Status of the Implementation of the Philippines’ DepEd Computerization Program in Santa Rosa North District

This study determined the status of implementation of the DepEd Computerization Program (DCP) in all 12 public elementary schools in Santa Rosa North District, Division of Nueva Ecija. It employed a descriptive-correlational research design. Frequency counts, percentages, and weighted means were used to describe the schools’ profiles, the significance of the DCP, and its implementation status. Pearson’s product-moment correlation was used to examine relationships among the variables, with questionnaire responses aggregated at the school level for analyses involving school-profile characteristics (n = 12). The study also developed a proposed action plan.
Findings showed that seven schools (58.33%) were at School-Based Management Level III or the mature level. Seven schools (58.33%) enrolled 94–288 learners, while one school (8.33%) enrolled 874–1,068 learners. Eight schools (66.7%) had computer laboratories, and ten (83.3%) had internet access. However, four schools (33.3%) had only one functional computer, while one school (8.3%) had 20. Computer-to-learner ratios ranged from 1:13 in two schools (16.7%) to 1:332 in one school (8.3%).
The teaching and learning processes were significantly related to transitional adjustments and to curriculum integration and adaptation. Although many schools had reached SBM Level III, several continued to experience difficulties in implementing DCP because of inadequate computer facilities, limited functional units, and insufficient internet access. The findings indicate that successful DCP implementation depends on the availability of computer laboratories, functional equipment, reliable internet connectivity, and teachers’ readiness to integrate technology into the curriculum.
The study recommends computer literacy seminars and training for teachers and school heads, improved computer laboratories with proper ventilation and lighting, and an increased number of functional computers. These measures formed the basis of the proposed action plan for improving DCP implementation.

DepEd Computerization Program, program implementation, computer facilities, curriculum integration, technology integration

1. Argentin, G., et al. (2015). Teachers, ICT and student achievement. https://www.sole-jole.org/2015Origo.pdf [Google Scholar] [Crossref]

2. Assessment of School-Based Management Practices. (2009). Assessment of school-based management practices. SBMTWG, BESRA, Department of Education, DepEd Complex, Meralco Avenue, Pasig City. [Google Scholar] [Crossref]

3. Augusto, Q. (2013). School-based advocates praise Babag School’s best practices. Lapu-Lapu City Government. [Google Scholar] [Crossref]

4. Brandao, F. (2013). The effects of school-based management on the worklife of elementary teachers: A case study. Academia.edu. [Google Scholar] [Crossref]

5. Cabardo, J. R. O. (2016). Levels of participation of the school stakeholders to the different school-initiated activities and the implementation of school-based management. https://files.eric.ed.gov/fulltext/EJ1133596.pdf [Google Scholar] [Crossref]

6. Concepción, et al. (2018). Multivariate characterization of university students using ICT for learning. ScienceDirect. [Google Scholar] [Crossref]

7. Department of Education. (2010). DepEd Order No. 78, s. 2010: Guidelines on the implementation of the DepEd Computerization Program (DCP). Department of Education. [Google Scholar] [Crossref]

8. Department of Education. (2015). DepEd Order No. 45, s. 2015: Guidelines on school-based management. Department of Education. [Google Scholar] [Crossref]

9. Deshpande, et al. (2017). The impact of a computer-based adult literacy program on literacy and numeracy: Evidence from India. ScienceDirect. [Google Scholar] [Crossref]

10. Earthman, G. I., & Lemasters, L. K. (2009). Teachers’ attitudes about classroom conditions. Journal of Educational Administration, 47(3), 323–335. [Google Scholar] [Crossref]

11. Elger, D. (2007). Theory of performance. In S. W. Beyerlein, C. Holmes, & D. K. Apple (Eds.), Faculty guidebook: A comprehensive tool for improving faculty performance (4th ed.). Pacific Crest. [Google Scholar] [Crossref]

12. Farooq, M. S., et al. (2011). Factors affecting students’ quality of academic performance: A case study of secondary school level. Journal of Quality and Technology Management, 7(2), 1–14. [Google Scholar] [Crossref]

13. Flores, J., et al. (2015). Attitude on instructional facilities and services of high and low performing marine engineering students. Asian Journal of Social Science, Arts and Humanities, 3(1). [Google Scholar] [Crossref]

14. Ford, A. (2015). School facilities affect student motivation and achievement. [Google Scholar] [Crossref]

15. Hamilton-Ekeke, J. T., & Mbachu, C. E. (2013). The place of information, communication and technology (ICT) in teaching and learning in Nigeria tertiary level. [Google Scholar] [Crossref]

16. Iftekhar, & Hyeon. (2016). An effective use of ICT for education and learning by drawing on worldwide knowledge, research, and experience: ICT as a change agent for education (A literature review). https://www.nyu.edu/classes/keefer/waoe/amins.pdf [Google Scholar] [Crossref]

17. Information and Communication Technology (ICT) in Education in Asia. (2014). A comparative analysis of ICT integration and e-readiness in schools across Asia. UNESCO Institute for Statistics. [Google Scholar] [Crossref]

18. Jogthong, C., & Pimolbunyong, R. (2010). Participatory action research for school-based management and teacher professional development. Research in Higher Education Journal. [Google Scholar] [Crossref]

19. Khattri, N., Ling, C., & Jha, S. (2010). Effects of school-based management in the Philippines. Journal of Development Effectiveness. [Google Scholar] [Crossref]

20. Khattri, N., et al. (2010). The effects of school-based management in the Philippines. World Bank Independent Evaluation Group, East Asia Education Sector Unit & World Bank Institute. http://documents.worldbank.org/curated/en/692901468296405564/pdf/WPS5248.pdf [Google Scholar] [Crossref]

21. Klimova, B. (2012). ICT versus traditional approaches to teaching. ScienceDirect. [Google Scholar] [Crossref]

22. Koc, N., & Celik, B. (2015). The impact of number of students per teacher on student achievement. Procedia – Social and Behavioral Sciences, 177. [Google Scholar] [Crossref]

23. Lenton, P. (2013). Routes to educational success for low achievers. Journal of Economic Studies, 40(2), 222–239. [Google Scholar] [Crossref]

24. Lim, C. P. (2002). A theoretical framework for the study of ICT in schools: A proposal. [Google Scholar] [Crossref]

25. Limon, M. R. (2016). Effects of the adequacy of school facilities on students’ performance in Technology and Livelihood Education. International Journal of Academic Research in Progressive Education and Development, 5(5). [Google Scholar] [Crossref]

26. Llego, M. (2016). Comprehensive guide to school-based management. TeacherPH. [Google Scholar] [Crossref]

27. Lorenzo, et al. (2013). Bridging the digital divide among public high school teachers: An adopt-a-school experience. ScienceDirect. [Google Scholar] [Crossref]

28. Malano, R. R. R. (2012). School-based management. Academia.edu. [Google Scholar] [Crossref]

29. Millard, J. T. (2015). Can curriculum materials support teachers’ learning? Fourth-grade teachers’ use of a new mathematics text. Elementary School Journal, 100, 331–350. [Google Scholar] [Crossref]

30. Pañares, et al. (2017). DepEd Computerization Program: Venue for improving teachers’ pedagogy. ResearchGate. [Google Scholar] [Crossref]

31. Picatoste, et al. (2018). A new educational pattern in response to new technologies and sustainable development: Enlightening ICT skills for youth employability in the European Union. ScienceDirect. [Google Scholar] [Crossref]

32. Rayos, J. G. (2014). Factors affecting students’ performance in National Achievement Test. [Google Scholar] [Crossref]

33. Reyes, P. B. (2013). Implementation of a proposed model of constructivist teaching-learning process: A step towards outcome-based education in chemistry laboratory instruction. Asia Pacific Journal of Multidisciplinary Research, 1(1), 174–187. [Google Scholar] [Crossref]

34. Rodrigo, M. M. (2011). Information and communication technology use in Philippine public and private schools. [Google Scholar] [Crossref]

35. Saifullahi, J. T. (2011). Factors affecting the students’ achievement from the three colleges in Gujarat District. [Google Scholar] [Crossref]

36. Shoukat Ali, Haider, Z., Munio, F., & Khan, H. (2013). Factors contributing to the students’ academic performance: A case study of Islamic University Sub Campus. American Journal of Educational Research, 1(8). [Google Scholar] [Crossref]

37. Tanner, K. (2009). Effects of school design on student outcomes. Journal of Educational Administration, 47(3), 376–394. [Google Scholar] [Crossref]

38. Tosun, et al. (2011). The place and importance of computer and Internet in secondary school students’ life. ScienceDirect. [Google Scholar] [Crossref]

39. Usaini, M. I., & Abubakar, N. B. (2013). The impact of parents’ occupation on academic performance of secondary school students in Kuala Terengganu. [Google Scholar] [Crossref]

40. Usop, A. M., Kadtong, M., & Sajid, D. A. (2013). Significant relationship between work performance and job satisfaction in the Philippines. International Journal of Human Resource, 3(2). TJPRC Publication. [Google Scholar] [Crossref]

41. Vitanova, et al. (2015). Factors affecting the development of ICT competencies of teachers in primary schools. ScienceDirect. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study