e-Maturity And Development
of Public Secondary Schools
with CLIC Project in South
Central Mindanao.
RAMELYN VELARDE-USMAN, Ph.D.
DENNIS B. RUBIN
Presenter
Introduction
This study focused on the e-Maturity of the public secondary
schools with Computer Literacy and Internet Connection (CLIC)
Project in South Central Mindanao. Its contribution in teaching learning process, management, community service assistance on
stakeholders participation, and school development in terms of
physical and academic achievement is measured in their NAT
result for the past three years, 2007-2010.
The study utilized the descriptive research design, which
was conducted in South Central Mindanao among the thirteen
(13) respondent’s public high schools in the three (3) cities and
four (4) provinces and its respective administrators, teachers and
second year students who were identified through simple
random sampling technique. Lottery was employed in selecting
thirteen (13) respondents’ schools.
Introduction
STATEMENT OF THE PROBLEM
This study aimed to determine the
level of electronic –maturity ( ematurity) and development of public
secondary schools, implementing the
Computer
Literacy
and
Internet
Connection (CLIC) Project in South
Central Mindanao.
Specifically, it sought to answer the
following problems:
•What is the level of electronic maturity
(e-Maturity) of the Computer Literacy
and internet Connection (CLIC) Project
recipient schools in: teaching –
learning process, management ,
community service assistance and
stakeholders assistance
•what
is the level of schools’
development in terms of
physical
development,
and
academic
development?
•Is the electronic maturity (e- Maturity)
Level of the Computer Literacy
and
Internet
Connection (CLIC) Project
recipient schools significantly associated
with the schools development.
•What are the issues and concerns in
the implementation of the Computer
Literacy and Internet Connection (CLIC)
Project?
Conceptual Framework
PUBLIC SECONDARY
SCHOOL’S
ELECTRONIC
MATURITY
(e-MATURITY)
PUBLIC SECONDARY
SCHOOL’S DEVELOPMENT
1. Physical Development
a. Infrastructure
b. Facilities
•In Teaching –learning
Process
2.
Academic Achievement
•In Management
•In Community
service Assistance
•For Stakeholder’s
Assistance
• National Achievement
Test (NAT)
METHODOLOGY
The methodology used in this study, this
includes respondents of the study, locale of the
study, sampling technique data gathering
instrument, data gathering procedure and
statistical treatment.
Research Design
The study used the descriptive evaluative design
in assessing the Computer Literacy and Internet
Connection (CLIC) Project of the Philippine
government in partnership with the United
State agency International Development
(USAID) through Growth
with Equity in
Mindanao (GEM) as to the schools’ profile. The
level of electronic maturity ( e-maturity), and
schools’ development is best describe in this
method. In determining the relationship of the
school’s profile of the respondents and the level
of electronic maturity (e-maturity) as well as the
schools development, descriptive correlation
was used.
Respondents of the Study
The respondents of this study were the public high schools
with Computer Literacy and Internet Connection (CLIC)
Project in South Central Mindanao. These are Isulan National
High School, President Quirino National High School, libertad
National High School, Sto. Niňo National High School,
Irenio Santiago Memorial National High School, Lagao
National High School, Alabel National High School,
Cotabato City National High-Main campus, Kidapawan
City National High School, Kabacan National High
School, Gil B. Manalo National High School, Matalam,
National High School and Mlang National High School.
The respondents were the second year High School
Students, all subject teachers and all administrators of
the above mentioned thirteen (13) schools in the three (3)
cities and (4) four provinces in South Central Mindanao.
Locale of the Study
This study covers the thirteen (13) public
secondary schools identified as recipient
of the GEM CLIC Project the three (3)
cities and four (4) provinces of South
Central Mindanao. The identified areas
are Cotabato City, General Santos City,
Kidapawan City, North Cotabato Province,
Saranggani Province, South Cotabato
Province and Sultan Kudarat Province. The
geographical location is presented on
Figure 2.
Sampling Technique
This study utilizes simple random sampling using
lottery technique in selecting thirteen (13)
respondents schools out of 55 identified GEM-CLIC
recipient in South Central Mindanao, All thirteen (13)
schools administrators were taken as respondents,
while twenty percent (20%) of the second year
students were taken as respondents, since this is the
only year level that represents the schools in taking
the National Achievement Test (NAT). The twenty
percent (20%) teachers were also employed as
respondents. The twenty percent (20%) of the total
population for both teachers and students can already
support its reliability or sample size using the stratified
sampling (Pagaso, Garcia, De Leon, 1992) and as
shown in Table 1.
Table -1 Sample Size of Students, Teachers and Administrators in
South Central Mindanao, 2011
Respondent’s Schools
Population
Students
Teachers
Admin.
Total Sample
Size
%
Sultan Kudarat
South Cotabato
General Santos City
Saranggani Province
Cotabato City
Kidapawan City
Cotabato Province
635
840
630
295
285
120
1205
250
90
260
120
130
150
545
2
2
2
1
1
1
4
887
932
892
416
416
271
1754
177.4
186.4
178.4
83.2
83.2
54.2
350.8
15.93%
16.74%
16.02%
7.47%
7.47%
4.87%
31.50%
TOTAL
4010
1545
13
5568
1113.6
100.00%
Results And Discussion
The study focuses on the level of
implementation of the Growth and Equity in
Mindanao-Computer Literacy and Internet
Connection (GEM-CLIC) Project and its
relationship with school development
measured through its e-maturity level.
The salient findings of the study are as
follows:
1. The e- Maturity level of these schools
implementing the GEM CLIC project
is “matured” in their teaching-learning
process in the management use of ICT
both in the office and classrooms.
They are similarly “matured” in giving
ICT service assistance to the
community as well as in strengthening
stakeholders support for school
development.
2. Testing the correlation coefficient between the schools
development in terms of their academic achievement
and their e-maturity level in the teaching-learning
process, a “positive weak correlation” exists in the
usability of ICT in schools, students’ skills
development, and in integration of ICT in learning
areas at 0.05 significance level. The schools e-maturity
level has an influence on the schools, development.
Schools receive support on infrastructure project from
its stakeholders due to ICT awareness and the
integration of new technology in instruction as
evidenced by the positive weak relationship.
Correlating both the teachers’ and administrator’
ratings, at 5% level of significance, the schools
development in terms of physical development and ematurity level are significantly related.
3. As to the issues and concerned encountered
by the schools in the implementation of the
GEM-CLIC Project, majority of the
respondents
encountered
problem
concerning on the insufficiency of computer
units in schools as reflected by the mean
rating of 3.3. Insufficiency of computer
units ranked no.1 in hindering the
sustainability of the ICT program. The least
rated are on the unwillingness of teachers to
use the ICT and the lack of teachers training
on ICT.
Conclusions
Based on the findings of the study, the following
conclusions were formulated:
•
The level of Public secondary schools with
GEM-CLIC project in South Central
Mindanao is e-Matured. Which meant that
it has 61% to 80% of level of
implementation on teaching and learning
process, ICT management use giving
assistance to the community and
strengthening stakeholders support for
development.
•The ICT in the schools were not utilized
properly for students learning to improve students
achievement as shown in their NAT results.
•Stakeholders responded positively in creating a
great physical development in all respondent
schools in South Central Mindanao. New
technology brought school physical development.
•Some schools had difficulty in sustaining the
ICT project mainly not because of the monetary
problem but it’s on lack of willingness of school
management and teachers to embrace the 21st
century technology.
Recommendations
•The public secondary schools e-maturity level should
be given attention by the present administration by
providing additional computer units to schools for an
appropriate computer and student ratio.
•The schools should make a spontaneous strong
relationship with the community, PTA, LGU,
NGO’s for the sustainability of the program for
total school development.
•Teachers should be trained and pushed to use the
technology for them to become at par with the
21st century learner.
School library should be replaced by school elibrary.