The report begins by looking into the different digital transformation strategies of the Philippines from 1992 to 2022 from the different government databases. The study used the qualitative approach particularly the document analysis of public documents. Six strategic plans were reviewed namely: a) National Information Technology Plan for the 21st Century (1997) 1992 – 1998, b) e-Philippines Strategy Government Information Systems Plan (2000) 1998 – 2001, c) Philippine ICT roadmap 2006 – 2010, d) Philippine Digital Strategy of 2011-2016, e) Philippine e-Government Master plan of 2012, and the current f) Philippine digital transformation strategy 2022. The strategic plans focused on the Information and Communications Technology (ICT) infrastructure development, transforming the government’s operations and policies online, direct digital engagement among citizens, ICT policies and laws, and bridging digital gaps. However, the policy developments of the government should recognize the interconnection between, digital literacy, availability of affordable connectivity, and ICT infrastructures.
The unprecedented consequences precipitated by the COVID-19 pandemic compelled academic institutions to shift to remote education. Along with this sudden transition was the outburst of challenges with varying degrees and intensities. This chapter explored the experiences of teachers, students, and parents from rural municipalities in the Philippines who have been underrepresented in pandemic-driven investigations. Following a Husserlian phenomenological research design, participants were interviewed, and the transcripts were examined using thematic analysis. Accordingly, teachers experience various constraints to execute their duties and responsibilities. Students experience different drawbacks from learning online to mental health issues. Parents struggle to perform the role of home teachers as they are preoccupied with making a living. Although the willingness to continue education is not a question despite the present challenges, the experiences extracted in this chapter are evidence that necessitates further empirical research in the era of online education.
Being prepared to use technology and knowing how that technology can support student learning have become integral skills in every teacher’s professional repertoire. This study aimed to assess the level of information and communications technology competencies of teachers in higher education, particularly in the technology operations and concepts skills. The study utilized the descriptive design which involved a questionnaire adopted from the National ICT Competency Standard for Teachers. Using the sample size estimation formula for a finite population, 104 teachers in a state university in the Philippines were considered respondents of the study. Responses from the questionnaires were directly encoded and analyzed using the Microsoft Excel application using descriptive statistics such as frequency counts, percentage, and mean. Based on the results, teachers reported a basic competency in understanding and the effective use of the internet and network applications and resources. Also, teachers show a basic competency level in demonstrating knowledge and skills in information and data management. Moreover, teachers reported being proficient in demonstrating knowledge and skills in basic computer operation and other information devices, including basic troubleshooting and maintenance and the use of office and teaching productivity tools. Training can be provided to teachers on technology operations and concepts to further advance their skills and competence which can be applied in their teaching and learning process.
Modelling the Influence of Bridging Course on the Accounting Performance of the University Students Using Educational Data Mining. Objectives: This study intends to determine the level of performance of the students in their Bridging Course (BC) and Accounting Education (AE) courses, and to model their significant influence. Methods: Descriptive and Predictive Correlation research design was used. The Educational Data Mining technique was utilized to extract data from the database of the university. Out of 331 datasets extracted, only 281 were included in the analysis, where datasets with no grades, and with dropped marks were excluded. The datasets are the grades of the students enrolled in BC and AE 113 and 114 for the school year, 2018-2019 and 2019-2020. Findings: Results showed a very good rating of the student's performance in all courses both bridging course and accounting education courses where it revealed a positive and linear relationship. Moreover, the model shows that an increase in the performance in the BC is an increase also in their performance in their AE courses. Conclusion: The study proved that the curriculum is serving its purpose in rendering the highest possible opportunity for students to learn basic and even advanced accounting education.
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