THE IMPACT OF COMPUTER LITERACY TOWARDS ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN

STO NIÑO NATIONAL HIGH SCHOOL

A Research Paper Presented to the Faculty of

Sto. Niño National High School

AUTIDA, RAEVEN JAY

BUSTAMANTE, REYMOND

ENERIO, JOLINA

JORDAN, URE

MORLEY, RUTHLYN

MAY 2024
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THE IMPACT OF COMPUTER LITERACY TOWARDS ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN

STO NIÑO NATIONAL HIGH SCHOOL

In Fulfillment for the

Requirements of Inquires, Investigation

and Immersion

AUTIDA, RAEVEN JAY

BUSTAMANTE, REYMOND

ENERIO, JOLINA

JORDAN, URE

MORLEY, RUTHLYN

MAY 2024
 ii

Acknowledgement

The researchers would like to express our sincere gratitude to our parents, for

supporting us financially in doing this paper, for taking care of us every time we come

home late, thank you and we will finish it soon.

To John Ryan V. Ignacio, who helped us to finish this we appreciated your

sincerely gratitude of helping to finish this chapter in our education.

To our Class Adviser Mrs. Khim Mollaine Cuizon, for her kind and support &

guidance towards us.

To our School Head Mrs. Heidie L. Forsuelo, for allowing us to conduct this

research among the Grade 12 Senior High School students.

To our peers who supported and helped us to finish this study. Finally, these

academic endeavors will succeed with the guidance of our Lord. Thank you for giving

us the courage, knowledge, strength, and wisdom we need to achieve this simple goal.

Dedication
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The researchers would like to dedicate this research to their family who are

always there to support no matter what, to their friends who motivated them to

achieved this study and to their classmates who helped them. To all those whose

kindness and compassion light the darkest of paths, whose selflessness guides the lost,

and whose generosity heals the broken. Your unwavering dedication to helping others

is a beacon of hope in a world that often feels dim. Your kindness does not go

unnoticed, and your impact is immeasurable. Thank you for being the difference.

Abstract

The impact of computer literacy towards academic performance of Sto Niño National
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High School (SNNHS). This study aims to investigate the relationship between

computer literacy and academic performance among SNNHS students in Sto Niño

National High School. Technology Acceptance Theory (TAM) provides a valuable

lens through which to explore how students' perceptions of their own ability to

acquire computer literacy skill, and their social interactions influence the adoption and

utilization of computers and related tasks. Aligning with the hypothesis that computer

literacy can enhance students' academic success. This study utilizes the correlational-

research approach using quantitative research design. A survey questionnaire is a

research instrument of a series of questions to gathered information from the

respondents. The research was adopted the survey-questionnaire from a study. The

researcher utilized random sampling in choosing the respondents. In terms of

Knowledge on Computer the Weighted Average is 3.96 (Verbal Interpretation is

Agree). In terms of Lack of Use of Computer, the Weighted Average is 4.04 (Verbal

Interpretation is Agree). In terms of Development of Skills, the Weighted Average is

4.10 (Verbal Interpretation is Agree). This study provides evidence of the impact of

computer literacy towards academic performance of senior high school students. By

improving computer literacy skills among students, educators can enhance their

academic achievements. Future research should focus on developing effective

strategies to promote computer literacy in education, thereby maximizing students'

academic potential.

TABLE OF CONTENTS

Contents Page
Title Page i

Acknowledgement ii
 v

Dedication iii

Abstract iv

Table of Contents v

Chapter

1 Introduction 1

Background of the Study 1

Statement of the Problem 3

Hypothesis 3

Significance of the Study 3

Scope & Delimitations 4

Review of the Related Literature 5

Knowledge on Computer 5

Lack of Use of Computer 6

Development of Skills 6

Theoretical Framework 7

Conceptual Framework 8

Definition of Terms 9

2 Methodology 10

Research Design 10

Research Locale 11

Respondents of the Study 11

Research Instrument 11

Sampling Technique 11

Data Gathering Procedure 12

Data Analysis 12-14

3 Results & Discussion 15

Respondents’ Agree –Knowledge on Computer 15

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Respondents’ Agree – Lack of Use of Computer 16

Respondents’ Agree – Development of Skills 18

4 Summary and Recommendations 22

Conclusion 22

Recommendations 23

References 24-25

Appendix 26-30

A. Survey Questionnaire
 CHAPTER 1

Background of the Study

Computer literacy is crucial to success in today's society since the Internet and

computers have made now the ideal time ever to follow your interest. The ability to

efficiently use computers and related technology is known as computer literacy. It

includes understanding how to use them and the abilities required to do so, ranging

from elementary computer use to complex programming and problem-solving Naidu

(2022). According to Cohen (2010), computer literacy is imperative for every

individual, particularly for the students. Reynolds (2008) defined computer literacy as

being knowledgeable about hardware and software capabilities and understanding

how computers and the internet can enhance students’ educational experiences. It is

the basic understanding of operating computers and similar technology, such as

tablets and smartphones. Hence, being computer literate gives a learner an

opportunity to cope up with the rapidly changing environment in technology.

The addition of computer literacy in the education system has not only been

found to improve access to learning by all and the quality of knowledge delivery, its

application has likewise been effective in the teaching- learning process (Robert,2005;

Kareem,2015). Skills, increase several studies (Serin, 2011; Karamti, 2016, Cakiroglu

2017) suggest that computer knowledge improves learner’s performance, develops

their problem-solving their satisfaction among others.

In the Philippines, ICT is a watershed moment in the educational system. The

rapid advancement of ICT paved the way for numerous opportunities in education,

jobs, and personal lives. During the pandemic that the distance learning has been

introduced. The teaching and learning mostly took place online. In this regard both

the teachers and student need to at least have a background in the proper use of
 2

technology in teaching and learning. While ICT provides a wide range of possibilities

for both teachers and students. It also necessitates development of Skills (DICT,

2010). Although people may benefit from ICT in a variety of ways. Including data

and analysis, it is still a pipe dream for many. For instance, the underprivileged school

children in the Philippines have no access to computer and the internet. The

introduction of module approach to teaching and learning in the public school system

benefits the students with no access to technology (Vidal, 2017). While the majority

of the students use their mobile phones in online learning, there are students with no

access to technology at all.

In Mindanao, three Department of Education regions recorded the highest

student dropout rates in the country last school year, a government survey said

(Rimando, 2016). This Functional Literacy, Education and Mass Media Survey

(FLEMMS) revealed that Davao region ranks third in dropout rate cases in the

Philippines. The 12.2 percent drop-out rate of Davao region is higher than the national

rate of 10 percent. Of the 12.2 percent, the survey also showed that 18 percent had

reached but did not complete college level. Given these hindrances, there is a need to

study the factors affecting the formidable dropout issues. While there were studies

about the aforementioned determinants, several scholarly literatures have circulated

pointing out the need to know the predictors of academic success to lessen the

formidable dropout rate.

Statement of the Problem

This study aims to determine the impact of computer literacy towards

academic performance of Senior High School students in Sto. Niño National High

School.

1. What is the level of computer literacy in terms of?

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1.1. Knowledge on Computer

1.2. Lack Use of Computer

1.3. Development of Skills

2. Is there a significant relationship between computer literacy and academic

performance?

2.1. First Semester General Weighted Average

Hypothesis

There is a significant relationship between the impact of computer literacy

towards students ‘Academic Performance in Sto. Niño National High School.

Significance of the Study

This study with benefit the following:

Students - may develop their computer literacy by helping them assess their strengths

and weaknesses in different parts of computer use and how it affects their academic

performance. They may also develop tailored learning strategies to better their

academic performance.

Parents - can better understand the importance of computer literacy in their child's

education and future opportunities. Understanding the importance of computer

literacy helps parents support their children's educational activities more effectively,

leading to improved academic performance.

Teachers - can benefit from the study by informing them on how to integrate

computer literacy effectively into their teaching methods and curriculum. Insights
 4

from the study help teachers incorporate technology into their teaching strategies,

making lessons more engaging and effective. Encourages continuous professional

development, equipping teachers with the skills needed to effectively use technology

in the classroom.

Future researchers - Provides a basis for future studies, helping researchers explore

additional aspects of technology in education that can benefit from the results in this

study in order to address gaps not covered in this study and also refer to the results of

this study.

Scope and Delimitation

The focus of this study is the impact of computer literacy towards Academic

performance of SHS students in Sto Niño National High School, the researcher chose

(80) senior high school students from the population of 212 students as a respondent,

to find out what is the impact of computer literacy towards their academic

performance of SHS students.

Figure 1: Overview of Sto Niño National High School

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Review of Related Literature

This part of the study determines the existing research studies relevant

to this research in terms of the identified indicators.

Knowledge on Computer

According to a study in Nigeria, students with poor knowledge and familiarity

with computers would have difficulty accessing and utilizing electronic information.

Access to current books and journals is difficult and the knowledge of up-to-date

information will be limited and may affect performance at examinations and even

practice after graduation (N Ameh, Kene & ES Ameh, 2008). Today’s kids and

tweens are savvy smartphone users who can often manage voice assistants before they

can read, so you might expect them to have a firm grasp of all things “computer” by

the time they reach high school. Students ages 8–12 spend an average of 4-6 hours on

screens daily. However, the 2018 International Computer and Information

Literacy Study suggests that 75 percent of U.S. eighth graders still lack the basic

computer skills required for success in the real world. “The study shows that the idea

of the ‘digital native’ is more myth than reality,” Peggy G. Carr, associate

commissioner for assessment at the National Center for Education Statistics (NCES),

told eSchool News. “Today’s eighth graders were raised in a world in which

computers and smartphones are commonplace, but the majority of them were unable

to execute basic tasks independently. Clearly, we have work to do to ensure that our

students are prepared to use digital devices to successfully navigate all aspects of

life.” Proactive parents can do their part by working with their soon-to-be high

schoolers to ensure they have the computer skills needed to meet their academic

needs.

Lack of Use of Computers

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The information on which this article is based comes from a major piece of

research on the changing nature of personnel management, which is being conducted

by the authors and Lesley Mackay at UMIST. The work is being funded by the

Leverhulme Trust in collaboration with the IPM. The first phase of the research was

the completion of extensive and detailed questionnaires about personnel practice in

350 different establishments during the Spring and early Summer of 1984. That data

is still being analyzed, but the second stage of the research began at the end of 1984.

This is a series of interviews with questionnaire respondents. Conclusions from the

research will be published progressively until the end of 1986. The academic

achievement gap is the academic success disparity between students from various

income brackets, racial groups, and geographical locations based on factors such as

standardized tests, high school graduation rates, and grade point averages. Many

factors contribute to this academic gap, but one of the primary factors contributing to

this disparity is a resource gap between students. Many low-income and minority

students do not have reliable access to at-home internet and at-home computer access

which hinders their access to valuable online academic tools and the ability to

complete their schoolwork (Perez, 2023).

Development of Skills

Previous research illustrates increased skills through a one-to-one computer learning

setting, particularly skills such as information-seeking (Warschauer, 2006). However,

the degree to which information-seeking skills develop beyond Google and Wikipedia

is highly dependent on training programs, involving both teachers and students. The

students are reported to improve their use of ordinary presentation and production

software such as the Microsoft Office suite or Open Office. Again, development

beyond the basic use is dependent upon well-designed educational plans and/or
 7

teachers with specific interests (Oliver & Corn, 2008). Research on one-to-one

computer learning settings also reported increased skill in electronic communication

and in organizing study material (Dunleavy, Dexter, & Heinecke, Citation 2007;

Grimes & Warschauer, Ci 2008; Lei & Zhao, Citation2008; Oliver & Corn,

2008).

Theoretical Framework

Technology Acceptance Model Theory

Technology Acceptance Model Theory (Thompson P, 2019), The theory

discusses that it could be used to investigate students' perceptions of the usefulness

and ease of use of computer technology. By examining how these perceptions

influence students' intentions to use computers and how this usage relates to academic

performance, you can gain insights into the role of technology acceptance in

educational outcomes. TAM could also help identify potential factors that facilitate or

hinder the development of computer literacy among students in the computer system

servicing strand. TAM is a widely used theoretical framework in technology-related

research. It examines how users come to accept and use technology, in this case,

computer literacy tools. It can help explain the factors influencing students'

acceptance and use of computer literacy and how this acceptance relates to their

academic performance.

Conceptual Framework

Independent Variable Dependent Variable

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Computer Literacy Academic Performance

 Knowledge on  First Semester

Computer General Weighted

 Lack of Use of Computer Average

 Development of Skills

Definition of Terms

The following terms are defined conceptually and operationally:

Computer literacy – It is where students have an impact on using computer literacy

to their academic performance. Computer literacy, also known as digital literacy,

involves having a current knowledge and understanding of computers and their uses.

Because the requirements that determine computer literacy change as technology

changes, you must keep up with these changes to remain computer literate.

Academic performance – Academic success refers to the achievement and

performance of students in their educational activities. It encompasses various factors

such as educational attainment, interest, motivation, and the quality and methods of

mental work It refers to the measurement level of how computer literacy affects the

student academic performance in SNNHS.

9
 CHAPTER 2

Methodology

In this chapter, the description of the research design, research locale, and

respondent of the study, sampling technique, method of data collection, and data

analysis are presented.

Research Design

This study utilizes the correlational-research approach using quantitative

research design. Correlational research is a type of non-experimental research in

which the researcher measures two variables (binary or continuous) and assesses the

statistical relationship (i.e., the correlation) between them with little or no effort to

control extraneous variables. There are many reasons that researchers interested in

statistical relationships between variables would choose to conduct a correlational

study rather than an experiment. The first is that they do not believe that the statistical

relationship is a causal one or are not interested in causal relationships. Recall two

goals of science are to describe and to predict and the correlational research strategy

allows researchers to achieve both of these goals. Specifically, this strategy can be

used to describe the strength and direction of the relationship between two variables

and if there is a relationship between the variables then the researchers can use scores

on one variable to predict scores on the other (using a statistical technique called

regression, which is discussed further in the section on Complex Correlation in this

chapter (Bhandar, 2023).

Research Locale

This study was conducted at Sto Niño National High School in Barangay Sto
 11

Niño Tugbok District, Davao City, where the respondents of the study are founded.

The school consists of one thousand six hundred (1,600) students, twenty-two (22)

teachers in the junior high curriculum, ten (10) teachers in the senior high curriculum,

and three (3) non-teaching personnel.

Respondents of the Study

The researcher gathered eighty (80) students of Sto Niño National High

School as respondents in order to find the impact of computer literacy towards

academic performance.

Research Instrument

A survey questionnaire is a research instrument of a series of questions to

gathered information from the respondents. This survey-questionnaire was adopted from

a study on determining the computer literacy and its effects on academic

performance (Cadiz-Gabejan & Takenaka, 2021). This questionnaire was

utilized about the impact computer literacy towards academic performance of Grade

11 and 12 Senior High School students (ICT).

Sampling Technique

In this study, the researcher utilized random sampling in choosing the

respondents. Statistics, the sampling method or sampling technique is the process of

studying the population by gathering information and analyzing that data. Since the

study is about Impact of computer literacy on academic performance of senior high

school students of Santo Niño National High School the researchers intended to reach

a specific number of respondents to represent the population.

Data Gathering Procedure

Data sources and collection methods are essential aspects of any research
 12

project, especially in the field of computer literacy. In this article, the researcher will

explore one of the most common and widely used data collection methods: surveys.

The researcher will discuss what surveys are, how they can be designed and

administered, and what are their advantages and disadvantages for computer literacy

on their academic performance research.

Data Analysis

In this part of the study, the gathered data on the survey-questionnaires that

were answered by eighty (80) respondents are evaluated by using the formula below:

Frequency and Percentage Distribution- These statistical tools were

used to tally the socio-demographic profile of the respondents. The percentage was

used to get the proportion of the frequencies of responses.

Weighted Mean- The responses were tailed and treated statistically using

the weighted mean. The weighted mean is defined as the summation of the observed

values multiplied by the allocation weights which is divided by the summation of the

observed values.

Σ ( Responsesi ×Weights i )
Formula: WM=
ΣResponses

Table1: Likert Scale

Rating Scale (Likert) Mean Interval Scale Descriptive Equivalent

5 4.21– 5.00 Strongly Agree
4 3.41– 4.20 Agree
3 2.61– 3.40 Neutral
2 1.81– 2.60 Disagree
 13

1 1.00– 1.80 Strongly Disagree

Formula:

Percentage

Where,

P= percentage

F= number of respondents that answered he same indicator N=

total number or respondents

Pearson r:

Correlation

Where,

R = Pearson’s r Correlation

N = Number of respondents

Σxy = Sum of the products of paired scores

Σx = Sum of x scores

Σy = Sum of y scores

Σx² = Sum of squared x scores

Σy² = Sum of squared y scores

14
 CHAPTER 3

Results and Discussion

In this part of the study, the gathered data on the description and comparison

of the respondents’ Impact of computer literacy towards Academic Performance in

Sto Niño National High School.

Table 2: Knowledge on Computer

Statements Strongly Agree Neutral Disagree Strongly
Agree Disagree

1.The prolong use of computer causes the eye to

sore, itching or reddish. 17 28 25 6 4
2.The use of sophisticated computer games affects
are physical, psychological, human posture or
mental being. 26 29 16 9 0

3. Use of computer affects backbone, and the neck,

pain? 22 32 23 3 0
4. The exposure of teenagers to the use of
computer can make them to have access to explicit
dangerous materials such as death massacre,
pornography, display of violence and weapons on 29 27 16 8 0
the internet.
5.The use of computer by student has also brings
about laziness in student process of learning. 30 26 21 3 0

6.The use of computer affects the way we use time,

for example if we have no computer system we
tend to sleep earlier in the night and do our house 29 25 20 5 1
chores properly, but with the possession of
computer we tend to sleep late and affects our
daily life schedules.
7. Through use of computer we can make or
associate our social media network. 27 40 12 1 0
8. The use of computers in classroom often leads to
students becoming distracted. 30 24 23 3 0

9. By the use of computers people can ask medical

questions to individuals who have no clue about
medicine instead of going to the doctor for a 21 34 21 3 1
proper diagnosis.
10.Through the use of computer we put our self out
for the world to see on the site like e.g.
Facebook and which is easier for some bad people 28 35 16 0 1
to fine out our information.
 16

11. Kids who spend a very high amount of time on

computers are less likely to exercise. 29 31 16 2 2

12. The use of computer can make children engage

in browsing social media websites and a chat room
which exposes them to the risk of potentially 27 24 24 4 1
dangerous child predators who seek to deceive
them.
Average Response 26.3 29.6 19.4 3.9 0.8

Table 2 shows the grade level of the respondents. They are Grade 11/12

Students from Sto Niño National High School. (80) respondents 30 (30%) students of

grade 11- Opal, and 25 (20%) Students of Grade 11- Peridot, and 25 (20%) Students

of Grade 12- Gold (ICT’s). As the Average Reponses of students about their

Knowledge on Computer is 26.3 for Strongly Agree, 29.6 for agree, 19.4 for Neutral,

for Disagree 3.9, and for Strongly Disagree is 0.8 as the Average Responses of

students.

Table 3: Lack of Use of Computer

Statements Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I am able to familiar with basic computer
system parts and concepts (e.g. hard drive, 30 30 13 6 1
RAM, etc.)
2. I am able to use help menus to find answer
to my questions 25 24 21 8 2
3. I am able to understand file extensions and
differences between file types (e.g. .doc, .txt, 17 32 28 3 0
.xlsx, .ppt, mp3, etc.)
4. I am able to turn on and shut down a
computer properly. 36 25 15 3 1
5. I am able to perform a safe reboot of the
operating system with key strokes. 19 45 14 2 0
6. I am able to understand the difference
between closing/ minimizing / hiding/ windows 26 6 12 4 2
on the desktop and quitting a program.

7. I am able to use the mouse left/right- click

functions. 47 21 7 5 0

8. I am able to start exit a computer program.

34 31 14 1 0
 17

9. I am able to scan disks for viruses.

25 27 25 3 0

10.I am able to install a software program.

27 25 22 6 0

11. I am able to use a ‘search’ command to locate a

file. 25 35 14 6 0
12. I am able to organize, copy and paste files in 35 24 17 3 1
directories.

13. I am able to move unwanted files into my

recycle bin and delete them permanently from my
hard drive. 23 29 13 15 0

14. I am able to view, copy, paste and manage files

from external drives. 44 24 11 1 0
15. I am able to do perform file management 29 35 16 0 0
including deleting and remaining files, etc.

Average Response 29.5 29.5 16.1 4.4 0.5

Table 3 shows the grade level of the respondents. They are Grade 11/12

Students from Sto Niño National High School. (80) respondents 30 (30%) students of

grade 11- Opal, and 25 (20%) Students of Grade 11- Peridot, and 25 (20%) Students

of Grade 12- Gold (ICT’s). As the Average Reponses of students about their Lack of

Use of Computer is 29.5 for Strongly Agree, 29.5 for agree, 16.1 for Neutral, for

Disagree 4.4, and for Strongly Disagree is 0.5 as the Average Responses of students.

Table 4: Development of Skills

Statements Strongly Agree Neutral Disagree Strongly
Agree Disagree

1.Move a file from a hard drive to a USB drive. 32 34 14 0 0

2. Use ‘search’ command to locate a file 37 25 15 3 0

3. Install a software program 27 34 19 0 0
4. Scan disks for viruses 26 31 18 5 0
5. Write files on CD 17 35 25 3 0
6. Create a basic word document 31 37 10 2 0
7. Create a basic excel spreadsheet 27 30 19 4 0
 18

8. Create a simple presentation using power

point 34 29 14 3 0
9. Print a document using a printer attached to
my computer 30 24 21 5 0
10.Print a document using a shared printer 28 25 26 1 0

11.Print a document using a network printer. 21 28 25 6 0

12. Change printer parameters like page 21 37 17 4 1

numbers, paper orientation, margins and
proportions, etc.
13. Use the browser basic commands to surf 30 22 13 15 0
the internet.
14. Create and activate my e-mail account 34 37 9 0 0
(e.g., yahoo, Gmail, etc.
15. Compose, send, receive, reply to and 35 30 10 5 0
forward e-mail messages.
16. Attach/remove documents to/from e- mail 27 30 21 2 0
messages.
Average Response 28.7 30.5 17.0 3.7 0.1

Table 4 shows the grade level of the respondents. They are Grade 11/12

Students from Sto Niño National High School. (80) respondents 30 (30%) students of

grade 11- Opal, and 25 (20%) Students of Grade 11- Peridot, and 25 (20%) Students

of Grade 12- Gold (ICT’s). As the Average Reponses of students about their

Development of Skills is 28.7 for Strongly Agree, 30.5 for agree, 17.0 for Neutral, for

Disagree 3.7, and for Strongly Disagree is 0.1 as the Average Responses of students.

Table 5: Weighted Mean & Interpretation – Knowledge on Computer

Statements Weighted Interpretation
Mean

1.The prolong use of computer causes the eye to sore, itching or 3.60 Agree
reddish.
2.The use of sophisticated computer games affects are physical, 3.90 Agree
psychological, human posture or mental being.
3. Use of computer affect backbone, and the neck, pain? 3.91 Agree
 19

4. The exposure of teenagers to the use of computer, can make

them to have access to explicit dangerous materials such as death 4.00 Agree
massacre, pornography, display of violence and weapons on the
internet.
5.The use of computer by student has also brings about laziness 4.04 Agree
in student process of learning.
6.The use of computer affects the way we use time, for example if
we have no computer system we tend to sleep earlier in the night 3.00 Neutral
and do our house chores properly, but with the possession of
computer we tend to sleep late and affects
7. Through use of computer we can make or associate our social 4.16 Agree
media network.
8. The use of computers in classroom often leads to students 4.01 Agree
becoming distracted.
9. By the use of computers people can ask medical questions to 3.90 Agree
individuals who have no clue about medicine instead of going to
the doctor for a proper diagnosis.
10.Through the use of computer we put our self out for the world to
see on the site like e.g. Facebook and which is easier for some 4.11 Agree
bad people to fine out our information.
11. Kids who spend a very high amount of time on computers are 4.04 Agree
less likely to exercise.
12. The use of computer can make children engage in browsing 3.90 Agree
social media websites and chat rooms which exposes them to the
risk of potentially dangerous child predators who seek to deceive
them.
Weighted Average 3.96 Agree

Table 5 shows the Level of Weighted Mean & Interpretation of students

strongly agree, agree, neutral, disagree, and strongly disagree. And the weighted mean

and interpretation for this table is the Weighted Mean Average is 3.96 while

Interpretation is Agree in Knowledge on Computer.

Table 6: Weighted Mean & Interpretation – Lack of Use of Computer

Statements Weighted Interpretation

Mean

1. I am able to familiar with basic computer system parts and 4.03 Agree
concepts (e.g. hard drive, RAM, etc.)
 20

2. I am able to use help menus to find answer to my questions 3.80 Agree

3. I am able to understand file extensions and differences between 3.80 Agree
file types (e.g. .doc, .txt, .xlsx, .ppt, mp3, etc.)

4. I am able to turn on and shut down a computer properly. 4.15 Agree

5. I am able to perform a safe reboot of the operating system with key 4.01 Agree
strokes.

6. I am able to understand the difference between closing/ Agree

minimizing / hiding/ windows on the desktop and quitting a program. 4.00

7. I am able to use the mouse left/right- click functions. 4.40 Agree

8. I am able to start exit a computer program. 4.23 Strongly Agree

9. I am able to scan disks for viruses. 3.92 Agree

10. I am able to install a software program. 3.91 Agree

11. I am able to use a ‘search’ command to locate a file. 4.00 Agree

12. I am able to organize, copy and paste files in directories. 4.11 Agree
13. I am able to move unwanted files into my recycle bin and delete 3.80 Agree
them permanently from my hard drive.

14. I am able to view, copy, paste and manage files from external 4.40 Strongly Agree
drives.
15. I am able to do perform file management including deleting and 4.16 Agree
remaining files, etc.
Weighted Average 4.04 Agree

Table 6 shows the Level of Weighted Mean & Interpretation of students

strongly agree, agree, neutral, disagree, and strongly disagree. And the weighted mean

and interpretation for this table is Weighted Mean Average is

4.04 while Interpretation is Agree of Lack of Use of Computer.

Table 7: Weighted Mean & Interpretation – Development of Skills

Statements Weighted Interpretation
Mean

1. Move a file from a hard drive to a USB drive. 4.23 Strongly

Agree
2. Use ‘search’ command to locate a file 4.20 Agree
 21

3. Install a software program 4.10 Agree

4. Scan disks for viruses. 4.00 Agree

5. Write files on CD 3.83 Agree

6. Create a basic word document 4.21 Strongly

Agree
7. Create a basic excel spreadsheet 4.00 Agree

8. Create a simple presentation using power point 4.20 Agree

9. Print a document using a printer attached to my computer 4.00 Agree

10. Print a document using a shared printer. 4.00 Agree

11. Print a document using a network printer. 3.80 Agree

12. Change printer parameters like page numbers, paper orientation, 3.91 Agree
margins and proportions, etc.
13. Use the browser basic commands to surf the internet 3.83 Agree

14. Create and activate my e-mail account (e.g., yahoo, Gmail, etc. 4.31 Strongly
Agree
15. Compose, send, receive, reply to and forward e-mail messages. 4.02 Agree

16. Attach/remove documents to/from e- mail messages. 4.07 Agree

Weighted Average 4.10 Agree

Table 7 shows the Level of Weighted Mean & Interpretation of students

strongly agree, agree, neutral, disagree, and strongly disagree. And the weighted mean

and interpretation for this table is Weighted Mean Average is

4.10 while Interpretation is Agree in Development of Skills. Previous research

illustrates increased skills through a one-to-one computer learning setting, particularly

skills such as information-seeking.

 CHAPTER 4

Conclusion & Recommendations

This chapter presents the summary and conclusion derived from the conduct

of the study which is The Impact of Computer Literacy towards Academic

Performance of Students in Santo Niño National High School. It also provides

recommendations that can be beneficial to the future research

The respondents of the study were the eighty (80) identified senior high school

students from Sto. Niño National High School Grade 11 & 12 Students (ICT). They

were selected using random sampling. It employed quantitative research and utilize

the correlational method. The statistical tools used were weighted mean and frequency

and percentage distribution.

Conclusion

This study provides evidence of the impact of computer literacy towards

academic performance of senior high school students. By improving computer

literacy skills among students, educators can enhance their academic achievements.

Future research should focus on developing effective strategies to promote computer

literacy in education, thereby maximizing students' academic potential.

Based on the indicated findings, the following conclusions from the results

were drawn:

1.What is the level of computer literacy in terms of?

2. Is there a significant relationship between Computer Literacy and academic

performance?

Recommendation
 23

Based on the findings and conclusion, the researchers hereby present the

following recommendations:

For students:

1. The researcher recommend the students to Engage in activities that don't require a

computer, such as reading physical books, drawing, painting, or gardening.

2. Spend time in the kitchen experimenting with new recipes or perfecting old ones.

Cooking can be both therapeutic and rewarding.

For teachers:

1. Teachers should stay updated on the latest trends and developments in technology

to effectively incorporate computer literacy into their curriculum.

2. They should receive ongoing training and development opportunities to enhance

their own digital skills and confidence in teaching technology-related subject.

For future researchers:

1. Future researcher could focus on the evolving nature of technology and its impact

on different aspect of society, including education, employment and social

interactions.

2. Exploring effective methods for teaching computer literacy across various age

groups and cultural back ground would beneficial.

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Questionnaire-for-Students

Fleischer, H. (2017). Students’ experiences of their knowledge formation in a one-to-

one computer initiative. Education Enquiry, 8(2), 123–136.
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 26
Appendices

A. Questionnaire

THE IMPACT OF COMPUTER LITERACY TOWARDS ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN STO. NIÑO
NATIONAL HIGH SCHOOL

COMPUTER LITERACY SURVEY QUESTIONNAIRE FOR ICT STUDENTS

Dear Student,

This questionnaire is designed to collect data that will be used in analyzing the impact

of Computer Literacy towards Academic Performance Students of Senior High School.

In the regard, we are asking your precious time and effort to answer to all the

questions in the survey questionnaire that are important and helpful for the completion of the

study. Your positive response in this request will be valuable and contribution for the success

of the study and will highly appreciate. Thank you for your cooperation.

Personal Data

Name: (optional) Strand:

Gender: Male Female Age: Grade & Section:

A. Knowledge on Computer. Please choose an appropriate option to show how

 27
you Agree or Disagree: of the students-Respondents in Terms of Knowledge on

Computer.

Statements Strongly Agree Neutral Disagree Strongly

Disagree
Agree

1. I am able to familiar with basic

computer system parts and concepts (e.g.
hard drive, RAM, etc.)
2. I am able to use help menus to find
answer to my questions
3. I am able to understand file extensions
and differences between file types (e.g.
.doc, .txt, .xlsx, .ppt, mp3, etc.)
4. I am able to turn on and shut down a
computer properly.

5. I am able to perform a safe reboot of the

operating system with key strokes.

6. I am able to understand the difference

between closing/ minimizing / hiding/
windows on the desktop and quitting a
program.
7. I am able to use the mouse left/right- click
functions.

8. I am able to start exit a computer program.

9. I am able to scan disks for viruses.

10.I am able to install a software program.

11. I am able to use a ‘search’ command to

locate a file.
12. I am able to organize, copy and paste
files in directories.

13. I am able to move unwanted files into my

recycle bin and delete them
permanently from my hard drive.
 28
14. I am able to view, copy, paste and
manage files from external drives.

15. I am able to do perform file

management including deleting and
remaining files, etc.

B. Lack of Use of Computer. Please choose an appropriate option to show how

you Agree or Disagree: of the students-Respondents in Terms of Lack Use of

Computer.

Statements Strongly Agree Neutral Disagree Strongly

Agree Disagree

1. I am able to familiar with basic computer

system parts and concepts (e.g. hard drive,
RAM, etc.)
2. I am able to use help menus to find
answer to my questions
3. I am able to understand file extensions
and differences between file types (e.g.
.doc, .txt, .xlsx, .ppt, mp3, etc.)
I am able to turn on and shut down a
computer properly.
5. I am able to perform a safe reboot of
the operating system with key strokes.
6. I am able to understand the
difference between closing/
minimizing / hiding/ windows on the
desktop and quitting a program.
7. I am able to use the mouse left/right-
click functions.
8. I am able to start exit a computer
program.
9. I am able to scan disks for viruses.

10.I am able to install a software

program.
11. I am able to use a ‘search’
command to locate a file.
12. I am able to organize, copy and
paste files in directories.
 29
13. I am able to move unwanted files
into my recycle bin and delete them
permanently from my hard drive.
14. I am able to view, copy, paste and
manage files from external drives.
15. I am able to do perform file
management including deleting and
remaining files, etc.

C. Development of skills. Please choose an appropriate option to show how much

you Agree or Disagree of this statement of Students- Respondents in terms of

Development of Skills.

Statements Strongly Agree Neutral Disagree Strongly

Agree Disagree

1.move a file from a hard drive to a USB

drive.
2. use ‘search’ command to locate a file

3. install a software program

4. scan disks for viruses

5. write files on CD

6. create a basic word document

7. create a basic excel spreadsheet

8. create a simple presentation using

power point
9. print a document using a printer
attached to my computer
10. print a document using a shared
printer

11. Print a document using a network

printer.
12. Change printer parameters
like page
numbers, paper orientation, margins
and proportions, etc.
 30
13. Use the browser basic commands to
surf the internet.

14. Create and activate my e-mail account

(e.g., yahoo, Gmail, etc.
15. Compose, send, receive, reply to and
forward e-mail messages.
16. Attach/remove documents to/from e-
mail messages.

Curriculum Vitae
31
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