Correlation between the Perceived Digital Literacy of Tabaco National High School

(TNHS) Teachers among Grade 12 STEM ODL Students and the Grade 12 STEM

Students’ Learning Experience in the Online Distance Learning

A Quantitative Research Paper Presented to the

Science, Technology, Engineering, and Mathematics Strand

of Tabaco National High School

In partial fulfillment of the requirements

for the Science, Technology, Engineering,

and Mathematics Strand

Barcenas, Florence Deanne

Berdin, Katlyn Joy

Bordeos, Shaina Ixara

Goles, Trisha

Requintina, Anne Bianca

June 2021

1
 ACKNOWLEDGEMENT

The completion of this research study could not have been possible without the

participation and assistance of so many people whose names may not all be

enumerated. All of their contributions are sincerely appreciated and for that, the

researchers wish to extend their gratitude and indebtedness to the following:

Mrs. May Ann Gamez-Guab, their Capstone Project Adviser, for her endless support and

guidance in the conduct of the study and preparation of the research paper despite the

restrictions caused by the pandemic.

Mrs. Elena B. Tasic, the school principal for her untiring support.

To the researchers’ dear friend and former schoolmate, Patrick Jurrien Abrigo, for his

dynamic ideas and suggestions that helped in the preparation of the concept of the

study.

Ms. Hazel Baterna, Ms. Teodolyn Mina, and Mr. Danilo Rogayan Jr., whose research

study entitled ‘Digital literacy of STEM senior high school students: basis for

enhancement program’, aided us in creating the primary research design and forming

the questionnaire that was ulitized.

The researchers’ parents and relatives who in one way or another shared their support

either morally, financially, physically, and emotionally. Without them, the researchers

would not be able to soar high.

Above all, to the Almighty Father for His Divine Intervention. Praise, glory, and honor be

unto Him.

Forever, they will treasure all of the people behind their success in their hearts.

2
 ABSTRACT

With this enforced new normal where people work and study from home, the role of

teachers had become increasingly demanding. Not only do they have to continuously

improve existing knowledge and skills, with this set-up it is also necessary to develop

their digital literacy in order to successfully adapt to remote teaching and provide the

students with a sufficient learning experience.

The descriptive-survey research determined the perceived digital literacy of Online

Distance Learning (ODL) teachers among Grade 12 Science, Technology, Engineering,

& Mathematics (STEM) students and its effect on the learning experience of the

students.

A total of 24 respondents from Tabaco National High School answered the Digital

Literacy Survey Questionnaire adopted and modified from Baterna et al. (2020) digitally.

Results revealed that 12-STEM ODL teachers were perceived to have digital literacy

among Grade 12 students to some extent in terms of access and evaluation of

information, utilization and management of information, creation of media and media

analysis, and effective application of technology. They were perceived to have digital

literacy to a great extent in terms of interaction through technology. The students’

description of their learning experience turned out to be positive to some extent also.

There is also a significant correlation between the learning experience of Grade 12

STEM ODL learners and the perceived digital literacy of teachers. This correlation is

strong and positive.

The study recommends the implementation of a series of seminar-workshops on

technology for teaching and learning to promote the teachers’ digital literacy and

proficiency, giving way to a more effective online learning.

3
 TABLE OF CONTENTS

Title Page………………………………………………………………………………………...1

Acknowledgement………………………………….…………………………………………...2

Abstract……………………………………………..…………………………………………....3

Table of Contents …………………………………………………………………………........4

Chapter 1: Introduction

Rationale………………………………………………………………………………...6

Literature Review……………………………………………………………………….7

Statement of the Problem…………………………………………………………….14

Hypothesis……………………………………………………………………………..15

Scope and Delimitation……………………………………………………………….15

Significance of the Study……………………………………………………………..16

Chapter 2: Materials and Methods

Research Design………………………………………………………………………17

Research Setting………………………………………………………………………17

Population and Sampling……………………………………………………………..18

Research Instruments/Materials/Equipment…..……………………………………18

Data Collection…………………………………………………………………………19

Data Analysis…………………………………………………………………………..19

Chapter 3 : Results …………………………………………………………………………..21

4
Chapter 4: Discussion

Conclusions …………………………………………………………………………..31

Recommendations……………………………………………………………………32

Definition of Terms……………………………………………………………………33

References…………………………………………………………………………….35

Appendices

5
 INTRODUCTION

The world is constantly evolving and has changed drastically over the course of

the past half-century with the help of technology. claimed that five years ago, we were

on the brink of a technological revolution that will fundamentally modify the way we live,

function, and interact with one another. Even before the pandemic struck, migration to

the digital world was already underway. However, the spread of the novel coronavirus

and the doing away with in-person meetings immensely accelerated the adoption of

digital set-ups, with face-to-face interactions kept to a minimum. It forced every sector in

the society to investigate creative digital solutions in order to adapt and continue to

function, albeit remotely. One of the sectors that became one of the early casualties of

the pandemic was the Education sector that utilized face-to-face classes and primarily

incorporated traditional methods.

According to the Li & Lalani (2020), the COVID-19 has caused schools all over

the world to close in which about 1.2 billion children were forced to stay home worldwide.

In the Philippines, the crisis has affected about 27 million learners, 1 million teachers

and non-teaching staff, along with the families of the learners (Obana, 2020). As an

outcome, education has undergone significant transformations.

The Department of Education decided to implement distance learning modalities

as the most viable way that would allow students to continue with their education in the

safety of their homes. DepEd and other institutions have implemented Online Distance

Learning (ODL) where schools are expected to integrate Information and

Communication Technologies (ICTs) to ensure education beyond the four walls of the

traditional classroom. This modality features the teacher as a facilitator, engaging

learners to participate actively through various technologies accessed through the

6
internet while being geographically remote from each other (Llego, 2020). There has

been significant research claiming that online learning not only increases knowledge

retrieval but it also takes less time, implying that the modifications in the education

system created by the virus are indeed here to remain, even post-pandemic. With this,

another literacy is required to effectively teach in this modality and give students an

insightful learning experience: digital literacy.

As per the European Framework for Digital Literacy (EFDL), an outcome of the

DigEuLit project and initiated to recognize the importance of digital literacy, “Digital

literacy is the awareness, attitude and ability of individuals to appropriately use digital

tools and facilities to identify, access, manage, integrate, evaluate, analyse and

synthesize digital resources, construct new knowledge, create media expressions, and

communicate with others, in the context of specific life situations, in order to enable

constructive social action; and to reflect upon this process.” (Martin, 2006, p.155). Digital

literacy is indeed an umbrella term for the various kinds of literacy it branches out to. It

includes information literacy, computer literacy, media literacy, communication literacy,

visual literacy, and technological literacy (Shopova, 2014).

With this enforced new normal where people work and study from home, the role

of teachers had become increasingly demanding. Not only do they have to continuously

improve existing knowledge and skills, with this set-up it is also necessary to develop

their digital literacy in order to successfully adapt to remote teaching and provide the

students with a sufficient learning experience.

According to Levy (2018), the meaning of "digital literacy" has evolved

throughout the years. Back then there was a time when job candidates were encouraged

to state "Proficient at Microsoft Word" as one of their skills on their resume, now such

7
skills are considered standard. This shift toward a tech-savvy workforce has permeated

the classroom as well.

Kusumastuti and Nuryani (2020) defined digital literacy as a person’s ability to

understand and process digital based information. In the same article, it was expounded

that digital literacy is one’s awareness, attitude, and ability of individuals to use digital

devices and facilities to their convenience. It further aids an individual to appropriately

identify, access, manage, integrate, evaluate, analyze, and synthesize digital resources;

gain new knowledge, create digital expressions, and communicate with others

effectively.

Digital literacy is also described as having been able to actively participate in

educational, social, and vocational life by having the basic knowledge to use different

type of digital learning tools, manage digital platforms, and use advanced-level digital

tools in secure and ethical ways (Banar et al., 2015).

Being digitally literate means having the ability to learn and apply knowledge,

techniques, and personal attributes. It also includes the personal ability to propose, carry

out, and evaluate digital actions for the betterment of life tasks. To become digitally

literate, a person must be able to access and evaluate digital resources, as well as use

and manage them, analyze, create, and communicate with them.

Thus, through digital literacy, the knowledge and skills can be divided in five

components of digital competence: information and data literacy, communication and

collaboration, digital content creation, safety, and problem solving (Hariati, 2021). In

addition to this, a study conducted by Banar et al. (2015) entitled ‘Examining Digital

Literacy Competences and Learning Habits of Open and Distance Learners’, presented

the six subdisciplines of digital literacy which include information literacy, computer

literacy, media literacy, communication literacy, visual literacy, and technology literacy.

8
 In today’s society, information literacy is the ability to locate sources, analyze and

synthesize the material, evaluate the credibility of the source, and use and cite

information ethically. While computer literacy is then defined as having the knowledge on

how to use computers and application software for practical purposes. It was mentioned

that media literacy is a series of communication competencies which includes the ability

to access, analyze, evaluate, and communicate information through print and non-print

messages (Banar et al., 2015).

Communication literacy refers to the ability to communicate effectively as

individuals and work collaboratively in groups using the different electronic and

telecommunication tools. While visual literacy describes the ability to read, interpret, and

fully understand information presented by pictorial or graphic images. Furthermore, it

also includes the ability to turn text information of all types into visual forms such as

pictures and graphics. Lastly, technology literacy is defined as having enough computer

skills and ability to use technology to improve the quality and process of learning its

performance (Banar et al., 2015).

In addition to this, in order to evaluate the specific levels of digital literacy,

researchers have initially based their indicators or ways of determining such on the six

main subdisciplines of digital literacy. A study entitled ‘Digital Literacy of STEM Senior

High School Students: Basis for Enhancement Program, researchers made use of

survey questionnaires that included six domains with 5 items each as indicators from

which respondents rated the extent of their digital literacy. The mentioned domains are

(a) access and evaluation of information, (b) utilization and management of information,

(c) media analysis, (d) creation of media products, (e) effective application of technology,

and (f) interaction through technologies (Baterna et al., 2020).

Digital literacy is defined as the ability to find, evaluate, share and create content

using the internet — but it's much more than that. Digital literacy skills (also referred to

9
as "21st century learning skills") have permeated the classroom, becoming requirements

for both teachers and students.

It makes sense to assume that the more digitally literate our teachers are, the

more they'll employ these skills in the classroom, which will in turn foster a strong sense

of digital citizenship in our students

Digital literacy has never been so crucial until, according to Flores and Gago

(2020), the COVID-19 epidemic had a wide-ranging impact on education, particularly

teaching. Due to the shutdown of universities and institutions, students and teachers

were forced to quickly adjust to distant learning. Education system is no different. The

necessity to build teaching methods for teachers completing their teaching and learning

preparation required decisions, choices, and modifications in order to fulfill not only

students’ expectations, but also teaching academic requirements, as well as the

circumstances under which both schools and universities had to run.

With the fully integration of the digital era in place of the traditional educational

system due to COVID-19, digital literacy can be considered as a necessary tool for

learners and teachers to practice. Being digitally literate is a key skill to education today.

Not only does digital learning allow individuals to be more responsible users during the

emerging digital era, but it also creates a positive impact on the learning experience of

students. According to Hariati (2021), the application of digital literacy in teaching

learning process is able to provide opportunities for interaction, literacy of interesting

reading sources, divers material references, communication, and problem-solving.

After the implementation of the different learning modalities by the Department of

Education, with each having the goal of being able to provide the safest and most

convenient learning system to the students, teachers and school personnel were

subjected to localized trainings and seminars that aimed to educate them about new and

10
unfamiliar programs and digital platforms. Online Distance Learning (ODL) is one of the

primarily offered modalities which involves the teacher using different types of

technology via the internet to enable learning and engage learner’s active involvement

when they are physically separated during teaching (Llego, 2020).

According to Llego (2020), the teacher serves as a facilitator, enlisting learners'

active participation through the use of various technologies accessed over the internet

while they are physically separated during instruction. Live synchronous training is

possible with online learning. It is necessary for participants to have a decent and

consistent internet connection. Learners can access materials via the internet, complete

and submit assignments online, and participate in webinars and virtual classes. This

category includes the DepEd Commons and the LR Portal.

Online digital platforms that were the main tools used for the ODL modality

include Google Meet (a conferencing and video-chatting web service), Google

Classroom (a web service that allows teachers to set tasks, have work submitted by

students with or without a deadline, and return graded papers), Google Docs (a free

online alternative for Microsoft Word), Google Slides (a free online alternative for

Microsoft PowerPoint), and Messenger (a desktop and mobile messaging application

used for instant text and image/video messaging).

According to a study performed by Ventayen (2019) on the readiness of DepEd

Teachers to online teaching, they were still able to cope with the trends in remote

learning despite their low experience in remote education such as technical skills, time

management, knowledge, and attitude in online education.

Despite the fact that the majority of secondary and senior secondary schools

have computers, ICT infrastructure exists, but its full potential is either untapped or

under tapped. The key explanation for this is teachers' lack of digital literacy. People and

11
students who do not have basic digital literacy skills may soon find it difficult to access

online information. Students benefit from digital literacy because it allows them to learn

more effectively. Many students who enter educational settings use digital technologies

in digital environments to make the learning process more meaningful (Yamada-Rice,

2011; Potter, 2012, as cited by Baterna, Mina, & Rogayan; 2020).

Rahmah (2015) stated that education and technology are inseparable. Digital

literacy is not new for a person to acquire the necessary information and knowledge. The

ability to use technology right allows us to properly utilize resources. The apparent part

of digital literacy to begin with is the internet. The internet is no more a supplementary

tool, but rather a vital requirement in our day and age. Mastery of technology tools and

digital abilities becomes a barrier to involvement in online cultures and environments.

And this ease of access has greatly empowered all students and non-students alike.

Tamoria (2016) said that teachers and the school administration in particular, play a

critical role in educating the next generation in a rapidly evolving global society,

according to the study. Schools all over the world have pledged to secure computers in

order to increase student performance (Windschitl & Sahl, 2002). Cox et al. (2003)

added that teachers use technology to teach the content of their topic to their students

so that they can understand it easier. Individual or collaborative activities that adapt a

curriculum to a particular task seem to be the most successful way to achieve digital

literacy which supports the study of Selinger (2004) that pointed out digital literacy as a

tool for improving educational quality.

According to Wasson and Hansen (2014), as compared to colleagues from other

nations, Norwegian teachers are among the most technologically proficient. They use

12
information and communication technology for a range of purposes. However, there are

problems to be addressed, such as classroom management in technology-rich

environments and the importance of teacher education in pre-service teacher

preparation (Giæver, Johannesen, & Ogrim, 2013). Digital literacy is concerned with how

technology is applied to a wide range of problems and opportunities in everyday life.

Digital literacy can be described as the use of technology in the work environment of

high school and vocational-school teachers within the limited scope of ICT use in the

work environment of high school and vocational school teachers in eduction (Belshaw,

2011).

As for a study of Hassan and Mirza (2021) The information was gathered from

Rajouri district schools. The data was gathered using closed-ended multiple-choice

questionnaires in which respondents were asked about their experiences with the use of

ICT in the teaching process at their respective schools. The inquiry form questions for

teachers were used to better understand their behaviors and viewpoints on the use of

ICT. Inquiries regarding teachers' credentials, the age group they teach, and some

questions to assess their digital literacy were all included levels of competency with

different ICT tools and technology platforms. Additionally, the methods used by Shopova

(2014) was conducting a survey of 60 first- and second-year students who were evenly

split in terms of gender: Twenty men and forty women from the Faculty of Arts'

Department of Cultural Studies and the University's Faculty of Philosophy's Department

of Philosophy and Political Science participated. The research was carried out using a

direct personal inquiry approach using a pre-designed questionnaire. Similarly, during

the study of Baterna, Mina, & Rogayan, (2020) it employed a descriptive-survey

research design, with survey questionnaires serving as the primary data collection tool.

The aim of this study was to determine the level of digital literacy among STEM senior
high school students. According to Koh and Owen (2000) as cited by Baterna, Mina &

Rogayan (2020), the most popular descriptive research tool is the survey.

Questionnaires, normative surveys, open-ended surveys, and phone surveys are also

part of this category.

Baterna, Mina and Rogayan (2020) concluded that in order to gather information

on the students’ digital literacy, they can use a descriptive research design with survey

questionnaires as the main instrument. The researches formulated their very own Digital

Literacy Survey Questionnaire (DLSQ) which was validated and checked by three

experts. It enabled the researchers to easily work with diverse respondents in

comparatively minimal expenditure. Numerous variables were able to be measured by a

single instrument.

The survey questionnaire prepared was composed of two parts. The first part

consisting of the demographic profile of the respondents, which included the age, sex,

school, and grade level of the students. Meanwhile the second part assessed the extent

of digital literacy of the respondents with six domains. Under each domain, five items

were included to further specify. The six domains are as follows: access and evaluation

of information, utilization and management of information, media analysis creation of

media products, effective application of technology, and interaction through technology

(Baterna et al., 2020).

As for the data analysis done in the study mentioned, the researchers utilized

frequency and percent distribution, weighted mean, standard deviation, analysis of

variance (ANOVA) and Pearson r for statistical analysis. In addition to this, the items in

the survey instrument followed a four-point Likert scale format.

 The study was undertaken to determine the perceived digital literacy of Online

Distance Learning (ODL) teachers among Grade 12 STEM students and its effect on the

learning experience. It specifically sought answers to the following research questions:

A. What is the perceived level of digital

14 literacy rate of ODL STEM teachers among
STEM students in terms of the domains proposed by Baterna, Mina & Rogayan (2020):

(1) Access of Information; (2) Utilization of Information; (3) Creation of Media and Media

Analysis; (4) Application of Technology; (5) Interaction through Technology; and B. Is

there a significant correlation between the perceived level of digital literacy of ODL

STEM teachers among STEM ODL students and the STEM ODL students learning

experience?

The hypotheses of the research are divided into two, the Null and Alternative

hypotheses. Null: There is no significant correlation between the perceived level of

digital literacy of ODL STEM teachers among STEM ODL students and the STEM ODL

students learning experience. Alternative: There is a significant correlation between the

perceived level of digital literacy of ODL STEM teachers among STEM ODL students

and the STEM ODL students learning experience.

As to the scope and delimitations of the study, the study focused on

determining the perceived level of digital literacy of Tabaco National High School ODL

teachers among Grade 12 STEM ODL students in terms of the domains proposed by

Baterna, Mina & Rogayan (2020): access of information, utilization of information,

creation of media and media analysis, application of technology, interaction through

technology. The perceived level of digital literacy will be correlated to the students'

learning experience.

The respondents are limited to Grade 12 STEM ODL students in Tabaco

National High School, with their responses acting as assessment of the perceived digital

literacy of their ODL teachers in S.Y. 2020-2021, Semester 1 and 2. Only those in the

Online Distance Learning modality are chosen as the population in order to be able to

properly give an assessment based on 15

their experience. Other strands are not included

due to lack of time and resources along with the goal to focus solely on the correlation of

the two main variables.

The identified potential beneficiaries of the study with the possible benefits and

value they may acquire from the study are as follows: Respondents. The results of the

study may be an avenue for the respondents to reflect on their learning experience in

this new normal, and possibly form new insights and discoveries. Teachers. The findings

from the study can help teachers realize their strengths and weaknesses as ODL

teachers. These areas of improvement may inspire them to better themselves and their

teaching strategies to offer students a more effective learning experience. Schools. The

results from this study can help academic institutions improve their education systems

and quality of staff. The more digitally literate the teachers are, the more they'll employ

these skills in the classroom, which will in turn foster a strong sense of digital citizenship

in the students. The Department of Education (DepEd). The study can aid the

Department of Education to implement distance learning more effectively by

emphasizing the importance of digital literacy in teachers. Future Researchers. This

study can be utilized by future researchers for studies focused on digital literacy, online

learning, and other similar topics.

 MATERIALS AND METHODS
16
The study utilized a descriptive-survey research design using survey

questionnaires that served as the main instrument in gathering the required data from

the respondents. Descriptive research according to Nassaji (2015), is the research

design wherein data is collected in a qualitative manner and is further analyzed using

quantitative procedures which could be statistical in nature. The present study evaluated

the correlation between the perceived digital literacy of the teachers among the Grade

12 STEM ODL students and their learning experience. Therefore, the use of a survey

design enables the researchers to readily cooperate with a wide range of respondents

while having the ability to examine multiple variables by a single instrument.

For the research setting, the study was conducted virtually among Grade 12

STEM Online Distance Learning (ODL) students at Tabaco National High School. The

researchers made use of online survey questionnaires, formatted, and created through

Google Forms, that had been sent to each of the respondents via Facebook Messenger.

Tabaco National High School (TNHS) is a public secondary school founded in

1945, which is located in Panal, Tabaco City. For school year 2020-2021, TNHS along

with other schools, adapted distance learning with its 3 modalities: Online Distance

Learning, Modular Distance Learning, and Digital Distance Learning. To be able to

evaluate the correlation between the perceived digital literacy of the teachers among the
respondents and the students’ learning experience, the study focused on the ODL

modality wherein though the teachers and learners are geographically remote, there is

still an interaction between the two.

Moreover, since the research was conducted during the pandemic, the

researchers gathered data through digital means that are both convenient and safe for

the respondents. 

         For the population and sampling, Random Sampling method was used to

determine the sample population which was composed of all the enrolled Grade 12

students of Online Distance Learning Modality of Tabaco National High School for the

school year 2020-2021. Random sampling is a type of probability sampling method

where every individual of a population has an equal chance of being chosen and every

sample that is picked out is assumed by the researchers to be an unbiased

representative for the whole population. In determining the sample size, the researchers

used Slovin’s Formula. From the total population of 25 students, the researchers aimed

to have a 5% margin of error and 95% level of confidence and inputting these data into

Slovin’s Formula resulted to a sample size of 24. With the sample size now identified,

the researchers used Microsoft Excel to randomly select 24 out of 25 students that

would in turn be the respondents of the research.

The Digital Literacy Survey Questionnaire (DLSQ) adopted and modified from

Baterna et al. (2020) by the researchers served as the main instrument in data

gathering. The first part requested for the informed consent of the respondents, in

accordance with ethic guidelines in research. The second part assessed the extent of

the teachers’ digital literacy perceived by the students, with five (5) domains that

contained five (5) items as indicators each. These domains are as follows: access and
evaluation of information, utilization and management of information, creation of media

products and media analysis, effective application of technology, and effective

interaction through technology (Baterna et al., 2020). As per health protocols, Google

Forms was utilized as the medium. The survey questionnaire was subjected for content

and construct validation by an adviser of the researchers.

For the data collection, the researchers underwent a carefully thought-out

process to gather the necessary data for the analysis and interpretation. The

researchers initially developed the Digital Literacy Survey Questionnaire (DLSQ), the

research instrument which was reviewed by a research adviser. The researchers then

proceeded to conduct the survey to the 24 students through Google Forms for the

conduct of the survey and Messenger for the communication.

During the communication, the researchers constructed a message to guide the

students in answering the survey questionnaire. After three days of conducting the

survey and waiting for all the students’ response, the researchers collected the data and

encoded it. Data retrieval was aided by the automatic summarizing of data accumulated

into an excel file by Google Forms. The assigned numerical value to a response helped

the data analysis.

For the statistical analysis, the study used weighted mean, standard deviation,

and Pearson r two tailed. In Pearson, the researchers used two-tailed since the study did

not make use of directional hypotheses (in which case, one-tailed will be used).  The

two-tailed critical t value is also more cautious than the one-tailed test and is often

recommended. The survey instrument's items were ranked on a five-point Likert scale

since there has been studies proving that a five-point scale yields more accurate results

than a four-point like the one used in the study of Baterna et al. (2020). The following
ranges were used to analyze rating scales: 0.01-1.00 = Not at All; 2.00 = Little Extent;

2.01-3.00 = Undecided/Neutral; 3.01- 4.00 = Some Extent; 4.01-5.00 = Great Extent.

 In order to create and protect ethics while doing this research, the researchers

closely adhered to the following factors: The students' names were never mentioned in

the study. The participants were not harmed emotionally or physically because of their

19did not want to take part in the study, he or she

participation in the study. If a respondent

was free to do so. The respondents' identities were coded using numerical values.

Before releasing the survey questionnaire, the researchers had their adviser verify and

approve it. Furthermore, prior to the accomplishment of the online survey, researchers

obtained informed consent from the respondents. 

 RESULTS AND DISCUSSION
20
Perceived Digital Literacy of Tabaco National High School (TNHS) Teachers

among Grade 12 STEM ODL Students

Table 1 presents the extent of the perceived digital literacy of Tabaco National High

School (TNHS) Teachers among Grade 12 STEM ODL Students in terms of the five

domains.

Table 1. STEM ODL Teachers’ Extent of Digital Literacy Perceived by their Students

Domain M VD Rank
Access and Evaluation of Information 3.85 SE 5
Utilization and Management of Information 3.94 SE 3
Creation of Media and Media Analysis 3.87 SE 4
Effective Application of Technology 3.98 SE 2
Interaction through Technology 4.24 GE 1
Overall Digital Literacy 3.93 SE
*M=Mean; VD=Verbal Description; SE=Some Extent; GE=Great Extent
 Figure 1. Weighted Mean of Each Indicator under the Domain,
Access and Evaluation of Information

4
3.8
3.6
3.4
3.2
A1 A2 A3 A4 A5

Weighted Mean

Access and Evaluation of Information

The STEM ODL students perceive their teachers to be digitally literate to some

extent in terms of access and evaluation of information with an overall mean of 3.85. The
21
teachers are able to access and evaluate learning materials and outputs efficiently and

effectively to some extent. Though the student-respondents gave their teachers the

lowest mean in the first indicator, “access and evaluate our outputs efficiently (time) and

effectively”. This means that the teachers could give the students feedback about the

evaluation of their outputs only minimally and not as efficiently and effectively. On the

other hand, the teachers received the highest mean in the fifth indicator, “share content

and resources proactively (in anticipation of future problems, needs or changes) as well

as clarifications whenever necessary”. This means that the teachers have minimum

difficulty in accessing content and resources while also showing that they have sufficient

initiative in sharing these to their students.

 Figure 2. Weighted Mean of Each Indicator under the Domain,
Utilization and Management of Information

4.2
4.1
4
3.9
3.8
3.7
3.6
3.5
3.4
B1 B2 B3 B4 B5

Weighted Mean

Utilization and Management of Information

Grade 12 STEM Online Distance Learning (ODL) teachers at Tabaco National

High School are digitally literate to some extent in terms of utilizing and managing

information, as evidenced by an overall mean of 3.94. Respondents perceive that their

teachers can control the flow of discussion and information amidst several sources given
22
to them and apply a fundamental awareness of the legal and ethical issues concerning

data accessibility and availability to a great extent, with both indicators gaining the

highest mean. The teachers, on the other hand, received the lowest mean in terms of

properly managing the outputs submitted by the students online to efficiently monitor the
students’ progress. This implies that students were aware of their progress to some

extent only, with minimal feedback being given. The teachers are also digitally literate to

some extent in terms of processing and storing academic content and information for

easy retrieval. This suggests that pupils' information comprehension and retrieval

abilities are moderate. Majority of the students also claimed that they had some comfort

in the teacher's capacity to use and handle knowledge efficiently and creatively, which

increased how students absorb and retain the knowledge provided to them.

Creation of Media and Media Analysis

Figure 2. Weighted Mean of Each Indicator under the Domain,

Creation of Media and Media Analysis

4.4
4.2
4
3.8
3.6
3.4
3.2
C1 C2 C3 C4 C5

Weighted Mean

Figure 3. Weighted Mean of Each Indicator under Domain C (Creation of Media and Media
Analysis)
4.25
4.4
4.2 3.88 3.83
4 3.71 3.67
3.8
3.6
3.4
3.2
C1 C2 C3 C4 C5
 Teachers assigned to Grade 12 ODL are digitally literate to some extent in terms of

creation of media and media analysis with a mean of 3.85. The derived values are from

the survey conducted to their students which were the Grade 12 STEM ODL students

from Tabaco National High School regarding how they viewed the digital literacy rate of

their teachers. Results show that ODL Teachers

23 of Grade 12 STEM gained the highest

mean in terms of applying a legal and ethical fundamental understanding with the use of

media. This implies that the teachers are responsible consumers of media to a great

extent. The students-respondents perceive the teachers are also familiar of the functions

of different media, able to utilize appropriate media creation tools, websites, and

applications and create original content fitted for a particular lesson to some extent.

Effective Application of Technology

Figure 2. Weighted Mean of Each Indicator under the Domain,

Effective Application of Technology

4.4
4.2
4
3.8
3.6
3.4
3.2
D1 D2 D3 D4 D5

Weighted Mean
 The teachers are digitally literate to some extent in terms of effective application

if technology with a calculate mean of 3.98. The value was primarily based on the

perceived digital literacy of teachers among the respondents who are the Grade 12

STEM ODL Learners of Tabaco National High School. This shows that teachers can

effectively use technology as a tool to research, organize, evaluate, and communicate

information to some extent. This suggests that teachers can moderately interact with the

students when it comes with the collaborative process involving technology.

Moreover, the result shows that students observe that teachers apply a

fundamental understanding of the ethical and legal issues surrounding the effective

application of technologies. This shows that

24 teachers know and understood the ethical
issues surrounding the effective application of technologies and applies it to the class. In

addition, the mean also shows that teachers are aware and utilize cloud services on the

internet to store learning resources used in an organized manner for easier access. With

this, students have an easy access on the learning resources whenever they want to.

Interaction through Technology

 Figure 2. Weighted Mean of Each Indicator under the Domain,
Interaction through Technology

4.6
4.4
4.2
4
3.8
3.6
F1 F2 F3 F4 F5

Weighted Mean

The teachers are digitally literate to a great extent in terms of conducting

interaction through technology with a calculated mean of 4.24. Such value was primarily

based on the perceived digital literacy of teachers among the respondents who are

Grade 12 STEM ODL Learners. The resulting value or mean reveal that teachers at a

great extent are able to communicate with students through different forms of digital

devices and applications such as Messenger, Google Meet, and Google Classroom

effectively. Moreover, it presents the idea that teachers are aware and knowledgeable of

the appropriate ways of communicating through digital means and are able to do it

efficiently. Thus, it can be concluded that teachers are already well-versed in using

digital technologies to communicate and manage the digital setting well, based on the
25
results of the survey that used a 5-point Likert scale for each item.
 In addition to the previous points mentioned, the mean shows that students

greatly observe the ability of teachers to adapt interactive communication modes and

strategies in class. This further shows that teachers, though there are several barriers to

effective teacher-student interaction in the online setup, are still able to employ effective

strategies which allow for an interactive class setting at some extent. The calculated

value also indicates that teachers apply knowledge about citation practices and are able

to integrate knowledge from external sources in the learning resources provided. With

this, it allows learners to expand their scope of knowledge and interest in a topic

discussed.

Learning Experience of the Student-Respondents

Table 2 shows the description of the respondents’ learning experience, related to each

of the five domains.

Table 2. STEM ODL Students’ Description of their Learning Experience in SY 2020-

2021.

Description of Learning Experience M VD Rank

The worksheets and modules my teachers sent me were double- 3.3 SE 5

checked, substantial, had minimal errors, and induced effective 0

learning. Hence, I had minimum issues with the learning materials

as well as the activities. Other content and resources such as but

not limited to meet recordings and PowerPoint presentations were

proactively provided, I no longer needed to ask for these.

My teachers utilized information in such a way that they adopted 3.7 SE 3.5

creative strategies to attain a more effective

26 learning for us 1

students. Additionally, I could easily follow the flow of discussion

and comprehend the abundance of information provided. I could

also easily view information and resources utilized in teaching

since these were efficiently organized and provided to us,

minimizing my chances of overlooking any of it. Lastly, I know very

well that my outputs were accurately accounted for and monitored

by the teacher since there were no misunderstandings that

formulated over missing outputs and the like.

My teachers provide a well-organized lesson using different kinds 3.7 SE 3.5

of media and technologies in a creative manner. I do not get bored 1

easily and can hold my attention because my queries can be

answered during discussions. Both synchronous and

asynchronous outputs or activities are conducted on and

submitted to the most appropriate and efficient applications and

websites where I find it easier to accomplish these tasks.

My teachers used and applied technology effectively as a tool to 4.0 GE 2

research, organize, evaluate, and communicate information to give 8

us students an effective learning experience digitally. Through

technology, they effectively maximized the online learning

27
platforms and other tools making learning more efficient.
My teachers effectively interact with the class while maximizing the 4.2 GE 1

use of a variety of digital devices and applications. This allowed us 5

to easily grasp and understand the lesson or discussion.

Whenever we have inquiries, we were able to communicate with

the teacher concerned through digital means. Moreover, each one

of us were encouraged to interact during discussions, allowing

educational exchange to occur. Lastly, our scope of knowledge

about a topic expanded due to the additional information provided

 by the teacher from external sources.
Overall Positive Description of Learning Experience 3.8 SE
1

*M=Mean; VD=Verbal Description; SE=Some Extent; GE=Great Extent

The students were able to grasp and understand the lessons to a great extent

with the teachers effectively interacting with them while maximizing the use of digital

devises and applications. They were also able to follow the flow of discussion and

comprehend the abundance of information provided to some extent. Their learning

experience included well-organized lessons using different kinds of media and

technologies in a creative manner. Hence, the students did not get bored easily and

could hold their attention during discussions to some extent.

28
Not only did the students had minimal problem overlooking resources and

information utilized in teaching since these could be easily viewed and accessed by the

students, but they also found it easier to accomplish the tasks given to them to some

extent. This is because both synchronous and asynchronous tasks and resources were

provided, conducted on, and submitted using the most appropriate and efficient

applications and websites.

Communication with the teacher concerned through digital means when

necessary was maximized also. The students were encouraged to interact during

discussions, allowing educational exchange to occur to a great extent. With all of these

taking place online, learning digitally became more effective for the students through

their teachers’ application of technology and the proper use of the online learning

platforms and other tools which made learning more efficient.

 The students had minimum issues with the learning materials as well as the

activities to some extent only. The quality of the resources could have been improved.

Other content and resources such as but not limited to meet recordings and PowerPoint

presentations were proactively provided to some extent also, the need of the students to

ask for these were kept at a minimum.

Overall, the learning experience of the student-respondents were positive to

some extent, with a mean of 3.81.

Correlation of the Teachers’ Perceived Digital Literacy and the Students’ Learning
29
Experience

In order to see if there is a significant correlation between the two variables, Pearson’s r

(two-tailed) was used as well as p value. Table 3 shows the values of the variables

calculated and used for the statistical test.

Perceived Teachers’ Digital Literacy Student’s Learning Experience

4.56 4
4.4 4.4
4.32 4
4.48 4.2
3.8 3.8
3.36 3.6
4.4 4.8
3.96 3.6
3.6 3.4
3.72 3.8
4.48 4
3.92 3.4
4.52 4
4.12 4
3.6 3.8
2.74 2.6
 3.58 4
4 3.8
3.72 4
4.43 4.4
4.6 3.6
4.08 4
3.32 2.8
3.52 3.4

Table 3. Calculated Perceived Teachers’ digital literacy and Students’ Learning

Experience of Each Respondent

With these values, the Pearson coefficient, r, was equivalent to 0.745715733. According

to Rumsey (2021), “In statistics, the correlation coefficient r measures the strength and
30
direction of a linear relationship between two variables. This value of r is always between

+1 and -1”, with -1 indicating a perfect negative linear relationship and a +1 indicating a

perfect positive linear relationship. The r value of 0.745715733 or 74.57% reveals that

there is a strong positive linear relationship between the perceived teachers’ digital

literacy and the students’ learning experience.

To determine whether this correlation is statistically significant or not, the

researchers calculated for the p value. With an N of 24, a T statistic of 5.249744155 and

a Degree of Freedom of 22: the researchers arrived at a P value of .000029. Upon

comparing on a t table, the result turned out to be significant at p < .05 and at p < 0.01

as well. This indicates that the risk of concluding that a correlation exists when there is

none is 5% and 1% respectively. Hence, the alternative hypothesis is accepted. There is

a significant correlation between the perceived level of digital literacy of ODL

STEM teachers among STEM ODL students and the STEM ODL students learning

experience.
 As for the conclusions of the researchers, the study determined that the Grade

12-STEM ODL teachers were perceived to have digital literacy among Grade 12

students to some extent in terms of access and evaluation of information, utilization and

management of information, creation of media and media analysis, and effective

application of technology. They were perceived to have digital literacy to a great extent

in terms of interaction through technology. Overall, the 12 STEM ODL teachers were

perceived to have digital literacy among Grade 12 students to some extent. The

students’ description of their learning experience turned out to be positive to some extent

also. The study concludes that Grade 12 ODL learners from Tabaco National High

School, perceived that their teachers were most digitally literate in terms of interaction
31 literate in terms of access and evaluation
through technology, and were the least digitally

of information. This is true also to the learning experience corresponding to each of the

two mentioned domains of digital literacy.

There is a significant correlation between the learning experience of Grade 12

STEM ODL learners and the perceived digital literacy of teachers. This correlation is

strong and positive. The study’s results were made to identify the strengths and

weaknesses for each domain involving the teachers’ digital literacy to enable the

improvement of Online Distance Learning Modality in terms of the students’ learning

experience.

The recommendations of the study are as follows: (1) In this study, the

researchers used the perceived digital literacy of teachers among the students’ learning

experience in the online distance learning, in which, the researchers were not able to

directly evaluate the teachers’ digital literacy directly. Future researchers may try to use

the teachers as respondents to assess their digital literacy for accurate results.
 (2) The study used five (5) domains that contained five (5) items each to assess

the extent of the teachers’ digital literacy perceived by the students. The future

researchers may enhance or widen these domains and add more to accurately assess

the teachers’ digital literacy.

(3) To promote teachers’ digital literacy and digital competence and give way to

a more effective online learning., the school may organize a series of seminar-

workshops on technology for teaching and learning. Teachers’ research capabilities may

be enhanced by the installation of a fast internet connection. A follow-up study could be

carried out to track the teachers’ digital literacy, digital proficiency, and research output.
32

Definition of Terms

Technology – the specialized aspects of a particular field of endeavor

Brink – a point at which something, typically something unwelcome, is about to happen,

the verge.

Modify – to make minor changes in

Accelerated – occurring or developing at a faster rate than usual.

Adoption – the action or fact of choosing to take up, follow, or use something.

Crisis – a time of intense difficulty, trouble, or danger.

Implement – to give practical effect to and ensure of actual fulfillment by concrete

measures.

Integrate – to form, coordinate, or blend into a functioning or unified whole.

Traditional – following or conforming to tradition: adhering to past practices or

established conventions.
Modality – a particular mode in which something exists or is experienced or expressed.

Digital literacy – the skills you need to live, learn, and work in a society where

communication and access to information is increasingly through digital technologies like

internet platforms, social media, and mobile devices.

Skills – the ability to do something well; expertise.

Permeated – to pass through the pores or interstices of

Ability – competence in doing something.

33
Expounded – to explain by setting forth in careful and often elaborate detail.

Convenience – freedom from discomfort

Synthesize – to combine or produce by synthesis.

Techniques – a method of accomplishing a desired aim

Collaborative – to work jointly with others or together especially in an intellectual

endeavor

Synchronous – of, used in, or being digital communication (as between computers) in

which a common timing signal is established that dictates when individual bits can be

transmitted and which allows for very high rates of data transfer.

Asynchronous – of, used in, or being digital (see DIGITAL sense 4) communication (as

between computers) in which there is no timing requirement for transmission and in

which the start of each character is individually signaled by the transmitting device.

Pearson correlation – an absolute value of 1 indicates a perfect linear relationship. A

correlation close to 0 indicates no linear relationship between the variables.

34

33
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