This study explored the practices, challenges, and influences of the Department of Education Computerization

Program (DCP) in 20 public elementary schools in Pontevedra District. Using a descriptive research design and

a validated questionnaire, data were analyzed through descriptive statistics and Spearman’s Rho. Results

indicated that while teachers and administrators frequently utilized the DCP, learners’ access remained limited

offices and private companies. Furthermore, schools are taking advantage of technological opportunities,

particularly during the education process, as they shape the minds and future of individuals.

Nowadays, there are new opportunities when technology is integrated into the learning process. Computers have

characteristics that, if utilized effectively, can enhance student learning. It allows for teaching to occur at various

stages, locations, and speeds, creating a highly adaptable learning setting by enabling increased engagement with

either the material or with peers; computers can enhance real learning (Collins & Tinkew, 2010; Courts &

Tucker, 2012; & Morgan, 2012).

Additionally, computerization involves the creation, execution, and utilization of computer systems for tasks

like education, finances, communication, and managing a company. Numerous professionals, managers,

educators, and students are quickly embracing computing systems, while grappling with how to structure positive

backlog by supplying them with hardware and software, as well as offering training on basic troubleshooting.

With the collaboration of other government agencies and the private sector, five thousand four hundred nine

(5,409) public secondary schools have been equipped with a computer laboratory each through this program

(DCP Handbook 2010). Despite this achievement, teachers and administrators are facing challenges in

effectively implementing and sustaining the program's role in the teaching and learning process. Therefore,

incorporating technology into every classroom environment presents a significant hurdle within the education

system. Especially that the Philippines scored low in the latest PISA 2024 result. Rep. Roman Romulo (Pasig

City) highlighted the significance of improving students' skills in reading, math, and science according to the

findings. In the study of Martinez, O.N and Acuna, B, 2022 in their journal entitled Technology Usage and

Academic Performance in the Pisa 2018 Report, They stated that the adoption of information and communication

This chapter elaborated on the methods and procedures used during the research. This includes research design,

locale of the study, and respondents of the study, sample size and sampling techniques, research instruments,

validation of the instruments, data gathering procedure, scoring and categorization of variables, data analysis

procedure, and respondents of the study.

This study utilized a descriptive research design to determine the DCP practices, challenges, and influences.

Descriptive study is a method that describes a situation or a given state affair in terms of specified factors, (David,

2005).

all public elementary schools in the district of Pontevedra in the school year 2019 - 2020. Shown in Figure 1 is

the map of Pontevedra district.

This research involved the participation of the randomly selected 100 learners, 20 school heads and 20 ICT

coordinators of 21 public elementary schools in the District of Pontevedra.

There were one hundred (100) intermediate pupils out of the total population of six thousand five hundred fifteen

(6515) who served as the randomly selected learner-respondents, twenty (20) school heads, and twenty (20) ICT

Coordinators in the twenty-one (21) schools in the District of Pontevedra. A total of one hundred forty (140)

respondents comprised the sample size.

Stratified random sampling was used in the identification and selection of the respondents.

based on the interview schedule made to school heads, learners and ICT coordinators of the twenty (20) public

implementation of DCP. Part II of the questionnaire was on the DCP components acquired by public elementary

schools. Part III was on the extent of DCP implementation in terms of learner’s utilization which composes of

10 items. Part IV was on the influences of DCP to the public elementary school after the program

implementation. The second set of questionnaire was for teachers which consist of five parts. Part I was still the

demographic profile of public elementary schools in the implementation of DCP. Part II of the questionnaire

was still on the DCP components acquired by public elementary schools. Part III was on the extent of DCP

implementation in terms of teacher’s utilization which composed of 10 items too. Part IV was on challenges

encountered by public elementary schools in the implementation of DCP composed with 10 items. Part V was

on the influences of DCP to the public elementary school in terms of: academic performance of learners which

composed of 10 items; pedagogical practices of teachers composed of another 10 items. The third set of

branded and brand new as what is really specified in the memorandum with regards to the number of quantity

and the kind of facility they will receive, while (4) or (20%) of them received this one host PC but with different

specifications and (2) schools or (10%) did not receive this item. It can be inferred that not all public elementary

DCP facility by the learners and by exposing them to these components during the different classroom activities

enhanced their basic skills in computer. Thus, According to Reil, Schwarz, Peterson, and Henricks (2010),

programs that foster the use of computer technology in the classroom increased familiarization with technology

and led to improvement in technology. Then, next is they enjoy playing educational games (M=3.14, SD=1.39);

It can be inferred in this result that learners indeed enjoy manipulating these units while learning. As Bates

(2011) emphasized that the reasons for using technology is to provide students with opportunities to learn

technology skills while expanding the search of technology in the world outside the classroom. Utilize as

research facility (M=3.10, SD=1.32) ranks as third to be sometimes implemented which means that they use

these DCP components if their teachers gave them something to research on. This is in conforms with McFadden,

Croxall, and Wright, 2001 who stated that the internet serves as a valuable teaching and learning tool to help to

and network availability as supported. This result can be associated with study of White (2000) who stated that

the problems found by the students most frequently in technological environments includes slow downloads due

to modem speed; e-mail problems that prevented students from turning assignments in on time; difficult-to-

Table 2. Extent of learners’ practices in the implementation of DepEd Computerization Program (DCP)

Table 3 presents the practices of teachers in utilization of DCP. Data divulged that the practices of public

elementary school teachers of DepEd Computerization Program are “often implemented” (M=3.01, SD=0.98)

which means that these practices are frequently observed. It can be inferred in this result that teachers really

utilize this program in their teaching. This is in conforms with study of UNESCO Institute for Statistics (April

2014) with regards on the Information and Communication Technology (ICT) in Education in Asia which

revealed that there was a total of two hundred fifty percent (250%) increase in the teachers integrating ICT in

their classes. And after the first quarter of the school year there was a significant increase in the Teachers ICT

Competence. Among the varied practices of teachers in utilization of the DCP facility are: (1) Utilize computer

technology during Learning Action Cell (LAC) session (M=4.20, SD=0.95). This explains the fact that teachers

the use of technology in the classroom. Then, prints daily lesson log (DLL), Curriculum Guide (CG), and other

teaching materials (M=4.15, SD=0.93) is second in rank which can be associated to the study of McFadden,

Croxall, and Wright, (2001) who said that the Internet also serves as a valuable teaching tool, helping to enhance

the curriculum through free downloads, interactive websites, and e-Mail. This is too supported with the study of

Grasha and Yangarber-Hicks (2000) who reported that there is an 83% increase in faculty adopting Internet-

based classroom activities. The next is teachers utilize computer in making teaching materials and use as

instructional materials (M=4.10, SD=1.02). This is supported by Chizmar and Williams (2001) who suggested

that information technology professionals direct their efforts toward the creation of instructional templates.

Likewise, this conforms with Bruenjes (2002), in basing her work on that of Rogers (1995), found teachers

typically used technology as a tool for teaching, producing, or communicating. This can be associated too to the

study of Demmon (2001) who found access to various types of technology, access to student information,

improvement of productivity in developing course materials, and communication with students and colleagues

environment created by technology which means that these DCP facility especially the e-classroom given to

every school should be used as avenue to let learners experience beyond what they experienced in the four walls

of their classroom.

Table 3. Extent of teachers’ practices in the implementation of DepEd Computerization Program (DCP)

Note: 4.50 –5.0 Always – Practices are implemented at all times ; 3.50 – 4.49 Often – Practices are implemented

at certain times 2.50 – 3.49 Sometimes – Practices are implemented frequently ; 1.50 – 2.49 Seldom – Practices

are implemented in few instances but not all times and 1.0 – 1.49 Never – Practices are never implemented.

Table 4 presents the administrative utilization and support done by the school heads in the public elementary

reports/acquired documents using computer technology (M=4.15, SD=1.09); and secure the e-classroom and its

facility (M=4.05, SD= 0.89); This result only shows that the school administrators of public elementary schools

in the district of Pontevedra are religiously utilizing the program and provide support at all times to realize the

objectives written in the DepEd Order No. 78, series of 2010. On the contrary, there are some practices such as

provide maintenance thru updating the program and windows of the technology used (M = 3.45, SD = 1.36);

Table 4. Extent of teachers’ practices in the implementation of DepEd Computerization Program (DCP)

Department of Education Computerization Program Challenges Challenges Encountered by Teachers

Table 5 presents the challenges encountered by teachers in the implementation of DepEd Computerization

Program in the district of Pontevedra. Data revealed that challenges encountered by teachers are “moderately

serious” (M=2.76, SD = 0.44) which means that the challenges are of moderately extent & encountered at certain

times. However, insufficient number of units (M = 3.80, SD = 1.40) ranks as the serious challenge encountered

by the teachers which means that this is of great extent & encountered by the teachers frequently but not all

times. This implies that the program itself cannot accommodate the whole group of learners per grade section,

Table 5. Challenges encountered by teachers in the implementation of DepEd Computerization Program (DCP)

Note: 4.50 –5.0 Very serious– Challenges are of great extent and encountered at all times. 3.50 – 4.49 Serious

– Challenges are of great extent & encountered frequently but not all times. 2.50 – 3.49 Moderately Serious –

challenges are of less extent & encountered at certain times; 1.50 – 2.49 Slightly Serious – challenges are not

that of extent and encountered in few instances and 1.0 – 1.49 Not Serious – challenges are never encountered