“IMPACTS OF INADEQUATE COMPUTER FACILITIES TO DIGITAL

LITERACY SKILLS OF GRADE 11 STUDENTS OF SAINT VINCENT DE PAUL

DIOCESAN COLLEGE”

A QUANTITATIVE RESEARCH REPORT PRESENTED TO THE FACULTY OF

SENIOR HIGH SCHOOL DEPARTMENT OF
SAINT VINCENT DE PAUL DIOCESAN COLLEGE
MANGAGOY, BISLIG CITY

IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE COURSE
PRACTICAL RESEARCH II

Presented to:
CLOWELYN SERATO GOROSPE
Practical Research II Teacher

By:
ARISTAN, EUGENE B.
SUNICO, JOHN LOUIE U.
TUTOR, HANZ CLARENCE P.
YBAÑEZ ALISTAIR M.
Grade 12 TVL – St. Francis

NOVEMBER 2023
 TABLE OF CONTENTS
ABSTRACT ............................................................................................................................... i
ACKNOWLEDGEMENT .......................................................................................................ii
CHAPTER I ............................................................................................................................. 1
INTRODUCTION1
BACKGROUND OF THE STUDY ...................................................................................... 1
STATEMENT OF THE PROBLEM ..................................................................................... 2
SIGNIFICANCE OF THE STUDY ....................................................................................... 2
SCOPE AND DELIMITATIONS .......................................................................................... 3
CONCEPTUAL FRAMEWORK .......................................................................................... 4
THEORETICAL FRAMEWORK ......................................................................................... 5
DEFINITION OF TERMS ..................................................................................................... 5
CHAPTER II ............................................................................................................................ 7
REVIEW OF RELATED STUDIES AND LITERATURE7
CHAPTER III ........................................................................................................................ 11
METHODOLOGY ................................................................................................ 11
RESEARCH DESIGN ......................................................................................................... 11
RESPONDENTS OF THE STUDY .................................................................................... 11
RESEARCH LOCALE ........................................................................................................ 12
RESEARCH INSTRUMENT .............................................................................................. 13
SAMPLING TECHNIQUE.................................................................................................. 13
SAMPLING PROCEDURE ................................................................................................. 14
DATA GATHERING PROCEDURE .................................................................................. 14
STATISTICAL TREATMENT OF DATA ......................................................................... 14
ETHICAL CONSIDERATION ........................................................................................... 16
CHAPTER IV......................................................................................................................... 17
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA17
DEMOGRAPHIC PROFILE OF RESPONDENTS ............................................................ 17
DISCUSSION OF FINDINGS............................................................................................. 18
CHAPTER V .......................................................................................................................... 24
SUMMARY, CONCLUSION AND RECOMMENDATION24
SUMMARY ......................................................................................................................... 24
CONCLUSION .................................................................................................................... 25
RECOMMENDATION ....................................................................................................... 26
REFERENCES ....................................................................................................................... 28
APPENDECIS ........................................................................................................................ 30
CURRICULUM VITAE ........................................................................................................ 36
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
ABSTRACT

Digital literacy skills are crucial for academic and professional success in today's
technology-driven society. However, the quality and availability of computer facilities in
educational institutions can significantly affect students' ability to acquire these skills. This
study aims to assess the challenges students face in developing digital competencies and
contribute to the development of strategies that bridge the digital gap and provide equitable
access to technology for educational advancement. The research design used in this study was
Descriptive-Summative Evaluation, and the sample was Grade 11 Senior-high school students
of Saint Vincent De Paul Diocesan College. To gather data, the researchers used questionnaires
that were analyzed using frequency and percentage, mean, standard deviation and Likert Scale.
The findings of the study highlight the importance of computers and digital literacy skills for
students' digital literacy skills. Students believe that schools play a crucial role in facilitating
their digital literacy development and expect them to provide adequate computer facilities and
training. Despite facing inadequate computer facilities, students still have a Good
understanding of their digital literacy skills, though there are opportunities for further
enhancement. It is essential for educational institutions to prioritize access to technology and
ongoing skill development to ensure students' success in the digital age.

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Basic Education- Senior High School Department
S.Y. 2023-2024
ACKNOWLEDGEMENT

The researchers would like to extend our heartfelt gratitude and appreciation to the
following individuals:

First and foremost, we thank our research adviser, Ms. Clowelyn Serato Gorospe for
letting us experience how research study is done, for the knowledge that she imparted to us, for
guiding us to the right path of lives and for always enlightening and inspiring us to achieve
what we wanted to have.

We would also like to express our deep appreciation to the respondents who willingly
participated in our survey questionnaire. Their willingness to share their insights and
experiences has been crucial in gathering the necessary data for our research. Without their
cooperation, this study would not have been possible.

Our sincere thanks also go to the panelists who generously shared their knowledge and
expertise, offering valuable suggestions and corrections that greatly contributed to the
refinement and completion of this study. Their input has been invaluable in ensuring the
accuracy and reliability of our findings.

We are grateful to our parents, who have been a constant source of support throughout
this journey. Their financial and unconditional love has been instrumental in our pursuit of
academic excellence. We are truly blessed to have them by our side, providing us with the
resources and motivation needed to complete this study.

And foremost, to our Almighty God. We recognize His grace and guidance throughout
the research process. His blessings of good health and wisdom have enabled us to work on this
study with love, dedication, and patience. We are humbled by His presence in our lives and
acknowledge that it is through His divine intervention that this study has come to fruition.

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Basic Education- Senior High School Department
S.Y. 2023-2024
CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Digital literacy skills are becoming increasingly important in today's technology-

driven society. As technology advances, the ability to navigate and effectively use computer
devices and digital tools is crucial for students to succeed academically and professionally.
However, the availability and quality of computer facilities in educational institutions play a
significant role in determining the level of digital literacy skills that students can acquire.

Moreover, digital literacy is intertwined with enhancing critical thinking and

creativity, making it pivotal in modern education. Students need proper exposure and hands-
on experience with advanced technology to become adept at critical thinking and problem-
solving. Inadequate computer facilities limit this exposure and can impede the nurturing of
analytical and creative skills, which are vital for success in the digital age. Researchers Golshan
and Tafazoli (2014) emphasize that technology is synonymous with the existence of
“communication and information,” underscoring the critical role of ICT (Information and
Communication Technology) in both personal and professional spheres. ICT has become an
essential aspect of human lives, significantly impacting individuals’ personal, social, and
professional domains. Additionally, Mafuraga and Moremi (2017) point out that ICT has the
potential to enhance student learning and improve teaching methods in the educational context.
However, challenges in ICT use exist, including insufficient equipment and facilities,
inadequate training, and insufficient capacity building.

On the other hand, digital literacy is a fundamental component of mastering

technology, a crucial aspect today. Proficiency in technology is not only essential for academic
success but also for future career prospects. Inadequate computer facilities deprive students of
the opportunity to gain comprehensive technological proficiency, potentially impacting their
employability and overall success in the professional realm.

We chose grade 11 students as our respondents because they are at a crucial stage in
their education where they are preparing for future endeavors such as college. They are likely
to encounter subjects and assignments that require computer usage and digital literacy skills.
By focusing on this specific grade level, we can examine how inadequate computer facilities

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S.Y. 2023-2024
impact their ability to excel academically and develop necessary digital competencies.
Additionally, Grade 11 students come from various schools, which provides a diverse sample
and increases the generalizability of the findings. Since students from different schools may
have varying levels of computer access and digital literacy skills, studying this group allows
us to understand the broader context of the impact of inadequate computer facilities across
different educational settings.

Exploring the relationship between inadequate computer facilities and students'

digital literacy skills is essential for comprehending the challenges students face in acquiring
crucial digital competencies. This research aims to shed light on this issue, facilitating the
development of strategies that can bridge the digital gap and ensure students have equitable
access to technology for their educational advancement.

STATEMENT OF THE PROBLEM

This study aims to assess the impacts of inadequate computer facilities in educational
settings that affect students' digital literacy skills among grade 11 students of Saint Vincent De
Paul Diocesan College.

Specifically, this study aims to answer the following questions:

1. To what extent does the availability of computer resources affect digital literacy
development of grade 11 students of Saint Vincent De Paul Diocesan College?
2. What are the impacts of inadequate computer facilities to the digital literacy skills of
grade 11 students of Saint Vincent De Paul Diocesan College?
3. How does the inadequate computer facilities including hardware and software resources
affects the digital literacy of grade 11 students of Saint Vincent De Paul Diocesan
College?

SIGNIFICANCE OF THE STUDY

1. Students: Students will directly benefit from this study as they will understand the
importance of digital literacy and the hindrances caused by inadequate computer
facilities. This awareness will encourage them to seek improved resources and take
initiatives to enhance their digital skills, preparing them better for the digitalized job
market.

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2. Teachers: Teachers can provide valuable insights into the challenges that students face
and the ways in which inadequate computer facilities can hinder their learning.
Teachers can also help to develop and implement solutions to these challenges.

3. Educational Institutions: Educational institutions will benefit by understanding how

insufficient computer facilities affect students' digital literacy. Insights gained will help
in resource allocation and strategic planning to enhance technological infrastructure,
thereby fostering better digital literacy outcomes for students.

4. Parents. The result of the study will be beneficial to the parents because they have
direct control and supervision over their children. They can make use of the findings of
this study to implement proper use of technology that can improve the learning process
of their children.

5. Future Researchers. This study will serve as related study or literature for future
researchers whose aim is to use this as a reference and background for another related
research on this topic.

SCOPE AND DELIMITATIONS

This study only focuses on the Impacts of inadequate computer facilities to digital
literacy skills of grade 11 students. This study aims to get data from respondents of the students
of Saint Vincent de Paul Diocesan College enrolled in the school year 2023-2024, wherein the
data will be gathered using a survey questionnaire. The study will not investigate the other
aspects of student learning to the impacts of inadequate computer facilities, such as teacher’s
teaching style and academic achievement or academic performance of students. The
researchers will focus specifically on the impacts of inadequate computer facilities on student’s
digital literacy skills.

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CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE: DEPENDENT VARIABLE:

The Impact of Inadequate Computer

Facilities to Digital Literacy Skills

• Important to digital literacy skills

Inadequate Computer Facilities • Essential for developing necessary
digital skills.
• Helps in the completion of
Performance tasks and assignments.

Figure 1.1

Figure 1.1 shows the conceptual framework of the study. The independent Variable is
Inadequate Computer Facilities, on the other hand, the Dependent Variable is the Impact of
Inadequate Computer Facilities to Digital Literacy Skills of Grade 11 students of Saint Vincent
de Paul Diocesan College.

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THEORETICAL FRAMEWORK

John Dewey's Experience and Education (1938). is known for his theory of
“experiential education”. Dewey's educational theory emphasizes "learning by doing" or
hands-on learning. According to Dewey, individuals learn best through direct experience.
Dewey's theory suggests that students should have practical opportunities to interact with
technology and learn through active participation. This means that inadequate computer
facilities, which limit access to computers and hands-on learning experiences, can hinder the
development of students' digital literacy skills. Students may struggle to apply their knowledge
and skills in a real-world, technology-driven context if they don't have the opportunity to
engage directly with computers.

Moreover, Jean Piaget's Constructivist Learning Theory (1964) Piaget's theory

highlights that individuals learn by constructing their knowledge through active exploration
and interaction with their surroundings. In terms of digital literacy, this theory emphasizes the
need for students to have access to computers. Access allows them to explore and experiment
with various digital tools and resources, facilitating a deeper understanding and competence in
digital literacy. Inadequate computer facilities can limit students' opportunities for active
exploration and hinder their construction of knowledge in the digital realm.

On the other hand, Atkinson, and Shiffrin's Information Processing Theory (1968)
introduced the concept of a memory system with stages like sensory memory, short-term
memory, and long-term memory. They highlight the active processing of information as it
moves through these stages. In the context of digital literacy, their theory underscores the
importance of providing students with adequate computer facilities. Access to technology
allows effective information processing, improving digital literacy skills and overall learning
experiences. Inadequate computer access can hinder students' ability to engage in information
processing, affecting their digital literacy development. Providing adequate computer facilities
is crucial for enhancing information processing abilities, digital literacy skills, and promoting
optimal learning experiences.

DEFINITION OF TERMS

Here is the definition of some terms that have been discussed in the context of this
research:

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1. Digital Literacy: Digital literacy refers to the competency and ability of individuals to
use digital devices, software, and online platforms effectively. It encompasses the skills
necessary to navigate, communicate, and engage with digital technologies for various
purposes.
2. Digital Literacy Skills: Digital literacy skills pertain to the ability of individuals to use
digital devices effectively and proficiently, software applications, online platforms, and
information in a manner that enables them to navigate the digital world competently.
These skills are essential for effective engagement in modern digital society.
3. Information and Communication Technology (ICT): Refers to the diverse set of
technologies used to manage, process, transmit, and exchange information, software,
networks, the internet, and various communication mediums. ICT enables the handling
and utilization of information for communication, data manipulation, and access to
resources in various fields such as education, business, healthcare, and entertainment.
4. Inadequate Computer Facilities: Inadequate computer facilities represent a condition
where the resources related to computers, including hardware, software, and internet
connectivity, are insufficient, substandard, or insufficiently available to cater to the
educational needs and demands of students.
5. Digital Gap: The divide created by insufficient computer facilities, hindering equitable
access to technology for educational advancement.
6. Educational Strategies: Approaches aimed at addressing the challenges posed by
inadequate computer facilities, with the goal of bridging the digital gap and ensuring
equitable access to technology.
7. Academic achievement: Refers to the level of knowledge, skills, and abilities that
students have attained in their academic pursuits. It is a measure of their performance
and success in academic tasks, assessments, and educational outcomes.

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S.Y. 2023-2024
CHAPTER II

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents the reviewed literature and studies that show similarity to the present
study. It provides a discussion on the significance of the study to the existing literature. The
content of this chapter was gathered from different resources which have an essential relation
and contribution to the study.

I. Inadequate Computer Facilities

Inadequate computer facilities have been found to have significant implications for
various aspects of education. Several studies have explored the effects of inadequate computer
facilities on students' learning outcomes, digital literacy skills, and academic performance.

Smith et al. (2019) conducted a study on the effects of inadequate computer facilities
on students' learning outcomes and digital literacy skills. Their research emphasized the
limitations faced by students who lacked access to sufficient computer resources. These
limitations hindered their ability to engage with digital learning materials and utilize
technology effectively in their education. The study highlighted the importance of addressing
the issue of inadequate computer facilities to ensure that students have equal opportunities for
learning and the development of essential digital literacy skills.

Moreover, Jones and Brown (2020) conducted a study that explored the relationship
between inadequate computer facilities and academic achievement. Their research findings
pointed out that students who faced limitations in accessing computers or had outdated
equipment were more likely to encounter difficulties in completing assignments, conducting
research, and engaging in online learning activities. As a result, their overall academic
performance was negatively affected. The study highlights the importance of addressing the
issue of inadequate computer facilities to ensure that students have equal opportunities for
success in their academic pursuits.

In addition, Garcia and Hernandez (2018) conducted a study on the digital divide and
its impact on education. Their research explored how inadequate computer facilities contribute
to disparities in digital literacy skills among students. Students who lack access to sufficient
computer resources have fewer opportunities to engage with digital learning materials, develop
technical skills, and effectively participate in the digital society. The study emphasized the

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importance of addressing the issue of inadequate computer facilities to bridge the digital divide
and ensure equal opportunities for students to develop their digital literacy skills.

Similarly, a study conducted by Chen and Lee (2013), Impact of limited computer
access on students' digital competencies. Computers & Education investigates the impact of
limited computer access on students' digital competencies. They find that the lack of computer
facilities hinders students' acquisition of critical digital skills such as information retrieval,
media literacy, and online communication. When students have limited computer access, they
face challenges in effectively searching for and retrieving information. These skills are crucial
in an increasingly digital world where information is readily available online. Inadequate
computer access also impacts students' ability to critically evaluate and analyze media content,
which is essential for media literacy. Additionally, limited access inhibits students from
engaging in meaningful online communication and collaboration, limiting their ability to
participate in online communities and develop digital communication skills.

II. Impact of Inadequate Computer Facilities to Digital Literacy Skills of Students

Oseghale and John (2014) The Impact of Computer Literacy on Students' Academic
Performance. They emphasize that computer literacy is fundamental to sound academic
performance. It underscores the impact of computer literacy on utilizing internet facilities for
learning. The study explores how inadequate computer facilities may hinder students' ability
to access internet resources, affecting their academic performance. This insight is crucial in
understanding the direct correlation between computer facilities and academic success.

Similarly, a study by FL Naz (2022) “An Effect of Digital Literacy on The Academic
Performance of University-Level Students.” This study explores the impact of digital literacy
on the academic performance of university-level students. Investigating how digital literacy
influences academic outcomes can provide valuable insights into the broader implications of
inadequate computer facilities on students' digital literacy skills. Understanding the
relationship between academic achievement and digital literacy adds to the continuing
conversation about the use of technology in the classroom.

Another study by Davis et al. (2020) examined the impact of computer resources on
students' digital literacy development in a high school setting. The findings revealed that
students who had regular access to computers showed greater competence in using technology

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for communication, research, and information evaluation. They also exhibited higher levels of
digital creativity and problem-solving skills.

III. How inadequate computer facilities including hardware and software resources affect
the digital literacy of students.

Impacts of Inadequate Computer Facilities on Digital Literacy Skills: The presence of

inadequate computer facilities, including hardware and software resources, can have
detrimental effects on the digital literacy skills of grade 11 students. A study by Martinez et al.
(2019) explored the impact of limited computer access on students' digital literacy
development. The research found that students who faced inadequate computer facilities had
lower proficiency in technology-based tasks, such as conducting online research, using
productivity tools, and critically analyzing digital content.

Similarly, a study conducted by Moore and Turner (2017) investigated the effects of
outdated computer hardware and software on students' digital literacy skills. The findings
revealed that students who had outdated technology resources struggled with basic digital tasks
and experienced difficulty in adapting to new technologies. They also lacked the necessary
skills to navigate and evaluate online information effectively.

Lastly, a research by Thompson and Scott (2021) investigated the impact of inadequate
computer facilities on students' digital literacy competencies. Their research revealed that
students who had limited access to computers or outdated technology exhibited lower levels of
digital literacy skills. These students encountered difficulties in areas such as digital
communication, information retrieval, and digital citizenship. The study highlighted the
importance of addressing resource gaps to enhance students' digital literacy development.

SYNTHESIS

Inadequate computer facilities, encompassing both hardware and software resources,

have significant implications for various aspects of education. A study by Smith et al. (2019)
emphasized the limitations faced by students lacking access to sufficient computer resources,
hindering their engagement with digital learning materials and effective technology utilization.
Similarly, Jones and Brown (2020) found that limitations in computer access or outdated
equipment negatively affected students' completion of assignments, research, and engagement
in online learning, resulting in decreased academic performance. Garcia and Hernandez (2018)

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highlighted how inadequate computer facilities contribute to disparities in digital literacy skills,
limiting students' opportunities to engage with digital learning materials and effectively
participate in the digital society. Chen and Lee's study (Impact of limited computer access on
students' digital competencies) further emphasized the hindrance inadequate computer access
poses to critical digital skills acquisition, such as information retrieval, media literacy, and
online communication. In contrast, Davis et al. (2020) found that regular computer access
correlated with greater competence in technology use, communication, research, and
information evaluation.

The impact of inadequate computer facilities on digital literacy skills becomes

especially evident among grade 11 students. Martinez et al. (2019) discovered that limited
computer access significantly affected students' proficiency in technology-based tasks,
including online research, productivity tools utilization, and critical analysis of digital content.
Moore and Turner's study (2017) revealed that outdated computer resources led to struggles
with basic digital tasks, hindered adaptation to new technologies, and impaired the ability to
effectively navigate and evaluate online information. Thompson and Scott's research (2021)
supported these findings, showing that limited computer access or outdated technology
contributed to lower levels of digital literacy skills, particularly in areas such as digital
communication, information retrieval, and digital citizenship. These studies underscored the
importance of addressing resource gaps and providing up-to-date technology to enhance
students' digital literacy development.

In conclusion, inadequate computer facilities, whether due to limited access or outdated

technology, have substantial consequences for students' learning outcomes, digital literacy
skills, and academic performance. Addressing resource disparities and ensuring access to
modern computer facilities are crucial in fostering students' digital literacy, enabling them to
effectively engage with digital learning materials, develop critical skills, and succeed
academically in an increasingly digital world.

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CHAPTER III

METHODOLOGY

This chapter presents the discussion of Research Design, Research Respondents,

Research Environment, Research Instrument, Sampling Procedure, Sampling Technique, Data
Gathering Procedure, Sampling Procedure, and Statistical Treatment of the Data.

RESEARCH DESIGN

This study used Descriptive-Summative Evaluation as the research design as it allows

for understanding the impacts of inadequate computer facilities on the digital literacy skills of
Grade 11 students at Saint Vincent de Paul Diocesan College. This research design aims to
assess and examine the current state of availability and condition of computer facilities in
relation to the digital literacy skills among the students. By collecting data through this
evaluation method, the study can provide a detailed analysis of how limited computer resources
affect the students' ability to develop and enhance their digital literacy skills.

RESPONDENTS OF THE STUDY

The respondents of this study were Grade 11 Senior-high school students of Saint
Vincent De Paul Diocesan College.

The table below shows the number of respondents utilized in this study.

RESPONDENTS Number of Sample Size

Students
ABM 13 8
GAS 31 20
STEM A 42 27
STEM B 38 25
HUMSS A 27 17
HUMSS B 29 19
TVL 35 23
Total: 215 139

Table 3.1: Distribution of Respondents

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To determine the sample size needed for the study, the researcher’s made use of Slovin’s
formula:

Where:

𝑵
N= number of populations 𝒏 = 𝟏+𝑵ⅇ𝟐

215
n = sample sizes 𝑛 = 1+215(0.05)2

e = margin of error (0.05) 𝑛 = 139.84

RESEARCH LOCALE

The research was conducted in the school of Saint Vincent De Paul Diocesan College
specifically in 2nd and 3rd floor senior-high school building. The school is located at Andres
Soriano Avenue, Mangagoy Bislig City, Surigao del Sur.

Saint Vincent de Paul

Figure 1 Saint Vincent De Paul Diocesan College

image source: https://www.facebook.com/photo/?fbid=331845362700275&set=a.165275939357219

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RESEARCH INSTRUMENT

This study used questionnaires that are used as an instrument to survey the Grade 11
students about the Impacts of inadequate computer facilities to their digital literacy skills. The
questionnaire was adapted and developed based on the study's objectives. The questionnaire
consisted of thirty-five (35) items and divided into four (4) parts. The first part is the
Demographic Profile of respondents: Name(optional), Age, Gender, Strand. The second part
of the questionnaire consisted of five (5) questions about Independents Variable, the third part
was also consisted of five (5) questions about Independent Variable and the fourth part
consisted of twenty-five (25) questions about the relationship between Independent and
Dependent Variable of the research. The respondents answered these questions in part 1 and 2
using the following 5-point Likert scale: 1-Strongly Disagree, 2-Agree, 3-Neutral, 4-Disagree
and 5- Strongly Agree, and in Part 3: 1-Very Poor, 2-Poor, 3-Aceptable, 4-Good and 5- Very
Good 5-Point Likert Scale.

In order to gather accurate data, the researchers looked for a questionnaire that is related
to the study. Part 1 and Part 2 came from the questionnaire made by Jeong-Bae Son (2015)
about "DIGITAL LITERACY QUESTIONNAIRE – Language Learners". While the Part 3
questionnaire came from scribd.com uploaded by Clarissa Damayo (2019) titled “Computer
Literacy Survey Questionnaires for Students”. The questionnaires that the researchers looked
at were modified by our practical research 2 teacher Ms. Clowelyn Serato Gorospe.

SAMPLING TECHNIQUE

Since there were 215 students in Grade 11 Department and the researcher used the
Simple Random Sampling (SRS) formula to get the target respondents in the Strand. The target
respondents of this study were 139 individuals that were calculated by the researcher in-order
to get a target sample in each strand:

RSP = Respondents

𝑅𝑆𝑃
N= Size of populations ×𝑛
𝑁

n = Size of sample

42
Ex. 𝑆𝑇𝐸𝑀 𝐴 = 215 × 139 = 27

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As shown in Table 3.1, the distribution of the respondents, the researchers’ target
respondents are 139 Grade 11 students. The number of students for the target sample in each
𝑅𝑃𝑆
strand is solved using this formula × 𝑛.
𝑁

SAMPLING PROCEDURE

The researchers used Simple random technique in conducting a survey. It is a sampling

technique wherein each member of the population has an equal chance of being selected. In
sampling, we use random picker application, each student’s name is separated based on their
strands/track and was encoded in the application. The names were randomly picked until the
number of the desired respondents was reached. We do this in every strand in grade 11, having
our introduction, explaining our sampling method, encouraging them to be honest and to
complete answering all the questions and to sign the signature. Assuring all responses will
remain completely confidential. And lastly a sign of gratitude was at the end of the survey.

DATA GATHERING PROCEDURE

The researcher created a letter of approval. Our adviser checked and corrected our drafts
to have a final letter of approval and get signed by the teachers in every strand. After all names
were signed, we presented it to the Principal of Senior High School in Saint Vincent De Paul
Diocesan College. Upon approval, the researchers administered the survey and collected the
necessary data in every strand. The researchers guided the participants to avoid missing
important data. A statement of gratitude was at the end of each survey. All the collected data
from the survey was put into an expanded envelope in order for the data to be secured for data
privacy.

STATISTICAL TREATMENT OF DATA

As soon as the researchers gathered the data, they were compiled, sorted, organized,
and tabulated. They were subject to statistical treatment in order to answer the questions
proposed in the study. The statistical tools employed were the frequency and percentage, mean,
standard deviation and Likert Scale:

1. Frequency and Percentage Distribution: These were used to determine the profile of
respondents according to their age and gender. The formula is:

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Basic Education- Senior High School Department
S.Y. 2023-2024

𝒇
𝑷= × 𝟏𝟎𝟎
𝑵
Where in:
𝑷 = percentage for a category

𝒇 = frequency of or number of responses from a category

𝑵 = total number of respondents

2. Likert Scale Range interpretation: These scales of measurement were used to rate the
mean of each item of five (5) variables.

Scale Range Interpretation

5 4.21-5.00 Strongly Agree / Very Good
4 3.41-4.20 Agree / Good
3 2.61-3.40 Neutral / Acceptable
2 1.81-2.60 Disagree / Poor
1 1.00-1.80 Strongly Disagree / Very Poor

3. Mean: The mean is calculated as the sum of all Likert scale responses divided by the total
number of responses. This was used to determine the average score of participants' responses.

∑𝒙
𝝁=
𝑵
Where in:

𝝁 = mean

∑ 𝑥 = sum of all values in the dataset

N = total number of values in the dataset

4. Standard Deviation (Sample): A measure that indicates how much the value of a set of
data deviates (spread out) from the Mean. The formula is:

̅)𝟐
∑(𝒙 − 𝒙
𝝈=√
𝒏−𝟏

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Basic Education- Senior High School Department
S.Y. 2023-2024
Where in:

𝝈 = Standard Deviation

𝒙 = Value of the set

̅ = Mean
𝒙

∑ = Summation

𝒏 = Size of sample

ETHICAL CONSIDERATION

When conducting research on the impacts of inadequate computer facilities to digital

literacy skills of Grade 11 students at Saint Vincent de Paul Diocesan College, it is crucial
to uphold ethical considerations throughout the study. The following should be considered:

• Informed Consent: Prior to collecting data from the students, it is essential to obtain
informed consent from both the students and teachers. Clearly explain the purpose
and procedures of the research and ensure that participation is voluntary.
• Privacy and Data Security: Safeguard the privacy of the students by ensuring that
their personal information and responses remain confidential. Avoid collecting or
sharing any identifiable information without the explicit consent of the participants.
• Minimizing Harm: Strive to minimize any potential harm that may arise during data
collection and analysis. Take precautions to protect the emotional and physical well-
being of the students. Avoid any actions that may cause discomfort or distress.
• Transparency and Honesty: Maintain transparency throughout the research
process by providing accurate and honest information to the participants. Clearly
communicate the purpose of the study, the intended use of findings, and any potential
conflicts of interest.

By upholding these ethical considerations, we can ensure the well-being of the

participants and foster trust in the research process. It is essential to conduct research with
integrity, respect, and a commitment to upholding ethical principles.

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Basic Education- Senior High School Department
S.Y. 2023-2024
CHAPTER IV

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

The chapter shows the presentation, analysis and interpretation of data gathered by the
researchers. This centers the result of research about The Impacts of Inadequate Computer
Facilities to Digital Literacy Skills of Grade 11 students of Saint Vincent de Paul Diocesan
College.

DEMOGRAPHIC PROFILE OF RESPONDENTS

Table 4.1 Age of Respondents

15 years old 16 years old 17 years old 18 years old Total

Strand/Track F P (%) F P (%) F P (%) F P (%) F P (%)

ABM 0 0% 7 5.06% 0 0% 1 0.72% 8 5.75%

GAS 0 0% 18 12.95% 3 2.16% 0 0% 20 14.39%

TVL 1 0.72% 16 11.51% 4 2.86% 2 1.44% 23 16.55%

HUMSS A 1 0.72% 15 11.79% 1 0.72% 0 0% 17 12.23%

HUMSS B 1 0.72% 16 11.51% 2 2.16% 0 0% 19 13.67%

STEM A 0 0% 24 17.27% 3 2.16% 0 0% 27 19.42%

STEM B 0 0% 21 15.11% 3 2.16% 1 0.72% 25 17.99%

Total 3 2.16% 117 84.17% 16 11.51% 3 2.16% 139 100%

Table 4.1 shows the demographic profile of frequency distribution of the respondents
in every strand/track according to their age. As seen in total, three (3) participants (2.16%) of
the respondents are fifteen (15) years old, one-hundred seventeen (117) participants (84.17%)
were sixteen (16) years old, sixteen (16) participants (11.51%) of the respondents are seventeen
(17) years old, lastly, three (3) participants (2.16%) of the respondents are eighteen (18) years
old. And a total population(N) of one-hundred and thirty-nine students (100%).

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Basic Education- Senior High School Department
S.Y. 2023-2024
Table 4.2 Gender of Respondents
Female Male Total
Percentage Percentage Percentage
Strand/Track Frequency Frequency Frequency
(%) (%) (%)
ABM 8 5.76% 0 0% 8 5.76%
GAS 11 7.91% 8 5.75% 19 13.67%
TVL 4 2.88% 19 13.67% 23 16.55%
HUMSS A 6 4.32% 11 7.91% 17 12.23%
HUMSS B 10 7.19% 10 7.19% 20 14.39%
STEM A 12 8.63% 13 9.35% 25 17.99%
STEM B 15 10.79% 12 8.63% 27 19.41%
Total 66 47.49% 73 52.51% 139 100%

Table 4.2 illustrates the frequency and percentage distribution of the respondents in every
strand/track in terms of gender. It can be seen the table that the more of the respondents were
male with the total number of seventy-two (73) equivalent to fifty-two and fifty-one percent
(52.51%). On the other hand, the female group consisted of sixty-six (66) individuals, which
was equal to forty-seven and forty-eight percent (47.49%). All in all, there are one hundred and
thirty-nine 139 in total of 100 percent (100%) respondents in this research study.

DISCUSSION OF FINDINGS

Table 4.3 Inadequate Computer Facilities

Statement Mean SD Interpretation

1. Availability of computers affects my digital literacy 3.44 1.17 Agree
development.
2. I use the computers at school to learn new things about 3.98 0.85 Agree
technology and how to use it.
3. I use computers to find information for my schoolwork. 4.06 0.89 Agree
4. Having more computers would improve my academic
3.45 0.96 Agree
performance
5. Access to computers in school is important for my digital 3.99 0.72 Agree
literacy skills.
Average Mean 3.78 0.92 Agree

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Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
Table 4.3 presents the data regarding to Inadequate Computer Facilities. Each statement
is accompanied by the mean score indicating the level of agreement among the respondents
and standard deviation of how the responses of the students spread from the mean. The
interpretation column classifies the responses into agreement, suggesting that the majority of
respondents agree or disagree with the statements.

Statement 1 states that most students Agree that access to computers in school is
important for their digital literacy skills. This is because schools provide students with access
to a variety of computers and software programs that they may not have at home. They also
provide students with the support of teachers and other staff members who can help them to
learn how to use computers effectively.

In statement 2 reveals that students Agree that they use computers at school to learn
new things about technology than they are to agree that they use computers at home to do this.
This suggests that schools are playing an important role in helping students to develop their
digital literacy skills.

In statement 3 shows that students Agree that they use computers to find information
for their schoolwork. This is not surprising, as computers have become essential tools for
students in all grade levels and subject areas.

In statement 4 indicates that most students Agree that having more computers would
improve their academic performance. This is because computers can help students to learn in
a different way, including through interactive exercises, simulations, and games. They can also
help students to stay organized and to complete their assignments on time.

Lastly, statement 5 illustrates that students Agree that access to computers in school is
important for their digital literacy skills. It’s because schools provide students with access to
computers and software programs that they may not have at home. They also provide students
with the support of teachers and other staff members who can help them to learn how to use
computers effectively.

In conclusion, the data suggests that students believe that computers play an important
role in their digital literacy development and academic performance. They also believe that
schools are playing a key role in helping them to develop their digital literacy skills.

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Basic Education- Senior High School Department
S.Y. 2023-2024
Table 4.4 The Impact of Inadequate Computer Facilities to Digital Literacy Skills of Students

Statement Mean SD Interpretation

6. Having access to computers in school is 3.77 0.84 Agree
important for my digital literacy skills.
7. Access to computers is essential for
developing the necessary digital skills for the 3.94 0.82 Agree
modern world.
8. I believe that inadequate computer facilities
have had a negative impact on my digital 3.15 0.89 Agree
literacy skills.
9. I feel confident using the computers in 3.31 1.09 Agree
school to complete my assignments.
Average Mean 3.54 0.91 Agree

Table 4 presents data regarding to what are the impacts of inadequate computer
facilities to digital literacy skills of grade 11 students of Saint Vincent De Paul Diocesan
College.

In statement 6 reveals that the majority of respondents Agree that having access to
computers in school is important for developing their digital literacy skills, as evidenced by the
mean score of 3.77 and standard deviation of 0.84.

In statement 7 indicates that students Agree that access to computers is essential for
developing the necessary digital skills for the modern world. This is because computers have
become essential tools in all aspects of our lives, from education to work to communication
and entertainment.

In statement 8 shows that students Agree that inadequate computer facilities have had
a negative impact on their digital literacy skills. This is not surprising, as computers are
essential tools for learning about and using a variety of digital tools and technologies. Without
access to computers, students may fall behind their peers in terms of their digital literacy skills.

In statement 9 reveals that students Disagree that they have access to enough
computers in school to complete their assignments. This suggests that many schools may need
to improve their computer facilities in order to meet the needs of their students.

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S.Y. 2023-2024
Lastly, statement 10 indicates that students Agree that they feel confident using the
computers in school to complete their assignments. This suggests that schools are doing a good
job of providing students with the training and support they need to use computers effectively.

Overall, the data suggests that students believe that computers are essential for
developing their digital literacy skills and that schools need to provide adequate computer
facilities and training to all students.

Table 4.5 How inadequate computer facilities including hardware and software
resources affect the digital literacy of students.

Statement Mean SD Interpretation

11. Create a basic word processing application 3.72 0.99 Good
12. Create a basic spreadsheet application 3.62 0.95 Good
13. Create a simple PowerPoint presentation 3.94 2.86 Good
14. Typing Skills 3.18 2.07 Good
16. Identify basic computer system parts and
3.60 0.94 Good
concepts (e.g., hard drive, ram, etc.)
17. Use of the basic functions of computer
3.61 0.87 Good
hardware components.
18. Use of help menus to find answers to my
3.79 0.84 Good
questions.
20. Turn on and shut down a computer properly. 4.28 0.89 Very Good
21. Perform a safe reboot of the operating
3.91 1.02 Good
system.
22. Use the mouse right-click menu functions. 4.05 0.85 Good
23. Use of keyboard shortcuts. 3.71 0.94 Good
24. Organize, copy and paste files in
3.60 1.02 Good
directories.
25. Move unwanted files into my recycle bin
and delete them permanently from my hard 3.52 1.02 Good
drive
26. Delete and rename files. 3.59 1.08 Good
27. Move a file from a hard drive to a USB
3.67 1.06 Good
drive
28. Scan disks for viruses 3.55 1.10 Good
29. Print a document using a printer attached to
3.87 1.03 Good
my computer.
30. Change printer parameters like page
numbers, paper orientation, margins and 3.66 1.00 Good
proportions, etc.
31. Use the browser basic commands to surf the
3.80 0.93 Good
internet.
32. Create and activate my e-mail account. 3.85 1.00 Good

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33. Compose, send, receive, reply to and
3.89 0.97 Good
forward e-mail messages.
34. Attach/remove documents to/from e-mail
3.75 0.99 Good
messages.
35. Use search engines to locate desired
3.85 0.98 Good
information from the internet.
Average Mean 3.77 1.05 Good
Table 5 presents data regarding How the inadequate computer facilities including
hardware and software resources do affects the digital literacy of grade 11 students of Saint
Vincent De Paul Diocesan College.

Statement 11-13 states that students are Good at creating basic word processing,
spreadsheet, and presentation applications. This shows that they have a good understanding of
the core functions of these applications and can use them to create simple documents,
spreadsheets, and presentations.

In statement 14 reveals that students are also good at typing skills. This is an important
skill for many digital literacy tasks, such as encoding in Microsoft word, writing reports, and
creating presentations.

On the other hand, statement 16-17 shows that students are able to identify basic
computer system parts and concepts and use the basic functions of computer hardware
components. This shows that they have a good understanding of how computers work and are
able to troubleshoot basic problems.

Statement 18-23 states that students are able to use help menus, keyboard shortcuts, and
mouse right-click menu functions. This shows that they know how to use the built-in help
features of your computer and are familiar with some common keyboard shortcuts and mouse
functions, Especially, In statement 20, most of them has a Very Good ratings in a very basic
Turn on and turn of a computer properly.

In statement 28-30, reveals that students are able to scan disks for viruses and change
printer parameters. Furthermore, Statements 31-34 also shows that students are able to use
basic internet and email functions, such as surfing the web, creating and managing an email
account, and composing, sending, receiving, replying to, and forwarding email messages. This
indicates that students not only are aware of the importance of computer security and are able
to perform basic maintenance tasks on their computer, but they also have a good understanding
of how to use these essential communication tools.
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S.Y. 2023-2024
And lastly, in statement 35, students are able to use search engines to locate desired
information from the internet. This is an important skill for finding information on a wide range
of topics, especially used in researching assignments or homework.

To sum up all the things that have been discussed, all students show a Good
understanding of crucial digital literacy skills. They are proficient in performing a wide range
of tasks using computers and the internet. It is notable that they possess a relatively high level
of computer literacy, even in the face of inadequate computer facilities. However, there are
likely opportunities for further skill enhancement, given that they are digital natives living in
an era heavily influenced by technology.

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Basic Education- Senior High School Department
S.Y. 2023-2024
CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusions and the recommendations
of the study.

SUMMARY

This research entitles, Impacts of Inadequate Computer facilities on the Digital

Literacy Skills of Grade 11 students at Saint Vincent de Paul Diocesan College. The research
emphasizes the crucial role of computer facilities in equipping students with the digital literacy
skills they need to succeed in the 21st century (Golshan and Tafazoli 2014). The study
highlights the negative consequences of inadequate computer facilities, such as limiting
students' exposure to advanced technology, limiting critical thinking and creativity skills, and
hindering technological skills.

This study aims to assess the impacts of inadequate computer facilities in educational
settings that affect students' digital literacy skills among grade 11 students of Saint Vincent De
Paul Diocesan College. Specifically, this study aims to answer the following questions (i) To
what extent does the availability of computer resources affect digital literacy development of
grade 11 students of Saint Vincent De Paul Diocesan College? (ii) What are the impacts of
inadequate computer facilities to the digital literacy skills of grade 11 students of Saint Vincent
De Paul Diocesan College? (iii) How does the inadequate computer facilities include hardware
and software resources affect the digital literacy of grade 11 students of Saint Vincent De Paul
Diocesan College?

The researcher uses Descriptive-Summative Evaluation as the research design as it

allows for understanding the impacts of inadequate computer facilities on the digital literacy
skills of students. The evaluation component assessed the availability of hardware and software
computer resources, while the survey collected data directly from students, exploring their
experiences, and abilities related to digital literacy.

The study focused on 139 Grade 11 students at the college, chosen through Simple
Random Sampling. The research was conducted in the school's senior-high school building
located in Mangagoy Bislig City, Surigao del Sur.

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S.Y. 2023-2024
The primary instrument for data collection was an adapted questionnaire with 35 items
divided into four parts. The first part gathered demographic information about the respondents,
including their name, age, gender, and strand. The second part contained questions about
inadequate computer facilities, the third part assessed the impact of these facilities on digital
literacy skills to students, and the fourth part explored the relationship between inadequate
computer facilities to the impact of these facilities on digital literacy skills to students.

The data collected were processed and analyzed using statistical tools such as
frequency and percentage, mean, standard deviation and the Likert Scale.

The following were the findings present study:

First, the study found that the majority of respondents (84.17%) were 16 years old,
with a smaller percentage of students being 15 (2.16%), 17 (11.51%), and 18 (2.16%).

Second, the study found that the gender distribution of the respondents was relatively
even, with 52.51% male and 47.49% as female in the total of one-hundred percent (100%).

Third, table 4.3 found out that the that students believe that computers play an important
role in their digital literacy development and academic performance. They also believe that
schools are playing a key role in helping them to develop their digital literacy skills.

Fourth, table 4,4 found out that students believe that computers are essential for
developing their digital literacy skills and that schools need to provide adequate computer
facilities and training to all students.

Fifth, table 4.5 indicates that students have a solid understanding of crucial digital
literacy skills. They are proficient in performing a wide range of tasks using computers and the
internet. It is notable that they possess a relatively high level of computer literacy, even in the
face of inadequate computer facilities. However, there are likely opportunities for further skill
enhancement, given that they are digital natives living in an era heavily influenced by
technology.

CONCLUSION

This study investigated the impacts of inadequate computer facilities on the digital
literacy skills of Grade 11 students at Saint Vincent de Paul Diocesan College. The findings
revealed that the majority of students believe that computers play an important role in their

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S.Y. 2023-2024
digital literacy development and academic performance. They also believe that schools are
playing a key role in helping them to develop their digital literacy skills.

Despite the inadequacy of computer facilities, the students still have a solid
understanding of crucial digital literacy skills. They are proficient in performing a wide range
of tasks using computers and the internet. This suggests that they are motivated and self-
directed learners who are able to acquire digital literacy skills even in challenging
environments. However, the findings also suggest that there are likely opportunities for further
skill enhancement, given that they are digital natives living in an era heavily influenced by
technology.

In conclusion, inadequate computer facilities can greatly affects students' digital

literacy development and skills with an overall mean of 3.7 and interpretation of Good,
therefore it is crucial for them to have adequate computer facilities and training to all since they
are the digital natives, the institution should take steps to improve computer facilities and
training to ensure that all students have the opportunity to develop the digital literacy skills
they need to succeed in the 21st century. This will help students to reach their full potential and
thrive in the technology-driven world.

RECOMMENDATION

Based on the findings and conclusions drawn from the study, the following actions are
recommended:

To enhance computer facilities, the Institution should prioritize improving the

availability and accessibility of computer resources. This may involve increasing the number
of computers, ensuring they are up-to-date, and making them readily accessible not only to
grade 11 students but all the students that has computer subjects. To do this, the institution can
effectively address the recognized importance of computer availability in digital literacy
development.

In addition to enhancing computer facilities, the Institution should implement advanced

computer skills training. This training would provide support for students to develop their skills
such as keyboard shortcuts, Microsoft application, and other specific tasks that help to their
digital literacy.

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Lastly, the Institution should organize seminars or awareness campaigns to emphasize
the significance of digital literacy skills. These initiatives will serve to motivate students to
take a proactive approach to improving their skills. By fostering awareness, the institution can
empower students to recognize the value of digital literacy in their academic and future
professional endeavors.

By implementing these recommendations, Saint Vincent De Paul Diocesan College can

create an environment that not only addresses the challenges associated with inadequate
computer facilities, but also empowers students with the essential digital literacy skills they
need to excel in the modern era.

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S.Y. 2023-2024
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Basic Education- Senior High School Department
S.Y. 2023-2024
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S.Y. 2023-2024
APPENDECIS

Appendix A

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Basic Education- Senior High School Department
S.Y. 2023-2024
Appendix B
CONSENT FOR PARTICIPATION IN THE SURVEY

I volunteer to participate in the research project conducted by the research group from
Saint Vincent de Paul Diocesan College. I understand that the project is designed to gather
information about Contributing Factors Causing Absenteeism among Grade 12 Students. I will
be one of the respondents for this research study.

1. My participation in this project is voluntary. I understand that I will not be paid for my
participation. I may withdraw and discontinue my participation at any time without penalty. If
I decline to participate or withdraw from the study, no information about me will be spread.

2. I understand that most respondents in the survey will find the questions interesting and
thought- provoking. If, however, I feel uncomfortable in any way during the survey, I have the
right to decline to answer any question or to end answering the survey.

3. The survey will last approximately 10-15 minutes or less.

4. I understand that the researcher will not identify me by name in any reports using any
information obtained from this survey and that my confidentiality as a respondent in this study
will remain secure.

5. I have read and understand the explanation provided to me. I have had all my questions
answered to my satisfaction and I voluntarily agree to participate in this research study.

6. I have been given a copy of this consent form.

___________________________________
RESPONDENT’S SIGNATURE

DATE: ______________________

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 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
Appendix C

Research Study: “IMPACTS OF INADEQUATE COMPUTER FACILITIES TO

DIGITAL LITERACY SKILLS OF GRADE 11 STUDENTS OF SAINT VINCENT DE
PAUL DIOCESAN COLLEGE”

Part I. Please fill up the following data below.

Name (optional): _____________________________ Sex: Male Female
Age: ______ Strand: ____________________

Part II. To what extent does the availability of computer resources that affects digital literacy
development of grade 11 students of Saint Vincent De Paul Diocesan College?
Direction: Put a check (/) on the box in each number given the scale from 1-5.
1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree
1 2 3 4 5
1. Availability of computers affects my digital literacy development.
“Maka apekto sa akong pag-lambo sa digital literacy kung anaay computer.”
2. I use the computers at school to learn new things about technology and how to
use it.
“naggamit ko computer sa school para makatuon og bago na butang mahitungod
sa technology og onsaon pag-gamit.”
3. I use computers to find information for my schoolwork
“Nag-gamit ko og computer para mangitag ompormasyon para sa akong
trabahoon sa skwelahan.”
4. Having more computers would improve my academic performance “Ma-imptove
akong academic performance kung daghan computer na magamit.”
5. Access to computers in school is important for my digital literacy skills.
“Importante sa akong digital literacy kung naa magamit na computer sa
skwelahan.”
Part III. What are the impacts of inadequate computer facilities to digital literacy skills of grade 11
students of Saint Vincent De Paul Diocesan College?
Direction: Put a check (/) on the box in each number given the scale from 1-5.
1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree
1 2 3 4 5
6. Having access to computers in school is important for my digital literacy skills.
“Importante kung nay computer sa school para sa akong digital literacy skills.”
7. Access to computers is essential for developing the necessary digital skills for
the modern world.
“Ang pag-access sa computer kinahanglanon para sa pagpalambo sa
modernong kalibutan og sa akongg digital skills”
8. I believe that inadequate computer facilities have had a negative impact on my
digital literacy skills. Motuo ko nga ang kakulangan sa computer kay naghatag
og negatibong epekto para sa akong digital literacy skills).”

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 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

9. I have access to enough computers in school to complete my assignments.

“Naay sapat na computer sa skwelahan para magamit sakong assignments.”
10. I feel confident using the computers in school to complete my assignments.
“Confident ko sa paggamit og computer sa schoolpara ma kompleto akong mga
assignments.”
Part IV. How the inadequate computer facilities including hardware and software resources do affects
the digital literacy of grade 11 students of Saint Vincent De Paul Diocesan College.
Direction: Put a check (/) on the box in each number given the scale from 1-5.
1= Very Poor 2= Poor 3= Acceptable 4= Good 5= Very Good
1 2 3 4 5
11. Create a basic word processing applications (e.g., MS Word)
12. Create a basic spreadsheet applications (e.g., MS Excel)
13. Create a simple PowerPoint presentation (e.g., MS PowerPoint)
14. Typing Skills
“Mga Ka-hanas sa Pag-type”
16. Identify basic computer system parts and concepts (e.g. hard drive, ram, etc.)
“Pag-ila sa batakang mga bahin ug konsepto sa sistema sa kompyuter”
17. Use of the basic functions of computer hardware components.
“Paggamit sa mga batakang gimbuhaton sa mga sangkap sa hardware sa
kompyuter.”
18. Use of help menus to find answers to my questions.
“Paggamit sa mga menu sa tabang aron makit-an ang mga tubag sa akong mga
pangutana.”
20. Turn on and shut down a computer properly.
“I-on ug i-shut down ang computer sa hustong paagi.”
21. Perform a safe reboot of the operating system.
” Paghimo og safe nga reboot sa operating system.”
22. Use the mouse right-click menu functions.
“Paggamit sa mouse right-click menu functions.”
23. Use of keyboard shortcuts.
“Paggamit sa mga keyboard shortcut.”
24. Organize, copy and paste files in directories.
25. Move unwanted files into my recycle bin and delete them permanently from my
hard drive
“ Pag bal-is sa dili gusto na files sa recycle bin og e-delete permanente”
26. Delete and rename files.
“Pag delete og rename sa files”
27. Move a file from a hard drive to a usb drive.
“Pag bal-is sa files sa hard drive padulong sa usb drive ”
28. Scan disks for viruses
“Pag scan sa disk kung adunay virus”
29. Print a document using a printer attached to my computer
“Pagimprinta og dokumento gamit ang printer nan aka-konekta sa computer”

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 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024

30. Change printer parameters like page numbers, paper orientation, margins and
proportions, etc.
“ Pagusab sa parameter sa tig-imprenta sama sa mga numero sa panid,
oryentasyon sa papel, mga margin ug proporsyon, atbp”
31. Use the browser basic commands to surf the internet.
“Paggamit og browser sa basic commands sa pag-surf sa internet”
32. Create and activate my e-mail account (e.g., yahoo, gmail, etc.)
“Paghimo og pagaktibo sa email account”
33. Compose, send, receive, reply to and forward e-mail messages.
“Paghimo, pagpadala, pagdawat, pagtubag ug pagpasa sa mga mensahe sa e-
mail.”
34. Attach/remove documents to/from e-mail messages.
“Ilakip/kuhaa ang mga dokumento ngadto/gikan sa mga mensahe sa e-mail. ”
35. Use search engines to locate desired information from the internet.
“Paggamut og mga search engine sa pagpangita sa gitinguha nga
impormasyon gikan sa internet”

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 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
CURRICULUM VITAE

EUGENE B. ARISTAN
Purok #2 Comawas, Tamboang, Bislig City
Email Adress: [email protected]
Contact #: 09636506979

CAREER OBJECTIVES:

Explore innovative design techniques, advance user experience, and leverage emerging
technologies to enhance digital interactions.

PERSONAL INFORMATION:

Age: 18 years old Civil Status: Single

Date of Birth: April 07, 2005 Nationality: Filipino
Religion: Roman Catholic
Nickname: Iggy boy
Father’s Name: Victor C. Aristan
Birthplace: Santa Rosa, Laguna Mother’s Name: Remelda E. Bayuneta
Sex: Male

EDUCATIONAL BACKGROUND

Elementary: Malilit Elementary School

Junior High School: Balibago Integrated High School

Senior High School: Saint Vincent de Paul Diocesan College

ACADEMIC ACHIEVEMENTS

• Best in Spelling

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 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
CURICULLUM VITAE

JOHN LOUIE U. SUNICO

Purok #1 Bogac District Bislig City
Email Adress: [email protected]
Contact #: 09055657601

CAREER OBJECTIVES:

Aspiring to leverage my technical expertise in IT to contribute to innovative projects,

enhance system efficiency, and continually develop my skills in emerging technologies for
sustained professional growth.

PERSONAL INFORMATION:

Age: 19 years old

Nationality: Filipino
Date of Birth: November 6, 2004
Religion: Roman Catholic
Nickname: Jesay
Father’s Name: Jessia Apolo Sunico
Birthplace: Davao Bislig City
Mother’s Name: Rhea Marchand
Sex: Male

EDUCATIONAL BACKGROUND

Elementary: Mangagoy North Elementary School

Junior High School: Saint Vincent de Paul Diocesan College

Senior High School: Saint Vincent de Paul Diocesan College

ACADEMIC ACHIEVEMENTS

• Best of Computer (2016)

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 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
CURICULLUM VITAE

HANZ CLARENCE P. TUTOR

Purok #5 John Bosco District, Bislig City
Email Adress: [email protected]
Contact #: 09204147860

CAREER OBJECTIVES:

I aim to master technical skills, specialize in a niche area like cybersecurity, take on
leadership roles, drive innovation, build a strong professional network, and contribute to the IT
community through activities like mentoring and volunteering. These objectives reflect my
commitment to continuous learning and making meaningful contributions in the dynamic field
of Information Technology.

PERSONAL INFORMATION:

Age: 21 years old Nationality: Filipino

Date of Birth: December 20, 2021 Religion: Roman Catholic
Nickname: Dotdot/ Hanzo Father’s Name: Ruel Bernal Tutor
Birthplace: Bislig City Mother’s Name: Ma. Teresa Pesical Tutor
Sex: Male

EDUCATIONAL BACKGROUND

Elementary: Mangagoy East Elementary School

Junior High School: Saint Vincent de Paul Diocesan College

Senior High School: Saint Vincent de Paul Diocesan College

ACADEMIC ACHIEVEMENTS

• Best in Computer Configuration (2016)

• Best in Animation (2016)
• Best in Video Clipping (2016)
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 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education- Senior High School Department
S.Y. 2023-2024
CURICULLUM VITAE

ALISTAIR M. YBAÑEZ
Purok #2 Danipas, Labisma, Bislig City
Email Adress: [email protected]
Contact #: 09685106436

CAREER OBJECTIVES:

To develop a successful career as a Cybersecurity Analyst, specializing in areas such as

network security, incident response, or ethical hacking, and continually enhance my expertise
in order to stay ahead of emerging cyber threats.

PERSONAL INFORMATION:

Age: 17 years old Civil Status: Single

Date of Birth: April 23, 2006 Nationality: Filipino
Nickname: LoyLoy Religion: Roman Catholic
Birthplace: Danipas, Labisma, Bislig City Father’s Name: Basilio H. Ybañez
Sex: Male Mother’s Name: Floresa M. Ybañez

EDUCATIONAL BACKGROUND

Elementary: Espiritu Elementary School (2011-2015)

Junior High School: Saint Vincent de Paul Diocesan College (2016-2020)

Senior High School: Saint Vincent de Paul Diocesan College (2021 up to present)

ACADEMIC ACHIEVEMENTS

• Best in Computer Award (Grade 6)

• Best in Computer System Servicing (Grade 11)
• With Honors (Grade 10 & 11)
• Champion “Pagsulat ng Sanaysay” (Grade 12)

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