Level of Computer Literacy among Grade 11 Information and Communication Technology Students of

Tominamos Integrated School Academic year 2023 - 2024

Chapter 1

BACKGROUND OF THE STUDY

Statement of the Problem

The overall objective of this study is to determine the level of computer literacy among Grade 11 ICT
strand students at Tominamos Integrated School during the academic year 2023 - 2024. In order to
achieve this objective, the following research questions will guide the study:

1. What is the demographic profile of the Grade 11 ICT students in terms of:

Age:

Sex:

Parent occupation:

Computer ownership:

2. What are the the areas of computer Literacy where students need improvement?

3. What are the areas of computer Literacy where students excel?

4. What is the current level of computer Literacy among Grade 11 ICT students in terms of:

knowledge (how computer work & operate:

technology efficiency:

using computer programs & applications:

Signifance of the study

This research holds significant importance for various stakeholders, including Grade 11 students,
teachers, school and community themselves. By investigating the level of computer Literacy and its
impact on learning adaptability, the findings of this study will provide valuable insights that can be
utilized in the following ways:

SCOPE AND DELIMITITION

This study aims to assess the level of computer literacy among Grade 11 Information and
Communication Technology Students of Tominamos Integrated School for the academic year 2023-2024.
The population of the study will be Grade 11 ICT students of Tominamos Integrated School, and a
sample size of 100 students wil be randomly selected. The study will employ a descriptive research
design and will use a survey questionnaire to collect data from the participants.

This study will be limited to grade 11 ICT students of Tominamos Integrated School for the academic
year 2023-2024. The study will not cover other level grade levels or subjects in this school. The study will
also not include non ICT students or Students from others schools. The study will be limited assessing
the students computer literacy level based on their knowledge, skills, and attitudes towards computers
and the use of technology.
 Chapter II

REVIEW OF RELATED LITERATURE

Computer literacy has become an essential skill in today's society. With the increasing use of technology
in various aspects of life, including education, work, and communication, being computer literate is no
longer a choice but a necessity. In this section, we will review some of the literature on computer
literacy, its importance, and the factors that influence it.

Importance of computer literacy:

The literature consistently emphasizes the importance of computer literacy in various fields. In
education, computer literacy is seen as a crucial skill that students need to acquire to succeed in their
academic and professional careers (Ertmer & Ottenbreit-Leftwich, 2010). In the workplace, computer
literacy is considered a basic requirement for most jobs (Moses & Cobb-Clark, 2001). Furthermore,
computer literacy is seen as a tool for social and economic empowerment (Warschauer, 2003). It
enables individuals to access information, communicate, and participate in various aspects of life that
were previously unavailable to them.

Factors that influence computer literacy:

Several factors have been identified as influencing computer literacy. One of the most critical factors is
access to technology. Individuals who have access to computers and the internet are more likely to be
computer literate than those who do not (Ertmer & Ottenbreit-Leftwich, 2010). Additionally, the quality
of the technology and the level of technical support available also affect computer literacy (Warschauer,
2003).

Another factor that influences computer literacy is formal education. Research has shown that formal
education, particularly in the form of computer courses, can significantly improve computer literacy
(Moses & Cobb-Clark, 2001). However, the effectiveness of such courses depends on the quality of
instruction and the relevance of the curriculum to the learners' needs.

The Role of Computer Literacy

Computer literacy in education also enhances learning experiences by providing students with access to
a vast amount of information and resources that can enhance their learning experiences. According to
Almusharraf and Almudarris (2016), computer literacy enables students to access online courses,
educational games, and videos that provide them with a more interactive and engaging learning
experience.

Furthermore, computer literacy plays a crucial role in preparing students for the future. As technology
continues to advance, computer literacy is becoming increasingly important in the job market. As noted
by Warschauer (2003), computer literacy is seen as a tool for social and economic empowerment,
enabling individuals to access better job opportunities and participate fully in the global economy.

Computer Literacy and the job Market

Computer literacy has become increasingly important in the job market, as more and more jobs require
digital skills. Several studies have emphasized the importance of computer literacy in the job market. For
example, a study by Burning Glass Technologies found that "digital skills are now necessary in 82
percent of middle-skill jobs" (Burning Glass Technologies, 2016).

Moreover, computer literacy is not only important for technology-related jobs but also for jobs in other
industries. As noted by the U.S. Bureau of Labor Statistics, "workers in almost all fields must now have
some level of digital literacy" (U.S. Bureau of Labor Statistics, 2019).

Improving Computer Literacy

Improving computer literacy is essential in today's digital age, as technology continues to play an
increasingly significant role in various aspects of life. Here are some ways in which computer literacy can
be improved, supported by relevant literature:

1. Formal education: Formal education, particularly in the form of computer courses, can significantly
improve computer literacy (Moses & Cobb-Clark, 2001). Such courses can provide learners with a
structured and comprehensive understanding of computer systems, software applications, and coding.
Moreover, the quality of instruction and the relevance of the curriculum to the learners' needs can also
affect the effectiveness of these courses.

2. Online resources: The internet provides a vast amount of resources that can aid in improving
computer literacy. Online courses, tutorials, and forums can help individuals develop their skills in
various areas of computer literacy. For example, Khan Academy offers free online courses in coding,
while Codecademy provides interactive coding lessons.

3. Hands-on experience: Practical experience is crucial in improving computer literacy. Hands-on

experience can help individuals become familiar with computer systems and software applications.
Moreover, it can help individuals develop problem-solving skills and enhance their ability to
troubleshoot computer-related issues.

4. Peer support: Collaborating with peers who have more advanced computer skills can help individuals
improve their computer literacy. Peer support can provide a supportive environment for learners to ask
questions, share knowledge, and develop their skills.
RELATED LITERATURE

Computer Literacy and teacher job in effectiveness in Kwara state secondary school by Akinnubi et al.
(2012)-This study investigated computer literacy and teacher job effectiveness in Kwara State secondary
schools. The study was a descriptive one of the survey type. Five hundred, that is, 100 principals and 400
teachers were randomly selected as respondents. Two researcher-designed instruments
entitled:‘Computer Literacy Questionnaire’(CLQ) and ‘Teachers Job Effectiveness Questionnaire’(TJEQ)
were used to collect relevant data.

Teacher attitudes toward Computer Literacy by stenzel Jr, L.G(1982)-The purposes of the study were to
delineate, analyze, and document the reasons that teachers may avoid using computer technology. Lack
of opportunity, lack of assistance, and lack of equipment and materials appeared to be the primary
obstacles to teacher use of computers in schools.

Perceived Computer Literacy among different types of (under) graduate students: findings of a survey by
poelmans, S., et al.(2009)-Based on the literature and on numerous interviews with ICT lecturers in
higher education, we assert that (under)graduate students’ essential computing knowledge - including
issues such as information security, information retrieval, information storage, legal issues, and risks of
internet usage - is often overestimated, not in the least by students themselves.

Jordanian EFL students' perceptions of their computer literacy by Bataineh, R., and Baniabdelrahman, A.
(2006)-This study investigated 210 Jordanian EFL perceptions of their computer literacy. The findings
revealed that the majority of the students reported being fairly proficient to proficient in computer skills
such as deleting files (81.43%), copying files (78.57%), formatting a floppy disk (67.15%), and installing a
program on a hard disk (64.29%), while most reported being not or a little proficient in computer skills
such as using images from a camcorder or digital camera in computers (84.76%), using PowerPoint
(80%), and creating databases (78.09%).

Computer literacy: Sine qua non for digital age of language learning and teaching by Tafazoli, D., et al.
(2017)-This paper reviews the related literature on new literacies, as well as the relationships between
computer/electronic literacy and language learning and teaching.

Computer literacy of Turkish preservice teachers in different teacher training programs by Ozsevgec, T.
(2011)-This paper reports on an investigation into the sophomore and senior preservice teachers’
computer literacy in different teacher training programs and to determine relationship between grades
and the teacher training programs in terms of their computer literacy. The study used case study
research methodology, and the sample consisted of 276 preservice teachers. The ‘Computer Literacy
Scale’ comprising 24 likert-type questions was employed.

Computer literacy skills of libranians: a case study of Isfahan University libraries, Iran by Safaheih, H., &
Asemi, A.(2010)-This paper aims to assess the level of computer literacy skills of librarians in the
University of Isfahan, Iran and attempts to examine their avenue of computer literacy, software used,
benefits derived from computer and problems militating against effective usage of computers.

Computer literacy for teachers: a staff development model for the Sioux falls school district 49-5 by
Quissell-Nelson, C.(1984)-Therefore, the purpose of this study was to provide data and information
concerning the following: (1) the competencies necessary for teachers to be considered computer
literate, (2) the characteristics of successful staff development plans, (3) the content of the District's
staff development program on computers, (4) the principles of instructional design, (5) the affect
teacher's attitudes about computers had on their use of computers in the classroom.

The association between computer literacy and training on clinical productivity and user satisfaction in
using the electronic medical record in saudi arabia by Alasmary, M., et al.(2014)-This study
demonstrated that EMR users with high computer literacy skills were more satisfied with using the EMR
than users with low computer literacy skills.
The effect of an educational internet-based computer literacy course on pre-service teacher education
students' computer self-efficacy by Abuloum, A. M. (2005)-The purpose of this study was to compare
pre-service teacher education students’ computer self-efficacy at the beginning and end of an Internet-
based computer literacy course by prior computer experience. Self-efficacy (Bandura, 1977; Bandura,
1986) constituted the theoretical framework for this study.

RELATED STUDIES

Computer literacy: Today and tomorrow by Hoffman, M., & Blake, J.(2003)-In this paper we chronicle
the history of teaching Computer Literacy, and discuss its relationship with the broad topic of
Information Literacy. We include the description of a course on the Internet taught at Quinnipiac
University that serves as a model for an updated Technology Literacy course incorporating both
Computer Literacy and Information Literacy.

Computer literacy for everyone by Liao, L., & Pope, J. W.(2008)-The authors use the World Wide Web as
a vehicle for proactive learning and publishing; and they encourage collaboration using web and
programming applications tools to enable true literacy. This paper will review those aspects of the
instructors' methodology that contribute to the success of the course.

Computer literacy: Implications for teaching a college-level course by Hindi, N. M., et al.(2002)-The
purpose of this study was to investigate students’ perceptions of computer literacy skills they had
obtained prior to enrolling in a university and to develop implications and recommendations for
teaching a college-level computer course.

YACLD: yet another computer literacy definition by Mason, J., & Morrow, R. M.(20006)-The authors have
separated computer literacy into two components, awareness and competence, and proposed a two
course sequence that addresses both the awareness and the competence components of computer
literacy. A student that completes the sequence is truly computer literate.

An investigation of self- reported computer literacy: Is it reliable by Merritt, K., Smith, D., et al(2005)-The
research presented in this paper examined the question of whether self-reported computer literacy can
be a reliable indication of actual computer literacy and therefore valid for use in empirical research.
Study participants were surveyed and asked to self-report their level of computer literacy.

A new perspective on teaching computer literacy by Goldweber M., et al(1994)-In this paper we present
a definition of computer literacy that is independent of any specific application or application genre and
introduce the notion of application literacy as distinct from that of computer literacy. Finally we describe
a course implementation strategy commensurate with our philosophy.

Planning for computer literacy by Haigh, R. W.(1985)-The term" computer literacy" has become de
rigeur among avant garde educators and public officials. Despite its frequent use, however, computer
literacy remains an amorphous concept. The purpose of this article is to postulate a planning framework
which a collegecan use to decide what its students need to know about computers.

Computer literacy: what students' know and from whom they learned it by Hoffman, M. E, & Vance, D.
R.(2005 February)-We propose a taxonomy according to which native technology tasks are learned with
family support, social and educational technology task categories are supported by friends and teachers,
respectively, and optional technology tasks are learned with little support. Our results will help in the
design of appropriate computer literacy courses.

Computer literacy and attitudes towards e-learning among first year medical students by Link, T. M., &
Marz, R.(2006)-In this study, we estimate the level of students' computer skills, the number of students
having difficulty with e-learning, and the number of students opposed to e-learning. The study was
conducted in an introductory course on computer-based and web-based training (CBT/WBT).

The impact of computer literacy on students academic performance in senior secondary schools in Esan
West Local Government Area, Edo State, Nigeria by Aitokhuehi, J. O., & Ojogho, J.(2014)-The study
examined the impact of computer literacy on students’ academic performance in EsanWest Local
Government Area of Edo State, Nigeria. To guide the study, four (4) questions were raised and
answered. This is to determine the impact of computer literacy in the academic performance of
students in the senior secondary schools in Esan West Local Government Area of Edo State.
CONCEPTUAL FRAMEWORK:

INPUT: OUTPUT:

Student profile: Process:

• Gender • Data gathering

• Age. •. Analysis of data

• Year & Strand. through

• Survey Questionaire

Variables

• Basic computer skills To determine the level of

• Software proficiency Computer literacy of grade

• Internet proficiency 11 students'

• Data management

• Programming and coding skills

• Cybersecurity
HYPOTHESIS:

Ho1: The level of computer literacy among Grade 11 Information and Communication Technology
students of Tominamos integrated school academic year 2023-2024 is average.

Ho2: The level of computer literacy among Grade 11 Information and Communication Technology
students of Tominamos integrated school academic year 2023-2024 is not significantly influenced by
gender.

DEFINITION OF TERMS:

Software proficiency - refers to an individual's level of knowledge and skill in using a specific software or
computer application. This can include the ability to use features and functions effectively, navigate the
user interface, troubleshoot problems, and customize settings to meet specific needs.

Cybersecurity - refers to the practice of protecting computer systems, networks, and sensitive
information from unauthorized access, theft, damage, or other malicious activities.

Synthesizer - A synthesizer, often abbreviated as "synth," is an electronic musical instrument that

generates audio signals, which are then modified and controlled by the musician to create a wide range
of sounds, from simple tones to complex, multi-layered textures.

Proficiency - refers to the level of competence or skill that an individual has attained in a particular area
or subject.

Programming - refers to the process of writing instructions or code in a programming language that a
computer can understand and execute.