International Journal for Educational Media and Technology

2022, Vol.16, No. 2, pp.77-85

An Inquiry into K-12 Graduates’ Technology Use

and Skills in the Philippines

Danilo M. Baylen
University of West Georgia, Georgia, USA
dbaylen@westga.edu

Merle L. Junsay
Central Philippine University, Philippines
mljunsay@cpu.edu.ph

The study determined the extent of technology use, the tasks completed, and the type of technology utilized in completing
specific tasks by the first batch of students of the K-12 curriculum in the Philippines who came from a private university
of higher learning in the Visayas region. Findings revealed that the students identified themselves as above average or
heavy technology users, and their perception as to the type of user they were did not vary according to gender and location.
Smartphones were the standard technology the students used to complete most tasks. At the same time, students utilized
laptops to complete limited but essential tasks like designing, entering data into spreadsheets, and doing presentations.
Noticeably, the students did not use the desktop computers. Also, they did not use technology for big tasks such as
checking bank finances, creating podcasts, or paying bills online.

Keywords: K-12 graduates, Philippines, Technology skills, Utilization

Introduction
The knowledge of increasing access, availability and use of technology across different Filipino society sectors is critical
for educators, school and university administrators, and policymakers. The information gathered could help define
efforts and direct strategies that support curriculum development, teacher education program implementation, faculty
preparation, and resource allocation, to name a few. A baseline in identifying students’ technology literacy skills would
guide policy development impacting 21st-century skills development. The researchers argued for the need to collect
data about technology literacy skills from graduates of the new basic education program known as K-12. Philippine
education transformed from a 10-year pre-university cycle into a K-12 program under the Republic Act No. 10533
series 2012, signed on May 15, 2015. The new curriculum ensured that graduating from the K-12 program would
provide “the standard knowledge, skills, and competencies needed to go to college” (Acosta & Acosta, 2016, p. 2452).
Acosta and Acosta (2016) stated that the new curriculum would “produce holistically developed citizens equipped
with 21st century skills essential for both life-long learning and employment” (p. 2452).

The first batch of K-12 graduates entering as university students began in 2018. The higher education faculty and
administrators looked forward to seeing students demonstrate media and information literacies as stated in the content
standard of the senior high school curriculum of the Department of Education. As such, they should perform
competencies showcasing their understanding, insights, and perceptions of the different resources of media and
information (Philippines. Department of Education, 2013).

Literature Review

The education reform argued that K-12 graduates would be college-ready and equipped with skills to succeed in the
21st-century workplace. One of the essential 21st-century skills focuses on developing literacy skills such as
information, media, and technology that promote digital comprehension and supports completing tasks at home,
school, or the workplace (Batelle for Kids, 2019). Stauffer (2020) described these literacies as understanding facts,
figures, statistics, data, publishing, and tools and applications supporting activities in the information age.

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Technology in the Philippines

Technology devices as tools supporting the completion of various tasks have become pervasive in living and work
situations. For many young people, using technology seems essential in daily activities and meeting personal, academic,
social, and work-related needs. Further, the Philippine government supported implementing projects that promoted
technology use and integration in the schools. For example, the iSchools Project in Camarines Sur Province made
significant contributions toward integrating ICT into public high schools (Foronda, 2011). Also, similar project
implementation in Tarlac Province contributed to bridging the digital divide by developing an educational digital
network. The project equipped teachers with ICT literacy skills and provided access to relevant digital content and
applications to make learning effective (Lorenzo, 2016). However, Tomaro (2018) argued that full integration of ICT
in Philippine education required more training for teachers, the building of computer infrastructures, strategic
planning of ICT in the curriculum, and strong leadership with a vision.

Technology Use

Online blogs, pages, and research articles abound on how Filipinos use technology in different contexts
(Carbonilla Gorra & Bhati, 2016; Gonzales, 2019; Stauffer, 2020). Research on students' use of technology
reported activities involving "instant messaging through chatting, lesson inquiry about assignments, sending
and receiving emails (Carbonilla Gorra & Bhati, 2016, p.102). Students also use the web for research by finding
articles using online databases and data gathering using online tools. Further, Gonzales (2019) reported that
social media "soared from 9 hours and 29 minutes last year to 10 hours and 2 minutes this year, the highest in
the world" (para 4). Reports from these sources indicate Filipinos spend more time online than the citizens of
neighboring Asian countries.

Moreover, Reyes (2017) reported the growth of using mobile devices in both personal and professional
activities. Reyes cited Jason Miller, the chief strategist of commerce of Akamai Technologies, stating mobile
devices generated "sixty-nine percent of the Web traffic, which offers proof that mobile is the primary device
of most Filipinos" (para 4). However, the Pew Research Center reported a "notable number of people in
emerging economies who do not own a mobile phone, or who share one with others" (Rainie & Silver, 2019,
p.3).

Research Design and Methods

The researchers present this writing as a descriptive-relational study that utilized survey design. The study participants
were the first batch of graduates of the K-12 curriculum who attended a local university as first-year students.

Context

The study respondents came from one of the local universities in Iloilo City, located in Iloilo province in Western
Visayas in the Philippines. The university is a non-stock, non-profit institution that enrolls over 12,000 students in its
primary and secondary education, undergraduate, graduate, and professional programs. The researchers chose first-
year students from the local university as respondents, given its open admission, large senior high school population,
and reputation for quality higher education programs.

Data Collection

The researchers collected data using an online survey delivered through Qualtrics application. The online survey
questionnaire was self-created, and the lead researcher developed the survey items based on the analysis of the related
literature and other secondary data sources (An & Reigeluth, 2011; Andrade, 2012; McLaren, 2019; UNESCO, 2013).
The survey items included questions on demographic information (gender, age, residence location, and user type),
perceived frequency of using technology, and technology devices used in completing tasks. The link to the online
survey was made available to educators and librarians in contact with the study's target population. The cover letter
explaining its purpose and goals included consent to participate in the study.

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Online Survey

After the study participants provided consent, the Qualtrics application provided access to the online survey
containing thirty-two statements referring to various tasks and then several questions collecting demographic
information. Participants first completed a sentence that read, "I use technology to …., " followed by a statement
about a specific task (e.g., listening to music). In completing the statement, the participant needed to choose one of
the answer options: None at all, Sometimes, Most Times, and All the time. Second, the participants responded to the
next question asking for the technology device used to complete the task identified in the previous statement. The
choices included a SMART phone, tablet/iPad, laptop, or desktop. Also, participants could choose "not applicable"
if they had no experience completing the task, as mentioned earlier, or did not use a technology device.

Demographic Information

The online survey also collected demographic information as factors in the study and identified the characteristics of
the K-12 program's graduates as study participants. In writing the report, the researchers included and discussed four
factors: User Type, Gender, Age (2018 as the base year), and Location of Residence. The data for User Type came
from participants' responses to their perceived extent of use of technology. The researchers asked participants which
task required technology they would use. Choices included Beginner (10% or less), Average (less than 50%, greater
than 10%), Above average (less than 100%, greater than 50%), and Heavy user (100%).

Gender and age. The research literature discussed gender and age as factors influencing the acquisition of
technology literacy skills (Bray, 2007; Cai, Fan & Du, 2017). Regarding age, the participants provided their birth years,
and the researchers determined the participants' age using 2018 as the base year. The researchers grouped the sample's
age range into 18-, 19-, and 20-24.

Location of Residence. Participants reported city or rural as their location of residence. The research literature
discussed place as a factor in providing exposure and experiences related to technology literacy (Anderson, 2015;
Wang, 2013). Talandon-Felipe et al. (2016) investigated the incidence of the digital divide in a rural community in the
Philippines. Her team found that those residing away from urban areas have limited knowledge and access to ICT
tools and resources.

Data Analysis. The researchers used frequencies to describe the perceived user type of participants by age, location,
and gender, their extent of use of technology, and the kind of technology they used to complete specific tasks. They
also used Chi-Square Test for Independence to test the possible relationship between the extent of technology used
and respondents' demographics.

Limitations. Given the study's scope and outcome, the researchers know there would be limitations, such as time
and funding constraints. As a descriptive study, the researchers could only examine texts and narratives from the
participants' self-reports and observed frequency and patterns from the survey responses collected. Reports from the
data analysis only provided a snapshot of potential factors or determinants of using technology to complete the
sample's tasks. With these constraints, the study's findings could not be generalized or extended beyond the
participants.

Results
The initial research questions focus on developing a description based on the demographic data, self-reports of
technology devices used, and perceptions of technology use:

1. What are the students' perceptions of the extent of use of technology in completing specific tasks?
2. What technology users are the students as they perceived themselves according to gender, age, and location?
3. What technology devices did the students use in completing specific tasks?

Participant Characteristics

Researchers selected three demographic information (gender, age, and location of residence) to describe the study
participants of K-12 graduates and first-year university students. More than 900 surveys were returned to the

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researchers, but 571 surveys with valid responses were considered for analysis. The sample comprised 478 females
(83.7%) who completed surveys and 93 males (16.3%) participants. For the age distribution, the researchers received
valid survey responses from the following groups: 135 surveys from 18-year old (23.6%), 386 from 19-year old
(67.6%), and 50 from 20-24-year old (8.8%). Finally, the residence location generated 304 for the city (53.2), while 267
selected rural (46.8%).

Perceived User Type

Participants, as users, had four choices based on their perceived rate of technology use. The researchers asked the
participants what task required technology they would use. They could either rate themselves as Beginner (10% or less),
Average (more than 10% but less than 50%), Above Average (50% or more but less than 90%, and Heavy (100% or All
the time). Table 1 shows that none of the participants perceived themselves as beginners, but 10.7% identified
themselves as Average users. Above Average users were nearly half (46.6%) and led the groups in frequency count,
followed closely by 244 Heavy users (42.7%).

Gender and User Type

Are there more heavy users among females in comparison to male participants? Table 1 provides the breakdown of
user types by gender. Percentage-wise, there seems to be no variation as to the kind of users the students were (Average,
Above Average, and Heavy) given female and male participants. The Chi-square Test of Independence result, X2 (2, 571)
= .156, p >.05, shows no significant relationship between the student's gender and the type of user they were as they
perceived themselves to be.

Age and User Type

Do younger participants see themselves as heavy users of technology? Within each group, 19-year-old students
reported themselves as heavy users (44.8%) compared to other user types (38.5% and 38%). Both participants, 18-
year-old (51.1%) and 20-24-year old (54%) users, posted high percentages as the Above Average user type. However,
the Chi-square test of independence result, X2 (2, 571) = 3.36, p >.05, shows no significant relationship between the
student's age and their perceived user type.

Location of Residence and User Type

Are city residents more heavy users of technology than those in rural areas? Results revealed almost the same number
of Above Average (46.7% and 46.2%) and Heavy (42.9% and 41.9%). The Chi-square test of independence result X2 (2,
571) = 1.29, p >.05. provided proof of such a relationship.

Task and Technology Device Used

There were five choices as to the technology devices: Desktop, Laptop, Tablet/iPad, SMART phone, or Not
Applicable.

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SMART phones and laptops seem to be the technology devices university students use to complete tasks identified
in this study. But of all the devices, the SMART phone appeared to be the most utilized technology to complete
most tasks. Using 50% and above as an indicator of pervasiveness in a specific technology device, eighteen tasks
received 50% or more responses for using a SMART phone from the sample population. The task of calling friends
and family (97.5%) received the highest count for using a SMART phone, followed by texting friends and family
(96.8%). Chatting with family and friends (96.0%) came in third, followed by listening to music (95.4%) and taking
pictures or digital images (95.4%). Of the tasks, a large number of survey participants (mean of 91.5%) reported
using SMART phones to communicate with others (#4, 5, 23, 28). Also, about 85% reported using the same
technology device for entertainment (#9, 16, 21, 24, 27) while about 80% used it to complete academic-related tasks
(#1, 7, 8, 17, 20, 29, 31).

On the other hand, three tasks received 50% or more responses for using a laptop from the students. The job of
putting together an electronic presentation (e.g., using PowerPoint) received the highest response (78.1%). Other tasks
receiving a high response that met the cut-off criteria included designing and creating brochures, flyers, or posters
(55%) and entering data into a spreadsheet (52.9%). Further, some survey participants reported using laptops (62%)
in completing academic-related tasks (#14, 15, 22). The researchers found these findings consistent with the literature
about access to technology devices in Asia, especially in the Philippines (Librero, Ramos, Ranga, Triñona, & Lambert,
2007; Valk, Rashid, & Elder, 2010).

Moreover, desktops and tablets/iPads as technology devices use to complete the tasks did not receive 50% or more
responses from the sample population. Percentage-wise, the highest answer reported was 15.6% for desktop and 3.3%
for tablet/iPad.

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Task and Perceived Frequency of Technology Use

The survey presented the participants with thirty-two tasks using technology to complete (see Table 3). Users had
four choices to respond when asked for their perception of how frequently they use technology in achieving a
specific task: All the time, Most times, Sometimes, and None at all.

Using 50% and above as an indicator of pervasiveness in technology use, the researchers identified patterns of
responses based on frequency count within groups for All the time. Eight tasks received 50% or more reactions of All
the time from the sample, while the task of chatting with family and friends (78.3%) received the highest count for
answers All the time, followed by listening to music (77.4%). The task of texting friends and family (75.2%) came in
third, followed by watching videos online (72.9%). Moreover, other functions that received a response of All the time
included taking pictures of digital images (69.9%), searching for information from the web (66.9%), storing digital
photos (60.9%), and calling friends and family (59.5%).

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On the other hand, no other tasks received 50% or more responses of Most times or Sometimes. For a reaction of
Sometimes, the researchers identified seven tasks receiving between 40 and 50 percent: Buying or selling items online
(48.9%); Designing and creating brochures, flyers, or posters (47.5%); Entering data into a spreadsheet (44.5%);
Submitting an application for school or job (44.3%); Computing or solving math-related problems (41.9%); Creating
multimedia files (e.g., videos or movies) (41.5%); and Completing an online form (41.3%).

For None at all, four tasks received 50% or more from the students, which included creating a podcast (68.1%), paying
bills online (66.4%), checking or monitoring my finances or bank account (55.2%), and taking or completing an online
course (50.8%).

The researchers found patterns in the responses that raised questions, if not speculations, on the respondents' previous
experiences of using technology. First, trends noted that all the time responses could be grouped into two categories:
tasks involving a form of communication (#4, 5, 28), and entertainment (#16, 24, 27, 31). Using technology for
communication and entertainment seems consistent with reports about Filipinos' amount of time on social media
(Gonzales, 2019). The researchers considered the task of searching for information on the web (#20) as not fitting to
either category, which led to the identification of a new one called academic work.

Second, responses of Most times or Sometimes identified several tasks (a total of 10) as primarily related to academic
work (#1, 7, 8, 13, 14, 15, 22). The findings align with the research literature on the use and integration of information
and communication technologies in the Philippines (Carbonilla Gorra, & Bhati, 2016; Foronda, 2011). Two tasks
related to the conduct of business transactions (#3, 25) received a response of Sometimes. Overall, participants
seemed to have limited experience in conducting business transactions. Researchers speculated that age as a
demographic factor could be involved. Further, several business transactions require using credit cards that this age
group might not have access to.

Third, study participants indicated they had limited (less than 10%) or no experience completing a task with
technology. Three of these tasks involved conducting business transactions (#6, 19, 26), while the researchers
categorized creating a podcast (#11) as academic work or entertainment.

Given the patterns of responses observed after data analysis (Not applicable, Sometimes, Most times), the researchers
suggested that K-12 program experiences promoting technology use in support of academic work might be needed.
If higher education programs expect students to exhibit technology literacy as university students, they need to start
learning and using technology during senior high school, if not earlier.

Finally, the expectation of using technology also requires practice for students to do it well in different contexts,
especially in business transactions. As more businesses, including government entities, use technology to conduct
business (e.g., buy or sell, pay for bills, apply for jobs or licenses, etc.), students, as young adults, would be expected
to perform these functions. In reflection, the researchers speculated that some factors might be limiting (or hindering)
K-12 graduates from having experiences with these tasks before attending the university.

Conclusion
The K-12 program became a reality due to the need to get Filipinos ready and competitive for the 21st-century
workplace. The education reform added content knowledge to the current basic curriculum and pushed for the
teaching of technology literacy.

In creating multiple snapshots of K-12 graduates’ technology use in different aspects of their lives, the researchers
could eventually produce a “big” picture for the area, region, and country. The idea of a “big” picture could provide
a map for educators and policymakers in developing new and relevant curricula at each level from primary, secondary,
senior high school, and college. The "big" picture could also provide both the Department of Education and the
Commission on Higher Education with a focus on creating support infrastructures for educational institutions under
their supervision, including training and resource allocation.

The researchers recommend further inquiry into the interaction of the demographic factors with students' technology
device choices and perceptions on technology use. Are there significant relationships between elements, tasks, and
perceptions? The outcomes of the descriptive study encourage researchers to continue collecting data from diverse

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groups of participants. A study comparing different age groups, including older adults, could provide insights into
technology diffusion from a historical perspective. Also, expanding the data collection to other locations, such as the
neighbouring island or region, could inform stakeholders about the accessibility and availability of technology devices
and the proliferation of technology literacy practices.

Finally, the researchers encourage further studies focusing on how people acquire technology literacy skills, where
they learn, and how they know. The researchers believe that adding more snapshots could result in the formation of
a "big" picture. Future studies focusing on acquiring technology literacy skills in the Philippines could help transition
from K-12 to higher education.

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