Chapter 2

Review of Related Literature and Studies

This chapter presents the relevant literature and studies that the researcher considered

in strengthening the importance of the present study. It also present the synthesis of the art,

gaps bridge by the presents study and the conceptual framework.

Related Literature

Samuel (2015) speaking, writing and listening are so important in the role of computer

learning, and one can certainly learn how to achieve good communication in the workplace

through the computer servicing courses. Without strong listening skills, computer technicians

would not be able to gain a good understanding of changes that need to be made to a project

and problem solving becomes much more difficult.

Lance (2013), a good computer servicing learner, notice that the hardware skills will

help out with a lot of your drawing work. While most of the work will be done digitally, hand-

drawing is still considered a valuable skill in the architectural.

Shamim (2011), in his study compared to learners of socio-economic status of the

group of trainees in electronics class were scores in the most recent public examination. He

found that learners in the higher income bracket consistently outperformed learners in lower

income bracket. He suggested that the positive correlation of high family income with

students’ higher levels of proficiency may be attributed to their earlier education in private

medium schools compared to students in the lower income bracket.

Mohanarajah (2022), empowering the students to fix bugs in the educational games

they play will motivate them to stay in the game and learn continuously. However, we have to

make sure that the types and timing of bugs do not hinder the flow experience of the players,

Recommendation to Researchers: Students normally play industry-level, high-quality games.

Experience and interest in game-playing differ significantly between student. Gender

difference also play an important role in selecting game genres. We need to identify how to

address these issues when resources are not sufficient to provide an individualized gaming

experience.

Phoebe (2022), the first ever computer-assisted language learning tool for facilitating

the learning of English idiomatic expression from YouTube videos. The web-based tool is

designed to automatically assess the speech rate and lexical difficulty level of any learner-

chosen English-captioned YouTube videos; generate a range of vocabulary-building and

revision tasks and recommended YouTube videos based on learners individual learning

progress, class teachers instruction, and current trends.

Mensah (2023), the aim study is to access the effect of In formation and

Communication Technology (ICT) usage on Second Cycle Schools (SCSs) student academic

performance and its associated challenges in developing country. To give teachers and

students the chance to function in the information age, ICT integration in teaching and

learning activities is essential. This study employed a mix method approach to access the

effect of the ICT usage on SCSs student academic performance and its associated challenges

in Ghana. The study found that the majority of students use mobile phones, computers, the

internet/modem, social media, digital cameras, or printers outside of schools. The findings

again indicated that, ICT usage has improved students academic performance.

Heard (2023), In introduction to Digital Practices course, university students were

unable to apply their new found software program knowledge to design intricate art projects.

A digital guide called a Tool Lab was created so that students could be pre-introduced to the

tool and functionality of targeted software programs. Designed with the concept of Bloom’s

Taxonomy, the Tool Lab eLearning guide was built in PowerPoint and consisted of YouTube
tutorials. At the end pf the Tool Lab modules, students were required to complete a quiz

Survey Monkey. In the end, students only used the Tool Lab modules, after they have been

introduced to the software programs in the lecture. Failure includes a lack of structure in Tool

Lab design, an influx in unnecessary material, a loss of student engagement, and minimal

incentive to complete follow-up quizzes.

Afari (2023), Students become actively involved in their studies when teachers

integrate ICT into their lessons,. Since computer self-efficacy is positively related to the

integration of technology in education, improving pre-service teachers computer self-efficacy

could increase their intention to use technology. The present study explores the association

between computer self-efficacy (basic technology skills, advance technology skills, and

technology for pedagogy) and pre-service teachers intention to use technology (traditional

use of technology and constructivist use of technology). Data collected from 267 Bahrain

teachers college students were used to validates the questionnaires using confirmatory factor

analysis. The structural equation modeling approach was used to explore the hypothesized

relationships.

Multazam (2023), Web programming courses are practical courses that can only run

with the help of computer devices. The content or learning content in web programming

courses is in program code directly created with a computer. The models developed include

conceptual models, procedural models, and physical models. The research method used is

Research and Development (R&D) using the Dick & Carey instructional system design

model combined with the Hannafin & Peck model. The learning model was tested for

feasibility and effectiveness before being implemented. The learning model developed has

four components: syntax, reaction principle, social system, and support system. The

feasibility of the model is seen from the percentage of the results of the one-to-one

evaluation, which is 91.47%, the small group evaluation is 94.88% and the field trial
evaluation is 92%. The effectiveness test results can be seen from the increase in the post-test

score with the pre-test reaching 68.7% and the percentage of the success rate of student

studies who have carried out learning with the tutorial learning model reaching 83%. The

result of this research is a web programming learning model computer-based learning tutorial

that is effective for improving student learning outcomes in web programming courses.

Ishak (2024), Despite vast improvements in technology infrastructure and classroom

technology implementation across Malaysia, there still remain teachers who fail to seamlessly

integrate technology in their lessons. Potential explanations for this behaviour span from low

self-efficacy and computer anxiety to personal attitudes and beliefs. Technology has been

shown to aid learning and even contribute to an improvement in standardized test results

when integrated into the curriculum in a meaningful manner. This study investigates the

causes for the reluctance to integrate technology in classrooms. It also looks into whether it

can be understood from teachers’ attitudes towards computers or from their constructivist

teaching beliefs. A correlational research study was conducted with 135 pre-service teachers

from 3 public Malaysian universities. Multiple regression analysis was performed to establish

the predictive value of the variables. Our analysis showed that teachers’ attitudes towards

computers can directly predict how likely they are to incorporate technology in their lessons.

However, constructivist beliefs did not predict pre-service teachers’ intention to use

technology in the classroom.

Related Studies

Pradyumna (2014), as a countermeasure, DDR4 and LPDDR4 chips included a

mechanism known as target rows when thresholds are exceeded. However, starting with the

disclosure of TRRESPASS, a fuzzing tool that produces memory access patterns overcoming

TRR, there has been a deluge of new attacks and countermeasures that have force computer
architects to rethink their solutions. In this work, perform a systematic review of new

developments in the space and discuss the broader implications for hardware designers.

Naseredini (2023), Rowhammer and Spectre are serious security problems of

contemporary computers, with the former targeting Dynamic Random Access Memory

(DRAM) and latter Central Processing Unit (CPU). With the ever increasing dependency of

modern society on computer system, it is vital for users to rely on verified hardware.

Therefore, there has always existed a necessity to swiftly and reliably conduct diverse

analyses on distinct modules, each serving distinct objectives.

Englander (2021), The Architecture of Computer Hardware, Systems Software and

Networking is Designed help students majoring in information technology (IT) and

information system (IS) understand the structure and operation of computers and

computer-based devices. Requiring only basic computer skills, this accessible textbook

introduces the basic principles of system architecture and explores current technological

practices and trends using clear easy-to-understand language. Throughout the text, numerous

relatable examples, subject-specific illustrations, in-depth case studies reinforce key learning

points and show students how important concepts are applied in the real world.

Burns (2021), In a world awash in technology, what EdTech skills and strategies

should educators focus on to ensure they are making the best use of online spaces of

classroom learning? How can they navigate through the overwhelming number of options in

digital tools and spaces? How can they guide students in learning best practices? EdTech

consults Monica Burns answer these and other questions in this powerful and reader-friendly

guide to incorporating EdTech across all grade levels and subjects areas, and in both

distance-learning and face-to-face environments. Readers will gain practical advice on:

navigating online spaces, curating resources, introducing opportunities for exploring the
world, developing collaboration structures, providing time and space to create learning

products, assessing students, creating opportunities for sharing, connecting students work to

relevant audiences, developing transferable skills and planning for tech-rich learning

experiences. Each chapter explains why the skills or strategy is essential, including

supporting research, classroom examples, guiding questions for planning and reflection, and

suggested websites and digital tools for classroom use.

Alhadi (2022), this research synthesizes studies that used a Digitalized Interactive

Component (DIC) to access K-12 students mathematic performance during Computer-based-

Assessments (CBAs) in mathematics. A systematic search identified ten studies that

categorized existing DICs according to the tools that provided language assistance to students

and tools that supported students problem solving. We report on the one study that involved

students with learning disabilities and three studies involved English Language Learners.

Akuezilo (2015), Investigated the “Computer Self-efficacy, Computer-related

Technology Dependence and On-line Learning Readiness of Undergraduate Students”. It

adopted a correlational design and used simple random sampling technique where 129 first

year undergraduates were chosen as respondents. The findings indicated that male

respondents have higher mean scores in computer self-efficacy and online readiness than

female students, while females had slightly higher mean scores in computer-related

technology dependence. Gender significant differences occurred only in computer self-

efficacy. Moreover, self-efficacy increased significantly with years of experience. However,

students’ years of computer use did not account for significant differences in computer-

related technology dependence and their online readiness. In like manner, the present study

focused on perceived computer literacy skills of the students. However, the two studies differ

in research design, sampling method and parameters used.

 Ikegune (2016) entitled “Computer Self-efficacy and Perceived ease-of-use of

Personal Digital Assistants for Academic Activities by Undergraduates in University of

Ibadan” investigated the computer self-efficacy and perceived ease-of-use of personal digital

assistants for academic activities by the respondents. The descriptive survey research design

of expo-factor was adopted for the study. The study population was determined using 2% of

all the registered students in the university using stratified method. Data collected through the

questionnaire, were analyzed using descriptive statistical techniques, frequency counts and

percentages.

Poelmans (2015) entitled “ICT Skills and Computer Self- efficacy of Higher

Education Students examined the students perceived ICT skills, general computer use

patterns and perceived computer self-efficacy. They focused on operational skills that are less

product-dependent rather than “office- based skills.” The study scored six dimensions within

global ICT skills: file management, security, technical and legal issues, internet and

awareness and compared this to computer self-efficacy levels. The results show that student’s

rate their own ICT skills quite high, apart from the dimensions internet, legal and technical

issues. In contrast, the reviewed study used a different set of respondents and a different

approach.

Nwosu (2015) entitled “Computer Self-efficacy, Computer-related Technology

Dependence and Online Learning Readiness of Undergraduate Students” investigated 129

undergraduates’ computer self-efficacy, computer related technology dependence on their

online readiness. Major findings show that male students have higher scores in computer self-

efficacy and online readiness than female students, while female students had slightly higher

mean scores in computer-related technology dependence. Moreover, the results also indicated

that students show great dependence on computer related technology in carrying out their

daily activities. It also stated that when computer self-efficacy increases, the dependence on
computer-related technology will also increase. Similar with the present study, the reviewed

study also tackled how respondents’ make use of their computer skills in real life.

Rafeedali (2009) researched on “Computer-Based Technology and its Pedagogical

Utility”. The main objectives of the study were to identify the basic computer knowledge

among the higher secondary school teachers, and to find out the extent of use of computer

resources in the teaching-learning process among the higher secondary school teacher. A self-

developed tool was utilized for the study. The findings revealed that most of the higher

secondary school teachers (a) have basic computer knowledge, (b) were not using the IT

resources in the classroom interactions, and (c) only 13% were using power point in the

classroom. In contrast, the previous study aimed to assess the basic computer knowledge

among the higher secondary school teachers while the present study aims to assess the

computer literacy skills of the students.

Synthesis of the State of the Art

A fixing computers and printers is termination of a resolution to an issue

dealing with the computer and one can certainly learn how to achieve good

communication in the workplace. The learning model developed has four components:

syntax, reaction principle, social system, and support system. The feasibility of the

model is seen from the percentage of the results of the one-to-one evaluation, which is

91.47%, the small group evaluation is 94.88% and the field trial evaluation is 92%. The

effectiveness test results can be seen from the increase in the post-test score with the pre-

test reaching 68.7% and the percentage of the success rate of student studies who have

carried out learning with the tutorial learning model reaching 83%. However, Through

the computer servicing courses the findings indicated that male respondents have higher

mean scores in computer self-efficacy and online readiness than female students, while
females had slightly higher mean scores In computer-related technology dependence,

according to studies on the effectiveness of fixing computers. (Samuel, Nwuso, and

Multazam, eat.al, 2023)

According to the study of Afari (2023) and Nwuso (2023), Computer Self-

efficacy is positively related to the integration of technology in education and online

readiness. Afari (2023) writing the effectiveness of computer self-efficacy is positively

related to the integration of technology in education, improving pre-service teachers

computer self-efficacy could increase their intention to use technology. However, Nwuso

(2023) studies the major findings show that male students have higher scores in

computer self-efficacy and online readiness than female students, while female students

had slightly higher mean scores in computer-related technology dependence. Moreover,

the results also indicated that students show great dependence on computer related

technology in carrying out their daily activities. It also stated that when computer self-

efficacy increases, the dependence on computer-related technology will also increase.

Gaps by the Present Study

The uniqueness of our study this is the first study that conducted in the

Calatagan High School. This study will discuss the effectiveness of lesson for grade 12

CSS students in fixing computers and printers. This study will also tackle the difficulties

and struggle that the respondents experience. The others studies don’t discuss on what

will be the effects of fixing computers and printers in senior high school students. This is

study is unique because it will discuss the effects of fixing computers and printers .

Conceptual Framework

The researcher used the Independent Variable-Dependent Variable (IVDV) form

Figure 1 shows the variables present in the study conducted. It shows the relationship
between independent variable and dependent variable. The fixing computers and printers is

determined to be the independent variable while Senior High Teacher’s is determined to be

the dependent variable.

SENIOR HIGH TEACHERS

FIXING COMPUTERS AND PRINTERS