Digital Literacy Ability and Blended Learning Course Experience among College Students

Abstract

Blended Learning (BL) represents a pedagogical strategy that merges conventional in-person teaching within a classroom setting with elements of online learning. This study aimed mainly to assess the significant correlation between digital literacy ability and blended learning course experience among college students enrolled in a local higher education institution (HEI) in Santo Tomas, Davao del Norte. This study employed a quantitative, non-experimental approach using a descriptive-correlational design. The 353 respondents completed two sets of adapted-modified survey questionnaires that were validated by the panel of experts. Mean and pearson r were utilized to determine the significant relationship between digital literacy ability and blended learning course experience among college students. The findings showed an r-value of 0.583 and a p-value of 0.000, showing a positive medium significant relationship between digital literacy ability and blended learning course experience. It was thus recommended that the ability to utilize digital literacy in blended learning course experience be closely monitored and prioritized in order to ensure students receive a quality education and satisfactory learning experiences in this modality.