Republic of the Philippines

Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

DIFFICULTIES MET BY PUBLIC ELEMENTARY AND SECONDARY SCHOOLS

AS REGARDS LEARNER INFORMATION AND ENHANCED BASIC
EDUCATION INFORMATION SYSTEMS: BASES FOR
PLANNING AND POLICY FORMULATION

An Applied Research

Conducted by:

GEOFFREY P. BASILIO, PhD

Senior Education Program Specialist
(Planning and Research)

Through the Financial Support Provided by the

Basic Education Research Fund (BERF) of the

Department of Education
Region VI (Western Visayas)

September 2017
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

ABSTRACT

Difficulties Met by Public Elementary and Secondary Schools as Regards Learner

Information and Enhanced Basic Education Information
Systems: Bases for Planning and
Policy Formulation

by

Geoffrey P. Basilio, PhD

through the financial support provided by

Basic Education Research Fund (BERF)
Department of Education
Region VI (Western Visayas)

This study aimed to find out the difficulties met by public elementary and secondary

schools in the Division of Antique as regards updating of learner and school data

through Learner Information System (LIS) and Enhanced Basic Education Information

System (EBEIS) as bases for planning and policy formulation. This study was conducted

in the 22 school districts in the Division of Antique. The participants of this study were

2,670 randomly selected school heads, ICT coordinators, and class advisers from

various public elementary and secondary schools in the Division of Antique. The

questionnaire-checklist and interview were used as data-gathering instruments. Data

were interpreted using frequency, rank, and Chi-square test as statistical tools. Findings

of the study indicated that public elementary schools met the following difficulties in

updating their learner and school data in the LIS and EBEIS (Top 5): conflict of time

between teaching and updating of LIS and EBEIS, no internet connection, poor and slow

internet connection, no funds available intended for LIS and EBEIS, and lack of

computer facilities intended for use in the LIS and EBEIS. Public secondary schools, on
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

the other hand, met the following difficulties (Top 5): poor or slow internet connection,

conflict of time between teaching and updating of LIS and EBEIS, lack of computer

facilities intended for use in the LIS and EBEIS, no funds available intended for LIS and

EBEIS, and lack of required legal documents needed to enroll the students in the LIS. A

significant difference was found in the difficulties met by public elementary and

secondary schools in updating their learner and school data in the LIS and EBEIS. The

plans formulated to address the above mentioned difficulties were the following: (1)

Provision for fast and reliable internet connection in all districts, (2) Provision for

adequate computer facilities in all districts; (3) Provision of funds intended for LIS and

EBEIS; and (4) Designation of non-teaching personnel who will in-charge of LIS and

EBEIS. On the other hand, there were 10 policies formulated by the researcher to

address the difficulties met by public elementary and secondary schools in updating their

learner and school data in the LIS and EBEIS.

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

TABLE OF CONTENTS

Page

Title Page i

Certificate of Acceptance ii

Abstract iii

Table of Contents v

Acknowledgment vi

Introduction and Rationale 1

Literature Review 2

Research Questions 3

Scope and Limitation 4

Research Methodology 4

a. Sampling 5

b. Data Collection 5

c. Ethical Issues 5

d. Data Analysis Plan 6

Discussion of Results and Recommendation 6

Discussion of Results 6

Recommendation 17

Dissemination and Advocacy Plans 18

References 20

Appendices 21

Financial Report 26
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

ACKNOWLEDGMENT

The researcher acknowledges with sincere gratitude and appreciation the help of

the following generous people:

Above all the Almighty God for His infinite wisdom, guidance, protection and

inspiration, for the blessing of faith, good health, and endurance to the researcher;

The Department of Education, Region VI, specifically the Regional Research

Committee for approving the study to be funded under the Basic Education Research

Fund (BERF);

Dr. Leo Dedoroy, Chief of Policy, Planning, Research and Development, DepEd

Regional Office and his staff, for their guidance and support during the processing of

documents relative to the conduct of this study;

Dr. Reynaldo G. Gico, Asst. Schools Division Superintendent, Officer-In-Charge,

Department of Education, Division of Antique for granting the permission to conduct the

study among public elementary and secondary schools;

Dr. Jose Freddie M. Mocon, ASDS and former Officer-in-Charge of the

Department of Education, Division of Antique for the encouragement to pursue the

study;

Miss Evelyn C. Remo, Chief of School Governance and Operations Division for

the endorsement of this study to the region;

All public elementary and secondary schools in the Division of Antique

particularly the school heads, ICT coordinators, and class advisers who actively

participated in this research;

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Mr. Noelito P. Gipal, Planning Officer III for his additional ideas and insights in

the formulation of plans and policies as output of this research;

His colleagues and friends in the School Governance and Operations Division

whose names are not mentioned but always remembered, the researcher appreciates

their challenges, prodding, and prayers as important ingredients that brought this

scholarly work to its final completion.

Their important contributions will forever be cherished.

G.P. Basilio

June 2017
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Introduction and Rationale

To establish accurate and reliable registries of learners and schools which will

ensure availability of data and information needed for planning and budgeting, allocation

of resources and setting operational targets to provide access to complete quality basic

education, the Department of Education (DepEd) has implemented the Enhanced Basic

Education Information System (EBEIS) and Learner Information System (LIS).

The LIS and EBEIS are innovative tools that the Department uses to manage

information with the aim of promoting transparency, informed decision making, and

empowerment at different levels of the organization. While being a tech-based solution,

the LIS and EBEIS involve an inclusive, community-driven process that thrives because

of the active engagement and participation of all teachers, principals, planning officers

and other DepEd personnel all throughout the Philippines (DepEd Order No. 26, s.

2015).

Since its installation in 2011, the Learners’ Information System (LIS) provides for

the registration of learners enrolled in public schools. Every school year, public schools

were directed to provide and update data to the LIS and EBEIS to be utilized by the

central office. The Department of Education Central Office then expects 100%

compliance on the part of public schools as regards updating of learner and school data

on LIS and EBEIS. However, many public schools encountered difficulties in meeting the

demands of the systems. In the Division of Antique, only 58% of the public schools were

able to update or finalize their LIS and EBEIS which was far from the expectations of the

Central Office.
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Recognizing the importance of LIS and EBEIS in ensuring accessibility of

information in the Department of Education, this study was conducted to find out the

difficulties met by public schools in the Division of Antique as regards updating of learner

and school data in the above-mentioned information systems as basis for planning and

formulation of policies in order to ensure 100% compliance as expected by the Central

Office of the Department of Education, hence, this study.

Literature Review

The Learner Information System (LIS) and Enhanced Basic Education System

(EBEIS) are innovative tools that the Department of Education uses to manage

information with the aim of promoting transparency, informed decision making, and

empowerment at different levels of the organization. These systems are envisioned to

allow the Department to better track its learners in both formal and non-formal instruction

so that more appropriate interventions can be formulated in the provision of quality

education for all Filipino learners. As an example, students who transfer from one school

to another can be monitored and better assisted by using data from the LIS.

According to Secretary of Education Armin A. Luistro, “Considering the size of

the Department and the number schools under it, it is very critical for the Agency to be

equipped with the right information at the right time to be able to make better decisions.

This is essentially an online registry of learners that is important for any educational

system or institution. We need to continually get to know our learners better so that we

can respond better.”

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Out of the 46,648 public schools in the country, only 140 (0.3%) schools have

failed to submit data for SY 2014-2015, which demonstrates a very high participation

and submission rate by the schools. The concerned divisions have already been

instructed to complete the remaining school information immediately.

These systems are envisioned to allow the Department to better track its learners

in both formal and non-formal instruction so that more appropriate interventions can be

formulated in the provision of quality education for all Filipino learners. As an example,

students who transfer from one school to another can be monitored and better assisted

by using data from the LIS.

The use of automation and technology has helped the Department update

information on enrollment for planning, budgeting and resource allocation among others.

Luistro added that, “What used to take ten months to collect, consolidate and validate

has now been reduced to three months. This is a result of the use of technology and the

power of our people.”

As of June 6, 2014, the Department is looking at a total of more than 20 million

student enrollees for public schools (DepEd Official Gazette, 2014).

Research Questions

This study aimed to find out the difficulties met by public elementary and

secondary schools in the Division of Antique as regards updating of learner and school

data through Learner Information System (LIS) and Enhanced Basic Education

Information System (EBEIS) as bases for planning and policy formulation.

Specifically, this study sought answers to the following questions:

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

1. What are the difficulties met by public elementary schools as regards

updating of learner and school data through LIS and EBEIS?

2. What are the difficulties met by public secondary schools as regards updating

of learner and school data through LIS and EBEIS?

3. Is there a significant difference in the difficulties met by public elementary and

secondary schools as regards updating of learner and school data through LIS and

EBEIS?

4. What plans and policies should be formulated to address the difficulties met

by public schools as regards updating of learner and school data through LIS and

EBEIS?

Scope and Limitation

This descriptive study was conducted in the 22 school districts in the Division of

Antique.

The participants of this study were 2,415 school heads, ICT coordinators, and

randomly selected class advisers from 291 public elementary and 54 public secondary

schools in the Division of Antique.

This study was limited only on identifying the difficulties met by public elementary

and secondary schools as regards updating their learner and school data as required by

LIS and EBEIS. These difficulties served as bases for the formulation of plans and

policies to ensure 100% compliance to the systems as expected by the Central Office of

the Department of Education.

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Furthermore, private elementary and secondary schools in the Division of

Antique were not included in this study because the information system intended to them

was not yet fully developed and implemented during the conduct of this study.

Research Methodology

This study made use of descriptive method of research to delineate the various

difficulties met by public elementary and secondary schools as regards updating of

learner and school data through LIS and EBEIS.

a. Sampling

The participants of the study were 2,415 school heads, ICT coordinators, and

randomly selected class advisers from 291 public elementary and 54 public secondary

schools in the Division of Antique. The Slovin’s formula was used to determine the

sample size. Proportionate sampling was used to determine the number of schools that

participated in each district and this was drawn using fishbowl or lottery technique.

b. Data Collection

To gather the needed data, a questionnaire-checklist designed for the purpose

was developed. To answer this instrument, the participants were required to indicate the

difficulties they met in updating their learner and school data through the use of two

information systems by checking the items enumerated in the instrument. Items that

obtained the highest frequency (top 5) were considered the difficulties met by the
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

participants. These identified difficulties served as bases for the formulation of plans and

policies to address these difficulties met by schools in updating their school data using

the two information systems.

In addition, casual interview to school heads, ICT coordinators, and class

advisers was conducted by the researcher to supplement the data gathered through

questionnaire-checklist.

c. Ethical Issues

Prior to administration of the instrument, permission to conduct the study was

obtained from the Office of Schools Division Superintendent, Division of Antique. All

ethical considerations in treating human subjects were observed in all phases of the

study such as provision of anonymity and assurance of confidentiality of data obtained

from the participants.

d. Data Analysis Plan

The data gathered in this study were analyzed and interpreted using frequency

and rank as descriptive statistical tools while Chi-square test set at 0.05 level of

significance as inferential statistical tool.

Chi-square computation was processed through Prentice Hall Statistics (PHStat)

version 3.50.
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Discussion of Results and Recommendation

Discussion of Results

Difficulties Met by Public Elementary Schools as Regards Updating of Learner and

School Data through LIS and EBEIS

Based on the data gathered by this study, the researcher found that “conflict of

time between teaching and updating of school data in LIS and EBEIS” (f=1,432, rank=1)

is the main difficulty encountered by school heads, ICT coordinators, and class advisers

of public elementary schools as regards updating of learner and school data through

Learner Information System (LIS) and Enhanced Basic Education Information System

(EBEIS). This is followed by “no internet connection in school” (f=1,420, rank=2), “poor

or slow internet connection” (f=1,409, rank=3), “no funds available intended for LIS and

EBEIS” (f=1,409, rank=4), “lack of computer facilities intended for use in the LIS and

EBEIS” (f=748, rank=5), “lack of required legal documents needed to enroll the pupils in

the LIS” (f=611, rank=6), “lack of technical knowhow on the use in the LIS and EBEIS”

(f=556, rank=7), “dependency of class advisers and school head to ICT coordinator in

encoding the learners’ data in LIS and updating the school data in the EBEIS” (f=479,

rank=8), “no knowledge/background of ICT operation particularly the use of computer”

(f=404, rank=9), “lack of technical assistance from Division Office as regards the use of

LIS and EBEIS” (f=392, rank=10), and “LIS and EBEIS are given less priority by the

school administrator” (f=148, rank=11).

Table 1 presents the data.

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Table 1

Difficulties Met by Public Elementary Schools as Regards Updating of Learner and

School Data Through LIS and EBEIS

No. Difficulties* f Rank

1 No internet connection in school 1,420 2
2 Poor or slow internet connection 1,409 3
3 Lack of technical knowhow on the use of LIS and EBEIS 556 7
4 No knowledge/background of ICT operation particularly the 404 9
use of computer
5 Lack of technical assistance from Division Office as regards 392 10
the use of LIS and EBEIS
6 Conflict of time between teaching and updating of school data 1,432 1
in LIS and EBEIS
7 Lack of computer facilities intended for use in the LIS and 748 5
EBEIS
8 Lack of required legal documents needed to enroll the pupils 611 6
in the LIS
9 Dependency of class advisers and school head to ICT 479 8
coordinator in encoding the learners’ data in LIS and updating
of school data in the EBEIS
10 LIS and EBEIS are given less priority by the school 148 11
administrator
11 No funds available intended for LIS and EBEIS 1,409 4
* Multiple responses

On the other hand, participants of the study also shared other difficulties they met

in the updating of learner and school data in the LIS and EBEIS during the casual

interview conducted by the researcher. These difficulties are the following: (1) many

class advisers are computer illiterate; (2) distance of the school from town proper

wherein there is an internet connection; (3) ICT coordinator do not mind the need of

teacher-adviser if problem arises in enrolling the pupils in LIS; (4) class advisers are

forced to work to encode their learners in the LIS or even wake up in the middle of the

night or early morning just to find good internet signal; (5) the school head and teachers
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

spend their personal money to purchase pocket wi-fi and payment of internet load just to

have internet connection for use in LIS and EBEIS; (6) limited time allotted by Central

Office in updating of LIS and EBEIS; (7) late confirmation of previous school to pupils

who transferred out; (8) pupils were transferred out without giving official Form 137 to

the receiving school; (9) no electricity connection in school; (10) LIS server is very slow

and sometimes cannot be accessed; and (11) teacher-advisers are independent in

internet café to update their learner and school data.

Based on the above mentioned data, it can be deduced that public elementary

schools in the Division of Antique are encountering various problems in the updating of

their learner and school data in the two information systems required by the Department

of Education. As pointed out by the present findings, the most common difficulties met

by public elementary schools (Top 5) were: conflict of time between teaching and

updating of LIS and EBEIS, no internet connection, poor and slow internet connection,

no funds available intended for LIS and EBEIS, and lack of computer facilities intended

for use in the LIS and EBEIS. These problems are very evident in most public

elementary schools in the Division of Antique. There are teachers who sacrificed their

classes just to go to internet café and encode their learners data to meet the deadline of

LIS encoding, hence, they missed some of the contact time with their pupils. This is also

particularly true to school heads that leave their classes and schools just to update their

EBEIS.

Furthermore, many schools particularly in the far-flung barangays have no

internet connection. Class advisers and school heads of these schools are travelling
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

several kilometers just to look for internet signal to encode their learners’ and schools’

data in the LIS or EBEIS which again lost their contact time with their pupils.

Another common problems encountered by public elementary schools as regards

updating of LIS and EBEIS is the poor and very slow internet connection in their area.

Many class advisers are clamouring that they spend big amount of money for their

internet load because of snail-paced internet connection. They usually spend couple of

minutes before the system responded to their commands. Some class advisers

sacrificed their sleeping hours by waking up at the middle of the night or as early as 2

o’clock in the morning just to catch a good internet signal to encode their learners’ data

in the LIS. This situation adds burden on the part of the teacher-adviser who will teach

the following day. According to teacher-advisers, slow internet connection is one of the

causes of the delay in encoding learners’ and schools’ data in LIS and EBEIS that

eventually resulted to failure in meeting the deadline.

Lack of funds intended for LIS and EBEIS and computer facilities are also

common problems met by public elementary schools. Class advisers, ICT coordinators,

and school heads are spending their personal money for the purchase of laptop

computer, pocket wi-fi and internet load for the purpose of updating their LIS and EBEIS.

This is particularly true to small schools that have limited MOOE to fund the purchase of

these equipment and gadgets. This again adds agony and sacrifices on the part of

those who are involved in the updating of LIS and EBEIS.

Aside from the common problems mentioned above, public elementary schools

are also confronted with various issues such as computer illiteracy of some class

advisers particularly those who are “retirables”, attitude of ICT coordinators, limited
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

encoding time set by Central Office, late/delayed confirmation of pupils who transferred

in or out of schools, electricity connection, and systems error. These issues were

identified by research participants to have direct impact on the updating of LIS and

EBEIS.

Difficulties Met by Public Secondary Schools as Regards Updating of Learner and

School Data Through LIS and EBEIS

The data gathered by this study revealed that “poor or slow Internet connection”

(f=299, rank=1) is the main difficulty encountered by school heads, ICT coordinators,

and class advisers of public secondary schools as regards updating of learner and

school data through LIS and EBEIS. This is followed by “conflict of time between

teaching and updating of school data in LIS and EBEIS” (f=284, rank=2), “lack of

computer facilities intended for use in the LIS and EBEIS” (f=181, rank=3), “no funds

available intended for LIS and EBEIS” (f=178, rank=4), “lack of required legal documents

needed to enroll the students in the LIS” (f=122, rank=5), “no internet connection in

school” (f=114, rank=6), “lack of technical knowhow on the use in the LIS and EBEIS”

(f=87, rank=7), “dependency of class advisers and school head to ICT coordinator in

encoding the learners’ data in LIS and updating the school data in the EBEIS” (f=84,

rank=8), “lack of technical assistance from Division Office as regards the use of LIS and

EBEIS” (f=65, rank=9), “no knowledge/background of ICT operation particularly the use

of computer” (f=46, rank=10), and “LIS and EBEIS are given less priority by the school

administrator” (f=9, rank=11).

Table 2 presents the data.

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Table 2

Difficulties Met by Public Secondary Schools as Regards Updating of Learner and

School Data Through LIS and EBEIS

No. Difficulties* f Rank

1 No internet connection in school 114 6
2 Poor or slow internet connection 299 1
3 Lack of technical knowhow on the use of LIS and EBEIS 87 7
4 No knowledge/background of ICT operation particularly the 46 10
use of computer
5 Lack of technical assistance from Division Office as regards 65 9
the use of LIS and EBEIS
6 Conflict of time between teaching and updating of school data 284 2
in LIS and EBEIS
7 Lack of computer facilities intended for use in the LIS and 181 3
EBEIS
8 Lack of required legal documents needed to enroll the 122 5
students in the LIS
9 Dependency of class advisers and school head to ICT 84 8
coordinator in encoding the learners’ data in LIS and updating
of school data in the EBEIS
10 LIS and EBEIS are given less priority by the school 9 11
administrator
11 No funds available intended for LIS and EBEIS 178 4
* Multiple responses

Aside from the above data, the school heads, ICT coordinators and class

advisers of public secondary schools also mentioned other difficulties they met in the

updating of learner and school data in the LIS and EBEIS during the casual interview

conducted by the researcher. These difficulties are the following: (1) too many late

enrolees; (2) limited funds to pay internet connection; (3) on-line traffic on the system;

(4) teachers are forced to update their LIS after office hours or even wake up in the

middle of the night to encode data to catch up good internet signal; (5) delayed

confirmation of students who transferred out and transferred in; (6) LIS issues cannot be
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

resolved quickly due to limited solution given by LIS/EBEIS technical assistance; (7)

system overload/errors always occur; (8) school’s internet connection is through pocket

wi-fi which most of the time very slow in accessing the LIS/EBEIS website; (9) double

entry of LRN/incomplete data of family background/no enrolment record found; (10)

changing of data is delayed; (11) access to LIS website during simultaneous log-in is

very slow and often resulted to network problem or webpage error; (12) LIS website is

poor or slow in processing request for corrections; (13) no permanent satellite for

internet connection in school; (14) class advisers need seminars in LIS and EBEIS; (15)

Oftentimes, the LIS website cannot be accessed and its very time consuming; and (16)

no allowance intended for internet load.

Based on the aforementioned data, it can be inferred that public secondary

schools in the Division of Antique are confronted with various problems in their attempt

to update their learner and school data in the LIS and EBEIS. As revealed by the

present findings, the most common difficulties met by public secondary schools (Top 5)

were: poor or slow internet connection, conflict of time between teaching and updating of

LIS and EBEIS, lack of computer facilities intended for use in the LIS and EBEIS, no

funds available intended for LIS and EBEIS, and lack of required legal documents

needed to enroll the students in the LIS.

The above difficulties encountered by public secondary schools are similar with

the difficulties encountered by public elementary schools. The only difference is the

ranking of those difficulties. However, results of the study clearly revealed that poor or

slow internet connection is primary difficulty met by public secondary schools in updating

their learner and school data in the LIS and EBEIS. Although it is true that almost all
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

secondary schools in Antique have internet connection but its speed is very

condemnable. Many class advisers of public secondary schools are clamouring about

the speed of their internet connection, that they cannot even sign in to LIS website. Like

elementary school teacher-advisers, they also spending big amount of money for their

internet loads and worst of all, this big amount of money come from their own pocket

with no assurance of refund. In addition, secondary teacher-advisers also sacrificed

their sleeping hours by waking up as early as 2 o’clock in the morning to find good

internet signal to encode their learners’ data in the LIS just to meet the deadline.

Another common problem met by public secondary schools is the conflict of time

between teaching and updating in LIS and EBEIS. Many school heads are clamouring

that most of their teacher-advisers are spending much of their time in encoding in the

LIS especially if the LIS deadline is near, sacrificing their contact time with their students.

On the other hand, some teacher-advisers spend their sleepless nights encoding their

learners’ data in the LIS in order not to sacrifice the contact time with their students.

Most secondary schools lack computer facilities and funds intended for use in the

LIS and EBEIS. Although most of them are recipient of DepEd Computerization

Program, almost all of their computer units are already bug down or unserviceable.

Besides, most secondary schools have limited budget for their capital outlay and MOOE.

Hence, secondary school teacher-advisers, ICT coordinators, and school heads are

forced to purchase their own laptop computer for use in LIS and EBEIS including internet

load out of their personal money.

Lack of required legal documents needed to enroll the students in the LIS also

contributed to the problems of class advisers. There are students who come to school
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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

and enrol but with no legal documents to present, hence, class advisers are hesitant to

enrol these students in the LIS for they might commit errors in encoding students’

personal data.

Aside from the aforementioned difficulties, public secondary schools are also

confronted with various issues such as late enrollees, delayed confirmation of students

who transferred in and out, slow in resolving LIS issues, system overload/errors, double

entry of Learner Reference Number (LRN), incomplete data of family background,

system delayed in data correction, network problem or webpage errors, etc. These

issues affected the timely updating of learner and school data in the LIS and EBEIS.

Differences in the Difficulties Met by Public Elementary and Secondary Schools as

Regards Updating of Learner and School Data through LIS and EBEIS

This study also aimed to determine the significance of the differences in the

difficulties met by public elementary and secondary schools as regards updating of

learner and school data through LIS and EBEIS.

Results of Chi-square test show that significant difference exists in the difficulties

met by public elementary and secondary schools as regards updating of learner and

school data through LIS and EBEIS (X2 = 128.948, p < .05). This result implies that

public elementary and secondary schools differ in their problems encountered in the

updating of learner and school data in the LIS and EBEIS.

Table 3 presents the data.

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Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Table 3

Chi-Square Test Result of the Difference in the Difficulties Met by Public

Elementary and Secondary Schools as Regards Updating of Learner and School
Data in LIS and EBEIS

X2 Two-tail Statistical
Probability Decision

Elementary
128.948 0.000* Significant
Secondary

*- significant (p < .05)

Plans and Policies To Be Formulated to Address the Difficulties Met by Public

Schools as Regards Updating of Learner and School Data through LIS and EBEIS

A. Plans

Based on the findings of the present study, the following plans should be

formulated to address the difficulties met by public schools in the Division of Antique as

regards updating of learner and school data in the LIS and EBEIS:

1. Provision of fast and reliable Internet connection in all school districts

The Department of Education, Division of Antique should provide fast Internet

connection to each school district intended solely for LIS and EBEIS. The DepEd-

Antique may contract an Internet service provider that can provide fast and reliable

internet services. Payment for the Internet services will be charged against the MOOE of

the district. The schools under this district can avail the Internet services for free during

the encoding or updating of learner and school data in the LIS and EBEIS. This will
 17
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

defray teacher-advisers, ICT coordinators and school heads of spending their personal

money on purchasing pocket wi-fi and Internet loads.

2. Provision of adequate computer facilities in all school districts

Aside from providing fast and reliable Internet connection, the Department of

Education, Division of Antique through its capital outlay should also provide adequate

units of computers to be used purposely for LIS and EBEIS in each school district.

These computer units will be installed in one room preferably the e-classroom of the

district and these will be used by schools that have no internet connection and computer

facilities to encode or update their learner and school data in the LIS and EBEIS. This

will free class advisers, ICT coordinators, and school heads from buying laptop

computers for use in LIS and EBEIS out of their personal funds.

3. Provision of funds intended for LIS and EBEIS

Each school in the Division of Antique should allot certain amount of funds

intended for use in the encoding and updating of learner and school data in the LIS and

EBEIS. These funds should be sourced out from MOOE of the school. The principal or

school head of the school should set aside certain amount from MOOE for the purchase

of pocket wi-fi and Internet loads to be utilized by class advisers and ICT coordinators

during the encoding or updating of learner and school data in the LIS and EBEIS.

4. Designation of non-teaching personnel who will in-charge of LIS and EBEIS

To address the conflict of time between teaching and updating of learner and

school data in the LIS and EBEIS and not to sacrifice the contact time of teachers with

their pupils/students, each school should designate two or three non-teaching personnel
 18
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

who will be in charged of encoding or updating of learner and school data in the

systems. These non-teaching personnel will be chosen based on their expertise in using

the computer and they will be under the supervision of school ICT coordinator to ensure

correctness of their work. Through this, class advisers can concentrate in their teaching

and they will no longer leave their classes and lost some of their contact time with their

pupils/students.

B. Policies

Considering the findings of the present study, there is an urgent need to

formulate these policies to address the difficulties met by public schools as regards

updating of learner and school data in the LIS and EBEIS:

1. The school head of each school should not assign system administrator who

has not undergone training on LIS/EBEIS.

2. In enrolling Grades 1 to 12 pupils/students, LRN search facility shall be used

to avoid double LRN.

3. All class advisers should be required to learn the use of computer particularly

the operation of LIS and EBEIS.

4. School head of each school shall take responsibility in guiding class advisers

in using LIS and EBEIS.

5. Schools should take immediate action in resolving LIS issues such as

transferred in and out of pupils/students.

6. The Central Office should insure that all encoding facilities are available

before the start of encoding period.

 19
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

7. LIS issues sent by schools to Central Office and Division Planning Office

should be acted immediately.

8. The Central Office should be fast in processing request for corrections from

schools to avoid delay in finalizing the data.

9. Class advisers, ICT coordinators and other school personnel who are in

charge of LIS and EBEIS should be required to attend the orientation/training program

conducted by planning and technology information units of the Division.

10. Each school should designate a permanent ICT coordinator to avoid

retraining.

Recommendation

Based on the findings generated by this study, the researcher recommends the

following:

1. The Planning and Information Technology Units of the Division of Antique

may provide continuous technical assistance on LIS/EBEIS to all public elementary and

secondary schools.

2. The DepEd, Division of Antique may implement the plans and policies

proposed in this research to address the difficulties met by public schools as regards

updating of learner and school data in the LIS and EBEIS.

3. This study can be replicated in other divisions in Region VI or other regions in

the country to have a clear picture of the difficulties met by public schools as regards LIS

and EBEIS.
 20
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Dissemination and Advocacy Plans

The findings of this study can be used by Planning and Research Unit of the

Department of Education, Division of Antique as baseline data for the preparation of 6-

year Division’s Strategic and Operational Plans in the aspect of management information

system.

Likewise, the findings of this study can be utilized in formulating policies and

interventions to address the problems encountered by public elementary and secondary

schools in the Division of Antique as regards updating of learner and school data in the

LIS and EBEIS and to ensure 100% compliance as required by the Central Office of the

Department of Education.

Furthermore, this study can be used to pinpoint or identify the strengths and

weaknesses of public elementary and secondary schools with regard information and

communication technology (ICT) so that necessary interventions could be initiated by the

Division Office particularly by the Information Technology Officer (ITO).

Finally, the findings of this study can be disseminated during the LIS/EBEIS

Orientation Program and during annual research forum conducted by Planning and

Research Unit of the Department of Education, Division of Antique.

 21
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

References

Deped Official Gazette (2014). DepEd Learners’ Information System, information for
greater access to education. Retrieved October 1, 2015 from
https://www.facebook.com/govph/posts/801585563219042

DepEd Order No. 26 s. 2015

 22
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Appendices
 23
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Appendix A

Letter of Permission to Conduct the Study

October 9, 2016

Dr. Reynaldo G. Gico

Asst. Schools Division Superintendent
Officer-In-Charge
Department of Education
Division of Antique

Sir:

The Planning and Research Unit of the Department of Education, Division of Antique is
presently undertaking the conduct of a baseline study titled “DIFFICULTIES MET BY
PUBLIC ELEMENTARY AND SECONDARY SCHOOLS AS REGARDS LEARNER
INFORMATION AND ENHANCED BASIC EDUCATION INFORMATION SYSTEMS:
BASES FOR PLANNING AND POLICY FORMULATION.” The main objective of this
study is to identify the problems encountered by public schools in the Division of Antique
as regards updating their learner and school data in the LIS and EBEIS as bases for
formulation of plans and policies to ensure 100% compliance as expected by the Central
Office of the Department of Education.

Anent to this, the Planning and Research Unit is requesting permission from your good
office to field their research instrument among the public elementary and secondary
school heads, ICT coordinators, and advisers chosen as target participants of this study.

Your favorable action in this request is highly appreciated.

Truly yours,

GEOFFREY P. BASILIO, PhD

Sr. Education Program Specialist
(Planning and Research)
Noted: Approved:

(Sgd.) EVELYN C. REMO (Sgd.) REYNALDO G. GICO, Ed D, CESO VI

Chief, SGOD Asst. Schools Division Superintendent
Officer-In-Charge
 24
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Appendix B

Research Instrument

QUESTIONNAIRE-CHECKLIST ON THE DIFFICULTIES MET BY PUBLIC

ELEMENTARY AND SECONDARY SCHOOLS AS REGARDS LIS AND EBEIS

A. Personal Information

Name: (Optional):________________________________________________________
Name of School:_______________________________District: ___________________
Position: [ ] School Head [ ] ICT Coordinator [ ] Adviser

B. Difficulties Met by Public Schools in Updating their School Data Through LIS
and EBEIS

Direction: Enumerated below are difficulties usually encountered by schools in updating

their learner and school data through the LIS and EBEIS. Please put a
checkmark (√ ) on the item/s which you think you experienced in your school.
You may check as many as you can.

________ 1. No Internet connection in school

________ 2. Poor or slow Internet connection in school
________ 3. Lack of technical knowhow on the use of LIS and EBEIS
________ 4. Limited knowledge/background of ICT operation particularly the use of
computer.
________ 5. Lack of technical assistance from Division Office as regards the use of LIS
and EBEIS
________ 6. Conflict of time between teaching and updating of school data in the LIS
and EBEIS
________ 7. Lack of computer facilities intended for use in the LIS and EBEIS
________ 8. Lack of required legal documents needed to enrol the pupils in the LIS
________ 9. Dependency of class advisers and school heads to the ICT coordinator in
encoding the learners’ data in LIS and updating of school data in the
EBEIS, respectively.
________ 10. LIS and EBEIS are given less priority by the school administration.
________11. No funds available intended for LIS and EBEIS.
________12. Others (Please specify):_______________________________________
__________________________________________________________
__________________________________________________________
 25
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Appendix C

Chi-square Test Result

Chi-Square Test

Differences in the Difficulties Met by Public Elementary and Secondary Schools as

Regards LIS & EBEIS
Observed Frequencies
Type of School Calculations
Difficulties Met in LIS &
EBEIS Elementary Secondary Total fo-fe
No internet connection 1420 114 1534 102.6775 -102.678
Poor or slow internet
connection 1409 299 1708 -57.745 57.745
Lack of technical
knowhow 556 87 643 3.82375 -3.82375
No knowledge of ICT
operation 404 46 450 17.5625 -17.5625
Lack of technical
assistance 392 65 457 -0.44875 0.44875
Conflict of time between
teaching 1432 284 1716 -41.615 41.615
Lack of computer
facilities 748 181 929 -49.7787 49.77875
Lack of required legal
documents 611 122 733 -18.4638 18.46375
Dependency of class
advisers 479 84 563 -4.47625 4.47625
LIS & EBEIS are given
less priority 148 9 157 13.17625 -13.1763
No funds available for LIS
& EBEIS 1332 178 1510 35.2875 -35.2875
Total 8931 1469 10400

Expected Frequencies
Type of School
Difficulties Met in LIS &
EBEIS Elementary Secondary Total (fo-fe)^2/fe
No internet connection 1317.3225 216.6775 1534 8.003104 48.65604
Poor or slow internet
connection 1466.745 241.255 1708 2.273391 13.82141
Lack of technical knowhow 552.17625 90.82375 643 0.026479 0.160983
No knowledge of ICT
operation 386.4375 63.5625 450 0.798166 4.852569
 26
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Lack of technical
assistance 392.44875 64.55125 457 0.000513 0.00312
Conflict of time between
teaching 1473.615 242.385 1716 1.175211 7.144866
Lack of computer facilities 797.77875 131.22125 929 3.106029 18.88356
Lack of required legal
documents 629.46375 103.53625 733 0.541588 3.292664
Dependency of class
advisers 483.47625 79.52375 563 0.041443 0.25196
LIS & EBEIS are given less
priority 134.82375 22.17625 157 1.287708 7.828806
No funds available for LIS
& EBEIS 1296.7125 213.2875 1510 0.96028 5.838165
Total 8931 1469 10400

Data
Level of Significance 0.05
Number of Rows 11
Number of Columns 2
Degrees of Freedom 10

Results
Critical Value 18.30703805
Chi-Square Test
Statistic 128.9480545
p-Value 7.65545E-23
Reject the null hypothesis

Expected frequency
assumption is met.
 30
Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
Duran Street, Iloilo City

Financial Report

First Tranche

Itinerary Travel No. Date of Travel Amount

400-10-16 October 18-20, 2016 P 3,341.00
449-11-16 November 6-12, 2016 16,304.00
483-11-16 November 16-18, 2016 2,338.00
-----------------
Sub-Total - - - - - - P 21,983.00

Add: Photocopy of Research Instrument - - - - 8,017.00

----------------
TOTAL EXPENSES - - - - - - - - - P 30,000.00
---------------
Second Tranche

Itinerary Travel No. Date of Travel Amount

- December 6-9, 2016 P 3,322.00
552-12-16 December 22-23, 2016 2,230.00
- January 17-20, 2017 6,370.00
058-01-17 January 31-Feb. 1-2, 2017 2,035.00
090-02-17 February 15, 2017 863.00
093-02-17 February 20-24, 2017 5,391.00
148-03-17 March 20-24,2017 3,200.00
218-04-17 April 11-12, 2017 2,750.00
217-04-17 April 17-21, 2017 6,350.00
- March 8,22, & May 19, 2017 1,818.00
280-05-17 May 31, June 1-2,June 5-9, 2017 9,444.00
-----------------
Sub-Total - - - - - - - - - P 43,773.00

Add: Reproduction of Final Copy - - - - - - - - - - - 500.00

Binding 5 copies @ P 300.00) - -- - - - - - - 1,500.00
Expenses for Dissemination and Advocacy - 24,227.00
----------------
TOTAL EXPENSES - - - - - - - - - P 70,000.00
-----------------

TOTAL EXPENSES (First & Second Tranches) - - - - - - - - - - - - - - - - P 100,000.00

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