DIGITAL DIVIDE ON THE ICT PROFICIENCY OF HUMSS STUDENTS IN

LAURETA NATIONAL HIGH SCHOOL

A Research Title Proposal Presented to the Research Committee of Laureta

National High School, San Miguel Tagum City

____________

In Partial Fulfilment of the Requirement in Practical Research 2 Subject

RESEARCHERS
ARIELLE SHANE A. PEREZ MARIEL J. ARMAMENTO
FRANCESS MAE S. MALAKI NIKKI O. PULVERA
BEVERLY JOYCE M. MORALLA JANRHEY T. JINAYON
SWEETZEL REA MAE S. DAJUYA DINA D. BANDISAN
Z S. ROSARIO

January 2024
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Table of Contents

Page

Title Page i

Lists of Figures iv

Chapter

1 Introduction

Rationale 3

Statement of the Problem 5

Hypotheses 6

Review of Related Literature 6

Theoretical and Conceptual Framework 12

Scope and Delimitation 14

Significance of the Study 15

Definition of Terms 15

2 Methodology

Research Design 22

Respondents of the Study 23

Research Instrument 26

Data Gathering Process 29

Statistical Treatment of Data 29

Ethical Considerations 32

References 35
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Chapter 1

INTRODUCTION

Rationale of the Study

Due to the limited access to technology caused by socioeconomic gaps, there

is an evident educational and technological disparity between students (Chipeva et

al., 2018). The digital divide results from inequalities in access to

telecommunications such as the gap between the nations that have and those that

do not have the technology (Lutz, 2019). On the other hand, due to price reductions

on digital technology, access problems in the present have reduced compared to the

beginning of the digital divide. Thus, nowadays, the digital divide issue now deals

with the manner in which users are able to utilize technology (Brown & Haupt, 2018).

In a study conducted in Nigeria, it was discovered that young people,

especially in rural areas, were deprived of internet resources due to low-level of

education, low income, and lack of digital skills (Chair & De Lannoy, 2018). In

Malaysia, the Covid-19 pandemic has uncovered the digital divide, especially among

students. Despite Malaysia’s digital progress, digital divide persists in many aspects

including education. It was discovered that under the emergency online learning

technique, students who were digitally excluded were less satisfied with their

educational experiences. (Umar, 2021; Tan et al., 2022).

Here in the Philippines, as of 2019, the data reported by the Information

Telecommunication Union states that only 6 percent of those aged 15 and above

have basic internet skills, while only 2 percent have standard digital skills (Dy, 2022).

ICT represents a turning point in the Philippine educational system, especially in

Luzon (Tomaro, 2018). The majority of the teaching and learning takes place online
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during the era that distance learning was implemented. In this regard, it is imperative

that both teachers and pupils at least know how to use technology in teaching and

learning effectively.

Within Mindanao itself, there is a wide digital divide between urban centers

like Davao City and BARMM provinces. It has been reported that about 65 percent of

the surveyed respondents in the National Capital Region (NCR) of the Philippines

were internet users. In contrast, the internet user penetration rate in Mindanao was

only about 32 percent (Statista Research Department, 2022). Meanwhile, in a study

conducted at a school in Tacunan District, Davao City, it has been found that the lack

of ability to manipulate computers and navigate the internet as well as having no

access to internet technologies caused difficulty among students in their learning,

making them feel inadequate compared to those who had internet access. The lack

of funding of the school for computer units and computer laboratory also added to

the struggle of the educators and students (Musni-Tagaytay et al., 2017).

There is a direct connection with digital divide and ICT proficiency. According

to Bozzetto-Hollywood, Wang, Elobeid, & Elobaid (2018), since technology is more

prevalent in high-income households, they are able to reap more benefits through

their interaction with technology as they have a higher percentage of exposure. With

some users having significantly higher skills and comfort with technology, the notion

of the digital divide perhaps places some people at a disadvantage that will be

hindering and perhaps unsurmountable in a society that is generally driven through

the use of technology. This means that, due to the inequality in technology, people

placed at the lower class in society are less proficient when it comes to Information

and Communications Technology. To actually use technology, people must know

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why, when, and how to use ICT; they must have competencies and frequent

opportunities to use it in creative ways (Van Dijk, 2017).

There is an urgent need to conduct this study for the following reasons: the

digital divide is a growing problem; technology is becoming increasingly important in

our daily lives; and the need for ICT skills is growing. The gap between those who

have access to technology and those who do not is becoming larger, and it is

affecting more and more people. The lack of access to technology may result in

students not having the skills needed to succeed in future careers, or being

overlooked for job opportunities. And because many jobs now require some level of

proficiency in technology, students who lack ICT skills may be at a disadvantage in

the job market.

The researchers conducted this study in order to clarify the areas determining

the status of ICT skills within HUMSS students of Laureta National High School. This

study can benefit the students, as well as the teachers, in addressing the problems

with ICT proficiency. Proper display of programs enhancing the digital proficiency

allows students to safely and smartly produce effective usage of digital devices in

their particular school-based activities. Digital literacy enables students to participate

in online related activities cautiously, while knowing how to deal with their personal

information when it comes to surfing the web. It enables HUMSS students to keep

themselves away from cybercrimes, phishing, and other misconduct regarding the

use of ICT generated proficiency.

Statement of the Problem

This study sought to determine the relationship of digital divide to ICT

proficiency of senior high school HUMSS students of Laureta National High School

for the school year 2023-2024.

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To answer the above cited problem, an answer to the following will be sought:

1. What is the profile of the respondent?

1.1 Age;

1.2 Gender;

1.3 Year Level; and

1.4 Academic Track/Strand?

2. What is the level of digital divide in students in terms of:

1.1 Socioeconomic status;

1.2 Geographical location; and

1.3 Digital literacy?

3. What is the level of ICT proficiency of students in terms of:

1.1 Basic Information Technology Skills;

1.2 Analysis and Development Skills; and

1.3 Information and Internet Skills?

4. Is there a significant relationship between the level of digital divide and ICT

proficiency of students?

Hypotheses

Ho1: There is no significant relationship between digital divide and ICT

proficiency among HUMSS students.

Review of Related Literature

This chapter attempts to present the relevant literature and research findings

related to digital divide and ICT proficiency that the researchers considered in

strengthening the importance of the present study. In light of the present

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investigation, it also presents the synthesis of the study to fully understand the

research for better comprehension.

Digital Divide

The entire society is now living in the so-called digital age. In this era,

information and communication technologies have dominated almost all activities

and aspects of economic, social and cultural life, and are largely influenced by them,

if at all. Being exploited represents a valuable opportunity to accelerate society’s

development efforts and achieve inclusive and sustainable development (Shams,

2017). The digital age is defined as an “era in which information, data, knowledge,

images, and traditional formats can be transformed into digital formats that are

transmitted to electronic technologies through the Internet” (Ayyad, 2017). Because

of the progress in digital technology, over the years, a divide in the access to

technology has slowly become evident. This leads to the phenomenon now named

as “digital divide.”

Ballesta Pagán, Lozano Martinez, & Cerezo Maiquez (2018) defines the

digital divide as “access to knowledge in terms of the availability of the necessary

infrastructure to obtain information and knowledge resources by automated means

without losing sight non-automated means through human communication.” Based

on the 2019 National ICT Household Survey, only 1 in 4 households own a computer,

while 3 in 4 own at least a cellphone. Meanwhile, about 4 in 5 persons reported

using a cellphone in the three months preceding the survey. In addition, owning a

computer is more common in urban households and among the young and

educated.

Access to technology is essential to educational success as well as workforce

and community development. However, geographical, income-based, and

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racial/ethnic disparities in technology access persist. This “digital divide”—the gap

between people who have sufficient knowledge of and access to technology and

those who do not—can perpetuate and even worsen socioeconomic and other

disparities for already underserved groups (Moore, 2019).

Belonging in one of the 17 sustainable development goals of the United

Nation’s promotion of quality education for lifelong learning. The unexpected

occurrence of the recent pandemic has led to affecting the educational activities for

students and teachers amongst those times. Access to a computer has become

apparent whilst dealing with expensive charges on mobile data to continue in

contributing with daily scholarly works (Gervacio, 2019).

Due to the recent Covid-19 pandemic, millions of children could have been left

behind due to schools shutting down because of schools’ closure. To keep up with

their classes, schools had to implement a plan that would be able to work through

remote learning. However, many were the children worldwide, particularly children in

the poorest households, that did not have access to the internet, nor access to a

personal computer, television or radio, aggravating the already existing inequalities

present in the school systems (UNICEF, 2020).

Socioeconomic Status

In the socioeconomic perspective, digital divide is a common issue in many

countries, especially in developing nations (James, 2019). This is due to its

significant impacts on societal development, particularly on individuals with limited or

no access to technology who may be left behind in terms of socioeconomic

opportunities (Sanders & Scanlon, 2021).

According to Wang et al. (2022), the digital divide is closely related to poverty

whereby people who are struggling with educational poverty would face considerable
 9

challenges in accessing effective Internet resources. Moreover, Nikolaos et al.

(2019) states that students from lower socioeconomic backgrounds generally have

limited access to and use of the Internet which in turn creates obstacles to

transforming education into a powerful tool to reduce inequalities among students.

In their research investigation, Davis et al. (2020) analyzed the influence of

income, income distribution levels, and ethnicity on levels of access to Internet in the

United States. Their findings show that low levels of education and levels of income

below the poverty line still tend to lead to proportion of people with no Internet

access.

Additionally, in a research study conducted by Rowsell et al. (2017), it was

discovered that the digital divide has consequences on students, especially those

coming from low socioeconomic status. These effects include less exposure to

learning opportunities and critical thinking, lower levels of social and academic

achievement, and a lack of digital literacy skills. Students without internet, screen

use, and technology access may face challenges in their rate of educational growth.

Another study conducted by Devisakti, Muftahu, & Xiaoling (2022)

investigated the use of digital technology among students from the lower

socioeconomic backgrounds in Malaysian higher education institutions. Their results

showed that perceived usefulness and subjective norms significantly influenced the

digital usage of the less privileged students.

Furthermore, in 2021, Ngyuen, Hargittal, & Marler conducted a research study

in which they investigated how the COVID-19 pandemic has impacted the existing

digital inequality by evaluating how socio-demographics and home situations, and

internet experiences and internet skills relate to changes in digital communication.

They also delved into whether digital communication, not only related to the COVID-
 10

19 pandemic, increased or decreased for different groups in the society. Their

analyses found that people with greater existing socioeconomic and digital privilege,

such as younger people, those with higher income and education, and those with

more internet skills and experiences fared better in maintaining communication with

friends and family outside their home. And in turn, those who are disadvantaged and

less privileged didn’t fare as well as their more privileged counterparts. Therefore,

this shows that socioeconomic status is a factor in the digital divide which not only

contributes to the existing digital inequality, but also affects the ICT proficiency of

those who are less privileged.

Geographical Location

Geographical location also plays an important role in digital divide. In the

United States, urban and rural locations have different access to what technology

resources are actually available. Urban locations tend to have better options

whereas rural locals are left with few choices.

According to Obermier et al. (2020), rural areas continue to face digital

inequality. Population from these places experience disparity of service type, price,

and reliability. In comparison, urban areas have access to a myriad of next-

generation advanced information communications technology (ICT). In a study

conducted by The University of Arizona, they have called out the challenges of digital

literacy in terms of the geographical stand of a student in secondary education,

mainly; access to the media instrument, the lack of proper materials and poor

teacher training programs. (Antwi, Bansah, & Franklin 2018).

As the societal importance of Internet access became more evident,

Salemink, Strijker, & Bosworth (2017) state that, “Developments so far indicate that

telecommunication companies will not provide every rural household or business

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with a high-speed internet connection comparable to those in urban areas. Rural

areas are served last, if they are served at all.” Moreover, in a study conducted by

Hollman, Obermier, & Burger (2021), their data findings indicated that there were

differences in Internet connectivity between rural areas and classes of cities.

Furthermore, the data trends began to show that the further one travels west in the

state away from densely populated areas or any city center, the fewer service

providers were available. Thus, the available Internet speed options from the

provider would show a decrease and reported speeds trended in this manner.

In addition, Ramadhanti and Astuti (2022) concluded the same findings in

their research investigation. They stated that, “Indonesian provinces are polarized in

two groups where ICT advanced provinces are likely to be surrounded by other

provinces that are also ICT advanced which are situated in the West, while the ones

in the East are lagging behind.” This means that ICT is more likely to develop in

densely populated, and more urbanized areas.

In different studies conducted by Hamby et al., (2018) and Huffman (2018), it

has been found that remote, rural, and difficult to reach locations have often been

late to reap the benefits of societal advances that provide advantages to mainstream

communities. Due to this geographical issue, some individuals were never exposed

to technology. Those who lived in rural parts were not able to partake in many

aspects of the digital age. Lack of access or cost to establish the necessary

equipment such as cell-phone towers, broadband cables, and Wi-Fi access points

generally made it difficult to gain connection to several aspects of technology.

Lastly, in the perspective of the Covid-19 pandemic last year, Amorighoye

(2020) found that, in the wake of the pandemic where educational systems

transitioned into new methods learning aided by the internet, children in rural and
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underserved communities in Nigeria were mainly left out of this digital transition.

Findings from the TEP Centre (2020) study revealed that a sizeable proportion (28%)

of teachers reported that their students were not actively learning during the

pandemic as a result of inaccessibility of digital tools for learning.

Digital Literacy

As stated by Hämäläinen, De Wever, Nissinen, & Cincinnato (2019), digital

skills are considered to be a prerequisite for the effective use of ICTs in education.

But according to the International Computer and Information Literacy Study (ICILS),

over one-third of the students aged 15 lack basic digital competencies in 9 out of 14

European Union countries (Fraillon et al., 2018). While access is an important aspect

in the process of bridging digital inequality, ICT access and ICT use do not

automatically guarantee that young generations develop advanced digital skills.

Even though the percentage of accessibility issues in digital divide have seen an

improvement over the years, the proficiency rates are still continuing to grow

(Huffman, 2018). Born from the lack of access, the evolving digital divide now

focuses on how well one can use technology (Bozzetto-Hollywood et al., 2018;

Tichavakunda & Tierney, 2018).

According to Burtch and Chan (2019), even when individuals do have equal

access to digital technologies, differences in skills can lead to digital inequalities. As

it continued to evolve, using technology to engage with social media or

entertainment has a stark difference than utilizing high-level programs and functions

to accomplish tasks (Tichavakunda & Tierney, 2018). While it may be as common to

see a child playing with their parent’s smartphone as it is to receive an e-mail from a

senior citizen, it may be unlikely either can perform higher level tasks regarding

technology.
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In a study carried out by Saddiquah and Salim (2017), they noted that majority

of the students have access to computers and internet facilities both at home and in

the universities, as such, they possess some skills such as knowledge of Microsoft

word, Microsoft PowerPoint, searching and browsing on the internet, social

networking, e-mail, uploading file, and video games. Conversely, amidst these

various skills possessed by the students, it is obvious that they lack other skills such

as proper usage of e-library, discussion forums and blogging.

Studies have however revealed that students face series of challenges in

acquiring and utilizing these skills. Anyim (2018) stated that some of the challenges

of acquiring ICT skills include lack of funding, failure of the curriculum to include ICT,

poor attitudes toward acquiring ICT skills, unavailability of training opportunities, poor

ICT facilities, high cost of ICT literacy training and lack of interest in digital

information. Lack of digital literacy impacts the people's ability to derive equal or

optimum benefits from digital services. People with poor digital literacy and skills are

also likely to be more prone to fake news, scams, and cyberattacks, which

compounds issues surrounding digital inequality. According to a report by the

International Telecommunication Union (2021), only 15% of countries have

populations where at least 10% of individuals possess developed advanced digital

skills (e.g., computer program language).

To summarize, digital divide is prevalent in today’s society as technology is

slowly evolving. There are different factors such as socioeconomic status,

geographical location, and digital literacy which can contribute to the inequalities, not

only in the accessibility of digital devices, but also on ICT proficiency. Socioeconomic

status has been seen as one of its main contributing factors, and different studies

have concluded that there is a correlation between a person’s socioeconomic

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standing with digital inequality. It is concluded from various studies that those who

are on the lower brackets of society who get to enjoy less privileges are more prone

to digital divide. Moreover, geographical location is also one factor in the digital

divide. Those who live in rural areas have less internet accessibility than those who

live in urban areas. Lastly, digital literacy is also a factor. It has been concluded that,

while access to digital devices have slowly improved over the years, a good number

of the world’s population cannot use these technologies effectively.

Theoretical and Conceptual Framework

This study is supported Spatially Aware Technology Utilization Model

(SATUM). Spatially Aware Technology Utilization Model (SATUM) enhances prior

digital divide literature by taking into account the spatial factor of the occurrence of

the digital divide. This theory was developed and proposed Avijit Sarkar, James Pick,

and Jeremy Johnson in their paper entitled Africa's digital divide: Geography, policy,

and implications, published on the year 2015.

Pick & Sarkar (2016) states that although demographic, socioeconomic, and

economic development factors are implicitly spatial, prior studies regarding digital

divide have been pretty much silent about the possibility of spatial autocorrelation

existing in the theoretical models. In other words, prior literature is still unable to

answer the question whether the extent of ICT diffusion of a region will affect and be

affected by its surrounding regions which are geographically close to each other.

Thus, based on the finding by Warf (2013) which emphasized the geography factor

of digital divide, SATUM is employed which explicitly considers the spatial effect.

SATUM posits associations of traditionally acknowledged demographic, socio-

economic, economic development, market structure, policy, and infrastructure-

related factors with indicators of ICT adoption and use dependent variables. This
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theory supports research on combined effects of a variety of social, economic, and

political determinants on almost any kind of ICT. In the context of our research study,

this theory is useful so as to take into account the spatial factors such as geography

and socio-economy when it comes to impacting the levels of digital divide in a certain

location.

Several other theories examining digital divide have been posited over the

years. The very first theory regarding digital divide originated from the Adoption-

Diffusion Theory (ADT) developed by Rogers (1962). The core of the theory posits

the process of adopting a specific innovation for use and diffusing its use in a

population of potential users over time. ADT is implemented widely across different

spheres including the process of the diffusion of ICT over time which makes it

applicable to the concept of digital divide.

This theory accounts for adoption of innovative technologies over time. It

focuses the investigator on circumstances in the environment of the innovative

technology that favor rapidity of adoption and an ultimate plateau of adoption. For

digital divide studies, it allows comparison of trajectories of adoption and diffusion

between nations, states, market territories, or between other societal, business, or

governmental units. ADT can help the investigator to account for why a technology is

gaining higher level of adoption in one societal unit versus another. Further, it can

compare the trajectories of a group of technologies over time. Hence, it is strongly

recommended for digital divide studies that aspire to explain or compare the

dynamics of digital divides on the basis of differential adoption and diffusion over

time (Pick, 2016).

Meanwhile, van Dijk (2005) develops a concept regarding digital divide

namely van Dijk’s Model of Digital Technology Access. The difference between this
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theory and ADT is that it serves a more complex theoretical framework and

emphasizes the existence of gaps in regards to access and use of ICT between

individuals. Moreover, the determinants of the gaps existing in digital divide can be

traced through this concept. This theory states that the gap in the personal position

and individual background causes the gap in individual resources which results in

the gap in access to ICT and finally leads in turn to the gap in the participation of

individuals in society. Thus, inequalities in individual characteristics and their position

in society contribute to the access and use of ICT obtained. In addition to individual

characteristics, individual resources are also considered as influencing factors.

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Independent Variable Dependent Variable

Digital Divide ICT Proficiency

Socioeconomic status Basic Information Technology Skills
Geographical location Analysis and Development Skills
Digital literacy Information and Internet Skills

Figure 1. Schematic Diagram of the Study

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The Figure 1 illustrates the conceptual framework which presents a way for

investigating the relationship between digital divide and ICT proficiency among

students.

The independent variable in our study is the digital divide, and it is broken

down into three indicators: Socioeconomic status, Geographical location, and Digital

Literacy. Socioeconomic status refers to the economic and sociological measure of a

person’s work experience or an individual’s or family’s economic access to

resources. Geographical location refers to the physical place in which a person lives.

And digital literacy refers to a person’s ability to effectively use technology in both

technical and cognitive aspects.

The dependent variable in our study is the ICT proficiency which is divided

into three indicators: Basic Information Technology Skills, Analysis and Development

Skills, and Information and Internet Skills. These three indicators are the basis for

the level of ICT proficiency in a student.

Scope and Delimitations

The general intent of this study is to determine the existence of digital divide

in Laureta National High School and how it affects the ICT proficiency of students

using different indicators as basis for investigation, such socioeconomic status,

geographical location, and digital literacy to measure the level of digital divide, and

basic information technology skills, analysis and development skills, and information

and internet skills to measure the level of ICT proficiency.

This study will be conducted in Laureta National High School, focusing on a

sample of 103 students from the senior high school HUMSS strand in the academic

track. Our study does not include elementary and junior high school departments.
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The research design that will be used is the quantitative research design, and the

data will be gathered through the use of survey questionnaires through stratified

random sampling.

Significance of the Study

This study will be greatly beneficial to the following:

Students. This study will serve as reference for students for them to have a

better understanding in relation to ICT, and it will help them improve their ICT skills.

Teachers. This study will help teachers have a better understanding of

student’s proficiency in ICT which will serve as a reference for building a better

teaching strategy in relation to information and communication technology.

ICT Coordinator. This study will serve as a reference to the ICT coordinators

for them to be able to effectively play their roles in the integration and management

of Information Communication Technology (ICT) in schools.

School Administration. This study will serve as a guide for the school

administration to better improve the level and quality of education in terms of ICT

learning.

Department of Education. This study might help in improving the current

school curriculum in order to address the growing technological and digital literacy

gap between students in our country.

Future Researchers. This study can benefit future researchers as it will serve

as a guide to further their knowledge on the digital divide and ICT proficiency.

Definition of Terms

This glossary provides a list of important terms used in the research paper

alongside their operational and conceptual definitions as a guide for the readers to

better understand the research.

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Digital divide. Refers to the obvious gap of those who have access to

computers and the internet, and those who have restricted access (Hanna, 2021). In

this research, we used this term in relation to addressing the economic and social

inequality regarding to student’s access to information and communication

technologies.

Digital literacy. The ability to competently manage, understand

communicate, and create information with appropriation (UNESCO Institute for

Statistics, 2018). Specifically, in this study, the term was used to assess the level of

students’ skills in the areas of information and communication technologies.

ICT Proficiency. This is the ability to use a range of digital devices,

applications, software, and services confidently. While also being able to adapt to try

out new technologies (Queen’s University Belfast). In this study, the term is being

utilized as the basis of a student’s high understanding and efficient capabilities in

using different forms of technology.

Geographical location. A specific point or areas on the Earth’s surface that is

defined by its coordinates in longitude and latitude or by its physical or cultural

features (Mumson, 2018). The term was used in this research as a factor affecting

the attainability of a student to access information and communication technologies

due to rural living areas.

Socioeconomic status. It is the position of an individual or group on the

socioeconomic scale, which is determined by factors which are stated as income,

level and quality of education attained, type, and prestige of occupation, place of

residence, ethnic origin or religious background (American Psychological

Association, 2022). In this study, the term refers to the income rate per family that
 21

supports the provision of any digital device for student’s utilization in educational

activities.

Chapter 2

METHODOLOGY

Research Design

The study employs the quantitative research design. Quantitative methods

emphasize objective measurements and the statistical, mathematical, or

numerical analysis of data collected through polls, questionnaires, and surveys, or by

manipulating pre-existing statistical data using computational techniques.

Quantitative research focuses on gathering numerical data and generalizing it across

groups of people or to explain a particular phenomenon (Babbie, 2010).

More specifically, this research employs the descriptive-correlation design.

The descriptive correlational research design is a type of research design that tries

to explain the relationship between two or more variables without making any claims

about cause and effect. It includes collecting and analyzing data on at least two

variables to see if there is a link between them (Bhat, 2022).

The concept used in this research is gathered by the indicators of its

independent variable and dependent variable. This design specifies the area in

which researchers select a subset of students from the population falling under the

curriculum of the variables (Thomas, 2020). The data is collected from the chosen

qualified respondents at a certain time. The study puts emphasis in the correlational

dimension where students receive hindrances to such variables. Limited resources

and financial availability are also taken into account in the time frame of data

collection for this research.

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As a result, the method used in the research is only relevant to what data

researchers need. This study will provide the necessary analysis in matters of

enhancing the trajectory of proficiency skills in the areas of technology. The

researchers will also mention the precautionary measures to be used for the better

usage of technical facilities used in the daily lives of the students which concludes

the main reason of conducting this study.

Respondents of the Study

The respondents of this study are Grade 11 and Grade 12 Senior High School

students of Laureta National High School in the Humanities and Social Sciences

(HUMSS) strand in the academic track. They are the target respondents as they are

more accessible to us researchers as senior high school students. Senior high

school students are also ideal for measuring ICT skills compared to other year level

because of the subject, Media and Information Literacy (MIL). Moreover, the

selection of respondents is based on the Slovin’s Formula Sampling Method. Slovin's

Formula is used to calculate the sample size (n) given the population size (N) and a

margin of error (e) of 0.05.

N
Slovin’s Formula: n = 2
1+ Ne

Table 1. Population & Sample of Grade 11 and 12 Senior High School Students of

Laureta National High School

Year Level/Section Strand Population Sample

11 – Del Pilar HUMSS 25 19

11 - Luna HUMSS 27 20

12 - Magsaysay HUMSS 40 30

12 - Osmeña HUMSS 46 34
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Total: 138 103

Obtaining Sample:

Sample of the Population

N
Formula: n= 2
1+ Ne

Solution:

138 138 138 138

n= 2 n= n= n=
1+ 138(0.05) 1+ 138(0.0025) 1+ 0.345 1.345

n = 102.60 approximately 103

Sample per Section

P x (n)
Formula: =
N n

P = Population per section

N = Total population

n = Total sample

x(n) = Sample per section

GRADE 11 – DEL PILAR SAMPLE

25 x (1)
= =
138 103

= (103) 25 = 138 (x1)

2575 138 (x 1)
= =
138 138

x1 = 18.65 approx. 19
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GRADE 11 – LUNA SAMPLE

27 x (2)
= =
138 103

= (103) 27 = 138 (x2)

2781 138( x 2)
= =
138 138

x2 = 20.15 approx. 20

GRADE 12 – MAGSAYSAY SAMPLE

40 x (3)
= =
138 103

= (103) 40 = 138 (x3)

4120 138(x 3)
= =
138 138

x3 = 29.85 approx. 30

GRADE 12 – OSMEÑA SAMPLE

46 x (4)
= =
138 103

= (103) 46 = 138 (x4)

4738 138(x 4)
= =
138 138

x4 = 34.33 approx. 34

This study specifically uses Stratified Random Sampling which is a method of

sampling that involves the division of a population into smaller subgroups known as

strata. In stratified random sampling, or stratification, the strata are formed based on

members’ shared attributes or characteristics (Hayes, 2023).

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In the context of this study, we divided the senior high school HUMSS

population into year levels in which we will pick random respondents in accordance

to the specific sample size that we have calculated. In addition, the respondents

must be bona fide students of Laureta National High School, specifically Grade 11

and Grade 12 students of the senior high school Humanities and Social Sciences

(HUMSS) strand.

Research Instrument

In the data collecting procedure, the study will use a combination of

standardized and self-prepared questionnaires. The survey questionnaires will be

given to the 103 respondents of the study. The survey questionnaires will be divided

into three (3) parts.

The first part will be the profile of the respondents such as age, gender, year

level, and academic track/strand.

The second part will be the Digital Divide questionnaire, intended to answer

the levels of digital divide amongst the respondents. It will include three (3)

indicators, namely: socioeconomic status, geographical location, and digital literacy.

It will consist of three (3) statements each, which will total to nine (9) statements.

And the third part will be the Computer Literacy (ICT proficiency)

questionnaire developed by Murat & Egemen (2016). The questionnaire will include

three indicators, namely: basic information technology skills, analysis and

development skills, and information and internet skills. Consequently, it will consist of

three (3) statements each, which will total to nine (9) statements.
 26

Table 2. Proposed Research Questionnaire for the Levels of Digital Divide in

HUMSS Students

Statements Strongl Agre Neutra Disagre Strongly

y Agree e l e Disagre

1. I have a personal
computer/laptop.
2. I own a smartphone.

3. I have access to a printer

any time.
4. I have fast internet
connection in our house.
5. Our household has Wi-Fi
connection.
6. There is a computer shop
near our house that I can
access any time.
7. I can easily use the basic
features of a smartphone.
8. I know how to operate a
printer.
9. I can easily use a
computer when needed.
 27

Table 3. Information Technologies Literacy Questionnaire (Murat & Egeman,

2016)

Statements Strongly Agree Neutral Disagree Strongly

Agree Disagree

1. I am good at running a
computer and software.
2. I am good at using word
processors, spreadsheets,
and presentation
programs.

3. I can do the advanced

features easily which are
common in most software.
4. I am good at advanced
document formatting
tasks.
5. I am good at preparing
simple slide shows.
6. I am good at designing
slides using multimedia
elements (audio, video,
etc.)
7. I am good at surfing the
internet.
8. I am good at doing
research on the internet.
9. I can communicate with
others easily via e-mail or
 28

social media.

Data Gathering Process

In gathering the data, the researchers will first identify the respondents of the

study. A survey questionnaire will then be prepared, consisting of a set of questions

that aligns with the statement of the problem. The created research questionnaires

will be submitted for feedback and approval. Once the research questionnaires are

validated, a letter of request to conduct the study will be prepared and submitted to

the school administration.

Upon approval, the researches will then begin to distribute the survey

questionnaires to both Grade 11 and Grade 12 HUMSS students of Laureta National

High School. 39 survey questionnaires will be distributed to Grade 11 HUMSS

students and 64 survey questionnaires will be distributed to the Grade 12 HUMSS

students. Attached in the questionnaires are informed consents for the respondents

which indicates and confirms their voluntary participation in the study. The

questionnaires will be distributed face-to-face.

After the respondents have answered the questionnaires, the researchers will

then interpret the data collected. The researches will seek the help of a statistician to

verify the appropriate statistical tools needed in interpreting the data. After

interpreting the data, the researchers will then come up with a conclusion for the

study, based on the collected data.

Statistical Treatment of the Data

After gathering the data necessary, they will be subjected to statistical

treatment. In this research, the following statistical procedures were used to interpret
 29

the data gathered from the respondents of the study:

1. Simple Percentage. It refers to a special kind of rates, percentage are used

in making comparison between two or more series of data, and is computed

using the following formula:

F
P= (100)
N
Where:
P = Percentage
F = Frequency for each category
N = Total number of respondents
100 = constant multiplier

2. Weighted Mean. This statistical tool will be used to compute for the weight of

the responses in the questionnaire that will be assigned by the respondents

during the data gathering procedure. The formula for the weighted mean is as

follows:

∑ FW
WM=
N

Where:

WM = Weighted mean
∑ = Summation symbol
F = Frequency for each option
W = Assigned weight
N = Total number of frequencies
 30

The following are the corresponding verbal interpretations for the weighted mean:

Weighted Mean/Equivalent Corresponding Remarks

4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree

2.61 – 3.40 Neutral

1.81 – 2.60 Disagree

1.00 – 1.80 Strongly Disagree

3. Likert Scale. The following Likert Scale serves as the guide for interpreting

the data gathered:

Scale Weighted Mean/Equivalent Corresponding Remarks

5 4.21 – 5.00 Strongly Agree

4 3.41 – 4.20 Agree

3 2.61 – 3.40 Neutral

2 1.81 – 2.60 Disagree

1 1.00 – 1.80 Strongly Disagree

4. Pearson Correlation Coefficient. In statistics, the Pearson correlation

coefficient is a correlation coefficient that measures linear correlation between

two sets of data. This research uses the Pearson correlation coefficient to test

whether there is a significant relationship between two variables. And it uses

the following formula:

 31

n (∑ xy)−(∑ x )(∑ y )
r=
√¿ ¿ ¿ ¿

Where:
n = Quantity of Information
∑ x = Total of the First Variable Value
∑ y = Total of the Second Variable Value
∑ xy = Sum of the Product of First and Second Value
2
∑ x = Sum of the Squares of the First Value
2
∑ y = Sum of the Squares of the Second Value

5. t-test for the Correlation Coefficient r. This will be used by the researchers

to test the null hypothesis stated in this study using the computed value of

coefficient r. It uses the following formula:

r− p
t= ; df =n−2

√
2
1−r
n−2

Where:
t = computed t-score
r = computed correlation coefficient r
p = p-value from the table or critical values
n = number of parts
df = degrees of freedom

Ethical Considerations

Research ethics plays a big role in protecting the dignity of subjects and the

publication of the information in the research. It helps researchers to know the

components in conducting their research study.

The major ethical issues in conducting our research are the following:
 32

Data Privacy Act. In accordance to the Philippine Data Privacy Act (DPA) of

2012, which protects the personal information of its citizens from being disclosed

without its consent, the researchers will hand out informed consents to the students

to seek for their approval in using their personal data in research.

Justice. This pertains to the respondents’ right to fair treatment and right to

privacy. The right to fair treatment also relates to researchers treating those who

decline to participate in a study fairly without any prejudice (Cassell, 2000). In this

research study, the researchers scrutinize the selection of research respondents to

determine whether they are selected fairly and to eliminate any forms of bias.

Beneficence. Beneficence refers to acting in such a way to benefit others

while promoting their welfare and safety (Beauchamp, 1990). In this research, the

researchers will ensure that these potential risk and benefits will explicitly appear in

the written informed consent document used in the study. The researchers will

implement specific protections to minimize all forms of discomfort and harm to align

with the principle of beneficence, in a way that protects the respondents from

exploitation. Any information provided by respondents through their study

involvement will be protected.

Nonmaleficence. Nonmaleficence ethics state that research should not

purposely cause harm. In line with this concept, the researchers will ensure that no

harm—whether physical or psychological—will come to the respondents involved in

the study.

Full disclosure. Disclosing individualized research results is important not

only to benefit respondents, but also to promote their autonomous decision-

making (Shalowitz and Miller, 2005). The researchers will ensure that the research

will be fully described the nature of the study, the person's right to refuse
 33

participation, the researcher’s responsibilities, and all the likely risks and

responsibilities.

Harm. Harm can be both physical and/or psychological and therefore can be

in the form of: stress, pain, anxiety, diminishing self-esteem or an invasion of privacy.

In this research study, it is the imperative that the process does not, in any way, harm

the respondents.

Autonomy. To ensure respondents have the autonomous right to self-

determination, the researchers will ensure that potential respondents understand that

they have the right to decide whether or not to participate in research studies

voluntarily and that declining to participate in any research will not affect in any way

their access to current or subsequent care (Barrow et al., 2022).

Coercion. Coercion refers to threats of penalty, whether implied or explicit, if

respondents decline to participate or otherwise opt-out of a study. To ensure that the

research follows the ethical standards and procedures, the researchers will ensure

that the coercion of potential respondents into agreeing to participate in studies will

not take place.

Deception. Deception is when a researcher gives false information to

subjects or intentionally misleads them about some key aspect of the research. This

could include feedback to subjects that involves creating false beliefs about oneself,

one's relationship, or manipulation of one's self-concept.

Social Values. Through the survey we will conduct with the

respondents/respondents, the researchers will draw out the best recommendation

and conclusion for the study that would be beneficial to the respondents. The

researcher will ensure that the result of the study will be very valuable to both the

students and the administration.

 34

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