The Live Experience of ICT Students in Navigating Document Creation for Academic

Task

A Research Proposal Presented to the

Panabo City Senior High School
Division of Panabo City

____________________

In Partial Fulfillment of the Requirements

in Practical Research 1
Second Semester

TABUDLONG, ARVIN CEDRICK L.

BARCENAS, CYRIL DAVE L.
CORBITA, JACKIELYN M.
ALIMBON, MARJUVE G.
BERCEDE, CHRISTIAN
SALIK, RIDWAN

March 2025
 CHAPTER 1
Introduction
In today’s digital world, the ability to create well-structured academic

documents is a crucial skill for students. Technology becoming a bigger part of

education, students are expected to use digital tools for writing, formatting, and

organizing their academic work. Grade 11 ICT students, in particular, are often

assumed to be skilled in document creation because of their specialized curriculum.

Although they are familiar with technology, they have difficulty handling word

processing software properly, writing according to the rules of academic writing, and

managing their time accordingly. This study will explore what real-life challenges

they have when creating academic text: what they face, how they handle these

situations, and to what extent their ICT skills help. By understanding their

perspectives, this research hopes to shed light on ways to improve ICT education

and better support students in developing strong academic writing skills

In Indonesia, Sulistyaningrum (2024) highlights that navigating document

creation for academic writing can be both a technical and intellectual challenge for

students, even those with a background in ICT. While digital tools offer various

features to aid in structuring and formatting academic texts, students may still

struggle with effectively utilizing them. The research shows that many students face

difficulties in mastering word processing software, particularly in managing citations,

formatting, and maintaining coherence in their writing. These challenges suggest that

technical proficiency alone is not enough; students also need guidance in applying

digital tools to meet academic writing standards. Understanding these struggles can

help educators refine ICT education, ensuring that students are not only
technologically skilled but also equipped with the necessary competencies for

producing high-quality academic work.

In the Philippines, Mangarin and Climaco (2024) discuss the importance of

digital literacy, which encompasses the ability to proficiently utilize digital tools,

access and evaluate information, and communicate within the digital landscape.

Despite its significance, many high school students exhibit low levels of digital

literacy, even as technology becomes more integrated into education. The paper will

therefore examine the core causes of low digital literacy in Filipino high school

students. Factors include socioeconomic disparity, lack of access to technologies,

inadequately prepared teaching staff, antiquated education policies, and social and

cultural influences. Knowing all these issues would be necessary in bridging the

digital divide, thus allowing everyone to gain digital skills equally.

In Davao del Norte, Libago, Jajalla, and Royo (2023) explores digital literacy,

emphasizing the effective and responsible use of digital tools. Despite its

importance, many students still struggle due to limited technology access and online

disinformation. To address this, the study examined differences in digital literacy

based on sex and academic program. Findings revealed a high level of digital

literacy among students, with significant differences across groups. The study

recommends strengthening school-based programs to enhance students’ digital

skills, particularly in connectedness and creativity.

This study addresses the gap in understanding how Grade 11 ICT students

navigate document creation for academic texts. While document creation is an

essential skill, there is limited knowledge about the specific challenges and

strategies students face when using ICT for academic tasks. Most existing research
focuses on general digital literacy or technology access rather than students’ actual

experiences. As schools increasingly rely on digital tools, the ability to effectively

create documents is crucial for both academic performance and future job

preparedness. However, many students still struggle with technology, which can

affect their academic success and career readiness. By investigating the challenges

students face and how they overcome them, this study aims to shed light on their

experiences and improve digital literacy, ensuring students are well-prepared for a

high-tech society.

Purpose of the study

The purpose of this qualitative approach study will be to understand the live

experiences of Grade 11 ICT students in navigating document creation for academic

texts for Grade 11 ICT students at Panabo City Senior High School. At this stage in

the research, the live experience of students navigating document creation will be

generally defined as the process through which students will engage with and

overcome challenges in using digital tools to create academic documents for school

tasks.

Theoretical lens

This study is guided by the Experiential Learning Theory (ELT) and the

Technology Acceptance Model (TAM), which together help explain how ICT students

experience, learn, and adapt to document creation for academic tasks.

Developed by David Kolb (1984), Experiential Learning Theory (ELT) states

that people learn best through direct experience, reflection, and practice. It suggests

that learning happens when individuals actively engage in a task, think about their

experiences, and apply what they have learned in new situations.

 At the same time, the Technology Acceptance Model (TAM), introduced by

Fred Davis (1989), explains how people accept and use technology.

In this study, ELT helps explain how ICT students develop their skills in

document creation through hands-on practice. It provides insights into how they

learn to use digital tools, face challenges, and improve their abilities over time. At the

same time, TAM helps explore how students feel about using document creation

software, the difficulties they face, and the reasons they might avoid or embrace

these tools. It also provides insights into technical issues, digital literacy, and user

experience, which influence how students interact with ICT tools for academic tasks.

By using these theories, the study aims to understand both how students

learn through experience and why they find some digital tools easier or harder to

use. ELT helps explain how students build their skills over time, while TAM helps

analyze the factors that affect their willingness and ability to use ICT tools effectively.

Together, these theories provide a clear framework for understanding ICT students'

experiences and challenges in document creation for academic work.

Importance of the study

This study is important because it will examine the experiences that Grade 11

ICT students will face in document creation for academic texts. In a digital world that

is increasingly becoming the norm, understanding how students will use ICT tools for

academic work will inform their preparedness for both academic and professional

success. Identifying the challenges and strategies students will face in this research

will guide educators and policymakers on how to better integrate ICT into the

curriculum and how to support students in developing these essential digital skills.

Ultimately, the findings will aim to bridge the gap between digital literacy and
academic achievement, ensuring that students will be adequately prepared for

success in both their academic and future careers.

1.Students - This research will provide an overview of the skills needed to

apply digital tools in writing and producing academically valued documents,

contributing not only to their success but also to their future professional lives.

Understanding the problems they will encounter and how they will address them

while creating documents will lead to enhanced digital literacy, enabling them to

become more competent and confident in using ICT tools.

2.Teachers - The findings of this research will provide valuable insight into

how they can support their students in creating documents, which will equip students

with the necessary resources and teaching strategies. The research will also assist

teachers in identifying areas where students may face difficulties, allowing them to

provide more focused support and create an environment that helps students

develop both technical and academic writing skills.

3.Department of Education - This research will guide future policy decisions

regarding the integration of ICT into the curriculum. It will provide evidence of the

areas where students will face challenges and the effectiveness of current ICT

teaching methods. This will guide the development of more effective training

programs for teachers, improvements in technology and resources available to

students, and ensure that all learners will have equal opportunities to develop the

digital skills required for success in the modern academic and professional world.

4.Future Researchers - The study will serve as a foundation for future

research on digital literacy, ICT integration in education, and the development of

academic writing skills in a technology-driven environment.

Research Questions

The research question encourages students to reflect on personal

experiences and difficulties they face using ICT in the educational setting. In doing

this, it solicits students to share insights regarding how digital tools impact learning

and engagement and some of the obstacles they face to understand both benefits

and challenges while using document creation tasks for their academic work.

1.What are the lived experiences of ICT students in navigating document

creation for academic task?

2.What challenges have you faced as an ICT student in creating document for

academic task?

3.How have you faced with these challenges while working on document

creation for academic task?

4. What are your insight on the process of document creation for academic

task?

This question assesses how you handle ICT challenges and what support or

improvements you believe are necessary for better learning outcomes.

Scope and Delimitation

This study focuses on the experiences of Grade 11 ICT strand students in

Panabo City Senior High School (PCSHS) in creating school documents for

academic tasks. Conducted in the academic year 2024-2025, this research aims to

understand how these students make school documents and what tools and

methods they engage to accomplish them. It focuses on whether word processing

software, formatting styles, and other digital resources help them. The study will also
identify problems that may slow them down, such as technical issues, lack of

devices, software limits, and different levels of computer skills.

This study is limited to ICT strand students at PCSHS, so the results may not

reflect the experiences of students from other strands, schools, or places. This

research will only reflect the students' personal experiences; it will not include the

thoughts of teachers, parents, and school staffs, which would have given more

comprehensive insight. Data will be collected through survey and interview

techniques, so findings will be relative to the individual reports of students. Moreover,

since the basis of this research is the technological and school conditions at PCSHS

during this particular period, results may not generalize to other schools or situations.

Definition of terms

Live Experience – The direct, first-hand encounters, problems, and lessons

learned by Grade 11 ICT strand students during academic tasks concerning the

creation of documents.

Grade 11 Students (ICT Strand) – Students who are currently pursuing senior

high school and enrolled in the Information and Communications Technology strand,

where their curriculum covers computer systems, programming, and other digital

applications.

Navigating – The process of managing, understanding, and overcoming

challenges while performing a specific task or activity, in this case, document

creation for academic purposes.

Document Creation – The process of generating, formatting, and organizing

digital or printed documents using various software tools, including word processors,

presentation software, and other applications relevant to academic work.

 Academic Task : Assignments, research papers, reports, etc., which consist

of structured writing for the completion of learning tasks and assessment, which is

prevalent in an educational environment.

 CHAPTER 2

Brief Introduction

This chapter presents the Methodology used in this study. It includes the

Research Design, Participants of the Study, Role of the Researchers, Data Source,

Data Collection Procedure, Data Analysis, and Trustworthiness and Ethical

Considerations of the Study.

Research Design

This study will be using a qualitative research design to explore the lived

experiences of Grade 11 ICT students in navigating document creation for academic

texts. The qualitative approach is chosen because it allows for an in-depth

exploration of the students’ personal experiences, focusing on how they cope with

the various documents they create through tools that can support academic tasks.

This research is necessary to capture student details without pre-existing

frameworks to force predetermined parameters for capturing their requirements,

challenges, and how they use all the strategies in the creation of academic

documents.

The qualitative design is particularly appropriate because it amplifies the

subjective nature of the experiences from students, providing insights on how they

view things and what challenges they face and attachment towards the use of

document creation tools. The study will seek to explore the lived experiences of the

students and identify the factors that influence their digital literacy in document

creation, as well as how these factors affect their academic performance. This

method will ensure that rich, detailed data is collected, providing valuable insights
into how students use digital tools for academic work that may not be captured by

other quantitative methods.

Participants of the Study

In this study, purposeful sampling will be applied. This is a non-probability

sampling approach used in studies to select participants most relevant to the

researcher’s objectives. Purposeful sampling is especially helpful in qualitative

research for cases where insights derived from participants having specific

experiences and characteristics on the phenomenon in question are desired by the

researchers themselves (Creswell, 2013). This sampling design would enable the

researcher to focus on people who have knowledge or have firsthand experience on

the topic of creating documents with digital tools within an academic context.

Purposeful sampling is utilized in this research because it provides the

researcher the guarantee that those participants selected for the study would be

directly exposed to the matter under study, hence providing very rich and elaborative

information concerning their experiences. By choosing Grade 11 ICT students who

have direct experience with navigating the creation of documents, the study will

better capture meaningful data about the challenges and how students strategize

when working on their academic work. The aim is to better understand their lived

experiences and how they actually interact with these ICT tools when documenting.

Inclusion Criteria

The inclusion criteria for selecting participants will be as follows:

Grade 11 ICT Students: Only students enrolled in the ICT track of Grade 11 at

Panabo City Senior High School will be selected to ensure they have relevant

experience with ICT tools for academic tasks.

 Experience with Document Creation: Participants must have used digital tools

(such as word processing software) to create academic documents as part of their

school requirements.

Willingness to Participate: Students must be willing to share their experiences

and participate in the study through interviews or focus group discussions.

Availability: Participants must be available to engage in the study during the

specified data collection period.

By using purposeful sampling and these inclusion criteria, the study will focus

on gathering data from participants who have the most relevant and insightful

experiences regarding document creation, allowing for a deeper understanding of

the phenomenon.

Role of Researchers

As researchers within this study, our main role is to develop and implement a

systematic action plan on exploring how ICT students see the use of technology in

an academic-based task, particularly on navigating document creation. We will

examine the pros and cons that they face when working on these digital tools. Our

research will be strictly conducted within strict ethical considerations, obtaining an

informed consent agreement and assuring privacy throughout the data collection

process.

To ensure meaningful insights, we will adopt methods such as surveys,

interviews, or any other appropriate techniques. The collected data will then be

systematically analyzed to identify patterns and trends so that we can draw well-

supported conclusions. We will then gather a comprehensive and accurate report

from our findings. This report will provide valuable recommendations for
stakeholders on how to improve the implementation of ICT in education and enhance

the experience of students in creating documents for academic work.

Data Source

To acquire information for our study, we will use a combination of both

surveys and interviews. Through surveys, we will maintain questions that are simple

and structured for answers from students. This will assist us in gaining both the

statistics and personal opinions on how they create school documents and the

problems they may face. Surveys will also allow us to reach many students and learn

about varied experiences.

Interviews will allow us to know more by speaking directly with the students

through phone calls or online meetings. Unlike surveys, interviews will allow students

to give longer answers and explain their challenges and ways of handling document

creation. This will help us find details that might not appear in survey results.

We will use a combination of both surveys and interviews to collect full and

clear information about how students create documents for school tasks.

Data Collection Procedure

For our research on "The Lived Experience of ICT Students in Navigating

Document Creation for Academic Tasks, we adopted a clear and structured method

of getting accurate and useful information. Starting with identifying main research

questions was the first move. Our focus is on the way ICT students create academic

documents and the problems they face during this process. Our key questions are:

How do ICT students create documents for schoolwork? and What problems do they

experience when using document-making tools? To collect information, we prepared

a set of open-ended interview questions that allowed students to share their

experiences in detail. Examples of questions included were: "Please tell me, how do

you normally produce formal papers?" "What problems, if any have you encountered

working with document composing tools?" Interview dates were at a time selected for

the purpose to be easy for the research participants. Either face-to-face or online.

Interviews were audiotaped to help capture quotes exactly as recorded. We followed

the ethical considerations, such as explaining the aim of the study to the

respondents, keeping all their responses anonymous, and enabling them to leave

the study anytime. After we conducted the interviews, we documented everything

that had been said, and we took great care to organize the data. We identified

common themes and patterns in their answers, helping us understand what students

experienced, how they felt difficulties, and how they could manage document

production. By using this approach, we hope to obtain valuable information on how

ICT students handle academic document creation.

Data Analysis

We will utilize Creswell's (2009) thematic analysis framework to explore the

data generated in this research. This methodology is widely utilized in qualitative

studies to identify, analyze, and interpret patterns or themes within the data. In this

research, thematic analysis would be appropriate for the purpose as it helps one

organize and make sense of the students' experiences and challenges about using

ICT to accomplish academic work. By searching for repeated ideas and key themes

in the participants' responses, this approach will provide a clear and detailed

understanding of the difficulties students face and the insights they share. This

method will allow us to systematically interpret their experiences and draw

meaningful conclusions relevant to our study.

 Steps of Creswell's thematic analysis are as follows:

1. Familiarization with data - The researchers will transcribe interviews and

focus group discussions, read the data repeatedly, and take preliminary notes to

have a rich understanding of the content.

2. Initial codes generation – Major parts of data will be provided with codes

where key ideas or recurring patterns based on students' perception and the

challenges; they experience in using ICT will be captured.

3. Theme seeking – The researchers will group related codes to identify

broader themes that reflect the students’ experiences and challenges. These may

include themes such as difficulties with accessibility, positive experiences using ICT,

and gaps in digital literacy.

4. Reviewing themes – Themes will be reviewed and refined by checking their

consistency with the data and ensuring they adequately address the research

questions.

5. Defining and naming themes – Clear definitions will be provided for each

theme, reflecting the students’ experiences and challenges in using ICT for

document creation.

6. Producing the report – Finally, the themes will be synthesized into a

narrative that provides meaningful insights into the research problem.

For example, Nowell et al. (2017) argued that Creswell's thematic analysis is

useful in the exploration of experiences within particular contexts, hence becoming a

good research method for educational research. In this study, thematic analysis will

help us understand the results within the context of ICT students at Panabo City
Senior High School. The analysis will be based on a careful review of the

participants' responses, and it will allow us to identify key patterns and themes. This

approach will provide evidence-based insights into how ICT students navigate

document creation for academic tasks and the challenges they face in the process.

Trustworthiness of the Study

This study ensures trustworthiness by adhering to the criteria outlined by

Shenton (2004), which include credibility, transferability, dependability, and

confirmability. These principles establish the reliability and validity of the research

findings.

1.Credibility

To ensure the credibility of the study, the researchers employed Triangulation,

Member Checking, Peer Briefing, and Thick Description. These techniques help to

accurately capture the participants’ experiences and ensure the findings reflect the

true perspectives of the subjects under study. Additionally, the researchers-

maintained consistency in data collection and analysis to establish a trustworthy

narrative.

2.Transferability

The study provides detailed descriptions of the research context, participants,

and methods to enable readers to determine whether the findings are applicable to

other contexts. By including rich, thick descriptions, the research facilitates the

potential transfer of its insights to similar settings or populations.

3.Dependability
 The dependability of the study is ensured by documenting the research

design, data collection methods, and analysis procedures in detail. An audit trail is

maintained to allow others to review the process and verify that the findings are

consistent and replicable. Regular peer debriefing and review further enhance the

dependability of the study.

4.Confirmability

The researchers ensured confirmability by minimizing bias and subjectivity

throughout the study. Data collection tools and procedures were designed to focus

solely on the participants’ perspectives and experiences. Reflexive journaling and

audit trails were also employed to establish transparency and neutrality in the

research process.

By adhering to Shenton’s framework for trustworthiness, this study aims to

provide credible, transferable, dependable, and confirmable findings, contributing to

the validity and reliability of its outcomes.

Ethical Considerations of the Study.

This study adheres to the ethical principles outlined in The Belmont Report

(1979) to ensure the rights, dignity, and welfare of the participants are protected. The

three key principles—Respect for Persons, Beneficence, and Justice—are applied

as follows:

1.Respect for Persons

This principle emphasizes recognizing the autonomy of individuals and

protecting those with diminished autonomy. In this study, the researchers obtained

informed consent from all participants, ensuring they fully understood the purpose,
procedures, risks, and benefits of the research before agreeing to participate.

Additionally, participants were given the freedom to withdraw at any time without any

repercussions. By doing so, the study respects their autonomy and ensures

voluntary participation, particularly for vulnerable groups, such as students, who may

be more vulnerable to pressure or influence because of their age and reliance on

authority figures like parents and teachers.

2.Beneficence

Beneficence entails maximizing benefits and minimizing potential harm to

participants. In this study, the researchers ensured that data collection methods were

non-invasive and respectful of the participants’ well-being. Confidentiality and

anonymity were maintained by using coded identifiers and secure storage of data on

encrypted devices, protecting participants from potential social or economic harm.

The study also seeks to benefit the participants and their community by shedding

light on their challenges and advocating for potential solutions.

3.Justice

Justice refers to ensuring fairness in the distribution of the benefits and

burdens of research. This study applied this principle by randomly selecting five

participants from ICT strand students fairly without bias, or discrimination.

Furthermore, the research findings aim to address the needs of the ICT strand in

Panabo City.

By integrating these ethical principles, this study ensures that participants are

treated with dignity and respect while contributing to meaningful and fair outcomes

for the broader community.

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