IMPLEMENTATION OF THE

DEPARTMENT OF EDUCATION
COMPUTERIZATION PROGRAM
IN BILIRAN DIVISION: A
FORMATIVE EVALUATION
Paul Matthew S. Bentor
 INTRODUCTION
• In the information age, Information and
Communication Technology (ICT) has a significant
function of enhancing and enriching the quality of
education.
• ICT was assumed to offer a wide spectrum of
benefits for the actual teaching and learning process.
 INTRODUCTION
• DepEd Computerization Program (DCP) - a program
that provides ICT infrastructures to both secondary
and elementary schools.
• the extent to which ICT is being used in Philippine
public and private schools is still largely unknown.
• general lack of documentation regarding the status of
ICT in education projects.
OBJECTIVES
• To assess the status of the
computerization program
implementation of the Department of
Education in Biliran Division
THEORETICAL FRAMEWORK
• Program Theory of Rogers, Petrosino
and Huebner
• Implementation Theory of Scheirer
• Activity theory of Kuuitt
 METHODOLOGY
• Quantitative Research (Descriptive – Survey Design)
• Non probability sampling
• Descriptive Statistics using numerical summary
measures
• Inferential Statistics using independent t-test
RESULTS
Profile of DepEd Computerization Program (DCP)
• 39% of DCP have 81-100% e-classroom
utilization and only 22% of DCP recipients with
0-20% e-classroom utilization
• 100% of secondary schools with computer
laboratory packages, while only 21% in the
elementary level
• 68% of teachers are integrating ICT in the
school system, 78.5% from the group of ICT
coordinators, and 67% of the school
administrators
RESULTS
Program Components
Program Objectives Major Final Outputs
1. Provide computer laboratory 100 % of the secondary schools were
packages to secondary schools provided with the laboratory
packages.
2. Provide e-classroom to 21% of the elementary schools were
elementary schools provided with e-classroom package
3. Provide laptop units to mobile 73% of the mobile teachers were
teachers given laptop units.
4. Integrate ICT in the school system 68% of the teacher- respondents,
78.5% of the ICT coordinators and
67% of the School Heads integrated
ICT in the school system
5. Raise the ICT literacy of learners, 92% of the learners, teachers and
teachers and school heads school heads are ICT literate.
 Weighted
Mean
DCP Activities Respondents Description

ICT Coordinator 2.74 Fully Implemented

1. Identification of DCP
recipient schools School
2.74 Fully Implemented
Administrator
ICT Coordinator 2.59 Fully Implemented
2. Orientation to the program
School
2.67 Fully Implemented
Administrator
ICT Coordinator 2.57 Fully Implemented
3. Provision of Technical
Assistance School
2.52 Fully Implemented
Administrator
ICT Coordinator 2.63 Fully Implemented
4. Assessment and validation of
e-classroom School
2.57 Fully Implemented
Administrator
ICT Coordinator 2.48 Partially Implemented
5. Submission of School
Readiness Checklist School
2.61 Fully Implemented
Administrator
ICT Coordinator 2.59 Fully Implemented
6. Delivery of e-classroom
package School
2.59 Fully Implemented
Administrator
ICT Coordinator 2.70 Fully Implemented
7. Inspection of ICT facilities
School
2.54 Fully Implemented
Administrator
ICT Coordinator 2.33 Partially Implemented
8. Hands-on training of
teachers School
2.30 Partially Implemented
Administrator
 ICT Coordinator 2.46 Partially Implemented
9. Submission of reports
School
2.17 Partially Implemented
Administrator

ICT Coordinator 2.33 Partially Implemented

10. Integration of ICT
School
2.24 Partially Implemented
Administrator

ICT Coordinator 2.20 Partially Implemented

11. Monitoring of Evaluation of
the program
School
2.20 Partially Implemented
Administrator

ICT Coordinator 2.51 Fully Implemented

Average Implementation of
ICT
School
2.47 Partially Implemented
Administrator
 Sig. (2-
Variables Mean SD t df Remarks
tailed)
1. Identification of DCP recipient schools
ICT Coordinator 2.74 .5348 No Significant
.000 90 1.000
School Administrator 2.74 .5348 Difference
2. Orientation to the program
ICT Coordinator 2.59 .6174 No Significant
-.731 90 .466
School Administrator 2.67 .5187 Difference
3. Provision of Technical Assistance
ICT Coordinator 2.57 .6550 No Significant
.345 90 .731
School Administrator 2.52 .5473 Difference
4. Assessment and validation of e-classroom
ICT Coordinator 2.63 .6449 No Significant
.321 90 .749
School Administrator 2.57 .6524 Difference
5. Submission of School Readiness Checklist
ICT Coordinator 2.48 .7814 No Significant
-.871 90 .386
School Administrator 2.61 .6490 Difference
6. Delivery of e-classroom package
ICT Coordinator 2.59 .6856 No Significant
.000 90 1.000
School Administrator 2.59 .5406 Difference
7. Inspection of ICT facilities
ICT Coordinator 2.70 .5106 No Significant
1.282 90 .203
School Administrator 2.54 .6221 Difference
8. Hands-on training of teachers
ICT Coordinator 2.33 .7319 No Significant
.146 90 .884
School Administrator 2.30 .6950 Difference
9. Submission of reports
ICT Coordinator 2.46 .6896 No Significant
1.895 90 .061
School Administrator 2.17 .7395 Difference
10. Integration of ICT
ICT Coordinator 2.33 .5187 No Significant
.769 90 .444
School Administrator 2.24 .5651 Difference
11. Monitoring of Evaluation of the program
ICT Coordinator 2.20 .6870 No Significant
.000 90 1.000
School Administrator 2.20 .6870 Difference
Average Implementation of ICT
ICT Coordinator 2.51 .4582 No Significant
.412 90 .681
School Administrator 2.47 .4139 Difference
 CONCLUSION
• The objectives of the implementation of the DCP
based on the profiles of the program were carried
out by the implementers and beneficiaries. The
major final outputs were achieved but some areas
need to be improved to attain 100%
accomplishment.
 RECOMMENDATIONS
• reinforce the implementation of the program by giving more technical
assistance, continuous hands-on training workshop, improving access
and in sourcing out funds to increase the ICT infrastructure.
• secondary school teachers should formulate innovations and other
effective strategies to sustain and enhance the level of technology
utilization and integration
• school leaders need to be aware that the potentials of ICT by
providing administrative support for the effective use of ICT, giving
incentives and appropriate recognitions of ICT –related outstanding
accomplishments
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