CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Digital literacy is the awareness, attitude and abilities of people to

properly usage of digital gadgets and facilities of identifying, accessing,

managing, integrating, evaluating, analyzing, and synthesizing resources

available online, constructing new knowledge, creating media expressions and

communicating with others, in the perspective of specific life situations, in order

to enable constructive social action; and to reflect upon this process (Martin

2006). According to Rubble and Bailey (2007) digital literacy is” The capability to

use digital technology and knowing when how to use it.” The interpretation of

digital literacy as a survival skill, a life-skill or a way of life and not primarily linked

with formal education, has recently been promoted (Ministry of Education, 2003).

Thus, digital literacy is known a broad concept which contains various literacies.

Students born after 1980 are known as Digital Natives, or the Net

Generation and they were assumed to have had the highest experience to digital

technologies. Therefore, students living in this environment would have broad

abilities in using these technologies (Prensky, 2001a; Oblinger & Oblinger, 2005).

Additionally, Oblinger and Oblinger (2005) termed that the students of present

generation as “digitally literate” remained connected regularly to others, instant in

nature, pragmatic learners and socially centered creatures. Moreover, Prensky

(2001b) expressed that educational system of this period was not shaped to

educate the students of current period. Bawden (2001) explained the first

definition of “Digital Literacy” which was made in the synonymous book of Gilster

(1997). Gilster highlights the idea that digital literacy is not only about computer

operating, but about the concepts that we master. Martin and Madigan (2006) too

emphasize digital literacy as to discover a mixture of ideas of digital learning and

how these ideas are empowered and sustained in dissimilar populations.

Jacobson and Mackey (2013) proclaim that digital literacy is related to reasoning

and ALA (2011) described as digital literacy is person’s abilities about usage of

ICTs to discover, assess, make, and communicate obtained information, using

intellectual and technical talents.

Today’s students are familiar with digital technology and generally know

how to access, create, and share digital information (Ting, 2015). Greene, Yu

and Copeland (2014) suppose that to be digitally literate, one not only needs to

be able to search and manage, but also to scrutinize and integrate digital

information. Although today students are generally considered tech savy, many

of them find it difficult to do so effectively. They conclude that students need to

acquire planning, monitoring, and controlling skills in relation to information

management, as well as critical thinking skills. Gilster (1997) supports the notion

that to be digitally literate, one does not just know how to find information from

the web, but also has the ability to understand and assemble information from

different print or digital sources. Digital literacy involves the mastery of ideas,

and is not just about using the technology itself.

 The current environment of digital technologies established a concept that

people of this environment, particularly students, are unable to combat with the

digital world without achieving proper skills of digital literacy. Commonly, at the

academic level it is clear that digital literacy might enhance the skills of the

students to use computers and online resources in educational field in productive

ways. In the context of our country, Philippines, digital technologies are still under

involving phase in most organizations related to education. Hence, in this era,

students have to use various technological tools and resources for learning

during their higher studies to achieve their goals of education in this modern

world.

In this institution, the University of Cebu students most especially the

Second year BEED students are no exemptions entitled digital literacy many of

them are indulged in making part of using technology as their means of studying,

researching and even demonstrations and reporting. But we would like still to

know how effective it is for them or the traditional tools remain in the front seat in

this so called digital world. We want to know the availability of technology tools

inside the school and student expertise of using it. Therefore, this study aimed to

discover effect of digital literacy on the academic performance of the Second

year BEED students in the University of Cebu.

The purpose/aims of this current study is to show the effect of digital

literacy on the Effectiveness Academic Performance of Second year BEED

Students of the University of Cebu Main Campus. To acquire data in this study

we are using questionnaires.

Theoretical Framework

PRAGMATIC POINT
OF VIEW
{Jaeger, Bertot,
Thompson, Katz, and
DeCoster (2012)}

LEARNING BY DOING
{John Dewey (1859-
1952)}

DIGITAL
LITERACY:
BLOOM’S DIGITAL
EFFECTIVENESS TAXONOMY
TO THE
{Andrew Churches
ACADEMIC
(2008)}
PERFORMANCE
OF SECOND YEAR
BEED STUDENTS
IN UNIVERSITY OF DIGITAL LITERACY
CEBU MAIN FRAMEWORK
CAMPUS {Yoram Eshet-
Alkalai(2004)}

LEVEL COLLOQUIUM
INFORMATION
LITERACY AND
LIFELONG
{LEARNINGAlexandrina
(2005)}

Figure 1: Theoretical Framework of the Study

Theoretical Background

This study anchored from the theory of Jaeger and colleagues. Digital

literacy, from a pragmatic point of view, is the set of skills, knowledge and

attitudes required to access digital information effectively, efficiently, and ethically.

It includes knowing how to evaluate digital information, and how to use it in

decision-making. This definition is a useful one, but it is one among many.

Jaeger, Bertot, Thompson, Katz, and DeCoster (2012), for example, suggest that

“digital literacy encompasses the skills and abilities necessary for access once

the technology is available, including a necessary understanding of the language

and component hardware and software required to successfully navigate the

technology” (p. 3). For Jaeger and colleagues, digital literacy expands notions of

the digital divide (a continuing challenge, even in wealthy nations), to add the

ability to use technology, in addition to having access to it. They note that “digital

literacy” came into its own in the 1990s, and they give credit to Gilster (1997) for

moving the concept beyond the lists of information-handling skills articulated by

national library associations in various countries, and for emphasizing information

understanding and use. For Jaeger et al. (2012), “information literacy” is a subset

of digital literacy.

According to the theory of Andrew Churches which is the Bloom’s Digital

Taxonomy (2008) as an extension of the original Bloom’s Taxonomy and creates

a hierarchy of learning activities in a digital environment. In this post I will provide

a background to Bloom’s Taxonomy and its subsequent revisions, list each of the
categories in the hierarchy and suggest a technology that can be used at each

level to support learning.Educational psychologist Benjamin Bloom developed a

taxonomy of learning objectives in 1956, as a structure to understand the

learning process. Divided into three psychological domains – cognitive

(processing information), affective (attitudes and feelings) and psychomotor

(physical skills) – his taxonomy progressed from Lower Order Thinking Skills

(LOTS) to Higher Order Thinking Skills (HOTS). The levels he identified were:

knowledge, comprehension, application, analysis, synthesis and evaluation.

Bloom’s Taxonomy followed the thinking process with the logic that you “can not

understand a concept if you do not first remember it, similarly you can not apply

knowledge and concepts if you do not understand them” (Churches, 2008). Forty

years later Lorin Anderson and David Karathwohl, former students of Bloom’s,

revisited Bloom’s Taxonomy, publishing a revised version in 2001 which

reordered the sequence of categories and used verbs rather than nouns to

describe each category. It is this revised version that Andrew Churches used to

develop his digital taxonomy, keeping Anderson and Karathwohl’s categories of

remembering, understanding, applying, analysing, evaluating and creating, but

extending them into the digital environment.

Remembering is the act of retrieving knowledge, in this case digitally, and

can be used to produce definitions and lists. It is the lowest of the taxonomic

levels but is vitally important for the learning process. At this level, the use of

basic searches is a relevant task for a student to undertake. They would need to

be able to identify a legitimate search engine – such as Google

(www.google.co.za), Bing (www.bing.com) or Yahoo (www.yahoo.com) – and

understand how it works; that a keyword is entered into the text box and the

search button is clicked, following which the user then receives relevant, hyper-

linked search results that, when clicked, take the user to further resources. An

important part of this task is being able to identify the correct keyword to use in

order receive the information required. With access to a vast quantity of

information in the digital age, it is not the remembering of information but the

knowledge of how to retrieve it that is important. This task tests students abilities

to find and access necessary resources and is a skill that is built on and used in

all other levels.

The next level in the taxonomic structure is understanding, which is

defined as the construction of meaning and the building of relationships. A

learning activity at this level could involved the categorising and tagging of

bookmarks through a social bookmarking application such as Delicious

(www.delicious.com). The student would register an account with Delicious and

then bookmark a number of relevant websites or specific web articles. These

could, for example, be resources needed for a school project. Once the links

have been created, the student would spend some time adding tags to the

bookmarks. These tags exist as metadata, providing information about the

original data object, and could be specific to the particular resource or be used

on more than one bookmark. Tagging becomes useful by creating relationships

between the various bookmarks which allows the student to click on the hyperlink

tags and view all resources that have been categorised with that tag. The tags
can be further categorised through the creation of tag bundles, which are used to

group similar tags together. This task allows the student to organise the

information they have retrieved, create links between resources and construct

meaning from this categorisation process.

Applying is the level where the student applies learned knowledge or

processes to a situation. The student implements the skills they have learned to

produce a presentation, document or simulation. Here, the editing of a wiki page,

such as on Wikipedia (www.wikipedia.org), would be an appropriate learning

activity. The student would register an editing account with Wikipedia and

navigate to an appropriate page to edit. This page could relate to a topic that is

being discussed in class or a subject that the student has researched. In any

case, the student should have relevant and original information to add to the

page. Following the editing guidelines, available from the Wikipedia website, the

student would edit the page and add their material to it, keeping a similar writing-

style to the rest of the article. If the student has any images, they could upload

them and add them to the page. Once the page is edited, the student should then

click save. In this task they have used material they have generated, through

independent research, and carried out an editorial procedure to add this to a wiki

page.

Analysing is the level where the student learns to process data, dividing it

into parts and determining the relationships between these parts and the overall

purpose of the project. At this level the use of an online survey tool such as

Survey Monkey (www.surveymonkey.com) could be an appropriate learning

activity. The student would register an account with Survey Monkey and, using

the online tools provided, set up a survey. The student would decide on a survey

topic and write several questions. These could be open-ended questions that

would require the respondent to input an answer or multiple choice or true/false

questions, which would require the student to generate possible answers. Setting

a closing date for the survey, the student would then invite respondents to

participate. These respondents could be members of the student’s class or a

wider survey group. Once the survey period has ended, the student would then

use the tools available in Survey Monkey to organise the results – comparing

responses, dividing respondents into groups and deciding how these groups

relate to each other and how they relate to the overall survey topic.

The fifth level in Bloom’s Digital Taxonomy is evaluation. This level

requires the student to make criteria-based judgements through the processes of

critiquing and checking. A task the student could do at this level would be

moderating and responding to comments made on a blog post. In the digital

environment there are a multitude of opportunities for discussion and an ease of

participation through comments and forum posting. Not all comments or

respondents add value to the discussion and the student must be able to critically

decide what is relevant and respond appropriately. Using a free blogging platform

such as WordPress (www.wordpress.com), the student would write a blog post

on a subject of their choosing, encouraging comment and interaction with the

ideas presented in the blog post. The student will be alerted via email when a

new comment has been made. They will need to evaluate the comment in
context and decide if it contributes to the discussion and debate. If it does, they

can make the comment publicly visible using the tools supplied by WordPress.

They will need to generate a critical response to this comment and post it as a

reply in the comment section of the blog post. It should be constructed to

respond both the comment and the topic of the blog post. If the comment is not

appropriate, then they should delete it using the tools provided. Through this task

the student learns to evaluate comments on a blog post using a set of criteria

(e.g. does it contribute to the online discussion, and then respond accordingly).

Creating is the final level in Bloom’s Digital Taxonomy and is concerned

with taking various elements and creating a new, coherent product. This level

draws on all other levels, with the student remembering, understanding and

applying knowledge, analysing and evaluating outcomes and processes to

construct the end product. The digital environment allows for publishing to take

place at an ever increasing rate and in ever increasing formats. The learning

activity the student could participate in at this level could be the publishing and

distribution of an ebook through the Amazon (www.amazon.com) platform.

Deciding on a topic, the student would research and write the text for the ebook.

They would need to structure the text in a coherent manner, possibly dividing the

text into sections or chapters. Once complete, the student would then decide

whether the ebook needed photographs or illustrations to complement the text. If

yes, then they would need to source or generate these. Using an application

such as Microsoft Word, the student would lay out the text, formatting chapter

and section headings and deciding on fonts to use. At this point, they would also
add any images they had decided to use. Once complete, the document would

be saved. The student would then create an account at the Amazon Direct

Publishing website. The student could input the ebook’s metadata (author name,

description, etc.) and upload the Microsoft Word version of their book. They

would be able to create a cover using the tools Amazon provides and decide on a

price for their ebook. The Amazon website’s software would then convert these

elements into an ebook format that could be read on the Kindle ereader. Once

reviewed by staff members, the ebook would be available for sale. Through this

task, the student learns how to take a number of different elements and create a

coherent product. The student would have planned the process of content

creation and, using various computer-based and online tools, created the ebook.

Based on John Dewey (1859-1952) that learning is an active social

process gained through activities and hands-on experiences to the students to

situations. Progressivists believe that education should focus on the whole child

rather than the content or the teacher. This educational philosophy stresses that

students should test ideas by active experimentation. Teaching methods focus on

hands-on problem solving, experimenting and projects. Learning is rooted in the

questions of learners that arise through experiencing the world.It is active, not

passive. Effective teachers provide experiences so that the students can learn by

doing. Shared decision making, planning of teachers with students, student-

selected topics are all aspect. Pragmatist believe that learners should apply their

knowledge to real situations through experimental inquiry.This prepares students

for citizenship, daily living, and future careers.

 According to Yoram Eshet-Alkalai(2004) developed a digital literacy

framework that specifies five skills: Photo-visual skills, Reproduction skills,

Branching skill, Information skills, Socio-emotional skills. When utilized together

these five skills allow individuals to navigate various forms of technology and find

qualified web-based information in order to synthesize, understand and analyze it

to create an original piece of work. This set of skills reveal that digital literacy is

more than simply searching for and recognizing different forms of representation.

Another definition comes from Wan Ng. In a 2012 article[6]Ng lays out a digital

literacy framework that draws together all of these definitions and groups them

into three dimensions: Technical, Cognitive, and Social-emotional. Based on

these dimensions, digitally literate individuals should possess the technical and

operational skills, the ability to think critically and evaluate digital information, and

the ability to use the Web/internet responsibly to execute actions involving

learning, work, and other everyday activities.

Today students are wired to learn digitally and are immersed in the digital

world with technology always within reach. Schools on all educational levels are

continuously updating their curriculum to adopt and promote digital literacy in

order to keep up with accelerating technological developments. This often

includes the use of computers in the classroom, the use of educational software

to teach the curriculum, and the course materials being made available to

students online. The concept of eLearning has become popular due to the of

convenience, allowing learning to take place at a time and location that’s better
suited to the learner’s needs[8]. In order to effectively utilize the tools associated

with eLearning, there must be a corresponding level of digital literacy.

Based on Alexandrina(2005) Level Colloquium on Information Literacy and

Lifelong Learning. It empowers people in all walks of life to seek, evaluate, use

and create information effectively to achieve their personal, social, occupational

and educational goals. It is a basic human right in a digital world and promotes

social inclusion of all nations. Lifelong learning enables individuals, communities

and nations to attain their goals and to take advantage of emerging opportunities

in the evolving global environment for shared benefit. It assists them and their

institutions to meet technological, economic and social challenges, to redress

disadvantage and to advance the well being of all.Comprises the competencies

to recognize information needs and to locate, evaluate, apply and create

information within cultural and social contexts; is crucial to the competitive

advantage of individuals, enterprises (especially small and medium enterprises),

regions and nations; provides the key to effective access, use and creation of

content to support economic development, education, health and human

services, and all other aspects of contemporary societies, and thereby provides

the vital foundation for fulfilling the goals of the Millennium Declaration and the

World Summit on the Information Society; and extends beyond current

technologies to encompass learning, critical thinking and interpretative skills

across professional boundaries and empowers individuals and communities.

Within the context of the developing Information Society, we urge governments

and intergovernmental organizations to pursue policies and programs to promote

information literacy and lifelong learning.

Conceptual Framework

Communication
And

Creativity Collaboration
Research
And And
Innovation
Information
Fluency

DIGITAL LITERACY:
EFFECTIVENESS TO THE
ACADEMIC PERFORMANCE OF
SECOND YEAR BEED
STUDENTS IN UNIVERSITY OF
CEBU MAIN CAMPUS

Critical Thinking,
Problem Solving, Digital Citizenship
and
Decision Making
Figure 2: Conceptual Framework of the Study
Conceptual Background

Creativity and Innovation. The students who will demonstrate creative thinking,

construct knowledge, and develop innovative products and processes using

technology. a.) Apply existing knowledge to generate new ideas, products, or

processes. b.) Create original works as a means of personal or group

expression. c.) Use models and simulations to explore complex systems and

issues. d.) Identify trends and forecast possibilities.

Communication and Collaboration. The students in using digital media and

environments to communicate and work collaboratively,including at a distance, to

support individual learning and contribute to the learning of others. a.)Interact,

collaborate, and publish with peers, experts, or others employing a variety of

digital environments and media. b.) Communicate information and ideas

effectively to multiple audiences using a variety of media and formats.

c.) Develop cultural understanding and global awareness by engaging with

learners of other cultures. d.) Contribute to project teams to produce original

works or solve problems

Research and Information. Fluency of the students who will apply digital tools

to gather, evaluate, and use information. a.) Plan strategies to guide inquiry. b.)

Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media. c.) Evaluate and select information sources
and digital tools based on the appropriateness to specific tasks. d.) Process data

and report results.

Critical Thinking, Problem Solving, and Decision Making. The Students using

critical thinking skills to plan and conduct research, manage projects, solve

problems, and make informed decisions using appropriate digital tools and

resources. a.) Identify and define authentic problems and significant questions for

investigation. b.) Plan and manage activities to develop a solution or complete a

project. c.) Collect and analyze data to identify solutions and/or make informed

decisions. d.) Use multiple processes and diverse perspectives to explore

alternative solutions.

Digital Citizenship. The students will understand human, cultural, and societal

issues related to technology and practice legal and ethical behavior. a.) Advocate

and practice safe, legal, and responsible use of information and technology. b.)

Exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity. c.) Demonstrate personal responsibility for lifelong

learning. d.) Exhibit leadership for digital citizenship.

Technology Operations and Concepts. The students who will demonstrate a

sound understanding of technology concepts, systems, and operations. a.)

Understand and use technology systems. b.) Select and use applications

effectively and productively. c.) Troubleshoot systems and applications. d.)

Transfer current knowledge to learning of new technologies.

 THE PROBLEM

Statement of the Problem

This study aims to show the effect of digital literacy on the Effectiveness on

Academic Performance of the 2nd year BEED Students in the University of Cebu

Main Campus, Sanciangko St., Cebu, Philippines. The findings of the study will

be the bases for a proposed intervention program.

Specifically, this study seeks to answer the following questions:

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

1.1 Age? and;

1.2 Sex?

2. What is the level of digital literacy of the students in terms of?

1.1 Creativity and Innovation

1.2 Communication and Collaboration

1.3 Research and Information Fluency

1.4 Critical Thinking,Problem Solving, and Decision Making

1.5 Digital Citizenship

3. Is there any significant effect of digital literacy on the academic performance of

the students in terms of?

1.1 Creativity and Innovation

1.2 Communication and Collaboration

1.3 Research and Information Fluency

1.4 Critical Thinking,Problem Solving, and Decision Making

1.5 Digital Citizenship

4. Based on the findings, what action plan can be produce?

1.1 Creativity and Innovation

1.2 Communication and Collaboration

1.3 Research and Information Fluency

1.4 Critical Thinking,Problem Solving, and Decision Making

1.5 Digital Citizenship

Statement of Hypothesis

There is no significant relationship between the effects of the academic

performance of Second year BEED students in University of Cebu-Main Campus.

Significance of the study

The outcome of this study will become a great help for the society

especially to the youth of today considering that they are the ones who are more

exposed to the developing technology. Most importantly, it will be very useful for

them so that they can expand and maximize their learning skills.

Specifically, the result of this study help the following:

Students. The students are the main beneficiaries of this study as they are the

one’s who can benefit on how to be more effective in the classroom and for effort

exerted by both teachers and school, their concern is always on the student’s

learning.

Teachers. They are concerned with the effectiveness of their techniques or

strategies. They’re always innovative to find ways and means for improvement

and development of the learning abilities of their students with the help of

technology.
Dean. The result of this study would give knowledge to the department the

effectiveness and advantages of using technology in the learning comprehension

of the students.

Parents. This study would be beneficial to the parents for they will know and

have an idea to support their children in using Digital with a good interest and

good attitude. This will enable them to understand the needs and be able to help

the performances of their children.

Future Researchers. The future researchers will find this study useful as their

references. This can be their guide for further investigation in finding out what are

the most appropriate ways to be more effective to the students in their Academic

Performance.

Scope and Limitation of the Study

This quantitative study will utilize descriptive design. We will only choose 30

respondents of the BEED Second year students randomly for the subject of the

study in University of Cebu-Main Campus for the School Year 2019-2020. All the

information and conclusion of this study will be remained between the researcher

and these particular students.

Definition of Terms

For a better and clearer understanding of this study, The definitions are

presented operationally in order that the researcher can specify the actions

necessary to measure and identify items.

Digital Literacy is the awareness, attitude and ability of individuals to

appropriately use digital tools and facilities to identify, access, manage, integrate,

evaluate, analyze and synthesize digital resources, construct new knowledge,

create media expressions, and communicate with others, in the context of

specific life situations, in order to enable constructive social action.

Creativity and Innovation -the students will demonstrate creative thinking,

construct knowledge, and develop innovative products and processes using

technology.

Communication and Collaboration - the students use digital media and

environments to communicate and work collaboratively,including at a distance, to

support individual learning and contribute to the learning of others.

Research and Information Fluency -the students will apply digital tools to

gather, evaluate, and use information.

Critical Thinking, Problem Solving, and Decision Making - the Students use

critical thinking skills to plan and conduct research, manage projects, solve

problems, and make informed decisions using appropriate digital tools and

resources.\
Digital Citizenship- the students will understand human, cultural, and societal

issues related to technology and practice legal and ethical behavior.

Technology Operations and Concepts -the students will demonstrate a sound

understanding of technology concepts, systems, and operations.

 RESEARCH METHODOLOGY

Research Design

This quantitative descriptive survey will utilize the unit of analysis in the

BEED Second year college students of University of Cebu-Main Campus. The

researchers use quantitative method approach for this study to determine the

significant effect of the digital literacy to the academic performance of the Second

year BEED students. This method will allow the researchers to gather in depth

information about the topic being studied from the answers of the respondents.
Research Flow

The study utilizes the survey method.

Figure 3. shows the flow of the research.

INPUT PROCESS
OUTPUT
Profile of the BEED Survey Method of
Conquers all the
Second year the research
effective ways on
students in the
Gathering data Academic
Effectiveness to the
Performance of
Academic
Analyzing and students
Performance of the
Interpreting
students.

Figure 3 shows how the study was made. We used questionnaires as a tool

to determine the Effectiveness to the Academic Performances of BEED Second

year students in University of Cebu Main Campus. After gathering the data, they

were organized for analysis and interpretation. The result of the study served as

the basis of Effectiveness to the Academic Performances of BEED Second year

students.
Research Environment

As we make this research possible,we choose to conduct our study in the

University of Cebu- Main Campus in which will be focusing on the effectiveness

to the academic performance of Second Year BEED students we choose them in

regards to address the long terms and short effects of digital literacy.As we go

further to describe the environment,we could say that the said University was the

perfect venue to conduct our research.Students from different cultures and

diverse up-bringing are studying in the said school.

Research Respondents

The respondents of this research will be the BEED Second year College

Students of College of Teacher Education who are currently enrolled in University

of Cebu-Main campus school year 2019-2020. We will conduct a random

sampling in which 30 students will be chosen from BEED Second year College.

Moreover, we will measure the effectiveness on digital literacy in their academic

performance.The real names of the respondents will remain confidential and we

will also inform them the risks and benefits of this study.
Research Instrumental

The instrument used was a researcher-made questionnaire checklist to

gather the needed data. The draft of the questionnaire was drawn out based on

the researcher’s readings. In the preparation of the instrument, the requirements

in the designing of good data collection instrument were considered. For

instance, statement describing the situations pertaining was toned down to

accommodate the knowledge preparedness of the respondents. Close ended

options were provided to accommodate to responses which can be recorded (the

data processing codes are placed right on the questionnaire) so that data entry is

simplified. There is also uniformity to the response that improves the reliability of

the responses. In this way, the instrument is authorized to obtain valid responses

of the students. The percentile was used to interpret items in the questionnaire.

In this survey type, four choices are provided for every question or statement.

The choices represent the degree of agreement each respondent has on the

given question. In addition, this research instrument allowed the research to carry

out the quantitative approach effectively with the use of statistics for data

interpretation.
Research Procedure

The first step before going to conduct the survey is to ready the

instruments/questioners since we don’t need letter for approval in conducting the

survey. In administering the questionnaire, the researcher used the vacant time

to avoid class distraction.

In terms of approach, the study employed a quantitative approach. The

quantitative approach focused on obtaining numerical findings was used with the

survey method. The survey is appropriate in this study because it enables the

researcher to describe the responses given. Specifically, a questionnaire survey

is included in this study. Questions should be written so they are clear and easy

to comprehend. In order for the survey to be both reliable and valid it is important

that the questions are constructed properly. The BEED Second year students

were given enough time to answer the questions regarding their Effectiveness in

Academic performances. After data gathering, the researcher now collected it for

tallying the scores and to apply the statistical treatment to be used with the study.
Gathering Data

The questionnaires were distributed personally by the researchers during

their free time and let them answer during their free time. The respondents were

given enough time to answer all the questions. After the students done

answering, we collected the papers and arranged them. Then we tallied and

tabulated the results, and later on we summarized, analyzed, and interpreted

data.

Treatment of Data

In order to give large analysis to the study, the researcher used the

percentage formula to present the respondent personal profile according to age

and gender with Creativity and Innovation, Communication and Collaboration,

Research and Information Fluency, Critical Thinking,Problem Solving, and

Decision Making, and Digital Citizenship.

P(F/N) *100 where,

P - is the percentage
F - is the frequency
N - is the number of respondents
100 - is constant