Authors : El Dixon G. Plazo; Khenn D. Temporosa; Niel O. Llano

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/4vd3rnbw

DOI : https://doi.org/10.38124/ijisrt/25may868

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the effectiveness of a Guided Hands-on Experience as an intervention strategy to improve the computer literacy of Grade V pupils at Diatagon Barangay Central Elementary School. The intervention focused on teaching basic skills in Microsoft Word and Microsoft PowerPoint through structured tutorial sessions. Using a pre- assessment and post-assessment design, the study measured the pupils' competency levels before and after the intervention. Results showed a substantial improvement in computer literacy, with mean scores increasing from 1.14 to 4.66 for Microsoft Word and from 1.3 to 4.5 for Microsoft PowerPoint. These findings indicate that hands-on, guided learning significantly enhances pupils’ ability to use digital productivity tools, promoting both technical proficiency and learner autonomy. The study concludes that early, practical ICT interventions can effectively address digital skill gaps among elementary learners, particularly in under-resourced educational settings. It recommends integrating similar approaches into the curriculum and expanding their implementation to ensure a wider impact.

Keywords : Computer Literacy, Hands-On Learning, Microsoft Word, Microsoft Powerpoint, ICT Skills, Elementary Education

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