Correlation Between Computer Laboratory Resource Adequacy and Task

Completion Rates Among CSS Strand Students

Variable 1: Computer Laboratory Resource

Miranda et al. (2020)

Link: https://arxiv.org/abs/2011.12767

 Developed a 3D engine assembly simulation module to serve as an alternative

when physical computer laboratories were inadequate or unavailable in Senior
High School technical courses.
 The tool allowed students to engage in virtual lab activities, such as system
simulations and interactive digital tasks, improving their understanding and task
execution despite physical resource limitations.
 Results showed that students using the simulation tool completed practical tasks
more efficiently and demonstrated improved comprehension of technical
procedures compared to those without access to virtual or physical labs.
 The study concluded that incorporating simulation tools can effectively address
laboratory resource gaps and sustain task completion and practical skill
development, particularly in ICT and CSS-related strands.

Abdulganie et al. (2025)

Link: https://dx.doi.org/10.47772/IJRISS.2025.9020263

 Examined the relationship between technological resource availability (including

computers, internet, and digital tools) and student engagement in a Senior High
School (Davao City, Philippines).
 Descriptive-correlational design with 300 SHS students reported a strong positive
correlation (r ≈ 0.78) between resource adequacy and engagement in learning
activities.
 Findings indicated that consistent access to functioning hardware and stable
internet significantly boosted students' participation and interest in ICT-related
tasks—highlighting how resource access underpins active learning.
 Recommended that schools enhance their resource allocation—specifically
updating equipment and improving access—to increase engagement and
potential for task completion in ICT strands.
Caballero et al., 2024

Link: https://www.scribd.com/document/824805476/ICT-LABORATORY-JUNIOR-AND-
SENIOR-STUDENTS-ACCESS-AT-SIOCON-NATIONAL-HIGH-SCHOOL

 Compared ICT lab access (frequency and time use) between Junior and Senior
High students at Siocon National High School during 2023–2024.

 Found no significant difference in how often both groups accessed the lab, but
Junior High students used it significantly longer.

 Indicates that while access exists, usage duration varies, likely due to lab
scheduling, resource limits, or prioritization by course requirements.

 Suggests that even when labs are available, resource constraint factors—time,
equipment, scheduling—affect actual utilization, which is a component of
resource adequacy.

Navarro et al., 2024

Link: https://pidswebs.pids.gov.ph/CDN/document/pidsrp2406.pdf

 Found significant shortfalls in ICT infrastructure across Philippine public basic

schools—many lacked functioning computers, internet access, and reliable
electricity—all crucial components of adequate computer laboratories.
Pantao Journal

 Between 2017 and 2019, only ~79% of junior and ~78% of senior high schools
received computer packages they were slated to receive, indicating persistent
under-supply.

 Highlighted that unstable electrification and connectivity issues diminish the

usability of existing computer labs, hampering consistent access and disrupting
ICT-based learning activities.
Pantao Journal

 Concluded that adequate computer lab resources—up-to-date hardware, full

internet access, stable power—are essential for effective ICT instruction and task
execution, framing it as an investment with long-term learning outcomes.

Mangarin & Climaco (2024)

Link:https://www.researchgate.net/publication/
385144403_Exploring_Contributing_Factors_on_Poor_Digital_Literacy_of_Students_A_
Review_of_Existing_Studies

 Reviewed educational research to identify key causes of poor digital literacy

among Filipino high school students.
 Highlighted limited technological access, outdated devices, and school
infrastructure deficiencies as major contributing factors.
 Noted that students from areas with insufficient ICT resources were less likely to
develop essential digital skills.
 Concluded that improving access to modern hardware and consistent internet
connectivity—core aspects of resource adequacy—can significantly enhance
digital competence.

Frontiers 2024

Link: https://www.frontiersin.org/articles/10.3389/feduc.2024.1351711/full

 Systematically reviewed 36 empirical studies (2000–2023) to assess accessibility

and inclusivity in virtual lab environments
Cahaya Ilmu Cendekia

 Evaluated accessibility across four key dimensions: support for diverse abilities,
cultural/linguistic inclusivity, instructional content availability, and interaction
capabilities

 Identified common gaps—like lack of assistive features, limited device/platform

compatibility, and poor design for various learners—highlighting how these
deficiencies impede effective virtual experimentation.

 Recommended that well-designed virtual labs with inclusive features (e.g.,

multimodal content, adaptive interfaces, clear tutorials) enhance accessibility and
support diverse learners in completing lab tasks effectively

Machakos 2024

Link: https://www.iajournals.org/articles/iajsse_v2_i4_20_53.pdf

 Focused specifically on availability, adequacy, and utilization of computer

laboratories as critical components of school infrastructure.

 Found that adequate computers, proper lab maintenance, and accessibility

significantly influenced how effectively labs were used by students.
  Reported that schools with well-maintained computer labs allowed more
consistent student access for practical sessions, supporting regular lab usage.

 Recommended prioritizing upgrading and maintaining computer lab facilities to

meet student needs in technology-related subjects.

Istifadah, U. N., & ‘Azah, N. (2023)

Link:https://www.researchgate.net/publication/
383780216_Computer_Laboratory_Management_In_Improving_Students
%27_Hard_Skills_In_The_Field_Of_Multimedia

 Conducted at MAN 1 Jombang (Indonesia), this qualitative study used interviews,

observations, and documents to assess how planning, organization,
implementation, and evaluation affect computer lab management quality
 Found that effective management ensures adequate lab infrastructure, including
hardware, furniture, software, and user scheduling—all crucial for hands-on skill
development.
 Highlighted that systematic evaluation and maintenance, along with assigning
technically proficient staff, are essential to sustain functional computer labs.
 Recommended consistent management cycles to guarantee resource adequacy,
as these directly enable students to develop and complete practical multimedia
and ICT tasks effectively.

3Is-Group-1 (2023

Link: https://www.scribd.com/document/841007987/3Is-Group-1-1

 Investigated how the availability and condition of computer lab equipment

impacts academic performance among 62 Grade 12 ICT students.
 Defined IV as the number and usability of lab computers, peripherals, and
supporting resources in the school’s computer room.
 Employed a correlational design, finding that better-equipped labs are positively
associated with higher student grades and more consistent completion of ICT-
related assignments.
 Highlighted that while mere access is important, teacher training and technical
support are also crucial for maximizing lab utility and effectiveness.

Antipolo, Paz, David & Ferrer (2024)

Link: https://ijirme.com/v3i5/14.php

 Analyzed how technological advancements, including computer labs, affect

academic performance of Grade 11–12 SHS students in Zambales and
Olongapo City.
 Utilized a descriptive-survey design with 187 respondents to assess school ICT
infrastructure (lab availability, equipment quality) and corresponding student
results across different strands.
 Found a significant correlation between improved lab access (more computers,
consistent internet, updated software) and higher academic achievement,
especially among ICT strand students.
 Recommended that DepEd allocate sufficient funding for computer lab
modernization and maintenance, alongside teacher training and technology-
based lesson integration to close the digital divide and support student success.

Variable 2: Task Completion Rates

Fabito, B. S., Trillanes, A. O., & Sarmiento, J. R. (2020)

Link: https://arxiv.org/abs/2012.02121

 Found that students with consistent and reliable access to computers, stable
internet, and dedicated workspaces were able to complete ICT-related tasks
faster and with higher-quality outputs.
 Lack of sufficient resources, such as personal devices and internet connectivity,
resulted in delayed submissions, missed deadlines, and overall reduced
academic performance in ICT-based assignments.
 Students who had access to adequate technology were more engaged in class
activities and were able to meet task requirements more efficiently.
 The study emphasized that resource-related constraints directly contribute to
task non-completion and weaker academic outcomes in computer-focused
courses.

Sarmiento, G. & De Leon, R. (2023)

Link: https://www.scribd.com/document/430595548/Thhhhh-Hhhh

 Investigated how insufficient computer lab facilities affect students’ ability to

complete programming tasks.
  Found that limited and outdated computers reduced hands-on practice time,
delayed project completion, and lowered task quality.
 Students reported having to share devices or work off-site, which negatively
impacted their ability to meet task deadlines.
 Recommended that increasing lab availability and functionality is critical to
improving student task completion and learning outcomes in programming
courses.

Jeilani, A. (2024)

Link:https://www.researchgate.net/publication/
383122722_Mediating_Effects_of_Students
%27_Study_Time_on_ICT_Resource_Availability_Teacher_Competence_and_Academi
c_Performance_in_Programming_Languages

 Conducted among 287 undergraduate students, the study analyzed how ICT
resource availability affects academic performance in programming courses.
 Found that direct access to computer labs and functional ICT resources allowed
students to spend more productive time on programming tasks, improving both
accuracy and task completion rates.
 Reported that resource availability also indirectly influenced academic outcomes
by increasing students’ study time, which further enhanced task accuracy and
assignment submission rates.
 Recommended schools prioritize consistent ICT lab access and equipment
reliability to maximize student engagement and performance in practical
programming assessments.

Challenges of G12 Students Towards Utilization of ICT Facilities in SHS in San

Nicholas III, Bacoor City (2023)

Link: https://www.scribd.com/document/664499769/Challenges-of-G12-Students-
Towards-Utilization-of-ICT-Facilites-in-SHS-in-San-Nicholas-III-Bacoor-City-6-7-23

 Investigated challenges experienced by Grade 12 ICT students in completing

lab-based activities.
 Reported that insufficient computers and unreliable internet regularly caused
delays and incomplete submissions of ICT tasks.
 Highlighted that access restrictions forced students to share computers, slowing
task execution and practical output.
  Concluded that improvements in lab resource adequacy are essential for
enhancing student task completion rates.

Negative Effects of Limited Bandwidth (2024)

Link: https://www.coursehero.com/file/244007589/PR-RESEARCH-GROUP-3pdf/

 Found that limited internet bandwidth in ICT laboratories often caused task
failures and incomplete submissions of online lab exercises among SHS
students.
 Documented frequent delays in project completion and a noticeable decline in
output accuracy during ICT coursework.
 Students reported frustration from system lags and upload errors, which
negatively impacted their academic performance.
 Recommended improving laboratory internet capacity to reduce task failures and
help students complete their online assignments efficiently.

Afaq et al. (2024)

Link:https://www.researchgate.net/publication/385750998_The_Role_of_ICT_Resource
s_Available_to_Students_Influencing_their_Academic_Performance_A_Comparative_S
tudy_between_Private_and_Public_Schools_in_Sindh-Pakistan

 Compared ICT resource availability—such as school computer labs, stable

electricity, and qualified teachers—in private vs. public schools.

 Found that students in schools with better ICT resources completed computer-
based tasks more accurately and experienced fewer disruptions during
assignments.

 Identified common issues (e.g., power outages, inadequate hardware) as leading

causes of delayed or failed task submissions in public schools.

 Concluded that improved lab infrastructure and teacher competence are critical
for promoting successful task completion in ICT subjects.

Hu et al. (2022)

Link:https://www.frontiersin.org/articles/10.3389/feduc.2022.916502/fullSystematic
review of 36 studies on ICT integration and student performance.
  Demonstrated that well-structured ICT use in schools correlates with improved
test scores and task completion, whereas poor-quality ICT use may hinder
outcomes.
 Highlights that the quality of ICT resource use—not just availability—is key to
enhancing academic performance and completion of practical assignments.
 Emphasized that integrated, supportive ICT environments (like updated labs and
teacher-led usage) consistently reinforce task performance.

Bibi, H. J., Ayub, A., & Ismail, I. (2023)

Link:https://www.researchgate.net/publication/
368905746_Impact_of_ICT_on_the_Progress_and_Productivity_of_Students_at_the_U
niversity_Level

 Surveyed 600 university students in Pakistan on how ICT access affects

academic performance and practical project productivity.
 Found that students with high-quality ICT facilities (hardware, software, and
connectivity) completed tasks more efficiently and scored better on assessments
compared to peers in ICT-poor environments.
 Highlighted that improved access reduced project backlogs and enabled
smoother completion of research and computer-based tasks.
 Recommended universities strengthen ICT infrastructure to support students’
productivity and timely task completion.

Boateng, F. K. (2022)

Link: https://files.eric.ed.gov/fulltext/EJ1353463.pdf

 In a study of 105 SHS students in Ghana, strong internet access via school ICT
labs was linked to higher academic performance and successful completion of
online assignments.

 Students with limited or no lab internet access reported more unfinished

assignments and lower grades.

 The study concluded that reliable internet in school ICT environments is critical to
enabling students to complete digital tasks effectively.

 Encouraged school leaders to prioritize connectivity upgrades to improve task

completion rates.

Study 10
Variable 1 and 2

Wacas, R. U. (2021)

Link: https://journal-repository.com/index.php/ijels/article/view/3062

 Focused on CSS NC II trainees adapting to online lab sessions amid physical lab
limitations.

 Found that integrating e-learning tools partially compensated for inadequate lab
facilities, enabling continued task-based learning.

 Students using structured e-learning approaches demonstrated improved

submission rates of lab-related outputs and better technical accuracy.

 Recommends blending digital alternatives with existing lab setups to sustain task
completion during resource shortage

Leones, J. (2024)

Link: https://www.researchgate.net/publication/382702511_Enhancing_Compu
ter_Systems_Servicing_A_Modular_Approach_to_Distance_Learning

 Targeted Grade 12 CSS strand students enrolled in modular distance learning

due to limited ICT lab access.

 Highlighted that structured, well-designed modules compensated for limited in-

school laboratory use, supporting practical skill development remotely.

 Students who accessed full module sets completed hardware/software

installation activities more efficiently.
  Recommended module-based task simulations to enhance hands-on outcomes
even when labs are inadequate.

Bibi, H. J., Ayub, A., & Ismail, I. (2023)

Link: https://www.researchgate.net/publication/368905746_Impact_of_ICT_on_the_Pro
gress_and_Productivity_of_Students_at_the_University_Level

 Surveyed higher education ICT students on how resource adequacy affects

productivity.

 Demonstrated that fully-equipped computer labs and consistent internet access

were essential for timely task completion and project submission.

 Students lacking resource access showed lower task efficiency and higher
project delays.

 Recommended targeted upgrades to computer facilities to reduce task backlog

and elevate student output quality.

Boateng, F. K. (2022)

Link: https://files.eric.ed.gov/fulltext/EJ1353463.pdf

 Focused on senior high students relying on ICT labs for online task completion.

 Found that poor or absent internet connectivity in school labs caused incomplete
assignments and inconsistent academic outcomes.

 Students in schools with better connectivity achieved higher task submission

rates and improved assessment results.

 Emphasized that internet sufficiency within labs is critical to sustaining successful

digital learning workflows.
Gupta & Kumari (2024)

Link: https://doi.org/10.37256/ser.6120255285

 Surveyed 122 middle and secondary students in Jammu, India using CLEI,
ACCC, and Academic Efficacy scales.

 Found that perceived adequacy of computer labs correlated with students' self-
efficacy and positive attitudes toward ICT.

 Although no direct effect on efficacy, lab adequacy influenced students’

confidence—which is a key precursor to task completion ability.

 Recommended comprehensive lab design (hardware, space, support) to

strengthen both attitudes and readiness for completing computer tasks.

Istifadah & ‘Azah (2023)

Link:https://www.researchgate.net/publication/
383780216_Computer_Laboratory_Management_In_Improving_Students
%27_Hard_Skills_In_The_Field_Of_Multimedia

 Found that effective resource management (maintenance, staffing, scheduling)

ensured better lab adequacy.

 Students with well-managed labs reported stronger practical multimedia skills,

equating to better task performance.

 Recommended a cycle of planning–organization–evaluation to sustain lab

adequacy and support hands-on outcomes.

(obsolete)

Palagolla & Wickramarachchi (2019)

Link :https://arxiv.org/abs/1901.01579

 Identified poor infrastructure, inadequate planning, and staff capacity as main

barriers to effective ICT use.

 Found that where labs were actively managed and supported, students had
higher ICT task performance as perceived by teachers.

 Emphasized the link between resource adequacy and performance outcomes,

albeit measured through teacher perception.

Jeilani (2024)

Link: https://www.researchgate.net/publication/383122722_Mediating

 (Undergrad study, but with clear author attribution.)

 Found that lab access increased student study time, which led to better
programming task accuracy and completion rates.

 Reported a significant indirect effect (β = 0.159, p<.001), showing resource

adequacy influences task outcomes via increased engagement.

Veselkova, M. (2024)

Link: https://eric.ed.gov/?ff1=subScores&id=EJ1439125

 Used TIMSS and PIRLS data to analyze how school/home computer availability
impacts student achievement.

 Results show provision of computers in lessons improved reading scores by

0.10–0.13 SD, especially for disadvantaged students.

 However, effects on mathematics and science were statistically uncertain.

 Concluded that equitable computer access can help narrow achievement gaps
and support consistent learning outcomes.
Owusu, J., & Mensah, R. (2024)

Link: https://aquila.usm.edu/jetde/vol15/iss1/5

 Evaluated the effectiveness of Ghana’s school computerization initiative in

improving ICT resource accessibility in public schools.
 Found that increased availability of computer labs and devices enhanced both
student ICT competencies and the completion of digital and technology-based
tasks.
 Reported that better-equipped schools showed higher rates of task completion
success in basic ICT exercises like document creation and system
troubleshooting.
 Recommended ongoing assessment and maintenance of ICT resources to
sustain gains in task completion rates and technical skills development.