THE STATUS OF ICT KNOWLEDGE AND SKILLS OF THE FIRST YEAR BSCS AND ACT STUDENTS OF EMA EMITS

COLLEGE PHILIPPINES (EECP) SY 2013-2014

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F 5#-/#0 2014 CHAPTER I

INTRODUCTION B/.6)#'-$& '* %h S%-&0 In an economy driven by innovation and knowledge, in marketplaces engaged in intense competition and constant renewal, in a world of tremendous opportunities and risks in a society facing complex, business, political, scientific, technological, health and environmental challenges and in diverse workplaces and communities that hinge on collaborative relationships and social networking, the ingenuity, agility and skills of the Filipino students are crucial to our countrys competitiveness. (Apte, !!"# $hus our ability to compete as a nation%and for states, regions and communities to attract growth industries and create &obs%demands a fresh approach to public education. 'e need to recogni(e that a )st century education is the bedrock of competitiveness%the engine, not simply an input, of the economy. $he pervasiveness of computer is continuing to grow at an outstanding rate. As companies become ever more dependent on technology, the value of potential employee may be measured in terms of his*her technological competency and skills. $he highest goal of a computer%literate student is to learn and use new computer programs and other applications without large amounts of help. +omputer and computer devices have grown to hold key roles in schools, homes and the workplace. ,any students ac-uire basic skills in high school so that they know how to operate a computer. In addition, students learn skills such as sending emails, conducting Internet research, creating word processing documents and creating presentations. $his basic computer skills help student achieve success in college when they are utili(ed for processing and presenting information.

An important part of being fully prepared for college is having good computer skills. .tudents should know how to operate the computer and develop the skills that will enables them to use different types of software. .tudents need a high level of computer literacy or knowledge and skills both to succeed at tomorrows &obs as well as to create tomorrows innovations. /owadays it is important for students to have basic knowledge about I$ because computers are used practically everywhere. It happens very often that employers hire people who are able to use 0+s and may re&ect those who dont have at least basic computer skills. As a result, it is becoming more and more significant especially for students who study and work to develop their capability in using computer technologies. $here are several important issues concerning computer skills. It is necessary to know that there are different types of computer skills which may be categori(ed in the following way1 basic computer skills, intermediate skills which may also be called computer literacy and advanced skills which are not obligatory for ordinary computer users. It is important that having good computer skills are important in order to adapt ourselves with the globali(ation era that needs us to work fast. 2esides, our country can produce skillful person and be up to date to the new technology. In order to be successful in academic programs and careers, it is essential that college students possess improved computer skills. $here are a lot of factors producing wide variations in the computer skill levels of college students, such as the courses they completed in high school and college, their academic ma&or, their work experience, and their personal interest in computers and computing. $here is little agreement on what skill

level was necessary for success in introductory and advanced coursework or on the types of computer skills necessary to obtain and maintain employment after graduation. According to 3ahore ( !!4# many teachers expect students to know how they should use a word processor to create and format papers, make use of software for classroom presentations and speeches, use spreadsheet software to prepare charts and graphs, navigate the internet for research, and have the ability to learn and participate in online classrooms using various software. 5n the other hand, many students do not have the knowledge, memory, learning, intelligence, or expertise to assess what they do and do not know and what they need to learn to succeed in a particular course. 2ecause they are essentially unaware of what they dont know, they are unable to recogni(e their exact level of competence. $echnology, as we all know is a human innovation in action and computer literacy is the basic condition for technology learning environment. $he term 6computer literacy7 is often used as a basis of making decisions regarding students ability to perform specific tasks on personal computer. +omputer literacy is important, because it transforms the computers capability into proficient and productive activities. It consists of the experience and ability to operate computers, including knowing the structures of computer software and hardware, having the skills to operate computer software, and applying computer usage to social issues. $he abilities of information technologies nowadays turned out to be vital elements which effect individual economic success, political participation and social interaction. As the information technology becomes more widespread, the importance of computer and technology increases and turns out to be an important element in human resources

especially in the +omputer .cience students. 8ducational technology will contribute to the solution of many problems if it is used accurately. 9uring the last few years educators begun to use computer assisted teaching methods often to increase the student participation to the classroom activities and to promote access to learning materials. $hus, the researcher chose to study the I+$ knowledge and skills of the college students of 8,A 8,I$. +ollege 0hilippines.

O57 .%"8 ! '* %h S%-&0 ). $o determine the level of knowledge and skills of the first year 2.+. and A+$ students who graduated from private and public high schools. . $o find out the skills and knowledge gained by the students during high school years help them in college. :. $o analy(e effects of owning personal computers, the presence of computer labs at their schools and their homes computer skills on the students computer skills. ;. $o help the educators develop an enhancement programs or intervention that will develop their I+$ knowledge and skills to prepare them for professional endeavor.

S%/% + $% '* %h P#'5( + $his study aim to answer the following -uestions1 ). 'hat are the types of school students graduated from1 ).) 0ublic< and ). 0rivate . 'hat are the extents of I+$ knowledge and skills in terms of 1 .) =ardware and 5perating .ystem< . 2asic .oftware< .: Internet and 2rowsers< .; 8mail< .> ,icrosoft 5ffice< .? 9atabase< ." @eneral +omputer $echnology :. Is there a significant difference between the type of school the students graduated in high schoolA ;. Is there a significant relationship between the school they graduated in high school and the extent of I+$ knowledge and skills of the studentsA

H0,'%h !"! In view of the foregoing study, the researcher derived the following hypotheses. ). $here is no significant difference between the type of school the students

graduated in high school.

. $here are no significant relationship between the type of school the students graduated in high school and the extent of I+$ knowledge and skills of the 2. +omputer .cience and Associate in +omputer $echnology students.

S")$"*"./$. '* %h S%-&0 $his study is deemed significant to the following1 T /.h #! B this could help them understand the learning needs of the students thereby providing them with interventions and lesson activities that will enrich their I+$ knowledge and skills. S.h''( A&+"$"!%#/%'# B this could help them determine the learning needs of the students to promote learning and instruction in terms of I+$. S%-& $%! B this study could them hone their skills through studying and proper application of I+$ knowledge and skills. F-%-# R ! /#.h #! B this could help them serve as a guide in conducting other research relating to computer knowledge and skills. C-##".-(-+ ,(/$$ #! /$& "+,( + $% #! B this could help them verify the effectiveness of computer programs and courses in schools who offers computer courses.

S.', /$& D ("+"%/%"'$ $his study focused on the I+$ Cnowledge and skills of the +omputer .cience and Associate in +omputer $echnology students conducted in 8,A 8,I$. +5338@8. 0=I3I00I/8. for the .chool Dear !):% !);. $he respondents of this study are the first year college students from the said course. It is limited to the teachers perception on the students knowledge and skills and the enhancement program that may be implemented.

Th '# %"./( F#/+ 9'#6 $he researchers anchored this study with the theories that is related to the I+$ Cnowledge and .kills of students. $hese are the 2looms $axonomy (2loom# and 0iagets +ognitive $heory. 2loomEs $axonomy was created in )F>? under the leadership of educational psychologist 9r 2en&amin 2loom in order to promote higher forms of thinking in education, such as analy(ing and evaluating, rather than &ust remembering facts. $he identified three domains of educational activities or learning such as +ognitive1 mental skills (Cnowledge#, Affective1 growth in feelings or emotional areas (Attitude or self#, and 0sychomotor1 manual or physical skills (.kills#. .ince the work was produced by higher education, the words tend to be a little bigger than we normally use. 9omains can be thought as categories. $rainers often refer these three categories as C.A (Cnowledge, .kills, and Attitude#. $his taxonomy of

learning behaviors can be thought of as 6the goals of the learning process.7 $hat is, after a learning episode, the learner should have ac-uired new skills, knowledge, and*or attitudes especially information and computer technology. $his divides the three domains into subdivisions, starting from the simplest behavior to the most complex. $he divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. =owever, 2loomEs taxonomy is easily understood and is probably the most widely applied and in use today. $he cognitive domain involves knowledge and the development of intellectual skills (2loom, )F>?#. $his includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. $here are six ma&or categories, which are listed in order below, starting from the simplest behavior to the most complex. $he categories can be thought as degrees of difficulties. $he first one must normally be mastered before the next one can take place. $he affective domain by 2loom ()F":# includes the manner in which the students deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. $hese are Geceiving 0henomena1 Awareness, willingness to hear, selected attention. Active participation on the part of the learners. Attend and react to a particular phenomenon. 3earning outcomes may emphasi(e compliance in responding, willingness to respond, or satisfaction. $he worth or value a person attaches to a particular ob&ect, phenomenon, or behavior. $his ranges from simple acceptance to the more complex state of commitment. Haluing is based on the internali(ation of a set of

specified values, while clues to these values are expressed in the learnerEs overt behavior and often identifiable. 5rgani(es value into priorities by contrasting different values, resolving conflicts between them, and creating a uni-ue system. $he emphasis is comparing, relating, and synthesi(ing. Also this theory has a system that controls their behavior. $he behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional ob&ectives are concerned with the studentEs general patterns of ad&ustment (personal, social, emotional# in learning the much needed I+$ skills and knowledge. ,eanwhile, the theories of +ognitive and +onstructivism is based on the work of .wiss developmental psychologist Iean 0iaget. 0iagetEs theory has two ma&or parts1 an Jages and stagesJ component that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities. 0iagetEs theory of cognitive development proposes that human cannot be JgivenJ information which they immediately understand and use. Instead, human must JconstructJ their own knowledge. $hey build their knowledge through experience. 8xperiences enable them to create schemas mental models in their heads. $hese schemas are changed, enlarged, and made more sophisticated through two complimentary processes1 assimilation and accommodation. +onstructivist approaches to technology in the classroom are not yet commonplace. =owever, a number of promising approaches exist within this theoretical framework.

In a 0iagetian classroom, students must be given opportunities to construct knowledge through their own experiences. $here is less emphasis on directly teaching specific skills and more emphasis on learning in a meaningful context. $echnology, particularly multimedia, offers a vast array of such opportunities. 'ith technology support such as videodisks and +9%G5,s, teachers can provide a learning environment that helps expand the conceptual and experiential background of the reader. Although much of the educational software created in the )F"!s and )F4!s was based on behavioral principles, much of the new multimedia educational software is based on constructivist theories. $echnology provides essential tools with which to accomplish the goals of a constructivist classroom. $hus, it is the researchers used the presented theories as basis for this study because knowledge and skills are learned in the contexts that reflect how knowledge is obtained and applied in everyday situations where information and +ommunication $echnologies (I+$s# make the globe smaller and human beings are now closer to each other than ever before. .ince students perceive a fact differently they have different opinions on that, and therefore, they treat that fact differently. For example, 6.he is sharp7. It is understood differently by her teachers, parents, colleagues, and friends though it conveys one and only one meaning, i.e. about her talent. $hus, one should understand her talent is the correct way of perceiving the fact that Kshe is sharp. In this case, it is suggested that learners should set their goals by identifying their skills and move in a correct direction to achieve their goals would be considered as a right perception to engage themselves in their routine tasks. Further, the right perception guides them to achieve their goals*ambitions in their academic endeavor.

C'$. ,%-/( F#/+ 9'#6 IH $ype of school the students graduated in high school1 a. 0ublic high school b. 0rivate high school 9H $he extent of I+$ knowledge and skills of the students in terms of1 a. =ardware and 5perating .ystem< b. 2asic .oftware< c. Internet and 2rowsers< d. 8mail e. ,icrosoft 5ffice< f. 9atabase< g. @eneral +omputer $echnology

F")-# 14 C'$. ,%-/( F#/+ 9'#6 '* %h S%-&0 $he conceptual framework of this study shows the two independent variables. $he first variable is the type of school the students graduated from high school. $he second variable which is the extent of I+$ knowledge and skills of students in terms of1 hardware and operating system, basic software, internet and browsers, email, ,icrosoft office, database, internet and general computer technology. $he double headed arrow will determine the significant difference between the two variables and the one head arrow will determine the relationship between the independent and the dependent variable is the perceived learning needs of the students in I+$ knowledge and skills.

D *"$"%"'$ '* T #+! $he following terms were operationally defined by the researchers for better understanding of the study. B/!". S'*%9/# 4 $his refers to any set of machine%readable instructions that directs a computerEs processor to perform specific operations. C'+,-% # S .-#"%04 this covers all the processes and mechanisms by which computer% based e-uipment, information and services are protected from unintended or unauthori(ed access, change or destruction. D/%/5/! 4 $his refers to an organi(ed collection of data. $he data are typically organi(ed to model relevant aspects of reality in a way that supports processes re-uiring this information. E+/"(4 $his refers to the electronic mailing system through the use of internet, exchanging digital messages from an author to one or more recipients. G $ #/( C'+,-% # T .h$'(')04 $his refers to the skills and knowledge about the activity of designing and constructing and programming computers. H/#&9/# /$& O, #/%"$) S0!% +4 $his refers to the knowledge in the collection of software that manages computer hardware resources and provides common services for computer programs. I$% #$ % /$& B#'9! #!4 $his refers to the software that is used to access the internet. A browser lets you visit websites and do activities within them like login, view multimedia and research data. M".#'!'*% O**". 4 Is an office suite of desktop applications composed of 8xcel, 'ord, 0ublisher, 5utlook, Access and 0owerpoint.

CHAPTER II RE:IEW OF RELATED LITERATURE AND STUDIES $his chapter presents the different literature and studies reviewed for the study about the knowledge and skills of students regarding information and communications technology.

R (/% & L"% #/%-# F'# ")$ $odayEs technology continuously improves our lives, whether itEs related to personal, business, or educational matters. For most people, technology is already an integral part of their lives and cannot finish a dayEs task without it. $his promotes the notion that, in general, people need to learn about the most common technology that they come face%to%face with % computers. ,ost people agree that there is a need for the younger generation to understand how computers work for them. =owever, there is still a slight disconnect as to what computer skills are needed to be enforced on high school students and what they need to master to ensure survival once they are out on their own. According to =olmes ( !!)# there are still -uestions and comparison about measuring a high school students competency or computer skills. +an a student be considered well%versed in computers if they can play computer games, chat online, or surf the internetA Is it necessary to have high school students learn how to operate a word processor, a spreadsheet, or a presentation creatorA 'hat are the sufficient skills needed for high school students to prepare them in entering college or the workplaceA

In some instances, the computer skills that high school students need to master are misconstrued, and that learning how to use the computer in a productive manner is often neglected in comparison to knowing how to use a computer for internet and social purposes. 5nly a minor number of high school students know how to use computers for their pro&ects, presentations, and computation. .tudents need to learn how to be more computer literate in terms of the latter< because this is what theyEll be doing most of time once they graduate high school. /ever mind the work or career that they will engage in because being having computer skills for productivity is what matter most. ItEs essential for high school students to master the following computer skills such as File ,aintenance and 5rgani(ation % saving files and knowing how and where to store them is vital. It includes categori(ing files into different folders or criteria (depending on the user.# All organi(ations from all industries are very keen into file maintenance and organi(ation, and being a master of this skill does not re-uire a student to have an advanced sub&ect in ,ath or .cience. In Lsing the Internet for Gesearch % aside from social networking and e%mail, the internet can also be a very good source for a variety of information. For students, this will help them find information that they may not find in their local libraries, and maybe, get well versed on other topics that are not usually on their school books. $o 0roduce a /eat and 8rror%Free 9ocument % learning how to use word processors, such as ,icrosoft 'ord, also helps students in creating a more presentable essay or term paper. 'ord processors also have tools, such as the .pelling and @rammar +hecker, to help clear errors on their documents. +omputational tools, such as ,icrosoft 8xcel, also aids in data gathering and computation. 3earning how to use computational

tools also lessens the error of doing manual computation and tabulation. +reating a 0resentation % not all pro&ects are submitted in a form of a document. $here will be times where a teacher may re-uire a student to present in front of the class or a panel. Cnowing how to create a presentation will help students in developing them for their future &obs as well. In 2asic $roubleshooting % a computer is a machine, and may need maintenance from time to time. +omputer literacy can also be measured in the studentEs knowledge on how to keep their computers running in the most basic sense. Cnowing what to do if the computer doesnEt turn on does not re-uire 8insteinEs brain to do basic troubleshooting % is the computer properly plugged onA In an essence, having high school students master the above%mentioned computer skills will definitely give them an edge once they set foot to either the college or to their workplace. It doesnEt re-uire for them to learn every nook and cranny of a computer, but learning how to utili(e its main purpose will definitely help them survive in the future. According to Iarvis ( !!;# stated that technologyadvanceshaveradically changedtodaysworkplacethus increasingthedemandforhighlyskilledworkers inbusinessand technology whohavetheknowledgetotakefulladvantageof technologyhastooffer.2ecauseindustrytypically

whatcontinuallyevolving

lookstoacademia and education institutiontofindtoptalenttofill &obopenings incutting%edgeareas,universitiesarefeelingthepressuretooffer businessand

technology coursesthataddressmarketplaceneeds.Andstudents lookingtowarda lucrativecareerpost%graduationareattractedto universities and collegesthat can teachthemthosesought%afterskills.

0oulter universitiestooffer

( !) #

astechnologyevolves,thepressurethatisputon

coursesthataddressnewandemergingareas%andtoupdate

suchcoursesand programs asneeded%increases.8nsuringthatthecoursesoffered stayup%to%dateoncurrentandemergingtrendsinbusinessandtechnology virtually guarantees success in terms of the number of students registering for such courses. Institutions that dont continually evolve their program risk slipping in the rankings of ma&or publications that regularly compare and rank universities. It is also apparent that the &ob market wont wait around for an institution to catch up. If universities arent producing students with skill sets that match industry needs, employers will go shopping elsewhere%even internationally for graduates who do have the necessary skills. In an article about relationships of computer experience and computer self% efficacy 5mar ( !! # states that students entering college today are expected to be more computer literate than their counterparts in years past. $herefore, if students bring to class the basic computer knowledge and skills regularly taught in introductory courses, then the novice%level training approach typically employed in first year college courses may not be appropriate.J $his course was unnecessary and students may become discouraged and avoid computer use. /early any type of computer experience, especially video game experience, increased the computer literacy levels of incoming students to some degree... exposure to computer information systems at the high school or community college level was found to have little significant impact on student computer literacy. It is mentioned that the relationship between computer experience and computer performance is positioned to occur only when that experience directly impacts computer self%efficacy.

Although an individual might have substantial computer experience does not guarantee successful performance with a computer.

L'./( If the 0hilippines remain competitive in an ever%increasing global economy, then it becomes increasingly important to hire workers who are ade-uately prepared to utili(e current and future information technology. In order to build and sustain information technology proficiency, people must have formal and informal opportunities to interact with computers. 8arly development of computer literacy may be as critical as reading and writing literacy. According to +lariana ( !!># +omputer literacy is defined as 6an understanding of computer characteristics, capabilities, and applications, as well as an ability to implement this knowledge in the skillful, productive use of computer applications suitable to individual roles in society.7 +omputer proficiency is the knowledge and ability to use specific computer applications (spreadsheet, word processors, etc.#. +omputer literacy and proficiency are often used interchangeably< however, it is our belief that increasing computer proficiency positively impacts computer literacy. ,any college freshmen have a basic perception about their computer proficiency skills that is affected by not only passing a re-uired assessment but also by their prior computer experiences. .tudents that are re-uired to take an introductory computer applications course at the college level often feel that the course is not necessary since they have previously passed an assessment in C%) or had a computer course in high school (FthB ) thgrade#. Additionally, many educators have a perception that students are

becoming more computer literate. Lniversities must make a determination as to the accuracy of these perceptions in order to ad&ust the curriculum so that students are ade-uately prepared and challenged. $he !! Gevised 2asic 8ducation +urriculum (G28+# is a curricular change instituted by the 0hilippine government through the 9epartment of 8ducation (9ep8d# which recogni(es that I+$ skills are of paramount importance in alleviating poverty and in achieving competitive advantage in the global economic arena. Among its salient features is the inclusion of basic learning competencies in computer skills in both elementary and secondary education. Its proponents emphasi(es that teachers have to educate our Filipino learners to filter information critically, seek credible sources of knowledge, and use data and facts creatively so that they can survive, overcome poverty, raise their personal and national esteem, and reali(e a gracious life in our risky new world.7 $he learning competencies were categori(ed in the sub&ect area of 6=ome 8conomics and 3ivelihood 8ducation (=838#7 in the elementary curriculum and in the 6$echnology and =ome 8conomics ($=8#7 in the secondary curriculum. =owever, although basic computer education is being taught as a separate unit or module in the =838 area, bulk of I+$ lessons is not laid in a unifying and coherent educational framework. I+$ integration, particularly in the public schools, focuses mainly as tool for learning and not as an independent sub&ect area. 3essons in computer literacy are only limited with basic operations and hand%on experience, such as knowledge of the computer parts, function of the keyboard, basic word processing and file management. Although skills in I+$ are specifically taught in the separate sub&ect areas of =838 and $=8, only a few of the schools were able to incorporate I+$ across all sub&ect

areas. $hese success stories served as models of I+$ integration in the classroom and were featured in their presentation during the 6First I+$ in 2asic 8ducation /ational +ongress,7 held in +ebu +ity, 0hilippines on ?%" 9ecember !!; which this writer had the opportunity to participate. $he sets of presentation were published in the website of the educational pro&ect dubbed as 0ilipinas .chool/et (www.pilipinasschoolnet.org#. 5ne success story cited was that of ,andaluyong 8lementary .chool in ,etro ,anila. In the last four years, pupils and teachers have been learning from and learning with Cnowledge +hannel. $he pupils show positive learning from Cnowledge +hannel programs, which are explicitly produced and used for instructional purposes. $he effective use of educational television in this case is due to the fact that it is intentionally designed for education and teachers are involved in topic and module selection, utili(ation and integration into the curriculum. Cnowledge +hannel programs are received via cable and are intended for use at specific times. .chool organi(ers composed of @rade H pupils helped in planning and scheduling all programs as there are only two televisions sets available in this school. $he scheduling and ease of access of the programs are the biggest factors promoting classroom use. .eminars and lesson demonstrations on the integration of educational television in the classroom focus on how teachers can best use television to enhance academic achievement. $o make viewing more effective, teachers discuss the previewing -uestions as suggested in the teacherEs guides and manual to stimulate the interest of the pupils and reinforce their learning ob&ectives. 'hile viewing, teachers can call attention to and highlight the important concepts. After viewing teachers are advised to use -ui((es to ensure that students understand the program (www.pilipinasschool.net.org#.

In the secondary level, the set of I+$ lessons is relatively far more broad and deeper than in the elementary level. It is in this stage where students are taught of the various software program applications such that of ,. 'ord, 8xcel, and 0ower point. Integration occurs in the form of collaborative pro&ects conceived by the sub&ect teachers. 5ne example of integration was done in the sub&ect 6+ivics and +ulture7 as presented by 2ais +ity =igh .chool in /egros 5riental. 'ith the use of a 'ebMuest, an in-uiry%based learning activity, the second year students gathered information from the internet, interviewed local experts, and observed and participated in the local festival called .ipong sa 2ais, in order to create a website promoting this local festival. +ooperative learning was developed through the grouping of students and assignment of complementary roles. $he researchers in each group gathered data about the history of sipong, the actual practice, and the dances. $hey interviewed local experts, as well as guests of the town during the festival. $he photographer in each group took pictures. $he final student output was a webpage of the festival. $he 'ebMuest results show that appropriate use of computers and the internet had been an important tool in achieving both sub&ect and information literacy ob&ectives by providing students with exposure to and practice with diverse resources, making them active learners. =owever, if the educators perceptions are correct and, in fact, students are more computer literate, then educators must ad&ust the delivery of this introductory course accordingly or eliminate it all together. +omputer literacy is well defined, and it is well accepted that educators must ensure a level of computer literacy in all students. Additionally, self%efficacy literature defines a relationship between ones beliefs and performance. $herefore, in order to

provide a curriculum that addresses this literacy, it is imperative to understand the students perception of his or her computer application skills.

R (/% & S%-&" ! F'# ")$ +omputers and computer devices have grown to hold key roles in schools, homes and the workplace. ,any students ac-uire basic skills in high school so that they know how to operate a computer. In addition, students learn skills such as sending emails, conducting Internet research, creating word processing documents and creating presentations. $hese basic computer skills help students achieve success in college when they are utili(ed for processing and presenting information. In a study conducted by 0ohl ( !!!# it was found that word processing is a basic skill that involves typing and formatting documents. It is not only important to gather and process information, but it is also important to present information in a readable and attractive layout. ,any instructors give students guidelines for essays or reports specifying margin set%up or line spacing. Cnowing how to manipulate word processing software will save you time and frustration when preparing college essay or reports. ,oreover, internet research is an essential skill for college students. ,any courses re-uire you to go beyond the textbook to gather in%depth research about a topic. Cnowing how to use the Internet to navigate the web is a valuable skill because you must understand how to launch a browser before conducting searches. Lnderstanding how to go to a specific web site, scroll through a webpage, click on a link and use search engines will help you locate information -uickly and easily.

+olleges do not look favorably on students who claim the work of others as their own. /ot only is it important to know how to use a computer to conduct Internet research, but it is also vital understand computer ethics. =onoring copyright laws, avoiding plagiarism, citing sources and following Internet eti-uette will help with your college coursework. A study conducted by 2urnett ( !!:# sought the views of computer and accounting students on the technology skills that are considered important for new hires to possess. It reported the top four technology skills for computer and accounting students graduates as )# spreadsheet software, # 'indows, :# word processing software and ;# 'orld 'ide 'eb. $opics that ranked from > to )! were ># information systems planning and strategy, ?# database software, "# communications software (e.g. 5utlook#, 4# pro&ect management, F# presentation software and )!# technology security and control. $he study concluded that a single accounting systems class with one or two generic computer courses may not be ade-uate to prepare students with the re-uired technology skills. It suggested that a better approach is to re-uire more technology applications, particularly spreadsheets in all other accounting classes. Another study on knowledge and skills development of computer and accounting students in @hana by Awayiga, 5numah N $samenyi ( !)!# revealed similar trends. $he study surveyed graduates as well as the employers of the graduates on their opinions on the importance of skills and knowledge for entry%level accountants. $echnology skills identified in order of importance included )# spreadsheet package, # database package, :# presentation software, ;# technology management and budgeting, ># word%processing package, ?# communications software (5utlook#, "# electronic commerce, 4# 'orld 'ide

'eb and F# 'indows. $he results of this study are remarkably similar to those of the 2urnett ( !!:# study. $he +omputers in 8ducation .tudy is one of the first studies to assess the use of computers in different countries. $he study, conducted under the auspices of the International Association for the 8valuation of 8ducational Achievement (I8A#, describes how, and to what extent, computers are used in education, the changes in uses over time, the factors that influence these changes, and the effects of computers on studentsE knowledge and attitudes toward technology

L'./( $he 0hilippine government has been committed to moderni(e the 0hilippine educational system, in particular, on basic education, in its effort to make each and every student at par with other students in the developed economies. $his is because in todays knowledge economy, the capability to utili(e and produce information and to transform it into knowledge and vast array of goods and services is very essential to economic growth and social development. Along with this effort are the continuous curricular changes and reorientation, teacher training and investment in school facilities and infrastructure, one of which is geared towards the vision of e-uipping each public school with the modern computer and other information and communication (I+$#%related gadgets and instructional materials. According to Godrigo ( !!)# for the last five%years, the country had performed well in maintaining a high average school participation rate of F> percent at the elementary level and ?; percent at the secondary level. 0ublic elementary schools

comprise about F! percent of the total school enrolment. 0ublic secondary schools enrolment, on the other hand, accounts around "! percent of the national enrolment. 'hile access to education has significantly improved for the last five years, the -uality of basic education persists to be in -uestion as learning competency indicators paint a disturbing picture for the 0hilippines bid to produce highly skilled labor force that will spell a big difference in a globally competitive % knowledge economy. For instance, in the !!; /ational Achievement $est given by the 9epartment of 8ducation (9ep8d#, nearly F4 percent of the examinees failed to get the passing score of "> percent. In the =igh .chool Geadiness $est, only ?; percent got a grade of "> percent or higher. Furthermore, from )FF? to !!; results of the International ,athematics and .cience .tudy ($I,..#, the country has a consistent poor performance whose rank is very close to the bottom. $he countrys 9epartment of 8ducation has initiated in )FF? a computeri(ation program with the goal of preparing Filipino students for employment and competitive career by teaching them to master the new forms of technology being used in the workplace. 0hilippine education experts have long reali(ed that public schools do not &ust want to teach students how to use technological tools, computers and other high tech learning gadgets. $hey also would like to harness and enhance the power of technology towards developing the entire teaching%learning process, specifically in its bid to make each and every public school student empowered in this highly globali(ed and integrated world economy. =owever, integrating I+$s into the learning%teaching e-uation is not that simple and easy as it seems, and certainly there are broader prere-uisites of achieving classroom technological advancement. $his paper explores some policy imperatives and investment

re-uirements of enabling the 0hilippine educational system with I+$ as it pursues the twin goals of moderni(ation and relevance. It illustrates some forms of innovation, pedagogical strategies and curricular initiatives to constantly steer the educational system towards excellence and global standards. .ection two discusses the significance of I+$ in a knowledge%based economy. $he third section presents an overview of basic education in the 0hilippines. .tudents in the study also felt that support when actually using the computers was inade-uate, particularly from members of academic staff. Assistance was therefore often sought from student colleagues. As students become more familiar with their environment, they become more knowledgeable about the resources available to them but the findings remind us that first year students can often experience frustration when it seems to them that information on these matters is inade-uate or in some aspects not available. In a study conducted by 0ere( ( !!!# found out that access to computers was clearly an important matter for all of the students. $he study findings would support the view, however, that problems associated with access amount to a more complex issue than simply the number of available machines or indeed access times. For example, the latter may be too restricted or not sensitive to peak periods such as coursework deadlines and free time periods such as weekends. .taff members recogni(ed the need for greater provision but differed importantly on seeing the issues at a departmental rather than individual student level. Gesource problems were clearly an irritation for students, but time and training (above# were considered more important.

In conclusion, the study has highlighted the need to embrace a student perspective in planning to increase students use of computers. A staff perspective will remain an important element but giving students what planners think they need will not be sufficient. $hey must provide instead a more negotiated mix of training, access and free time in the undergraduate timetable to enable students to progress themselves

S0$%h !"! In general, basic education in the 0hilippines is still faced with the difficulty in fully harnessing the potentials of digital literacy and I+$ diffusion. .uccess stories abound such as those presented above but these are limited to those with ample access to digital infrastructure and I+$%open minded teachers and administrators with the help of the private sector and other education stakeholders. $he Filipino student will always be lagging behind the global standards for digital literacy and will always be at the losing end of the digital divide. Although the government has set forth some policy change such as the implementation of the G28+, this only appears to be cosmetic and at the very least, a lip service. $he policy

framework should be coherent and consistent with the over%all development agenda in e-uipping the economy towards the re-uirements of a knowledge and information% intensive society. In addition to the provision of ade-uate infrastructure and fiscal allocation, this demands a more radical change of the basic education curriculum where I+$ and digital literacy becomes the basic component and a separate sub&ect area thereby improving the knowledge and skills of the students.

8very

)st century skills implementation re-uires the development of core

academic sub&ect knowledge and understanding among all students. .tudents must possess a wide variety of computer knowledge and skills for both academic and career success (Furst%2owe et al., )FF>< 5liver, !!!#. Although college freshmen have already completed one or more basic computer courses at secondary school level, they are still typically confronted with a wide range of computer competence. In this research not only the extent of computer knowledge and skills among freshmen students will be assessed but also the learning needs will be identified.

CHAPTER III RESEARCH METHODOLOGY

$his chapter includes the research methods, respondents of the study, instruments used in conducting the study, reliability of the instrument, data gathering procedures and statistical tools that will be used in the conduct of the study.

R ! /#.h M %h'&! 9escriptive%correlational and comparative method of research were used in this study. According to +almorin ( !!"#, descriptive research involves description, recording, analysis and interpretation of conditions that currently exists. $he aforementioned method is valuable in providing facts in which scientific &udgment may be based. It provides essential knowledge about the nature of ob&ects and persons. $he method of gathering data is concerned primarily in determining the extent of I+$ Cnowledge and skills perceived by the student % respondents. It is essentially a method which -uantitatively described by the general characteristics of the I+$ knowledge and skills of the students. +orrelational design will be used to determine the degree of relationship between the type of school they graduated in high school, the extent of I+$ knowledge and skills of the students as employed by the same sub&ect.

P',-(/%"'$ F#/+ /$& S/+,("$) S.h + 8,A 8,I$. +olleges 0hilippines has a total of seven ("# courses offered in the college department. From first year to fourth year there are one hundred twenty five () ># are composed of students enrolled in 2. +omputer .cience (2.+.# and fifty%five (>># are enrolled in Associate in +omputer $echnology (A+$#. In school year !):% !);, first year level are composed of thirty%nine (:F#

students who are enrolled and currently taking up 2. +omputer .cience and thirty%five (:># are taking up Associate in +omputer $echnology. $otal enumeration was used by the researcher, and no sampling techni-ue was used. Lpon the conduct of the study, there were "; total number of respondents but during the gathering of the -uestionnaires only >F were returned and consolidated for analysis and interpretation. $he distribution of the respondents of the study was shown in the table below.

T/5( 14 Th D"!%#"5-%"'$ '* S%-& $%-R !,'$& $%! R !,'$& $%! 2. +omputer .cience .tudents Associate In +omputer $echnology .tudents $5$A3 P',-(/%"'$ M/( > ): :4 :? F +/( ); T'%/( :F :> ";

R ! /#.h I$!%#-+ $% A survey -uestionnaire is the principal instrument to gather data and collect relevant information about the first year students I+$ Cnowledge and skills. It was personally prepared by the researchers with the generous assistance of the adviser. $he -uestionnaire consists of two ( # parts. $he first part determined the students type of school they graduated from high school. $he second part focused on the I+$ knowledge and skills of students in terms of the seven ("# variables presented which are1 =ardware and 5perating .ystem< 2asic .oftware< Internet and 2rowsers< 8mail< ,icrosoft 5ffice< 9atabase< and @eneral +omputer $echnology. $he researchers used the >%point 3ikert .cale following numerical scale, statistical limits and verbal description to determine the 8xtent of I+$ knowledge and skills of 2.+. and A+$ First Dear .tudents as shown below. N-+ #"./( S./( > ; : ) S%/%"!%"./( L"+"%! ;.>! B >.!! :.>! B ;.;F .>! B :.;F ).>! B .;F ).!! B ).;F : #5/( D !.#",%"'$ Hery =igh 8xtent (H=8# =igh 8xtent (=8# ,oderate 8xtent (,8# 3ow 8xtent (38# Hery 3ow 8xtent (H38#

:/("&/%"'$ '* I$!%#-+ $% $he +ollege dean or one of the professors in the school was asked to validate the content of the -uestionnaire. +opies of the -uestionnaire for content validation were distributed to respondents and retrieved. $he authority &udgment is by item inspection. 9ata to be gathered from the evaluation were collated and analy(ed, taking notes of inter%

&udge consistency. $heir correction, comments and suggestions were incorporated to come up with a validated -uestionnaire. $he researcher used the test%retest to determine the reliability of the -uestionnaires. It will be administered to ten ()!# 2.+. and A+$ students who were included in the study. Getest was done a week after the administration of the -uestionnaire to the same respondents. 0earsons 0roduct moment of +orrelation was used in computing the reliability coefficients of -uestionnaire.

T/5( 24 S.'# R/$6! /$& D"** # $. ! '* T !% R % !% '* S-#8 0 ;- !%"'$$/"# !

D/%/ G/%h #"$) P#'. &-# ! 0ermit to conduct the study from the researchers was prepared and duly signed by the Adviser. $hen the approved re-uest were sent to the department 9ean. After the approval for the conduct of study, the -uestionnaire was distributed and retrieved. $he data gathered were scored, tallied, tabulated and analy(ed and was given the utmost confidentiality.

S%/%"!%"./( T# /%+ $% '* D/%/ $he researchers used both descriptive and inferential statistics in the analysis of data gathered. ). F# 2- $.0 /$& , #. $%/) &"!%#"5-%"'$. $his was used to standardi(e si(e by determining the relative proportion of the individual case to the total cases. $his was used in the determining of the type of school the students graduated in high school. $he formula was1 n 0 O %%%%% x )!! / 'here1 0 O the percentage distribution n O the value of the individual case / O the value of the total cases . M /$- $his is used to describe the general responses on the type of school the students graduated from high school and the status of I+$ knowledge and skills. $he formula is1
x=

x
N

'here1

x P /

O O O O

arithmetic mean sum of all the values per item value each item number of respondents

34 T-T !% &"** # $. B this is used to determine the difference between the type of school the students graduated in high school.

44 P /#!'$<! P#'&-.% M'+ $% C'## (/%"'$ '* C' **"." $% = $his was used to determine or assess the degree of relationship between the independent and dependent variables. $he formula is1 #O n Px % (Px#(P# Q R nPx (Px# S R nP (P# S #> nO Px O P O Px O P O the 0earsons r sample si(e sum of all T values sum of all D values sum of all s-uares of the Ts sum of all s-uares of Ds

'here1

(Px# O s-uare of the sum of all Ts (P# O s-uare of the sum of all Ds Px O sum of the products of T and D

nPx O the number of cases (n# multiplied by the sum of the products of TD

CHAPTER I: PRESENTATION1 ANALYSIS AND INTERPRETATION OF DATA $his chapter presents the analysis and interpretation of data.

14 T0, '* S.h''( %h !%-& $%! )#/&-/% & $able shows the mean score and verbal description of the type of school the

students graduated in terms of public or private school. T/5( 34 M /$ S.'# /$& : #5/( D !.#",%"'$ "$ % #+! '* %h T0, '* S.h''( %h S%-& $%! G#/&-/% & I$&"./%'#! 0ublic 0rivate N'4 '* R !,'$& $%! :4 ) ?@ P #. $%/) ?;.;) :>.?! 100A

$he higher number of respondents graduated from public high school as shown by the ?;.;)U and those who graduated in private high school were ) or :>.?!U. $his shows that the most of the students who were enrolled in 2.+. and A+$ graduated in public high school.

24 EB% $% '* ICT K$'9( &) /$& S6"((! '* %h !%-& $%!4 T/5( 44 M /$ S.'# /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! "$ % #+! '* H/#&9/# /$& O, #/%"$) S0!% +4 I$&"./%'#! ). $urn computer on*off . Lse keyboard and mouse :. Insert*e&ect media (+9, (ip disk, flash drive, etc# ;. Ltili(e soundcard and speakers >. 0rint documents ?. Find and know operating system and version ". Find and launch applications 4. Find files F. Lse windows (open, scroll, minimi(e, maximi(e, arrange and use multiple windows, close, etc# )!. ,ove files to Gecycle 2in*$rash )). Gecover files from Gecycle 2in*$rash ) . 8mpty Gecycle 2in*$rash ):. Gename files );. +opy*move files to another location )>. +reate folders )?. Gename folders )". Install*upgrade software )4. Lnderstand and use virus protection and anti% spyware software )F. 0erform backups !. Lsing anti%virus software ). Lsing a firewall . .ecuring wireless networks :. Lsing spam filers ;. 0rotecting yourself from phishing O:ERALL MEAN $able W ")h% & M /$ ;.>> ;.;? :.?> :.;4 :.)? :.)? :.)> :."> :.?? :.: :.)> .FF ;.!F :."? ;.)! :.F" .44 .;F .?! .?! .; .>? .) .:F 342C : #5/( D !.#",%"'$ Hery high 8xtent =igh 8xtent =igh 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent =igh 8xtent =igh 8xtent ,oderate 8xtent ,oderate 8xtent 3ow 8xtent =igh 8xtent =igh 8xtent =igh 8xtent =igh 8xtent ,oderate 8xtent 3ow 8xtent ,oderate 8xtent ,oderate 8xtent 3ow 8xtent ,oderate 8xtent 3ow 8xtent 3ow 8xtent M'& #/% EB% $%

shows the extent of I+$ Cnowledge and .kills of the students in terms of

=ardware and 5perating .ystem. Item number ) was rated highest with a mean of ;.>> described as very high extent which is the most basic knowledge in opening and turning

off of the computer. Item number : was rate the lowest with a mean of .) described as low extent which is the use of spam filers. $his implies that computer knowledge can also be measured in the studentEs knowledge on how to keep their computers running in the most basic sense.

T/5(

?4 M /$ S.'# /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! "$ % #+! '* B/!". S'*%9/# 4 I$&"./%'#! W ")h% & M /$ .F .4F .44 :.> :. :.>; :.4? .F! :.)F 3421 : #5/( D !.#",%"'$ ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent =igh 8xtent ,oderate 8xtent =igh 8xtent =igh 8xtent ,oderate 8xtent ,oderate 8xtent M'& #/% EB% $%

). . :. ;. >. ?. ". 4. F.

/avigate menus Lse dialog boxes Lse help menus 0erform basic word processing (create, save, edit, print, spellcheck, fonts, etc# 8xit file vs exit program .ave files to specific folder*drive Lse J.ave AsJ (make copy, different location, different file type# Lse 09F (Adobe# reader application Lse video player application O:ERALL MEAN

$he table shows that in terms of the 2asic .oftware of the students, item number " with a mean of :.4? which indicates high extent of saving and making a copy of a document to a different location and of different file type as compared to the lowest mean of .44 which is item number : using help menus in the software being used. According to +lariana ( !!># computer literacy is defined as 6an understanding of computer characteristics, capabilities, and applications, as well as an ability to implement this knowledge in the skillful, productive use of computer applications suitable to individual roles in society.7

$his implies that the basic I+$ knowledge and skills of students in terms of 2asic .oftware is very necessary to learn the most%sought skills.

T/5(

D4 M /$ S.'# /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! "$ % #+! '* I$% #$ % /$& B#'9! #!4 I$&"./%'#! W ")h% & M /$ .?4 ."F .4; :.!" :.!; .4: :.:; :. ; .F? :.!4 .FF :.>; :.>? :.;? .4; :.;" :.!4 :.)4 :.)> :.!" .4) 3410 : #5/( D !.#",%"'$ ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent =igh 8xtent =igh 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent

). Lnderstand role of I.0 . Lnderstand dial%up, 9.3, cable, wireless connections :. Lnderstand modems ;. 9etermine speed of connection >. Lnderstand different browsers ?. .et browser configurations ". Lse browser controls (back, forward, reload, home, etc# 4. Lse browser history F. Lnderstand LG3s )!. +reate and use bookmarks*favorites )). Lse search engines ) . .earch within a webpage ):. 5pen and use multiple windows*tabs );. Gecogni(e text links and clickable images )>. 0rint webpages )?. +opy text*images from webpages )". =ow to run a complex search )4. =ow computers communicate )F. =ow to configure a computer to connect to the Internet !. =ow to verify the information you find on the Internet ). =ow to configure a web browser O:ERALL MEAN

In terms of the I+$ Cnowledge and skills in Internet and 2rowsers, the students are more proficient and know how to open and use multiple windows*tabs as shown with a mean of :.>? described as high extent.

=owever, in understanding the role of the I.0 (Internet .ervice 0rovider# was rated lowest with a mean of .?4 described as moderate extent. 'ith the knowledge of browsing through different web pages and search engines, Internet and browsers is an essential skill for college students. ,any courses re-uire beyond the textbook to gather in%depth research about a topic. Cnowing how to use the Internet to navigate the web is a valuable skill because it must be understood how a browser works before conducting searches.

T/5(

C4 M /$ S.'# /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! "$ % #+! '* E+/"( I$&"./%'#! W ")h% & M /$ : #5/( D !.#",%"'$

). Lnderstand different email applications . Lnderstand local email client vs browser% based email access :. Lnderstand locally stored email messages vs messages stored on server ;. 9istinguish new, read, and unread messages >. +reate and organi(e mailboxes ?. ,ove messages from one mailbox to another ". .ort messages by sender, recipient, date, sub&ect, etc 4. Find messages F. +reate and send a new message )!. Geply to a message and forward a message )). .end a message to multiple recipients ) . Lse the cc function ):. Lse the bcc function );. .end a file as an attachment )>. Lnderstand avoidance of virus transmission via attachments )?. Automate checking of email )". Automate routing of incoming email into specified mailboxes )4. +reate and use an email address book O:ERALL MEAN

T/5(

E4 M /$ S.'# /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! "$ % #+! '* M".#'!'*% O**". I$&"./%'#! W ")h% & M /$ : #5/( D !.#",%"'$

). =ow to create formulas, layout in a document . =ow to include references in a document :. =ow to insert a comment in a document ;. =ow to create a macro for a document >. =ow to create a spreadsheets O:ERALL MEAN T/5( @4 M /$ S.'# /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! "$ % #+! '* D/%/5/! I$&"./%'#! ). . :. ;. >. =ow to create a relational database =ow to create a table =ow to create reports from a database =ow to -uery a database =ow to set security on a database O:ERALL MEAN W ")h% & M /$ : #5/( D !.#",%"'$

T/5(

104 M /$ S.'# /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! "$ % #+! '* G $ #/( C'+,-% # T .h$'(')0 I$&"./%'#! W ")h% & M /$ : #5/( D !.#",%"'$

). =ow to copy information from one application to another . =ow to install programs and softwares :. =ow to scan your computer for malware ;. =ow to create backups >. =ow to embed graphics, video, or sound in other software applications ?. =ow to create programs and operating systems ". =ow to set%up the computer and other hardwares O:ERALL MEAN T/5( 114 S-++/#0 '* M /$ S.'# ! /$& : #5/( D !.#",%"'$ '* %h ICT K$'9( &) /$& S6"((! '* %h S%-& $%! :/#"/5( ! ). =ardware and 5perating .ystem< . 2asic .oftware< :. Internet and 2rowsers< ;. 8mail< >. ,icrosoft 5ffice< ?. 9atabase< ". @eneral +omputer $echnology O:ERALL MEAN W ")h% & M /$
:. " :. ) :.)! .F: .F; .?! .4> .FF

: #5/( D !.#",%"'$ ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent ,oderate 8xtent M'& #/% EB% $%

$he table shows that the extent of I+$ Cnowledge and skills of the students. $he students%respondents rated item number ) as the highest with a mean of :. " described as moderate extent which states that they know more of the =ardware and 5perating

systems and item number ? or the database was rated as the lowest with a mean of .?! described as moderate extent. According to =olmes ( !!)# the computer skills that high school students need to master are misconstrued, and that learning how to use the computer in a productive manner is often neglected in comparison to knowing how to use a computer for other important purposes. $his implies that the students are more knowledgeable in the most parts and the most basic commands needed to use the computer such as turning on and off the computer, creating and renaming folders, printing documents and the operating systems that runs a computer rather than the database aspect of the technology.

34 S")$"*"./$% R (/%"'$!h", 5 %9 $ %h %0, '* !.h''( %h !%-& $%! )#/&-/% & "$ h")h !.h''( /$& %h B% $% '* ICT K$'9( &) /$& S6"((! C'+,-% & R :/(I$% #,# %/%"'$

:/#"/5( T0, '* S.h''( ICT K$'9( &) /$& S6"((!

T/5( 134 T-T !% D"** # $. 5 %9 $ %h T0, '* S.h''( %h S%-& $%! G#/&-/% & "$ H")h S.h''( I$&"./%'#! P-5(". S.h''( P#"8/% S.h''( T-% !% &"** # $. I$% #,# %/%"'$

BIBLIOGRAPHY

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approachE, Iarvis, 0 !!;, Adult education and lifelong learning, :rd edn, Goutledge Falmer, /D. Crathwohl, 9. G., 2loom, 2. .., N ,asia, 2. 2. ()F":#. $axonomy of 8ducational 5b&ectives, the +lassification of 8ducational @oals. =andbook II1 Affective 9omain. /ew Dork1 9avid ,cCay +o., Inc. 5mar ( !! # Gelating higher education with the labour market1 graduatesE expectations and employersE re-uirementsE, $ertiary 8ducation and ,anagement, vol. )>, no. ), pp. )"%::. http1**www.n(ica.com*.cript+ontent*Index.cfmV. 0ohl, ,. ( !!!#. 3earning to $hink, $hinking to 3earn1 ,odels and .trategies to 9evelop a +lassroom +ulture of $hinking. +heltenham, Hic.1 =awker 2rownlow. 0oulter, +. ( !) # =ow can we develop academic programs that will give students the knowledge and skills that todays &ob market demandsA. 8ducation .olution. Muality in =igher 8ducation, vol. ", no. , pp. )))%))F. Godrigo, ,aria ,ercedes $. ( !!)# 6Information $echnology Lsage in ,etro ,anila 0ublic and 0rivate .chools7. 9octoral dissertation. .chool of +omputer and Information .ciences, /ova +outheastern Lniversity. .impson 8. I. ()F" #. $he +lassification of 8ducational 5b&ectives in the 0sychomotor 9omain. 'ashington, 9+1 @ryphon =ouse.

;UESTIONNAIRE /ame1 (5ptional# +ourse1 WWWW 2. +omputer .cience WWWW Associate in +omputer $echnology P/#% I4 F#'+ 9h".h %0, '* !.h''( &"& 0'- )#/&-/% "$ h")h !.h''(F WWWWW 0ublic WWWWW 0rivate P/#% II EB% $% '* ICT K$'9( &) /$& S%/%-! '* S%-& $%! D"# .%"'$!G $he following are statements about I+$ knowledge and skills and your perceived learning needs. 0lease indicate the level that characteri(es your perception by encircling the number in each statement that corresponds to your assessment of your school. Lse the scale given below.. > B Hery =igh 8xtent (H=8# ; B =igh 8xtent (=8# : B ,oderate 8xtent (,8# B 3ow 8xtent (38# ) B Hery 3ow 8xtent (H38# ? 4 3 2 1

A4 H/#&9/# /$& O, #/%"$) !0!% + >. $urn computer on*off ?. Lse keyboard and mouse ". Insert*e&ect media (+9, (ip disk, flash drive, etc# 4. Ltili(e soundcard and speakers F. 0rint documents :!. Find and know operating system and version :). Find and launch applications : . Find files ::. Lse windows (open, scroll, minimi(e, maximi(e, arrange and use multiple windows, close, etc# :;. ,ove files to Gecycle 2in*$rash :>. Gecover files from Gecycle 2in*$rash :?. 8mpty Gecycle 2in*$rash :". Gename files :4. +opy*move files to another location :F. +reate folders ;!. Gename folders ;). Install*upgrade software ; . Lnderstand and use virus protection and anti% spyware software ;:. 0erform backups ;;. Lsing anti%virus software ;>. Lsing a firewall ;?. .ecuring wireless networks

;". Lsing spam filers ;4. 0rotecting yourself from phishing B4 B/!". S'*%9/# )!. /avigate menus )). Lse dialog boxes ) . Lse help menus ):. 0erform basic word processing (create, save, edit, print, spellcheck, fonts, etc# );. 8xit file vs exit program )>. .ave files to specific folder*drive )?. Lse J.ave AsJ (make copy, different location, different file type# )". Lse 09F (Adobe# reader application )4. Lse video player application C4 I$% #$ % /$& B#'9! #! . Lnderstand role of I.0 :. Lnderstand dial%up, 9.3, cable, wireless connections ;. Lnderstand modems >. 9etermine speed of connection ?. Lnderstand different browsers ". .et browser configurations 4. Lse browser controls (back, forward, reload, home, etc# F. Lse browser history :!. Lnderstand LG3s :). +reate and use bookmarks*favorites : . Lse search engines ::. .earch within a webpage :;. 5pen and use multiple windows*tabs :>. Gecogni(e text links and clickable images :?. 0rint webpages :". +opy text*images from webpages :4. =ow to run a complex search :F. =ow computers communicate ;!. =ow to configure a computer to connect to the Internet ;). =ow to verify the information you find on the Internet ; . =ow to configure a web browser ? 4 3 2 1

D4 E+/"( )F. Lnderstand different email applications !. Lnderstand local email client vs browser%based email access ). Lnderstand locally stored email messages vs messages stored on server . 9istinguish new, read, and unread messages :. +reate and organi(e mailboxes ;. ,ove messages from one mailbox to another >. .ort messages by sender, recipient, date, sub&ect, etc ?. Find messages ". +reate and send a new message 4. Geply to a message and forward a message F. .end a message to multiple recipients :!. Lse the cc function :). Lse the bcc function : . .end a file as an attachment ::. Lnderstand avoidance of virus transmission via attachments :;. Automate checking of email :>. Automate routing of incoming email into specified mailboxes :?. +reate and use an email address book E4 M".#'!'*% O**". ?. =ow to create formulas, layout in a document ". =ow to include references in a document 4. =ow to insert a comment in a document F. =ow to create a macro for a document )!. =ow to create a spreadsheets F4 D/%/5/! ?. =ow to create a relational database ". =ow to create a table 4. =ow to create reports from a database F. =ow to -uery a database )!. =ow to set security on a database G4 G $ #/( C'+,-% # T .h$'(')0 4. =ow to copy information from one application to another F. =ow to install programs and softwares )!. =ow to scan your computer for malware

)). =ow to create backups ) . =ow to embed graphics, video, or sound in other software applications ):. =ow to create programs and operating systems );. =ow to set%up the computer and other hardwares