THE INFLUENCE OF DIGITAL LITERACY ON THE PERFORMANCE

OF BEED STUDENT IN THE SUBJECT EED06

A Thesis
Presented to the Faculty
of College of Teacher Education of
University of Cebu
Cebu City

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Elementary Education

by:

JANINE F. PAINAGAN
CHARLIE MAE H. DAITOL
JAN DENIELLE LASCUÑA
ANGEL ROSE BABAO
ZHARLA NICOLE APSAY

November 2023
 ACKNOWLEDGEMENT

The success and final outcomes of this research required a lot of guidance
and assistance from many people and the researchers express their sincere gratitude
and heartfelt appreciation to the following individuals whose invaluable assistance
and cooperation made the completion of the study possible.
Mr. Edmund Benedict Y. IIlut, their research adviser, College of Teacher
Education-Bachelor of Elementary Education, for his endless support, patience,
motivation, enthusiasm, and immerse knowledge of their research. His guidance
helped them in all the time of research and writing of this thesis.
Dr. Richard T. Alcantara, for formulating the total number of
respondents needed in our research study.

TABLE OF CONTENTS
 Page
Title Page i
Acknowledgement ii
Table of Contents iii
List of Tables iv
List of Figures v
Chapter
1 THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1

Rationale of the Study 1

Theoretical Background 7

THE PROBLEM 16

Statement of the Problem 16

Statement of the Null Hypothesis 17

Significance of the Study 17

RESEARCH METHODOLOGY 19

Research Design 20

Research Environment 20

Research Respondents 21

Research Instrument 21

Research Procedure 22
 Gathering of Data 22

Treatment of Data

DEFINITION OF THE TERMS 23

REFERENCES 26

APPENDIXES

Appendix A Transmittal Letters 27

Appendix B Informed Consent 28

Appendix C Research Instrument 36

Appendix D Local of the Study 37

CURRICULUM VITAE 42
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

In today’s era of advanced technology, the routine life of people has

become more intricate as newer technologies develop each day. Many individuals

often resort to different websites for researching and sharing details that pertain to

their specific interests. These technologies empower users to perform at their peak

potential, particularly within the education sector. This digital technology-driven

environment has created a notion that inhabitants of this setting, notably students,

cannot tackle the digital world without acquiring competent skills in digital

literacy. The study digital literacy has a significant effect on the communication

skills, research skills and confidence (Abbas et al., 2019)

A Research conducted on an international scale has proven a fantastic

courting among digital literacy and student learning. A take a look at carried out by

using OECD (Organization For Economic Co-Operation And Development) found

that scholars with higher virtual skills generally tend to carry out better

academically as compared to those with lower digital capabilities. Similarly, study

by the U.S Department Education on digital literacy (Mamedova 2018). These

findings strongly support the inclusion of digital literacy instruction in educational

settings in order to equip students with the abilities they need to excel in their
studies and other endeavors in the future. The link between digital literacy and

student learning highlights the necessity for educators and policymakers to give

projects that advance and improve students’ digital literacy abilities top priority

and resources.

A virtual literacy has been diagnosed as an important talent for college

students to thrive within the digital age. A examine performed in Singapore

determined that scholars who possess higher digital literacy talents generally tend

to have higher educational performance and higher degrees of engagement in their

studying. Similarly, research conducted in Malaysia indicated that digital literacy

capabilities are positively correlated with students’ instructional achievements

(George et al., 2021)

The 21st century saw the Philippines it has been reported that digital literacy

(DL) is associated with five abilities: problem-solving, safety, communication,

content production, and information processing. Therefore, among these factors, it

is crucial to comprehend the teachers' level of DL better. Research suggests that

among the explanations for the variations observed, the potential influence of

strong

intelligence style(Sitoy et al., 2021).The integration of ICTs in the Philippines’

education system has revolutionized knowledge acquisition and skills. Students

now have access to vast information online, enabling them to expand their
knowledge beyond textbooks. This shift towards digital literacy has made the

traditional education system more interactive and dynamic, preparing students for

the digital age and contributing to the country’s development.

Furthermore, The University of Cebu-Maritime Education and Training

Center teaches Digital Literacy on students how to become technologically literate.

By understanding the impact of virtual literacy on instructional overall

performance, educators can layout powerful techniques and interventions to

decorate college students’ digital talents and enhance their normal instructional

effects (Yuson 2019).

The distinctive feature of this study is that it focuses on a particular

student population (BEED students) and a particular subject (EED 06). The

purpose of the study is to evaluate how these children’s academic performance in a

particular subject area is impacted by their digital literacy and allowing for a more

focused analysis of the relationship between digital literacy and to the subject. This

study is interesting and helpful in contributing to the body of research on the

impact of digital literacy on the academic performance since it focuses on a

particular set of students, a particular subject, and takes into account both global

and local factors. This research explores the impact of digital literacy on students’

performance and educational experiences. It aims to enhance teachers’ lesson plans

by incorporating digital literacy in teaching the subject (EED 06). The study will
contribute to existing knowledge on digital literacy and help educators develop

effective interventions to improve students’ digital literacy in the subject (EED 06)

and emphasizes the importance of technology in teaching methods.

This study focuses on the influence of digital literacy on students’ academic

performance, particularly for those who belong within the TPACK (Technological

Pedagogical Content information) framework, which was created to define the set

of information required to teach a subject to students using technology.

Theoretical Background

This study is mainly anchored on Technological Pedagogical Content

Knowledge (TPACK) theory by Mishra et al., 2006. The anchored theory is

supported by Albert’s theory of Social Cognitive (SCT) in the (1960s) and E.M.

Rogers theory of Diffusion of Innovation (DOI) Theory in the (1962).

TPACK is a theoretical framework that examines the knowledge required

by teachers to skillfully integrate technology into their pedagogical practices. It

emphasizes the interplay between three essential components: technological

knowledge, pedagogical knowledge, and content knowledge. This theory forms the

basis for understanding how digital literacy impacts student learning, as it

highlights the importance of teachers’ ability to effectively incorporate digital tools

and resources into their instruction. This theory emphasizing the role of digital

literacy in supporting student learning, as teachers who are digitally literate can

effectively utilize digital tools to enhance their pedagogical practices and facilitate

student learning.

The TPACK framework by Mishra and Koehler (2006) is an extension of

Shulman’s work (1986) on pedagogical content knowledge (PCK). In Shulman’s

model the two areas of pedagogical knowledge (PK) and content knowledge (CK)

overlap, forming a third area: pedagogical content knowledge (PCK). Adding

technological knowledge (TK) to the framework creates three new overlapping

areas: technological pedagogical knowledge (TPK), technological content

knowledge (TCK), and technological pedagogical content knowledge (TPACK).

Thus, TK, TCK, TPK, and TPACK, the so-called T-dimensions, represent the four

explicitly technology-related areas of knowledge. Constant changes in technology

lead to difficulties in concretely and permanently defining TK. In general, TK

refers to knowledge about integrating different technologies, for example, software

and hardware. TCK is knowledge about representing technical content using

different technologies in order to communicate the specific content of a topic. TPK

comprises knowledge about potentials and limits of technology use in teaching and

learning contexts/pedagogical activities enabling teachers to enrich or support their

teaching by using specific technologies.

TPACK is the overlapping area that unites all involved areas of knowledge

for a particular instructional context. TPACK combines content, pedagogy, and

technology and goes beyond that by possessing unique structures and principles. In

order to be able to use “technology to support content-specific pedagogical

strategies”, teachers need to know strategies to combine content, pedagogy, and

technology to present specific topics in different ways, to make content more

understandable to students from different backgrounds, and consequently to

facilitate learning. Mishra and Koehler argue that the TPACK framework has an

analytical character and is less suitable as a practical guide. Nevertheless, it is well

suited for identifying selected technology-related knowledge elements that can be

understood as a basic prerequisite for teaching actions by teachers using digital

technologies (Von Kotzebue, Franke, Schultz-Pernice, et al. Citation2020).

The Social Cognitive Theory, proposed by Albert Bandura, emphasizes the

role of observational learning and self-efficacy in shaping human behavior

(Bozack, 2011).According to this theory, individuals learn by observing others and

imitating their actions. the context of digital literacy and student learning, this

theory suggests that students can acquire digital literacy skills by observing and

imitating their peers or teachers who demonstrate proficient use of digital tools and

resources.

Social learning theorists were heavily influenced by behaviorism and drive

reduction principles. In 1963 Albert Bandura and Richard Walters extended social

learning theory by stressing that observational learning is a natural occurrence.

They also stressed that reinforcement controls performance, not learning, and that

learning can happen vicariously. Bandura’s work also developed the importance of

self-beliefs in learning behaviors.

Additionally, self-efficacy, which refers to an individual’s belief in their

own ability to succeed in a particular task, plays a crucial role in determining the

extent to which students engage in digital learning activities. Students with high
self-efficacy in digital literacy are more likely to actively participate in online

learning, seek out new digital resources, and effectively utilize digital tools to

enhance their learning outcomes.

Diffusion of Innovation (DOI) Theory, developed by(Rogers, 1983), is one

of the oldest social science theories. It originated in communication to explain

how, over time, an idea or product gains momentum and diffuses (or spreads)

through a specific population or social system. The end result of this diffusion is

that people, as part of a social system, adopt a new idea, behavior, or product.

Adoption means that a person does something differently than what they had

previous. The key to adoption is that the person must perceive the idea, behavior,

or product as new or innovative. It is through this that diffusion is possible.

There is so much interest in the diffusion of innovations is because getting a

new idea adopted, even when it has obvious advantages, is often very difficult.

There is a wide gap in many fields, between what is known and what is actually

put into use. Many innovations require a lengthy period, often of some years, from

the time when they become available to the time when they are widely adopted.

Therefore, a common problem for many individuals and organizations is how to

speed up the rate of diffusion of an innovation.

 Adoption of a new idea, behavior, or product (i.e., "innovation") does not

happen simultaneously in a social system; rather it is a process whereby some

people are more to adopt the innovation than others. Researchers have found that

people who adopt an innovation early have different characteristics than people

who adopt an innovation later.

To further enrich knowledge in our study, the following related literature

and related studies provide a comprehensive overview and analysis of the current

research. In commissioned of the Scottish Government to explore how the use of

digital technology for learning and teaching can support teachers, parents, children

and young people in improving outcomes and achieving ambitions for education.

Digital learning and teaching requires support to teachers in the form of

opportunities to learn (both formally and informally), embedding digital learning in

continuing professional development and initial teacher training, direction and

leadership within a school, fun In actioning digital equipment and tools, and an

environment that gives teachers the flexibility to introduce and use digital learning.

In Annex 2, identifies a number of educational benefits that digital learning and

teaching has the potential to help learners aged 5 to 18 to realise, through the

opportunity to learn in different ways, access more sources of information, and be

tested and get feedback differently. Teachers’ efficiency can be increased by using

digital equipment and resources to prepare for teaching. There is similarly some
qualitative evidence that digital tools and resources enable teachers to do their job

better in relation to teaching, assessment and their own on-the-job learning and

development

Digital Transformation (DT) can be defined primarily as an organizational

change. It is implemented with the use of technology in areas such as operation

models, models of cooperation with the external and internal environment, services

provided, a technology used, and information management(Deja et al., 2021) .As

Cheng Gong and Vincent Ribiere have noted, “in early definitions, the concept DT

was used, or probably misused, synonymously with traditional definitions of

digitization” (Gong & Ribiere, 2021, p. 2). In particular, we emphasize the

meaning of information and digital literacy as outcomes of training activities of

academic librarians, which gained significance during digital transformation.

Digital changes are differently perceived among different institutions. While

universities are mostly focused on reporting data that are easy to track, they might

miss goals of all key stakeholders in academia, and should be rather looking at

those factors that capture the transformative nature of the work, “where ideas are

shared, collaborations are forged, and assumptions are challenged” (Longmeier &

Murphy, 2021, p. 144).

The “digital natives, digital immigrants, and digital aliens,” suggested that

higher education adapts and responds to these new types of learners, and has “more
technology-driven, spontaneous, and multi-sensory” teaching-learning styles and

strategies. With students being more familiar with technology and are more

comfortable with a technology-rich learning environment, it is vital for schools to

understand the importance of digital communication, to discover new ways of

thinking and processing the learners’ knowledge, and integrate it into their

academic environments (Howie, 2010)

Educators’ use of ICT in various areas is drastically increasing; and (3)

literacy/competence, are vital skills needed in today’s society (OECD, 2019).

These developments have also brought with them challenges in coping with

learning the technology, especially since more and more of life’s daily routines

have migrated to the Information Age – communication, banking, gaming,

shopping, social media, and even medical and government services (OECD, 2019).

With the rapid development of information and communication technologies (ICT)

and the unprecedented impacts of Covid-19, the process of digitalization has

accelerated in every part of human lives, which makes the topic of digital

competences a center of research interest in the field of education. Therefore,

Higher education institutions (HEIs) have started to question the digital

competences of the human capital to meet the requirements of the knowledge age.

With the help of digitally competent faculty and students, technologically

innovative processes are effectively used to facilitate teaching and learning

practices providing a higher level of communication and interaction (Jaw et al.,

2023)

In Gambia, the ability of students to understand, use and actively participate

in the digital world is very important (Jaw et al., 2023)Digital literacy enables

greater access to information and educational resources, enhances critical skills in

selecting and evaluating information online, and helps students develop

collaboration and creativity skills (Abbas et al., 2019)

Understanding and abilities, as well as ensure the effectiveness of learning.

Students who do not have digital literacy skills can have a negative impact on

learning. Digital literacy is important because today’s world is very connected

with digital technology and information. Without adequate digital literacy,

students will face difficulties in accessing, evaluating and using information

effectively (Anggeraini et al., 2019). Students may also get caught up in

information that is invalid or unreliable. In addition, digital literacy disabilities

also limit students’ ability to communicate, collaborate, and develop the skills

needed in the digital era (Sari et al., 2022). To overcome this negative impact,

students need to receive a comprehensive education in digital literacy, including

skills in using technology, information assessment, digital ethics, and the ability to

communicate effectively in a digital environment.

 It limited on students’ cognition related to how they solve the problem in

verbal an non-verbal forms, connect their knowledge and real case, implement

the concept and principle that they learn, and apply their creativities during

the learning process (Jaw et al., 2023). It is added that learning outcome is

generally used to measure the students’ learning progress in which it is observed

through behavioural change done by the students (Prasetyo et al., 2021). The

behavioural change is referred the three learning aspects such as; cognitive,

psychomotor, and affective represented as students’ competences (Munir et al.,

2022; Rahayu & Iswari, 2021; Sembiring et al., 2021). Most of people

recognize learning outcome as a sensitive learning element considering that it can

be effortlessly inf luenced by many factors including the external and internal

factors (Utami, 2016). The high and low of students’ learning outcomes depend on

the learning environment as the external factor and students themselves as the

internal factor (Puspitasari et al., 2022; Puspitasari, 2018; Wei et al., 2023).

It indicates that learning outcome is a part of educational measurement

which can be significantly influenced by several factors. They face a difficulty in

adapting themselves to interact with teacher and other students in which it

influences their learning outcomes. It is stated that low learning outcomes

becoming a serious problem due to ineffective learning interaction during the

learning process (F.Sehkar, 2023) Therefore, having low learning outcome still
becomes a major problem particularly in this transition era due to Covid-19

pandemic (Rahayu et al., 2020). A relevant problem is found related to the issue of

low students’ learning outcome particularly in vocational school. The 11 th grade

students who join information system design of human and computer interaction

course at Sekolah Menengah Kebangsaan Telkom Malang as one of vocational

school which conducts hybrid learning after Covid-19 pandemic tends to have low

learning outcomes. The problem occurs due to unoptimized learning interaction

through hybrid learning in which it becomes a serious challenge.

The term "academic achievement" is commonly used as a benchmark for student

success, and it is an essential requirement for universities that are effectively

managed both in the community and in the academic field. Students who excel

academically are considered socially competent, intrinsically motivated, and goal-

oriented, with a strong desire to succeed. Through continuous learning and

improvement, learners can develop . Widowati, A., Siswanto, I., & Wakid, M.

(2023). The progress of science and technology in the 21 st century is very rapid,

creating a highly competitive environment among the younger generation. This

environment encourages them to develop both hard and soft skills necessary for

successful careers and social interactions with society. Student academic

performance is the focus of the entire education system, and the success and failure

of each educational institution are measured by the academic achievement of

students(Corresponding author, Natural Sciences Department, Universitas Negeri

Yogyakarta, Yogyakarta, Indonesia, [email protected] et al.,

2023)Learning engagement is a variable that is classified as important in predicting

a learning achievement which ideally can be investigated with actual learning

outcomes or student GPA (Heo, et.al, 2020). It plays an important role in both

regulatory and online environments (Kuo, et.al, 2021). Learning engagement refers

to the intensity of students’ behavioral engagement as well as the quality of the

emotional experience when students start and learn (Jie, et.al, 2020).

By combining these three theories Technological Pedagogical Content

Knowledge (TPACK), Social Cognitive Theory and the Diffusion of Innovation

(DOI) Theory, our study aims to investigate the influence of digital literacy on

student learning. We hypothesize that students with higher levels of digital literacy

will demonstrate better learning outcomes, as they are more likely to actively

engage in digital learning activities, effectively process digital information, and

utilize digital tools and resources to enhance their learning experiences.

Understanding the impact of digital literacy on student learning is crucial in

today’s digital age, as it can inform educational practices and policies aimed at

promoting digital literacy skills among students.

In the light of learning mentioned beforehand as well as the review related

literature and finding of prior study, this study will mainly conducted to explore
the influence of digital literacy on student learning and provide understanding of

how students acquire and utilize digital literacy skills, and how these skills impact

their learning outcomes.

 THE PROBLEM
Statement of the Problem

The study will aim to determine how digital literacy influence the

performance of BEED student in the subject EED06 at the College of Teacher of

Education, University of Cebu Main Campus, S.Y 2023-2024. The findings of this

study will serve as a basis for a proposed intervention plan.

Specifically, this study will seek answer to the following questions:

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 sex;

1.3 year level; and

1.4 digital literacy skills

2. What is the extent of influence of using Digital Literacy of the

respondents?

3. What is the performance of the respondents in the subject EED06?

4. Is there a significant related between profile of the respondents and

their:

a. extent of influence of using digital literacy and;

b. performance of the respondents in the subject EED06.

5. Based on the findings, what action plan can be proposed?

Statement of the Null Hypothesis

There is no level of significance the following null hypothesis will be

tested:

Ho: There is no significant relationship between the profile and the

influence of digital literacy of the performance of BEED student in the subject

EED06.

Significance of the Study

The findings of this study will be beneficial to the following:

Students. This research will be able to offer insights to help them recognize

the importance of developing literacy skills and how it can positively impact their

performance. It can also guide them in understanding which specific digital skills

are essential for success in their chosen fields.

Teachers. They will be able to study by gaining an understanding of their

role in promoting literacy among students. The findings can inform their teaching

practices. Assist them in designing strategies that improve student’s digital literacy

skills ultimately leading to enhanced performance.

School Administrators (SM). This study will be able to utilize the results

of this research to evaluate initiatives related to literacy and identify areas that need
improvement. This will enable them to make informed decisions regarding

resource allocation and professional development opportunities for teachers aiming

to enhance instruction.

Researchers. This study will be able to provide valuable insights to the

performance of the student, enhancing the existing literature on the influence of

digital literacy on student performance on the subject EED6. It can serve as a

reliable resource for future researchers interested in studying related topics or

building upon the findings of this study.

Future Researchers. This study will be able to build upon the findings of

this study by investigating the long-term influence of digital literacy on students’

career success and overall well-being. Additionally, further research can explore

the effectiveness of different instructional approaches and interventions aimed at

enhancing digital literacy skills among students.

 RESEARCH METHODOLOGY

Research Design

This study will make use of descriptive-correctional method of research that

focuses on the influence of the digital literacy on student performance of the BEED

student in the subject EED06.

INPUT PROCESS OUTPUT

 Profile of the  Descriptive

respondents in Correctional
terms of; age; Method
sex; year level
and digital  Proposed
skills.  Statistical Action Plan
 Extent of Statement
influence of
using Digital
Literacy
 Performance of  Analysis of
the Data
Respondents

Figure 1
Flow of Research
Research Environment

The researchers will conduct this study at the University of Cebu Main

Sanciangko St., City of Cebu in the School Year 2023-2024 in the College of

Teacher Education Department. The University of Cebu Main Campus (UC Main)

was initially established as Cebu College of Commerce to Central Colleges in

1972. It was founded in year 1964 by Atty. Augusto W. Go as an institution of

higher learning committed to authentic education. The main locale of the study is

the College of Teacher Education which offers degree programs such as Bachelor

of Elementary of Education (BEED), Bachelor of Special Needs Education

(BSNEd), Bachelor of Physical Education (BPED), and Bachelor of Secondary

Education (BSED) majors in Science, Social Studies, Math, Filipino, and English.

Research Respondents

The Bachelor of Elementary Education has a total of population of one

hundred eighty (180). The researchers used random sampling technique that

resulted in acquiring eighty (80) respondents as a sample size of the BEED

enrolled in class.

Research Instrument

The main instrument is the researcher made questionnaire which was pilot

tested to get its reliability. Part 1 questionnaire consisted of the profile of the
respondents Part II of the survey consisted of twenty (20) item statements about the

digital literacy as perceived by the respondents, which was answerable by choosing

from the Likert scale (strongly agree, agree, disagree, and strongly disagree), in

which strongly Agree belonged to the Very High Extent range; Agree belonged to

High Extent range, and Disagree and Strongly Disagree belonged to the Low

Extent Range. Questionnaires was administered through Google form.

In this way, the instrument was authorized to obtain valid responses from the

students.

Research Procedures

Gathering of Data. Transmittal letter will be submitted to the Dean of the

College of Teacher Education Department, Dr. Rex T. Argate, to ask permission to

conduct the study. The written letter contains the request for approval in

conducting a survey to the respondents from College of Teacher Education of the

University of Cebu- Main Campus, S.Y 2023-2024 who enrolled in the class. After

the approval from the Dean, the researchers proceed to ask consent from the

respondents of the study. Then, the respondents approved the consent from the

researchers and lend time to answer the questionnaire. The respondents completed

the questionnaire using a google form, a link was sent to the respondents via

Messenger.
The respondents were given time to avoid mistakes and conflicts with their classes.

After the data was gathered, the researchers sent the complied result to their

statistician and began to computing the data. Then, the researcher began to

interpretation and analysis of data.

Treatment of Data. The data will be gathered and analyzed based one the

answers of the respondents. All will be submitted with gathered data from the

survey was computed and interpreted with the using:

The Frequency Count and Simple Percentage. was used to tally the

number of values of the profile of the respondents.

The Chi-square Method. Was utilized to test the significant relationship

between the respondent’s profile and the extent to which of the Influence of using

Digital literacy on the performances of BEED student in the subject EED06.

 DEFINITION OF TERMS

The following term in this study are defined operationally:

Extent of the Influence of using Digital literacy on the

performances of BEED student in the subject EED06. This term refers to

the extent of influencing of student using digital literacy on their

performance.

Profile. This refers to the characteristics of the respondent’s age, sex and

year level and digital literacy skills.

Proposed Action Plan. This term refers to the action plan contracted by

the researchers based from their analysis and interpretation of data and conclusion

of their study.

TPACK (Technological Pedagogical Content Knowledge). This is

referring to a theoretical framework that examines the knowledge required by

teachers to skillfully integrate technology into their pedagogical practices. It

emphasizes the interplay between three essential components: technological

knowledge, pedagogical knowledge and content knowledge,

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 Appendix A
TRANSMITTAL LETTER

Mr.Edmund Benedict Illut

Instructor
College of Teacher Education

Dear Mr.Edmund Benedict Illut

We are writing to humbly request your service and expertise to serve as an adviser
for Janine F. Painagan , Charlie Mae Daitol , Jan Denielle Lascuña, Angel
Rose Babao, Zharla Nicole Apsay, students of TC RES 311- Introduction to
Research (11049/12:30 - 1:30 PM), who are ready to work on their research study
entitled ‘’ THE INFLUENCE OF DIGITALITERACY ON THE
PERFORMANCES OF BEED STUDENT IN THE SUBJECT EED06’’
We believe that your knowledge and insights will be valuable and will greatly
enrich our work. Thank you for your consideration and we hope you will be able to
fulfill our request.

Thank you!

Very truly yours,

Painagan, Janine F.
Lead Researcher

Noted:

Dr. Cecille Ares

Research Instructor
Concurred:
Mr.Edmund Benedict Illut
Adviser

October 10, 2023

Mr. Richard Alcantara
Instructor
College of Teacher Education

Dear Mr. Richard Alcantara,

Greetings of Joy!
The undersigned is, at present, an undergraduate student of University of Cebu -
Main Campus under the degree program of Bachelor of Elementary Education. We
researchers are currently gathering data of our research entitled ‘’ THE
INFLUENCE OF DIGITAL LITERACY ON THE PERFORMANCES OF
BEED STUDENT IN THE SUBJECT EED06’’ The findings and
recommendation of this study may help improve digital literacy and
communication skills and may be a basis for teaching improvement.
With your expertise, we would like to ask a moment of your time to help us with
our study as our Statistician. The researchers believe that you can help to enhance
and provide accurate data in this study.
Thank you in advance as we look forward to your support through accepting this
request.
God bless you!
Thank you very much.
Respectfully yours,
Painagan, Janine F.
Research Leader Approved by:
Noted by: Mr. Richard Alcantara
Research
Statistician
Dr. Cecilia O. Ares
Research Instructor

Appendix B

Research Questionnaire

PART 1

SECTION 1: Demographic Information (Please mark tick in relevant box)

Name (Optional)

Sex: Male: Female: Age:

Year: 1st yr. 2ND yr. 3RD yr. 4th yr.

Digital skill: Yes: No:

PART 2

SECTION-2: Utilization of digital tools and resources (Please mark tick Vin
relevant box)
S.No Statements

Strongly Disagree Agree Strongly

Disagree Agree
 1 Which digital gadget do you most
usually use for online research?
2 I have access to the internet at home.

3 Internet use for learning each day: 1-2

hours
4 Computer training of any kind:

5 How would you evaluate your ability

to search the internet?
6 What level of digital literacy would
you say you possess?
7 How would you evaluate your ability
to use Microsoft Office (such as
Word, Excel, and PowerPoint)?
PowerPoint)
8 How would you evaluate your ability
to work with software, such as Zotero,
Mendeley, Endnote, SPSS, or Nvivo?

9 Which online learning materials do

you use the most? A) Social
networking websites (such as
Facebook, Twitter, Whatsapp,
Instagram, Skype, etc.) B) Search
engines (such as Google, Google
Scholar, Yahoo, etc.) (Please check
one box)
10 Have you taken an information and
communication technology (ICT)
subject as part of your coursework?
No: (If yes, how would you assess the
instructor's delivery of the course?)

SECTION 3: Understanding and using digital techniques

11 I am aware of the types of users that
can be found online.
12 I am aware of what happens to
personal information that is shared
 online.
13 I am able to select the appropriate
tool for finding, using, or creating
information.
14 I know how to present my digital
identity in a positive manner.
15 I know how to locate an individual
online, such as an expert in my
chosen field.

16 I know how to verify the online

contact details of a person or
organization.

17 I know how to verify the ownership

of information and ideas that I find
online.
18 I know how to determine the legality
of using information found online.

19 I understand how to maintain the security

of digital information, such as creating and
managing secure passwords or online
accounts.
SECTION 4: Acquiring information
20 I am aware of the types of
information that can be found on the
internet.
21 I am familiar with the types of
information that can be found in an
online library.
22 I am able to conduct systematic
searches for information, utilizing
advanced search options to narrow
down and refine my results.
23 I can recognize and utilize keywords
commonly used in my field of study
 to search for information online.
24 I understand when it is necessary to
adjust my search strategy if it is not
yielding effective results, and I know
when I have completed my search.

25 I am able to quickly locate and

access relevant information on a
webpage using scanning and
skimming techniques.
26 I stay updated with information from
reputable individuals or
organizations by subscribing to
email alerts
27 I am proficient in using and
engaging with social networks such
as Facebook and Twitter.
SECTION 5: Analyzing information, online interactions, and online tools
critically
28 I utilize information from various
sources, including text, podcasts,
videos, and online discussions, for
my studies.
29 I can determine whether an online
resource, such as a webpage, blog,
wiki, video, podcast, or academic
journal article, is credible and
reliable.
30 I can assess the credibility and
trustworthiness of individuals I
interact with online.
31 I am able to keep a digital record of
relevant information I find online
using standard desktop tools.

32 I utilize social networks to find

information that supports my
university studies.
SECTION 6: Information management and communication
33 I regularly leave comments on blogs,
forums, or web pages.
34 I understand how to "tag"
information I create or that is created
by others online, making it easily
retrievable for others.
35 I have contributed corrected
information to online reference
sources, such as Wikipedia.
36 I am familiar with proper online
etiquette and adhere to appropriate
social conventions for online
communication.
37 I am capable of creating content in
various media formats, such as video,
audio, and webpages, for online
consumption.
38 I can properly cite references to
online resources, such as in an
assignment, using the correct format.
39 I can utilize the work of others found
online without committing plagiarism.

SECTION-7: Collaboration and share of digital content

40 I am capable of producing online
content tailored to different audiences,
such as a personal webpage or blog
entry, a presentation for my
classmates, an assessment for my
course, or a webpage intended for the
general public
41 I have engaged with others in various
online platforms, including forums,
blogs, social networking sites, and
 audio or video platforms.
42 I possess the skills to collaborate
safely and effectively with others
online in order to create a shared
document or presentation.
43 I am proficient in utilizing media-
capture devices to record and edit
podcasts or videos.

44 I am able to utilize social

bookmarking to organize and share
information.

45 I can legally share files with others.

SECTION-8: Digital Literacy & Communication Skills

46 I can identify the purpose of online
tools for communication
47 I can work with various online tools

48 I can communicate through group e-

mails
49 I can easily transfer my work to
online users of social networking
sites
50 I can make voice call, video call, and
video conferencing easily

51 I can create blog posting, photo

blogging, video blogging and video
uploading
52 I can present my own research work
in National/International conferences
53 I am aware of communication rules
during online discussion
SECTION-10: Digital Literacy & Confidence (Please mark tick √ in relevant
box)
54 I am proficient in using different
software relevant to my research.
55 I have knowledge about protecting
data and maintaining privacy while
using the internet.
56 My confidence has increased due to
digital technologies I can easily
present my work to my peers,
superiors, and teachers.
57 I can create research work that
demonstrates the necessary academic
skills.
58 I can confidently answer questions
from the audience about my research
work
59 My ability to solve academic
problems has improved.
60 I can confidently participate in online
discussions, blogs, and social
networking sites
 Appendix D

Local of the Study

 CURRICULUM VITAE

JANINE F. PAINAGAN
Calajo-an, Minglanilla Cebu
[email protected]
0916-6637-7722

PERSONAL DETAILS:
Age: 24
Sex: Female
Birthdate: July 21, 1999
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT
Tertiary: University of Cebu- Main
Sanciangko St., Cebu City
2021- present

Senior High School: Cebu Institute of Technology

N. Bacalso Avenue Cebu City
2018-2019
Elementary: David Solomon Learning Foundation
Upper Lipata, Minglanilla Cebu
2012-2013

ANGEL ROSE BABAO

Rotala Guadalupe,Cebu City
[email protected]
0916-6637-7722

PERSONAL DETAILS:
Age: 21
Sex: Female
Birthdate: November 14,2001
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT
Tertiary: University of Cebu- Main
Sanciangko St., Cebu City
2021- present

Senior High School: Ramon Duterte Memorial National Highschool

V.Rama Avenue, Cebu City

Elementary: Valencia Elementary School

Valencia Carcar City
CHARLIE MAE H. DAITOL
Rotala Guadalupe,Cebu City
[email protected]
0916-6637-7722

PERSONAL DETAILS:
Age: 24
Sex: Female
Birthdate: July 21, 1999
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT
Tertiary: University of Cebu- Main
Sanciangko St., Cebu City
2021- present

Senior High School: Ramon Duterte Memorial National Highschool

V.Rama Avenue, Cebu City
2018-2019

Elementary:
2012-2013
JAN DENIELLE LASCUNA
Calajo-an, Minglanilla Cebu
[email protected]
0916-6637-7722

PERSONAL DETAILS:
Age: 24
Sex: Female
Birthdate: July 21, 1999
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT
Tertiary: University of Cebu- Main
Sanciangko St., Cebu City
2021- present

Senior High School: Cebu Institute of Technology

N. Bacalso Avenue Cebu City
2018-2019

Elementary: David Solomon Learning Foundation

Upper Lipata, Minglanilla Cebu
2012-2013

ZHARLA NICOLE APSAY

Rotala Guadalupe,Cebu City
[email protected]
0916-6637-7722

PERSONAL DETAILS:
Age: 24
Sex: Female
Birthdate: July 21, 1999
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT
Tertiary: University of Cebu- Main
Sanciangko St., Cebu City
2021- present

Senior High School: Cebu Institute of Technology

N. Bacalso Avenue Cebu City
2018-2019

Elementary: David Solomon Learning Foundation

Upper Lipata, Minglanilla Cebu
2012-2013