CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter includes a review of literature and studies which have significant

relationship and similarities with the present study.

The researcher made a comprehensive review of various studies

and literature found in different libraries of colleges and universities as well as public libraries in

the Quezon province and elsewhere: unpublished thesis journals, books, materials found in the

internet and other related sources where likewise review in the recent study. The relevance of

this materials to the research in consideration was established and their significant finding were

given due consideration.

From the survey of related literature and studies, it was noted that there has been no

published studies on the computer literacy of teachers in Calauag West District. Studies reviewed

were classified into training program and KSA. They were described findings were cited as well

as their similarities differences and inputs. Synthesis of the state-of-the-art and gaps bridged by

this study were likewise cited.

COMPUTER USAGE IN SCHOOL

Shelly (2007) attested that teacher can increase the productivity significantly by using

word processing software to create documents, such as lesson plans, handouts, parent

communications, and student tests. Teachers use word processing to transform paper

documents into electronic form to eliminate redundant works. Spreadsheets are like

teacher grade books. Teachers often keep grade books on a spreadsheet and have
 completely up-to-date averages for all students. Some spreadsheet program also includes

a chart function so that teachers can display class averages on a bar chart to provide a

visual comparison on the Classes’ performance . Teachers used spreadsheet to record and

compute student grades. According to Good (2008), presentation graphics application

software are typically used to create presentation in the form of slides that can be used to

create overhead transparencies or printed handouts or books, as well as to present

information in electronic form. This type of software applications is important for

educators because electronic presentation can be integrated into units or lesson. Teachers

used presentation to demonstrate their ideas using computer for better understanding of

the topic. The Internet offers research, tips, lesson plans, discussion opportunities, and a

treasure trove of data. Teachers can find an almost unlimited number of ideas and plans

on the internet Also think that an Internet connection would help to get people to use

computers more for research and to send e-mails to teachers. Teachers also use internet

for communication purposes to students and other peers. In Chandra (2005) works,

teachers need more that a quick course in basic computer operations. They need guidance

in using the best tool in the best ways to support the best kinds of instruction.

IMPACT OF ICT TO THE LEARNERS

Students have high regard on the capability of their teachers. It is a fact that many students can

afford to have ICT gadgets at home, hence, they are advanced in terms of knowledge and skills

on ICT. It is a great challenge for teachers to learn and internalize the use of computers in the

subjects they are teaching, integrating ICT in the classroom instruction (Itaas,2009).The

Philippine Star (2006) discussed the edge of students over teachers in ICT. Students now are

virtually knowledgeable about chatting, on-line games and other useful applications of computer,
while teachers, mostly, are clueless about them. The sad part is teachers lack training so they

cannot even teach students of computer. According to Labian (2007), teachers touch the future of

the learners that pass through their caring hands. Their task is not just imparting knowledge but

also preparing students with stand all the rigors in a high competitive societal order. Information

Communication Technology knowledge is their technological fuel and raw materials that will

help them achieve lofty goals ahead. Teachers must be the first one to be educated on how to

maximize the capabilities of computers. The generation today is a world of innovation and new

technology. The teachers must be aware and adapt the changes so that they can gain additional

skills and improve their teaching styles and strategies in teaching. It also gives them an

opportunity for professional development.

COMPUTER LITERACY PROGRAM IN DepEd

Promoting computer literacy program will lead to the excellence of teachers. According to Rodriguez (2007), it is

also important to remember that technology requires administrative and community support and involvement that

are critical to its successful integration in education. Commitment and interest of teachers and school heads is the

most critical factor for successful implementation of any school innovation, especially technology. The teacher

must be fully-equipped and up to the task. Teacher must harness the full potential of technology to improve

learning outcomes (Sec. Lapus, 2008). This information age needs modern teachers. They are the one who build

education and learning; and if they lack knowledge and skills, the learners will be most affected. Former President

Arroyo called for a better integration of ICT into the Philippine educational system to improve the quality of

learning and hone the computer skills of young Filipinos to give them a competitive edge in securing work in a

world that is growing highly technical (Manila Bulletin, 2006).Also she enjoins all teachers from public schools to
get the National ICT Competency Standards (NICS) and be ICT-certified. She stressed that teachers need to be

competent in ICT so classroom dynamics become more innovative with ICT. Sen. Escudero (2002) gives

importance to the advancement of science and technology. Modern telecommunications and modes of

transportation have facilitated simultaneous and fast exchange of ideas, information and resources among nations.

This is the global technological and scientific setting which confronts the Philippines today. That is why the

government proposed a bill about integrating computer education program in the educational system. One of

government plans is to promote computer literacy by providing trainings and workshop for both learners and

teachers. Schools like Southern Iloilo Polytechnic College held a computer literacy seminar-workshop. It aimed to

provide computer literacy training and update faculty and staff of the different subject areas. School managers

believed that the use of computer could help teachers increase their efficiency and effectiveness. The use of this

technology facilitates communication and information, record keeping and retrieving, programming, research and

evaluation, provisions of instructional aids and devices, preparation of reports, interpretation of test results and

others (Dela Cruz, 2008). Datamex and Deped Intel Teach program also provide free seminars, workshops and

trainings to the teachers. It focuses on integrating computer technology into the curriculum. At present, the

Department of Education aims to fully equip administrators, teachers, and support staff in word processing,

electronic spreadsheets, and graphic software to aid them in their instructional task (Manzano, 2002).Casiano

(2007) signified that different places in the world are connected. Globalization has bridged the gap, and computer

is the key instrument. Facebook, Friendster these are just two social networking sites that pioneered the

phenomenon. These facts are most observable in the developed and some developing countries. On the other

hand, Robles (2006) stated that even though the Philippine government has initiated several programs and projects

for the use of ICT in education, real implementation in day-to-day learning is still limited.
 Synthesis

Considering the general perspective of the contents of research literature and related

studies, the Philippine Educational System is lagging behind among its neighboring countries in

Asia in terms of computer literacy. cited anticipations to the incorporation of ICT in education and were

eventually used by the researcher as guideposts regarding possible perceptions of teachers to the issue. The present

study finds similarities to the works of wherein he stated that teachers need to have mastered a basic level of

computer literacy for them to take advantage of the pedagogical and perfunctory upgrades that it could bring.

writings, just like Jones‟, focused on why teachers need computer literacy skills. Teachers serve as the

most direct agent of the entire educational system. If armed with functional computer knowledge, they possess the

potentials to transform themselves into role models who may influence their students towards developing positive

orientations and attitude regarding the usefulness of computers.

Theoretical Framework

To learn computer programming is part of many study programmers in higher

education. A multitude of reports of high failure and dropout rates; indicate that students

experience computer programming to be difficult. Students need to learn, both the

theoretical foundations and the practice required when programming a computer. This is

reflected both in the research literature; and in internationally influential documents like

the ACM/IEEE Computer Science Curriculum. A very important learning activity in

computer programming courses is that students work with programming assignments in

the computer laboratory. This is intended to help consolidate theoretical understanding of

programming and to train the skills to solve programming problems in practice. In

previous research it has been observed that misalignment between the learning of theory

and the learning of practice is a reason for unsatisfactory learning outcome in laboratory-

based education. For example, comments that the complex interaction between concepts

and practice ‘explains to a certain extent why conceptual learning is not an automatic

outcome of lab work. In Computer Science education found that students may reach a

theoretical understanding while still lacking sufficient practical knowledge, and vice

versa. The authors specifically point to the problem that many students are ‘not being

able to translate from an abstract understanding to concrete implementation or design’.

The relation between theoretical understanding and practical knowledge is and who

found a strong correlation between understanding of core concepts and practical

knowledge like ‘understanding how to design a program to solve a certain task’ and
 ‘dividing functionality into procedures, functions and/or classes’ (17) among

programming students studying mainly C++ and Java. further reports on findings on the

relationship between the learning of theory and the learning of practice for novice

programming students learning Java.

A multitude of reports of high failure

and dropout rates (Ben-Ari 1998; This is reflected both in the
McCracken et al. 2001; Robins, research literature (Lahtinen, Ala-
Rountree, and Rountree 2003; Lister Mutka, and Järvinen 2005; Kaila
et al. 2004; Kinnunen and Malmi et al. 2010; Höök and Eckerdal
2015)
2006; Kinnunen 2009; Sorva 2013)

Computer Programming in Higher

Education

Internationally influential The relation between

documents like the ACM/IEEE theoretical understanding and
Computer Science Curriculum practical knowledge is
(ACM/IEEE Computing Curricula Task emphasised by Lahtinen, Ala-
Force 2013) Mutka, and Järvinen (2005
CONCEPTUAL FRAMEWORK

As shown in Figure 2, the availability, accessibility and quality of ICT resources

partly shape teachers’ and students’ practices with ICT, both in and outside of the

classroom. Indeed, the total amount of ICT equipment available per student is likely to

affect decisions on whether and how to use ICT resources. One could imagine that having

fewer than one computer per student at school would mean that students use computers in

group exercises, for example. Similarly, the ease with which ICT can be accessed during

class could affect the work arrangements and frequency of use. Students’ use of ICT

resources is conditional upon the availability, accessibility, and quality of those

resources. Conversely, the amount and type of ICT resources made available. students is

also influenced by how and why ICT are used. Documenting access to ICT therefore

aims to answer the following policy question: To what extent is student engagement with

ICT determined by the availability of diverse and functional ICT resources?

Consequently, the use of ICT is considered as a second step – a logical continuation. As

such, the assessment of ICT use aims to answer the following question: Given the

available ICT resources, how are students’ uses of different kinds of ICT related to

teaching practices and to students’ cognitive performance, well-being and ICT skills.

Although this framework recognizes the diverse ways in which ICT are used in school,

its prime interest lies in documenting students’ use of ICT. Yet, ICT are integrated in

schools without necessarily involving students’ use of them. For example, school

principals can use ICT to administer and manage financial and educational resources; and
 teaching staff can rely on ICT to improve overall instruction identify, and monitor

students’ strengths and weaknesses, or communicate with parents. Since these practices

are likely to affect students’ experiences, they are covered by this framework.

Country and Teacher and

School Level Student level
system level class Levels

Policies and practices Access to quality ICT resources

Country and
system level
ICT use and instructional practices

School Level

Teacher and
class Levels
Student cognitive
Students performance
Levels

Students ICT
competencies Student Well
(knowledge, skills being
and attitudes)

FIGURE 2.
: References

PISA 2021 ICT Framework (oecd.org)

Full article: Analysis of Students’ learning of computer programming in a computer laboratory

context (tandfonline.com)

03Chap 2_Theoretical framework and literature review.pdf (unisa.ac.za)

(3) Chapter II THE REVIEW OF RELATED LITERATURE AND STUDIES | Ryan Sulivas - Academia.edu