This study aimed to develop an ICT skills-based training program for high school teachers at Agusan Pequeño National High School. The study found that teachers had low ICT knowledge and skills proficiency. Based on these findings, the researcher created a training program called "Project GRID" to address the needs of teachers. Expert validators found the program to be acceptable. It was recommended that the school adopt Project GRID long-term and level up questions in future assessments to focus more on applying ICT skills in a pedagogical context.

1. DEVELOPMENT OF ICT SKILLS –
BASED PROGRAM FOR HIGH
SCHOOL TEACHERS

2. EDWIN C. FUEGO
AGUSAN PEQUEÑO NATIONAL HIGH SCHOOL
Northwest Butuan District
Division of Butuan City
edwin.fuego@deped.gov.ph
Secondary School Teacher - III
BUTUAN CITY, PHILIPPINES

3. Every country bears responsibility
for its children's fundamental right to
education. However, it does not
imply only the right to access
education, but also the right to
receive quality education through
quality teaching.
INTRODUCTION

4. The start of the 21st century makes it possible
for major parts of society, such as globalization,
ICT, and education, to work together. The global
village has been shaken up by technological
progress, and education, as one of the most
important institutions, has been one of the main
beneficiaries of this progress (Malik, 2018).

5. Internationally, the USAID Education Policy
asserted that incorporating relevant ICTs into
education interventions can improve teacher
training and coaching, allowing them to be
more effective. The concept of ICT for Education,
or ICT4E, had emerged. This program includes
technological tools and resources that can
improve both student performance and
educational system effectiveness.

6. In the Philippines, the passage of Republic
Act No. 10533, or the Enhance Basic Education
Act of 2013, laid the groundwork for the goal of
producing globally competitive learners and
providing opportunities for quality education
that is globally competitive and based on a
pedagogically sound curriculum that includes
ICT as one of its tenets to meet international
standards (Serrano, 2019).

7. Despite the existence of various educational innovations,
it is usual to encounter teachers who continue to teach in
the traditional manner rather than upgrading themselves
to be technologically modern in their teaching
(Szymkowiak et al, 2021). Teachers are expected to be ICT
and technologically literate. In fact, DepEd’s hiring
process, teachers must go through "skills demonstration,"
with computer literacy being the most common skill
demonstrated by applicants. (Oliver, 2002; Asan,2003 &
Frank & Barcelei as cited by Boholano et al., 2020).

8. In Agusan Pequeño National High School where the
researcher is currently assigned, it was commonly
observed that teachers are not utilizing technology in
their classroom pedagogical practices. Some teachers
have been observed seeking assistance from their
students or ICT coordinators in some basic application
processing when completing or performing ICT-related
tasks or even searching information on the internet.

9. In some cases, teachers are reluctant to do tasks
assigned by the principal stating the reason for his/her
incapability to use technology on such work. This
creates a gap since DepEd's vision is to develop
learners holistically. If teachers in the field are not
equipped with these knowledge and skills, particularly
learners in today's society who have grown up with
technology, then quality learning will be
compromised.

10. Statement of the Problem
This study determines the development of ICT skills-based training programs for
high school teachers. Specifically, it sought to answer the following sub-problems:
1. What is the profile of the respondents in terms of:
a.age
b.sex
c.length of service
d.training attended in relation to ICT
e.academic rank
f.subjects taught
g.highest educational attainment
2. What are the levels of ICT knowledge and skills proficiency of high school
teachers?

11. Statement of the Problem
3. What are the levels of ICT knowledge and skills
proficiency of high school teachers when
grouped according to profile?
4. Based on the findings, what ICT Skills – based
program can be developed?
5. How acceptable is the developed program?

12. Research Design
This study utilized a developmental research
design to determine the development of an ICT skills-
based program, which was conceptualized based on
the results of a preassessment test administered to
selected participants by the researcher. The results of
said assessment served as the foundation for the
development of a program, which was validated by
experts during the study's final phase.
METHODS

13. Research Participants
The participants of this study were all 29
regular/permanent high school teachers with at least
one (1) year of public-school teaching experience.
They were both from the junior and senior high
school departments, and they were currently teaching
at APNHS. In addition, the validators of the program
were among the participants of this study. Their inputs
or recommendations in terms of the content, structure,
budget allocation, and institutionalization of the
program were included.

14. Research Locale
This research was conducted at Agusan Pequeño National
High School (APNHS) in Agusan Pequeño, Butuan City.
APNHS is one of two (2) technical vocational schools in
Butuan City Division. A recipient of DepEd Computerization
Program. It offered computer related subjects such as Internet
and Computing Fundamentals and Computer System Servicing
(CSS)

15. Instruments
For the assessment/pre-testing phase, the
researcher employed an assessment questionnaire. It
was divided into two sections: (1) Respondent Profile
and (2) ICT questions of knowledge competency and
skills proficiency. It was validated by five (5) experts
in terms of content, structure, and composition.

16. Scale Verbal
Description for
Knowledge
Verbal
Interpretation for
Skills
Mean Score Mean Percentage
Score
1 Not Competent Not Proficient 0.00 – 1.16 0.00 –29.99%
2 A Little
Competent
A Little Proficient 1.17 – 2.32 25.00 – 49.99%
3 Somewhat
Competent
Somewhat Proficient 2.33 – 3.49 50.00 – 69.99%
4 Competent Proficient 3.50 – 4.24 70.00 – 84.99%
5 Highly Competent Highly Proficient 4.25 – 5.00 85.00 – 100.00%
ICT Knowledge Competency and Skills Proficiency Interpretation

17. During the validation phase of the study, the researcher
created an evaluation form which based its criteria on the
Organization for Economic Cooperation and
Development/Development Assistance Committee, an
international organization that monitors and evaluates
programs and projects (OECD/DAC Glossary). The
validation form was composed of five components, namely:
relevance, efficiency, effectiveness, impact, and
sustainability (www.oecd.org).

18. Procedure of the Study
1. Assessment/Pretesting Phase
1.1 Respondents Profile
1.2 ICT questions for knowledge competency and skills proficiency (MS
Word, MS PowerPoint, Google, Facebook and Gmail)
2. Development Phase
The researcher created a blueprint of competencies identified as low-
scoring skills and knowledge, which became a basis in the development of
the training program addressing the needs of the participants.
3. Validation Phase
This phase involves the validation or evaluation of the developed
program by 5 expert validators as to whether the program is acceptable or not.

19. Respondents profile age, gender, length of service, and ICT trainings.
RESULTS & DISCUSSION
Age Sex Length of Service Total (%)
Less than 10
years
At least 10
years
Less than 36 years
old
Male 2 0 9 (31.03%)
Female 7 0
36 to 45 years old Male 6 1 11 (37.93%)
Female 3 1
more than 45 years
old
Male 1 1 9 (31.03%)
Female 0 7
Total (%) 19 (65.52%) 10 (34.48%) 29 (100.00%)

20. RESULTS & DISCUSSION
Moreover, 3 or 10.34% of the participants in
this study had previously participated in training
related to ICT or the use of technology in the
teaching-learning process or the training content.
However, 26 teachers (89.96 percent) did not
participate in ICT training. This indicated that
the vast majority of respondents had no ICT
training.

21. Subject Taught Position/Acade
mic Rank
Highest Educational Attainment Total (%)
Bachelor's
Degree
With MA
Units
MA-CAR/MA
Degree
English /
Filipino
T I/ T II 2 1 8
(27.59%)
T III / MT I 1 1 3
Math /
Science
T I/ T II 1 2 1 7
(24.14%)
T III / MT I 3
TVE T I/ T II 2 5 1 10
(34.48%)
T III / MT I 2
Others T I/ T II 2 2 4
(13.79%)
T III / MT I
Total (%) 6 (20.69%) 10 (34.48%) 13 (44.83%) 29
(100.00%)
Profile of the respondents in terms of Academic rank,
subjects taught and highest educational attainment.

22. RESULTS & DISCUSSION
Applications Areas
No. of
Items
Mean
Score
MPS Interpretation
MS Word Knowledge 4 3.21 80.25% Competent
Skills 6 4.21 70.17% Proficient
MS
PowerPoint
Knowledge 3 2.45 81.67% Competent
Skills 7 3.97 56.71% Somewhat Proficient
Google Knowledge 4 2.89 72.25% Competent
Skills 6 3.00 50.00% Somewhat Proficient
Facebook Knowledge 3 2.07 69.00% Somewhat Competent
Skills 7 3.83 54.71% Somewhat Proficient
Gmail Knowledge 2 1.21 60.50% Somewhat Competent
Skills 8 4.28 53.50% Somewhat Proficient
Over-All Knowledge 16 11.83 73.94% Competent
Skills 34 19.29 56.74% Somewhat Proficient
Results of ICT Knowledge Competency and Skills Proficiency

23. RESULTS & DISCUSSION
Knowledge less than 36 years old 9 14.45 90.31% Highly Competent
36 to 45 years old 11 13.27 82.94% Competent
more than 45 years old 9 7.44 46.50% A Little Competent
Total 29 11.83 73.94% Competent
Skills less than 36 years old 9 23.44 68.94% Somewhat Proficient
36 to 45 years old 11 23.37 68.74% Somewhat Proficient
more than 45 years old 9 10.11 29.74% A Little Proficient
Total 29 19.29 56.74% Somewhat Proficient
ICT competency and proficiency of respondents by age.
ICT Knowledge Competency and Skills Proficiency when
grouped according to profile

24. Knowledge Female 18 11.62 72.63% Competent
Male 11 12.17 76.06% Competent
Total 29 11.83 73.94% Competent
Skills Female 18 18.88 55.53% Somewhat
Proficient
Male 11 19.91 58.56% Somewhat
Proficient
Total 29 19.29 56.74% Somewhat
Proficient
ICT competency and proficiency of respondents by sex.

25. Knowledge less than 10
years
19 13.47 84.19% Competent
at least 10
years
10 8.70 54.38% Somewhat
Competent
Total 29 11.83 73.94% Competent
Skills less than 10
years
19 22.69 66.74% Somewhat
Proficient
at least 10
years
10 12.80 37.65% A Little Proficient
Total 29 19.29 56.74% Somewhat
Proficient
ICT competency and proficiency of
respondents by length of service.

26. Knowledge without
training
26 11.50 71.88% Competent
with training 3 14.67 91.69% Highly
Competent
Total 29 11.83 73.94% Competent
Skills without
training
26 18.44 54.24% Somewhat
Proficient
with training 3 26.67 78.44% Proficient
Total 29 19.29 56.74% Somewhat
Proficient
ICT competency and proficiency of respondents by ICT trainings

27. RESULTS & DISCUSSION
Knowledge Teacher 1/
Teacher 2
19 13.48 84.25% Competent
Teacher 3/
Master Teacher
1
10 8.70 54.38% Somewhat
Competent
Total 29 11.83 73.94% Competent
Skills Teacher 1/
Teacher 2
19 22.57 66.38% Somewhat
Proficient
Teacher 3/
Master Teacher
1
10 13.00 38.24% A Little
Proficient
Total 29 19.29 56.74% Somewhat
Proficient
ICT competency and proficiency of
respondents by Academic Rank.

28. Knowledge English/Filipino 8 10.24 64.00% Somewhat
Competent
Math/Science 7 13.57 84.81% Competent
TVE 10 11.50 71.88% Competent
Others 4 12.75 79.69% Competent
Total 29 11.83 73.94% Competent
Skills English/Filipino 8 17.63 51.85% Somewhat
Proficient
Math/Science 7 21.14 62.18% Somewhat
Proficient
TVE 10 18.80 55.29% Somewhat
Proficient
Others 4 20.50 60.29% Somewhat
Proficient
Total 29 19.29 56.74% Somewhat
Proficient
ICT competency and proficiency of respondents by subjects taught

29. RESULTS & DISCUSSION
Knowledge Bachelor's Degree 6 10.01 62.56% Somewhat
Competent
With MA Units 10 13.90 86.88% Highly Competent
MA-CAR/MA
Degree
13 11.38 71.13% Competent
Total 29 11.83 73.94% Competent
Skills Bachelor's Degree 6 15.17 44.62% A Little Proficient
With MA Units 10 24.10 70.88% Proficient
MA-CAR/MA
Degree
13 17.45 51.32% Somewhat
Proficient
Total 29 19.29 56.74% Somewhat
Proficient
ICT competency and proficiency of respondents by
highest educational attainment.

31. RESULTS & DISCUSSION
COMPONENTS MEAN % Remarks
RELEVANCE 1 100 ACCEPTABLE
EFFICIENCY 0.975 97.50 ACCEPTABLE
EFFECTIVENESS 0.975 97.50 ACCEPTABLE
IMPACT 0.9778 97.778 ACCEPTABLE
SUSTAINABIILITY 0.96 96.00 ACCEPTABLE
GRAND MEAN 0.938 93.76 ACCEPTABLE
Acceptability of the Developed Program

32. CONCLUSION
Based on the study's findings, it was concluded that high school
teachers at Agusan Pequeño National High School have low ICT
knowledge competency and skills proficiency, and that the
development of an ICT skills-based program was needed to
address the respondents' needs. In addition, the software
applications included in the training program are fundamental skills
for PowerPoint, Google, Facebook, and Gmail. As part of
identifying program recipients, the blueprint developed in this study
considered age, gender, length of service, positions, subjects taught,
and highest educational attainments.

33. CONCLUSION
The ICT Skills based program
developed was named as Project
GRID or Geared on Revitalization
of ICT Skills through Digital
Applications which validated as
Acceptable on aspects of relevance,
effectiveness, efficiency, impact, and
sustainability by expert validators or
evaluators.

34. RECOMMENDATIONS
In light of the findings and conclusions
generated in the study, the following are
recommended:
An adoption or institutionalization of the
Project GRID to the three-year improvement
program also known as School Improvement Plan
(SIP) of the school is encouraged.

35. RECOMMENDATIONS
Moreover, it was also recommended to level up
the questions from ICT knowledge competency and
skills proficiency to the concept of TPACK or
Technological Pedagogical Content Knowledge.
The questions in the pre-assessment test may
supersede those situations that teachers may apply
in the pedagogical context of their classroom
practices.

36. RECOMMENDATIONS
It is also recommended to utilized various concepts
from various applications which test the advanced level of
the participants from ebook creating tools like Kotobee
author and h5p, video editing softwares like Filmora,
Adobe, Power Director etc, integration of other social media
platforms like Tiktok, Instagram, Twitter, Kumu etc.
productivity and interactive software applications like
Flipgrid, Edpuzzle, Wakelet, etc and communication
applications like MS Teams, Zoom or Google Meet.

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