Teachers Competency in the Utilization of the Learners’ Information System:  Basis for an Enhanced Program Implementation
Teachers Competency in the Utilization of the Learners’ Information System:  Basis for an Enhanced Program Implementation
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Teachers Competency in the Utilization of the Learners’ Information System: Basis for an Enhanced Program Implementation

  1. Teachers Competency in the Utilization of the Learners’ Information System: Basis for an Enhanced Program Implementation -Samson C. Quanico, Author Teachers use the competencies as a tool for per- sonal professional assessment, rating themselves on each practice as good, better, or exemplary .The com- petencies can serve as an initial and ongoing self- assessment of teacher needs for developing the learn- er’s information system, professional development of teachers and as a basis professional development ac- tivity . Their own competent and skills will include and exceed those outlined in the system and they will use effective utilization and practices that clearly address the program. In different schools, it requires com- plete, comprehensive and up-to-date learners infor- mation with a careful plan and appropriate technolog- ical knowledge likewise the usage of maximizing and utilization of being competent in using the new trends of system in education. This is essentially an online registry of learners that is important for any educational system or insti- tution. Some common features of Learners Infor- mation System are as follows; a system for maintain- ing the registry of learners aimed at meeting the fol- lowing objectives: provide a standardized registration system for learners; track learner progress/ performance; provide learner information for better program planning and supervision of schools and learning centers; enhance management of learner rec- ords. In this study, the researcher investigates what is the teachers competency based on their experiences observation regarding to the delivery of the learners’ information system in public schools. Many claim that the existence of the system is unsatisfactory condi- tion; burden to the teachers as added to their day to day teaching; unmanageable due to lack of internet access in the remote areas; and lack of training to teachers. Teachers experience cramming due to insuf- ficient time in accessing internet connection at home before the due date given. Likewise the teacher expe- riences system downtime and resume its operation during midnight, hence they couldn’t give ample time to manage learners’ profile. It is likewise a basis for an enhanced program implementation of new goals and guidelines in the de- partment. It is also the projection and planning the different programs set by the department to bridge the new system from the traditional way of recording the data and records of pupils in the public schools. Specifically, this study attempt to answer the fol- lowing questions: What is the profile of teachers in terms of: 1.1 Age; 1.2 Gender; 1.3 Civil status; 1.4 Educational attainment; 1.5 Years of service; and 1.6 Knowledge/exposure to computer? 2. What is the level of competency of teachers as re- gards to: 2.1 data resources 2.2 software 2.3 hardware 3. What is the extent of implementation of the Learn- ers Information System in terms of: 3.1 learners’ progress/performance 3.2 management of learners’ record 3.3 deployment of learner registry 3.4 update correct enrolment data and personal background 4. What are the problems encountered by the teachers in the used of learner’s information system? 4.1 data resources 4.2 software 4.3 hardware The descriptive method used in this study. Teachers of the five schools in Pasig II District were the respondents they identified using random sampling method, particular- ly by using the fish bowl method. After the identification of the respondents, the actual administration of the instru- ments started with the approval of the school principals of the school. DSAES 22 12.10 % BUES 17 9.30 % BAES 24 13.30 % SJES 55 30.30 % KES 63 35.00 % TOTAL 181 100% The main instrument used in this study was a re- searcher made questionnaires. The questionnaires modi- fied and pattern from the study of Mantuano, (2012), the questionnaire determined the level and the role of teachers in learners’ information system. Data gathering procedure started with the researcher’s letter requesting data to be used in this study; specifically, the letter of request to the Schools Division Superintendent, Division of Pasig City to avail a support on the administration of the questionnaires for the five schools in Pasig II District. The following table and graphs illustrates the actual sample size of the population based on the retrieved ques- tionnaire in the five schools. Data on the quantitative and qualitative analysis aspects of this research are presented . Based on the findings and conclusions drawn from the study, the researcher offers the following recommendations: 1. For the school administrator. The main objective is to achieve, sustained or upgrade the teacher competencies in information communication technology and the utilization of the learner’s information system in school. 2. For the School ICT Coordinator. A proposed enhanced program implementation must be developed to address some of the problems with respect to data resources and/or information, in par- ticular to the aspects of encoding the basic profile of the learners, retrieving pupil’s data/information, processing including online and manual steps procedure, at the same time its contents the descrip- tions about these aspects in relation to learners information system. 3. For the Class Advisers and Teachers. Increase teachers ‘commitment and dedication for effective classroom management using ICT in teaching and learning process especially keeping of learners progress/performance records as a reference for innovations of advancement knowledge in managing learner’s information and data. Likewise a document containing the data elements includ- ing software must be sustained since all the respondents are advisers/ teachers with very high com- petent level of understanding in the utilization of learner’s information system for utilization within the school district. 4. For the parents of the learners/students and other stakeholders. The department must made utmost support with regards for submitting official and legal documents of the child upon enrolling in particular to public or private institutions as the department gives mandates to issue transparency, quality and good governance for the education of the citizens in the entire district and division 5. For the future researchers. Use a larger or division-wide sample using this related studies pertaining to managing and accessing learner’s information records and data for further best result of the implementation of learner’s information system in the public school. Books Beile, Penny M., and David N. Boote. 2004. Does the medium matter?: A comparison of a Web-based tutorial with face-to-face library instruction on education students' self-efficacy levels and learning outcomes. Research Strategies 20 (1/2):57-68. Bird, K. (2006). Student information systems: How do you spell parental involvement? s-i-s Career and Technical Education Reporting. (2009). Ncwise: north carolina window of information on student education. Ewald, Laura A. 2006. Two information literacy standards address manageable comprehensive research at the master's level in or- ganizational communication. Kentucky Library Assocation. Fyffe, Richard, and Scott Walter. 2005. Building a new future: Preparing "Future faculty" and "Responsible conduct of research" pro- grams as a venue for scholarly communication discussions. College & Research Libraries 66 (9):654-663. Joanna Ejdysa & Agata Lulewicz-Sasa (2015) a Faculty of Management, Białystok University of Technology, Białystok, Poland Published online: 08 Jan 2015. (Obtained from from ERIC Database) N., MODEBELU MELODY., and ONYALI LOYCE. C.(2014) "Qualitative Record Management Skills for Effective Service Delivery in Nigerian Education System." American Journal of Educational Research 2.12 (2014): 1250-1256. Wayman, J.C. (2005, Summer). Involving teachers in data-driven decision-making: using computer data systems to support teacher inquiry and reflection. Journal for Education of Students Placed At Risk, 10(3) Sefyrin, J. (2005, July). Understandings of gender and competence in ICT. Paper presented at 6th International Women into Compu- ting Conference. University of Greenwich. Retrieved 12 April 2008 from http://www.miun.se/upload/Institutioner/ITM/IKS/ SI/ publikationer/sefyrin_WiC.pdf Unpublished Master’s Thesis Bautista, F.S. (2012). Pasig Catholic College-College Registration System an Assessment and Its Implication to Management, Pasig Catholic College, School of Graduate Studies, Malinao Pasig City Mantuano, L.D. (2012). Information System of Pasig Catholic College: Basis for Proposed Information System Data Dictionary, Pasig Catholic College, School of Graduate Studies, Malinao Pasig City Villanueva, D. S. (2015). Teachers’ Competence To Public Schools Performance in District I, Pasig I: Basis for a more Relevant and Responsive Faculty Development Program, Pasig Catholic College, School of Graduate Studies. Malinao Pasig City Electronic References Aanchal Chaudhary Prerna Jain, (2012). Web portal for student information system project outline. Obtained from slideshare.net published on Sep 17, 2014. http://www.slideserve.com/jaeger/learner-information-system DO 67, s. 2011 - Submission of Master List of Students/ Learners for SY 2011-2012.obtained from: http://www.deped.gov.ph/ downloads Department Order No. 22, s. 2012, Adaption of the Unique Learner Reference Number. from: http://www.deped.gov.ph/downloads Learner Information System 2.0 User’s Manual Version 1.0, (2013) obtained from http://www.gov.ph/2014/08/22/deped-learners- information-system- information-for-greater-access-to-education/ Range Description 3.26- 4.00 (Very Competent) Demonstrates very high degree of success in the utilization of the LIS. 2.50- 3.25 ( Competent) Manifests a high degree of success in in the utilization of the LIS. 1.74- 2.49 (Moderately competent) Demonstrates success in the utilization of the LIS. 1.00- 1.73 (Not competent) Reveals low degree in the utilization of the LIS. _____________________________________________________________________________________
  2. Teachers Competency in the Utilization of the Learners’ Information System: Basis for an Enhanced Program Implementation -Samson C. Quanico, Author Common Problems En- countered DSAES BAES BUES SJES KES FREQUENCY Percentage RANK 1. Data/or information of learners that I shared/receivedare interpreted differently. 4 13 11 10 28 66 36.46 14 11 11 9 18 30 79 43.65 13 2. Learners Information System (LIS) including process and software are not user friendly. 3. There are times when there is no ICT Coordinator at hand to assist me in some technical problems. 17 12 9 27 41 106 58.56 9 4. To retrieve pupil’s data/information from other schools due to slow pro- cessing (including manual steps in the procedure) 21 20 11 50 56 158 87.29 4 5. Pupil’s data such as Learners Ref- erence Number doesn’t match in the system site. 12 21 15 45 51 144 79.56 5 6. Encountered wrong entry or encod- ed of the basic profile of learners and it doesn’t match in the birth certifi- cate of the child. 21 24 16 54 59 174 96.13 1 7. Obtaining the NSO copy of birth certificate of the learners. 16 18 14 39 48 135 74.59 8 8. Forwarding the Form 137 due to the distance of the school. 15 16 16 48 44 139 76.8 6 9. To download School Forms (SF1, SF2, etc.) due to internal server er- ror. 18 23 17 49 58 165 91.16 2 10. To some occasions when it cannot use the LIS site because of internal server error. 19 22 12 50 60 163 90.06 3 11. To access the Learners Infor- mation System at the address or lo- cation bar of a web browser. 17 13 13 50 43 136 75.14 7 12. To connect to the LIS login page using my username and password. 7 14 6 28 34 89 49.17 11 13. Various reports include Forms 1, 4 and 5. 11 5 8 16 20 60 33.15 15 14. Enroll new learner or transferee from another school. 13 12 5 31 36 97 53.59 10 15. Search record matching the given search criteria of pupils in the sys- tem. 10 12 6 27 32 87 48.07 12 16. To finalize the End Of School Year (EOSY) updating 8 4 2 8 11 33 18.23 16 Knowledge/ exposure to use of Internet/ Computer Schools in District II Frequency PercentageDSAES BAES BUES SJES KES <1 2 1 4 12 15 34 18.78 % 1-5 years 5 12 10 25 26 78 43.09 % 6-10 years 7 6 2 12 13 40 22.10 % >10 8 5 1 6 9 29 16.02 % TOTAL 22 24 17 55 63 181 100.00 % Computer Relat- ed seminar/ trainings Schools in District II Frequency PercentageDSAES BAES BUES SJES KES 1 8 12 3 10 16 49 27.07 % 2 3 1 1 2 4 11 6.08 % 3 6 1 1 3 2 13 7.18 % 4 0 0 0 0 0 0 0.00 % 5 1 0 0 1 0 2 1.10 % more than 5 1 0 0 1 0 2 1.10 % no trainings 3 10 12 38 41 104 57.46 % TOTAL 22 24 17 55 63 181 100.00 % A. Data Resources and/or In- formation of pupil DSAES BAES BUES SJES KES OVER ALL Weighted Mean Verbal Interpreta- tion 1. Forms of pupils used to capture data necessary for operations in the Learners’ Information System. 3.91 3.50 3.82 3.64 3.69 3.71 Very competent 2. Data are directly encoded to the computer/application system site. 3.86 3.50 3.65 3.57 3.65 3.65 Very competent 3. Data and information of pupils collected and processed are treated with utmost honesty and confidenti- ality 3.86 3.63 3.72 3.67 3.78 3.73 Very competent 4. Data collected are used not only by the school but by the other schools as well in the format that it was collected 3.77 3.46 3.41 3.45 3.67 3.55 Very competent 5. Data are changed to information by processing and following Stand- ard procedures such as: memoran- dum; guidelines etc. 3.82 3.46 3.65 3.54 3.59 3.61 Very competent 6. Data collected, solved, trans- formed to information, and used must be reliable, complete and easy to understand. 3.82 3.67 3.71 3.69 3.69 3.71 Very competent 7. Data including reports such as School Forms (SF1, SF2, SF3, SF4, SF5 etc.) are generated and utilized on a regular basis (weekly, monthly, quarterly etc.) 3.86 3.71 3.88 3.78 3.79 3.81 Very competent 8. Data and information are used in running the school operations and as input to planning, (ex. EBEIS, guidance/registrar) and decision making activities. 3.91 3.63 3.71 3.66 3.70 3.72 Very competent 9. Other sources of data from differ- ent schools and external entities are utilized in transforming/ processing of raw data to a mean- ingful information 3.86 3.63 3.59 3.61 3.67 3.67 Very competent 10. Standard procedures are in placed with regards to saving and restoring of data. 3.91 3.67 3.76 3.71 3.74 3.76 Very competent 11. There are existing policies and procedures observed in updating data/or information (enrolling, transferring, and using) of pupils profile so as to preserve the confi- dentiality. truthfulness, and relia- bility of data and/ or information. 3.82 3.75 3.47 3.64 3.78 3.69 Very competent TOTAL 3.86 3.60 3.67 3.64 3.70 3.69 Very competent SUMMARY OF RESULT Schools in District II OVER ALL Weighted Mean Verbal Inter- pretationExtent of implementa- tion in terms of: DSAES BAES BUES SJES KES A. Learners’ progress/ performance 3.82 3.82 3.88 3.81 3.86 3.837 Excellent B. Deployment of learner registry 3.83 3.85 3.83 3.83 3.89 3.848 Excellent C. Management of learners’ 3.86 3.87 3.9 3.86 3.84 3.863 Excellent D. Update correct enrol- ment data and personal background 3.93 3.94 4 23.93 3.94 3.945 Excellent TOTAL 3.859 3.869 3.903 8.857 3.881 3.873 Excellent Range Description 3.26- 4.00 (Excellent) Demonstrates very high degree of success in the utilization of the LIS. 2.50- 3.25 (Good) Manifests a high degree of success in in the utilization of the LIS. 1.74- 2.49 (Fair) Demonstrates success in the utilization of the LIS. 1.00- 1.73 (Low) Reveals low degree in the utilization of the LIS.