Keywords
digital divide
Microsoft Excel
pre-service teacher
How to Cite
Abstract
This study examined how access to computers for schoolwork relates to the ability of Bachelor of Elementary and Secondary Education pre-service teachers to compute grades and perform basic statistical calculations using Microsoft Excel. A comparative descriptive design was employed with 69 pre-service teachers from a single institution, grouped according to their level of computer access for school-related tasks. Data were gathered using a record sheet and a researcher-developed Excel workbook that measured the number of correct calculations completed per minute in timed activities aligned with DepEd grading policies. Results indicated that most pre-service teachers shared a computer or had only limited time to use one. At the same time, fewer reported either very limited access or consistent personal access to a device. Pre-service teachers with personal access completed more correct calculations per minute than those with shared or restricted access. These findings suggest that unequal access to computers for schoolwork may hinder pre-service teachers’ development of essential digital competencies needed for accurate, fair, and efficient assessment practices. If this gap remains unaddressed, teacher education programs risk producing graduates who may struggle with routine assessment tasks, potentially affecting student outcomes and fairness in the classroom. Therefore, teacher education programs may consider improving access to computers for schoolwork, integrating spreadsheet-based activities across courses, and offering additional support to those with limited access. Policymakers may also explore strategies to ensure more equitable access to technology for pre-service teachers.
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