Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF SAN JOSE DEL MONTE CITY
STO. CRISTO NATIONAL HIGH SCHOOL
GUZMANVILLE SUBDIVISION, CITY OF SAN JOSE DEL MONTE, BULACAN
Chapter 2
METHODS
This chapter discusses the research methods used in this study. It includes research design,
population and sampling technique, source of data, data gathering procedure, and data analysis.
RESEARCH DESIGN
A causal research design is applied to this study to measure digital literacy's impact on
academic performance in Media and Information Literacy. A causal research design aims to
determine the impact or the cause and effect between the variables. Explanatory research
acknowledges this research design. The variations in the independent variable are measured as a
result of the changes in the dependent variable. Furthermore, it helps the researcher take any action
to answer difficulties because the causal research design allows them to recognize the causes.
(Bashin, 2020)
This research design’s objective is to know which variables are the cause and effect. Also, to
establish the relationship between the causal variables and the impact to be expected.
(SurveyMonkey, n.d.) The causal design was conducted to identify the range and nature of cause and
effect relationships. It focuses on the analysis of the specific problem to explain the patterns of
relationships between the variables. (Zikmund, W.G., Babin, J., Carr, J. & Griffin, M. (2012) This
focuses on the detailed information that causal research design is appropriate to measure the impact
of digital literacy on the academic performance in Media and Information Literacy of grade 12
students.
1
POPULATION AND SAMPLING TECHNIQUE
The target population of this research is the Grade 12 students with the specialization of
Information and Communication Technology (ICT) Technical Drafting (TD) and Computer System
Servicing (CSS), Humanities and Social Sciences (HUMMS), Accounting, Business and
Management (ABM), and Home Economics (HE) in Sto. Cristo National High School.
The total number of enrolled Grade 12 Senior High School students is one-hundred twenty
(120), but 7 are the researchers. Using sampling technique was used to find the sample. With a
margin of error of 10%, the researchers only obtained fifty-three (53) respondents as the population.
The simple random sampling is a subset of a population which is randomly selected. In this
sampling method, each member of the population has an exactly equal chance of being selected. In
probability sampling methods, this is the most straightforward method to use, and since it only
involves in a single random selection and it requires a little advance of knowledge about the
population. Then because it uses by randomization, any of the research performed this sample should
have a high internal and external validity. (Thomas,2020)
Table 1. Distribution of Grade 12 Students
2
Specialization Number of Gr.12 students
ICT – Technical Drafting 6
ICT – Computer System Servicing 3
Humanities and Social Sciences – A 9
Humanities and Social Sciences – B 5
Accountancy, Business and Management 12
Home Economics – A 9
Home Economics – B 9
Total: 53
SOURCE OF DATA
The questions at survey based on the statement of the problem to be answered by Grade 12
students of Sto. Cristo National High School. It will support the researchers in preparing questions
before conducting the survey. Every answer to the questions must be directly connected, and it will
describe the variables of the study. The content and number of the questionnaire checked and
approved by the research adviser and the grammarian. This questionnaire was through Google Form.

Construction. The questions were from the statement of the problem created by the researchers. The
researchers made the questionnaires, and no other resources used by other researchers. The
researchers devised questions that would enable them to collect the data they needed for the study.
Validation. After errors in grammar and questions that were not appropriate for the study was
identified and validated. The questionnaires were approved after they double-checked. Following the
analysis, the researchers revised the questions that found to be incorrect. The survey sent to the
3
adviser for review and approval. Before the researchers distributed it to the students, the
questionnaire was accepted.

Survey. The questions were only one set of a questionnaire organized and disseminated to the
respondents.
DATA GATHERING PROCEDURE
Survey questionnaires were used to gather data. They accommodate questions that are focused
on the statement of the problem of this study. Researchers used Google Forms to collect the data
from the respondents. The research leader divided the number of respondents and assigned it to each
member. Researchers contacted the respondents through private message in messenger and ask their
permission to answer the survey. After approving the researcher’s permission, the researchers sent
the link to the survey in Google form. Researchers did those steps until reaching the 53 respondents.
DATA ANALYSIS
The researchers used the following statistical tools to analyze the data gathered from the
respondents.
4
1. Percentage
The percentage used to analyze the data of the respondents with the following formula:
F
P= (100)
N
Where:
P = Percentage
F = Frequency
N = Total number of respondents
100 = Constant multiplier
2. Frequency
The frequency is the number of times of data collected.
3. Weighted Mean
It was used to compute the weighted mean of the responses in the questionnaire. The formula for
the weighted mean is as follows:
∑ FW
WM =
N
Where:
WM = Weighted mean
∑ = Summation symbol
F = Frequency
W = Weight
N = Total number of respondents
5
The following are the corresponding verbal interpretation of the weighted mean.
Scale Weighted Means Legend

5 4.50 – 5.00 Outstanding
4 3.50 – 4.49 Very Satisfactory
3 2.50 – 3.49 Satisfactory
2 1.50 – 2.49 Unsatisfactory
1 1.00 – 1.49 Poor
4. Pearson Product Moment Correlation Coefficient (r)
The Pearson Product Moment Correlation Coefficient is a quantitative ways to measure the
correlation between two variables.
Degree of Pearson Product-Moment Correlation Coefficient
Pearson (r) Quantitative Descriptive

1 Perfect
0.75 to < 1 Very High
0.50 to < 0.75 Moderately High
0.25 to < 0.50 Moderately Low
>0 to 0.25 Very Low
0 No Correlation
6
Chapter 3
RESULTS
This chapter summarizes the data collected from respondents and present results of the data
analysis to provide the set of statistics and standard form of tables, appropriate headings and relation
of text and tables.
Table 2 – Distribution of Respondents’ Profile According to Age

Age Frequency Percentage (%)
16 – 17 years old 15 28.3
18 – 19 years old 32 60.4
20 – 21 years old 4 7.5
22 – 23 years old 2 3.8
24 – 25 years old 0 0
Total 53 100
7
The table shows that there are fifteen (15) or 28.3% are 16-17 years old, thirty-two (32) or
60.4% are18-19 years old, four (4) or 7.5% are 20-21 years old two (2) or 3.8% are 22 -23 years old,
and zero (0) or 0% are 24-25 years old with a total of 53 respondents. This implies that majority of
the respondents' ages are 18-19 years old followed by 16-17 years then 20-21 years old and 22-23
years old.
Table 3 – Distribution of Respondents’ Profile According to Sex

Sex Frequency Percentage (%)
Female 41 77.4
Male 12 22.6
Total 53 100
Table 3 shows the distribution of respondents’ profile according to sex. As shown above,
forty-one (41) or 77.4% of the respondents are female students and twelve (12) or 22.6% are male
students. This implies that majority of the students are female.
Table 4 – Distribution of Respondents’ Profile According to Section

Section Frequency Percentage (%)
ICT Technical Drafting (TD) 6 11.3
ICT Computer System Servicing 3 5.7

(CSS)
Humanities and Social Sciences 9 17
(HUMMS) – A
Humanities and Social Sciences 6 11.3
(HUMMS) - B
Accountancy, Business and 12 22.6
Management (ABM)
Home Economics (H.E) – A 9 17
Home Economics (H.E) – B 8 15.1
8
Total 53 100
Table 4 shows the distribution of respondents' profile according to section where six (6) or
11.3% are from ICT TD, three (3) or 5.7% are from ICT CSS, nine (9) or 17% are from HUMSS A,
six (6) or 11.3% are from HUMSS B, 12 or 22.6% are from ABM, 9 or 17% are from HE - A and
eight (8) or 15.1% are from HE B. That implies most of the students are from ABM students
followed by HUMSS A, HE A and HE B then ICT TD then HUMSS B and lastly ICT CSS.
Table 5 – Distribution of Respondents According in Ability to Use Software
Software Outstanding Very Satisfactory Unsatisfactor Unsatisfactory Mean

(5) Satisfactory (3) y (1)
(4) (2)
Google 6 22 22 2 1 3.67
Classroom
Video
Editor (e.g., 4 8 28 7 6 2.94
Adobe
Premiere
Pro)
MS Word 11 20 16 4 2 3.64
Internet
Browser
(e.g., 17 18 18 0 0 3.98
Google
Chrome and
Firefox)
Photoshop 3 9 27 10 4 2.93
9
Total = 3.43
Table 5 shows the distribution of respondents according in using software. As shows above, the
respondents are very satisfactory in Internet Browser. Moreover, most of the respondents are
satisfactory in using Photoshop.
Table 6 – Distribution of Respondents According to Knowledge in Using Technologies
Technologies Outstanding Very Satisfactory Unsatisfactory Poor Mean

Satisfactory
(5) (3) (2) (1)
(4)
You can use different
technologies
11 22 18 2 0 3.79
according to purpose.
(e.g., computer,
laptop, and cellphone)
You can improve
communication and
11 15 25 1 1 3.64
productivity by using
technologies.
You can protect digital
devices from threats.
0 13 23 13 4 2.94
(e.g., malware and
viruses)
You can quickly adopt
new technologies.
2 19 23 7 2 3.22
You can perform basic

tasks. (email, search,
9 15 24 4 1 3.50
complete online
forms)
Total 3.42
10
Table 6 shows the distribution of respondents according to knowledge in using technologies.
As shows the table above, the respondents are very satisfactory using different technologies
according to purpose. Moreover, most of the respondents are satisfactory in protecting digital devices
from threats.
Table 7 – Distribution of Respondents According to Problem Solving
Problem Solving Outstanding Very Satisfactory Unsatisfactor Poor Mean

(5) Satisfactory (3) y (1)
(4) (2)
You can solve

technical problems or 1 3 22 19 8 2.43
can decide what to
do. (e.g., the
computer cannot
start)
You know what
sources you can ask 3 5 26 14 5 2.75
for help in problem
-solving.
You can think of

other solutions when 3 11 28 10 1 3.09
you cannot solve the
problems.
You can choose the
most appropriate 0 11 22 16 4 2.75
tools depending on
the problems.
You know how to

assemble a computer 1 7 13 19 13 2.32
or digital devices
TOTAL = 2.67
11
The table 7 shows the distribution of respondents according to problem solving. As shows
above, the respondents are very satisfactory in thinking of other solutions when you cannot solve the
problems. Moreover, most respondents are unsatisfactory in knowing how to assemble a computer or
digital devices.
Table 8: Distribution of Respondents According to Performance Output
Performance Outstanding Very Satisfactory Unsatisfactor Poor Mean

Output (5) Satisfactory (3) y (1)
(4) (2)
You finish your work
on or before the given 2 10 30 8 3 3.00
time.
You followed the
given instructions. 0 3 17 27 6 2.32
You apply your

Media and 2 5 22 21 3 2.66
Information Literacy
lessons in your
outputs.
You can provide 5 5 17 20 6 2.68

complete outputs.
You perform the task

with no error. 3 14 28 8 0 3.23
Total = 2.78
Table 8 shows the distribution of respondents according to performance output. As what the
table show, most of the respondents are satisfactory in performing the task without error. Moreover,
most of the students are also satisfactory in following the given instructions.
12
Table 9 – Distribution of Respondents According to Impact of Digital Literacy to Written Test
Written Test Scores Frequency Percentage (%)

1-8 0 0
9-16 2 3.77
17-24 6 11.32
25-32 34 64.15
33-40 11 20.76
Total 53 100
Table 9 shows the distribution of respondents according to impact of digital literacy to written
test. As shows above, most of the respondents scored 25 to 32 in written test with the percentage of
64.15%.
Table 10 – Distribution of Respondents According to Impact of Digital Literacy to the

Academic Performance in Media and Information Literacy
Impact of Digital Literacy Frequency Percentage (%)
It enhances my skill in using 38 71.7

digital technology.
It expands my knowledge. 35 66
It improves my participation in 32 60.4
13
the learning process.

It improves my educational 29 54.7
outcomes.
It improves my communication 27 50.9
skills.
Table 10 shows the distribution of respondents according to impact of digital literacy to the
academic performance in Media and Information Literacy. As shown above, most of the respondents
answered digital literacy enhance their skill in using digital technology with a percentage of 71.7%.
Furthermore, least of the respondents answered digital literacy improve their communication skills.
CHAPTER 4
Discussion
The main purpose of this chapter is to gather all the data and findings that have been collected
throughout the study. This chapter includes the summary and discussion of the main findings of the
study. Conclusion is based on the findings, recommendation, and suggestions for further study to
help the company and people involved are also covered in this chapter.
14
SUMMARY
On the Respondent’s Profile
1.1 There are more respondent’s ages 18-19 years old.
1.2 There are more female respondents than male.
1.3 There are more respondents that are from grade 12 – ABM.
On the Impact of Digital Literacy
2.1 The impact of Digital Literacy in ability to use Software is Satisfactory.
2.2 The impact of Digital Literacy in Knowledge in using Technologies is Satisfactory.
2.3 The impact of Digital Literacy in Problem Solving is Satisfactory.
On the Academic Performance
3.1 The impact of Digital Literacy in Performance Output is Satisfactory.
3.2 There are more respondents that scored 25 to 32 in written test.
On the Impact of Digital Literacy to the Academic Performance in Media and Information
Literacy
1. Digital Literacy enhances the skill in using digital technology.
2. Digital Literacy expands knowledge.
3. Digital Literacy improves participation in the learning process.
4. Digital Literacy improves educational outcomes.
15
5. Digital Literacy improves communication skills.
On the significant impact between digital literacy and academic performance in Media and
Information Literacy.
There is a significant impact between digital literacy and academic performance.
The Significant Relationship between Variables
Performance output significantly affects the ability to use software.
Performance output significantly affects the knowledge in using technology.
Performance output significantly affects the problem solving.
Written Test significantly affects the ability to use software.
Written Test significantly affects the knowledge in using technology.
Written Test significantly affects the problem solving.
Age significantly affects the ability to use software.
Age significantly affects the knowledge in using technology.
Age significantly affects the problem solving.
Age significantly affects the performance output.
Age significantly affects the written test.
Sex significantly affects the ability to use software.
Sex significantly affects the knowledge in using technology.
Sex significantly affects the problem solving.
16
Sex significantly affects the performance output.
Sex significantly affects the written test.
Section significantly affects the ability to use software.
Section significantly affects the knowledge in using technology.
Section significantly affects the problem solving.
Section significantly affects the performance output.
Section significantly affects the written test.
CONCLUSION
Based on the respondents' profile, majority of the respondents' age are ranging from 18-19
years old. Also, most of the respondents are female. The study shows that there is a significant
impact between the digital literacy and academic performance in Media and Information Literacy.
RECOMMENDATIONS
Based on the findings and conclusions, the researchers have reflected and formulated
recommendations.
For Administrators
Using the findings of this study, administrators must create a new techniques or methods and
can create activities in school to improve the impact of digital literacy on a student's academic
performance.
For Teachers
17
Teachers must give more effort and time in teaching and bring ideas to students on how they
will improve their digital literacy as an advantage in academic performance.
For the Students
Improve students’ digital literacy by the help of digital technologies. Try to learn and practice
by watching and reading online about using software, technologies, problem solving, and other
things that can improve your digital literacy.
For the Future Researchers
For the future researchers do a background research and choose the most suitable research
methods.
18
Appendices
19
May 20, 2021
ELISA U. JARABE
Principal
Sto. Cristo National High School
Sto. Cristo, San Jose Del Monte City, Bulacan
Dear Madam Jarabe:

Good day!
The researchers are currently conducting a study entitled “Impact of Digital Literacy to the
Academic Performance in Media and Information Literacy of Grade 12 Students in Sto. Cristo
National High School” as part of the requirements of the subject Research Project.
In line with this, the researchers are asking permission to gather data in this school. Rest assured that
the information taken will be treated with utmost confidentiality. Thank you! Respectfully yours,
MARJORIE N. CUSTODIO DEXTER D. ONGJOCO

DENIEL O. GADE MARK LAWRENCE R. ASIS
JOHN CARLO S. SORIAGA SHEENA S. DELA PENA
JOHN CALEB ILAGAN
Noted by: Approved by:
School ID: 307509

Address: Guzmanville Subdivision, City of San Jose Del Monte, Bulacan
Email: 307509.sjdmc@deped.gov.ph
20
Website: www.stocristonhs.wixsite.com/scnhs
Phone: (044) 797-0438
LAURIANO A. EWAY ELISA U. JARABE

Research Adviser School Principal
Form 2 – INVITATION AND ACCEPTANCE FORM
To: Ma’am Irene G. Mananquil
Title or Position: CSS and MIL Teacher
You are hereby nominated as Thesis/Dissertation Adviser for the topic titled “IMPACT OF
DIGITAL LITERACY TO THE ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS IN
STO. CRISTO NATIONAL HIGH SCHOOL.” We consider you very well qualified to be Ms.
Marjorie N. Custodio and company’s research field expert. We would like to know if you accept the
appointment, which entails the following:
 Making yourself available for consultation of Group 4 ICT TD-A researchers in

relation to their thesis.
 Responding to queries about the topic; and,
 Directing the student’s thesis/dissertation/dissertation research and writing work.
If these terms are acceptable to you, please signify your acceptance by signing this form.
Attached here with are the Form 1 – Adviser request Form, Form 2 – the Invitation and acceptance
form and the Form 3 – Assessment Checklist.
Accept Not Accepting
______________________________ __________________
Name Print and Signature Date
21
Form 2 – INVITATION AND ACCEPTANCE FORM
To: Ma’am Carla Angela Abuda Foronda
Title or Position: English Teacher
You are hereby nominated as Thesis/Dissertation Adviser for the topic titled “IMPACT OF
DIGITAL LITERACY TO THE ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS IN
STO. CRISTO NATIONAL HIGH SCHOOL.” We consider you very well qualified to be Ms.
Marjorie N. Custodio and company’s research grammarian. We would like to know if you accept the
appointment, which entails the following:
 Making yourself available for consultation of Group 4 ICT TD-A researchers in

relation to their thesis.
 Responding to queries about the topic; and,
 Directing the student’s thesis/dissertation/dissertation research and writing work.
If these terms are acceptable to you, please signify your acceptance by signing this form.
Attached here with are the Form 1 – Adviser request Form, Form 2 – the Invitation and acceptance
form and the Form 3 – Assessment Checklist.
Accept Not Accepting
______________________________ __________________
Name Print and Signature Date
Dear respondent,
22
Greeting of Peace!
Please be informed that the researchers are conducting a study entitled “Impact of Digital Literacy
to the Academic Performance in Media and Information Literacy of Grade 12 students in Sto.
Cristo National High School”. In line with this, the researchers prepared questionnaires to gather
information for the study mentioned above. Respondent’s participation through responses is very
vital in this study.
Thank you very much for your kind response.
Sincerely,
Researchers
Part I. Respondent’s Profile
Direction: Please provide the information in the following by putting a checkmark (✔) on the space
provided.
Name: (Optional) ______________
Age:
16-17
18-19
20-21
22-23
24-25
Sex:
( ) Male ( ) Female
Section:
__ ICT Technical Drafting (TD)
__ ICT Computer System Servicing (CSS)
__ Humanities and Social Sciences (HUMMS) – A
__ Humanities and Social Sciences (HUMMS) - B
__ Accountancy, Business and Management (ABM)
__ Home Economics (H.E) – A
__ Home Economics (H.E) – B
23
Part II. Digital Literacy

Direction: How would you rate your ability in using software, knowledge in using technologies, and
problem-solving for using each of the following? Please put a checkmark ✔ on the box at the proper
spot.
Legend:
5-Outstanding: I can perform tasks fast with precision at due time and can use shortcut keys
independently.
4-Very Satisfactory: I can perform tasks precisely at a due time independently.
3-Satisfactory: I can perform tasks precisely at a due time with teacher guidance.
2-Unsatisfactory: I need assistance to perform the tasks.
1-Poor: I do not know how to perform the tasks.
A. Ability to use Software
Software 1 2 3 4 5
Google
Classroom
Video Editor
(e.g., Adobe
Premiere Pro,
Power
Director, and
Wondershare
Filmora)
MS Word
Internet
Browser (e.g.,
Google
24
Chrome and
Firefox)
Photoshop
B. Knowledge in Using Technologies
1 2 3 4 5
You can use different
technologies according
to purpose. (e.g.,
computer, laptop, and
cellphone)
You can improve
communication and
productivity by using
technologies.
You can protect digital
devices from threats.
(e.g., malware and
viruses)
You can quickly adopt
new technologies.
You can perform basic

tasks. (email, search,
complete online forms)
C. Problem Solving
1 2 3 4 5
You can solve technical
problems or can decide
what to do. (e.g., the
computer cannot start)
25
You know what sources

you can ask for help in
problem-solving.
You can think of other

solutions when you
cannot solve the
problems.
You can choose the most
appropriate tools
depending on the
problems.
You know how to
assemble a computer or
digital devices.
Rating Scale:
Points Earned Numerical Rating Descriptive Rating

21-25 91-100 Outstanding
16-20 86-90 Very Satisfactory
11-15 81-85 Satisfactory
6-10 76-80 Unsatisfactory
1-5 71-75 Poor
Part III: Academic Performance
A. Performance Output
Direction: How would you rate your performance output for using each of the following? Please put
a checkmark ✔ in the box at the proper spot.
1 2 3 4 5
(Poor) (Unsatisfactory (Satisfactory) (Very (Outstanding)
) Satisfactory)
You finish
your work on
or before the
26
given time.
You followed
the given
instructions.
You apply
your Media
and
Information
Literacy
lessons in Scores
your outputs. 1-8
You can
9-16
provide
complete 17-24
outputs.
25-32
You perform
the task with 33-40
no error.
Rating Scale:
Points Earned Numerical Rating Descriptive Rating

21-25 91-100 Outstanding
16-20 86-90 Very Satisfactory
11-15 81-85 Satisfactory
6-10 76-80 Unsatisfactory
1-5 71-75 Poor
B. Written Test
Direction: Please put a checkmark ✔ in the box at the proper spot of your written test score.
27
Part IV. Impact of Digital Literacy to the Academic Performance in Media and Information
Literacy
Direction: How does digital literacy impact your academic performance in Media and Information
Literacy? Please put a checkmark ✔ on the space provided in the choices that apply to you.
It improves my educational outcomes.

It develops my performance.
It expands my confidence.
It enhances my research skills.
It improves my collaboration.
It improves my participation in the learning process.
It improves my communication skills.
It enhances my skill in using digital technology.
It expands my knowledge.
It helps me to have motivation.
If other, please specify: ____________________
28
Table 11 – Correlation Between Performance Output and Ability to Use Software
Performance Output Ability to Use Descriptive

Software Correlation
Mean 3.22 3.42
Variance 0.41 0.39

There is moderately
Z -1.57 significant correlation
Z Critical two-tail 1.96
Correlation (r) 0.46 Moderately Low
Table 12 – Correlation Between Performance Output and Knowledge in Using Technologies
Performance Output Knowledge in Using Descriptive

Technologies Correlation
Mean 3.22 3.40
Variance 0.41 0.34

There is moderately
Z -1.53 high significant
correlation
Correlation (r) 0.57 Moderately High
Table 13 – Correlation Between Performance Output and Problem-Solving
29
Performance Output Problem Solving Descriptive

Correlation
Mean 3.22 2.67
Variance 0.41 0.44

There is moderately
Z 4.35 low significant
correlation
Table 14 – Correlation Between Written Test and Ability to use Software
Written Test Ability to Use Descriptive

Mean 4 3.42
Variance 0.5 0.39

There is very low
Z 4.51 significant correlation
Correlation (r) -0.03 Very Low
Table 15 – Correlation Between Written Test and Knowledge in Using Technologies
Written Test Knowledge in Using Descriptive

30
Mean 4 3.40
Variance 0.5 0.34

There is very low
Correlation (r) 0.17 Very Low
Table 16 – Correlation Between Written Test and Problem Solving
Written Test Problem Solving Descriptive

Correlation
Mean 4 2.67
Variance 0.5 0.44

There is very low
Table 17 – Correlation Between Age and Ability to Use Software
Age Ability to Use Descriptive

Mean 1.87 3.42
Variance 0.5 0.39
31
Z -11.94 There is very low

significant correlation
Table 18 – Correlation Between Age and Knowledge in Using Technology
Age Knowledge in Using Descriptive

Mean 1.87 3.40
Variance 0.5 0.34

There is very low
Table 19 – Correlation Between Age and Problem Solving
Age Problem Solving Descriptive

Correlation
Mean 1.87 3.40
Variance 0.5 0.34

There is very low
32
Table 20 – Correlation Between Age and Performance Output
Age Performance Output Descriptive

Correlation
Mean 1.87 3.22
Variance 0.5 0.41

There is very low
Table 21 – Correlation Between Age and Written Test
Age Written Test Descriptive

Correlation
Mean 1.87 4
Variance 0.5 0.5

There is very low
33
Table 22 – Correlation Between Sex and Ability to Use Software
Sex Ability to Use Descriptive

Mean 1.77 3.42
Variance 0.18 0.39

There is very low
Table 23 – Correlation Between Sex and Knowledge in Using Technologies
Sex Knowledge in Using Descriptive

Mean 1.77 3.40
Variance 0.18 0.34

There is very low
34
Table 24 – Correlation Between Sex and Problem Solving
Sex Problem Solving Descriptive

Correlation
Mean 1.77 2.67
Variance 0.18 0.44

There is very low
Table 25 – Correlation Between Sex and Performance Output
Sex Performance Output Descriptive

Correlation
Mean 1.77 3.22
Variance 0.18 0.41

There is moderately
Z -27.48 low significant
correlation
35
Table 26 – Correlation Between Sex and Written Test
Sex Written Test Descriptive

Correlation
Mean 1.77 4
Variance 0.18 0.5

There is very low
Table 27 – Correlation Between Section and Ability to Use Software
Section Ability to Use Descriptive

Mean 4.40 3.42
Variance 3.59 0.39

There is very low
Table 28 – Correlation Between Section and Knowledge in Using Technologies
36
Section Knowledge in Using Descriptive

Mean 4.40 3.40
Variance 3.59 0.34

There is very low
Table 28 – Correlation Between Section and Problem Solving
Section Problem Solving Descriptive

Correlation
Mean 4.40 2.67
Variance 3.59 0.44

There is very low
Table 29 – Correlation Between Section and Performance Output
Section Performance Output Descriptive

Correlation
37
Mean 4.40 2.67
Variance 3.59 0.41

There is very low
Table 30 – Correlation Between Section and Written Test
Section Written Test Descriptive

Correlation
Mean 4.40 4
Variance 3.59 0.50

There is very low
38

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POPULATION AND SAMPLING TECHNIQUE

have a high internal and external validity. (Thomas,2020)

Table 1. Distribution of Grade 12 Students

Specialization Number of Gr.12 students

ICT – Technical Drafting 6

ICT – Computer System Servicing 3

Humanities and Social Sciences – A 9

Humanities and Social Sciences – B 5

Accountancy, Business and Management 12

questionnaire was accepted.

DATA GATHERING PROCEDURE

N = Total number of respondents

100 = Constant multiplier

The frequency is the number of times of data collected.

the weighted mean is as follows:

N = Total number of respondents

Scale Weighted Means Legend

4. Pearson Product Moment Correlation Coefficient (r)

correlation between two variables.

Degree of Pearson Product-Moment Correlation Coefficient

Pearson (r) Quantitative Descriptive

of text and tables.

Table 2 – Distribution of Respondents’ Profile According to Age

16 – 17 years old 15 28.3

18 – 19 years old 32 60.4

20 – 21 years old 4 7.5

22 – 23 years old 2 3.8

Table 3 – Distribution of Respondents’ Profile According to Sex

students. This implies that majority of the students are female.

Table 4 – Distribution of Respondents’ Profile According to Section

ICT Technical Drafting (TD) 6 11.3

ICT Computer System Servicing 3 5.7

Home Economics (H.E) – B 8 15.1

Table 5 – Distribution of Respondents According in Ability to Use Software

Software Outstanding Very Satisfactory Unsatisfactor Unsatisfactory Mean

satisfactory in using Photoshop.

Table 6 – Distribution of Respondents According to Knowledge in Using Technologies

Technologies Outstanding Very Satisfactory Unsatisfactory Poor Mean

You can perform basic

Table 6 shows the distribution of respondents according to knowledge in using technologies.

Table 7 – Distribution of Respondents According to Problem Solving

Problem Solving Outstanding Very Satisfactory Unsatisfactor Poor Mean

You can solve

You can think of

You know how to

Table 8: Distribution of Respondents According to Performance Output

Performance Outstanding Very Satisfactory Unsatisfactor Poor Mean

You apply your

You can provide 5 5 17 20 6 2.68

You perform the task

Table 9 – Distribution of Respondents According to Impact of Digital Literacy to Written Test

Written Test Scores Frequency Percentage (%)

Table 10 – Distribution of Respondents According to Impact of Digital Literacy to the

Impact of Digital Literacy Frequency Percentage (%)

It enhances my skill in using 38 71.7

It improves my participation in 32 60.4

the learning process.

On the Respondent’s Profile

1.1 There are more respondent’s ages 18-19 years old.

1.2 There are more female respondents than male.

On the Impact of Digital Literacy

2.1 The impact of Digital Literacy in ability to use Software is Satisfactory.