Digital Competence and Students’ Readiness for E-Learning in the Local College of Santo Tomas, Davao Del Norte

Abstract

Students’ readiness for e-learning is essential for achieving outcomes in online education, as it directly influences how effectively learners engage in a virtual environment. This study aimed to determine the significant relationship between digital competence and students’ readiness for e-learning in the Local College of Santo Tomas, Davao del Norte. The respondents of the study were 300 fourth-year students selected through simple random sampling. Two adapted survey questionnaires were used to measure digital competence in terms of command, privileging, appropriation, and reintegration, and students’ readiness for e-learning in terms of technology access, technology skills, study skills, time management, and motivation. This study utilized quantitative non-experimental research through a descriptive correlational design. Mean and Pearson r were employed as statistical tools in analyzing the data. The findings revealed that the level of both digital competence and students’ readiness for e-learning was high, indicating that both variables are oftentimes observed. Moreover, the results showed a very strong and significant relationship between digital competence and students’ readiness for e-learning. This implies that higher levels of digital competence are associated with higher levels of readiness for e-learning. Therefore, students with higher levels of digital competence tend to demonstrate greater readiness for e-learning, reflected in the ability to effectively use digital tools in online learning environments. This suggests that enhancing students’ digital skills can positively influence engagement, motivation, and success in e-learning.