Assessing the ICT Skills of Senior High School Students in Mansalay:

Challenges and Opportunities

A Research Paper

Presented to the Faculty of Pag-asa National High School,

Senior High School Department

In Partial Fulfillment of the Requirements

For Academic Track – General Academic Strand

By

Castillo, Jerome G.

Fancubit, Merryjo C.

Ferrancullo, Marjury F.

Ilagan, Lloyd Aaron R.

Julianes, Janine M.

Lomio, Alvaro James R.

Sari, Lourdes T.

April 2025
 Chapter I

The Problem and Its Background

This chapter introduces the research problem and its context. It includes the

background of the study, the research questions, objectives, and hypothesis. It also

presents the theoretical and conceptual frameworks that support the research.

Additionally, the chapter outlines the scope and limitations, highlights the significance of

the study, and provides definitions of key terms used.

Background of the Study

The integration of Information and Communication Technology (ICT) in education

has emerged as a global imperative, reshaping how learners acquire knowledge and

skills. In an increasingly digital world, the ability to utilize technology effectively is crucial

for personal and professional development. The United Nations Educational, Scientific

and Cultural Organization (UNESCO) emphasizes the importance of digital literacy in

achieving the Sustainable Development Goals, particularly Goal 4, which advocates for

inclusive and equitable quality education. Despite the recognized benefits of ICT in

education, disparities in access and skill acquisition persist, especially in developing

nations.

In the context of the Philippines, the Department of Education (DepEd) has

undertaken significant initiatives to integrate ICT into the educational system, aiming to

enhance the learning experience for students across various regions. The “21st Century

Education for All” initiative focuses on creating an ICT-enabled education framework that

equips students with the necessary skills to navigate the complexities of modern life.

However, despite these ambitious goals, students in rural areas like Mansalay face

unique challenges that hinder their ability to develop essential ICT skills. Reports indicate

that many students in the Philippines exhibit only average levels of ICT competency, with

significant gaps in their ability to perform advanced digital tasks (Derasin et al., 2021).
This situation is exacerbated by socioeconomic factors that limit access to technology,

creating disparities between urban and rural learners.

Access to technology remains a critical issue in the Philippines, particularly in

rural areas where economic constraints often prevent families from acquiring the

necessary devices and internet connectivity. A study conducted by the National

Economic and Development Authority (NEDA) highlighted that students from low-income

families often lack adequate access to digital resources, leading to disparities in digital

literacy (NEDA, 2021). Consequently, students in these communities are at a

disadvantage compared to their urban counterparts, who typically enjoy better access to

technological tools and resources. In Mansalay, many families struggle with financial

constraints that limit their ability to purchase computers or smartphones, further

exacerbating the challenges faced by students in developing their ICT skills.

Moreover, the educational infrastructure in Mansalay plays a significant role in

shaping students' ICT skill acquisition. Many schools in rural areas contend with

inadequate resources, outdated equipment, and insufficient teacher training. A report

from the Philippine Institute for Development Studies (PIDS) indicated that many

teachers are not adequately trained to integrate ICT into their teaching practices, which

further exacerbates the skills gap among students (PIDS, 2020). Without effective

guidance and support from educators, students may not develop the necessary skills to

utilize technology for academic purposes.

Students in Mansalay encounter several challenges that impede their ability to

develop ICT skills. One primary challenge is the inconsistent availability of technology in

schools. A survey conducted by the Department of Information and Communications

Technology (DICT) found that many schools in rural areas lack adequate ICT facilities,

such as computer laboratories and internet connectivity, which are crucial for practical

skills development (DICT, 2020). Without access to these resources, students are unable

to engage in hands-on learning experiences that are essential for mastering ICT

competencies.
 Furthermore, the limited integration of ICT into the curriculum poses another

significant challenge. Many educational programs fail to provide appropriate instruction

on the use of technology, resulting in a gap between the skills students are expected to

acquire and the training they receive. In the case of Mansalay, the curriculum may not

adequately reflect the importance of ICT skills, leading to a disconnect between students’

learning experiences and the skills required in the workforce. Recent studies indicate

that many students possess only average levels of ICT skills. For instance, a study

conducted by Derasin et al. (2021) found that while students showed proficiency in basic

tasks like using digital devices and downloading applications, their abilities in more

advanced skills, such as creating and managing web pages, were lacking. The study

reported a general weighted mean of 2.97, categorizing the overall ICT competency of

respondents as average (Derasin et al., 2021).

Despite these challenges, there are numerous opportunities to enhance ICT skills

among Senior High School students in Mansalay. One such opportunity lies in leveraging

community resources and partnerships to improve access to technology. Local

government units and non-governmental organizations can play a vital role in providing

resources, such as computers and internet access, to students in need. Programs aimed

at promoting digital literacy and technology training can empower students to develop

their skills and enhance their employability prospects. Additionally, investing in teacher

training programs focused on ICT integration can significantly impact students’ learning

experiences. By equipping educators with the necessary skills and knowledge to

effectively incorporate technology into their teaching practices, schools can foster an

environment that encourages students to explore and utilize digital tools. Research has

shown that teachers who are confident in their ICT skills are more likely to engage their

students in technology-driven learning activities (Romina et al., 2006).

In conclusion, the assessment of ICT skills among Senior High School students in

Mansalay reveals a complex interplay of factors influencing their digital literacy. While

national efforts aim to integrate technology into education, challenges related to

socioeconomic status, educational infrastructure, and curriculum development persist.

By identifying these challenges and exploring opportunities for improvement, this study

seeks to contribute to ongoing efforts to enhance ICT education in rural areas, ensuring

that students in Mansalay can thrive in an increasingly digital world.

Statement of the Problem

This study aims to assess the ICT skills of Senior High School (SHS) students in

Mansalay, Oriental Mindoro, to identify the levels of proficiency, challenges faced, and

opportunities for improvement in their digital literacy. Despite the increasing emphasis on

ICT education in the Philippines, the extent to which SHS students in rural areas are

equipped with these essential skills remains unclear. Specifically, it aims to answer the

following questions:

1. What is the current level of ICT skills among Senior High School students in

Mansalay?

2. What percentage of SHS students have access to necessary technological

resources (e.g., computers, internet connectivity) at home and in school?

3. What challenges do students encounter in developing their ICT skills?

4. How do the identified challenges in developing ICT skills relate to socioeconomic

factors influencing Senior High School students in Mansalay?

5. What opportunities for enhancing ICT education and skills exist in relation to the

challenges faced by students in Mansalay?

Objectives of the Study

The objectives of this study aim to systematically assess the ICT skills of Senior

High School students in Mansalay, identify challenges and opportunities, and explore the

influence of socioeconomic factors on their digital literacy, specifically:

1. To assess the current level of ICT skills among Senior High School students in

Mansalay.
 2. To determine the percentage of SHS students with access to necessary

technological resources, such as computers and internet connectivity, both at

home and in school.

3. To identify the challenges faced by students in developing their ICT skills.

4. To analyze how the challenges encountered in developing ICT skills relate to

socioeconomic factors affecting Senior High School students in Mansalay.

5. To explore opportunities for enhancing ICT education and skills that address the

challenges faced by students in Mansalay.

Statement of the Hypothesis

There is no significant relationship between access to technological resources

and the ICT competency levels of Senior High School students in Mansalay.

Theoretical Framework

The assessment of ICT skills among Senior High School students in Mansalay

necessitates a comprehensive understanding of various theoretical perspectives that

illuminate the dynamics of technology integration in education. Consequently, this

theoretical framework incorporates five key theories: the Technology Acceptance Model

(TAM), Constructivist Learning Theory, Digital Divide Theory, Social Cognitive Theory,

and the Technological Pedagogical Content Knowledge (TPACK) Framework. Each of

these theories provides a unique lens through which to examine the factors influencing

ICT skills development in students.

To begin with, the Technology Acceptance Model (TAM), originally proposed by

Davis (1989) and further refined in recent studies, posits that perceived ease of use and

perceived usefulness significantly influence users' acceptance of technology. In the

educational context, TAM suggests that students' attitudes toward ICT are shaped by

their perceptions of how technology can enhance their learning experiences. Recent

research conducted by Hidayati and Marzuki (2019) reinforces this model by

demonstrating that students' positive perceptions of technology lead to higher levels of

engagement and motivation in learning activities. Therefore, this study will investigate

how these factors impact the ICT competency levels of Senior High School students in

Mansalay, particularly in relation to their access to technological resources.

In addition to TAM, Constructivist Learning Theory, articulated by theorists such

as Piaget (1973) and Vygotsky (1978), emphasizes the active role of learners in

constructing knowledge through experiences. In a digital context, this theory highlights

the importance of students actively engaging with technology to build their ICT skills.

Furthermore, research by Hwang et al. (2019) illustrates that constructivist approaches

to learning, which integrate technology, enhance students’ critical thinking and problem-

solving skills. Thus, the principles of constructivism will guide this investigation into how

hands-on experiences with technology contribute to the development of ICT

competencies among Senior High School students in Mansalay.

Moreover, Digital Divide Theory refers to the disparities in access to technology

and the internet between different socioeconomic groups. This theory is particularly

relevant in the context of rural education, where students may face significant barriers to

accessing technological resources. According to a study by Van Dijk (2019), the digital

divide not only affects access but also influences the quality of ICT skills that students

can acquire. Consequently, the findings from this research will help contextualize the

challenges faced by Senior High School students in Mansalay, examining how

socioeconomic factors contribute to the disparities in ICT competency levels.

In a related vein, Social Cognitive Theory, developed by Bandura (1986),

emphasizes the role of observational learning, imitation, and modeling in behavior

acquisition. In the context of ICT skills, this theory posits that students can develop

competencies by observing their peers and educators effectively using technology.

Recent studies, such as that by Alharbi and Alshahrani (2020), suggest that social

interactions and collaborative learning environments significantly enhance students'

motivation to engage with technology. Thus, this study will explore how social cognitive
factors influence the development of ICT skills among SHS students in Mansalay,

particularly in collaborative learning settings.

Finally, the TPACK Framework, developed by Mishra and Koehler (2006),

provides a comprehensive understanding of the intersection between technology,

pedagogy, and content knowledge. This framework emphasizes that effective technology

integration in education requires educators to possess a deep understanding of the

interplay among these three components. Recent research, such as that by Buehler et

al. (2019), highlights the importance of TPACK in developing teachers' ability to facilitate

ICT learning experiences that enhance students' skills. Therefore, this study will utilize

the TPACK framework to evaluate the role of teacher competence in fostering ICT skill

development among Senior High School students in Mansalay.

In summary, by employing these theories, this study aims to create a holistic

understanding of the factors influencing ICT skills development among Senior High

School students in Mansalay. The insights gained from this theoretical framework will

inform the research design, guiding the collection and analysis of data to address the

challenges and opportunities present in enhancing ICT education in this rural setting.
 Conceptual Framework

INPUT PROCESS OUTPUT

 Technological  Student Participation:  ICT Skills

Resources: Availability Level of student Assessment:
of computers, internet engagement in ICT Evaluation of students'
access, and educational activities, including proficiency in ICT skills
software in homes and projects and classroom through tests and
schools. participation. practical
demonstrations.
 Student Background:  Collaboration and
Students' Support: Interaction  Identified Challenges:
socioeconomic status, with peers and Specific obstacles
 
prior exposure to  teachers that enhances faced by students in
technology, and support learning and boosts 
developing their ICT
from family regarding confidence in using skills, such as lack of
ICT use. technology. resources or
insufficient training.
 Teacher Training:  Practical Learning:
Educators' skills and Opportunities for  Improvement
 knowledge in using hands-on experience Recommendations:
technology in teaching 
with technology Suggestions for
and their ability to guide through assignments, 
enhancing ICT
students effectively. projects, and guided education and support
practice. in Mansalay based on
 School Infrastructure:
the research findings.
Quality of school
facilities, including

computer labs, Wi-Fi
availability, and overall
support for ICT
learning.

Figure 1. The Conceptual Framework

The Input-Process-Output (IPO) framework is tailored to align directly with the

research problems on assessing ICT skills among Senior High School students in

Mansalay.

Input components focus on the essential factors influencing students' ability to

develop ICT skills. This includes technological resources available to students, which are

crucial for learning and practice. The students' backgrounds, including their
socioeconomic status and prior exposure to technology, are also considered important

as they affect their engagement and comfort with ICT. Teacher training is highlighted as a

critical input, as educators need the necessary skills to effectively integrate technology

into their teaching. Finally, school infrastructure plays a significant role in facilitating or

hindering ICT learning experiences.

Process components represent the ways in which students engage with

technology. This includes their level of participation in ICT-related activities, which

directly impacts skill acquisition. Collaboration and support from peers and teachers are

essential for building confidence and fostering a supportive learning environment.

Practical learning opportunities, such as hands-on projects and guided practice, are vital

for helping students apply their knowledge and develop their skills effectively.

Output components focus on the measurable outcomes of the educational

process. The primary output is the assessment of students' ICT skills, which can be

evaluated through various means such as tests and practical demonstrations. Identifying

challenges provides insights into specific obstacles students face in developing their

skills, informing the need for targeted interventions. Finally, the framework allows for the

formulation of recommendations aimed at improving ICT education and support in

Mansalay based on the research findings.

This streamlined IPO framework aligns with the research problems and is

designed to offer a clear understanding of the factors influencing ICT skills development

among Senior High School students in Mansalay.

Scope and Delimitations

This study will focus on assessing the ICT skills of Senior High School students

enrolled in public schools in Mansalay, specifically at Manaul National High School, Fe

Del Mundo National High School, Balugo National High School, and Don Pedro High

School, during the academic year 2023-2024. The research will specifically target

students in grades 11 and 12, as these students are expected to possess foundational
knowledge of ICT based on their prior education. The study will examine key aspects of

ICT skills, including proficiency in using computers, internet navigation, software

applications (such as word processing and spreadsheets), and digital communication.

The scope of the study is geographically limited to the town of Mansalay, which

may affect the generalizability of the findings to other rural areas in the Philippines or

urban contexts. Additionally, the study will not include students from other educational

institutions outside of the specified public high schools, nor will it cover lower grade

levels, as the focus is on the specific context of Senior High School education.

Furthermore, advanced ICT skills, such as programming or graphic design, will not be

assessed, as the primary aim is to evaluate basic to intermediate skills necessary for

academic and everyday tasks.

Significance of the Study

This research holds significant value in addressing the challenges of ICT skills

development in rural areas, particularly in Mansalay, where access to technology and

resources may be limited. The findings of this study will benefit several stakeholders:

Students. Senior High School students will gain insights into their current ICT

skills, allowing them to understand their strengths and areas for improvement. This

knowledge can motivate them to enhance their skills, which are essential for academic

success and future employment opportunities.

Educators. Teachers will benefit from the study by identifying the specific

challenges their students face in developing ICT competencies. This information can

guide educators in tailoring their teaching methods and resources to better support

students' learning needs.

School Administrators. School leaders can utilize the findings to advocate for

improved ICT infrastructure and resources within their institutions. By understanding the

existing gaps in ICT education, administrators can make informed decisions to enhance

teaching and learning environments.

 Policymakers. Local and national policymakers can use the insights gained from

this research to develop targeted initiatives and programs aimed at improving ICT

education in rural areas. This can lead to increased funding and resources for

technology in schools, ultimately benefiting the broader educational landscape.

Community and Parents. The findings may also inform parents and the

community about the importance of supporting students' ICT education. By raising

awareness of the challenges students face, families can be more engaged in providing

the necessary support at home.

Operational Definition of Terms

To ensure clarity and consistency in this study, the following key terms and

concepts are defined operationally:

ICT (Information and Communication Technology). Refers to technologies

that provide access to information through telecommunications, encompassing the

internet, wireless networks, computers, and other communication mediums.

ICT Skills. The abilities and competencies required to effectively use technology

for various purposes, including basic computer operations, software applications (such

as word processing and spreadsheets), internet navigation, and digital communication.

Senior High School Students. Students enrolled in grades 11 and 12 of the

Philippine educational system, typically aged 16 to 18 years, who are preparing for

higher education or vocational training.

Socioeconomic Factors. The social and economic conditions that influence an

individual's or community's access to resources, opportunities, and support, including

family income, educational background, and community resources.

Teacher Competency. The knowledge, skills, and abilities of educators to

effectively teach and integrate technology into their instructional practices, particularly

regarding their understanding of technological tools and pedagogical strategies.

 Constructivist Learning Strategies. Educational approaches that emphasize

active learning, where students construct knowledge through experiences, problem-

solving, and collaboration with peers and teachers.

 Chapter II

Review of Related Literature and Studies

The rapid advancement of information and communication technology (ICT) has

significantly influenced the educational landscape, necessitating the assessment of

students’ ICT skills to ensure their readiness for academic and professional endeavors.

This chapter presents a review of related literature and studies that explore ICT

competencies, challenges in digital literacy, and the opportunities that ICT integration

provides for senior high school students. The discussion is divided into four main

sections: Foreign Literature, Foreign Studies, Local Literature, and Local Studies. The

synthesis at the end highlights key insights relevant to the present study.

Foreign Literature

The integration of ICT in education has been widely explored in various global

studies. Selwyn (2020) discusses the digital divide and its impact on student learning,

emphasizing that students in rural areas often lack access to digital resources, thereby

limiting their ICT skill development. This disparity in technological access continues to

hinder equal educational opportunities, particularly for students from underprivileged

backgrounds.

Voogt and Knezek (2018) emphasize the importance of 21st-century ICT

competencies, identifying critical skills such as digital literacy, information management,

and problem-solving. They argue that modern education should prioritize the

development of these skills to equip students for the demands of a technology-driven

society. Similarly, Pelgrum and Law (2019) highlight the challenges in integrating ICT into

education, noting that despite advancements, many schools still struggle with inadequate

infrastructure and teacher preparedness, which affect students' overall ICT proficiency.
 Further, Anderson (2021) discusses ICT and student engagement, stating that

technology-enhanced learning fosters motivation and participation among students,

particularly when interactive tools and multimedia resources are utilized. Lastly, Hepp et

al. (2022) explore ICT in global education policies, examining various strategies

implemented by different countries to enhance digital literacy among students, including

government initiatives to provide devices and internet access in rural communities.

Foreign Studies

Several international studies have examined ICT skills among students and their

implications for education. A study conducted by Fraillon et al. (2019) assessed the ICT

competencies of secondary students across multiple countries, revealing that digital

literacy levels varied significantly based on socioeconomic status and school resources.

The study underscores the need for targeted interventions to bridge the ICT skills gap.

In the United States, Johnson et al. (2020) conducted research on digital learning

and student performance, finding that students with higher ICT competencies

demonstrated better academic performance, particularly in subjects that required

research and analytical skills. The study also noted that schools with robust ICT

integration had higher student engagement rates.

A study by Kirschner and De Bruyckere (2017) explored the concept of "digital

natives", arguing that while younger generations are often assumed to be proficient in

technology, many students still lack essential ICT skills for academic and professional

use. They emphasize the importance of formal ICT education to address this gap.

Moreover, Redecker and Punie (2018) examined the role of ICT in 21st-century

education, emphasizing that students must develop not only technical proficiency but

also critical thinking and problem-solving skills when using digital tools. Their research

highlights the importance of structured ICT curricula in secondary education.

Lastly, Lai and Bower (2020) investigated the challenges of online learning,

revealing that while technology offers numerous opportunities, many students face
difficulties adapting to digital platforms, particularly those from low-income backgrounds

with limited internet access.

Local Literature

In the Philippine context, ICT education has been recognized as a crucial factor in

student development. According to Alipio (2021), ICT plays a vital role in modern

pedagogy, enabling interactive and student-centered learning experiences. However, the

study points out that many public schools struggle with limited resources, which affects

the effective implementation of ICT-related programs.

Similarly, Pascua and Bagayas (2019) discuss digital literacy among Filipino

students, noting that while many students are familiar with social media and

entertainment applications, they often lack the skills required for academic and

professional use of ICT. The study calls for stronger ICT integration in the Philippine

curriculum.

A study by David et al. (2020) highlights the DepEd ICT initiatives, exploring

government-led programs aimed at enhancing digital literacy. Despite these efforts, the

study notes that challenges such as insufficient funding and lack of teacher training

persist.

Furthermore, Cabral and Ronda (2018) examine ICT and student performance in

the Philippines, revealing that students who regularly engage with technology for

educational purposes demonstrate improved research and analytical skills compared to

those with minimal ICT exposure.

Lastly, Santos (2022) investigates ICT competency among senior high school

students, finding that while many students have basic digital literacy, they struggle with

more advanced tasks such as coding, data analysis, and multimedia production. The

study recommends increased access to ICT resources and teacher training to address

these gaps.
Local Studies

Empirical studies within the Philippines have also examined the state of ICT skills

among students. Reyes et al. (2020) conducted a study on the ICT proficiency of senior

high school students in rural areas, concluding that students often have limited access to

digital devices, which negatively impacts their ability to develop essential ICT skills. The

study suggests that school-based ICT programs could help bridge this gap.

Similarly, Garcia and Mendoza (2021) explored the impact of ICT training

programs on student competency, finding that structured digital literacy training

significantly improves students' ability to use technology for research and learning.

However, they noted that many public schools lack the necessary infrastructure to

support these programs effectively.

In a study by Delos Santos (2019), the effectiveness of ICT-integrated teaching

strategies was examined, revealing that students exposed to technology-enhanced

learning showed higher engagement and better academic performance. The study

supports the argument that ICT should be integrated into daily classroom activities.

Moreover, Villanueva et al. (2022) assessed the challenges faced by teachers in

ICT integration, highlighting that many educators feel unprepared to teach digital skills

due to a lack of proper training and resources. This finding underscores the importance

of continuous professional development in ICT education.

Lastly, Martinez (2023) conducted research on ICT skill levels among Filipino

senior high school students, concluding that while most students are comfortable with

basic tasks such as word processing and internet browsing, they lack advanced ICT

skills necessary for career readiness. The study recommends partnerships between

schools and tech companies to enhance ICT training opportunities.

Synthesis
 The reviewed literature and studies collectively highlight the significance of ICT

skills in modern education, emphasizing both challenges and opportunities in their

development. Foreign literature underscores the importance of digital literacy, the role of

ICT in academic performance, and the challenges associated with integrating technology

in schools. Foreign studies reveal disparities in ICT competencies across different

socioeconomic backgrounds and stress the need for structured ICT education.

Local literature and studies provide a Philippine perspective, identifying barriers

such as inadequate infrastructure, lack of teacher training, and disparities in access to

technology. They also emphasize the potential of ICT in improving student learning and

highlight government efforts to enhance digital literacy.

Overall, the review underscores that while ICT presents numerous opportunities

for enhancing student learning, significant challenges remain, particularly in rural and

underprivileged areas. The present study seeks to assess the ICT skills of senior high

school students in Mansalay, identifying gaps and proposing strategies for improvement

to ensure that students are well-equipped for the demands of the digital age.
 Chapter III

Research Methodology

This chapter presents the research methodology utilized in the study, including

the research design, respondents, research instruments, validity and reliability of the

instruments, data gathering procedures, and statistical treatment of data.

Research Design

This study employs a descriptive-correlational research design to assess the ICT

skills of senior high school students in Mansalay and determine the challenges and

opportunities they face. The descriptive aspect aims to provide a comprehensive profile

of students' ICT competencies, while the correlational component explores potential

relationships between ICT proficiency and factors such as access to resources,

frequency of usage, and perceived challenges.

Respondents of the Study

The respondents of this study consist of senior high school students from

selected public schools in Mansalay, including Manaul National High School, Fe Del

Mundo National High School, Balugo National High School, and Don Pedro High School.

A stratified random sampling technique is employed to ensure a representative sample

from each school. The total number of respondents is determined based on Slovin’s

formula, considering a margin of error of 5%.

Research Instruments

A structured questionnaire serves as the primary research instrument for data

collection. The questionnaire consists of three sections: (1) demographic profile of

respondents, (2) assessment of ICT skills covering digital literacy, software proficiency,
internet usage, and problem-solving in digital environments, and (3) challenges and

opportunities related to ICT access and utilization. The items are adapted from

standardized ICT competency frameworks and validated instruments from previous

studies.

Validity and Reliability of the Instruments

The questionnaire undergoes content validation by a panel of experts in

education and ICT to ensure relevance, clarity, and comprehensiveness. A pilot test is

conducted among 30 non-sample students to assess reliability using Cronbach’s alpha.

A reliability coefficient of 0.70 or higher is considered acceptable, ensuring internal

consistency of the instrument. Necessary revisions are made based on expert feedback

and pilot test results.

Data Gathering Procedures

Prior to data collection, permission is secured from the Department of Education

(DepEd) Division of Oriental Mindoro and school administrators of the selected public

schools. Informed consent is obtained from the respondents. The questionnaires are

administered in-person and through Google Forms for those with internet access. The

researchers provide clear instructions to ensure accurate responses. Data collection is

completed within a four-week period.

Statistical Treatment of Data

The following statistical methods will be utilized to analyze the gathered data:

1. Descriptive Statistics – Frequency, percentage, mean, and standard deviation are

computed to summarize respondents’ demographic profiles and levels of ICT

proficiency.
2. Pearson’s Correlation Coefficient – Used to determine relationships between ICT

skills and factors such as access to resources and frequency of ICT usage.

3. Independent t-test and ANOVA – Applied to identify significant differences in ICT

proficiency based on demographic variables such as school, grade level, and

internet access.
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