INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Teachers’ Computer Literacy and Learners’ Performance in  
Edukasyong Pantahanan at Pangkabuhayan – Information and  
Communication Technology: Action Plan  
Anna Lisa A. Dosaban, MAEd, Riza Beltran-Salipong, PhD  
Bohol Island State University, Clarin Campus Poblacion Norte, Clarin, Bohol  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100008  
Received: 07 November 2025; Accepted: 14 November 2025; Published: 27 November 2025  
ABSTRACT  
This study investigated the computer literacy of public elementary teachers and its impact on their performance  
in Edukasyong Pantahanan at Pangkabuhayan within the Getafe 1 and Getafe 2 districts of Bohol during the  
school year 2023-2024. It aimed to profile teachers by age, gender, teaching experience, performance, and  
engagement in ICT training while assessing their computer literacy across various skills. The research employed  
a descriptive-correlational design, surveying 62 teachers. Findings revealed a significant correlation between the  
teachers' profiles, namely age, gender, teaching experience, and computer literacy. However, there was no  
notable difference in computer literacy when evaluating learners based on their IPCRF, ICT training, or DCP  
packages. Interestingly, gender differences among teachers were linked to learners' performance in EPP-ICT,  
but overall, teacher profiles remained consistent across several categories without influencing learner  
performance. In addition, the study found no significant relationship between teachers' computer literacy and  
students' EPP-ICT outcomes. The study concludes by recommending enhanced supervision in digitalization  
efforts within the educational system. It emphasizes the need for teacher training, ICT infrastructure  
improvements, and hands-on gadget usage for students to prepare them for 21st-century demands better.  
Keywords: Computer Literacy, EPP-ICT, Learner’s Performance  
INTRODUCTION  
The Department of Education (DepEd) in the Philippines launched the National Strategic Planning Initiative for  
ICTs in Basic Education as part of a system-wide reform process to address the crisis in Philippine basic  
education. They have implemented various initiatives to encourage using ICT in schools, including  
computerization programs, teacher training, and curriculum development. However, the integration of ICT into  
actual classroom instruction remains a challenge. Results from the National Competency-Based Teachers  
Standards - Teacher's Strength and Needs Assessment (NCBTS-TSNA) revealed that teachers' skills in using  
ICT for teaching and learning are generally at a beginner level, hindering the full potential of ICT in the  
classroom. This gap may be attributed to teachers' limited ICT proficiency, insufficient training opportunities,  
and a need for adequate ICT resources.  
This study aimed to close the gap by investigating the profile of the teachers that may affect their computer  
literacy skills, considering several factors that may hinder their competence in ICT. It also wanted to provide  
precise data on the level of computer literacy of the teachers handling Edukasyong Pangkabuhayan at  
Panatahanan (EPP) subject in Grades Four to Six in the Getafe 1 and Getafe 2 districts of Bohol Division. Hence,  
the researcher was motivated to determine the relationships between teachers' computer literacy levels and  
learners' performance in EPP-ICT in the fourth quarter of the school year 2023-2024.  
LITERATURE REVIEW  
The 1987 Philippine Constitution Article XIV, Section 1 declares that the State shall protect and promote  
accessible to all. Since teachers are significant in education, investing in their continuous training and  
development is crucial. Enhancing teachers' skills and knowledge in the classroom is essential to ensure the  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
quality of teaching. This focus on professional growth and development directly impacts teachers' performance,  
enabling them to integrate educational technology effectively. Consequently, integrating ICT and technological  
skills enhances teachers' performance, thereby contributing to the overall quality of education.  
When the Enhanced Basic Education Act of 2013, also known as Republic Act No. 10533, was enacted, one of  
its stipulations was Section 7, which pertains to Teacher Education and training. Due to the enhancement of the  
country's basic education program, there has consequently been a surge in demand for quality teachers, which  
must be met. These ensure that teachers are retrained to stay updated and aligned with the standards of the new  
curriculum. A school requires good teachers, so there is a need for ongoing updates and improvements in teacher  
capacity and capabilities.  
Another DepEd circulation is the DO 78, S. 2010 – DepEd Computerization Program (DCP), which aims to  
transform education by making it accessible to all citizens. It focuses on providing public schools with the  
necessary technologies to enhance the teaching and learning process, addressing the computer deficiency in  
schools. The program supplies hardware and software components and basic troubleshooting training. The  
objectives of the DepEd Computerization Program include providing computer laboratory packages to public  
schools, establishing e-classrooms in elementary schools, distributing laptop units to mobile teachers, integrating  
ICT into the school system, improving the ICT literacy of learners, students, teachers, and school heads, and  
reducing the computer backlog in public schools.  
Teachers' computer literacy has become an essential skill. The ability to effectively utilize technology in the  
classroom is no longer a luxury but a necessity for educators to engage students, deliver dynamic lessons, and  
prepare them for a future driven by technology. Moreover, Konan (2010), in his study on teachers’ computer  
literacy, revealed significant differences based on gender, teaching experience, and education level. The study  
found that male teachers, those with more experience, and those with higher education levels exhibited greater  
computer literacy. Konan recommended implementing a standardized computer literacy program like the  
European Computer Driving License (ECDL), encouraging teachers to obtain certifications, and tailoring  
training programs to address specific needs. This research underscores the ongoing need for professional  
development to equip teachers with the technology skills necessary for effective teaching and learning in a digital  
age. In addition, his 2018 study revealed that men are better at using computers than women. Moreover, Salvan's  
(2020) study on the effect of the demographic profile of K-12 teachers on the learners' academic performance  
found no significant relationship between the performance of the learners and the teachers’ demographic profile.  
A Correos (2014) study found that teachers were aware and competent in general computer knowledge, file  
management, and word processing operations. They were skilled in performing individual computer tasks.  
Teachers were also moderately competent in communication, web, and presentation skills such as PowerPoint.  
However, while teachers were aware of the importance of system maintenance and security, they needed to be  
more competent in handling specific computer maintenance and security operations.  
(Ghavifekr, S. et al. 2016) The key issues and challenges that were significant in teachers' use of ICT tools were  
limited accessibility and network connection, limited technical support, lack of practical training, A study by  
Onur et al. (2020) found a connection between students' 21st-century learning skills and educational technology  
competencies. Students who are good at using technology for learning tend to also be strong in 21st-century  
learning skills. The study also suggested that teachers should be educated to contribute to students' development  
of 21st-century skills and use the necessary technological elements effectively in their lessons. Moreover, the  
Alsong et al. (2019) study examined teacher practices in facilitating learning in Technology and Livelihood  
Education (TLE/EPP), and student performance was more substantial in practical work than in written  
assessments (written work and examinations). Although teachers' practices were balanced, student learning  
outcomes varied significantly. Furthermore, the study demonstrated a significant correlation between teacher  
skill application and student performance. This research provides valuable context for understanding the factors  
influencing learner achievement in EPP-ICT.  
Learners in elementary demonstrated very satisfactory academic performance in TLE-ICT. According to  
Sugalan (2022), a study on the academic performance and competencies of Grade VI pupils in Technology and  
Livelihood Education (TLE) during the "new normal" found no significant relationship between academic  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
performance and competencies across four TLE areas (Home Economics, Agriculture, Industrial Arts, and ICT).  
While pupils demonstrated satisfactory academic performance, with Industrial Arts and ICT showing very  
satisfactory results, most displayed near-mastery competency levels in all four areas. These findings suggest a  
need for an action plan to improve the alignment between academic performance and competency development  
in TLE.  
Statement of the Problem  
The main focus of this study was to examine the relationship between teachers’ computer literacy and learners’  
performance in Edukasyong Pantahanan at Pangkabuhayan – ICT in Getafe 1 and Getafe 2 districts for the  
school year 2023-2024. This study would serve as the basis for district-based programs for teachers’ professional  
growth and development. Specifically, this study sought to answer the following questions:  
1. What is the profile of the school personnel in terms of age, gender, number of years of teaching  
experience, Individual Performance Commitment and Review(IPCRF rating 2023-2024), number of  
specialized ICT-related training attended, and Department of Education Computerization Program (DCP)  
Packages received?  
2. What is the computer literacy level of the teachers in terms of General Computer Knowledge; File  
Management; System Maintenance and Security Knowledge; Word Processing Skills; Communication  
Skills; Web Skills; and Presentation Skills?  
3. What is the learners’ performance in Edukasyong Pantahanan at Pangkabuhayan – ICT?  
4. Is there a significant difference between the profile of the teachers and, teachers’ computer literacy level;  
learners’ performance in Edukasyong Pantahanan at Pangkabuhayan – ICT?  
5. Is there a significant relationship between teachers’ computer literacy level and learners' performance in  
Edukasyong Pantahanan at Pangkabuhayan – ICT?  
6. What program may be proposed based on the findings of the study?  
Null Hypotheses  
1. There is no significant difference between the profile of the teachers and teachers’ computer literacy level  
and learners’ performance in Edukasyong Pantahanan at Pangkabuhayan – ICT.  
2. There is no significant relationship between teachers’ computer literacy level and learners’ performance in  
Edukasyong Pantahanan at Pangkabuhayan – ICT.  
METHODOLOGY  
Design  
This paper was quantitative, employing a descriptive correlation research design through collecting data from  
all the teachers handling Edukasyon Pantahanan Pangkabuhayan in elementary and learners’ performance in  
Edukasyon Pantahanan at Pangkabuhayan – ICT of the Getafe 1 and 2 districts for the school year 2023-2024.  
Moreover, the study also adopted a correlational research approach to examine the relationship between the  
profile of the participating teachers and their computer literacy level and learners’ performance in Edukasyon  
Pantahanan at Pangkabuhayan – ICT.  
Environment and Respondents  
The study was conducted in the 12 public elementary schools of the Getafe I District and 11 elementary schools  
of the Getafe 2 District for the school year 2023-2024. Getafe is located in the Northern part of Bohol. It consisted  
of mainland barangays and island barangays.  
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The respondents of this study were the 30 elementary teachers of the Getafe 1 district and 32 elementary teachers  
of the Getafe 2 district in the school year 2023-2024. These teachers were chosen through purposive sampling,  
handling the Edukasyon Pantahan at Pangkabuhayan, a subject in grades 4 to 6. The inclusion criteria focused  
on full-time teachers in public elementary schools within the Getafe 1 and 2 districts.  
Instrument  
This study used descriptive statistics to analyze teachers' computer literacy data. The researcher used a survey  
questionnaire to gather data from the participating teacher respondents. The first and second part of the  
questionnaire was adapted from the Department of Education Computerization Program (DCP): Its Effectiveness  
and Problems Encountered in School Personnel’s Computer Literacy by Mula et al. (2023), and the third part  
was a close-ended question on the average grade of the learners’ performance in Edukasyon Pantahanan at  
Pangkabuhayan-ICT.  
The survey questionnaire was composed of four parts. The first part of the instrument was done by soliciting  
information about the profile of the participating teacher respondents in terms of the profile of the school  
personnel in terms of age, gender, number of years of teaching experience, individual performance  
(IPCRF/OPCRF rating 2023-2024), number of specialized ICT related training attended; and DCP Packages  
received. The second part evaluated teachers' computer literacy level on (a) General Computer Knowledge, (b)  
File Management Knowledge, (c) System Maintenance and Security Knowledge, (d) Word Processing Skills,  
(e) Communication Skills, (f) Web Skills and (g) Presentation Skills – Powerpoint. The third part presented a  
close-ended question on the average grade of the learners’ performance in Edukasyon Pantahanan at  
Pangkabuhayan-ICT in Grades 4 to 6 for the school year 2023-2024.  
RESULTS  
This section sequentially shows the presentations, analysis, and interpretation of the data based on the results  
gathered on the teachers' computer literacy and learners’ performance in Edukasyong Pantahanan at  
Pangkabuhayan (EPP) -ICT. This chapter also presents the data on the profile of the teachers in terms of age,  
gender, years in teaching, IPCRF Rating, number of ICT-related training attended and DCP Packages, the level  
of teachers’ computer literacy in General Computer Knowledge, File Management; System Maintenance and  
Security Knowledge; Word Processing Skills; Communication Skills; Web Skills; Presentation Skills, the  
learners' performance in EPP-ICT, the data and interpretation for the significant difference between the profile  
of the teachers and their computer literacy level, and to learners’ performance in Edukasyong Pantahanan at  
Pangkabuhayan –ICT, and the critical relationship between teachers’ computer literacy level and learners'  
performance in Edukasyong Pantahanan at Pangkabuhayan – ICT.  
Profile of the learners  
The researcher used a percentage formula to solve the teacher profile. The learners' profiles were gathered to  
determine the age, gender, years in teaching, IPCRF Rating, number of ICT-related training attended, and DCP  
Packages.  
Table 1 Profile of the Teacher n = 62  
Profile  
Age  
Frequency (f)  
Percentage (%)  
58-65  
50-57  
42-49  
1
1.61  
9.68  
17.74  
6
11  
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34-41  
22  
22  
35.48  
35.48  
26-33  
Gender  
Female  
54  
8
87.10  
12.90  
Male  
Years of Teaching Experience  
25-30  
6
9.68  
19-24  
10  
11  
19  
16  
16.13  
17.74  
30.65  
25.81  
13-18  
7-12  
1-6  
Individual Performance (IPCRF)  
4.500-5.000 (Outstanding)  
0
0
3.500-4.499 (Very Satisfactory)  
61  
1
98.39  
1.61  
0
2.500-3.499 (Satisfactory)  
1.500-2.499 (Unsatisfactory)  
0
Below-1.499 (Poor)  
0
0
Specialized ICT Related Training Attended  
12-14  
1
1.61  
0
9-11  
0
6-8  
1
1.61  
11.29  
85.48  
3-5  
7
0-2  
53  
DCP Packages Received  
Laptop and Projector  
5
8.06  
Laptop  
None  
21  
36  
62  
33.87  
58.06  
100  
Total  
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Table 1 shows the teachers’ age, gender, years of teaching experience, IPCRF rating, specialized ICT-related  
training attended, and DCP packages received. The data indicates that the majority of respondents are in the age  
groups of 34-41 and 26-33 years old, representing 34.38% (or 22 out of 62 respondents), while there are very  
few older teachers, with only 1.61% (1 out of 62 respondents) between 58-65 years old. This suggests that a  
large portion of the teacher respondents is relatively young, while older teachers are not well represented in this  
group. This discrepancy may point to a potential gap in the experience levels among the teaching staff, as the  
insights and knowledge of older educators may not be adequately represented in this sample. Moreover, in  
Kamaruddin's (2018) study on adult computer literacy, it was asserted that adults aged 26-36 are skilled at  
computer use. This means that younger adults are more computer-literate than older ones.  
The table also shows that most of the respondents are females. 87.10% (54 out of 62) respondents are females,  
and only 12.90% (8 out of 62) are males. So, females make up the majority of the teachers. However, Konan  
(2010) found that male teachers, those with more experience, and those with higher education levels exhibited  
greater computer literacy. His study (2018) also supported that males are better at using computers than females.  
This indicates a potential relationship between teacher gender and computer literacy, showing a possible higher  
level of computer proficiency among male teachers despite their lower representation. Further analysis is needed  
to confirm this finding.  
The data also reveals that the largest group of teachers has 7 to 10 years of teaching experience, making up  
30.65% (or 19 out of 62 respondents). In contrast, only 9.68% (6 out of 62) have 25 to 30 years of experience.  
This indicates that most respondents are relatively experienced in teaching, which suggests they possess a broad  
understanding of effective teaching practices and classroom management. This experience can contribute to a  
more effective learning environment for students. Kini and Podolsky (2016) explain that more experienced  
teachers confer benefits to themselves, their colleagues, the school as a whole, and their own learners. This  
suggests that more experienced teachers provide additional benefits to their personal and professional advantages  
and the school community beyond increased learning for the learners they teach.  
The table also shows the teachers' profiles based on their IPCRF ratings. Most respondents received a Very  
Satisfactory rating (between 3.500 and 4.499), accounting for 98.39% (61 out of 62). In contrast, only 1.61% (or  
1 out of 62) received a Satisfactory rating (between 2.500 and 3.499). This indicates that most teachers performed  
very well in their teaching roles. Individual Performance Commitment and Review Form (IPCRF) is a tool used  
to assess teachers' performance and is part of the Results-Based Performance Management System (RPMS)  
established by DepEd Order No. 2, series of 2015. The RPMS is designed to manage, monitor, and measure  
performance while identifying human resource and organizational needs for continuous improvement.  
Moreover, according to Sheila B. Robinson (2018), evaluating teacher performance is important because it is  
linked to student learning. By evaluating teachers, their practice can be improved, leading to increased  
effectiveness and better student outcomes.  
The data also shows that most respondents have received little training in ICT, with 85.48% (or 53 out of 62)  
reporting that they have completed only 0 to 2 training sessions. In comparison, only 1.61% (or 1 out of 62) have  
received between 6 to 8 or 12 to 14 training sessions related to ICT. This suggests that a significant number of  
teachers may lack the necessary training to integrate technology into their teaching practices effectively.  
According to Hatlevik and Arnseth (2017), teachers with higher levels of ICT-supportive leaders reported higher  
levels of perceived usefulness of computers, perceived learning outcomes for learners, and more frequent use of  
computers than teachers reporting lower levels of ICT-supportive leaders. This means that training is necessary  
for teachers to gain knowledge and improve their skills with the support of education leaders.  
The data also shows the distribution of DCP packages among teachers in the school. It reveals that a majority,  
58.06% (or 36 out of 62 respondents), did not receive any DCP packages. Meanwhile, 33.87% (or 21 out of 62)  
received laptops, and only 8.06% (or 5 out of 62) received both laptops and projectors. This indicates that the  
distribution of DCP packages is uneven among the teachers, and only a few schools benefit from these resources.  
The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technology to  
enhance teaching and learning. However, according to Ismael (2021), the program only achieved 59.43% of its  
target, meaning not all schools received the same ICT packages.  
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Teachers’ Computer Literacy  
To determine their proficiency level, the teachers’ computer literacy in terms of General Computer Knowledge,  
File Management, System Maintenance and Security Knowledge, Word Processing Skills, Communication  
Skills, Web Skills, and Presentation Skills is important.  
Computer Literacy Level of the Teachers (Overall) n = 62  
Computer Literacy Level  
Weighted  
Mean  
SD  
Descriptive  
Value  
Interpretation  
Word Processing Skills  
File Management  
3.50  
3.48  
3.42  
3.37  
3.36  
2.97  
0.61  
0.66  
0.66  
0.65  
0.74  
0.72  
0.76  
Strongly Agree  
Strongly Agree  
Strongly Agree  
Strongly Agree  
Strongly Agree  
Agree  
Outstanding  
Outstanding  
General Computer Knowledge  
Communication Skills  
Presentation Skills  
Outstanding  
Outstanding  
Outstanding  
Web Skills  
Very Satisfactory  
Very Satisfactory  
System Maintenance and Security 2.95  
Knowledge  
Agree  
Overall  
3.29  
0.68  
Strongly Agree  
Outstanding  
Legend: 3.25 -4.00 Strongly Agree/Outstanding 2.50 – 3.24 Agree/Very Satisfactory  
Legend: 1.75 – 2.49 Disagree/Fair 1.00 – 1.74 Strongly Disagree/Poor  
Teachers’ computer literacy level regarding general computer knowledge shows that teachers were outstanding  
using the mouse to “drag” an item with the highest mean of 3.60, SD=0.59, while very satisfactory skills in  
running or operating programs using CD with the lowest mean of 3.13, SD=0.76. It reveals that teachers  
demonstrated an outstanding level of general computer knowledge, with a composite mean of 3.42, SD=0.66.  
This suggests that they were very comfortable with most basic computer skills. However, they showed slightly  
lower agreement regarding running programs from CDs. This could indicate a potential area for further training  
or development, as CD usage is less common nowadays.  
Teachers’ computer literacy level regarding file management shows that copying documents from hard disks to  
flash drives and vice versa has the highest mean of 3.65, SD=0.55, while the lowest was navigating file structures  
using Windows Explorer with a mean of 3.19, SD=0.76. The data reveals outstanding file management skills  
among teachers, with a composite mean of 3.48 (SD=0.66), indicating outstanding skills such as copying files,  
creating folders, and managing the recycle bin. However, the data suggests a need for further training in  
navigating file structures using Windows Explorer, as teachers show the lowest in this area. This highlights the  
importance of ongoing professional development to ensure teachers have the necessary skills to manage digital  
files effectively in today's technology-driven classrooms.  
The computer literacy level of teachers in terms of system maintenance and security knowledge shows that the  
skills in removing unused programs using the add/remove function in Windows have the highest mean of 3.11,  
SD=0.81, while diagnosing and correcting common software and hardware problems using the offline self-help  
resources has the lowest mean of 2.65, SD=0.75. However, it reveals that teachers possess a very satisfactory  
level of System Maintenance and Security Knowledge, with a composite mean of 2.95 (SD=0.76). They  
demonstrate awareness of practices that can expose computers to virus risks. However, there are notable gaps in  
certain areas, particularly in diagnosing and correcting standard software and hardware issues using offline self-  
help resources. This indicates a clear need for further training and support to enhance teachers' abilities in  
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troubleshooting and maintaining system security effectively, ensuring they are better equipped to manage  
potential technical issues and safeguard their digital environments.  
The computer literacy level of teachers in terms of word processing skills shows that teachers are outstanding in  
changing fonts, styles, sizes, and colors and in editing, copying, deleting, cutting, and pasting blocks of text,  
with the highest mean of 3.65, SD=0. However, it shows that using spell checking and proofreading has the  
lowest mean of 3.26, SD=0.70. Moreover, the data indicates that teachers exhibit outstanding word processing  
skills, with a composite mean of 3.50, SD=0.61. This suggests that while teachers possess a high level of overall  
word-processing abilities, enhancing their skills in proofreading could lead to more polished and error-free  
documents.  
The computer literacy level of teachers in terms of communication skills indicates that skills in composing and  
sending email messages have the highest mean of 3.65, SD=0.55, with an outstanding level. However, the skills  
in using an electronic address book to store individual and group email addresses received the lowest mean of  
2.97, SD=0.72, with a very satisfactory level of competency. Moreover, the table shows that teachers' computer  
literacy level in Communication skills is outstanding, with a composite mean of 3.34, SD=0.65. This also  
highlights an area for improvement, particularly in managing electronic contacts and enhancing email security,  
which could further strengthen their overall communication proficiency.  
The computer literacy level of teachers in terms of web skills shows that proficiency in viewing documents from  
internet sites has the highest mean of 3.42, SD=0.64, with a very satisfactory level of proficiency. However, the  
knowledge of all web-related operations has the lowest mean of 2.56, SD=0.69. Moreover, teachers' computer  
literacy skills in terms of Web skills are very satisfactory, having a composite mean of 2.97, SD=0.72. This  
indicates that while teachers have foundational web skills, enhancing their understanding of web operations is  
essential for maximizing their effectiveness in navigating and utilizing online resources.  
The computer literacy level of teachers in terms of presentation skills shows that being aware of the importance  
of powerpoint in teaching has the highest mean of 3.53, SD=0.65 with outstanding proficiency. In contrast, skills  
in navigating between slides and switching between different views have the lowest mean of 3.23, SD=0.82,  
with a very satisfactory level of proficiency. The data reveals that teachers possess outstanding presentation  
skills, with a composite mean of 3.36, SD=0.74. They demonstrate a high level of awareness of the importance  
of PowerPoint in teaching and strong abilities in various aspects of presentation creation. However, the lowest  
skills in navigating between slides and switching between views indicate a potential area for improvement. This  
suggests that while teachers are competent in many aspects of presentation skills, enhancing their navigation  
abilities could further elevate the quality and effectiveness of their presentations.  
Teachers' overall computer literacy level indicates an outstanding proficiency. Their word processing skill has  
the highest Weighted mean of 3.50 (SD=0.61), followed by file management, general computer knowledge,  
communication skills, and presentation skills with an outstanding level. However, their knowledge of system  
maintenance and security has the lowest weighted mean = 2.95 (D=0.76), as well as web skills, which were  
categorized as very satisfactory, suggesting a need for improvement in these areas to ensure teachers are well-  
equipped to navigate the digital landscape effectively. This aligns with a study by Correos (2014), which noted  
that while teachers demonstrated awareness and competence in general computer knowledge, file management,  
and word processing, they were only moderately skilled in communication, web, and presentation skills.  
Furthermore, the study highlighted that although teachers recognized the importance of system maintenance and  
security, they lacked competency in executing specific maintenance and security operations. This indicates a  
critical area for professional development to enhance teachers' overall computer literacy.  
Learners’ Performance in Edukasyong Pantahan at Pangkanuhatan-ICT  
Table 3 Learners’ Performance in Edukasyong Pantahanan at Pangkabuhayan – ICT n = 62  
Grading Scale  
Frequency (f)  
Percentage (%)  
Descriptor  
90 - 100  
15  
24.19  
Outstanding  
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85 - 89  
80 - 84  
44  
3
73.33  
4.84  
Very Satisfactory  
Satisfactory  
Table 3 illustrates the learners' performance in Edukasyong Pantahanan at Pangkabuhayan within the context of  
Information and Communication Technology (ICT). The data indicates that the majority, 73.33% (44 out of 62  
respondents), demonstrated very satisfactory performance, and only a small percentage, 4.84% (3 out of 62  
respondents), were classified as satisfactory. This suggests that most learners are performing very well in EPP-  
ICT, with their average grades falling within the range of 85-89, reflecting a strong understanding and application  
of the subject matter. This high level of achievement is consistent with Sugalan's (2022) findings, which also  
reported very satisfactory academic performance in ICT among Grade VI pupils in a similar context. The data  
strongly suggests a good understanding and application of the subject matter among the learners.  
Difference between the Profile of the Teacher and their Computer Literacy Level and the learner's  
Performance in EPP-ICT  
Determining the difference between the profile of the teacher and their computer literacy level is also important  
to know whether their profile affects their computer proficiency and the learners' performance in EPP-ICT.  
Table 4. 1 Difference between the Profile of the Teachers and their Computer Literacy Level n = 62  
Variable  
Sum  
Df  
Mean  
F-value Pr (>F) Interpretation Decision  
Square  
Square  
Age  
5.67  
4
.05  
.05  
.05  
1.42  
0.21  
0.87  
0.25  
<.001  
0.29  
6.75  
<.001  
.012  
Significant  
Significant  
Reject H0  
Reject H0  
Residuals  
11.95  
57  
4
Years in Teaching 3.47  
Residuals  
3.50  
14.14 57  
Individual  
Performance  
Residuals  
<.001  
17.62  
1
<.001  
.986  
Not Significant Do not reject H0  
60  
Training Attended  
Residuals  
1.24  
3
.05  
.05  
0.41  
0.28  
0.44  
0.28  
1.47  
1.56  
.232  
.218  
Not Significant Do not reject H0  
Not Significant Do not reject H0  
16.37  
58  
2
DPC  
Package 0.89  
Received Residuals  
16.73  
59  
Variables  
Mean  
SD  
df  
T
p-value Interpretation  
<.001 Significant  
Decision  
Gender  
Competency Level  
and 0.87  
3.29  
0.54  
0.33  
61  
-30.00  
Reject H0  
Table 4.1 shows the difference between the profile of the teacher and their computer literacy level. It means that  
there was a significant difference in computer literacy based on teacher age F(4, 57) = 6.75, p < .001, years of  
teaching experience F(4, 57)=2.47, p =.012), and gender t(61)=-30.00, p<.001. Therefore, the null hypothesis  
was rejected. In contrast, there was no significant relationship between computer literacy and IPCRF F (1,60)  
<.001, p=.986, ICT training attend F (3, 58) =1.24, p=.232, and DCP packages received F (2, 59) = 0.89, p =  
.218. Therefore, the null hypothesis was not rejected. This study reveals a significant correlation between  
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teachers' computer literacy and their profiles in terms of age, experience, and gender, indicating that factors  
beyond formal professional development initiatives significantly influence technological proficiency. This  
finding suggests that interventions aimed to improve teachers' computer skills should consider these  
demographic factors to ensure equitable access and effective implementation. Further research could explore  
how age, experience, and gender affect computer literacy among teachers.  
The findings align with Konan's (2010) study on teachers' computer literacy, which revealed significant  
differences based on gender and teaching experience, indicating that male teachers and those with more  
experience exhibited higher levels of computer literacy. In addition, Konan (2018) emphasized that male  
teachers' computer literacy levels were consistently higher than their female counterparts. The findings in terms  
of age are consistent with Kamaruddin's (2018) research on adult computer literacy, which asserted that adults  
aged 26-36 are more skilled in computer use, suggesting that younger adults tend to be more computer-literate  
than older individuals.  
This study's findings contrast with those of Ghavifekr et al. (2016), who identified limited accessibility, technical  
support, training, time, and teacher competency as significant challenges in ICT use. While some of these  
challenges persist, this research reveals that teachers demonstrate outstanding computer literacy despite reported  
deficiencies in ICT-related training, limited DCP provision, and IPCRF ratings. This suggests that many teachers  
were acquiring necessary skills through self-directed learning and experience, driven by the demands of their  
profession and modern society, a trend particularly accelerated by the pandemic's shift to distance learning.  
Table 4. 2 Difference between the Profile of the Teacher and Learners’ Performance in Edukasyong Pantahanan  
at Pangkabuhayan n = 62  
Variable  
Sum  
df  
Mean  
F-  
Pr(>F) Interpretation  
Decision  
Square  
Square  
value  
Age  
53.42  
4
.05 13.35  
5.59  
2.39  
0.07  
.061  
.991  
Not Significant  
Not Significant  
Do  
reject H0  
not  
not  
Residuals  
318.56  
57  
4
Years  
Teaching  
Residuals  
in 1.81  
.05 0.45  
6.49  
Do  
reject H0  
370.17  
57  
Individual  
Performance  
Residuals  
0.01  
1
.05 0.01  
6.20  
0.001  
0.26  
1.52  
.974  
.856  
.228  
Not Significant  
Not Significant  
Not Significant  
Do  
reject H0  
not  
not  
not  
371.98  
60  
Training  
Attended  
Residuals  
4.88  
3
.05 1.63  
6.33  
Do  
reject H0  
367.10  
58  
DPC Package 18.19  
Received  
Residuals  
2
.05 9.09  
6.00  
Do  
reject H0  
353.80  
59  
Variables  
Mean  
SD  
df  
T
p-value  
Interpretation  
Decision  
Gender and Learners 0.87  
0.34  
2.47  
61 -271.93  
<.001  
Significant  
Reject H0  
Performance  
87.95  
Table 4.2 illustrates the difference between teacher profiles and learners' performance in Edukasyong Pantahanan  
at Pangkabuhayan-ICT. The analysis indicates that there is no significant difference related to teachers' age  
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F(4,57)=2.39, p=0.61, years of teaching experience F(4,57) 0.07, p=.991, individual performance ratings  
F(1,60)=0.001, p=.974, ICT training attended F(3,58)=0.26, p=.856, or DCP packages received F(2,59) =1.52,  
p=.228 and the learners' performance in EPP-ICT. As a result, the null hypothesis for these variables is not  
rejected. Conversely, the findings revealed that there is a significant difference in learners' performance based  
on gender, with a mean score of 87.95 (SD=2.47), t(61) = -271.93, p =<.001. Consequently, this variable's null  
hypothesis is rejected, indicating that gender significantly influences learners' performance in EPP-ICT. Analysis  
of teacher profiles and student performance in EPP-ICT revealed no significant relationship between teacher  
profile and student achievement, except for a substantial gender gap favoring female teachers. The study  
concludes that while teacher profiles, including age, experience, performance ratings, ICT training, and DCP  
packages, do not significantly impact learners' performance in Edukasyong Pantahanan at Pangkabuhayan-ICT,  
a significant gender difference in learners' performance was observed. Moreover, the results revealed that female  
teachers performed better than male teachers in Edukasyong Pantahan at Pagkabuhayan-ICT. Given the unequal  
representation of male and female teachers in the study, further research is crucial to determine the underlying  
reasons behind this gender gap. The findings contrast with Salvan's (2020) study on the effect of the demographic  
profile of K 12 teachers on the academic performance of the learners, which found that there is no significant  
relationship between the performance of the learners and the teachers’ demographic profile.  
Relationship Between Teachers’ Computer Literacy Level and Learners' Performance in Edukasyong  
Pantahanan At Pangkabuhayan – ICT  
Determining the relationship between teachers' computer literacy and student performance in Edukasyong  
Pantahanan At Pangkabuhayan – ICT is crucial because it helps understand how teacher computer literacy  
influences student performance; educators can create more effective teaching strategies and ensure that students  
are equipped with digital skills necessary for success in a technology-driven world.  
Table 5 Relationship Between Teachers’ Computer Literacy Level and Learners' Performance in Edukasyong  
Pantahanan At Pangkabuhayan – ICT n = 62  
Variables  
df  
r
p-value  
Interpretation  
Decision  
Teachers’ Computer Literacy  
Level and Learners' Performance  
in Edukasyong Pantahanan At  
Pangkabuhayan – ICT  
60  
.05  
.20  
.113  
Not significant  
Do not reject  
H0  
Table 5 represents the relationship between teachers’ computer literacy level and learners’ performance in EPP-  
ICT. It shows no significant positive correlation r(60)=.20,p=.113. Thus, the null hypothesis is not rejected. This  
means that while slightly higher teacher literacy might correlate with slightly better student performance, the  
relationship isn't strong enough to be statistically significant. Therefore, there is no significant relationship  
between the two variables. As Alson's 2019 study on TLE highlighted, other factors likely play a more substantial  
role in student achievement, including teaching methods and assessment types. Therefore, improving teacher  
computer literacy alone may not significantly improve EPP-ICT outcomes.  
Other factors, such as practical pedagogical approaches that integrate technology meaningfully into the  
curriculum, sufficient technological resources, appropriate assessment methods that capture technology's impact,  
and individual student characteristics, likely play a more substantial role. Increasing teacher computer literacy  
without addressing these mediating variables may not significantly enhance EPP-ICT learning outcomes.  
Moreover, Simin Ghavifekr's study on ICT Integration In Education: Incorporation for Teaching & Learning  
Improvement found that most teachers are merely normal users of ICT, frequently utilizing it for personal work  
in staff rooms rather than classroom instruction. The research emphasizes equipping teachers with sufficient ICT  
skills and a positive outlook for effectively using ICT to improve student learning. Future research should  
broaden its scope to include the management perspective, focusing on strategic planning and policy related to  
ICT integration in education.  
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DISCUSSION  
After a thorough analysis of the study, the researcher came up with the following findings:  
1. Majority of the respondents aged 26-41 70.96%, composed of females 87.10% with over six years of  
experience, received a very satisfactory rating in IPCRF 98.39%, but experienced unequal access to ICT  
training which 85.48% revceives 0-2 trainings, and 58.06 % did not received DCP packages.  
2. The majority of the respondents were outstanding in computer literacy Skills with a weighted mean of  
3.29, SD=0.68. They were outstanding in general computer knowledge with a mean of 3.42, SD=0.66,  
file management with a mean of 3.48, SD=0.66, word processing with a mean of 3.50, SD=0.61,  
communication with a mean of 3.37, SD=0.65, presentation skills with a mean of 3.36, SD=0.74, and  
very satisfactory system maintenance and security knowledge with a mean of 2.95, SD=0.76, and web  
skills with a mean of 3.36, SD=0.68.  
3. Most of the learners 73.33% have very satisfactory performance in Edukasyong Pantahanan at  
Pangkabuhayan in the Information and Communication Technology component.  
4. There was a significant difference in the profile of the respondents in terms of age F(4,57)=6.75,p<.001,  
years of teaching experience F(4,57)=2.47,p=.012, gender t(61)=-30.00,p<.001, and their level of  
computer literacy. Therefore, the null hypothesis is rejected. Moreover, there was a significant difference  
between the profile of the teachers in terms of gender and the learners' performance in EPP-ICT with  
Mean=87.95, SD=2.47, t (61) -271.93, p=<.001. Thus, the null hypothesis is rejected.  
5. There was no significant relationship between teachers’ computer literacy and learners’ performance in  
EPP-ICT r (60) =.20, p=.113. Therefore, the null hypothesis is not rejected.  
CONCLUSION  
Teachers of Getafe 1 and 2 Districts handling Edukasyon Pantahanan at Pangkabuhayan in elementary received  
a very satisfactory performance and demonstrated outstanding computer literacy skills. However, a significant  
inequity in access to ICT training and resources may hinder the effective transfer of teacher expertise to student  
outcomes. Teachers' computer literacy does not significantly impact students' academic performance in  
Edukasyong Pantahan at Pangkabuhayan. Factors beyond teacher computer literacy may influence student  
outcomes in this subject area. It indicates that having a high level of computer proficiency among teachers does  
not guarantee improved learner performance, implying that other elements such as teaching methods, curriculum  
design, student engagement, teachers’ training, and ICT resources might play a more critical role in student  
success. Therefore, targeted professional development and a holistic approach are essential for improving teacher  
effectiveness and student success in ICT.  
RECOMMENDATIONS  
Based on the findings and conclusions, the following recommendations are forwarded:  
1. The Department of Education may consider implementing comprehensive and mandatory ICT training  
programs for all teachers, ensuring equitable access to resources tailored to varying expertise levels.  
Additionally, a transparent system for the equitable distribution of DCP Packages should be established  
to guarantee that every teacher has essential technology.  
2. The Department of Education, whether in national, regional, or district, may strive to continue providing  
relevant training and workshops for teachers on the latest trends in Information and Communication  
Technology to sustain the outstanding level of computer literacy.  
3. Teachers may use a data-driven approach, analyzing student data to identify ICT skill gaps and providing  
targeted support, including professional development on effective ICT integration strategies and access  
to relevant resources, while conducting ongoing research on effective EPP-ICT teaching strategies.  
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4. The school administrators may investigate the influence of teacher gender on student performance,  
implement stratified professional development based on teacher age, experience, and computer literacy,  
and explore additional factors beyond IPCRF ratings, training, and DCP access to student achievement.  
5. Teachers are recommended to explore alternative factors influencing student outcomes beyond their  
computer literacy, such as teaching methodologies, student engagement strategies, curriculum  
effectiveness, and ICT integration, while also considering targeted professional development programs  
that foster effective instructional practices.  
6. The design action plan may be implemented to cater to the needs of the teachers in computer literacy and  
improve learners' performance in Edukasyong Pantahanan at Pangkanuhayan in the ICT component.  
The Proposed Action Plan  
Rationale  
Information and Communication Technology (ICT) has become the most fundamental building block of modern  
industrial society in a very short time. In the educational field, ICT has become very useful. The demand for  
instruction among teachers has been increasing at a fantastic rate. ICT encompasses many tools, including  
computers, software, networks, and satellite systems, that empower individuals to access, analyze, create, share,  
and utilize data, information, and knowledge virtually limitlessly.  
ICT improves teaching and learning, and teachers must perform their role as creators of pedagogical  
environments. ICT helps teachers present their lessons attractively to enable the learners to learn at any level of  
educational programs. ICT helps to keep pace with the latest developments with the help of different  
technologies.  
The world is rapidly changing regarding information communication and technology (ICT). The role of the 21st-  
century teacher has had to adapt accordingly to fit and exist within the said changes in the classroom. Therefore,  
the modern-day teacher must be highly computer literate to help learners fit nicely into modern society.  
Objectives  
The following objectives guide this action plan:  
1. Develop and design contextualized learning-enhancement activities that will fit and align with the needs  
of the teachers to improve their computer literacy level.  
2. Maintain and maximize students' learning outcomes through training, contest participation, and report  
assessment.  
3. Improve schools' ICT physical facilities through restructuring computer laboratories, inventory of ICT  
equipment, and procurement of ICT equipment for learning purposes.  
Mechanics of Implementation  
With the approval from the examining panel of this proposal, the researcher will provide copies to the Getafe 1  
and 2 districts.  
The researcher will explain thoroughly the intent and mechanics of the program at the district administrators’  
meeting by presenting and providing copies of the results of the study. Their feedback and suggestions are highly  
encouraged to implement the designed action plan better.  
Schedule of Implementation  
The program implementation depends on the approval and recommendation of the Getafe Districts  
Administrators. It may done and included in the in-service training of the teachers.  
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Monitoring and Evaluation  
The program shall be evaluated and monitored regularly through the checklist conducted by the school head to  
determine the implementation's strengths and weaknesses and address the areas of improvement.  
Objective 1: Develop and design contextualized learning-enhancement activities that will fit and align with  
the needs of the teachers to improve their computer literacy level.  
Strategies  
Activities  
Person(s)  
Timeline(s) Evaluation/Succ Proposed  
Responsible  
ess Indicators  
Budget  
E 10,000.00  
MOOE  
Send teachers Conduct Division or District Division  
to training training, seminars, and LAC Personnel, Disct April 2026  
and seminars. sessions on strategies and Administrators,  
techniques for teaching ICT. and Teachers  
June 2025 to M  
&
Attendance  
Accomplishment  
Report  
Assess  
teachers'  
computer  
Provide a self-evaluation School  
tool and hands-on activities Administrators April 2026  
on assessing strengths and and Teachers  
June 2025 to Self-assessment  
2,000.00  
MOOE  
output  
Accomplishment  
report by school  
literacy levels weaknesses in computer  
skills  
Provide  
Provide training sessions on School  
June 2025 to L&D signed by 10,000.00  
coaching and enhancing ICT skills  
training  
Administrators, April 2026  
Master  
SDS,  
MOOE  
Program  
Completion  
Report  
courses  
ICT  
on  
Teachers,  
School  
ICT  
Coordinators  
Maintain and Provide technical assistance School  
June 2025 to Number  
of 5,000.00  
improve  
teachers'  
to teachers in maintaining Administrators, April 2026  
teachers  
TA, Quarterly  
given  
MOOE  
and improving aid.  
Master  
performance.  
Teachers,  
School  
Reports,  
Classroom  
ICT  
Coordinators  
Observation  
Proposed Action Plan for Developing and Designing Contextualized Activities to Maximize Teachers' Computer  
Literacy and Learners’ Performance in Edukasyong Pantahan at Pangkabuhayan in Information and  
Communication Technology  
Objective 2: Maintain and maximize students' learning outcomes through training, contest participation,  
and report assessment.  
Strategies  
Activities  
Person(s)  
Responsible  
Timeline(s) Evaluation/Suc Proposed  
cess Indicators Budget  
Maintain and Conducted  
remedial School  
June 2025 to M  
&
E 10,000.00  
MOOE  
enhance  
learning  
classes on the least Administrators, April 2026  
learned competencies and Teachers,  
Attendance  
Accomplishmen  
t Report  
performance.  
provided  
hands-on Learners  
experience.  
Send learners to different  
competitions in EPP-ICT  
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Track learner's Conduct quarterly school School Head, June 2025 to Accomplishmen 2,000.00  
progress  
through  
monitoring and evaluation Teachers,  
assessments during LAC SMEA  
April 2026  
t
report  
by  
MOOE  
school  
quarterly report sessions  
assessment  
Coordinator  
Objective 3: Improve schools' ICT physical facilities through restructuring computer laboratories,  
inventory of ICT equipment, and procurement of ICT equipment for learning purposes.  
Strategies  
Activities  
Person(s)  
Timeline(s) Evaluation/Su Proposed  
Responsible  
ccess  
Budget  
Indicators  
Restructuring of Include the computer School  
computer  
June 2025 to Schools’  
50,000.00  
MOOE  
laboratory or computer Administrators April 2026  
Computer  
Laboratory/roo  
m
laboratories  
room infrastructure in the , Teachers  
school's APP.  
Procurement of Conduct an inventory of School Head, June 2025 to ICT  
50,000.00  
MOOE  
ICT equipment the  
ICT  
equipment Teachers,  
April 2026  
equipments  
like internet,  
laptops/comput  
ers  
received from the DCP  
program and the facilities  
procured in the school.  
Include in the APP the  
needed ICT equipment in  
the school  
Technology  
Integration  
Maximize the usage of School  
June 2025 to Online  
10,000  
ICT  
technologies in teaching ,  
across all subjects by Learners  
providing hands-on  
activities to learners and  
equipment  
and Administrators April 2026  
Platforms for MOOE  
e-learning  
Teachers,  
administrative  
tasks  
among teachers.  
Budgetary Requirement for Learning-Enhancement Activities to Maximize Teachers Teachers’ Computer  
Literacy and Learners' Performance in Edukasyong Pantahanan at Pangkabuhayan -ICT  
Item Expenditure  
A. Dissemination of the results of the study (May 2025)  
Materials and Supplies 5 reams of bond paper  
1 set Epson Ink  
B. Budget for Teachers’ Training, LAC Sessions, and Learners Assessment  
Quantity  
Cost  
Amount  
P 1,000.00  
P 1,200.00  
P 1,000.00  
P 1,200.00  
Materials and Supplies  
5 reams of bond paper  
1 set Epson Ink  
Food  
P 1,000.00  
P 1,200.00  
P20,000.00  
P 1,000.00  
P 1,200.00  
P20,000.00  
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C. Application and Feedbacking (Quarterly)  
Materials and Supplies  
C. Monitoring and Evaluation  
Materials and Supplies  
Total  
Covered by MOOE Budget  
Covered by MOOE Budget  
P 24,400.00  
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