000			03145nam a2200325 i 4500
003			CSPC
005			20260226092723.0
008			260224s2025 |||a b 000 0 eng d
040			_aCSPC _beng _cCSPC _erda
090			_aUTH BSOA N623a 2025
100	1		_aNiñofranco, John Christian L., _eauthor.
245	1	0	_aAssessing 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.
260			_aBuhi, Camarines Sur : _bCamarines Sur Polytechnic Colleges, _c2025.
300			_a121 leaves.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aUndergraduate Thesis (BSOA)- Office Administration. _cCamarines Sur Polytechnic Colleges, 2025.
504			_aIncludes bibliographical references.
520	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.
700	1		_aNiñofranco, Ninia C., _eauthor.
700	1		_bNobleza, Julius V., _eauthor.
700	1		_aNoel, Andrea A., _eauthor.
720	1		_aLuzon, Niño Jeffrey L., _eadviser.
720	1		_aVerona, Lea Katrine S., _epanelist, chair.
720	1		_aOliveros, Josefin N., _epanelist.
720	1		_aAdriano, Rolando B., _epanelist.
942			_2ddc _n0 _cUM _hN623a _iBSOA _kUTH _m2025
999			_c31895 _d31895