DIGITAL TECHNOLOGY USAGE AND ACADEMIC PERFORMANCE

OF COMMUNICATION STUDENTS

Cañale, Paul John

pauljohn.canale@hcdc.edu.ph
Panerio, Brent
brent.panerio@hcdc.edu.ph
Wagas, Ma. Alexis Andrea
ma.alexisandreas.wagas@hcdc.edu.ph

INTRODUCTION

In an era marked by the rapid proliferation of digital technology, the way

individuals communicate, interact, and learn has undergone a transformative
shift. This wave of technological advancement has not only revolutionized the
methods of communication but has also significantly impacted various facets of
education. The potential of digital technology to reshape educational landscapes
is immense. The society of today and inevitably in the future is and will be one
primarily based on this development. With availability and access to an abundant
amount of digital technologies, society is now being transformed to Knowledge or
Information Society.
In the realm of education, this phenomenon presents both challenges and
opportunities internationally. The rapid integration of digital technology into
communication processes has sparked both excitement and apprehension. In a
study by Smith (2017), it was found that communication students who regularly
engaged with online collaborative platforms showed improved performance in
group projects due to enhanced teamwork and knowledge sharing facilitated by
digital tools. However, conflicting results were reported by Anderson and Brown
(2018), who discovered that excessive use of digital technology, led to distraction
and hindered students' ability to comprehend and retain course material and
negatively affected their overall academic performance.
The widespread integration of digital technology has brought about a
fundamental change in the educational scene. Educational institutions are using
a wide range of digital tools to improve learning experiences, encourage
collaboration, and adjust to the changing demands of students as the world
grows more linked and information-centric. This paradigm change has created a
dynamic environment in which interactive apps, online learning platforms, and
artificial intelligence are essential components. Examining the complex effects of
digital technology on education becomes essential in this environment. This
study explores the various ways that digital technology is used in education and
looks at how it affects institutional practices, student involvement, and
pedagogical approaches.
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The integration of data in learning and education has become essential,

as Siemens and Long (2011) rightly pointed out, piercing the veil of conventional
teaching techniques and giving teachers information that can inform more
successful instructional strategies. From the rise of massive open online courses
(MOOCs) to the infusion of virtual and augmented reality into classrooms Gee
(2007); Dede (2009), the educational environment is seeing a fundamental
upheaval. Using key works and recent developments in the area, the goal of this
investigation is to clarify how digital technology is influencing education in the
modern day.
With the growing availability of technology, students are navigating a
digital landscape that significantly impacts their educational journeys. To
enhance learning outcomes, educators, policymakers, and institutions must
comprehend the effects of digital technology on academic performance. It makes
it possible to pinpoint practical methods for utilizing technology's advantages, like
interactive resources, collaborative platforms, and individualized learning while
reducing its disadvantages, such as distractions and information overload. In
order to promote a well-rounded and informed approach to education and
guarantee that students possess the skills necessary to use technology as a tool
for academic success in a constantly changing educational environment, it is
imperative to acknowledge and address this connection.
In the Philippines, several studies have conducted and highlighted the
effects of digital technology on the academic performance of communication
students particularly. A study by Santos and Reyes (2018) found that students
who actively engaged with multimedia resources demonstrated higher levels of
understanding and participation in class discussions. Additionally, Cruz (2020)
indicated that communication students who utilized and engaged digital tools for
collaborative projects displayed enhanced teamwork skills and produced higher-
quality academic results. However, the real challenge lies in guiding students to
navigate this abundance of information and utilize digital tools effectively for their
educational advancement.
Numerous studies conducted within the Mindanao region underscore the
constant connectedness through digital technology on academic performance
and research by Santos et al. (2019) demonstrated that students who actively
engaged with online learning platforms exhibited higher levels of motivation and
academic achievement. Furthermore, collaborative projects facilitated by digital
tools, as highlighted in the work of Lim and Gomez (2020), led to enhanced
critical thinking skills and improved learning outcomes. While constant
connectedness brings benefits, it also poses challenges. Mindanao-based
studies like Dela Cruz (2021) identified concerns related to digital distractions
and information overload. To address these challenges, local educational
institutions have initiated digital literacy programs and workshops, as seen in the
case of Mindanao University (Dizon, 2022), to empower students with skills for
responsible and effective technology use.
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With the extraordinary rise in the use of digital tools and platforms, it is
more important than ever to understand how new technology affects students'
academic achievement. Notably, the seminal work of Selwyn (2016) underlines
the necessity for a broad investigation of the ways in which digital technologies
influence all elements of education. In online learning environments, distractions
and multitasking can make it difficult to concentrate and stay focused, which can
have an impact on academic engagement and retention of material (Junco &
Cotten, 2012). In addition, issues with digital literacy and information overload—
discussed by Bennett and Maton (2010)—make it harder to go through and
assess the large amount of information available online. Students' anxiety levels
are also increased by privacy and cybersecurity concerns, which affects how
they use digital technologies (Selwyn, 2016).
While technology offers abundant resources, it's imperative to guide
students in cultivating digital literacy, critical thinking, and responsible online
behavior. Among the most impacted groups are communication students, those
individuals who are not only consumers of digital communication but are also
future professionals in the field. This study delves into the intricate relationship
between digital technology use and academic performance among
communication students, seeking to unravel the multifaceted ways in which they
engage with and adapt to these technological tools most especially in their
academic performances.
The gap in existing research lies in the need for a nuanced understanding
of the specific mechanisms through which digital technology influences academic
performance. While there is a substantial body of literature on the broad topic,
there is a dearth of comprehensive studies that delve deeply into the diverse
aspects of this relationship. However, despite the growing importance of this
topic, there exists a notable gap in the literature that warrants urgent attention
and further research.
By offering insights into the ways in which digital tools can be harnessed
to enhance learning experiences, this study contributes to the broader discourse
on effective technology integration in education. By addressing these specific
research gaps, scholars can contribute valuable knowledge that informs
evidence-based practices, shaping the effective integration of technology into
education and ultimately improving academic outcomes for students in the digital
age. Ultimately, this study aims to explore how communication students can
harness constant connectedness through digital technology to make informed
choices about their learning.
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Significance of the Study

This research study can provide insights into effective strategies for
integrating digital technology in education and enhancing student's digital
literacy, ultimately shaping their future careers in a technology driven world. The
study of digital technology’s impact on the academic performance of
communication students is crucial in several ways. It can reveal how technology
affects information consumption, communication skills, and learning strategies.
Understanding this relationship can lead to the development of more effective
educational approaches, the identification of potential challenges posed by
technology, and the enhancement of students' digital literacy.
Understanding how communication students use digital technology for
learning can (1) reveal their preferences, habits and strategies. This contributes
to the broader body of knowledge about the intersection of technology and
education, advancing our understanding of how digital tools shape learning
outcomes, (2) this can also reveal challenges students face when integrating
technology into their academic routines. Addressing these challenges could also
empower communication students to engage interactive simulations, helping
them grasp complex concepts and reinforce their learning. (3) for parents,
research in this field can assist parents in recognizing indicators of scholastic
difficulties linked to particular digital technology usage habits. When these
problems are identified early on, parents can take proactive measures to support
their child's academic path by seeking out extra help or changing technology-
related behaviors. When parents are aware of how digital technology affects
academic achievement, they may interact with instructors more productively.
School Administrators. The study's results can inform curriculum updates,
ensuring that communication programs stay relevant in an increasingly digital
world. This adaptation can equip students with skills that are directly applicable to
their future careers. Also, it can help educators tailor their teaching methods to
better align with the technological landscape.
Communication Faculty. The school faculty can make informed decisions
based on data-driven insights and allocating resources effectively. They can also
implement appropriate policies, and continuously improve the learning
experience.
Communication faculty can address the disadvantages of digital technology by
incorporating explicit guidelines on technology use, emphasizing digital literacy,
and fostering active learning strategies, such as providing regular check-ins and
feedback can further contribute to a balanced and focused learning environment
and to minimize distractions and enhance student engagement with course
content.

Communication Students. The communication students can adjust

communication tactics, successfully use digital technologies, and examine media
consumption trends.
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Future Researchers. Researchers can devise plans to improve

instructional methodologies, establish efficient digital tools, and produce
individualized learning environments for students. Digital tools provide
researchers with online access to vast repositories of scholarly articles,
databases, and resources, allowing them to stay updated on the latest research
findings and build upon existing knowledge more effectively. Additionally, they
can find ways to leverage technology to boost student engagement, motivation,
and active learning, resulting in better academic results.
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Theoretical Framework

This study is supported by the theory of George Siemens and Stephen

Downes' Connectivism theory (2005). This theory explains the idea that learning
occurs through networks and connections. It recognizes the impact of technology
and the digital environment on how we acquire knowledge. Connectivism theory
also highlights that learning doesn't just happen within an individual's mind, but
also through interactions with others, technology, and information sources.

This theory emphasizes the importance of staying connected to diverse

sources of information and leveraging those connections to continually adapt and
learn in an ever-changing world. With this theory, it is clearly understandable that
digital technology has an integral part in an individual's learning process.
Connectedness through the use of technology promotes collaboration and
discussions, problem-solving, and making sense of information.
Communication is inherently social, and the connectivism theory aligns
well with the collaborative nature of communication studies. By embracing the
principles of connectivism, students can cultivate a networked approach to
learning, collaborating with peers and professionals to enhance their
understanding of communication theories, strategies, and technologies.
This study will further anchor the theory of reasoned action by Ajzen and
Fishbein (1975). This theory explains and predicts human behavior based on an
individual's attitudes regarding the use of certain technology. In essence, it
suggests that people's behavioral decisions in utilizing digital technology is
influenced by their intentions, which are shaped by their attitudes towards the
behavior and the perceived social norms associated with it. For instance,
considering adopting a new app or digital service, a person's beliefs about the
benefits of using it, their perception of what others think about its use, and their
confidence in using it successfully can influence whether they will actually start
using it.
For communication students, this means that their intentions to use digital
technology for academic purposes, influenced by their attitudes, subjective
norms, and perceived behavioral control, are indicative of their subsequent
actions. Positive intentions to effectively integrate digital tools into academic
activities, driven by favorable attitudes and supportive subjective norms, are
likely to correlate with improved academic performance. By examining these
components, educators and institutions can tailor interventions to address
specific challenges, enhance positive attitudes, and empower students with the
skills needed to navigate the digital landscape successfully.
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Conceptual Framework

Independent Variable Dependent Variable

Level of Digital Technology Academic Performance of
Usage Communication Students

Technologies in School Academic Performance

Digital Literacy Skill Engagement Level
Social Media Engagement Self-Directed Learning

Figure 1. Conceptual Framework of the Study

Figure 1 shows the Conceptual Framework in this study based on the

concept of digital technology, and students’ academic performance with the help
of technology. The Level of Digital Technology use can have a potential
beneficial effect on technology on schools’ teaching and learning has been
commonly recognized in this literature (Voogt. Knezek, Cox, Brummelhuis,
2013).

Statement of the Problem

The study solely focuses on the relation between the level use of
technology and its effects to the academic performance of students. The study
only considers the technologies used by students in their academic activities
such as: gadgets (e.g., mobile phones, laptops, computers) and the Internet.

1. What is the level of digital technology use of the respondents in terms

of:
1.1. Technologies in school
1.2. Digital Literacy Skill
1.3. Social Media Engagement
2. What is the level of academic performance of the respondents in terms
of:
2.1. Academic Performance
2.2. Engagement Level
2.3. Self-Directed Learning
3. Is there a significant relationship between the level of technology use
and academic performance of the respondents?
4. Is there an indicator of technology use that significantly influences
academic performance among the respondents?
Hypotheses

Ho 1 : There is no significant relationship between the level of technology use

and academic performance of the respondents.
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Ho 2 : there is no indicator of technology use that significantly influences

academic performance among the respondents.
Review of related literature

This chapter presents literature which best describes the variables of the
study and it also cites several researchers and studies which serve as the basis
of the said study.

Technology Use in the Academe

Kaware (2015), integrating digital technology into teaching and learning is

no longer a new venture for schools. Since the 1900s, administrators and
schools have grappled with how technical improvements such as video and
audio recordings, email and teleconferencing can be used effectively to increase
or change regular methods of instructional transport Kaware, et al. (2015). The
use of computers, mobile devices and the Internet is currently at its greatest point
and is anticipated to continue to rise as technology becomes more available,
especially to users in developing nations. There are two kinds of positive effects
of digital technologies can be recognized: (i)(enhancing student performance,
including elements such as ICT skills growth and academic performance in
fundamental topics, and (ii) improving and introducing fresh teaching and
learning procedures Bilbao-Osorio & Pedró (2009).

Most students find that they can use digital technology and will have
access to it at home, and many of them use it for educational purposes Erlich
(2013). It has been found that those in authority positions at schools are
responsible for setting technology use standards. But there was an inconsistency
over how much digital technology is actually used for instruction throughout all
schools participating in the study. The variation in the use of students and
teachers in the various schools is directly related to technology culture. Learning
how to teach in a way that will better serve their students is important for the
future generation of teachers. Education for teachers starts at the college level.
The number of universities and colleges using electronic learning (or e-learning)
has increased, although there is a gap in student adaptability research. Park
(2009). Occasional users of technology have found it difficult to implement
teaching technology, while regular users of digital technology have felt successful
in creating a technology-enhanced environment Meyer, et al. (2011.)

Technologies in School

The universal growth of digital technology usage in school among tertiary

students has been linearly associated with academic performance. As digital
technology use continues its constant growth, its application among tertiary
students is inevitable. Its influence on academic performance turns out to be an
ever more important question to think about. Additionally, the empirical results of
the study demonstrated that the moderating effect of innovation characteristics
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between digital technology usage and academic performance was stronger. The
results revealed that its uses for educational purposes positively related to
academic performance. It also demonstrated that it can negatively affect
academic performance. This study reveals that the age and level/year of tertiary
students as well as prior experience of computer usage have no significant
influence on perceived usefulness of a computer. The study also indicates that
both perceived usefulness and perceived ease of use had a significant effect on
the attitude of students towards their technology usage.

Digital Literacy Skills

Digital literacy skills hold growing significance for digital inclusion and
citizenship. Many individuals assume a grasp of computer and internet usage for
basic tasks. However, those lacking digital literacy remain excluded from the
digital realm Orrick, 2011; Seale (2009; Van Dijk (2006). Inadequate skills and
knowledge in operating ICTs pose a crucial hurdle to advancing digital literacy.
The divergence in ICT use across various activities sparks concern regarding the
digital literacy gap, furthering the divide between information-savvy and
information-limited populations Seale (2009); Selwyn (2006); Van Dijk (2006).
The digital literacy divide is viewed as a significant issue of social equity in
the digital era Seale (2009). Individuals in marginalized situations often exhibit
limited digital literacy, which contributes to this gap Hadjerrouit (2010); Junge &
Hadjivassiliou (2010). The importance of addressing the digital literacy divide lies
in the fact that those lacking digital skills can face increased marginalization,
given the growing reliance on the internet for information, communication,
business, and societal functions. To narrow this divide, digital literacy education
(DLE) plays a pivotal role, especially for those lacking digital skills Hohfeld et al.
(2008); Seale (2009). DLE aims to support learners in developing knowledge and
skills, enhancing their digital literacy through education and practical experience.
Social Media Engagement
Rouis, Limayem & Salehi-Sangari (2011) effectively observe that the
extent of cognitive absorption dictates how often and for how long social media is
used. However, they add that the level of cognitive absorption is influenced by
factors such as self-control and personality traits. Although multitasking skills
have no impact on reducing social media usage frequency, they do moderate the
effects of social media on student performance by adjusting cognitive absorption.
This study also reinforces the common conclusion found in numerous well-
structured studies: the use of social networking sites generally does not
significantly harm students' academic performance. They further suggest that
other factors like social media addiction, excessive internet usage, chatting, and
cognitive absorption linked with the internet or specifically social networking site
usage may contribute to lower academic performance.
Kaiser Family Foundation (2010), serves as a noteworthy exploration into
the media behaviors of adolescents. While it doesn't adhere to the conventional
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research article format, the report offers an extensive examination of the

multimedia landscape that shapes the lives of young individuals between the
ages of 8 and 18. By meticulously documenting the time spent on various forms
of digital media, the report sheds light on the pervasive nature of media
consumption among adolescents, encompassing both educational and non-
educational content.
This comprehensive resource provides valuable insights into the potential
impact of digital media consumption on the academic lives of adolescents. It
outlines patterns of media engagement, highlighting the diverse array of media
content that captures the attention of young individuals. By considering the
intricate relationship between media habits and academic outcomes, the report
contributes to a nuanced understanding of the role that digital technology plays in
the educational experiences of the younger generation. Educators, researchers,
and policymakers can draw upon the findings of this report to inform strategies
that acknowledge and address the multifaceted influence of media consumption
on the academic lives and overall well-being of adolescents.
Academic Performance

Without students, school, colleges and universities have no value. For any
educational institution, students are the most valuable assets. The country's
social and economic development is directly related to academic performance of
students. The performance of the students (academic achievement) plays an
important role in producing the highest quality graduates who will become the
country's leader and manpower responsible for the economic and social
development of the country. Measurement of student academic performance in
previous research has received considerable attention, it is challenging aspects
of academic literature, and the performance of students is affected by social,
psychological, economic, environmental and personal factors. These factors
have a strong influence on student performance, but these factors vary from
individual to individual and from country-to-country Ali, et.al (2009).

Engagement Level
Utilizing digital technology for delivering content, connecting learners, and
enabling flexible learning experiences is on the rise. However, maintaining
student engagement in technology-mediated learning is a challenging task
Charles R Graham (2015). It's crucial to incorporate instructional methods that
foster higher engagement in order to make the most of digital educational
technologies. To assess how innovative instructional methods impact learning,
it's important to have effective indicators of student engagement. These
indicators should be adaptable to the specific challenges posed by technology-
mediated learning, such as remote or blended learning scenarios Halverson
(2017).
In this review, we explore existing approaches for gauging engagement in
technology-mediated learning. We pinpoint the strengths and weaknesses of
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current measures and propose potential strategies to enhance the assessment of

student engagement. Our aim is to aid researchers, educators, designers, and
others in identifying effective means to conceptualize and measure student
engagement within technology-mediated learning environments.
In the study conducted by Wang, Z., Tchernev, J. M., and Solloway, T.
(2012), titled "A dynamic longitudinal examination of social media use, needs,
and gratifications among college students," published in Computers in Human
Behavior, the researchers delve into the intricate dynamics of social media usage
within the college student demographic. The study takes a longitudinal approach,
offering a comprehensive exploration of how the patterns of social media
engagement evolve over time among college students. By narrowing its focus to
social media, the research aims to unravel the complex interplay between
students' usage of these platforms and their academic needs, providing a
nuanced understanding of the potential influences exerted by social media on
academic performance.
The study's emphasis on the evolving nature of social media habits allows
for a dynamic examination of this digital phenomenon, capturing not only static
snapshots but also the changing landscape of students' online interactions
throughout their academic journey. By shedding light on the relationship between
social media use and academic needs, the research contributes valuable insights
into the multifaceted ways in which these platforms intersect with the educational
experiences of college students. This knowledge is crucial for educators,
administrators, and researchers seeking to comprehend the evolving role of
social media in the lives of students and its potential implications for academic
performance.
Self-Directed Learning
A significant amount of time is spent by most students in gaining
knowledge and acquiring new skills. The speed of change, the ongoing
generation of fresh knowledge, and the expanding accessibility of information
necessitate these acquisitions when using digital technology R Hiemstra (1993).
A substantial portion of this learning occurs based on the individual's initiative,
even if it occurs within formal learning environments.
This kind of learning is commonly referred to as self-directed learning. In
essence, self-directed learning encompasses any approach to studying where
individuals primarily take charge of planning, executing, and sometimes
evaluating their efforts. A majority of individuals express a preference for
assuming such responsibility whenever feasible. This piece provides an overview
of information pertaining to the statements mentioned above.
Technology Usage and Attitude Scale (MTUAS), Self-Rating Scale of Self-
Directed Learning (SRSSDL), and student version of Utrecht’s Work
Engagement Scale (UWES-S). The results showed that use of technology has a
direct positive relationship with students’ engagement and self-directed learning,
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however, no significant direct effect was found between technology use and
academic performance. The findings point towards the complex interchange of
relationships of the students’ technology use with student engagement, self-
directed learning and academic performance.
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Method

Research Design. This study will utilize quantitative research by means of

correlational predictive design which aims to describe the relationship among
variables rather than to infer the cause-and-effect relationships. Descriptive
correlational studies are useful for describing how one phenomenon is related to
another in situations where the researcher has no control over the independent
variables, the variables that are believed to “cause or influence” the dependent or
outcome variable of the study Lappe (2000).

Respondents. Through purposive sampling, the respondents of this

research are identified to be Communication Students of tertiary educational
institution in Davo City. enrolled in the first semester of academic year 2023 -
2024. They are chosen as respondents because they possess the necessary
information about the subject being investigated upon.

Research Instrument. The researchers will design a survey questionnaire

as the data collection instrument for this study. The survey question aims to
extract relevant information concerning one’s level of technology use and
academic performance of communication students.

Survey Scale
Instructions: This assessment contains a number of statements about the
level of Digital Technology Usage of Communication Students. Read each
statement carefully and decide how well it describes your level. Check the cell
that corresponds to your preference.

For each statement are four (4) possible responses:

Range Description Interpretation

4 Always Very High Level of

Technology Usage
3 Sometime High Level of
Technology Usage
2 Rarely Low Level of
Technology Usage
1 Never Very Low Level of
Technology Usage
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Ethical Considerations
This part addresses the distinct moral factors and principles that the
researcher will uphold and implement during the study. Ethical standards are
crucial in research to guarantee that investigations are carried out in a way that
respects, treats fairly, and is equitable to all involved parties, which include
research participants, researchers, and society at large. Additionally, the
researcher will follow the ethical directives set by the Philippine Health Research
Ethics Board (PHREB, 2017). The measures that the researcher will take, the
nine ethical considerations, are in line with the PHREB’s and HCDC-REC’s
goals. The researcher will protect and respect the respondents’ rights and roles
and ensure a balance between the two parties.
Social Value. This study focuses on how various forms of
technology are incorporated into learning environments and how they
affect academic performance overall, student learning, and student
achievement. In order to improve the educational experience in schools,
colleges, and universities, this study investigates the use of digital tools,
online resources, and cutting-edge teaching techniques. The results can
be utilized to enhance efforts that promote the development of school
administrators’ research skills, leading to significant research
advancement. This study can give school administrators insightful
knowledge and practical skills they can use to boost communication,
improve educational outcomes, and maintain the overall efficacy and
efficiency of their educational institutions. Communication students can
benefit from the skills, resources, and knowledge they need to flourish in
their studies and get ready for successful jobs in a profession that is
continually expanding by studying how technology affects academic
achievement. Furthermore, this study has the potential to serve as a tool
for educators to evaluate their own attitudes, self-efficacy, and research
capabilities, thus fostering research growth. In the study, the researchers
ensured to follow and observe all ethical considerations in the entire
research process. The researchers will make sure that the study contains
the social value required.
Informed consent. To ensure that the respondents will be treated
fairly, kindly, and with respect, informed permission is sought prior to data
collection. A signed consent form will be secured before taking the survey
questionnaire. This is done in an effort to uphold the respondents' rights
as autonomous people. The respondents can participate in this case freely
and without worrying about consequences. In this study, respondents will
be given consent papers that will be distributed face-to-face by the
researcher before they participate in the data collection. Additionally, the
main objective of informed consent is for participants to decide for
themselves whether or not to engage in the study, therefore the
researcher makes sure that the information is clear. The respondent will
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be made aware of the study's objectives, the relevance of its results, and
any possible drawbacks to participating. The researcher guarantees that
he will give respondents more information that is appropriate for them if
they develop dissatisfaction while participating. Respondents are free to
revoke their responses at any moment and for any reason. According to
the informed consent forms, participants' decisions won't have an effect on
their participation in future services or their ties with the researcher or
research organizations involved.
Risks, Benefits, and Safety. The researchers will provide the
rights, safety and well- being of the research respondents. If there are any
possible risks such as misinterpretations within the survey questionnaires,
the researcher will provide the needed assistance to discuss the questions
thoroughly. The researcher will impartially explore the advantages of the
research for the participants prior to their response to the survey forms.
The respondents stand to gain from this current study and its discoveries,
as they can utilize the outcomes to reflect on their competencies and
confidence in research. The conclusions, results, and suggestions of the
study will provide a chance for the respondents to contemplate their
learning, assume accountability, and respond appropriately when
engaging in any form of research. During the survey, certificates of
appreciation will be given as a symbol of gratitude.
Privacy and Confidentiality of Information. Ensuring the privacy
of data collected from participants holds paramount significance for the
researcher. Thus, stringent measures will be taken to safeguard the data
acquired from respondents during the research. All hard copy materials
will be stored in a securely locked file cabinet, and will be shredded for
disposal, one semester after the conduct of the study. For soft copy, it will
be stored in a password secured laptop and will be deleted from the
device, one semester after the conduct of the study. These practices
adhere to the guidelines set forth by the Data Privacy Act of 2012, which is
dedicated to upholding the rights of respondents by ensuring their
protection in relation to all types of information.
Justice. The researchers will use a purposive sampling method to
select the study’s respondents. Also, the respondents will be chosen
based on the study criteria; male or female, 18 years old and above,
communication students and willing to give their consent to be part of this
study. The researchers are dedicated to guaranteeing that all participants
are treated with utmost dignity and equal regard, particularly throughout
the process of data collection. The researcher will duly acknowledge the
significant role played by the respondents in the accomplishment of the
study's objectives. This recognition will be conveyed through expressions
of appreciation for their time and commitment, along with their inclusion in
the acknowledgment segment of the research.
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Transparency Communication could promote transparency;

consequently, the researchers will remain open and honest with the
people involved in the study to foster a culture where information could
flow freely. A hard copy of the paper will be given to the program and
college library so that it can be used by the teachers, students and
administrators for their reference. The researchers are open in presenting
their study at local, national and international research conferences.
Moreover, the researchers will be upfront when asked to present the study
findings in discussions and forums if given a chance. On the other hand, if
any conflict of interest arises, the researchers will remain professional,
uphold mutual respect, and disclosure will be done to the relevant
authority particularly the research ethics committee, panel members,
research adviser, and most especially the respondents of the study.
Qualification of the Researchers- The researchers are 4th year
students taking Bachelor of Arts in Communication specializing in
Journalism and Broadcasting and currently enrolled in COMM 400 -
Thesis, under the supervision of the research adviser and research
instructor. The researchers were able to conduct research with the ability
to think critically and analyze information, which is essential for formulating
research questions and interpreting results. Additionally, all of them
possessed the skills in communication: Proficiency in written and verbal
communication to effectively convey research findings.
Adequacy of Facilities. The researchers will humbly ask the
respondents their most convenient time to avoid conflicts in terms of their
availability. Survey questionnaires will be received in their respective
rooms to make sure that they will be informed about every detail of the
study they were asked to participate in. Since the data gathering will be
conducted through a face-to-face interaction, respondents will be
answering in a safe and comfortable environment.
Community Involvement. The researcher will evaluate
respondents' preferences and diversity regarding academic goals, gender
identity, years of service, and age to establish trust. The research ensures
survey questions are unbiased and free from discrimination. Respondents
are encouraged to answer honestly to empower their voices through
collected data. Respect for respondents is prioritized, with impartial
questions that don't discriminate based on gender, academic prowess, or
culture. Studying organizational culture in education offers insights to
enhance the workplace for teachers and staff, boosting job satisfaction
and student outcomes. This understanding aids educational institutions in
better recruitment and retention of educators, contributing to overall sector
success.
Data Gathering and Procedures
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After passing the proposal defense, the researchers will submit the
research instrument for validation and reliability. The researcher will secure
ethical clearance from the HCDC-REC. Once granted, the researchers will ask
permission from the Program chair and Office of the Vice President for Academic
Affairs to conduct the study. Prior to the dissemination of the survey instrument,
the researcher will distribute the Informed Consent Forms to the respondents and
allow them to ask questions related to the research. Once everything is clear and
established that there are no queries from the respondents, they will be then
asked to sign the Informed Consent Form. After which, the researcher will
distribute the survey forms to the respondents. Once accomplished, the said
forms will be retrieved. After administering the informed consent, the researchers
shall conduct the survey that would take five to eight minutes. Once the survey is
done, the researchers will give certificates and provide snacks to the
respondents as a token of appreciation. They will later on be acknowledged in
the acknowledgement section of the manuscript. Should there be respondents
who wish to not continue, they will not be forced and they are allowed to
withdraw. They will still be eligible for the benefits of the study. Tabulation and
subjecting data to statistical analysis will then ensue.
After which, Establishing Findings, Implications, Conclusions, and Drawing
Recommendations will follow. Lastly, Securing Clearance for Publication from the
Research Ethics Committee of Holy Cross of Davao College will be sought out by
the researcher.

Data Analysis
Frequency Distribution and Percentage will be utilized to determine the
profile of the respondents; it will further be utilized to determine the level of
academic performance. Pearson-r will be used to determine the significant
relationship among each indicator. Finally, Linear Regression will be utilized to
determine whether the indicator significantly influences the academic
performance of the students.
 18

Results and Discussion

The output of data sets of Level of Digital Technology Usage of

Communication Students was presented, analyzed, and interpreted in this
segment and ordered based on the objectives of this study. The order of the
discussion mentioned the results of the study are presented and discussed with
respect to the purpose of the research, and the goal was to evaluate if there is a
significant relationship between Level of Digital Technology Usage of
Communication Students.
Level of Digital Technology Usage of Communication Students
Table 1 presents the Level of Digital Technology Usage of Communication
Students.

Table 1. Level of Digital Technology Usage of Communication Students

Indicator Mean Description
Technologies in School 3.58 Very High
Digital Literacy Skills 3.57 Very High
Social Media 3.43 High
Management
Total 3.52 Very High

As shown in the table above, the mean of the Technologies in School is

3.58, which is described as very high. This means that communication students
exhibit a significantly elevated utilization of digital technologies within the
academic environment, which indicates a robust integration of technological tools
and resources in their educational activities. In a way that it impacted the
increased access to information, diversified learning resources, and a more
dynamic and engaging educational environment to the students.
The mean of the Digital Literacy Skills is 3.57, also described as very high.
This means that communication students possess advanced digital literacy skills
which indicates a high level of competence in comprehending and engaging with
digital information and resources. This improves their information literacy,
enhanced research capabilities, and a greater ability to navigate the complexities
of the digital age.
Furthermore, the mean of Social Media Management is 3.43, is also
described as high. This implies that communication students demonstrate a
notable ability to manage and engage with social media platforms effectively.
This indicates their proficiency in leveraging these platforms not just for personal
use but also for professional or academic networking. The impact encompasses
improved communication skills in the digital realm, potential networking
 19

opportunities, and the ability to utilize social media strategically for academic and
professional advancement.
The overall mean of the perceived level of Digital Technology Usage of
Communication Students is 3.52, described as very high. This means that,
collectively, communication students exhibit an outstanding and comprehensive
integration of digital technologies. This indicates a well-rounded and
technologically adept approach to communication studies. The impact involves
enhanced collaboration, expanded access to educational resources, and a
proactive engagement with technology to support academic success.
The use of computers, mobile devices and the Internet is currently at its
greatest point and is anticipated to continue to rise as technology becomes more
available, especially to users in developing nations. Most students find that they
can use digital technology and will have access to it at home, and many of them
use it for educational purposes Erlich (2013)

Digital literacy skills hold growing significance for digital inclusion and
citizenship. Many individuals assume a grasp of computer and internet usage for
basic tasks. However, those lacking digital literacy remain excluded from the
digital realm Orrick (2011); Seale (2009); van Dijk (2006).

Rouis, Limayem & Salehi-Sangari (2011) effectively observe that the

extent of cognitive absorption dictates how often and for how long social media is
used. However, they add that the level of cognitive absorption is influenced by
factors such as self-control and personality traits. Although multitasking skills
have no impact on reducing social media usage frequency, they do moderate the
effects of social media on student performance by adjusting cognitive absorption.

The theory of George Siemens and Stephen Downes' Connectivism

theory (2005) explains the idea that learning occurs through networks and
connections. It recognizes the impact of technology and the digital environment
on how we acquire knowledge. Connectivism theory also highlights that learning
doesn't just happen within an individual's mind, but also through interactions with
others, technology, and information sources.

Level of Academic Performance of Communication Students

Table 2 presents the level of Academic Performance of Communication

Students.

Table 2. Level of Academic Performance of Communication Students

Indicator Mean Description
Academic Performance 3.64 Very High
Engagement Level 3.59 Very High
 20

Self-Directed Learning 3.49 Very High

Total 3.57 Very High

As shown in the table above, the mean of Academic Performance is 3.64,

described as very high. This means that communication students exhibit an
exceptional level of academic achievement. This indicates a noteworthy
competence and proficiency in meeting academic requirements and excelling in
their coursework. This extends beyond the numerical representation and signifies
that students are successfully translating their technological integration, digital
literacy skills, and other competencies into tangible academic success. It implies
that the positive use of digital technologies and strong digital literacy skills are
contributing factors to outstanding academic performance.
The mean of the Engagement Level is 3.59, also described as very high.
This means that communication students demonstrate a high degree of
engagement in their academic pursuits. This suggests active participation,
interest, and involvement in learning activities, potentially contributing to a
positive and enriching educational experience. This includes increased
attentiveness, participation in discussions, and a positive attitude toward
learning, all of which can positively influence academic success.
Furthermore, the mean of Self-Directed Learning is 3.49, also described
as very high. This means that communication students exhibit a strong ability to
engage in self-directed learning, indicating a capacity for independent study and
a proactive approach to acquiring knowledge. With that, students are not only
receptive to traditional forms of instruction but also take the initiative to explore
topics independently. It implies that the integration of digital technologies,
coupled with advanced digital literacy skills, contributes to students' autonomy in
their learning journey.
The overall mean of the perceived level of Academic Performance of
Communication Students is 3.57, described as very high. This means that,
collectively, communication students maintain an outstanding level of academic
performance, high engagement, and self-directed learning. This indicates a well-
rounded and commendable academic profile among the communication student
body. This collective impact indicates a well-rounded and commendable
academic profile within the communication student body. It suggests that the
positive effects of digital technology integration and digital literacy skills, coupled
with strong engagement and self-directed learning habits, contribute to a robust
academic environment within the communication discipline.
As mentioned in the study of Ali, et.al (2009) the performance of the
students (academic achievement) plays an important role in producing the
highest quality graduatees, tthese factors have a strong influence on student
performance, but these factors vary from individual to individual and from country
to country.
 21

Also, it supports the study conducted by Wang, Z., Tchernev, J. M., and
Solloway, T. (2012), titled "A dynamic longitudinal examination of social media
use, needs, and gratifications among college students," published in Computers
in Human Behavior, the researchers delve into the intricate dynamics of social
media usage within the college student demographic. The study takes a
longitudinal approach, offering a comprehensive exploration of how the patterns
of social media engagement evolve over time among college students. By
narrowing its focus to social media, the research aims to unravel the complex
interplay between students' usage of these platforms and their academic needs,
providing a nuanced understanding of the potential influences exerted by social
media on academic performance.
Utilizing digital technology for delivering content, connecting learners, and
enabling flexible learning experiences is on the rise. However, maintaining
student engagement in technology-mediated learning is a challenging task
Charles R Graham (2015). It's crucial to incorporate instructional methods that
foster higher engagement in order to make the most of digital educational
technologies. A significant amount of time is spent by most students in gaining
knowledge and acquiring new skills. The speed of change, the ongoing
generation of fresh knowledge, and the expanding accessibility of information
necessitate these acquisitions when using digital technology R Hiemstra (1993).

The theory of reasoned action by Ajzen and Fishbein (1975) explains and
predicts human behavior based on an individual's attitudes regarding the use of
certain technology. In essence, it suggests that people's behavioral decisions in
utilizing digital technology is influenced by their intentions, which are shaped by
their attitudes towards the behavior and the perceived social norms associated
with it.

Test of relationship between digital technology usage and academic

performance of communication students

Table 3 presents the significant relationship between digital technology

usage and academic performance of communication students
Table 3. Test of relationship between digital technology usage and
academic performance of communication students
Predictors Pearson Strength of the Sig. (2- Interpretati Decisio
Correlatio Relationship tailed) on n
n
Self- .705** Strong .000 Significant Reject
Efficacy H0
Motivation .646** Moderate .000 Significant Reject
H0
Competenc .688** Moderate .000 Significant Reject
y H0
Self- .835** Strong .000 Significant Reject
 22

Perception H0
Outcome: Academic Performance
**. Correlation is Significant at 0.01 Level (2-tailed)
N = 88

As presented in the table above, there is a significant relationship between

digital technology usage and academic performance of communication students.

There is a significant relationship in Technologies in School (p = .705;

which is described as strong; p-val = .000; Reject H0). Moreover, the table also
shows that there is significant relationship in Digital literacy skill (p = .646; which
is described as moderate; p-val = .000; Reject H0). Also, the table also shows
that there is significant relationship in Social Media Management (p = .688; which
is described as moderate; p-val = .000; Reject H0) Furthermore, there is a
significant relationship in the level of Digital technology usage and academic
performance in school (p-val = .000).
These findings underscore the importance of fostering digital literacy skills,
strategic social media management, and the effective incorporation of digital
technologies within educational activities to enhance overall academic
performance among communication students, providing valuable insights into
how various aspects of digital technology integration influence their academic
success.
A study by Santos and Reyes (2018) found that students who actively
engaged with multimedia resources demonstrated higher levels of understanding
and participation in class discussions. Additionally, Cruz (2020) indicated that
communication students who utilized and engaged digital tools for collaborative
projects displayed enhanced teamwork skills and produced higher-quality
academic results. As digital technology use continues its constant growth, its
application among tertiary students is inevitable. Its influence on academic
performance turns out to be an ever more important question to think about.

Factors influencing academic performance of communication students

Table 4 presents the factors influencing academic performance of

communication students.

Table 4. Factors influencing academic performance of communication

students
Model Summary R R2 Adjusted R2 SEE
1 .843 .711 .697 .24370

Coefficients
Model Unstandardized Coefficients Standardized t Sig.
1 Coefficients
B SE B β
 23

(Constant) -.029 .260 -.112 .911

Self-Efficacy .377 .299 .364 1.260 .211
Competency .389 .319 .431 1.217 .227
Self-Perception .486 .299 .490 1.623 .108
Academic Proficiency -.228 .876 -.193 -.260 .795

As shown in the table above, the results of the regression indicated that
the predictors explained 71.1% of the variance [R 2= .711, F (4,83) = 51.009, p
= .000b]. It was found out that none of the indicators significantly influence
academic performance among the respondents

The regression analysis revealed that the selected predictors collectively

account for a substantial portion (71.1%) of the variance in academic
performance among the respondents, as indicated by an R² value of 0.711 and a
statistically significant F-statistic (F (4,83) = 51.009, p = .000b). However,
intriguingly, none of the individual indicators were found to significantly influence
academic performance. This suggests that while the overall model is robust, the
specific factors included in the analysis may not individually contribute to the
observed variations in academic achievement. The results prompt further
exploration into potentially overlooked variables or the consideration of more
complex relationships that may better elucidate the dynamics influencing
academic performance in this population.

This highlights the complexity of the relationship between digital

technology usage and academic performance, indicating that a multifaceted
interplay of various factors might be at play. In practical terms, these findings
prompt educators, researchers, and policymakers to delve deeper into the
intricacies of how digital technology integration impacts academic performance. It
suggests that a holistic approach, considering a broader array of variables or
investigating more complex interactions, may be necessary to capture the
nuanced nature of the relationship between technology use and academic
outcomes. This insight can inform future research endeavors, interventions, and
educational strategies aimed at enhancing academic success among
communication students, taking into account the multifaceted and interconnected
nature of the factors at play.
In a study by Smith (2017), it was found that communication students who
regularly engaged with online collaborative platforms showed improved
performance in group projects due to enhanced teamwork and knowledge
sharing facilitated by digital tools. However, conflicting results were reported by
Anderson and Brown (2018), who discovered that excessive use of digital
technology, led to distraction and hindered students' ability to comprehend and
retain course material and negatively affected their overall academic
performance. Additionally, the empirical results of the study demonstrated that
the moderating effect of innovation characteristics between digital technology
usage and academic performance was stronger. The results revealed that its
uses for educational purposes positively related to academic performance.
 24

Conclusions and Recommendations

This juncture contains the summary, conclusions and the researchers’

developed recommendations in accordance with the findings.

Summary
This study delves into the correlation between the use of digital technology
and the academic performance of communication students. It investigates the
various ways in which social media, online platforms and other digital
technologies may influence students' academic performance and aims to provide
insights into the potential advantages and challenges presented by this
technology within the educational context.
Communication students demonstrated a strong connection between their
use of digital technology, especially in communication tools and digital literacy.
Notably, social media management also displayed a significant correlation. As a
result, the overall digital technology usage among participants was considered
exceptionally high.
Conversely, academic performance showed a high correlation, alongside
engagement level and self-directed learning, leading to an overall strong
academic performance among the participants.
Conclusion

Based on the results, the researchers concluded in the first statement that
the correlation of the level of digital technology usage of communication Students
is very high. The level of digital technology usage in terms of technologies in
school are of very high correlation, while the level of digital technology usage in
terms of digital literacy skills are in very high correlation. Similarly, the correlation
of the level of digital technology usage in terms of social media management is
high. Consequently, the respondents' overall level of digital technology usage is
also assessed as very high.

However, the level of academic performance of communication students

in terms of academic performance has a very high correlation. Same with
engagement level and self-directed learning that has a very high correlation. As a
result, the overall level of academic performance of the respondents is also very
high.

In response to the statement of the problem number three, there is a

significant relationship between the level of digital technology usage and
academic performance of communication students.
 25

In addressing the statement of the problem number four, it was found out
that none of the indicators significantly influence academic performance among
the respondents.

Thus, conclude that there is significant relationship between the level of

digital technology usage and academic performance of communication students
leading the researchers to reject the null hypothesis.

Recommendations

The researchers recommended this study to the following possible

recipients of the study:
School Administrators. For the administrators and staff members working
in higher education, the study suggests to advocate digital literacy programs that
focus on responsible technological use, critical-thinking, and effective information
consumption. Subsequently, enhance the curriculum and include digital literacy
across various educational programs. By doing so, the researchers suggest
investing in robust technological infrastructure within educational institutions; that
is by implementing mechanisms for monitoring academic performance from the
impact of technological integration, which somehow will tend to support seamless
integration of digital tools into the learning environment.
Communication Faculty. For the communication teachers, the study highly
suggests progressive lecture on the rapid proliferation of digital technology by
embracing innovative teaching methods that incorporate digital ideas to enhance
engagement and learning outcomes. The researchers also advocate for the
integration of digital technology in pedagogical settings. Constant amelioration of
education through the implementation of digital technologies via staying abreast
of technological advancements and participation of professional development
programs, subsequently, recognizing diverse students’ engagement with
technology by means of accommodating improved teaching strategies.
Communication Students. For the communication students, it is highly
recommended for them to be digitally responsible by being integrally ethical and
mindful of their online behavior. Digital literacy skills and Balance technological
use are highly imperative for students to develop, for better learning purposes
and substantial academic growth. Moreover, the researchers suggest for the
student’s adjustment in communication strategies by means of multimedia
resources and digital tools, and examine their academic growth with the support
of digital technologies. Furthermore, it is highly encouraging to seek guidance in
terms of usage of technology from communication teachers or embark on digital
literacy programs that advocates proper digital technology use.
Future Researchers. For future researchers, the study suggests exploring
more multifaceted relationships between digital technology and academic
performances, or other more factors. Probe the various factors of the digital
aspect and examine its in-depth impact. The researchers also highly encourage
 26

interdisciplinary collaboration with the teachers and other field programs, with this
mean, the study will lead to a holistic understanding of the relationship between
technology and education.
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student
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 28

APPENDICES
 29

APPENDIX A

Minutes of the Final Defense

Minute of the Final Defense and Matrix of Correlations with Corresponding Compliance

Proponents: Cañale, Wagas, Panerio

Degree Program: BA in Communication

Title: Digital Technology Usage and Academic Performance of Communication Students

Section Page Panel Member Comments Compliance

Introduction 1 Ms. Romelyn Luzon “Please indicate what The focus of the
the study is all about; study has been
it's too general. Make it indicated and
more specific.” specified, to ensure
that the supporting
information of the
study is strong.

Introduction 2 Ms. Romelyn Luzon “Focus more on digital Added additional

deficiency as indicated information and
in your theoretical focused more on
framework.” digital deficiency as
indicated in the
theoretical
framework to
enhance the study's
results.

Introduction 3 Mr. Kevin Paul C. "Provide specific Additional reasons

Bonotan reasons why there's have been provided
need to conduct the to further justify the
study that are truly necessity of
factual" conducting the
study, ensuring that
they are based on
factual information.

Introduction 1 Mr. Kevin Paul C. “Point out different Specific challenges

Bonotan specific endeavors that experienced by the
are experienced by communication
communication students have been
students” added, so the study
 30

can focus more on

the problems of the
participants.

Introduction 1 Mr. Kevin Paul C. “Provide international Additional

Bonotan studies” international studies
have been added to
support the focus of
the study.

Introduction 1 Mr. Kevin Paul C. “Focus on Digital The focus of the

Bonotan Media rather than introduction has
Multimedia, as it been specified; it
represents different focuses now on the
platforms.” digital media.

Introduction 1 Mr. Kevin Paul C. “Highlight the The

Bonotan contextualization of contextualization of
interaction in school, interaction in school
especially during the was highlighted.
post-pandemic period.”

Purpose of the 4 Ms. Romelyn Luzon “It stated the Academic

Study interconnectedness, so performance has
let’s include academic been included in the
performance.” purpose of the
study.

Significance of 4 Ms. Romelyn Luzon “Include your parents Parents have been
the Study in the significance of included in the
the study.” significance of the
study.

Theoretical 6 Mr. Kevin Paul C. “Add more relation of More relation of

Framework Bonotan connectivism theory” connectivism theory
were added.

Results and 17 Mr. Kevin Paul C. “You shouldn't just The details and
Discussion Bonotan provide the data; you intricacies of the
also need to present the information were
discussion. Elaborate further developed.
on it further.” This involved the
introduction of
supplementary
theories aimed at
fortifying and
supporting the
presented findings
or data. The intent
was to provide a
more
comprehensive and
nuanced exploration
of the subject
matter, enhancing
 31

the overall depth

and context of the
information
presented in that
section.

Results and 17 Mr. Kevin Paul C. “In what way that Ways that students
Discussion Bonotan students engaged with engaged with social
social media media management
management effectively have
effectively, discuss it been discussed.
more why and in what
ways.”

Results and 18 Mr. Kevin Paul C. “Pouschter (2016), if Pouschter's (2016)

Discussion Bonotan you’ll try to read the concepts were
entire context, it excluded, and the
doesn’t relate with the examination of
idea that you pointed Erlich's (2013)
out, however you can study was expanded
emerge further with the upon.
one discussed by Erlich
(2013).”

Review of 8 Ms. Weila Ignalig “Make sure that your The manuscript
Related related studies and underwent
Literatures related literatures are revisions,
above 2013 or 2014 specifically
aside from theories” updating related
studies and
literature published
after 2013.

Results and 18 Mr. Kevin Paul C. “In what way, most The discussions on
Discussion Bonotan especially on the how and in what
academic front? ways the results can
Discuss it further” contribute,
especially on the
academic front,
have been expanded
and enhanced, and
we delved into them
further.
 32

APPENDIX B

Informed Consent
 33

APPENDIX C

Approved Validation Sheets

34
35
36
37
 38

APPENDIX D

Research Instrument
39
40
 41

APPENDIX E

Research Ethics Committee Certificate

 42

APPENDIX F

Adviser’s Endorsement for Binding

 43

CURRICULUM VITAE

Name Cañale, Paul John M.

Age 22 years old

Date of Birth July 21, 2001

Place of Birth Davao City, Davao del Sur

Civil Status Single

Citizenship Filipino

Religion Baptist

Sex Male

Father’s Name Alfredo D. Cañale Occupation: N/A

Mother’s Name Cecilia M. Cañale Occupation: N/A

EDUCATIONAL ATTAINMENT

School Year Graduated

Elementary Magallanes Elementary School 2013

Junior High School Davao City Natinal High School - Annex 2017

Senior High School Davao City Natinal High School - Main Campus 2020

College Holy Cross of Davao College 2024

WORK EXPERIENCE

Company Year
 44

Online Tutor LZL School House Tutorial April 2021 - December 2022

Name Wagas, Ma. Alexis Andrea S.

Age 22 years old

Date of Birth August 14, 2001

Place of Birth Mati City, Davao Oriental

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Sex Female

Father’s Name Alexander G. Wagas Occupation: Employee

Mother’s Name Melinda S. Wagas Occupation: Dental Aide

EDUCATIONAL ATTAINMENT

School Year Graduated

Elementary Immaculate Heart of Mary Academy 2013

Junior High School Immaculate Heart of Mary Academy 2017

Senior High School Immaculate Heart of Mary Academy 2020

College Holy Cross of Davao College 2024

WORK EXPERIENCE

Company Year
 45

N/A N/A

Name Brent Panerio

Age 22 years old

Date of Birth May 12, 2001

Place of Birth General Santos City

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

Sex Male

Father’s Name Reynaldo C. Panerio Occupation: None

Mother’s Name Nelly P. Panerio Occupation: None

EDUCATIONAL ATTAINMENT

School Year Graduated

Elementary New Ilang Achiever Academy Inc. 2013

Junior High School New Ilang Achiever Academy Inc. 2017

Senior High School Jose Maria College 2019

College Holy Cross of Davao College 2024

WORK EXPERIENCE

Company Year

BPO agent IQOR Philippines July 2023 - Present

46