Authors :
Meriam G. Ely
Volume/Issue :
Volume 9 - 2024, Issue 6 - June
Google Scholar :
https://tinyurl.com/avhszaex
Scribd :
https://tinyurl.com/3kr3y5yj
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24JUN1282
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
The purpose of the study was to determine
what personal information need further explanation on
the utilization of DepEd computerization program in
terms of; (1) purpose of computer usage, (2) indicated
computer skills, (3) type of software for teaching and
learning, (4) educational software by subject, (5) types of
peripherals, (6) teaching and learning activities by subject
and (7) internet usage of teachers and students. Further,
to find out the significant difference between the
utilization of DepEd computerization program when they
are grouped according to their personal information
variables. A total of 30 EPP/TLE teachers of Binugao
District are the respondents were identified through
purposive sampling technique. The study utilized
explanatory sequential mixed method design. Two
methods in collecting the data were utilized, for the
quantitative phase the researcher used survey
questionnaire in determining the personal information
and utilization of DCP. Furthermore, in the qualitative
phase the researcher used in-depth interview in gathering
the data to identify what school program should be
enhanced in utilizing DCP efficiently. On the quantitative
analysis, there is no significant difference between the
utilization of DepEd computerization program when they
are grouped according to their personal information
variables. In addition, the quantitative findings were
follow-up by the qualitative findings. Thus, it was found
that the school program to enhance the utilization of DCP
efficiently of teachers revealed four major themes namely:
(1) resiliency, (2) results-focus, (3) innovation and (4)
receptiveness.
Keywords :
Deped Computerization Program (DCP), Explanatory Sequential.
References :
- Alharbi, E. (2014). A Study on the use of ICT in teaching in secondary schools.In Kuwait. Cardiff Schools of Education.Cardiff Metropolitan University. Retrieved on September 23, 2017 from http://www.cse.edu/ ncte/news/a-study-on-the-use-of-ict-in-teaching-secondary-schools-kuwait.
- Cox, M., Preston, C., Cox, K. (2002). What factors support and prevent teachers from using ICT in their classroom. University of Sussex, Brigton.
- Gravifekr, S., Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in Schools.International Journal Researchin Education and Science (IJRES).1(2).175-191.
- Jung, S-H. (2006). The use of information and communication technology in learning English as an international language. Department of Curriculum and Instruction. Retrieved from https://drum.lib.umd.edu/bitstream/handle/1903/3885/umi-umd-3733.pdf?sequence=1
- Mazoya, A., Ismail, A., & Manyilizu, M. (2015). Age of teachers vs ICT use in Tanzanian secondary schools: A case of Dodoma Municipality. International Journal of Computer Applications, 132(14), 22-26.
- Pardaboyevich, R. F., Abdunazirovich, U. S., & Saydullayevich, S. Q. (2020). Teaching computer science at school-current challenges and prospects. JournalNX, 6(11), 217-221.
- Russell, Michael & O'Dwyer, Laura & Bebell, Damian & Tao, Wei. (2018). How Teachers' Uses of Technology Vary by Tenure and Longevity. Journal of Educational Computing Research - J EDUC COMPUT RES. 37. 393-417. 10.2190/EC.37.4.d.
- Tinio, V.L. (2002). Survey of information & communication technology utilization in Philippine public high schools.Foundation for Information Technology Education and Development Commissioned by the Center of International Cooperation for Computerization, Government of Japan.p. 151.
- Zakaria NF, Ali NF, Ismail (2013). Issues and challenges in Teaching and ICT.Information and Communication Technology Science Group. http://learningforward.org/docs/jsd-feb-2011/326.pdf?sfvrsn=2
The purpose of the study was to determine
what personal information need further explanation on
the utilization of DepEd computerization program in
terms of; (1) purpose of computer usage, (2) indicated
computer skills, (3) type of software for teaching and
learning, (4) educational software by subject, (5) types of
peripherals, (6) teaching and learning activities by subject
and (7) internet usage of teachers and students. Further,
to find out the significant difference between the
utilization of DepEd computerization program when they
are grouped according to their personal information
variables. A total of 30 EPP/TLE teachers of Binugao
District are the respondents were identified through
purposive sampling technique. The study utilized
explanatory sequential mixed method design. Two
methods in collecting the data were utilized, for the
quantitative phase the researcher used survey
questionnaire in determining the personal information
and utilization of DCP. Furthermore, in the qualitative
phase the researcher used in-depth interview in gathering
the data to identify what school program should be
enhanced in utilizing DCP efficiently. On the quantitative
analysis, there is no significant difference between the
utilization of DepEd computerization program when they
are grouped according to their personal information
variables. In addition, the quantitative findings were
follow-up by the qualitative findings. Thus, it was found
that the school program to enhance the utilization of DCP
efficiently of teachers revealed four major themes namely:
(1) resiliency, (2) results-focus, (3) innovation and (4)
receptiveness.
Keywords :
Deped Computerization Program (DCP), Explanatory Sequential.