DIGITAL LITERACY ON ACADEMIC ACHIEVEMENT AMONG GRADE 10

STUDENTS OF THE UNIVERSITY OF CEBU-BANILAD CAMPUS

A Research Paper
Presented to the Faculty of Senior High School Department
University of Cebu-Banilad
Cebu City, Philippines

In Partial Fulfillment of the Requirements for

SH-31 and SH-OJT/HUMSS (Quantitative)

by

GRACIA GARCIA
PARIS NICOLE TIRO
JANESSA JADE BORCES
CHARLI MAY OFIANGA
LEAH JOY VILLARMEA

MAY 2024
 ii

UNIVERSITY OF CEBU
PROGRAM RESEARCH OFFICE

APPROVAL SHEET

IN PARTIAL FULFILLMENT of the requirements for SH-3I and SH OJT-HUMSS, this

research paper entitled DIGITAL LITERACY ON ACADEMIC ACHIEVEMENT
AMONG GRADE 10 STUDENTS OF THE UNIVERSITY OF CEBU-BANILAD
CAMPUS submitted by the following researchers: Gracia Garcia, Paris Nicole Tiro,
Janessa Jade Borces, Charli May Ofianga, and Leah Joy Villarmea, has been duly
examined, accepted and approved for ORAL DEFENSE EXAMINATION.

ROSANNA MAHILUM-BONGO, MST-ELL (C)

Adviser

ACCEPTED AS Partial Fulfillment of the requirements for the SH-3I and OJT-HUMSS

RICHARD D. ARDENIO, MST-ELL(C) MALEEN GRAFILO-ORDIZ, MAT

Program Research Coordinator Principal, Senior High School

APPROVED by the tribunal at the ORAL DEFENSE EXAMINATION with the grade of
__________.

RICHARD D. ARDENIO, MST-ELL(C)

Chairman

JESSEL GABUNADA, LPT ERIKA ROSE ENAD, LPT

Censor 1 Censor 2

ANNAFER V. MENDOZA, LPT

Statistician

Date of Oral Defense: April 18, 2024

 iii

ACKNOWLEDGEMENT

The researchers would like to acknowledge and express their sincerest gratitude

and appreciation to the following individuals:

First, to God Almighty, to Whom the researchers are grateful for His ever-loving

showers of grace, guidance, strength, courage, and wisdom to overcome our personal and

group challenges throughout our research.

Second, to our cherished parents and relatives, who have provided us with

unconditional moral and financial support and helpful advice, which has motivated us to

persevere in our academic success.

Third, to Ms. Rosanna Mahilum- Bongo, our pretty 3I and OJT/WI instructor, for

her passionate guidance and wisdom throughout this research study. Her guidance has

motivated us to upgrade our standards for our research study.

Fourth, to Ms. Annafer Mendoza, for her efforts, advices, and new knowledge she

has bestowed on us, which are necessary to analyze and conclude our study.

Fifth, to our dearest respondents, who voluntarily gave us their patience, time, and

effort in responding to our survey and fulfilling our study’s purpose.

Finally, to our fellow research members, co-researchers, classmates, and friends,

who have clarified our doubts, given advice and tips, and showered support throughout our

journey.
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DEDICATION

This research is sincerely dedicated to our beloved parents, who have not only

provided us with motivation and support, but have also made numerous sacrifices to secure

our success. Your faith in our talents has strengthened our desire to succeed, for which we

are forever thankful. To our family, whose unwavering support has served as an inspiration

during the most difficult of times. Your everlasting love and understanding have given us

the strength to face every challenge on our path. This research is also dedicated to our

teachers, classmates, and friends, who encouraged us to finish this study with their words

of advice and encouragement. Your patience, commitment, and support have motivated us

to strive for excellence in all we do.

We also dedicate this research paper to ourselves, we have faced the obstacles of

research and discovery with endless hours of hard labor and determination, stretching the

boundaries of our knowledge and talent. This dedication celebrates our shared journey,

recognizes our accomplishments, and serves as a reminder of the limitless potential that

each of us possesses as we strive for academic success.

Finally, we devote this research to the Almighty God, thanking him for his

guidance, strength, mental capacity, security, and skills, as well as for providing us with a

healthy life. This dedication is intended to express our gratitude to everyone who has

helped us improve academically and personally. We honor this milestone with deep

appreciation and a renewed sense of purpose.

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Abstract

Title : DIGITAL LITERACY ON ACADEMIC

ACHIEVEMENT AMONG GRADE 10 STUDENTS
OF THE UNIVERSITY OF CEBU-BANILAD
CAMPUS

Researchers : Gracia Garcia

Paris Nicole Tiro
Janessa Jade Borces
Charli May Ofianga
Leah Joy Villarmea

Strand and Section : HUMSS 2A- FAITH

School : University of Cebu - Banilad

Adviser : ROSANNA MAHILUM-BONGO, MST-Eng. (c)

Date Completed : May 2024

Possessing proficient digital literacy skills plays a pivotal role in strengthening

students' academic achievement, as it empowers them to adeptly navigate digital resources,
discern credible information, and expand their intellectual horizons. This study focused on
the relationship between the level of digital literacy and the level of academic
achievement among Grade 10 students. Employing a correlational design, Grade 10
students under the junior high school department of the University of Cebu-Banilad were
chosen as respondents using non-probability purposive sampling. Moreover, two
standardized survey questionnaires measuring the levels of digital literacy and academic
achievement were disseminated to collect data, with Pearson's Correlation Coefficient as
the primary statistical tool for analysis. According to the results, there is a significant
relationship between digital literacy and academic achievement levels among Grade 10
students of the University of Cebu- Banilad. In summary, the findings underscore the
significance of digital literacy in fostering academic excellence becomes apparent,
particularly for students who actively leverage these skills in their educational pursuits.

KEYWORDS: Digital literacy, academic achievement, junior high school students,

academic performance, quantitative, correlation
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TABLE OF CONTENTS

CHAPTER 1 THE PROBLEM AND ITS SCOPE .........................................................1

INTRODUCTION .................................................................................................1
Rationale .....................................................................................................1
Theoretical-Conceptual Background .......................................................4
Theoretical-Conceptual Framework ........................................................9
The Problem .............................................................................................10
Scope and Delimitations of the Study ....................................................11
Significance of the Study .........................................................................13

REVIEW OF RELATED LITERATURE AND STUDIES .............................15

RESEARCH METHODOLOGY .......................................................................27

Research Design .......................................................................................27
Research Environment ............................................................................28
Research Respondents .............................................................................28
Research Instruments ..............................................................................29
Data Gathering Process ...........................................................................30
Statistical Treatment of Data ..................................................................32
Ethical Consideration ..............................................................................33
Trustworthiness of the Study ..................................................................34

DEFINITION OF TERMS..................................................................................35
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CHAPTER 2 PRESENTATION, ANALYSES, AND INTERPRETATION OF

DATA ....................................................................................................................36

CHAPTER 3 SUMMARY, FINDINGS, CONCLUSION, AND

RECOMMENDATIONS.................................................................................... 40
Summary.................................................................................................. 40
Findings.................................................................................................... 41
Conclusion ............................................................................................... 42
Recommendations ................................................................................... 43

REFERENCES................................................................................................................ 45

APPENDICES ................................................................................................................. 57
Appendix A.1: Transmittal Letter (Junior High School Principal) ... 57
Appendix A.2: Transmittal Letter (Junior High School Section
Advisors) ...................................................................................... 58
Appendix B: Consent Form ................................................................... 60
Appendix C: Research Instrument........................................................ 62
Appendix D: Location Map.................................................................... 65
Appendix E: Raw Data and Computation ............................................ 66
Appendix F: Documentation .................................................................. 69
Appendix G: Grammarly Results.......................................................... 70

CURRICULUM VITAE................................................................................................. 71
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LIST OF TABLES

TABLE TITLES PAGES

1 Relationship between Digital Literacy and Academic 38

Achievement
 ix

LIST OF FIGURES

FIGURES TITLES PAGES

1 Theoretical-Conceptual Framework 9

2 The Percentage Level of Digital Literacy among 36

Grade 10 Students

3 The Percentage Level of Academic Achievement 37

among Grade 10 Student

4 Map and Photo of the University of Cebu-Banilad 65

Campus
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
THE INTRODUCTION

Rationale of the Study

Digital literacy is a crucial process for effectively accessing and comprehending a

wide range of information and data in the digital world and a skill needed when using

technology to communicate. It refers to interconnected skills or competencies required to

succeed in the digital environment (List, 2019). Miranda et al. (2018) summarized digital

literacy into three core parts: accessibility to information and communication technology

(ICT), operational competencies, and conceptual skills. Identifying malicious or deceiving

websites, evaluating reliability, accessing information from various sources, and other

skills are needed to access digital data (Gündüzalp, 2021). Audrin and Audrin (2022)

reported that several studies proved how significant information and communication are in

digital literacy and how utilizing these can improve learning, especially among educators

and students. The American Psychological Association (2023) defines academic

achievement as any observable academic or disciplined study achievement. Factors that

spur academic achievement include the students' determination, encouragement and

promotion of academic motivation from parents and educators, and setting learning goals

(Singh, 2011). Altogether, possessing digital literacy skills can significantly improve

students’ academic achievement because it allows them to efficiently navigate digital

information, identify and avoid malicious information, and expand their knowledge.

However, the researchers’ study gap occurs regarding the potential negative relationship

between digital literacy and academic achievement. A further study gap indicates that the

association between digital literacy and academic success has not received much attention
 2

in local studies. By addressing these research gaps, the researchers’ study focuses on

presenting a better understanding of the correlation between digital literacy and academic

achievement among Grade 10 students, which could provide significant implications for

effectively utilizing digital literacy.

In a survey, students from Croatia revealed that being digitally literate offers

educational advantages, improving their academic achievement (Vrana, 2014). Meanwhile,

a survey study on students’ self-assessments conducted by Miranda et al. (2018) states that

85% of Portuguese students agree with the fundamentals of digital literacy skills for

developing their learning ability. Another study shows that applying early digital literacy

skills to young children will develop digital operational, early literacy, language, and socio-

emotional skills in advance (Soyoof et al., 2023). By fostering digital literacy skills at home

at a young age, students will be more proficient before entering formal education.

A comparative study of the levels of digital literacy in the Association of Southeast

Asian Nations (ASEAN) countries reveals that the Philippines ranks the sixth highest level

of digital literacy, with an average of 19.80 (Kusumastuti, 2020). In the Philippines, various

organizations and communities, such as Code Phil, aim to strengthen digital literacy among

the youth of this developing country. Atoy et al. (2020) state that digital literacy positively

correlates with students' information research strategies. It develops skills such as using

websites and search engines, choosing appropriate keywords for information, and

evaluating the information gained by comparing it to other sources.

Furthermore, a study in Argao, Cebu, revealed that only 81% of rural schools had

high-speed Internet, compared to 99% of urban schools, posing a hindrance to the students’

opportunity to learn basic digital literacy skills (Tomol et al., 2023). With the advancement
 3

of technology, it has become a valuable tool for analyzing, exploring, and discovering new

concepts and ideas, thus promoting the importance of equipping students with updated

digital literacy skills, especially in rural schools with insufficient to no digital equipment.

The rise of digitally literate students and improving technology tools for blended learning,

online classes, and other innovative teaching strategies will also require teachers to be

digitally literate (Sitoy et al., 2021). Thus, student and teacher interactions must be more

proficient with technology in order to improve education.

This study aimed to determine the significant relationship between digital literacy

and academic achievement among Grade 10 students of the University of Cebu-Banilad in

the academic school year 2023-2024. The researchers’ data collection and the study's result

provided helpful implications and solutions that encouraged the development of digital

literacy skills and the levels of academic achievement of junior high school students. The

results also demonstrated the value of digital literacy skills for Grade 10 students, which

helped them when they will advance to senior high school education, where digital

information, communication, and research are evident.

 4

Theoretical – Conceptual Background

This study is based on a mother theory, the theory of Connectivism by George

Siemens (2004), that supports the researchers' assumption of the topic. The minor theories

that support the mother theory are New Literacies by Colin Lankshear et al. (2008) and

Self-Efficacy Theory by Albert Bandura (1977). These two theories elaborate the concepts

of the two variables used in this study: digital literacy and academic achievement.

The theory of Connectivism (2004), coined by George Siemens, underscores the

dynamic nature of knowledge dissemination in digital environments, emphasizing effective

navigation of diverse networks. It posits that knowledge is no longer confined to traditional

sources but is distributed across an expansive digital network, encompassing various

formats. Siemens (2008) asserted that "learning and knowledge rest in the diversity of

opinions," highlighting an individual’s ability to access various perspectives and insights

through digital channels. He stressed the role of technology in facilitating comprehensive

comprehension across disciplines, highlighting the need for critical evaluation and

connection of information sources. Supporting this perspective, Jones-Jang et al. (2019)

found an increasing need for improved information literacy skills in today's digital age,

where misinformation is rampant. This theory emphasizes the importance of technology

among Grade 10 students in facilitating digital literacy in various subjects and the critical

role of critical evaluation and information source connection in navigating today's

information-rich environment. Furthermore, Siemens and Downes (2009) argued that with

the rising tide of knowledge, maintaining an unchanging learning approach impedes

student’s development as learners. They contended that the current society demands

nonlinear models of learning processes and knowing states. Such a capacity to acquire

knowledge can facilitate research and assist in interpreting patterns, especially among
 5

grade 10 students (Duke et al., 2013). The theory emphasizes the importance of productive

engagement with digital networks and critical assessment of dynamic information. Because

of the rapid change caused by technology, all its institutions, including schools, adapt to

the weight of change (Siemens, 2006). This theory determines how grade 10 students

interact with digital networks to access, evaluate, and integrate information into their

learning processes.

The New Literacies theory, proposed by Colin Lankshear et al. back in 2008, offers

a comprehensive framework to understand literacy in the context of the digital age. This

theory acknowledges the profound impact of digital technologies and the Internet on how

students read, write, communicate, and make meaning in contemporary society. For grade

10 students, this means recognizing that their ability to navigate the digital world

effectively is essential for success inside and outside the classroom. It acknowledges

literacy practices' intricate and fluid nature, shaped by diverse contexts and individual

experiences. At the same time, it is increasingly evident that research on new literacies

profoundly impacts societies, education systems, and public policies (Lankshear et al.,

2008). This theory underscores the need for critical digital literacy, the importance of these

skills to navigate the digital world, and the ability to critically assess online information,

and engage ethically in digital spaces. It recognizes that literacy practices are complex and

dynamic, varying across contexts and influenced by individual experiences and affiliations.

Grade 10 students who have developed critical digital literacy skills are better equipped to

discern credible sources from unreliable ones, avoid misinformation, and critically evaluate

digital content. This critical thinking ability not only enhances their academic work but

also prepares them to navigate the complexities of the digital world responsibly. Castellvi
 6

et al. (2020) asserted that extending critical thinking beyond a mere acquisition of skills

gains a role as an attitude and lifestyle conducive to proactive engagement with

information. Thus, this theory aligns with the notion that fostering critical thinking abilities

enhances grade 10 students’ capacity to navigate the complexities of the digital world

responsibly, thereby bolstering their academic performance and readiness for digital

citizenship. Three multiliteracies, which are computer, network, and technology, have

implications for the general proliferation of new technology tools in society. Information,

visual, and media literacies have the potential to build on already familiar alphabetic

literacy foundations in schooling (Tyner, 2014). By emphasizing the importance of critical

digital literacy and the ability to navigate the complex digital landscape, this theory equips

students with the necessary skills to assess information and engage responsibly in online

spaces critically. Moreover, the theory's focus on dynamic, context-specific literacy

practices promotes adaptability and flexibility, enabling grade 10 students to engage with

diverse learning materials and participate more actively in collaborative academic

endeavors, ultimately leading to improved academic performance and holistic

development.

The Self-efficacy Theory, proposed by Albert Bandura in 1977, presents self-

efficacy as a crucial cause of motivation and performance, especially in the field of

education. Self-efficacy is defined as a person's confidence in their ability to achieve

predetermined performance levels for life-affecting events (Bandura, 1994). This

confidence influences how people feel, think, motivate themselves, and act. This theory

also states that individuals tend to persevere until they achieve the results, they believe are

appropriate (Bandura, 1977). Self-efficacy is developed through the mastery of experience

 7

and success, raising the confidence of having the right skills to succeed and maintaining a

firm commitment to achieve higher goals. Khan (2023) stated that higher academic self-

efficacy significantly influences a higher grade point average (GPA) through self-

perception of themselves relating to self-efficacy. Therefore, grade 10 students with high

self-efficacy have proven to perform better academically and pursue higher academic

achievement. Students with a strong sense of self-efficacy can better pay close attention to,

organize, and elaborate on content due to their cognitive abilities (Heslin & Klehe, 2006;

Al-Abyadh & Abdel Azeem, 2022). Even if they face challenges, they find intelligent ways

to overcome them and achieve their goals. In simple terms, grade 10 students’ beliefs about

their skills and their confidence in their efforts greatly influence how they act and perform

in school. Knowing the extent of their skills, students will be motivated to apply greater

effort in their academics and set learning goals to master skills such as digital literacy skills

(Köseoğlu, 2015). This theory can effectively identify whether self-efficacy is a crucial

cause of motivation and performance, especially in the education of grade 10 students,

allowing researchers to assess their confidence in their ability to achieve academic goals

and their proficiency in digital literacy skills.

Drawing on the insights of George Siemens' Connectivism Theory, Colin

Lankshear’s New Literacies Theory, and Albert Bandura’s Self Efficacy Theory, the

researchers will assess the potential impact of digital literacy on the academic achievement

of Grade 10 students at the University of Cebu-Banilad Campus. The study explores how

digital literacy may influence students' academic achievement, considering Connectivism's

perspective on the expansive digital knowledge network, New Literacies' recognition of

the evolving importance of digital literacy, and Self-Efficacy Theory’s emphasis on

 8

students’ academic achievement. The researchers intend to investigate the students'

anticipated use of digital literacy skills, including information sourcing, filtering,

connecting varied sources, and understanding its potential effect on academic achievement

in the technologically interconnected world. Therefore, the researchers believe that

conducting this study will underscore the importance of these variables and facilitate the

researchers finding accurate results.

 9

Theoretical-Conceptual Framework

Connectivism
(Siemens, 2004)

New Literacies Self-Efficacy Theory

(Lankshear & Knobel, 2008) (Bandura, 1997)

Digital Literacy on Academic Achievement

Achievement among Grade 10 Students of the
University of Cebu-Banilad Campus

Profound Influence of Digital Students’ Levels of Mastery

Literacy in Education in Academics

Correlational Research Method

Survey Questionnaire

Pearson’s Correlation Coefficient

Findings

Recommendations
Figure 1.
Theoretical-Conceptual Framework of Digital Literacy on Academic Achievement among
Grade 10 Students of the University of Cebu-Banilad Campus
 10

THE PROBLEM

Statement of the Problem

This correlational study aimed to investigate the relationship between the level

of digital literacy and the level of academic achievement among the Grade 10 students of

the University of Cebu-Banilad, during the academic year 2023-2024. The results of the

study served as the basis for recommendations.

Furthermore, this study aimed to answer the following sub-problems:

1. What is the percentage level of digital literacy among Grade 10 students?

2. What is the level of academic achievement among Grade 10 students?

3. Is there a significant relationship between the level of digital literacy and

academic achievement among Grade 10 students?

4. Based on the results, what recommendations can be formulated?

Statement of the Null Hypothesis

H0: There is no statistically significant relationship between the level of digital

literacy and the level of academic achievement among the Grade 10 students of the

University of Cebu-Banilad.
 11

Scope and Delimitations of the Study

This research aimed to investigate the relationship between digital literacy

components, such as digital skills, access to technology, and digital information literacy

(Moon & Bai, 2020), and academic achievement among junior high school students. Grade

10 students' academic achievement was measured using students' GPAs (Grade Point

Averages) as the key metric to ensure a comprehensive analysis of how digital literacy

relates to their academic achievement. Utilizing the Connectivism Theory defined how

digital literacy connects with the student's academic achievement. This study focused on

the relationship between the level of digital literacy and academic achievement among the

Grade 10 students at the University of Cebu-Banilad in the academic year 2023-2024.

The delimitations in research are limitations or restrictions purposefully written to

specify the scope of the inquiry, including the study's demography, environment,

timeframe, strategy of the investigation, and methodologies utilized to obtain the data

(Hassan, 2023). The delimitation of this study was focused on correlating the level of

digital literacy and academic achievement among junior high school students only,

omitting senior high school and college-level students. This research did not consider the

connection between extracurricular activities or non-academic factors and academic

achievement. While socioeconomic factors can play a significant role, this study did not

extensively explore their relation to academic achievement. In addition, this study assumed

a relatively stable technology infrastructure at the University of Cebu Banilad, but it did

not delve deeply into the specific technological resources available. The study was limited

to the profile of the criterion variable, precisely the Grade 10 students. The researchers

chose the Grade 10 students because this study explored the influence of digital literacy on
 12

young people, who played an essential role in developing digital literacy norms, habits,

and practices within their generation and throughout society. Their expertise in digital

technology positioned them as the foundations of digital innovation, education, and societal

change. Therefore, the researchers primarily examined their academic achievements by

determining their GPAs. The researchers did not extensively explore qualitative aspects of

students' experiences with digital literacy as well. Furthermore, the researchers selected

sixty (60) total Grade 10 students as the study respondents. Additionally, this study

employed separate relevant literature for each variable to bolster its findings, relying on

regional and local sources where necessary for stronger correlations.

Limitations are the elements or circumstances beyond the researcher's control

(Simon & Goes, 2013). These limitations limit the study's scope and can affect the

conclusions gathered from its results. In essence, every study has deficiencies, no matter

how good they are. There were limitations due to the need for more accurate and readily

available data, making it challenging to compile linked studies. Since this survey covered

respondents' academic achievements, the researchers encouraged them to participate,

obtain informed consent, protect their personal information, and maintain confidentiality

by using pseudonyms during data gathering. In the data-gathering process, the researchers

faced the challenges of the adviser's hectic schedule. Therefore, it was difficult to obtain

further data. Furthermore, several respondents who had signed the informed consent did

not show up or were unavailable when the researchers attempted to contact them. Despite

facing challenges in scheduling meetings and following up with respondents, researchers

persevered to keep everyone on track, remaining positive to ensure they gathered all

necessary study data.

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Significance of the Study

The results of this study will be beneficial to the following individuals:

Junior High School Students. This study can let them understand the importance

of digital literacy skills and academic achievement. Moreover, this study also aims to

inspire students to invest in developing these skills to enhance academic performance and

future professional prospects.

School Community. The results obtained in this study can help the school

community determine the possible degree of importance of digital literacy in academic

achievement among students, promoting collaboration among parents, teachers, and

administrators to support students' growth and academic achievement.

Teachers. This study helps teachers to better align their teaching techniques and

resources with students’ levels of digital literacy, potentially leading to improved academic

achievement among students.

Parents. The result of this study can educate parents on the need to assist their

children in developing digital literacy skills. They can help encourage and direct their

children’s digital learning activities, improving their academic achievement.

School Administrators. This study can encourage school administrators to help

students attain higher academic levels by fostering digital literacy and adopting research-

based initiatives. These can result in increased graduation rates, better student outcomes,

and a reputation for educational quality in the community.

 14

Future Researchers. This study's results will benefit future researchers by gaining

knowledge and understanding of the relationship between digital literacy and academic

achievement. Furthermore, they could be beneficial as a source of information for future

research.
 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides an overview of relevant research and studies on the impact

of digital literacy on high school education. To facilitate comprehension, the literature for

this research study has been divided into different themes, and these were categorized into

three main domains: The Role of Digital Literacy in Education, Academic Achievement

among High School Students, and The Relationship of Digital Literacy to Students'

Academic Achievement.

The Role of Digital Literacy in Education

Digital literacy is necessary for empowering citizenship in a digital society.

According to the University of West Alabama (2020), the International Encyclopedia of

Media Literacy defined digital literacy as the technical, cognitive, and social competencies,

knowledge, and skills required to communicate effectively and participate in the

contemporary knowledge economy. Eshet (2004) and Law et al. (2018) also defined digital

literacy as more than just the ability to utilize software or operate a digital device; it entails

a wide range of complex cognitive, physical, sociological, and emotional skills that users

require to perform effectively in digital contexts.

Taşkıran (2021) stated that digital literacy opens accurate access to information and

allows students to study on a legal level while adhering to ethical guidelines, making it

easier to use information obtained in everyday life, rearrange information, develop new

information, and critically analyze data. Additionally, digital literacy can help students

make productive use of computers as teaching tools, maximizing their interaction with

educational materials to boost efficiency (Pagani et al., 2016). Atmojo et al.'s (2022) study

on “Classroom Teacher’s Digital Literacy Level based on Instant Digital Competence

 16

Assessment (IDCA) Perspective” divides digital literacy into three categories:

technological, cognitive, and ethical. According to their findings, 50% of this study’s

participants were deficient in technological and cognitive components. However, 50%

scored high in the ethical component. As a result, it has been determined that the digital

literacy level of classroom teachers ranges from very poor to high (Çam & Kiyici, 2017;

Chama & Subaveerapandiyan, 2023). Digital literacy has evolved into a critical component

in teaching and learning across the several educational phases that have been addressed

since the last decade of the twentieth century in the fields of open, distant, and digital

education (Marín & Castañeda, 2023; Erwin & Mohammed, 2022).

Digital literacy in education is critical for preparing students for the digital age and

equipping them with the skills they need to thrive in a technologically advanced society

(Alakrash & Razak, 2021). It does not alter traditional conceptions of literacy but expands

on them to encompass competencies relating to computers and other digital devices, the

Internet, and social media. They are becoming an indispensable source of education and

self-education and a vital tool for creating new literacy (Shopova, 2014). According to

Aavakare (2019), digital literacy positively impacts individuals' intentions to use digital

technologies for learning. In the study “Digital Literacy and Student Academic

Performance in Universities: A Meta-Analysis” by Ardhiani et al. (2023), the results

suggest that digital literacy has a positive and significant link to student academic

achievement at the moderate level, with a 95% confidence interval (0.184; 0.444).

Moreover, in the study “Digital Literacy Skills of Secondary Level Students: An

Assessment” by Bansal and Misra (2021), the current survey found that most secondary

school students have moderate to high levels of digital literacy skills. Meanwhile, in the
 17

study “Key Factors in Digital Literacy in Learning and Education: A Systematic Literature

Review using Text Mining”, Audrin and Audrin (2022) derived two primary groupings of

sentences in which the term "internet" is connected negatively with ideas related to learning

and education. Digital literacy education strives to construct the learners' knowledge and

skills through education and practices to improve their digital literacy (Lee, 2014).

Secondary schools utilizing information and communications technology (ICT) were

taught better than other lessons.

However, the study “Information Skills of Finnish Basic and Secondary Education

Students: The Role of Age, Gender, Education Level, Self-efficacy and Technology

Usage” by Kaarakainen et al. (2019) revealed that students lacked basic information skills,

notably in formulating search keywords and judging source credibility, both of which are

critical components of digital literacy. Versatility in technology usage was discovered as a

critical predictor of information skills, indicating its significance in improving academic

achievement. Furthermore, education level was found to impact information skills,

emphasizing the importance of tailored interventions to increase digital literacy among

students (Peoni & Tungka, 2023). Inadequate teacher training and support, software quality

limitations, and instructional approaches contribute to the lack of digital literacy skills

(Johnson & Lipsmeyer, 2023). According to D’Angelo (2018), digital technologies in the

curriculum can boost students' engagement, motivation, and overall academic success. For

junior high students, who are often in a vital period of academic development, digital

literacy skills can equip them to access varied sources of information, perform successful

research, and critically assess web pages (Livingstone & Sefton-Green, 2016).
 18

The study “Exploring Digital Self-Efficacy among Junior High School Learners of

Alternative Learning System in Cagayan de Oro City” by Calo (2023) investigates digital

literacy among junior high school students in the Philippines, concentrating on the Cagayan

de Oro City division. Their study questioned 327 ALS (Alternative Learning System)

students and discovered moderate digital literacy self-efficacy. Regardless of

demographics, access to technology and internet resources remained a barrier. Therefore,

digital communication platforms enable students to connect with fellow students,

communicate their thoughts and emotions, and improve interpersonal skills (Livingstone,

2012). According to Hargittai and Walejko (2008), students can develop their

communication skills, conflict resolution abilities, and empathy by engaging in virtual

communities, cooperative projects, and online debates. Furthermore, digital literacy

promotes digital citizenship by encouraging students to behave responsibly and ethically

in online contexts, appreciate different points of view, and constructively contribute to

digital communities (Fraillon et al., 2014).

In conclusion, digital literacy plays a significant role in education, empowering

students to thrive in a digitally-driven society. Defined as encompassing technical,

cognitive, and social competencies, digital literacy enables effective communication,

critical thinking, and ethical participation in the knowledge economy. Studies reveal its

positive impact on academic achievement, student engagement, and the development of

essential skills for navigating the digital landscape. However, challenges such as access to

technology, inadequate teacher training, and limitations in information skills persist.

Nonetheless, efforts to enhance digital literacy are essential for preparing students to

succeed in an increasingly digital world. Education institutions cultivate digital literacy

 19

competencies, empowering people to become informed, involved, and proficient digital

citizens. This allows them to leverage technology for information-seeking, teamwork,

innovation, and moral engagement.

Academic Achievement among High School Students

Academic achievement success in high school is a crucial factor influencing

prospects, establishing advanced education and groundwork for continuous learning,

sharpening critical thinking skills, and fostering personal growth. According to Ozcan

(2021), numerous variables that affect the students' academic progress could also affect

academic achievement, including the students’ characteristics, family education level,

parental involvement, the student-teacher relationships, and the peer groups.

Labasano's (2015) study, “Factors Affecting Students’ Academic Performance in

Research: The Senior High School Perspective”, determined the factors that would affect

students' academic achievement in terms of student characteristics such as sex, class

attendance, average hours of study, and attendance during the review class. Wigfield and

Eccles (2000) also stated that academic achievement is influenced not only by innate talent

but also by the usage of learning strategies, self-motivation, excellent study habits,

supportive environments, and material accessibility. Additionally, anxiety and

interpersonal relationships both have a positive effect on academic achievement, but the

former has a more significant direct effect. Maneeton et al. (2022) found that anxiety had

a positive impact on depression, while self-worth, interpersonal relationships, and life

satisfaction had a negative impact on depression. On the other hand, Ozcan (2021)

examined high school teachers' perspectives in Turkey, finding that family education levels

impacted achievement through dimensions like academic achievement through dimensions

 20

like academic support and motivation. The school's physical conditions, leadership,

environment, and teachers also facilitated learning engagement and success. A primary

contributor to academic underachievement is parental motivation and support deficiency.

Parent involvement and higher socioeconomic status predict better achievement (Park et

al., 2017). The rhetoric for parental involvement assumes that parents can and should

support rigorous demands of the school curriculum and assessment, thereby enhancing

school-family communication, alleviating student disciplinary problems, and contributing

to student achievement (Carpenter et al., 2016; Tan et al., 2020). In their study “The Impact

of School Climate and School Identification on Academic Achievement: Multilevel

Modeling with Student and Teacher Data”, Maxwell et al. (2017) stated how positive

school climate and culture correlate with higher performance via relationships, efficacy

beliefs, and safety. The same study also found positive associations between supportive

student-teacher relationships and higher GPAs, even when controlling for prior

achievement and demographics. Students who feel safe, supported, and bonded at school

also demonstrate higher performance and grades (Miller, 2020). There is also an

interrelated relationship between peer groups and academic performance. Nevertheless,

academic-minded students impact their peers and help improve their overall academic

performance (Filade et al., 2019). Understanding the prospects and challenges of peer

groups is crucial for the productivity of educational processes and the organizational design

of school systems to improve students' academic performance.

Likewise, student-teacher rapport contributes to more effective classrooms and

significant learning (Gehlbach et al., 2016). Establishing rapport between teachers and

students is essential for creating a classroom environment conducive to learning (Arghode

 21

et al., 2017; Estepp & Roberts, 2015; Lee, 2015). Contemporary research has demonstrated

connections between specific rapport-building teaching techniques and more remarkable

learning outcomes. Strategies like encouraging more student interaction, relating course

concepts to personal experiences, and expressing respect for students have improved

students' achievement (Estepp & Roberts, 2015; Sybing, 2019). An ethnographic study,

“Making Connections: Student-teacher Rapport in Higher Education Classrooms”, by

Sybing (2019), examined the rapport-building strategies used by a university writing

teacher, such as validating student participation and knowledge while minimizing the

instructor's authority role. Their findings suggested that these techniques increased their

confidence, engagement, and sense of support.

On the contrary, Zoubi and Younes (2015) asserted that there are various reasons

why students fail academically. Some other reasons why students fail academically are

unclear plans, psychological and health problems, issues related to the learner such as

weakness of enthusiasm and lack of self-confidence, and test anxiety. According to Pascoe

et al. (2019), secondary and university students' stress from schooling hurts learning,

academic achievement, and general well-being. Nurturing the students’ ability to manage

their stress is an essential area that needs to be improved. One way to manage stress is self-

regulation, which boosts academic achievement by focusing on individuals' responsibility

for their learning, control of their learning, control of their learning processes, ability to

adjust their learning process when necessary, and ability to motivate themselves throughout

their learning lives (Zimmerman, 2011). Students who can self-regulate can take control of

their learning processes by developing metacognitive strategies such as planning, being

organized, and being motivated (Yavuzalp & Bachivan, 2021).

 22

Digital competence is the confident and critical use of digital literacy for

information, communication, and basic problem-solving in all aspects of life. It combines

knowledge, skills, and attitudes toward using new technologies. It also proves to be the

most significant positive cause of students’ academic achievement and engagement (Wang

et al., 2021). This competence can significantly lower academic burnout and stress and

increase students’ learning abilities and academic achievement. Digital competence is seen

as one of the crucial competencies for lifelong learning, and one of the fundamental writing

and reading skills (Røkenes & Krumsvik, 2016). Developing university students’ digital

competence is vital for their success in higher education (López-Meneses et al., 2020).

Consequently, ICT is regarded as the best medium for handling information; it

includes multimedia, the Internet, and devices such as video, cameras, mobile telephones,

personal computers (PCs) or laptops, and smartphones. When connected to the Internet,

these gadgets can provide access to a large volume of information (Ebo, 2013, as cited in

Nwosu et al., 2018). ICT can enhance instructional delivery through its dynamic,

interactive, and engaging content. It can also provide real opportunities for individualized

instructions. ICT has the potential to accelerate, enrich, and deepen skills and motivate and

engage students in learning. In higher institutions of learning, information literacy, and ICT

competence are necessary skills for students to recognize when information is needed and

have the ability to locate, evaluate, and use such information to enable them to improve

their academic performance. The use of technology helps to facilitate students’ research

projects, helps students develop a hypermedia program for learning a particular topic, and

helps them to maximize their instructional time (Nwosu et al., 2018). Ofoegbu and Uche

(2013, as cited in Nwosu et al., 2018) indicated that the potential of ICT to improve
 23

instruction can help to present information in many forms, make learners more confident

in the learning process, communicate effectively in any process, become independent

learners and good beginners, improve their writing skills, give rise to more significant

problem solving and critical thinking skills. To improve their academic performance,

undergraduates are now being charged to advance their existing knowledge by using the

best sources and resources to support their academic functions.

In conclusion, the importance of success in academic achievement during high

school cannot be emphasized enough as a pivotal foundation for forthcoming opportunities

and individual development. High school students' academic accomplishments showcase

their cognitive capabilities and highlight their commitment, resilience, and support

structures. Nevertheless, a comprehensive understanding of academic achievement in high

school requires acknowledging both triumphs and setbacks. As students confront high

school hurdles, their accomplishments attest to their intellectual abilities and lay the

groundwork for future accomplishments.

The Relationship of Digital Literacy to Students' Academic Achievement

With the advancement of e-learning, having solid digital literacy skills is crucial in

today's students' academic performance, learning, and achievement. Based on the study

“The Roles of Academic Engagement and Digital Readiness in Students’ Achievements in

University E-Learning Environments” by Kim et al. (2019), the implications of

technology-related knowledge and skills, namely digital readiness, significantly improve

their performance in academic courses. Unlike information and media literacy, digital

literacy skills can be mastered even with early exposure to the Internet. Barlow-Jones and

Westhuizen (2011) showed in their study, “The Role of Digital Literacy in the Academic
 24

Performance of First-Year Students in an Information Technology Course”, that 73% of

children had never or scarcely used the Internet, only using gadgets for games. However,

children with prior exposure to gadgets utilized digital literacy skills better than those

without. In support of this statement, Marsh (2016) indicated that students can develop the

technical skills required to create, produce, distribute, and interact with digital texts as

readers or viewers if they are exposed to digital literacy at a young age. Digital literacy

enhances the utilization of social networks in students' collaboration and socialization,

contributing to their academic achievement (Sushma et al., 2014). In their study,

“University Students’ Digital Competence in Three Areas of the DigCom 2.1 Model: A

Comparative Study at Three European Universities”, López-Meneses et al. (2020) revealed

two aspects: using social media platforms such as Facebook to improve communication

and collaboration skills and the correct usage of the Internet for research and academic

work. While social media can negatively influence them, students use it to gain

information, create inspiration, and build relationships with their peers and teachers online.

In the study "Digital Literacy Effect on the Academic Performance of Students at Higher

Education Level in Pakistan" by Abbas et al. (2019), 800 students were chosen randomly

from ten universities that employed statistical tests including mean, standard deviation, and

correlation. Their findings demonstrated that digital literacy substantially affected students'

communication abilities, research skills, and confidence but did not affect their Cumulative

Grade Point Average or CGPA.

However, more than merely access to digital literacy is required for academic

achievement. Naz et al. (2022) stated how the digital divide hinders access to the Internet

for some students. Hence, he stressed that schools must mandate stable and secure access
 25

to give opportunities to all students. Consequently, the digital divide promotes equal and

credible access to all students, especially those with mental and physical disabilities.

Despite their limited digital literacy skills, even educating students with special needs must

also be addressed, as cognitive, technological, and ethical skills are helpful in digital

literacy (Tohara et al., 2021). Notably, Purnama et al. (2021) observed how digital literacy

skills are also crucial in the prevention of online risks, such as cyberbullying, sexual

harassment, hacking, and addiction to the Internet, in practicing self-control, which could

affect students' attitudes both offline and online. Aside from schools, parents also have a

significant role in their students' self-efficacy and digital skills, only if they are competent

enough (Shin, 2018).

Educators are encouraged to promote digital competence, improving students'

ability to use "educational" apps and information from digital sources and facilitating the

usage of digital resources in the classroom to improve subject learning outcomes (Falloon,

2020). Meanwhile, the lack of digital literacy skills causes harmful effects on students,

such as social isolation and technostress. About 73% of Emirati students at Ajman

University proved how social isolation is caused by a lack of discipline through digital

literacy skills (Rawashdeh et al., 2021). Another harmful effect of the absence of digital

literacy skills is the development of stress, specifically technostress. In Essel et al.'s (2021)

study regarding technostress in Ghanaian university students, 33% and 37% of the 525

respondents showed moderate to high levels of technostress, respectively, with females

experiencing higher stress than males. The findings suggested the importance of digital

literacy in reducing technology-induced stress through time management, using the

Internet, and using skills to navigate various sources efficiently.

 26

Greene et al. (2014) stated that academic achievement integrates with the student's

ability to self-study. With self-regulated learning (SRL) skills, students can use different

learning strategies to utilize and comprehend digital literacy and finish tasks more

effectively. According to Xu et al.'s (2023) study “High Achievers from Low Family

Socioeconomic Status Families: Protective Factors for Academically Resilient Students,”

their research revealed that resilient students exhibited more significant percentages of

positive academic attitude, better aspirations for their education, more interest in doing

what they enjoy, and higher percentages of identity motivation than to poor and

disadvantaged learners. Another study, “Examine the parenting style effect on the

academic achievement orientation of secondary school students: The moderating role of

digital literacy” by Hassan et al. (2022), found that authoritarian parents influenced their

students in self-competence and multitasking skills in academics, resulting in 78% of the

720 secondary Pakistani students improved in digital literacy. As a result, digital literacy

encompasses several crucial contributions to students' productivity, performance, and

academic achievement.

The relevant studies and literature above prove that digital literacy significantly

influences students’ academic achievement. The quality of learning and engaging digital

literacy can vary depending on the educational institutions’ limitations. Parental

involvement can also affect students’ mental health and, therefore, affect their academic

performance. Students are encouraged to learn digital literacy skills and practice correct

and moderate technology usage to access information efficiently. Recognizing the

importance of digital literacy for Grade 10 students is crucial as it enhances academic

achievement and prepares them for the research demands of senior high school.
 RESEARCH METHODOLOGY

This chapter explains the research techniques and protocols the researchers will

follow to emphasize the different elements offered for the systematic analysis. The stages

involved in conducting a study and the methodical techniques used to ensure that

researchers will obtain reliable and accurate data that meet their objectives are outlined in

the research methodology (McCombes & George, 2022). This chapter specifically covers

the research design, research environment, research respondents, research instruments,

data gathering procedures, statistical analysis of the data, ethical considerations, and

trustworthiness of the study, all of which are critical to reliable and accurate data analysis

and interpretation. This research will thoroughly evaluate how digital literacy is significant

to students’ academic achievement.

Research Design

The researchers utilized a correlational design with a quantitative approach in this

study. Through statistics, this approach analyzes numerical data to address the study’s

objectives (Fulton Library, 2023). Quantitative research also aims to produce insights and

comprehension regarding the social realm through scientific investigation. It aims to

comprehend the relationship between an independent variable and a dependent variable in

a population using unbiased statistics.

Specifically, the researchers used a correlational research design. A correlational

research design examines the relationship between variables without involving any control

or manipulation on the researcher's part (Bhandari, 2021). Through correlational research,

researchers can determine whether two variables are related and, if so, what kind of

relationship there is and its direction (Hassan, 2023). Therefore, this research design was
 28

ideal for this study since it examined the connection between Junior High School students'

digital literacy and academic achievement at the University of Cebu-Banilad Campus. The

researchers gathered and evaluated the required data methodically and sequentially using

this correlational approach and study design.

Research Environment

The researchers conducted the study at the University of Cebu- Banilad campus, a

private university in the Visayas region situated at Gov. Cuenco, Ave., Banilad, Cebu City.

Preschool, elementary, junior high, and senior high school teachers are among the many

faculty and teaching staff members on campus. Additionally, the school provided a wide

range of college-level courses. The researchers focused on Junior High School Students,

aiming to explore the connection between digital literacy and academic achievement.

Considering the respondents' accessibility, data collection occurred within the University

of Cebu-Banilad's school premises.

The researchers selected this place to conduct the study, as it is where the

researchers can best acquire all the pertinent information. Additionally, the researchers

chose the University of Cebu-Banilad as the study's location to guarantee the respondents'

availability in their regular environments.

Research Respondents

The researchers applied a non-probability sampling method to gather participants

based on the existing population of junior high schools in the research environment. Non-

probability sampling is a non-random sampling method where only some individuals have

equal chances of being selected, potentially making the sample less representative of the

target population (Magsamen-Conrad, 2023). Furthermore, this sampling technique is

 29

suitable for the study since it uses non-random conditions to answer a study's accessibility,

physical intimacy, or specialist knowledge of the respondents that the researchers want to

comprehend.

The researchers utilized purposive sampling to select a general population for data

gathering. Purposive sampling is the premise that researchers occasionally must pre-select

subgroups from an entire population to generate a case study or form a grounded theory

(MasterClass, 2022). In addition, the researcher selected sixty (60) students from the total

population of Grade 10 students under the Junior High School Department at the University

of Cebu-Banilad. They were eligible for this study since most junior high school students

had previously been exposed to digital literacy for learning. The researchers purposely

selected the respondents according to the study's inclusion criteria without exposing the

names of the respondents to maintain confidentiality and mitigate any potential

complications.

Research Instruments

The tools to collect particular data pertinent to the goal or question of the research

are known as research instruments (Lino et al., 2017). They are used to collect, quantify,

and evaluate data from subjects related to the research topic (Editage, 2020). The

researchers employed two standardized survey questionnaires to support the variables of

this study: the "Digital Literacy Scale" and the "Academic Performance Rating Scale."

These research instruments helped establish a solid basis and accurate results.

The "Digital Literacy Scale" (DLS) is a 29-item measurement tool developed by

Bayrakci and Narmanlioğlu (2021). It has a six-factor structure that focuses on ethics and

responsibility, general knowledge and functional skills, daily usage, advanced production,
 30

privacy and security, and social dimensions. The researchers used the Likert scale to

measure the respondents' level of digital literacy. The respondents answered items on a

scale of five (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly disagree)

to determine validity and ability to differentiate groups with higher and lower digital

literacy skills.

Developed by the Department of Education (DepEd) of the Philippines (2015), the

“DepEd Order No. 8 Grading Scale, Descriptive Equivalent, and Remarks” interprets how

high is the respondents’ GPA. Filipino educators use this five-item grading scale as a basis

of students’ academic achievement, as it also shows the passing grade students must at

least attain. The scale was indicated as: outstanding (90-100), very satisfactory (85-89),

satisfactory (80-84), fairly satisfactory (75-79), and did not meet expectations (failing

below 75). The respondents provided their 2nd Quarter GPA during the school year 2023-

2024 as a basis of their academic achievement.

The chosen scales were aligned seamlessly with the study's focus on unraveling the

intricate relationship between digital literacy and academic achievement. These scales

facilitated a nuanced exploration of how digital literacy skills relate to tangible academic

achievements across various domains. Incorporating both scales provided a robust

framework for examining the multifaceted dynamics at the intersection of digital literacy

and academic success.

Data Gathering Procedures

This section of the research methodology serves as a guideline for the researchers

to follow the methods of collecting and evaluating quantitative data. The procedures for

analyzing the statistical methods are also described in detail.

 31

Phase 1: Gaining Access

The researchers presented a transmittal letter, survey questionnaires, and consent

form to the junior high school coordinator, advisers of the selected sections serving as

respondents, and the junior high school principal of the University of Cebu-Banilad to

obtain permission to conduct the study within the school's constituency. The transmittal

letter contained the research details, including the purpose of this study and the number of

respondents needed.

The researchers selected the Junior High School students at the University of Cebu-

Banilad campus as the study’s respondents, precisely the Grade 10 students. The study

required sixty (60) students for this study. Following approval, the researchers distributed

consent forms to the respondents to ensure their participation is voluntary. The researchers

then obtained the respondents' permission to transmit and display the survey questionnaires

necessary for the data collection procedure. The researchers started the research procedures

and data collection phase once the formalities were confirmed and the respondents' consent

was obtained.

Phase 2: Data Collection

One of the most essential aspects of conducting research is data collection. Data

collection is the process of gathering data through forms or survey instruments and

systematically measuring the data (Bhandari, 2023). Many pertinent sources were used for

data collection.

During the data-gathering process, the researchers communicated with the selected

respondents face-to-face. After agreeing with the respondents, the researchers coordinated

with the class advisors, considering the class schedule of the respondents to determine their
 32

free time to answer the questionnaires and avoid class disruptions. Consequently, the

researchers conducted an orientation regarding the mechanics of answering the survey

questionnaires before distributing a printed copy of the questionnaires to the respondents.

Along with guiding the compliance of the survey, the researchers directed the respondents

about the necessity of honesty and integrity by emphasizing the significance of the study.

The researchers addressed any additional questions or concerns regarding the process.

Phase 3: Data Aggregation

The researchers stored the collected data through Microsoft Excel, which served as

statistical software to make the study accurate. The statistical calculations by the

researchers benefited from the features of Excel in obtaining precise and practical results.

Following the retrieval of the survey questionnaires, the researchers cooperated to

compile the responses from the respondents. The data was divided according to the kind of

response to provide specific results about the statistical handling, analysis, and

interpretation of the information. Moreover, every research member tallied, inspected, and

evaluated the data findings. The researchers used tables, graphs, and other research

instruments to organize the data into manageable sections aligned with a comprehensive

statistical analysis, assessment, and treatment of the study's findings.

Statistical Treatment of Data

For this study, the researchers applied Pearson's Correlation Coefficient (r) as the

appropriate statistical tool for analyzing and interpreting the research's data. Through

Pearson's Correlation Coefficient, the researchers determined the statistical correlation

between the levels of digital literacy and academic achievement among junior high school

students.
 33

Pearson's Correlation Coefficient (r) is a parametric test determining the linear

relationship between two variables. The researcher chose this statistical test because this

study utilizes ratio data. Specifically, the researchers used inferential statistics to evaluate

this data and draw conclusions about the study. Inferential statistics provide reasonable

estimations and hypotheses regarding large populations in the study (Bhandari, 2020).

Moreover, the correlational coefficient helps quantify whether the relationship between

two variables is positive or negative.

In Pearson Correlational Coefficients, -1 stands for a perfectly negative linear

relationship, 0 for no, and +1 for a perfectly positive relationship (Kent State University,

2021).

r = n ∑ X Y − ∑ X ∑ Y (n ∑ X 2 − (∑ X) 2) ⋅ (n ∑ Y 2 − (∑ Y) 2)

In the formula shown above, “n” stands for the number of data points, such as (x,

y) pairs in the data set; “∑” stands for the sum of either the x-values or the y-values in the

data set. Pearson's Correlation Coefficient was the most suitable statistical test for

observing the increase or decrease in the relationship between digital literacy and academic

achievement.

Ethical Considerations

Since the study was about the influence of digital literacy on a student's academic

achievement, the researcher personally asked the respondents and had them sign an

informed consent letter confirming that they understood the research measures were in

place to keep their personal information private. The researchers observed the honesty and

transparency of the respondents' knowledge. The researchers sought permission from the

respondents to predetermine the list of questions, and the respondents were free to decline
 34

if they were too personal and refused to answer them. By any chance, the respondents can

withdraw from the study at any time without any personal grudges. The researcher also

ensures that their confidentiality is maintained by securely storing the collected data and

using data pseudonyms. Furthermore, the researcher guaranteed that the instructions and

guidelines had been agreed upon between the researchers and the respondents to avoid any

potential unruly behavior.

Trustworthiness of the Study

The researchers used a triangulation approach to collect relevant and accurate data

through standardized survey questionnaires for quantitative research. The triangulation

approach encourages the application of various data, such as surveys, to enhance the

credibility and validity of research findings (Noble & Heale, 2019). The researchers did

not falsify the respondents' responses nor persuade them in any manner. The researchers

also ensured authenticity, genuineness, and a sense of formality in their responses. Through

this approach, acquired supporting evidence verified the analysis, allowing people to

thoroughly comprehend the study's goal and significance.

 35

DEFINITION OF TERMS

This paper lists simple definitions of the terms used in this study.

Academic Achievement. This refers to how well students perform in schools,

colleges, or universities concerning the academic goals they have to attain in their grade

level. This study is based on grade point averages (GPA) students have attained.

Academic Performance. This refers to how people carry out their student roles,

such as productivity, proficiency, and cooperation with other students and teachers. This

study pertains to students' ability to effectively carry out or prepare for their academic

assignments.

Digital Literacy. This refers to the ability to navigate, evaluate, and communicate

information online, which is essential in developing critical thinking skills. It allows people

to identify credible information on internet platforms, social media, computers, and mobile

devices. In this particular study, this is to be measured to determine if this correlates with

academic achievement among students.

Junior High School Students. These refer to students who undergo grades seven

to ten before entering senior high school. In this study, these refer to the chosen respondents

of the study, which consist of Grade 10 students at the University of Cebu-Banilad Campus.
 CHAPTER 2
PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA

This chapter contains a detailed presentation and discussion of the data analysis and

the results of this study. The data is organized logically and sequentially to fully

comprehend the interpretation. The findings ascertain a correlation between the level of

digital literacy and the level of academic achievement among Junior High School Grade

10 students from the University of Cebu-Banilad. The statistical formula utilized in

analyzing the collected data was Pearson’s Correlation Coefficient.

1. The Percentage Level of Digital Literacy among Grade 10 Students

Digital Literacy Level of 60 Respondents

0% 8%
17%

40%
35%

High/Perfect Above Average/Good Average Below Average/Weak Low/Poor

Figure 2. The pie graph shows the percentage level of digital literacy based on the
average score of the 60 respondents

The graphical representation above indicates a significant distribution of

digital literacy levels among Grade 10 students. Based on the graph, precisely 24 or 40%

of the 60 respondents exhibit an above average/good level of digital literacy, which

 37

indicates that they have achieved a high level of digital literacy skills. Meanwhile, there

are no respondents who scored a low/poor level of digital literacy.

Based on the data, the majority of Grade 10 students demonstrate above-average

levels of digital literacy skills, which are crucial for academic success and assessing online

information. These findings are supported by Marsh (2016), who emphasized that students,

through early exposure, learn fundamental digital literacy skills such as designing,

producing, and engaging with texts. As they progress, they can improve their skills and

better understand the social and cultural aspects of digital literacy. Furthermore, developing

digital literacy skills, as emphasized by Pagani et al. (2016), enables students to utilize

computers as potent educational tools, enhancing their interaction with learning materials

for improved effectiveness and efficiency.

2. The Percentage Level of Academic Achievement among Grade 10 Students

Academic Achievement of 60 Respondents

0%

3% 5%

13%

79%

Outstanding Very Satisfactory Satisfactory Fairly Satisfactory Failing

Figure 3. The pie graph shows the percentage level of academic achievement based
on the GPA of 60 respondents
 38

Based on the data above, 47 or 79% of respondents, correspond to the outstanding

category, indicating that they have achieved a high standard of academic achievement. In

contrast, there are 0% or no respondents who are in the failing category.

It shows that respondents have a generally high level of academic achievement,

with the vast majority falling into the outstanding category. This indicates that they have

done excellently in their academics. According to study results, academic achievement is

driven by natural talent and learning tactics (Wigfield & Eccles, 2000). For instance,

personal effort, excellent study habits, supportive surroundings, and availability of

resources are all elements that contribute to junior high school students' excellent academic

achievements.

3. Relationship between Digital Literacy and Academic Achievement

Variables Mean R Strength of p-value Decision

Correlation
Digital 4.102 0.3015 Weak 0.01923 Reject H0
Literacy positive
correlation
Academic 91.26
Achievement
α= 0.05

Table 1. Relationship between Digital Literacy and Academic Achievement

Before evaluating the relationship between the variables, the researchers first

obtained the scores from each respondent. The statistical instrument is necessary for

determining the relationship through the results. The x values represent the average digital

literacy scores, and the y values represent the average academic achievement scores.

The correlation between the two variables is determined using Pearson’s

Correlation Coefficient. The table above reveals a significant correlation between the level
 39

of digital literacy and the level of academic achievement. The descriptors with the highest

scores are the above average/good level for digital literacy and the outstanding level in

academic achievement. Given that r= 0.3015, this indicates that the correlation strength

between the two variables is weak and positively correlated. A weak positive correlation

denotes a minimal relationship because the other variable weakly increases when one

variable increases. Furthermore, the p-value of 0.01923 is lesser than the alpha 0.05.

Therefore, H0 is rejected.

Consequently, this indicates that the level of digital literacy and the level of

academic achievement have a significant relationship. This means that the level of digital

literacy is weak but positively distinguished by students' academic achievement levels.

This is supported by Livingstone and Sefton-Green’s (2016) study, which states how

crucial digital literacy is in offering students access to various information, the ability to

conduct successful research, and critical thinking skills in differentiating fake sources.

However, despite how digital literacy provides helpful skills related to academics, it does

not always guarantee increased academic achievement (Abbas et al., 2019). Therefore, it

implies that regardless of the learners’ digital literacy level, it depends on how they utilize

their digital literacy skills to attain higher academic achievement.

 CHAPTER 3
SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATIONS

This chapter summarizes the study's findings, conclusions, and recommendations.

Furthermore, this chapter helps analyze and delve into particular research studies.

Summary

This correlational study determined the relationship between digital literacy and

academic achievements among the grade 10 Junior High School students of the University

of Cebu-Banilad Campus, of the school year 2023-2024.

Specifically, this study aimed to answer the following sub-problems:

1. What is the percentage level of digital literacy among Grade 10 students?

2. What is the level of academic achievement among Grade 10 students?

3. Is there a significant relationship between the level of digital literacy and

academic achievement among Grade 10 students?

4. Based on the results, what recommendations can be formulated?

This study utilized a correlational design to assess the relationship between digital

literacy and academic achievement. The researcher conducted the study at the University

of Cebu-Banilad Campus. Wherein 60 Grade 10 students were gathered as the respondents

of this study using purposive sampling. The junior high school respondents were chosen

because they are eligible for this study since most students have previously been exposed

to digital literacy for learning.

In the data collection process, this study employed standardized questionnaires

disseminated in hard copy format to facilitate ease of use for the researchers. Prior to the
 41

distribution of these questionnaires, careful attention was given to the provision of consent

forms. Subsequently, the collected data underwent meticulous organization utilizing

Microsoft Excel and Google Sheets. The researchers opted for Pearson’s Correlation

Coefficient to examine the relationship between variables.

Findings

From the gathered and collected data, the following findings are:

Finding 1. Level of Digital Literacy Among Grade 10 Students

Most respondents, consisting of 24 or 40% out of 60, have an above average/good

level of digital literacy.

Finding 2. Level of Academic Achievement Among Grade 10 Students

The majority of respondents, consisting of 47 or 79% out of 60, demonstrate

outstanding levels in their academic achievements based on their GPA.

Finding 3. Relationship Between Grade 10 Students’ Level of Digital Literacy and

Academic Achievement

According to the results, there is a significant relationship between the level of

digital literacy and the level of academic achievement among grade 10 junior high school

students of the University of Cebu-Banilad Campus.

 42

Conclusion

With the daily usage of the Internet nowadays, the significance of digital literacy is

evident, showcasing the students’ ability to effectively engage with technology for learning

purposes and reflecting their dedication to learning and mastery of the subject matter. With

digital literacy skills, students are skilled and confident in navigating the digital world and

increasing their motivation in academics (Pala & Başıbüyük, 2021). Therefore, this

indicates that Grade 10 students’ digital literacy correlates with their academic

achievement. These two variables reveal a significant relationship, implying that the

students’ level of digital literacy shapes their academic achievement. However, their digital

literacy and academic achievement levels may vary depending on how the students utilize

their skills and increase their grades in other aspects.

 43

Recommendations

Based on the foregathered and sifted data, the compilation of findings, and the

generalization, the following are the recommendations at this moment:

(1) Parents and guardians are urged to further assist in fostering their child's digital

literacy growth by offering resources and guidance consistently and equipping them

with materials and knowledge to grasp the significance of digital literacy abilities

and aid their child's educational progress at home.

(2) School administrators are encouraged to track the advancement and effects of any

interventions or programs put in place. They may gather data on student outcomes

and evaluate whether there are enhancements in digital literacy skills and academic

achievement among students.

(3) Future researchers are encouraged to look into additional causes that highlight the

relevance of digital literacy in students' academic achievements. These reasons

include increased access to knowledge, improved communication skills, expanded

critical thinking abilities, multimedia learning facilitation, creativity and innovation

promotion, and preparation for lifelong learning in the digital era.

(4) For future researchers, the researchers suggest employing qualitative research

methodologies like interviews or focus groups to delve deeper into students' views,

attitudes, and encounters concerning digital literacy and its influence on academic

success.

(5) Future researchers are encouraged to provide continual guidance, feedback, and

mentoring to help students build and improve their digital literacy skills over time.

Create chances for formative assessment, peer review, and self-reflection to help
 44

students track their progress, identify areas for improvement, and receive timely

feedback to guide them on their learning path.

(6) Future researchers are encouraged to utilize a mixed-methods strategy integrating

qualitative data collection techniques like interviews or focus groups with

quantitative measures to triangulate results. This approach thoroughly

comprehends the correlation between digital literacy and academic success among

Grade 10 students, encompassing those with failing GPAs.

 45

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APPENDICES

Appendix A.1: Transmittal Letter (Junior High School Principal)

 58

Appendix A.2: Transmittal Letter (Junior High School Section Advisors)

59
 60

Appendix B: Consent Form

61
 62

Appendix C: Research Instruments

 63

DIGITAL LITERACY SCALE (DLS)

By: Serkan Bayrakci & Haldun Narmanlioğlu, Digital Literacy as a Whole of Digital
Competences: Scale Development Study (2021)
Assistant Professor and Associate Professor | Marmara University, Istanbul, Turkey
 64

DEPED ORDER NO. 8 S GRADING SCALE, DESCRIPTIVE EQUIVALENT,

AND REMARKS
By: Department of Education, Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program (2015)
Executive Department of the Philippine Government Focusing on Basic Education |
DepEd Complex in Meralco Avenue, Pasig
 65

Appendix D: Location Map

Figure 4. Map and Photo of the University of Cebu-Banilad Campus as the locale of
the study.
 66

Appendix E: Raw Data and Computation

67
68
 69

Appendix F: Documentation
 70

Appendix G: Grammarly Results

 71

CURRICULUM VITAE OF THE RESEARCHERS

GRACIA C. GARCIA
Purok San Francisco 1, Yati, Liloan
graciagarcia423@gmail.com
09620987795

EDUCATIONAL BACKGROUND

• Present Education: University of Cebu-Banilad Campus (2022-2024)

Senior High School HUMSS Student
6000, Gov. Cuenco Ave., Cebu City, 6000 Cebu
• Secondary Education: ALS Liloan National High School (2021-2022)
Poblacion, Liloan, Cebu
• Primary Education: ALS Liloan National High School (2020-2021)
Poblacion, Liloan, Cebu
PERSONAL DATA

• Age: 18 years old

• Sex: Female
• Degree: Senior High School Student
• Civil Status: Single
• Religion: Roman Catholic
• Citizenship: Filipino
• Date of Birth: April 23, 2005
• Place of Birth: Guadalupe, Cebu City
• Desired Job: English/Social Science Teacher, Literary Writer
ACHIEVEMENTS AND AWARDS

• Academic Achievement Awards (2016-2017)

• Academic Awardee with Honors (2022-2023)
SKILLS

• Creative Writing
• Research Skills
• Leadership
• Critical Thinking
 72

PARIS NICOLE D. TIRO

Zone 2 Upper Canduman, Mandaue City, Cebu
ms.parisssstiro@gmail.com
09163890937

EDUCATIONAL BACKGROUND

• Present Education: University of Cebu-Banilad Campus (2022-2024)

Senior High School HUMSS Student
6000, Gov. Cuenco Ave., Cebu City, 6000 Cebu
• Secondary Education: Canduman National High School (2018-2022)
Housing Rd. Canduman, Mandaue City, Cebu
• Primary Education: Canduman Christian Academy Inc. (2012-2018)
Housing Rd. Canduman, Mandaue City, Cebu
PERSONAL DATA

• Age: 17 years old

• Sex: Female
• Degree: Senior High School Student
• Civil Status: Single
• Religion: Roman Catholic
• Citizenship: Filipino
• Date of Birth: November 01, 2006
• Place of Birth: Lapu-Lapu City, Cebu
• Desired Job: Archaeologist, History Professor, Museum Curator, Literary Writer
ACHIEVEMENTS AND AWARDS
• Consistent Top Academic Achiever (2012-2019)
• Academic Awardee- With High Honors (2010-2016)
• Academic Awardee- With Honors (2017-2020)
• Best in History, Science, English, Mathematics (2010-2016)
• Two-Time Reigning Champion in Spelling Bee Competition (2013-2017)
• Award of Excellence for Best Children’s Storyteller (2014-2015)
• Award of Excellence for Innovation and Creativity (2016-2017)

SKILLS
• Proficient in Creative Writing, Dynamic Imagination, Expressive Communication
• Analytical Aptitude, Attention to Detail, Curiosity and Learning
• Memory and Retention and Ethical Reasoning
• Historiography, Critical Thinking, Contextual Understanding
 73

JANESSA JADE BORCES

Purok 1, San Jose, Cebu City
borcesjanessa@gmail.com
09608216528

EDUCATIONAL BACKGROUND

• Present Education: University of Cebu-

Banilad Campus (2022-2024)
Senior High School HUMSS Student
6000, Gov. Cuenco Ave., Cebu City, 6000 Cebu
• Secondary Education: Talamban National High School (2018-2022)
Borbajo Street, Talamban, Cebu City
• Primary Education: San Jose Elementary School (2012-2018)
Purok 4, San Jose, Cebu City

PERSONAL DATA

• Age: 17 years old

• Sex: Female
• Degree: Senior High School Student
• Civil Status: Single
• Religion: Roman Catholic
• Citizenship: Filipino
• Date of Birth: April 23, 2006
• Place of Birth: Cebu City
• Desired Job: Flight Attendant, Lawyer
ACHIEVEMENTS AND AWARDS

• Academic Achievement Awards (2012-2018)

• Academic Awardee with Honors (2021-2023)

SKILLS
● Creative Thinking
● Emotional Intelligence
● Active listener
 74

CHARLI MAY A. OFIANGA

#20 Emerald St., Gemsville, Lahug, Cebu City
charliofianga@gmail.com
09617801143

EDUCATIONAL BACKGROUND

• Present Education: University of Cebu-

Banilad Campus (2022-2024)
Senior High School HUMSS Student
6000, Gov. Cuenco Ave., Cebu City, 6000 Cebu
• Secondary Education: Abellana National High School (2018-2022)
Osmeña Blvd., Cebu City
• Primary Education: Lahug Elementary School (2012-2018)
Gorordo Ave, Cebu City, 6000 Cebu
PERSONAL DATA

• Age: 17 years old

• Sex: Female
• Degree: Senior High School Student
• Civil Status: Single
• Religion: Roman Catholic
• Citizenship: Filipino
• Date of Birth: June 07, 2006
• Place of Birth: Cebu City
• Desired Job: Flight Attendant
ACHIEVEMENTS AND AWARDS
● Academic Achievement Awards (2012-2018)
● Academic Awardee with Honors (2021-2023)
SKILLS

• Active Listening
 75

LEAH JOY I. VILLARMEA

Talamban, Cebu City
leahjoyvillarmea@gmail.com
09661349414

EDUCATIONAL BACKGROUND

• Present Education: University of Cebu-

Banilad Campus (2022-2024)
Senior High School HUMSS Student
6000, Gov. Cuenco Ave., Cebu City, 6000 Cebu
• Secondary Education: Sta. Rosa National High School (2018-2022)
Sta. Rosa, Lapu-Lapu City
• Primary Education: Sta. Rosa Elementary School (2012-2018)
Sta. Rosa, Lapu-Lapu City
PERSONAL DATA

• Age: 18 years old

• Sex: Female
• Degree: Senior High School Student
• Civil Status: Single
• Religion: Roman Catholic
• Citizenship: Filipino
• Date of Birth: December 30, 2005
• Place of Birth: Lapu-Lapu City, Cebu
• Desired Job: Lawyer, psychiatrist, Cruise agent
ACHIEVEMENTS AND AWARDS
● Academic Achievement Awards (2016-2017)
● Academic Awardee with Honor (2022-2023)

SKILLS
● Multi-tasking
● Crafting
● Emotional Intelligence