The Influence of Digital Literacy and Self- Efficacy as a Predictors of Student Engagement of Computer System Servicing Senior Highschool Students

Abstract

This study examined the influence of digital literacy and self-efficacy on the engagement of Senior High School students in the Computer Systems Servicing strand at Lorenzo S. Sarmiento Sr. National High School. Using a quantitative, non-experimental research design with descriptive correlational techniques, data were collected through structured questionnaires. The study assessed the levels of digital literacy, self-efficacy, and student engagement and analyzed the relationships and predictive effects of the independent variables on engagement. Findings revealed that students possess high levels of digital literacy and self-efficacy, with citizenship and character as significant predictors within digital literacy and belief in personal ability within self-efficacy. Correlational analyses indicated positive relationships between both independent variables and student engagement. Multiple regression results further confirm that the domains of digital literacy and self-efficacy collectively influence student engagement, highlighting the importance of both technical skills and personal competence. The study underscores the need for educational interventions that develop students’ digital skills, ethical awareness, and confidence to enhance engagement, academic performance, and preparedness for future educational and professional challenges.