Digital Literacy Ability and Academic Performance among College Students

Abstract

Academic performance referred to how well a student did in school. It was usually shown through grades, test scores, assignments, and how well they understood what they were learning. This study investigated the relationship between digital literacy ability and academic performance of college students. Data was collected from 138 third-year education students in Santo Tomas, Province of Davao del Norte. Through the use of stratified universal sampling technique. This study utilized quantitative and non-experimental research through a descriptive correlational design. An adapted questionnaire assessed digital literacy ability, while academic performance was evaluated based on grades provided by instructors, which were adjusted for accuracy and relevance. An adapted questionnaire was used to assess digital literacy ability, while academic performance was evaluated based on grades provided by instructors, which were adjusted for accuracy and relevance. A very high level of digital literacy ability improved academic performance by enabling students to comprehend complex text, critically analyze information, and apply knowledge effectively across subjects. Results showed that both digital literacy ability and academic performance had a descriptive level of strong positive correlation. The statistical tools used in the study were the mean and Pearson r. The relationship between digital literacy ability and academic performance suggested that students who were more digitally literate tended to perform better academically, as they were able to efficiently access, evaluate, and use digital information for learning, which helped improve and enhance their academic achievement.