INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY: APPLIED

BUSINESS AND EDUCATION RESEARCH

2022, Vol. 3, No. 4, 703 – 709
http://dx.doi.org/10.11594/ijmaber.03.04.19

Research Article

The Electronic Class Record Used by The Cavite State University-Naic Faculty:
Its Prospects

Ernesto A. Gutierrez, Jr.*

Teacher Education Department, Cavite State University-Naic, Philippines

Article history: ABSTRACT

Submission April 2022
Revised April 2022 The study was conducted at the Cavite State University-Naic. It aimed
Accepted April 2022 to assess the existing electronic class record (e-class record) used by the
faculty members, problems encountered by teachers on the use of e-class
*Corresponding author: record; and recommend solutions for teachers and administrators to solve
E-mail: problems encountered in the use of e-class record. The statistics used were
jhun.gutierrez@cvsu- weighted mean, ranking, frequency distribution, and percentile.
naic.edu.ph In the assessment, faculty members believed that using the electronic
class record lessens the amount of time spent by teachers in grade compu-
tation. They also believed that the e-class record made their computation
easier with a weighted mean of 4.62. All faculty members favored the ben-
efits of using the electronic class record. Meanwhile, the lowest mean of
3.79 is on the use of electronic class records to help update students about
their academic strengths and weaknesses.
Most of the recommended solutions in the survey were agreed upon by
the teachers. First on the rank was that there should be an immediate re-
sponse from technical personnel regarding problems with the computer
system. The second was the conduct of regular updates of the e-class rec-
ord. The third was to provide adequate computer facilities such as printers
and computers for the faculty to encode their grades. And last on the rec-
ommendation was the conduct of training on basic computer skills.

Keywords: e-class record, grading system, electronic class record, class

register, electronic grading system

Background bought in any school supplies and bookstore.

The preparation of the class record plays a Sometimes, using this manual computation re-
major role in classroom management. Most of sulted in stress, and the heavy workload of the
the teachers spend a lot of time in the compu- teachers resulted in inaccurate computations
tation of the grades of the students. Sadly, there of grades. But an electronic class record, from
are still teachers using the old, traditional, and the faculty perspective, is a highly desirable ad-
manual class record – the one that can be dition to the educational toolkit, particularly
How to cite:
Gutierrez, E. A. (2022). The Electronic Class Record Used by The Cavite State University-Naic Faculty: Its Prospects.
International Journal of Multidisciplinary: Applied Business and Education Research. 3 (4), 703 – 709. doi:
10.11594/ijmaber.03.04.19
 EA Gutierrez, 2022/ The Electronic Class Record Used by The Cavite State University-Naic Faculty: Its Prospects

when it can provide less effort and a more ef- instruments: questionnaire, observation, inter-
fective and timelier outcome. It is also neces- view, and documentary analysis.
sary to avoid disagreement from students and The researcher used the following instru-
parents. ments: questionnaire, observation, interview,
Students' grades needed to be accurate be- and documentary analysis in the conduct of the
cause it provides information in stepping to the study.
next year's level. Moreover, the grading system The primary research instrument for the
provides incentives for achievement and assist collection of data to obtain information about
in identifying problem areas of a student. It is the profile of the respondents. The first part of
also used to analyze the students’ performance. the questionnaire pertained to the profile of the
(Barreno, Arevalo et.al) respondents. The second part determines the
Many teachers feel that the time they take assessment of the respondents on the use of the
in recording and computing for the grades of electronic class record which served as the sa-
their students is time that could be better spent lient feature of the study. The part three con-
elsewhere, like preparing lessons, researching, cerned the problems encountered by the
or meeting with their students. With the advent teacher-respondents in the use of the elec-
of computer technology, more and more tronic class record. The fourth part pertained to
schools are taking advantage of a variety of the recommended solutions from teachers and
grading systems available both off-line and administrator to solve the problems encoun-
online that can help save time on administra- tered in the use of the electronic class record.
tive tasks and give teachers more time to attend Aside from the use of the questionnaire, the
to other important functions. However, a researcher also used observation as a data
greater majority, especially small schools, gov- gathering instrument to enable to see the ac-
ernment schools, and schools in remote areas, tual performance of the respondents while us-
still utilize the manual method of recording and ing the electronic class record. During the com-
computing for the grades of the students. putation of grades, he visited them and directly
https://www.academia.edu/6314564/Docu- observed the teachers using the electronic class
mentation_in_database record.
The objectives of this study were to: The data were tallied, tabulated, and sub-
1. determine the profile of the faculty mem- jected to statistical analysis. The statistical
bers of CvSU-Naic in terms of sex, civil sta- tools were: 1) the weighted mean – to compute
tus, highest educational attainment, de- for the mean of the data to measure the percep-
partment, length of teaching experience, tion of the respondents; 2) Ranking – to deter-
the status of computer literacy, the place mine the arrangement of responses from re-
where they prepare their class record, and spondents in part I to 4 of the questionnaire;
the person who prepares their e-class rec- and 3) Frequency Distribution – to determine
ord; the profile of the respondents, their assess-
2. assess the use of e-class record ment, problems encountered, and recom-
3. assess the problems encountered by mended solutions. All analyses and computa-
teachers on the use of e-class record; and tions were made using Microsoft Excel 2016.
4. recommend solutions for teachers and ad-
ministrators to solve problems encoun- Table 1. Rating scale
tered in the use of e-class record.
Ratings Interpretations
4.50 – 5.00 Strongly Agree
Methods
3.50 – 4.49 Agree
The researcher made use of the descriptive
2.50 – 3.49 Moderately Agree
method in the conduct of this study. The
1.50 – 2.49 Disagree
respondents in this study were all the regular,
0.00 – 1.49 Strongly Disagree
contractual, and part-time faculty members of
CvSU-Naic. The researcher used the following

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 EA Gutierrez, 2022/ The Electronic Class Record Used by The Cavite State University-Naic Faculty: Its Prospects

The table showed the rating scale used electronic class record were married, seven-
by the researcher in interpreting the data in the teen (17) percent of them were single and none
survey questionnaire 2 to 4. of them was widowed or divorced.

Results and Discussion 45%

40%
Based on data gathered by the researcher, 35%
30%
the profile of the respondents is shown and dis- 25%
cussed in the following tables and paragraphs 20%
15%
taking into consideration its various aspects. 10%
5%
Figures 1 – 7 and Table 2 showed the per- 0%
centage of the respondents as per sex, civil sta-
tus, highest educational attainment, depart-
ment, length of teaching experience, the status
of computer literacy, the place where they pre-
pare their electronic class record, and the per-
son who prepares their electronic class record. Figure 3. Percentage of respondents per Highest
Educational Attainment

As can be noted from the above figure

34%
that forty-one (41) percent of the faculty mem-
bers who used the electronic class record were
66% Master’s degree graduates, thirty-four (34)
percent of them had units in Master’s degree,
seventeen (17) percent had units in Doctorate
and three (3) percent were in both doctorate
Male Female and baccalaureate degree.

Figure 1. Percentage of respondents per Sex

14%
Figure 1 showed that male has thirty-four 38% 14%
(34) percent while the female has sixty-six (66)
17%
percent or ten (10) and nineteen (19) fre- 17%
quency distribution respectively.

0% 0%
ASD FMSD ITD MD TED
17%
Figure 4. Percentage of respondents per Depart-
ment
83%
Figure 4 disclosed that thirty-eight (38)
percent of the faculty members were from
Teacher Education Department, both Manage-
Single Married Widow Divorced
ment Department and Information Technology
Department had seventeen (17) percent, and
Figure 2. Percentage of respondents per Civil both Arts and Sciences Department and Fisher-
Status ies and Marine Science Department had four-
teen (14) percent.
Figure 2 explained that eighty-three (83)
percent of the faculty member who used the

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Figure 6 revealed that sixty-six (68) percent

of the faculty had basic computer literacy,
52%
twenty-eight (28) percent of them were in ad-
vanced and seven (7) percent had 0 knowledge
in computer.
24%
21%

52%
3% 41%

1-5 6-10 11-15 20 and up 3% 3% 0%

Figure 5. Percentage of respondents per Length

of Teaching Experience

Figure 5 gleaned that majority of the faculty

members had twenty (20) or more years in
their teaching experience while twenty-four Figure 7. Percentage of respondents per Place
(24) percent was in six to ten years, twenty-one where they prepare their electronic
(21) percent was in eleven to fifteen years and Class Record
three (3) percent was in one to five years of
teaching experience. Most of the faculty members with fifty-two
(52) percent prepared their electronic class
record at home, forty-one (41) percent pre-
66%
pared it in the office or the faculty room, two
three (3) percent did it in the computer labora-
tory and other offices and none of the faculty
prepared the electronic class record in the
28% computer shop.
Table 2 stated that eighty-nine (89) percent
7% of teachers prepared their electronic class rec-
ord while seven percent ask their co-teachers
to encode it for them and four percent of the
0 Knowledge Basic Advanced teachers asked their students or other students
to do it for them. Two respondents indicated
Figure 6. Percentage of respondents per Status that they asked the MIS Officer or their daugh-
of Computer Literacy ter to prepare the e-class record for them.

Table 2. Percentage of respondents per Person who prepares their electronic class record
Person who prepared their electronic class record Percent (%) Frequency Distribution
Yourself 89 25
Co-teacher 7 2
Staff 0 0
Students 4 1
Others: ________ MIS Officer;
daughter

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Table 3. Assessment on the Use of E-class Record

Assessment Weighted Interpretation Standard
Mean Deviation
1. Does the use of the electronic class record 4.62 STRONGLY 8.29
make computations easier? AGREE
2. Does it result in accurate grade computation? 4.00 AGREE 4.77
3. Will the electronic class record make it easy 4.59 STRONGLY 8.01
for teachers to store and keep records? AGREE
4. Does the use of electronic class record make 4.55 STRONGLY 7.79
grade presentations neat? AGREE
5. Will the use of e-class record lessen the 4.67 STRONGLY 8.41
amount of time spent by teachers in grade AGREE
computations?
6. Will the use of e-class record increase teach- 4.38 AGREE 7.16
ers’ time for lessening preparation?
7. Will the use of e-class record help teachers to 4.50 STRONGLY 7.84
compute and submit grades on time? AGREE
8. Will the use of the e-class record help update 4.00 AGREE 4.85
parents about the academic performance of
their children?
9. Will the use of the e-class record help update 3.79 AGREE 3.96
students about their academic strengths and
weaknesses?

Table 3 showed that faculty members rank members favored the benefits of using the elec-
1 or believed that using the electronic class rec- tronic class record. Meanwhile, the lowest
ord lessens the amount of time spent by teach- mean of 3.79 is on the use of the electronic class
ers in grade computation. They also believed record to help update students about their aca-
that the e-class record made their computation demic strengths and weaknesses.
easier with a weighted mean of 4.62. All faculty

Table 4. Problems Encountered by Teachers in the Use of E-class Record

Problems Encountered Weighted Interpretation Standard
Mean Deviation
1. Inadequate knowledge in the opera- 3.32 MODERATELY AGREE 2.30
tion of computer system
2. Non-interest to use the new system 2.89 MODERATELY AGREE 2.07
3. Phobia in using the computer 2.36 DISAGREE 3.05
4. Insufficient number of computer 3.39 MODERATELY AGREE 2.30
units
5. Unavailability of printer 3.33 MODERATELY AGREE 3.36
6. Scheduling constraints in the labora- 3.14 MODERATELY AGREE 3.29
tory
7. Delayed response from Technical 3.17 MODERATELY AGREE 2.39
personnel regarding problems on the
computer system
8. Lack of continuous monitoring in the 3.38 MODERATELY AGREE 4.44
use of the e-class record

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Table 4 revealed that most of the problems monitoring in the use of the e-class record with
met by the faculty members were in the hard- the weighted mean of 3.38 while most of the
ware like the insufficient unit of computers that faculty members did not have cyberphobia or
rank 1 with the weighted mean of 3.39. Second fear in computers with the weighted mean of
in the rank was the lack of continuous 2.36 ranked 8.

Table 5. Recommended solutions for Teachers and Administrators to solve the problems encountered
in the use of e-class record
Recommendations Weighted Interpretation Standard
Mean Deviation
1. Conduct training on basic computer skills 3.76 AGREE 4.09
2. Embrace Information Technology to become 4.28 AGREE 6.22
globally competitive individuals
3. Provide adequate computer facilities such as 4.38 AGREE 7.56
printers and computers
4. Conduct regular updates of the e-class record 4.41 AGREE 7.46
5. The immediate response from Technical per- 4.45 AGREE 7.33
sonnel regarding problems with the computer
system
6. Provide continuous monitoring in the use of e- 4.38 AGREE 7.16
class record
7. Acquire personal computer 4.00 AGREE 5.07

In table 5, the immediate response from knowledge in the operation of the computer
technical personnel regarding problems on the system, delayed response from technical per-
computer system with the weighted mean of sonnel regarding problems on the computer
4.45 rank 1 in the recommended solutions for system, and the last is the phobia in using the
Teachers and Administrators to solve the prob- computer.
lems encountered in the use of e-class record. Most of the recommended solutions in the
All the responses of the faculty members survey were agreed upon by the teachers. First
agreed to recommended solutions presented in on the rank was that there should be an imme-
the survey. The weighted mean ranges from diate response from technical personnel re-
3.76 to 4.45 which was interpreted as agree. garding problems with the computer system.
The second was the conduct of regular updates
Conclusion of the e-class record. The third was to provide
The study revealed that faculty members adequate computer facilities such as printers
benefited from the electronic class record. They and computers for the faculty to encode their
lessen the amount of time spent in the prepara- grades. And last on the recommendation was
tion and computations of grades. The electronic the conduct of training on basic computer
class record made it easy for the teachers to skills.
store and keep records. It helped also the teach-
ers submit their grades on time. Acknowledgment
While the faculty members benefited from The researcher wishes to express his grati-
the e-class record, they also encountered prob- tude to the following persons who have helped
lems. First is the insufficient number of com- and contributed to making this study:
puter units to be used in the encoding of grades Engr. Ervin Papa, for his assistance and con-
into the system. Second is the lack of continu- tribution as a statistician; and
ous monitoring in the use of the system. The Ms. Abigail C. Gomez, for her comments and
third is the unavailability of the printers to be suggestions and for her motivation to publish
used in the printing of their grades, inadequate this study.

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