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Tanza National High School

Sampaguita St, Navotas, Metro Manila

1st semester, A.Y. 2023-2024

"THE IMPACT OF DIGITAL LITERACY AND TECHNOLOGY USE AMONG CSS

STUDENTS OF TANZA NATIONAL HIGH SCHOOL”

A Quantitative Research

as part of the requirements for the Practical Research 2 subject

By

Alexis I. Gabriel

Clark Louise Alvarez

Kristian Amarille

Mark Jhonel Flores

Patrick Benzon Dorado

12-META

April 2023
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Chapter 1
The Problem and its background
This chapter presents the background of the study, statement of the problem, significance

of the study, scope and delimitation, conceptual framework and the definition of terms.

Introduction

In today's world, using digital devices and understanding how to use them is really

important for students. This research is all about how using technology affects students at Tanza

National High School.

The researchers want to find out how being good with digital stuff and using technology,

like computers and the internet, can make a difference in how well students do in school. This is

important because technology is a big part of learning these days.

In this study, we will look at how students at Tanza National High School use technology

and how it might help or hurt their school work. This information can help teachers, school

leaders, and students themselves to understand how to use technology in the best way for

learning. We will explain more about how we did the research, what we found, and what it

means in the following sections.

Background of the study

This research aims to understand why it's important. In the past, we used books and pens

to learn, but now, we have computers, the internet, and lots of digital stuff to help us learn.

Think about it like this: If you're good at using your computer or phone and know how to

find information online, it can make school easier. But not everyone has the same access to

technology, and some students might struggle with it.

This research aims to study how students at Tanza National High School use technology

and how it might affect their grades and learning. We want to make sure everyone has a fair

chance to do well in school, no matter how good they are with technology.

This research is all about understanding how technology and being good with digital

things can change how students do in school. It's important because it can help schools and

students make the most of the technology we have today.

Statement of the problem

This study aims to determine the Impact of Digital Literacy and Technology use among

CSS Students in Tanza National High School

1. What is the impact of digital skills and technology use to your performance?

2. How does digital literacy and technology usage enhance your performance?

3. How does the impact of technology affect your academic performance?

Significance of the study

The result of the study will benefited the following:

Students. Digital literacy equips students with the skills necessary for the modern
workforce, as most jobs now require some level of technological proficiency.
Teachers. Technology can streamline administrative tasks, leaving more time for
instructional activities and individualized support for students.
Future Researchers. Researchers can study the impact of digital literacy and technology
on education, leading to evidence-based recommendations for policymakers and educators.

Scope and Delimitation

This study will focus on the impact of digital literacy and technology use.

The research will investigate the level of digital literacy among SHS students, including

their proficiency in using digital devices and software.

This study will be limited to a specific school, or a particular level of Senior High School

students, which may not represent a broader population.

Conceptual Framework

The researchers decide to use the IPO model to present the conceptual framework of the

research.

The conceptual framework of this study uses the input frame of the profile of the

respondents such as age, name, gender, and marital status. The process frame refers to the steps

that the researchers will take regarding data gathering, surveying and documentation of collected

results. The output frame covers the impact of digital literacy and technology use among css

students of Tanza National High School.

Figure: The schematic diagram of the Input, Process, and Output Approach of the Study.

Definition of Terms

In order to understand the research, the following terms are defined operationally:

● Digital devices - digital devices are electronic tools like computers and smartphones.

● Digital literacy - digital literacy refers to the ability to use, understand, and navigate

digital technologies effectively.

● Digital Skills - digital skills encompass a range of abilities related to using technology.

● Academic Performance - digital technology can influence academic performance. On the

positive side, it provides access to vast educational resources, facilitates online learning,

and enhances research capabilities.

● Impact - The impact of digital technology is vast and transformative. It has revolutionized

communication, commerce, education, and various industries.

Chapter 2
Review of Related Literature

This chapter presents the relevant literature and studies that the researchers considered in

strengthening the claim and importance of this study.

Students Digital Literacy based on Sex, Strand and Grade level

For this study, the data were collected through a survey questionnaire using google forms. The

total sample size for this study was 344 secondary school students having almost equal ratio of

male and female. On bivariate correlation analysis, digital literacy was found to be associated

with students’ attitude towards using information and communication technology (ICT) and

other ICT related demographics. studies on digital literacy in DepEd Rizal have not been given

sufficient attention. Hence, there is a dearth of studies showing whether students are fully aware

of the digital literacy skills needed in distance learning. Consequently, an online qualitative

survey gathered data from fifty (50) senior high school students presently enrolled in the

different strands and tracks in the division. For this investigation, data were obtained.

Survey questionnaires were created using Google Forms. The overall sample size for this study.

There were 344 secondary school students, with about equal numbers of males and females.

Bivariate correlation study revealed that digital literacy is correlated with students' attitudes

toward adopting information and communication technology (ICT) as well as other ICT-related

demographic factors. Studies on digital literacy in DepEd Rizal have not received adequate

attention. As a result, few studies have been conducted to determine whether students are
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completely aware of the digital literacy abilities required for distant learning. As a result, an

online qualitative survey was conducted with fifty (50) senior high school students who are

currently enrolled in the division's various strands and tracks.

Students are encouraged to learn and be Digitally Literate.

Encouraging all residents to be digitally literate, particularly college students, would help create

a "Learning Society'' in which learning is a passion shared by everybody and would provide a

strong foundation for the development of a contemporary nation. This essay begins by going

over the history and broad concepts of media literacy, information literacy, computer literacy,

network literacy, and digital literacy. When compared to terms that are comparable, digital

literacy refers to the subjective efforts made to actively enhance one's own and others' abilities,

competence, awareness, and way of thinking in order to qualify for, adapt to, and create a new

digital age and society. Second, the "Skills-Competencies-Awareness'' core logic of the Digital

Literacy Framework of College Students (DLFCS) can be summed up as follows: "digital

technologies utilization, actual problems solving, and digital awareness cultivation." In

accordance with this reasoning, the DLFCS is developed in this study using scene-based

requirements analysis and expert consultations. Three domains—operational skills, applied

competences, and thinking and awareness—are covered, and fifteen descriptors are identified

along with examples of critical performances for each. Third, it uses questionnaires, Q&A

sessions, and task evaluations to assess how college students perceive their own digital literacy

as well as how they really perform. Finally, it uses Pearson correlation analysis to confirm the

validity and completeness of the DLFCS using datasets gathered in three different ways. The
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findings show that the DLFCS's fifteen description datasets gathered in three different ways. The

findings show that: the DLFCS's fifteen descriptors essentially cover the fundamental

components of digital literacy, albeit with incredibly weak correlations between them; the

relationships between the progressive and

entwined

"Skills-Competencies-Awareness" demonstrates the validity of the internal logic and the DLFCS

itself; and developing and improving one's proficiency on one digital literacy descriptor over

time is necessary to become digitally literate.

STEM students are digitally literate to some extent in terms of information access and evaluation

, information utilization and management, media analysis, media product production, effective te

chnology application, and technology-based interaction.

Digital literacy should be integrated and enhanced across all subjects in senior high school, partic

ularly in the delivery of online education, in order to realize the learning competencies of each su

bject area through provided activities and assignments that encourage the use of the internet and

online applications.

Furthermore, a study of students' digital literacy skills in Yogyakarta discovered that they were at

a relatively low level, emphasizing the need for initiatives to improve these skills and integrate d

igital literacy into the curriculum.

Further investigation utilizing multiple linear regression analysis revealed that digital literacy (D

L), use of tablets and smartphones, prior instruction in the use of

the computer and the frequency of computer use considerably alter pupils' attitude toward

Using ICT.
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Students' qualitative responses were grouped into many emerging themes.

The findings demonstrated that some students are aware of the digital abilities they need to have,

such as critical thinking, online safety skills, and communication.

Developing Digital Literacy skills of Students will face

Digital literacy is one of the obstacles of integrating technology into academic courses (Blau,

Shamir-Inbal, & Audiel, 2020). The current literature defines the talents and skills required to

navigate a fragmented and complicated information ecology (Eshet, 2004). Appropriate abilities,

methods, and dispositions linked with digital literacy are anticipated to become increasingly vital

in the development of educated citizens capable of critically evaluating information and ideas.

Furthermore, there is theoretical and empirical support for the claim that reading on the internet

necessitates comprehension skills that go above and beyond those required to interpret

commentary in print texts.

Technological developments have affected how kids read, write, and Talk to each other. The

introduction of digital technology, such as the Internet, into the classroom has urged teachers to

incorporate digital learning into their regular pedagogies.

technology to meet the requirements of students in their academic and professional lives—needs

that comprise the capacity to search through sizable online databases of multimodal information

to find, assess, classify, and apply pertinent data. Additionally, the appearance of new

Technology requires educators to investigate their possibilities for novel approaches to reading
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and writing in addition to encouraging group and collaborative learning in the classroom

instruction. This case study looked into how first-year University of Botswana students used

digital tools to improve instruction in academic literacy and communication Course on Skills

(COM). A semi-structured questionnaire with a qualitative method

examinations of documents, observations, and interviews were conducted to identify the

technologies that the institution allowed students to utilize, and how the digital technologies were

applied, whether the usage of digital technologies improved student learning, whether growth of

students' academic literacy and instructors' opinions of students' usage of digital tools to improve

their education. 63 students' and two lecturers' data, carefully selected, were examined for

recurring motifs, and the results showed that (a), Despite the fact that the university offered a

range of digital tools to the students, They weren't put to use. improve their education as a result

of a deficiency in digital literacy and (b), Despite the fact that participants recognized the

promise of digital technologies for efficiency. The incorporation of technology into learning and

teaching was hindered by resource issues, such as a shortage of functional computers, erratic

Internet connections, and a lack of digital skills.

the course on COM. Given the exponential growth of new and upcoming technologies, this study

demonstrates (a) the necessity of investigating the application of these novel digital technologies

for instruction and learning, (b) training lecturers on the efficient integration of integration of

new technologies into education, and (c) the creation and execution of policies pertaining to the

application of these tools to support the development of 21st-century competencies.

Chapter III

Methodology
This chapter reveals the methods of research to be employed by the researcher in conducting

the study which includes the research design, population of the study, research instrument and

its development establishing its validity and reliability, data gathering procedures, and the

appropriate statistical treatment of data.

Research Design

This study aims to provide a quantitative understanding of digital literacy levels, allowing for

targeted interventions and educational improvements in the digital age.

According to Borry, P. (2012). Medical Ethics, Use of Empirical Evidence in. Quantitative

research is an objective, formal, systematic process in which numerical data are used to quantify

or measure social phenomena and produce findings.

Quantitative uses measurable variables and statistical methods to investigate correlations,

patterns, or trends within a population or sample.

Descriptive design will be implemented as this research will be focusing on the point of view of

the students, on how digital literacy and technological use affects their lives.

The Respondents of the study

The study's respondents are senior high school students from Tanza National High School. All

of these participants will be selected using random sampling. This sampling method is to be

undertaken where each member of a population has the capacity to become part of the sample.
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The chosen respondents are fifty(50) CSS Grade 11 and Grade 12 senior highschool students

from Tanza national high school. The researchers chose these pupils because they are appropriate

and relevant to the study.

Research Instrument

This research will address what are the impacts of digital literacy applied in the life of CSS

students of Tanza National High School. It requires survey forms as an instrument with detailed

yet straightforward questions focusing on the statement of the problem of the effects of

technological use on the certain students.

The instruments structure on this research will be a scale ranging from 1-5. The choices will be

(1) strongly disagree, (2) somewhat disagree, (3) neither agree or disagree (4) somewhat agree

and (5) strongly agree. This will help the researchers accurately determine the results in data

gathering and the whole research itself.

Data Gathering Procedure

The authorized survey forms will be provided by the researchers. It consists of 30 questions

with 5 choices of answers. It will be uploaded through google forms for convenience of the

researchers and respondents.

As the data becomes complete, it will go under organization and analysis and will be presented

through statistical procedure.

Statistical Treatment of the Data

To interpret the data effectively, the researchers will make use of the following statistical

treatment. The percentage, Weighted Mean and Likert Scale are the tools that will be used to

interpret the data.

1. Percentage

The frequency of each response will be determined on the number of the respondents who will

check in the particular item. The Demographic profile of the respondents will be determined

using the formula of the percentage.

2. Average Weighted Mean

The mean is the most often used in central tendency calculation since it is prone to fewer errors.

The tabulated data will be treated with the use of frequency distribution, percentage and

weighted mean.
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3. Likert Scale

The following qualitative description was adapted to quantify the respondents' answer to each

item:
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