Digital Literacy of STEM Senior High School Students: Basis for Enhancement Program

Hazel B. Baterna, Teodolyn Deanne G. Mina, Danilo Villar Rogayan Jr.
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Abstract


Digital literacy promotes students’ competitiveness and better opportunity in today’s digital world and in the fourth industrial revolution (FIRe). This descriptive-survey research determined the digital literacy of science, technology, engineering & mathematics (STEM) senior high school students. A total of 130 respondents from two state-owned public high schools in Zambales, Philippines answered the digital literacy survey questionnaire. Results revealed that a typical STEM respondent came from school B, aged between 15-17, female and currently Grade 11. The STEM students are digitally literate to some extent in terms of access and evaluation of information; utilization and management of information; media analysis; creation of media products; effective application of technology; and interaction through technology. There is a significant difference in the extent of digital literacy of students when grouped according to sex and grade level. Moderate significant relationship exists across all domains digital literacy. The study recommends the implementation of the proposed digital literacy working group to enhance students’ digital proficiency and to equip them with the challenges of the FIRe. Teachers may likewise utilize digital devices and information effectively and responsibly towards developing digitally literate citizens.

Keywords


Digital citizenship, Digital literacy, Enhancement program, Senior high school, STEM

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References


Baterna, H.B., Mina, T.D.G., & Rogayan, D.V. Jr. (2020). Digital literacy of STEM senior high school students: Basis for enhancement program. International Journal of Technology in Education (IJTE), 3(2), 105-117.


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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.