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Abstract
In today’s technology-driven workplace, proficiency in office productivity software is a crucial competency for aspiring office administrators. This study examined the efficacy of instructional methods in enhancing the mastery of office productivity software among third-year Bachelor of Science in Office Administration students at Trinidad Municipal College, Trinidad, Bohol. Specifically, it aimed to identify the difficulties students encounter in learning productivity tools, assess their mastery, evaluate the perceived effectiveness of instructors’ teaching methods, and determine the relationship between instructional efficacy and student proficiency. Using a descriptive-correlational research design, the study involved 226 randomly selected respondents from a pool of 500 enrollees. Data were collected using a validated, self-constructed questionnaire and analyzed using frequency counts, weighted means, and the Pearson Product-Moment Correlation Coefficient. Results revealed that students primarily used Microsoft Word, Gmail, Google Drive, and WPS Office, while advanced tools such as Adobe Acrobat and Microsoft Access were used less frequently. Respondents demonstrated an overall “intermediate” level of mastery (composite mean = 1.84), with higher proficiency in presentation creation but lower competence in composing professional emails, applying formulas, and engaging in collaborative tasks. Instructors’ teaching approaches were rated “effective” (composite mean = 3.21), particularly in assessment through projects and presentations, though relatively weaker in integrating online tools and demonstrating advanced software proficiency. Correlation analysis established a weak but statistically significant positive relationship (r = 0.229, p = 0.001) between instructional efficacy and students’ software mastery. This indicates that while effective teaching methods contribute to improved proficiency, other factors such as resource availability, prior digital literacy, and student motivation also influence outcomes. The study concludes that instructional practices play a vital role in shaping students’ digital skills, yet teaching strategies must be strengthened through differentiated instruction, experiential learning, and real-world applications. Recommendations include enhancing faculty competence via continuous training, targeting underserved skill areas, integrating industry-relevant practices, and upgrading institutional infrastructure. These findings underscore the importance of aligning instructional methods with workplace demands to better prepare office administration graduates for the challenges of the digital economy.
