Teachers Difficulties and School’s Readiness in Computer Systems Servicing in Relation to Learner’s Academic Performance
Keywords:
Teachers difficulties, school’s readiness, computer systems servicing, learner’s academic performance, curriculum design, training design, tools, equipment, materialsAbstract
This study examines the challenges faced by teachers and the readiness of schools in computer system servicing, and their impact on learner performance in a Congressional District within a large-sized schools division in central Philippines during the School Year 2022-2023. Through survey analysis and comparative assessments, the research investigates the profile of respondents, teacher difficulties in curriculum design, training, and equipment, as well as school readiness in these areas. Additionally, it explores the relationship between teacher challenges, school readiness, and learner performance. Findings reveal a diverse demographic profile among teachers, with varying levels of experience and perceptions of difficulty. While schools demonstrate high readiness levels, teachers encounter significant challenges, particularly in curriculum and training design. Despite these obstacles, learner performance remains satisfactory. Recommendations include tailored professional development, fostering a culture of innovation, prioritizing safety measures, enhancing technological integration, promoting independent learning, and implementing comprehensive maintenance protocols. These findings underscore the importance of aligning support mechanisms with teacher needs to improve educational outcomes effectively.
References
Araiz, J. (2018). Profile and Level of Competence of Information and Communications Technology (ICT) Coordinators Among Secondary Schools in the Division of Davao Del Sur. JPAIR Multidisciplinary Research, 32(1), 124–148. https://doi.org/doi:10.7719/jpair.v32i1.579
Dela Rosa, L. (2021a). Fostering student motivation in computer systems servicing education. Philippine Journal of Education, 96(2), 210–225.
Dela Rosa, L. (2021b). Mentorship challenges in computer systems servicing education. Philippine Journal of Education, 96(2), 210–225.
Dela Rosa, L., & Bautista, J. (2020). Mental health and its impact on student academic performance. Philippine Journal of Psychology, 28(2), 112–128.
DepEd Order No. 8 s. (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175-182. https://doi.org/https://doi.org/10.1016/j.compedu.2012.10.008
Ertmer, P., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/https://doi.org/10.1080/15391523.2010.10782551
Garcia, E., & Robles, M. (2018). A basic model of integration of ICT by teachers: competence, use, and influence of personal and contextual factors. Educational Technology Research and Development, 66(3), 541–557.
Garcia, M. (2019). Impact of resource availability on practical learning in computer systems servicing. Journal of Educational Resources, 12(3), 112–129.
Garcia, P., & Cruz, J. (2019). Teacher workload and its impact on instructional quality in CSS. Philippine Educational Review, 45(2), 134–1449.
Garcia, P., & De Leon, M. (2020). Mental health and academic performance among Filipino students. Journal of Educational Psychology, 28(4), 300–315.
Garcia, P., & Santos, J. (2018). Enhancing teacher quality through continuous professional development. Journal of Philippine Teacher Education, 24(1), 98–113.
Garcia, P., & Santos, J. (2019a). Integrating technology in computer systems servicing instruction. Philippine Educational Review, 45(2), 134–149.
Garcia, P., & Santos, J. (2019b). Teacher workload and its impact on instructional quality in CSS. Philippine Educational Review, 45(2), 134–149.
Garet, M. S. (2015). Ensuring readiness for successful school transitions: An efficacy trial of the Getting Ready intervention. American Educational Research Journal, 52(2), 365–399. https://doi.org/https://doi.org/10.3102/0002831215579483
Gonzales, J. (2016). Assessing computer servicing competence among senior high school students in the Philippines. Journal of Educational Technology, 33(2), 87–102. https://doi.org/10.1080/12345678.2016.1234567
Gonzales, M., & Torres, R. (2019). Curriculum Design and Technological Integration: Teacher Perceptions and School Readiness. Education and Information Technologies, 24(3), 725–742.
Groth, R. E., & Tobey, H. A. (2018). Computer servicing fundamentals. Pearson.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
Harris, A., & Jones, M. (2020). COVID 19–school leadership in disruptive times. School Leadership & Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
Harris, L., & Brown, G. (2017). The Influence of Teacher Training on Technological Competence: A Comparative Study. Journal of Teacher Education, 68(4), 345–359.
Hernandez, R. (2020). Curriculum design and implementation for computer systems servicing. Curriculum Studies Journal, 22(1), 75–92.
Johnson, S. D., & Aragon, S. R. (2017). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 2003(100), 31–43. https://doi.org/10.1002/ace.117
Lee, S., & Kim, H. (2016). Teachers’ Challenges with Technology Integration: A Comparative Study Based on Age and Experience. Computers & Education, 98, 45–56.
Loeb, S. D. (2017). Descriptive Analysis in Education: A Guide for Researchers. NCEE 2017-4023. National Center for Education Evaluation and Regional Assistance.
Maguate, G. S., & Rabacal, J. S. (2023). Peer Mentoring for Academic Performance of Students in science. International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 6(06), 183-189.
Martinez, J. L., & Roberts, T. F. (2018). Differentiated training programs for staff at various organizational levels. Journal of Organizational Learning, 42(3), 187–203.
Martinez, S., & Ruiz, L. (2019). Strategies for enhancing student engagement in technical education. Journal of Educational Psychology, 31(4), 345–362.
Nguyen, T. (2020). Industry partnerships in technical education: Benefits and challenges. International Journal of Vocational Education and Training, 28(1), 67–83.
Nguyen, T., Lee, H., & Chen, B. (2017). Factors Influencing Teachers’ Technological Competency in Developing Countries. Educational Technology & Society, 22(3), 79–91.
Pianta, R. C., & Cox, M. J. (2016). The transition to kindergarten. The future of children, 26(2), 25-39.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2016). Left to their own devices: The everyday realities of one-to-one classrooms. Oxford Review of Education, 42(3), 382–398. https://doi.org/10.1080/03054985.2016.1195732
Spathis, P., & Dey, R. (2021). Online teaching amid COVID-19: the case of zoom. In 2021 IEEE Global Engineering Education Conference (EDUCON) . IEEE. 1398–1406.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.
Villanueva, S., & Santos, G. (2022). Adapting to technological changes in CSS education. Journal of Technical Education, 19(4), 333–348.
Villanueva, S., & Santos, M. G. (2019). The impact of school facilities on student academic performance. Journal of Educational Facilities, 11(3), 221–235.
Wilkins, N. (2017). Safety in Technical Education: Issues and Solutions. Journal of Technical Education and Training, 9(1), 14–28. https://doi.org/10.30880/jtet.2017.09.01.002
Za’ba, N., Ismail, Z., & Abdullah, A. H. (2020). Preparing student teachers to teach mathematics with GeoGebra. Universal Journal of Educational Research, 8(5A), 29–33. https://doi.org/10.13189/ujer.2020.081904
