DIGITAL LITERACY AMONG THREE AGE-GROUPS IN EMILIO J.

ESTIPONA

NATIONAL HIGH SCHOOL: A COMPARATIVE STUDY

______________________________________________________________________

A Quantitative Research Paper Presented to the Faculty

Of THE SENIOR HIGH DEPARTMENT

In Emilio J. Estipona National High School

Davao City

______________________________________________________________________

________

In Partial Fulfillment of the Requirement in

Practical Research 2

__________________________________

REYMARK B. CALAGO

JOLIECA O. RUDEN

FAMELA M. AYOG

CHRISTIAN D. TAN
 September 2018

DEPARTMENT OF EDUCATION
REGION XI
DIVISION OF DAVAO CITY
EMILIO J. ESTIPONA NATIONAL HIGH SCHOOL
Manuel Guianga,Tugbok, Davao City

APPROVAL SHEET

This thesis, entitled, "DIGITAL LITERACY BETWEEN AGE-GROUPS: A

COMPARATIVE STUDY" prepared and submitted by REYMARK B. CALAGO,
JOLIECA O. RUDEN, FAMELA M. AYOG, and CHRISTIAN D. TAN, in partial fulfillment
of the requirements in Practical Research 2, has been examined and is, hereby,
recommended for the corresponding oral examination, approval and acceptance.

MARY COR I. GUARDAQUIVIL

Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners with a grade of ____.

KAREN ANN D. VISAYA,LPT,MEd-LT

CHAIRMAN

MARY COR I. GUARDAQUIVIL, LPT

Member

ACCEPTED as partial fulfillment of the requirements in Practical Research 2:

Quanlitative Research

ELMER A. SUAREZ
 Principal 1

Republika ng Pilipinas
K A G AWA R A N N G E D U K A S Y O N
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Emilio J. Estipona National High School
Man u el Gu ia n g a , Tu g b o k D istri ct
Lungsod ng Dabaw

DECLARATION OF ORIGINALITY

We hereby declare that this research is original to the best of our knowledge. We

declare further that this study was undertaken by us.

Reymark B. Calago

Jolieca O. Ruden

Famela M. Ayog

Christian D. Tan

Researchers

September 2018

Date Signed
 DEDICATION

This book is mostly dedicated

To God Almighty;

To our parents; and,

To our teacher.
 ACKNOWLEDGMENT

We would like to acknowledge the people behind the success of this study.

First and foremost, our Almighty Father for giving us enough knowledge and

wisdom in making this research paper;

Second, our loving parents for their financial support;

Third, we express our grateful hearts to our adviser for the unwavering support,

for guiding and helping us in obtaining the success of this study;

Lastly, to our beloved participants for their full cooperation in the conduct of this

study and for their respectful and honest answers in all the questions during the survey.

R. B. C.

J. O. R.

F. M. A.

C. D. T.

Abstract
The study was conducted to determine the digital literacy among three age-groups of
students in Emilio J. Estipona National High School. The researchers made use of
causal-comparative analysis with purposive sampling technique as the sampling
method. Findings have shown that students from age-group 3 (17-19 years old) is more
digitally literate compared to age-groups 1 and 2; the null hypothesis is rejected, thus,
the alternative hypothesis is accepted. The recommendations were as follows: students
from age-group 1 (11-13 years old) and age-group 2 (14-16 years old) are in need to be
more digitally literate as they are part of the 21st century learners who are expected to
have a greater knowledge on the present technology; the school should consider adding
ICT exploratory subject to increase the digital literacy of the students; teachers must
enhance the digital literacy level of the students in age-group 1 and 2 through
introducing technology related activities in their class, the parents of these particular
age-groups must let their children experience and discover this digital world that would
help them become digital literate, but with some restrictions; and, the future researchers
should study the factors affecting the low digital literacy of the students.

Key words: digital literacy, age-groups, Emilio J. Estipona National High School, ICT

TABLE OF CONTENTS
 Page

Title Page --------------------------------------------------------------------------------- i

Approval Sheet -------------------------------------------------------------------------- ii

Acknowledgement ---------------------------------------------------------------------- iii

Dedication -------------------------------------------------------------------------------- iv

Declaration of Originality ------------------------------------------------------------- v

Abstract ----------------------------------------------------------------------------------- vi

Table of Contents ---------------------------------------------------------------------- vii

CHAPTER

1 THE PROBLEM AND ITS BACKGROUND---------------------------------- 1-6

Introduction

Theoretical framework

Statement of the Problem

Hypothesis

Scope and Delimitation of the Study

Conceptual Framework

Significance of the Study

Definition of Terms

2 REVIEW OF RELATED LITERATURE-------------------------------------- 7-13

 Foreign Literature

Local Literature

Foreign Studies

Local Studies

3 RESEARCH METHODOLOGY------------------------------------------------ 14-15

Research Design

Sources of Data

Data Gathering Procedure

Statistical Treatment

4 PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA------------- 16-20

Graph 1 Respondents of the Study

Table 1 Understanding Digital Practices

Table 2 Finding Information

Table 3 Using Information

Table 4 Creating Information

 Anova

Post Hoc Tests

5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS--------------- 21-22

Summary

Conclusions

Recommendations

REFERENCES -------------------------------------------------------------------------- 23-

24

APPENDICES---------------------------------------------------------------------------- 25-

29 CURRICULUM VITAE

----------------------------------------------------------------- 30-37
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, theoretical framework, statement of the problem,

hypothesis, scope and delimitation of the study, conceptual framework, significance of

the study, and the definition of terms used.

Introduction

In the 21st century, students are expected to be digital literate to reach the
demanding world of technology. According to Meyers and Small (2013) of Ingrid
Erickson, a person can be called digitally literate in this process that enclosed issues of
observable authority, intellectual, consciousness, safety and privacy, creative and
ethical and responsible reuse of digital media among other topics. However, the lack of
digital literacy questions ones full potential of being competent students or an engaged
citizen in the digital world.
In the global setting where digital literacy towards the Internet is tested in
America, 68% of millennial say they cannot live without the presence of the Internet
while 37% of Americans ages 18 to 34 years old find the Internet to be frightening.
According to Lynch (2018), teaching digital citizenship to various age-groups discussed
that in every age from kindergarten, which are going to be an issue for them how to use,
interact, stranger in danger in using the internet. However, from first to second graders,
teenagers are more challenging in terms of digital penetration. On these ages, they
need an orientation, information about the safety practices, such as cyber bullying for
them to know how to access, operate and entertain people who are exposed to the
internet. Therefore, everyone should be careful, sure and assured the safety, by their
confidentiality and issues posting in social media.
In the Philippine context, according to Oxford Business Group (2018), as of the
generation, the Philippine digital literacy has been recognized as a primary factor for
economic development. Digital literacy skills can be a fault-finding issue when it comes
to educational attainment in obtaining employment. As for this issue, Tech4Ed’s mission,
an alliance of leaders from the IT industry, has introduced the movement called
DigiBayanihan which promotes digital literacy and citizenships. According to Ronda and
Mateo (2018), MANILA Philippines-Telecommunication, Globe has associated with the
Department of Education (DepEd), particularly in Central Visayas for the integration of
its digital literacy program in over 3,800 public schools in the region. This partnership is
important in providing much needed online education and training for teachers and
students which includes: Digital Insight; Digital Impact; Digital Ambition; Digital
Discernment as being mentioned. Demographic shows by the Asia Digital Marketing
Association, the number of Internet users in the Philippines in year 2011, is around 33.6
Million people, with a penetration rate of 33%, while the highest internet user rate in
terms of age lies in 15-19 years old age category (65% of users) to be followed by the
20-29 year old age-group (48%).
In the local setting, Davao City was declared as the second public library as
DigiBayanihan center of excellence. A seminar was conducted by which stakeholders
were taught how to access online, the teachers, elementary students on strengthening
their capability in digital access for data privacy management, sudden time
management and cyber bully management. Despite this, digital literacy is still a
challenging issue in far-flung areas. However, based on Karina V. Canedo of Sunstar
Philippines, the absence of computers in far-flung areas is still the primary challenge
experienced in promoting digital literacy. This is true in the case of public schools like
Emilio J. Estipona National High School, which is located far from the city proper. It is
undeniable that amidst the increasing human participation in the digital world, still there
are students who are not born digital or “digital natives”.
In line with the perceived phenomenon, the researchers would like to determine
the difference in digital literacy among different age-groups of the students in Emilio J.
Estipona National High School. The findings would thereby benefit the students,
teachers, and the school administration. Through this research, students will have a
self-assessment whether they are digital literate or not and how they can excel and
improve in this area. Teachers could determine what particular age-group is digital
illiterate in order for them to establish an immediate action towards the perceived
phenomenon. Lastly, this will also help the school administration to visit the curriculum
and the learning process of their students, most especially on improving their digital
literacy skills.

Theoretical Framework

This study about Digital Literacy among different age-groups is anchored

primarily on Alkalai and Hamburger (2002). Digital Literacy is presented as a special

kind of mind set that enables users to perform intuitively in digital environments, and to

easily and effectively access the wide range of knowledge embedded in these

environments (Gilster, 1997; Tapscott; 1998; Eshet-Alkalai, 2004; 2005). Furthermore, it

involves more than the mere ability to use software or operate a digital device; it also

includes a large variety of complex cognitive, motor, sociological, and emotional skills,

which users need in order to function effectively (Alkalai, 2012). Eshet-Alkalai and

Aviram developed a conceptual model of digital literacy consisting of six skills such as

photo-visual literacy, reproduction literacy, branching literacy, information literacy, socio-

emotional literacy and real-life thinking skills. Photo-visual literacy is the ability to

effectively work with digital environments, such as user interfaces. Reproduction literacy

is the ability to create authentic, meaningful written and art work by reproducing and

manipulating pre-existing digital text, visuals, and audio pieces. Branching literacy is the

ability to contrast knowledge domains such as in the Internet and other hypermedia

environments. On the other hand, information literacy is the ability to consume

information critically and sort out false and biased information. While socio-emotional

literacy is the ability to communicate effectively in any online communication platforms.

Lastly, real-life thinking skills is the ability to process and evaluate large volumes of

information in real time, such as in computer games and chat rooms.

Conceptual Framework

Generally, this demonstrate the association of digital literacy to the age-group of the

students.

Age-group 1

Age-group 2
Digital
Literacy

Age-group 3
Dependent Variable

Independent Variable

Fig. 1 Conceptual Framework of the Study

Figure 1 shows the connection of the two identified variables of the study; Digital

Literacy and Age-group. The framework explains the association of dependent variable:

digital literacy to the independent variable: Age-group that has three divisions. This

association is illustrated by an arrow connecting the dependent variable to the

independent variable.
Statement of the Problem

This study sought to find out the variance of different age groups of the students in

Emilio J. Estipona National High School in terms of digital literacy. Specifically, it aims to

answer the following questions:

1. What is the percentage of digital literacy of the Emilio J. Estipona National High

School students?

2. What is the percentage of digital literacy of each age-group in terms of:

a. Understanding Digital Practices

b. Finding Information
c. Using Information
d. Creating Information

3. Is there a significant difference between digital literacy and age-group of the

students?

Hypothesis

Ho: There is no significant difference between digital literacy of the students’ age-group

in EJENHS.

Scope and Delimitation of the Study

This study focused on the significant difference of digital Literacy to student's age-group

in Emilio J. Estipona National High School. The respondents of the study were

composed of 99 randomly selected students which comprised 15% of the total

population.
Significance of the Study

This study focused on determining the difference between digital literacy and

age-groups of the students in Emilio J. Estipona National High School. The goal of this

study is defined to determine the digitally literate age-group among others. Specifically,

the study is important to the following:

Students. Students would know what age-group is more digitally literate. It would

also help each of them to evaluate whether they are digitally literate or not.

Teachers. This would help them determine what age-group is digital literate and

which are not to base their demand towards the students in terms of digital

activities.

School Administrators. Results will serve as a blueprint for further enhancement

on students’ participation in the school practicing the nature of a 21 st century

learning system.

Definition of Terms

Literacy - is the ability to read and write; it is a knowledge that relates to a specified

subject (https://www.merriam-webster.com).

Digital Literacy - is the ability to access, process, understand, and create information or

media content in the digital environment (Hsieh, 2012).

Age-group - is the people in a place or organization who were born during a particular

period of time, for example all the people aged between 18 and 25

(www.collinsdictionary.com).

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes some related literature and studies of foreign and local which are

presented in the following paragraphs.

Foreign Literature

Digital literacy. According to Cornell University (2009), digital literacy is the ability

to find, evaluate, utilize, share, and create content using information technologies and

the Internet. Furthermore, it is part of media literacy; they're both included in the idea of

"information literacy ", which is the ability to effectively find, identify, and use information.

Digital literacy specifically applies to media from the Internet, smartphones, video

games, and other nontraditional sources (https://www.commonsensemedia.org/news-

and-media-literacy/what-is-digital a literacy).

In today's world, literacy goes beyond just the basic skill to understand text.

Students of today's generation will also need to master a new skill—digital literacy.

Digital literacy encompasses an extensive range of skills that are all necessary to

succeed in an increasingly digital world, thus, students who lack digital literacy skills

may soon find themselves at just as much of a disadvantage as those who cannot read

and write. However amid these matter, most students nowadays already use digital

technology, such as tablets, smartphones, computers, and etc. They already know how
to navigate the web, share images on social media, and do a Google search to find

information; but again, true digital literacy goes beyond these basic abilities

(https://teach.com/blog/what-is-digital-literacy).

According to Paddick (2016), the majority of students in school today are born

digital or "digital natives", who have been born into a new culture—they study, work,

write, and interact with each other in various ways to those who went to school a

decade or more ago. They read blogs rather than newspapers and meet their friends

online; they have grown up digitally literate. Unfortunately, in the article, More Than 75

percent of Fifth and Eighth Graders are Non-Proficient in 21St Century Skills, According

to Learning.com Study, Heather Blackwell stated that in spite of the fact that today's

students are digital natives, but a recent multi-year study by Learning.com revealed that

25 percent of fifth and eighth graders are non-proficient in 21St century skills. The said

research which involved more than 110,000 students taking Learning.com's 21St

Century Skills Assessment from 2012-17, measures the digital literacy skills outlined in

the ISTE Student Standards. He added that the company's research also demonstrated

that providing students with access to tools for building digital literacy skills is crucial for

doing this serious skills gap. The same with the results in Texas, it has been said that

more than 10,000 eight grade students from across 251 districts have also taken the

Assessment, non-users during the school year had gains in proficiency between the

pre- and post-test of 4.6 percent, while consistent users had gains in proficiency of 20.1

percent more than four times that of non-users. Blackwell continued that as a result of

Texas statewide adoption, these students now have access to EasyTech,

Learning.com's comprehensive K-8 curriculum. These self-paced, interactive lessons

help students cultivate digital literacy and computational thinking skills.

Local Literature

In the 2015 census, Philippines has a population of 101 million with an offline

population of 63 million people (according to the World Bank's 2016 World Development

Report. This ranks the country as 11th in the world in terms of the total number of offline

people. More than 60 percent of the land area has little or no internet access and it has

also been reported to have the slowest internet speed in the region. The impact for

people who lack basic abilities within an increasingly digital literate society is on

employability, engagement in community and society, and becoming increasingly

excluded as more business and the government digitize their services. As a result, the

Good Things Foundation, a UK charity which supports digitally and socially excluded

people to improve their lives through digital, created a unique version of their online

platform 'Learn My Way' in the Philippines thru taking out UK-specific sources and also

by creating a unique URL, ph.learmyway.com. The goal was to support 100 Philippine

people to utilize the Philippine version of Learn My Way for the period of the pilot;

Filipinos were supported and encouraged by two of the Philippines government's

Tech4Ed Centres. Some of the impacts of Learn My Way Philippine version are as

follows: 95% of learners learned how to use a computer; 85% learned how to

communicate with friends and family using the Internet; 83% learned how to use the
internet safely; 77% learned how to complete online forms; 76% learned how to create

documents; 75% learned how to search for information online; 71% learned skills to

help them get a job; 95% of learners agree that Learn My Way is easy to use, so on and

so forth (Good Things Foundation, 2016).

In alignment with Tech4Ed's mission, an alliance of leaders from the IT industry,

the public sector, TVET institutions and academics announced in 2014 the

establishment of a digital literacy movement called DigiBayanihan. These "mabilisang

champions", also known as "DigiBayanis", promote digital literacy and citizenship.

DigiBayanihan, in fact, is estimated to have trained 1 million Filipinos, and to have

equipped further 25,000 Filipinos with higher educational skills through digital literacy

training (https://Oxford business group.com/analysis/training-future-digital-literacy-

centre-national-education-agenda).

According to Philstar (2018), social media Facebook has launched a digital

literacy program for Filipinos to promote responsible digital citizenship among Filipino

teachers and students in schools nationwide. Clair Deevy, Facebook's head of

community affairs in Asia-Pacific, led the first digital discernment workshop in

partnership with the Department of Education (DepEd) and Hlobe Telecom. The same

said workshop contains topics that teach online users how to think critically online, and

effectively identify reliable information from questionable information. On the month,

according to Newsbytes (2018), Sherwin Gatchalian, Vice-chairman of the Senate

Education Committee has called on The Department of Education to prioritize digital

literacy programs in schools to produce digital-savvy graduates who will be equipped

with the skills necessary to succeed in the modern world.

 In the article, City Council approves computer literacy in public schools, Karina

Canedo asserted that Davao City Council approved on second reading a resolution to

enact ordinance that will enhance the basic digital literacy and basic skills on the use of

computer and accessing the internet in school. The said resolution was made to enact

an ordinance granting legislative authority to Davao City Mayor Sara Duterte-Carpio to

enter into and sign the memorandum of agreement between the City Government and

Philippine Long Distance Telephone (PLDT) Company relative to the implementation of

Infoteach Outreach Program in the City. Launched in 2004, the program is now school-

based in partnership with the Department of Education. Further, the program has the

training curriculum which focuses on productivity tools sought to enhance work and

study. It includes teachers and students of selected schools, Alternative Learning

System students, senior citizens and out-of-school-youths. During the hearing under

committee on rules, privileges and ordinances, PLDT clarified that there is no monetary

obligation on the part of the City Government.

Foreign Studies

Digital Technologies, according to Riel (2012), have greatly influenced the ways

in with people interact with their families, friends, communities, and governments, but

advances in digital technologies have also altered the required skills for communicating

and collecting information. As the Internet and other networked applications became

integrated into mainstream avenues for mass participation, it is likely that the mass

participation environment now requires people to be digitally literate. Having digital

literacy skills can help not only be better participants, but also better consumers and

worker; being able to express oneself in today's digital environment and with the right
media. Knowing how to take advantage of the benefits of digital tools and the

information they contain can be empowering in ways not yet measured by the literature.

Furthermore, he also asserted that digital literacy is an antecedent skill for mass

participation activities, it could likely be the case for other areas of life as well. Moreover,

gaining digital literacy could not only give an edge to people seeking to bring about

social change or make their community a better place to live, but also an advantage in

career, school, or daily interaction with others.

According to Eshet-Alkalai (2004), digital literacy includes a large variety of

complex cognitive, motor, sociological, and emotional skills, which users need in order

to function efficiently in digital environments. He added that the tasks needed in this

context includes reading instructions from graphical displays in user interfaces; using

digital reproduction to create new, meaningful materials from preexisting ones;

constructing knowledge from a nonlinear, hyper-textual navigation; evaluating the

quality and validity of information; and have a mature and realistic understanding of the

rules that prevail in the cyberspace. Further, he asserted that this newly emerging

concept of digital literacy may be used as a measure of the quality of learner's work in

digital environments, and provide scholars and developers with a more effective means

of communication.

In the 2012 study, Thinking in the Digital Era: Revised Model for Digital Literacy,

Yoram Eshet explained the new added skill which is "real-time thinking skill" to the first

five digital literacy skills he have introduced in 2004. The updated model of digital

literacy consists of the following skills: photo-visual skills (understanding messages from

graphical displays), reproduction skills (utilizing digital reproduction to create new,

meaningful materials from existing ones), branching (constructing knowledge from non-

linear, hyper-textual navigation), information skills (critically evaluating the quality and

validity of information), socio-emotional skills (understanding the "rules" that prevail in

the cyberspace and applying this understanding in virtual communication), and real-time

thinking skill (the ability to process large volumes of stimuli at the same time, as in video

games or in online teaching). Eshet also said that the importance of the revised model

for digital literacy lies in the fact that most research in this field is of a practice-oriented

nature, stemming from the experience of designers and educator, and in the fact despite

the numerous studies on digital literacy, it still lacks a sound theoretical foundation.

Meanwhile, the study made by Hadjerrouit (2010), showed that there have been

continuing efforts for many years to bring ICT into classrooms and to merge digital

literacy into the curriculum. Despite these efforts, there is a little success achieved so

far. It is perceive that ICT integration is a complex and demanding issue both for

students and teachers. Besides cultural barriers that are caused by the nature of the

educational culture at large as well, which are very arduous to change, there exist

pedagogical barriers. In addition, despite the importance of digital literacy in the

curriculum, schools adapt slowly to technological and pedagogical changes. Schools

are still confronted with a number of problems associated with the realization of digital

literacy within the field of digital learning resources.

Local Studies

One study by Fidelino and Mediavillo (2017), asserts that due to the rapid growth

in terms of ICT ownership and use, the need to have high digital literacy is becoming

more relevant for individual productivity and security in a knowledge-based society.

 Based on Philippine Basic Education Study (2013), internet usage in the country

is continuously increasing over the years. Access and speed are both improving and its

penetration among youth is usually higher. The internet is quite different from television

and radio, from cable or network broadcasts; the information in these older media is

limited in scope and variety compared to what is stored on the World Wide Web.

Without a doubt, the internet provides a treasure of resources for education. The

following are some of the data compiled by the Asia Digital Marketing Association for

internet usage in the Philippines: In 2011, Philippine number of internet users came to

around 33.6 million people, representing an internet penetration rate of 33%; the highest

internet penetration rate in terms of age lies in the 15-19 year old age category (65% of

users) followed by the 20-29 year old age group (48%); more than one third (34%) of

internet users go online every day, while 45% go online every week; the desktop

computer continues to be the main device used to access the internet in the Philippine

(61% of internet users); the Filipino internet user. spends an average of 21.5 hours per

week online; the top weekly online activities amongst Filipinos are emailing (90%),

private messaging via social media sites (83%), posting messages on walls and

updating personal status on social media sites (81%), reading the news (79%), and

chatting online (78%).

A study entitled, "Effectiveness of the Computer and Internet Literacy Project in

Public High Schools of Tarlac Province, Philippines (Lorenzo, 2016)", showed that the

implemented iSchools Project by the Commission in Information and Communications

Technology (CICT) in the Public High Schools of Tarlac Province, was implemented and

managed successfully based on the results of the survey being conducted. The project
components which include provision of laboratory equipment, and capability buildings of

teachers were appreciated and fully used by the recipient public high schools in

accordance with its purpose of building ICT literacy and interest among public school

teachers in order to integrate ICT in education and to improve the teaching and learning

process. In general, the project was effective in attaining its objectives of bridging the

digital divide and building ICT literacy and interest to the teachers of the recipient public

high schools.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses the methods and procedures taken for the study.

Discussed in details are the research design, research respondents, sampling design,

research instrument, data gathering procedure and statistical treatment.

Research Design

This study made use of causal-comparative analysis as an approach to

quantitative research for the researchers to determine the difference of digital literacy

among three age-groups of the students in EJENHS.

A causal-comparative design is a research design that seeks to find relationships

between independent and dependent variables after an action or event has already

occurred. The researchers' goal is to determine whether the independent variable

affected the outcome, or dependent variable, by comparing two or more groups of

individuals (Salkind, 2010). Causal-comparative design was employed in this study to

determine whether different age-groups of the students in EJENHS affected their digital

literacy. Causal-comparative design is also known as "ex post facto" research (Latin for
"after the fact") since both the effect and the alleged cause have already occurred and

must be studied in retrospect (Maheshwari, 2018).

Research Instrument

The questionnaire that is used in the study was adopted from The Digital Literacy

Checklist made by "The Open University, 2012", a tool to measure the respondents'

digital literacy rate. The questionnaire that was used in this study was designed to

obtain information about the Digital Literacy of the students from different age-groups.

Data Gathering Procedure

The researchers gathered the number of the total population of students in the

school through Ma'am Mary Cor I. Guardaquivil, Records/LIS In-Charge. The

researchers made a consent letter addressed to their selected respondents in order to

conduct the study. After the approval of the research adviser, respondents' advisers,

and the principal, the researchers subsequently sent a letter to their respondents. They

set a schedule for the conduct of the survey with the respondents. Lastly, the

researchers conducted the survey for ten days dated from August 28-September 6,

2018. The handling of questionnaire was done personally by the researchers. Data

analyses followed.

Samples and Sampling Techniques

 A Purposive Sampling is used in this study so that the researcher can make use

of all the data efficiently.

Age Group Number of Respondents Total

Age-group 1 (11-13 years old) 33

Age-group 2 (14-16 years old) 33 99
Age-group 3 (17-19 years old) 33
Table 1: Number and Distribution of Respondents

The 99 respondents on this study were selected and grouped based on their age; Age-

group 1 (11-13 yrs.Old), Age-group 2 (14-16 yrs. Old), and Age-group 3 (17- 19 yrs,

old.)

Statistical Treatment

To interpret the data effectively, the researchers used the following statistical

treatment. The Percentage and the T-test are the tools used to interpret the data.

1. Percentage

This employ to determine the frequency counts and percentage distribution of

personal related variables of the respondents.

F
Formula: = ∗100
N

% is the percentage

F is the frequency

N is the total number of respondents

100 is a constant value

2. Analysis of Variance (ANOVA)

This is helpful in making comparison of two or more means which enables a

researcher to draw various results and predictions about two or more sets of data. The

researchers made use of the statistical tool called SPSS to compute the ANOVA.

3. Tukey’s Test

This test is a single-step multiple comparison procedure and statistical test. It can

be used on raw data or in conjunction with an ANOVA (post-hoc analysis) to find means

that are significantly different from each other. In this study, the researcher used SPSS

tool to run a Tukey’s test. The researchers aimed to compare the means of the three

age-groups and to determine whether the groups are significantly different or not.
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data in tabular presentation, graphs and

figures, analysis and interpretation of findings based on the results of the statistical

treatment of the problem in Chapter 1.

Digital Literacy Rate of Students in Emilio J. Estipona National High School

Digital Literacy Rate

39.00%

61.00%

Di gi ta l Li terate Di gi ta l Il l i terate

This part discusses the digital literacy rate of students in Emilio J. Estipona
National High School. Result of the survey shows that 39% of the the students are

digitally literate while an extensive 61% of the students are digital illiterate.

Fig. 2 Digital Literacy Rate of Students of Emilio J. Estipona National High School

This implies that students are not digital literate. It is upsetting that students of

this 21st century are facing this challenging phenomenon despite the fact that most of

them are expected to be digitally literate in this era.

The study made by Hadjerrouit (2010), showed that there have been continuing

efforts for many years to bring ICT into classrooms and to merge digital literacy into the

curriculum. Despite these efforts, there is a little success achieved so far. It is perceive

that ICT integration is a complex and demanding issue both for students and teachers.

Besides cultural barriers that are caused by the nature of the educational culture at

large as well, which are very arduous to change, there exist pedagogical barriers. In

addition, despite the importance of digital literacy in the curriculum, schools adapt slowly

to technological and pedagogical changes. Schools are still confronted with a number of

problems associated with the realization of digital literacy within the field of digital

learning resources.

Digital Literacy of Students in Terms Of:

 Understanding Digital Practices

17%
18%
16%
14% 10%
12% 8%
10%
8%
6%
4%
2%
0%
Age-Group 1 Age-Group 2 Age-Group 3
3.1

Understanding Digital Practices

Fig. 3.1 Digital Literacy of Students in terms of Understanding Digital Practices

The figures shows that Age-group 3 is more digital literate with 17% of the

sample population than the other age-groups when it comes to understanding digital

practices, followed by the Age-Group 2 with 10% of the sample population. The Age-

group 1 got the lowest percentage of literacy in understanding digital practices.

 Finding Information

17%
18% 14%
16%
14% 10%
12%
10%
8%
6%
4%
2%
0%
Age-group 1 Age-group 2 Age-group 3
3.2

Finding Information

Fig. 3.2 Digital Literacy of Students in terms of Finding Information

The figure shows that age-group 3 is digitally literate in finding information with

17% digital literacy rate compared to the Age-group 2 and age-group 1 with 14% and

10% finding information digital literacy rate, respectively.

 Using Information
16%

16%

14% 12%

12% 10%

10%

8%

6%

4%

2%

0%
Age-group 1 Age-group 2 Age- group 3
Usi ng Information

3.3 Using Information

Fig. 3.3 Digital Literacy of Students in terms of Using Information

 The figure shows that among the three groups, age-group 3 got the highest

digital literacy in using information with 16% literacy rate compared to the 12% and 10%

digital literacy rate of Age-group 2 and Age-group 1, respectively.

Creating Information
20%

20%
18%
16%
14%
10%
12%
10%
6%
8%
6%
4%
2%
0%
Age-group 1 Age-group 2 Age-group 3
Creating Information

3.4 Creating Information

Fig. 3.4 Digital Literacy of Students in terms of Creating Information

The figure shows that the age-group 3 got the highest digital literacy rate in

creating information compared to the other age-groups.

It may be inferred from these results that students from age-group 3 are more

digitally literate compared to students from age-group 1 and 2 in terms of the following

digital literacy skills categories: understanding digital practices, finding information,

using information, and, creating information. As a result, digitally literate students are

more viable to compete in a larger, digital world as compared to those who are not.
 Guest Post (2017), in his article asserted that students’ of today’s generation will

also need to master a new skill – digital literacy. Digital literacy encompasses an

extensive range of skills that are all necessary to succeed in an increasingly digital

world, thus students who lack digital literacy skills may soon find themselves as just as

much of a disadvantage as those who cannot read and write.

Significant Difference of Digital Literacy among Three Age-groups of Students

ANOVA
Digital_Literacy
Sum of Mean

Squares df Square F Sig.

Between 10.833 2 5.416 22.295 .000

Groups
Within Groups 23.322 96 .243
Total 34.155 98

The table shows that the significant levels of the groups are below significant level of

0.05. This means that digital literacy between Age-group 1 and Age-group 2 are slightly

different while the digital literacy of Age-group 3 between and among Age-group 1 and

Age-group 2 is largely different. This means that there is a significant difference on

digital literacy among three age groups. Thus the researchers reject the null hypothesis.

Multiple Comparisons
Dependent Variable: Digital_Literacy
Tukey HSD
Sig. 95% Confidence Interval
 Mean

(I) (J) Difference Std. Lower Upper

Age_Group Age_Group (I-J) Error Bound Bound

Age_Group Age_Group2 -.26841 .12134 .074 -.5573 .0205
Age_Group3 -.79629* .12134 .000 -1.0852 -.5074
1
Age_Group Age_Group1 .26841 .12134 .074 -.0205 .5573
Age_Group3 -.52788* .12134 .000 -.8167 -.2390
2
Age_Group Age_Group1 .79629* .12134 .000 .5074 1.0852
Age_Group2 .52788* .12134 .000 .2390 .8167
3
*. The mean difference is significant at the 0.05 level.

The table shows the comparison of digital literacy of the three age-groups. In the figure,

the age-group 1 is not statistically significant different to age-group 2 with significant

level of 0.074 but it is significantly different from age-group 3 with 0.000 level of

significance. Among the three groups, age-group 3 data shows that it is significantly

different from the two age-groups.

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter offers the summary of findings, the conclusion and

recommendations in accordance with the findings.

Summary
 This study made use of causal-comparative analysis as an approach to

quantitative research for the researchers to determine the difference between digital

literacy and age-group of the students in EJENHS. The respondents of the study are

composed of 99 out of 660 students in EJENHS which comprise 15% of its total

population.

The survey research was conducted to determine the relationship of digital

literacy and age-groups of EJENHS’ students. Specifically, it sought to answer the

following questions:

1. What is the percentage of digital literacy of the Emilio J. Estipona NHS

students?

2. What is the percentage of digital literacy of each age-group in terms of:

a. Understanding Digital Practices

b. Finding Information
c. Using Information
d. Creating Information
3. Is there a significant difference between digital literacy and age-groups of the

students?

From the analysis of this data, the findings were as follows:

1. The Emilio J. Estipona NHS students has a digital literacy rate of 39% or out of

the 99 students there are 40 digital literate students, while the rest are digital

illiterate.
 2. The age-group 3 is more digital literate in terms of understanding information,

finding information, using information, and creating information compared to

the other groups.

3. There is no significant difference between age-group 1 and age-group 2, but

there is a significant difference between the age-group 1 and age-group

3, age-group 3 and age-group 2.

Conclusions

Based on the data analyzed and findings of the study, the researchers deduced

the following conclusions:

1. The digital literacy rate of the students in Emilio J. Estipona NHS is below 50%.

This means that most of the students in the school are not equipped with digital

literacy skills.

2. Students from age-group 3 is more digitally literate than those from age-group 1

and age-group 2.

3. The null hypothesis is rejected, thus it implies that there is a significant difference

between the age-groups.

Recommendations

Based on the drawn conclusion, the researchers hereby present the following

recommendations:
 The students from age-group 3 (17-19 years old) may be given advanced

activities during ICL (Independent Comprehensive Learning) time to continuously

hone them with these skills.

 The students from age-group 1 (11-13 years old) and age-group 2 (14-16 years

old) are in need to be more digitally literate as they are part of the 21 st century

learners who are expected to have a greater knowledge on the present

technology.
 The school should consider adding ICT exploratory subject to increase the digital

literacy of the students. In the 21st century, students are expected to be digital

literate to reach the demanding world of technology. It is quite alarming to think

that most of the learners are not ready to face the 21 st century because they are

not digital literate. By adding an ICT exploratory subject, digital literacy is not only

integrated in different subjects, but also focused as a vital subject.

 The teachers must enhance the digital literacy level of the students in age-group

1 and 2 by emphasizing digital literacy, introducing technology related activities in

their class and making activities that has greater involvement in the digital world.
 The parents of this particular age-group must let their children to experience and

discover this digital world that would help them become digital literate but with

some limitations.
 Future researchers should identify the factors that affects students’ low digital

literacy.
 REFERENCES

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https://www.researchgate.net/publication/26281066_Changes_Over_Time_in_Digital_Literacy .

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Blackwell, H. (2017). More Than 75 percent of Fifth and Eighth Graders are Non-

Proficient in 21st Century Skills. Retrieved from https://www.learning.com/press-

releases/75-percent-fifth-eighth-graders-non-proficient-21st-century-skills-according-learning-

com-study. Retrieved on August 19, 2018.

Canedo, Karina. “City Council approves computer literacy in public schools.” Sunstar, 3

February 2017. Web. 24 August 2018.

Eshet, Y. (2012). Thinking in the Digital Era: A Revised Model for Digital Literacy.

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https://www.researchgate.net/publication/312281798_Thinking_in_the_Digital_Era_A_Revised

_Model_for_Digital_Literacy. Retrieved on August 19, 2018.x

Kubota, K. (2016). Promoting ICT Education in Developing Countries: A Case Study in

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_education_in_developing_countries_Case_Study_in_the_Philippine/links/5706d84308aefb22b

09347df/Promoting-ICT-education-in-developing-countries-Case-Study-in-the-Philippine.pdf?

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Lorenzo, A.R. (2016). Effectiveness of the Computer and Internet Literacy Project in

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August 19, 2018.

Maheshwari, V.K. (2018). Causal-comparative Research. Retrieved from

http://www.vkmaheshwari.com/WP/?p=2491. Retrieved on August 19, 2018.

Mateo, Janvic. “Facebook Launches Digital Literacy Program for Students.” PhilStar, 7

February 2018. Web. 19 August 2018.

Nson, K. (2012). Computer Literacy Program. Retrieved from

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2018.

Paddick, R. (2016, August 13). So what does it really mean to be digitally literate?.

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digitally-literate.

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Hadjerrouit, S. (2010). A Theoretical Framework to Foster Digital Literacy:The Case of

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Teachers-1800802.html

https://www.techopedia.com/definition/26136/statistical-mean

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https://www.kean.edu/~fosborne/bstat/08ANOVA.html

Republika ng Pilipinas
K A G AWA R A N N G E D U K A S Y O N
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Emilio J. Estipona National High School
Man u el Gu ia n g a , Tu g b o k D istri ct
Lungsod ng Dabaw

September 3, 2018
ELMER A. SUAREZ

Principal 1

This School

Sir:

We, the Grade 12 students are presently conducting our research entitled, “Digital

Literacy and Age-group of the Students in Emilio J. Estipona National High

School". This is in completion of the requirement in our subject Practical Research 2.

In this regard, we would like to ask permission from your good office to allow us to

conduct the above-mentioned activity. Your full support in this endeavor will help us

determine the digital literacy rate of the students and will also help us give possible

recommendations about this phenomenon.

We look forward for your favorable responds. Thank you and God bless.

Respectfully yours,

Reymark B. Calago

Jolieca O. Ruden

Famela M. Ayog

Christian D. Tan

Researchers
Noted: Approved:

Mary Cor Guardaquivil Elmer A. Suarez

Research Adviser Principal 1

Republika ng Pilipinas
K A G A WA R A N N G E D U K A S Y O N
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Emilio J. Estipona National High School
Man u el Gu ia n g a , Tu g b o k D istri ct
Lungsod ng Dabaw

September 3, 2018
TO THE ADVISERS

This School

Dear Maam/Sir:

We, the undersigned, are conducting a research entitled “Digital Literacy and Age-

group of the Students in Emilio J. Estipona National High School" in partial

fulfillment of the requirement in our subject Practical Research 2.

In line with the need of our research work, we are requesting your approval for allowing

your randomly chosen students to be one of the respondents for this study.

Thank you.

Respectfully yours,

Reymark B. Calago

Jolieca O. Ruden

Famela M. Ayog

Christian D. Tan

Researchers
Noted: Approved:

Mary Cor Guardaquivil Elmer A.

Suarez

Research Adviser Principal 1

Republika ng Pilipinas
K A G AWA R A N N G E D U K A S Y O N
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Emilio J. Estipona National High School
Man u el Gu ia n g a , Tu g b o k D istri ct
Lungsod ng Dabaw
September 3, 2018

TO THE RESPONDENTS

Students

This School

Ma'am/Sir:

We, the Grade 12 students are presently conducting our research entitled, “Digital

Literacy and Age-group of the Students in Emilio J. Estipona National High

School". This is in completion of the requirement in our subject Practical Research 2.

In this regard, we humbly invite you to be one of the respondents of this research in

your most convenient time and place. Your full support in this endeavor will help us

determine the digital literacy rate of the students in Emilio J. Estipona National High

School that would help us give possible recommendations about this phenomenon.

We look forward for your favorable responds. Thank you and God bless.

Respectfully yours,
Reymark B. Calago

Jolieca O. Ruden

Famela M. Ayog

Christian D. Tan

Researchers

Noted: Approved:

Mary Cor Guardaquivil Elmer A. Suarez

Research Adviser Principal 1

SURVEY QUESTIONNAIRE

(Optional)Name: ____________________________ Grade & Section:

_________________

Age: _____ Gender:

_________

Direction: Tick the box of your answer.

Understanding digital practices

SKILLS Very Quite Not

confident Confident Confident

Knowing what categories of users you

can expect to find online

Explaining what happens to

information you put online: your

digital footprint
Choosing the right tool to find, use, or

create information
Presenting yourself online: your

digital identity
Finding a person online, for example

an expert in your discipline, and

establishing their contact details

Using online tools and websites to

find and record information online

Establishing who owns information

and ideas you find online

Establishing what online information

you can legally re-use

Finding information

SKILLS Very Quite Not

confident Confident Confident

Knowing what information you can

find on the web

Knowing what information you can
find in an online Library
Using advanced search options to

limit and refine your search

Using keywords commonly used in

your discipline to search for

information online
Using social networks as a source of

information
Knowing when to change your search

strategy or stop searching

Filtering large numbers of search

results quickly
Scanning / skimming a web page to

get to the key relevant information

quickly
Keeping up-to-date with information

from authoritative people or

organisations by subscribing to RSS

feeds

Using information

SKILLS Very Quite Not

confident confident Confident

Using information in different media,

for example, podcasts or videos

Assessing whether an online resource

(e.g. web page, blog, wiki, video,

podcast, academic journal article) or

person is credible and trustworthy
Using other people’s work (found

online) without committing plagiarism

Citing a reference to an online

resource (e.g. in an assignment) using

the correct format

Keeping a record of the relevant

details of information you find online

Using social bookmarking to organise

and share information

Sharing files legally with others

Creating information

SKILLS Very Quite Not

confident confident Confident

Adding comments to blogs, forums or

web pages, observing netiquette and

appropriate social conventions for

online communications
Writing online for different audiences,

e.g. a web page or blog entry for

private use, for reading by your fellow

students, for reading by your tutor, or

for reading by anyone in the world

Writing in different media for people to

read on-screen
Communicating with others online

(forums, blogs, social networking

sites, audio, video, etc.)
Working with others online to create a

shared document or presentation

Using media-capture devices, e.g.

recording and editing a podcast or

video
Adopted from: THE OPEN UNIVERSITY (2012)
 CURRICULUM VITAE

REYMARK B. CALAGO

P-6 Talisay, Manambulan, Tugbok District, Davao City

Reymarkcalago021900@gmail.com

+639381702022

PERSONAL DATA

Birthday: February 19, 2000

Birthplace: Davao City

Age: 18

Citizenship: Filipino

Status: Single

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Secondary

Junior High School

Emilio J. Estipona High School

2013-2016
 Senior High School

Emilio J. Estipona High School

2018-present

Elementary

Bankas Elementary School

2006-2008

Vinzons Elementary School

2008-2013

SEMINARS, TRAININGS AND WORKSHOP

 Prohibited Drugs Awareness Seminar

July 2016

 HIV Seminar

October 2016

 True Love Waits

February 2017
  Leadership Training and Team Building Activities

September 2018

 Career Guidance

September 2018

AWARDS AND ACHIEVEMENTS

 First Honor

Grade 1

Bankas Elementary School

 First Honor

Grade 2

Bankas Elementary School

 With Honors

Grade 3

Vinzons Elementary School

 First Honor

Grade 4

Bankas Elementary School

 With Honors

Grade 5

Vinzons Elementary School

 With Honors

Grade 6

Vinzons Elementary School

 First Honor

Grade 7

Emilio J. Estipona National High School

 Second Honor

Grade 8

Emilio J. Estipona National High School

 First Honor

Grade 9

Emilio J. Estipona National High School

 With Honors

Grade 10
 Emilio J. Estipona National High School

 With Honors

Grade 11

Emilio J. Estipona National High School

 Spoken Word Poetry

Emilio J. Estipona National High School

Champion

August 2018

 21st Century Wizard

Emilio J. Estipona National High School

Second Placer

September 2018

 Interpretative Reading

Emilio J. Estipona National High School

Second Placer

September 2018
JOLIECA O. RUDEN

P-3, Manuel Guianga, Tugbok District, Davao City

Joliecaruden@yahoo.com

+639101391929

PERSONAL DATA

Birthday: November 25, 2001

Birthplace: Davao City

Age: 17

Citizenship: Filipino

Status: Single

Religion: Alliance

EDUCATIONAL BACKGROUND

Secondary

Junior High School

Emilio J. Estipona High School

2013-2016

Senior High School

Emilio J. Estipona High School

 2018-present

Elementary

Vinzons Elementary School

2006-2013

SEMINARS, TRAININGS AND WORKSHOP

 Prohibited Drugs Awareness Seminar

July 2016

 HIV Seminar

October 2016

 True Love Waits

February 2017

 Leadership Training and Team

September 2018

 Career Guidance

September 2018
AWARDS AND ACHIEVEMENTS

 Third Honor

Grade 2

Vinzons Elementary School

 Third Honor

Grade 3

Vinzons Elementary School

 With Honors

Grade 4

Vinzons Elementary School

 With Honors

Grade 5

Vinzons Elementary School

 With Honors

Grade 6

Vinzons Elementary School

 Best in Araling-Panlipunan

Grade 9

Emilio J. Estipona National High School

 Special Awardee

Grade 10

Emilio J. Estipona National High School

 Dagliang Talumpati

Cluster-6 Contest

Third Placer

August 2018
CHRISTIAN D. TAN

P-11 Sarro, Manuel Guianga, Tugbok District, Davao City

Christiandisinetan@yahoo.com

+639381702022

PERSONAL DATA

Birthday: February 19, 2000

Birthplace: Davao City

Age: 18

Citizenship: Filipino

Status: Single

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Secondary

Junior High School

Emilio J. Estipona High School

 2013-2016

Senior High School

Emilio J. Estipona High School

2018-present

Elementary

Bartolome Elementary School

2006-2013

SEMINARS, TRAININGS AND WORKSHOP

 Prohibited Drugs Awareness Seminar

July 2016

 HIV Seminar

October 2016

 True Love Waits

February 2017

 Leadership Training and Team Building Activities

 September 2018

 Career Guidance

September 2018

FAMEL M. AYOG

P-3, Manuel Guianga, Tugbok District, Davao City

Famela_Ayog@yahoo.com

+639075246981

PERSONAL DATA

Birthday: June 03, 2000

Birthplace: Davao City

Age: 18

Citizenship: Filipino

Status: Single
Religion: Alliance

EDUCATIONAL BACKGROUND

Secondary

Junior High School

Emilio J. Estipona High School

2013-2016

Senior High School

Emilio J. Estipona High School

2018-present

Elementary

Kabacan Elementary School

2006-2013

SEMINARS, TRAININGS AND WORKSHOP

 Prohibited Drugs Awareness Seminar

July 2016

 HIV Seminar
 October 2016

 True Love Waits

February 2017

 Leadership Training and Team Building Activities

September 2018

 Career Guidance

September 2018

AWARDS AND ACHIEVEMENTS

 Badminton

Single A

Champion

Intramurals 2018