03239nam a2200325 i 4500003000500000005001700005008004100022040002600063090002400089100004800113245022300161260007300384300001700457336002100474337002500495338002300520502010100543504004200644520176800686700003902454700003502493700003202528720004202560720004802602720003902650720003802689942004102727952012802768999001702896CSPC20260226092723.0260224s2025    |||a     b    000 0 eng d  aCSPCbengcCSPCerda   aUTH BSOA N623a 20251 aNiñofranco, John Christian L., eauthor. 10aAssessing the information and communication technology proficiency level : bbasis for a digital skills development plan / cJohn Christian L. Niñofranco, Ninia C. Niñofranco, Julius V. Nobleza, and Andrea A. Noel.  aBuhi, Camarines Sur : bCamarines Sur Polytechnic Colleges, c2025.   a121 leaves.   2rdacontentatext  2rdamediaaunmediated  2rdacarrieravolume  aUndergraduate Thesis (BSOA)- Office Administration. cCamarines Sur Polytechnic Colleges, 2025.   aIncludes bibliographical references. 3 aThis study examines the Information and Communication Technology (ICT) proficiency level of students enrolled in the Bachelor of Science in Office Administration (BSOA) and Bachelor of Early Childhood Education (BECEd) programs at Camarines Sur Polytechnic Colleges (CSPC)-Buhi Campus. As digital tools and online platforms become increasingly integrated into academic and professional environments, assessing students' ICT readiness has become essential for strengthening digital literacy and ensuring workforce preparedness. Using a descriptive research design, the study collected data from 105 students through validated survey questionnaires, supported by interviews and document analysis. Descriptive statistics were used to measure proficiency in basic computer operations, internet navigation, productivity software, information literacy, and troubleshooting, while inferential tests determined variations based on demographic profiles. Findings reveal that students possess moderate ICT proficiency, with stronger skills in document creation, file management, and online communication. However, lower proficiency was noted in advance spreadsheet functions, technical troubleshooting, and evaluating online information credibility. Results also indicate that access to ICT tools varies significantly, as most students rely heavily on smartphones and mobile data, which affects their ability to perform tasks requiring more advanced devices. Challenges such as unstable internet connection, limited device availability, and insufficient program-specific ICT training were also identified. The findings may guide CSPC administrators in refining ICT training initiatives that align with the evolving digital demands of educational and professional settings. 1 aNiñofranco, Ninia C., eauthor. 1 bNobleza, Julius V., eauthor. 1 aNoel, Andrea A., eauthor. 1 aLuzon, Niño Jeffrey L., eadviser. 1 aVerona, Lea Katrine S., epanelist, chair. 1 aOliveros, Josefin N., epanelist. 1 aAdriano, Rolando B., epanelist.   2ddcn0cUMhN623a iBSOA kUTHm2025  00102ddc4070aBUHIbBUHIcUTHd2026-02-23l0oUTH BSOA N623a 2025p00292UM-BUHr2026-02-24 00:00:00t1-1w2026-02-24yUM  c31895d31895