ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study determines the Implementation of Department of Education Computerization Program (DCP) in Zumarraga and Daram District, Division of Samar during the School Year 2025-2026 with the end view of developing a capacity program. The study aimed to examine the extent is the implementation of DepEd computerization program in terms of a.) Infrastructure, b.) Integration of ICT to the school system, c.) Raising the ICT Literacy of the learners; and d.) Monitoring and Evaluation and the challenges encountered by the schools in implementing the DCP effectively. Using descriptive-correlational approach, data were collected through the use of questionnaires. To determine whether the data is normal, the Shapiro-Wilk test was used prior to correlation analysis. Relationships between continuous profile variables and DCP implementation, point-biserial correlation for dichotomous variables (such as sex or civil status), and ETA correlation for nominal variables (such as educational attainment) will be ascertained using Pearson’s r if the data has a normal distribution. Non-parametric tests, such as the Kruskal-Wallis H test for nominal variables, the Mann-Whitney U test for dichotomous variables, and Spearman’s rho for ordinal and continuous variables, will be used when the data is not normally distributed. The findings revealed the implementation of the DepEd Computerization Program was rated “To a Large Extent” in three dimensions: Infrastructure, Integration of ICT to the School System and Raising the ICT Literacy of the Learners; and “To Very Large Extent” in Monitoring and Evaluation . The most significant implementation gap was in internet connectivity, rated as “Not at All” implemented, while physical infrastructure, maintenance, and monitoring systems were rated exceptionally high. The challenges encountered in implementing the DCP were predominantly infrastructure-related, with limited internet connectivity being the most pervasive, followed by insufficient technical support and maintenance , and inadequate number of computer units for students . Other challenges included limited teacher training on ICT integration. The study concludes that implementation of the DepEd Computerization Program demonstrates uneven development across dimensions, with exceptionally strong monitoring and evaluation systems contrasting with severe connectivity limitations. The challenges in DCP implementation reflect fundamental infrastructure issues, particularly connectivity, technical support, and equipment availability. Keywords — Inclusive Education, Technological Capabilities, Teacher Perceptions, Methodology, Educational Support Strategies