Assessing the Teachers’ Digital Literacy Usage on the Learners’ Academic Performance in Cabiao, Nueva Ecija
Exploring the Link Between Tech-Fluency, EdTech-Fluency, and EdTech-Drive With Academic Performance
Keywords:
Digital Literacy, Tech-Fluency, EdTech-Fluency, EdTech-Drive, Academic Performance, Public Elementary EducationAbstract
This study addressed the relationship between the digital literacy of fifth-grade learners and their academic achievement in Cabiao, Nueva Ecija. Guided by Christine Redecker’s definition of Digital Competence Education, the study assessed learners' ability to search for information, think critically, and achieve learning objectives in relation to their digital competence skills. Data were collected from a proportionally selected sample of 196 learners from four public elementary schools using a 5-point Likert scale questionnaire. Pearson correlation analysis revealed that while digital tools such as PowerPoint, Google Classroom, and Quizizz were frequently used and perceived as engaging by learners, there was no statistically significant correlation between teachers’ digital literacy usage and learners’ academic performance across core subjects.
The findings suggest that although educational technology can enhance engagement and motivation, its impact on academic outcomes is limited without intentional and structured pedagogical integration. The study highlights the need to equip teachers not only with technological skills but also with instructional strategies that align technology use with specific learning goals.
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