruses? 27.4 72.6
Can you move a file from a hard drive to a USB drive? 38.1 61.9
Can you write files onto a CD? 27.2 72.8
Can you resize a photograph? 50.2 49.8
Can you record and edit sounds? 60.4 39.6
Can you print a document using a printer? 48.0 52.0
Can you create a basic Word document? 55.1 44.9
Can you copy, cut and paste text in a document? 68.4 31.6
Can you change font style and size in a document? 56.2 43.8
Can you create a basic Excel spreadsheet? 39.6 60.4
Can you create a simple database using Access? 37.2 62.8
Can you create a simple presentation using PowerPoint? 63.0 37.0
Can you create a simple Web page? 42.3 57.7
Can you send and receive attachments through e-mail 62.2 37.8
messages?
Can you search for information online using a Web search 65.3 34.7
engine?
Can you download and save files from the Web (e.g., text, 56.8 43.2
graphic, PDF files)?
Can you use a video conferencing tool on the Web? 49.6 50.4

Table 10 shows that the students are comfortable with fundamental computer operation
tasks such as turning on and shutting down the computer with 80.5% of competence. However,
fewer students feel capable in executing tasks like virus scanning (27.4%) and write files onto
CD (27.2%), indicating that more than 70% of students do not possess this capacity. Tasks like
adjusting monitors and managing windows show an even distribution, while routine actions
such as printing documents or creating word files do not demonstrate a clear majority
expressing confidence.

These findings emphasize a critical need for targeted educational intervention and
strategies that go beyond basic computer operations, fostering practical skills needed for
modern technological advancement. With more than half of the participants lacking confidence
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in executing essential tasks like creating spreadsheet or managing files, the results point out
the significance of hands-on literacy education to address competency disparity.

Table 11: Students General Computer Knowledge Quiz

Question Correct Response I don’t know

1. What is a folder? 47.81% 52.19%

2. How much information fits on a CD 28.28% 71.72%
and a DVD?

3. What kind of program is used to edit a 44.34% 55.66%

GIF file or a JPEG file?

4. What is the main brain of the 71.53% 28.47%

computer?
5. What is the main function of a server in 45.62% 54.38%
a networked environment?

6. What are WAV and AIFF examples of? 39.23% 60.77%

7. Which one is not a Web search engine? 13.69% 86.31%

8. Which one is not an output device? 23.36% 76.64%

9. What is a URL? 18.98% 81.02%

10. Which of the following is considered 33.03% 66.97%
to be poor e-mail etiquette?

Table 11 reveals varying levels of computer knowledge of students. There is a solid

understanding of hardware basics, as most students know the central component of a computer
(71.53%) but understanding of digital concepts like internet navigation (13.69%) and file
management (28.28%) is low. Less than half of the students are familiar with fundamental
concept of folder (47.81%) or editing common image files (44.34%), and even fewer grasp
web-related terms like ‘URL’ (18.98%) or the correct use of email (33.03). Particularly
concerning is the widespread uncertainty, with over half of the students unsure about most of
the technology concepts presented. These findings pointed out that there is a necessity for
educational intervention or enhancement in digital literacy, specifically in areas crucial for safe
and proficient internet usage.

The quiz data shows students have a basic grasp of computer hardware but significant
weaknesses in functional tech knowledge. While most know the computer's central component,
understanding of editing software, data storage, and internet basics like URLs is poor. High
rates of uncertainty across questions, especially regarding internet and email usage, point to a
need for stronger educational focus on practical digital skills.
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Table 12: Factors and Attitudes Influencing the Use of Computers in Classroom

Factors and Attitudes Influencing the Use of

Computers in Classroom
Inflexible teaching methods 16.6%
Lack of computer-based material 20.3%
Lack of interest of students 0.0%
Lack of computer skills of students 31.9%
Limited knowledge of computers 30.3%
Limited facilities 20.4%
Curriculum restriction 13.3%
Lack of school support 25.9%
Lack of interest of teacher 19.9%
Limited access to the Internet 43.6%
Limited time 63.1%

Table 12 presents the analysis of the surveyed barriers to computer use in the classroom
identifies 'limited time' and 'limited Internet access' as the primary obstacles, reported by 63.1%
and 43.6% of respondents, respectively. These results highlight systemic issues that may
prevent the effective integration of technology into teaching. While 'lack of teacher interest'
and 'lack of student skills' are lesser concerns, they do point towards a need for professional
development in educational technology. Overall, student disinterest does not appear to be a
problem, which indicates a readiness in the student population to adopt computer-based
learning.

The data suggests institutional constraints, such as support, resources, and curriculum,
pose significant challenges to technology implementation in the classroom. To address these
issues, schools may need to invest in improving technological infrastructure, revising curricula
to allow for digital learning, and providing teacher training. With the clear willingness of
students to engage with technology, such investments could lead to enhanced learning
experiences and better preparation of students for a digital future, leveraging their inherent
interest in technological integration in educational settings.
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Table 13: Students Perception on Computers and Use of Technology

Mean SD Description Interpretation

I enjoy using computers. 4.19% .811 Strongly Agree Rather Positive
Perception
I feel comfortable using computers. 3.94 .901 Agree Rather Positive
Perception
I am willing to learn more about 4.40 .826 Strongly Agree Very Positive
computers. Perception
I think that computers are difficult to 3.28 1.117 Uncertain Neither
use.
I feel threatened when others talk about 3.18 1.183 Uncertain Neither
computers.
I believe that it is important for me to 4.31 .905 Strongly Agree Very Positive
learn how to use computers. Perception
I would like to use computers in the 3.64 1.111 Agree Rather Positive
classroom. Perception
I think that my learning can be 3.95 .964 Agree Rather Positive
improved by using computers. Perception
I think that computers can make 3.96 .984 Agree Rather Positive
learning interesting. Perception
I believe that training in computer- 3.96 1.104 Agree Rather Positive
assisted learning should be included in Perception
the curriculum.
3.881 0.9906 Agree Rather Positive
Perception

Table 13 presents students' self-reported attitudes towards computers and the use of
technology in general, quantified through a numeric scale where higher values indicate stronger
agreement with the given statements. Students exhibit a very positive perception of computers
in several areas; they report enjoying the use of computers (mean of 4.19), are willing to learn
more about them (4.40), and strongly believe it is important for their education (4.31). They
also agree that computers can improve (3.95) and make learning interesting (3.96), with a
favorable attitude towards including computer-assisted learning in the curriculum (3.96).
Comfort with computer use is slightly lower but still positive (3.94). However, there is some
uncertainty about the difficulty of using computers (3.28) and a sense of intimidation when
others discuss them (3.18), indicating a gap in confidence or knowledge. The overall average
perception leans towards the positive end of the spectrum (3.881), denoting a general
inclination to incorporate technology in their learning experience.

Furthermore, students hold a predominantly positive outlook on the role of computers

in their learning environment and personal development. The strong interest in further learning
and inclusion of technology in education reflects an awareness of its importance in
contemporary society. The data implies that while students are generally enthusiastic about and
recognize the value of computers, there are areas of ambiguity concerning the ease of use and
a certain level of discomfort in discussions about technology, which may suggest a need for
supportive learning frameworks. These findings could inform the implementation of more
comprehensive computer education programs and awareness campaigns within the educational
curriculum, to build technology-related confidence and competencies among students. This
 18

approach could potentially enhance their learning experience and better prepare them for a
tech-centric future.

Table 14: Level of Computer Attitude of Students

Mean SD Description Interpretation

I enjoy doing things on a 4.26 0.836 Strongly Very Positive
computer. Agree Attitude
I am tired of using a computer. 2.99 1.138 Undecided Undecided
I will be able to get a good job if I 4.08 0.902 Agree Somewhat Positive
learn how to use a computer. Attitude
I concentrate on a computer when 3.87 0.953 Agree Somewhat Positive
I use one. Attitude
I enjoy computer games very 3.91 1.048 Agree Somewhat Positive
much. Attitude
I would work harder if I could use 3.74 1.044 Agree Somewhat Positive
computers more often. Attitude
I know that computers give me 4.15 0.927 Agree Somewhat Positive
opportunities to learn many new Attitude
things.
I can learn many things when I use 4.06 0.918 Agree Somewhat Positive
a computer. Attitude
I enjoy lessons on the computer. 4.02 0.900 Agree Somewhat Positive
Attitude
I believe that the more often 3.79 1.008 Agree Somewhat Positive
teachers use computers, the more I Attitude
will enjoy school.
I believe that it is very important 4.18 0.911 Agree Somewhat Positive
for me to learn how to use a Attitude
computer.
I feel comfortable working with a 3.89 0.946 Agree Somewhat Positive
computer. Attitude
I get a sinking feeling when I think 3.39 1.097 Agree Somewhat Positive
of trying to use a computer. Attitude
I think that it takes a long time to 3.48 1.069 Agree Somewhat Positive
finish when I use a computer. Attitude
Computers do not scare me at all. 3.56 1.070 Agree Somewhat Positive
Attitude
Working with a computer makes 3.16 1.143 Undecided Somewhat Positive
me nervous. Attitude
Using a computer is very 3.19 1.130 Undecided Undecided
frustrating.
I will do as little work with 3.68 0.983 Agree Somewhat Positive
computers as possible. Attitude
Computers are difficult to use. 3.28 1.168 Undecided Undecided
I can learn more from books than 3.63 1.080 Agree Somewhat Positive
from a computer. Attitude
3.71 1.01 Agree Somewhat Positive
Attitude
 19

Table 14 depicts students' sentiments concerning computer usage, where the mean
scores indicate their overall attitude towards various statements about computers. The majority
of responses lean towards a very positive attitude towards computers and their role in education
and personal development. High levels of enjoyment and perceived opportunity are evident
with statements related to doing things on a computer (mean of 4.26) and the belief that
computer skills will lead to good job prospects (4.08). Furthermore, there's a recognition of the
educational potential of computers, shown by the agreement with statements about learning
new things through computer use (4.15) and enjoying computer-based lessons (4.02). However,
there are mixed feelings about some aspects of computer use: some students indicate a level of
frustration or nervousness, and there's a notable uncertainty regarding whether computers are
difficult to use or if computers lead to more time-consuming tasks.
The overall positive mean score (3.71) from the student responses points towards a
generally positive attitude towards computers, combined with an understanding of the
importance of computer literacy in achieving educational and career goals. While the
enthusiasm for computer usage is evident, there are areas where students feel undecided or
concerned, such as the potential frustration and nervousness associated with using computers,
or the belief that computers may be less efficient than books for learning. These findings
suggest that although students perceive computers as valuable and essential tools, effective
education strategies should also consider emotional and psychological factors to address and
mitigate any sense of intimidation or frustration associated with computer usage. Cultivating a
comfortable and stress-free interaction or engagement with technology could boost students’
confidence and facilitate further learning and growth.

Intervention Strategies could be proposed:

1. Tech-Skills Tune-Up Sessions. Tech-Skill Tune-Up Session. Design specialized classes
to enhance students’ proficiency in area where they may lack confidence like
understanding URLs, browsing different web tools, and correct manner in sending
email and its use. Make the lesson realistic and practical, simulation activities may be
effective for improving student’s understanding and computer ability.
2. Beefed-Up Tech Classes. Update the material in tech classes to include new lessons on
important subjects including file formats, data storage, web surfing tools, and computer
communication principles. To ensure that concepts are kept more successfully,
encourage students to actively engage in hands-on learning activities with technology.
3. Tech for All. Recognize the difficulties in getting access to technology and come up
with ideas for ways to encourage students to use it in the classroom. Some ideas include
expanding the number of computer rooms available or introducing laptop loaning
programs. Make sure that resources are easily accessible to help students adjust to
technology.
4. Teachers' Tech Boot Camp. Provide teacher upskilling workshops so they can
implement the newest technologies and instructional strategies. By doing this, kids
learn how to create a classroom atmosphere that is focused on increasing digital skills
in addition to becoming proficient users of new devices and apps.
 20

Conclusion and Recommendations

The data gathered and analyzed from the self-assessment and perception of students
consistently revealed a general positive attitude towards computers and recognition of the
significance of digital literacy skills. It was observed that students are interested and eager to
learn more and believe that there is a positive influence of technology on their future career
opportunities and learning experience. Notwithstanding, this overall optimism, notable
challenges the areas of concern that need to be addressed, including limited time and internet
access, lack of computers, lack of confidence in handling complex task, feeling of intimidation,
and worries about the potential difficulties in using computer. These challenges indicate a
discrepancy between the students’ overall positive perceptions and their experience with
computers, which potentially hinders the realization and utilization of the technology to its full
benefit in the educational setting.

Recommendations:
1. Schools should invest in improving ICT infrastructure like internet access and computer
facilities to ensure that students can regularly and effectively use the technology.
2. Curriculum revision is necessary by integrating ‘Computer Subject’ into the student’s
course subject for thorough hands-on computer literacy instruction, starting from the
fundamental skills and progressing to more complex competencies.
3. Modify time slots within school schedules to allow dedicated computer sessions/time
and ensure that students have sufficient opportunities to practice and utilize their skills.
4. Implement continuous professional development to equip teachers with the necessary
skills and confidence to integrate into their teaching practices effectively.
5. Develop a support mechanism to assist students overcome feelings of intimidation and
frustration associated with computer use. This could include implementing peer
tutoring programs, organizing computer clubs, and integrating problem-solving
techniques and strategies into lessons.

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