A Comparative Study on the Perspectives of the Learners towards Digitally-Inclined Skills PDF

# A Comparative Study on the Perspectives of the Learners towards Digitally-Inclined Skills ## Chapter 1: Introduction In today's generation, technologies rapidly increase that it affected many institutions are being exposed to Digital Literacy. It became a required skills for students to acquire...

# A Comparative Study on the Perspectives of the Learners towards Digitally-Inclined Skills ## Chapter 1: Introduction In today's generation, technologies rapidly increase that it affected many institutions are being exposed to Digital Literacy. It became a required skills for students to acquire since it is for their studies. Having this skill will allow the learner to better understand what are the importance and benefits of knowing the digital applications and the computer itself. However, the students should be responsible in using technologies since it can affect their behavior and attitude. The study of Amponsah et al., 2022, examined how internet usage affects the academic performance of Senior High School students in Cape Coast Metropolis, Ghana. Data from 105 students indicated that those with internet access generally performed better academically. Internet sources included school ICT labs, mobile phones, family connections, and public cafes. However, the type of internet use did not significantly impact performance, and multiple internet sources did not always ensure effective access. Recommendations include improving school internet facilities and teaching students how to use online resources for academic purpose (Amponsah et al., 2022). This descriptive-survey research evaluated the digital literacy of STEM senior high school students in Zambales, Philippines, using a survey of 130 students. Findings show that while students are moderately digitally literate in areas such as information access, evaluation, media analysis, and technology application, there are notable differences based on sex and grade level. The study suggests forming a digital literacy working group to improve students' digital skills and recommends that teachers use digital tools effectively to help students become more proficient (Baterna et al., 2020). The impact of technology on senior high school students in 21st-century education is examined in a mixed-methods study by Gopo C., 2020. One hundred students' responses to surveys and five students' in-depth interviews were used to gather data. High levels of computer literacy among students have been linked to widespread internet and mobile access, according to analysis using frequency, percentage, mean, and theme methods. Technology is respected for its applicability to education, which raises student interest in topics and facilitates learning. Social media is thought to be helpful in the classroom for motivating and energizing students, despite certain disadvantages. The results indicate that in order to better serve the needs of contemporary learners, instructional strategies and evaluation procedures should be modified (Gopo C., 2020). The relevance of this study extends beyond the academic sphere, having significant implications on a global, national, and local scale. Globally, the increasing reliance on digital skills in various industries highlights the importance of understanding how future professionals, like senior high school students, perceive and adopt these skills. Nationally, in a rapidly digitizing country like the Philippines, this study contributes to ongoing discussions about the readiness of the youth to meet the demands of a digital economy. Locally, at HCM Senior High School, the findings will provide valuable insights for educators and policymakers to tailor educational strategies that enhance students' digital competencies. On a community level, the study will help bridge gaps in digital literacy, ensuring that all students have equal opportunities to develop the skills necessary for success in the modern world. The direction of this research paper is to provide a comprehensive analysis of students' perspectives on digitally-inclined skills, which will inform educational practices and contribute to broader efforts in preparing the next generation for a digitally-driven future. ## Statement of the Problem The objective of the study is to become more aware on the Perspective toward Digitally-Inclined Skills among HCM Senior High School Students. 1. What is the respondent's distribution profile when analyzed according to: - Age - Gender - Strand - Family Income 2. What is the level of student's digitally-inclined skills in terms of: - Ability to work with computer/ICT skills - Ability for seeking and retrieving information - Skills for effective use of information 3. Is there a significant difference in the respondent's level of digitally-inclined skills when analyzed according to their profile? *H₀: There is no significant difference in the respondence level of digitally-inclined skills when analyzed according to their profile.* ## Review of Related Literature In today's increasingly digital world, digital skills have become essential for success across various domains, including education, employment, and daily life. As technology continues to evolve rapidly, the need to understand and develop digital literacy and skills has become more critical than ever. Digital literacy encompasses a range of competencies, from basic computer and information skills to advanced ICT capabilities, and plays a vital role in personal growth, economic success, and active participation in society. Exploring these perspectives reveals the complexities surrounding digital skills development and highlights the urgent need for targeted educational strategies to bridge existing gaps and ensure equal opportunities for all individuals to thrive in the digital era. ### Digital Literacy Digital literacy typically refers to the capability to handle information using digital technologies within a multi-modal environment, making it an essential skill in the digital era. Promoting digital literacy has become a key focus of the United Nations' sustainable development goals (Bandura & Mendez Leal, 2022). In the current world, where digital technology is widely utilized, possessing digital literacy is regarded as a highly valuable skill. This concept emphasizes that digital literacy has become an essential skill for accessing information, achieving personal growth, communicating and interacting with others, securing employment, attaining economic success, and actively participating in citizenship and online collaborative networks (EC, 2011). Numerous studies emphasize the importance of teaching digital skills (Peláez et al., 2020) and suggest specific programs for developing (critical) digital literacy practices (Raichel et al., 2020). Research shows that students, adults, and teachers need support in effectively using digital tools. Bergdahl et al. (2020) highlight the link between digital skills, student engagement in technology-enhanced learning, and improved outcomes, emphasizing the importance of acquiring digital literacy competencies in educational settings. However, the effective implementation of digital literacy heavily relies on teachers' skills. Fernández-Cruz and Fernández-Díaz (2016) note a significant gap between teachers' current digital capabilities and the proficiency required to design and deliver learning activities using technology. Digital technologies have transformed education, leading to the integration of ICT in curricula worldwide. However, this has raised concerns about the quality of teaching and learning with technology, particularly in how education systems adapt to current trends (Timotheou et al., 2022). While students are generally proficient in using technology for social purposes, it is crucial to assess their ability to use these tools effectively for learning. Digital literacy for education, as noted by Tang and Chaw (2016), involves more than basic tech skills; it requires strong information management, critical thinking, and appropriate online behavior. Additionally, the effectiveness of educational technology must be supported by evidence, often measured through learner achievement (Cukurova & Luckin, 2018). ### Ability to Work with computer/ICT. The ability to work with Information and Communication Technology (ICT) and computer skills has become a critical competence in today's workforce. As technology continues to evolve, these skills are increasingly essential across various industries, contributing to enhanced efficiency, productivity, and communication. Research indicates that integrating ICT into education offers multiple benefits, such as increasing student motivation, expanding their perspectives, promoting collaboration among learners, and making the curriculum more engaging and intellectually stimulating (Allan & Travis, 2016). Despite the recognized benefits, studies (Jovanovic et al., 2020) have explored teachers' acceptance and attitudes toward using new technologies in the classroom and found that, although teachers generally have positive attitudes towards ICT, their regular use of these technologies in teaching remains limited. This infrequent use is often attributed to a lack of confidence in their ICT skills and the perception that students are more adept and knowledgeable with technology. Additionally, teachers often lack awareness of available technologies and how to effectively incorporate them into their instructional methods, creating significant barriers to the adoption of ICT in classrooms (Morris, 2016). Furthermore, assumptions surrounding digital natives—youth presumed to have innate technology skills—are often misleading. It is dangerous to assume that young people are automatically proficient in using technology or that older individuals, often labeled as digital immigrants, have little to contribute. Becoming digitally literate in a technological society requires deliberate effort, persistence, and the development of key competencies, similar to how core skills in reading, writing, and mathematics are acquired (Hatlevik et al., 2015). There is a widespread but unsupported belief that mere exposure to a technology-rich environment is sufficient to create digitally competent learners. In reality, many of today's learners may lack the necessary understanding or direction to use technology effectively within an educational context. Without intentional guidance and targeted training, both students and educators may fall short of realizing the full potential of ICT in learning and professional settings. This highlights the need for comprehensive digital literacy education that equips all individuals, regardless of age, with the skills to navigate the complexities of the digital world. ### Ability for Seeking and Retrieving Information. The rapid growth of the Internet has greatly expanded the possibilities for students to gain knowledge. However, this potential is often limited by challenges in accessing the Internet, especially in certain regions. In many Sub-Saharan African countries, high school students struggle with reliable Internet access, which hinders their ability to fully utilize online educational resources. The lack of infrastructure, high costs, and limited digital literacy are significant barriers that prevent students from fully engaging with the wealth of information available online. A study by Kankam (2019) in Ghana examined high school students' access to the Internet and their skills in searching for and retrieving information online. The research found that students had limited access to the Internet at school and lacked the necessary skills to effectively search for and retrieve information. Many students were unable to access reliable connections, and when they did, they often lacked the training needed to navigate digital resources effectively. These results highlight the pressing need for better Internet infrastructure and specialized training programs to improve students' online research abilities. Enhancing these skills is crucial for maximizing the educational benefits of the Internet and ensuring that students can keep up in an increasingly digital world. Efforts to improve students' information literacy have also been explored in other educational contexts. For instance, Kong (2014b) conducted a study in Hong Kong with 107 students from four Secondary 1 classes to create digital classrooms that would help students develop information literacy skills and critical thinking through learning specific subjects. Over a 13-week period, groups of three students shared a Tablet PC to study two topics in the Integrated Humanities subject. This initiative was designed to improve students' ability to search for, retrieve, and critically assess information in a digital learning environment, demonstrating how targeted interventions can enhance students' digital competencies. These findings stress the need for a well-rounded approach to digital education that addresses both infrastructure and teaching methods to support students in seeking and retrieving information. Improving digital literacy goes beyond providing access to technology; it also requires equipping students with the skills to navigate and critically evaluate information in an ever-expanding digital landscape. By investing in both technology and skill development, educators can create more equitable learning environments that empower students to make the most of the educational resources available to them online. ### Skills for Effective Use of Information. In today's digital age, the effective use of information is more critical than ever, as vast amounts of data are readily available at the click of a button. Information skills—encompassing the ability to locate, evaluate, and utilize data responsibly—are essential not only for academic success but also for career advancement and informed personal decision-making. The concept of information literacy, which first emerged in 1974, emphasizes the importance of harnessing information technology effectively. This involves skillfully using technological tools to access relevant information and solve problems, a competency developed through focused training in information technology (Claro et al., 2018). Despite the progress in information literacy, the rapid advancement of technology presents new challenges. These changes have transformed various fields, including education, by introducing new tools and methods that require adaptation. To navigate and integrate these technological developments effectively, educators must continually enhance their information literacy skills. This includes mastering new technologies and improving research capabilities through strategic use of information tools (Hanell, 2017; Majid et al., 2020). Educators, held to high professional standards, must urgently advance their information literacy as part of their ongoing professional development (Schoenbach & Greenleaf, 2017; Gunes & Bahcivan, 2018). By doing so, they can stay ahead of technological changes, enrich their teaching and research, and meet the evolving demands of education. Ultimately, enhancing information literacy among educators is crucial for providing high-quality, innovative learning experiences and effectively addressing the challenges of a rapidly changing information landscape. ## Chapter 2: Methods ### Research Design The research design used in this study is the descriptive comparative design. According to Busayo Longe (2020), descriptive research described a situation being studied. Descriptive comparative refers to the comparison of two or more variables and its goal is to identify and evaluate the similarities and differences of a certain variable. In our research, *A Comparative Study on the Perspectives of the Learners towards Digitally-Inclined Skills*, we apply this method to understand the ability of utilizing digital skills from the learner's aspect. This approach will allow the researchers to recognize the most effective strategies to be used in acknowledging their digital skills that is applicable for their studies. ### Research Locale This study, taking place in Davao City in the southern Philippines, will focus on students from Holy Cross Mintal, where many are actively involved in digital learning and building tech-based skills. The school combines both traditional and digital teaching methods, making it a perfect setting to understand how students feel about developing digital skills. With modern computer labs, internet access, and digital tools, the school provides opportunities for students from different academic backgrounds to grow, offering a chance to see how they value these skills. Davao City's expanding tech infrastructure supports digital literacy, making it an ideal place to explore students' perspectives on learning and improving digital skills. The goal of the study is to understand how students from different paths see the importance of these skills in their education and future careers. ### Respondents of the Study and the Sampling Design Our research involves the participation of (110) senior high school students during 2024-2025 school year. These are students are enrolled in private school in Davao City known as the Holy Cross of Mintal, INC. Their insights and opinions are very crucial to our study, as they provide valuable perspectives on digital-inclined skills. We are eager to explore their experiences and viewpoints to better understand digital-inclined skills in their educational setting. Probability sampling, specifically stratified equal allocation, shall be used in this study. The target sample will be (110) respondents from ten selected students, regardless of section. This technique is characterized by allocating each stratum with equal sample units. According to Weiss (2007), this stratified equal allocation sampling design is preferred when equally precise estimates are required for each stratum. This technique is characterized by allocating each stratum with equal sample units. ### Research Instrument To collect as much data as possible for this research, questionnaires and observations were employed. The main instrument of this study is the “Digitally-Inclined Skills Survey,” it includes the adapted and modifies questionnaire from Tatiana Shopova to understand the local situation and allow the researchers to gather information from the participants. The Digitally-Inclined Skills Survey has 21-item survey. The instrument has 5-point Likert scale, to measure the degree of agreement and disagreement with the various questions, these are the following: Strongly Agreed (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD). The following is the range of interpretation used to identify and describe the achieved mean scores: | Range | Description | Interpretation | |---|---|---| | 4.21 - 5.00 | Very high | Digitally-Inclined Skills is very evident | | 3.41-4.20 | High | Digitally-Inclined Skills is evident | | 2.61-3.40 | Average | Digitally-Inclined Skills is moderate evident | | 1.81-2.60 | Low | Digitally-Inclined Skills is less evident | | 1.00-1.80 | Very low | Digitally-Inclined Skills is very less evident | ### Data Collection In this study, data will be collected through a structured survey questionnaire administered to senior high school students. The survey is aimed to evaluate students' perspectives on digitally-inclined skills. To ensure a balanced representation of students across various academic tracks, the study will employ a stratified sampling method. This approach will divide the student's population into distinct groups based on their academic track to guarantee that each group is proportionally represented in the sample. Data collection will be conducted through a paper-based survey, allowing for flexibility in reaching students with different levels of access to technology. While paper surveys will be provided to students with limited or no online connectivity needed. After data collection, responses will be compiled and analyzed using statistical tools to identify patterns and make comparisons between different groups of students. The analysis will focus on understanding the perspectives on digitally-inclined skills which vary across the different academic tracks. ### Data Analysis The study employed a variety of statistical tools to analyze the data, with a focus on both descriptive statistics and tests for determining differences between groups. To provide a demographic profile of the respondents, Frequency and Percentage were used. The Mean was calculated to assess the respondents' levels of digitally-inclined skills. In addition, inferential statistics such as t-tests and one-way ANOVA were applied to examine whether significant differences existed in digital skills based on student demographic profiles. Through the use of descriptive and inferential statistical tools, the study was able to describe the respondents' demographics and assess potential variations in digitally-inclined skills across different student groups. ### Ethical Consideration The researchers ensured that ethical guidelines were carefully followed to protect the participants' rights and privacy throughout the study. Participants were given the choice to decline or withdraw from the study at any point without problems. To maintain confidentiality, the data was securely stored and can be accessed only by authorized researchers, with the sole purpose of contributing to the study. The survey questions were designed to be straightforward and non-intrusive, allowing participants to respond with comfort and participants could skip any questions they were uncomfortable answering. These measures ensured that data collection was both ethical and respectful to the participants' privacy. ## Chapter 3: Results The study's results according to the survey are presented in tabular form in this chapter. These are the following topic sequences starting with the respondent's distribution profile, level of perspective on digitally-inclined skills, and the significant differences in the perceived level of perspective on digitally-inclined skills when analyzed according to profile. ### Respondent's Distribution Profile | Profile | Frequency | Percentage (%) | |---|---|---| | Age | | | | 18 yrs and below | 104 | 94.5% | | Above 18 yrs | 6 | 5.5% | | Total | 110 | 100.0% | | Sex | | | | Male | 64 | 58.2% | | Female | 46 | 41.8% | | Total | 110 | 100.0% | | Strand | | | | STEM | 50 | 45.5% | | ABM | 20 | 18.2% | | HUMSS | 40 | 36.4% | | Total | 110 | 100.0% | | Family Income | | | | Php 10,000 and below | 33 | 30.0% | | Above Php 10,000 | 77 | 70.0% | | Total | 110 | 100.0% | Shown in Table 1 is about the respondent's distribution profile when analyze according to age, sex, strand, and family income. As for the age, the result presents that respondents were 18 years old and below, with the counts of 104 or 94.5 percent, compared to respondents with above 18 years old, with 6 counts or 5.5 percent. Additionally, regarding the sex, the results showed that male respondents are higher with 64 counts or 58.2 percent, comparing to female respondents with the counts of 46 or 41.8 percent. Moreover, in terms of strand, results showed that majority of respondents are from the strand of STEM (Science, Technology, Engineering, and Mathematics) with 50 counts or 45.5 percent, and next is by HUMSS (Humanities and Social Sciences) with the counts of 40 or 36.4 percent, and followed by ABM (Accountancy, Business, and Management) with 20 counts or 18.2 percent. Lastly, the family income, the results indicated that most respondent's family income is above the amount of Php 10,000 with 77 counts or 70.0 percent in contrast with the family income amounting to Php 10,000 and below with the counts of 33 or 30.0 percent. ### Level of Perspectives towards Digitally-Inclined Skills | Digitally-Inclined Skills | Mean | SD | Description | |---|---|---|---| | Ability of students to work with computer / ICT | 4.10 | 0.75 | High | | Abilities for seeking and retrieving information | 3.95 | 0.56 | High | | Skills for effective use of information | 3.98 | 0.65 | High | | Overall | 4.01 | 0.56 | High | Table 2 presents the overall level of Digitally Inclined Skills among respondents, which is described as high, as indicated by the overall obtained mean score of 4.01 with a standard deviation of 0.56. This elevated level of Digitally Inclined Skills can be attributed to the high scores generated by the study's three indicators: Ability to work with Computer/ICT, Ability for seeking and retrieving information, Skills for effective use of information with mean scores of 4.10, 3.95, and 3.98, respectively. The first indicator of Digitally Inclined Skills is Ability to work with Computer/ICT, which is also described as high. This high level can be attributed to the elevated mean scores garnered by the five (4) item questions: “I use operating system to access the information, I work with computers to access the information, I have the ability to use the Microsoft Excel, databases, etc., and I create and format documents, tables, pictures and images.” with obtained mean scores of 4.24, 4.15, 3.92, and 4.1, respectively. Moreover, the high level of ability for seeking and retrieving information, the second indicator of Digitally Inclined Skills, is also due to the mean scores garnered by the following eight (8) item questions: “I can effectively and efficiently access to information, I am satisfied with the information search, I can identify the key concepts and terms that describe the information need, I can determine the different types and formats of potential sources of information (eg, multimedia, databases, audio / video, book), I can construct strategies for locating information, I can differentiate the major characteristics of separate library information resources on the web, I can identify the types of resources in the catalogue of the electronic university library, and I use the Search Engines to find information” with obtained mean scores of 4.10, 3.89, 3.99, 3.93, 3.73, 3.66, 3.77, and 4.54, respectively. Finally, the last indicator of Digitally-Inclined Skills is the Skills for effective use of information which is described as being at a high level as well. This description can be attributed to the mean scores obtained by the following eight (8) item questions: I analyze and synthesize information, I compare information obtained from different sources, I can interpret a presentation of information, I critically evaluate the information and sources, I evaluate printed and online resources based on specific criteria, I verify the authenticity and reliability of the data collected, and I understand what is copyright and its ethical use” with obtained mean scores of 4.01, 4.09, 3.97, 3.84, 3.79, 3.97, 4.13, and 4.03, respectively. ### Significant Differences in the Level of Digitally-Inclined Skills | Indicators | Age | Mean | t-value | p-value | Significance | Decision H₀ | |---|---|---|---|---|---|---| | Ability of students to work with computer / ICT | 18 and below | 4.10 | -0.10 | 0.92 | Not Significant | Accept | | | Above 18 | 4.13 | | | | | | Abilities for seeking and retrieving information | 18 and below | 3.94 | -0.55 | 0.60 | Not Significant | Accept | | | Above 18 | 4.05 | | | | | | Skills for effective use of information | 18 and below | 3.97 | -0.85 | 0.43 | Not Significant | Accept | | | Above 18 | 4.13 | | | | | | Overall | 18 and below | 4.00 | -0.50 | 0.64 | Not Significant | Accept | | | Above 18 | 4.10 | | | | | Showed in the Table 3, regarding the age its overall statistical results using One-Way ANOVA revealed that no significant differences were established as reflected by the obtained F/T-value of 0.50 and p = 0.64 which is greater than 0.05 alpha level leading to the acceptance of the null hypothesis. This implies that student's digital-inclined skills are similar regardless to the level of their age. Furthermore, the indicated results states that there is no significant difference between age groups among specific indicators of the ability of students to work with computer/ICT, skills for effective use of information, and ability to seeking and retrieving information. The t-values for these indicators (0.10, 0.85, and 0.55, respectively) along with their corresponding p-values, which are well above the 0.05 alpha level, signify the acceptance of the null hypothesis for each indicator. | Indicators | Sex | Mean | t-value | p-value | Significance | Decision H₀ | |---|---|---|---|---|---|---| | Ability of students to work with computer / ICT| Male | 4.13 | 0.34 | 0.73 | Not Significant | Accept | | | Female | 4.08 | | | | | | Abilities for seeking and retrieving information | Male | 3.98 | 0.50 | 0.62 | Not Significant | Accept | | | Female | 3.93 | | | | | | Skills for effective use of information | Male | 3.94 | -0.55 | 0.59 | Not Significant | Accept | | | Female | 4.01 | | | | | | Overall | Male | 4.02 | 0.10 | 0.92 | Not Significant | Accept | | | Female | 4.01 | | | | | Presented in Table 3.1 is the table of difference in the respondent's level of digitally-inclined skills when analyzed according to gender. Overall statistical results using t-test (equal variances assumed) revealed that there is no significant difference that was established in the ability of students to work with computers when analyzed to gender as reflected by the obtained t-value of 0.34 and p- value of 0.73 leading to the acceptance of the null hypothesis. Moreover, it was also established that no significant differences were found in the respondents perceived level of indicators in their ability to use computer or ICT as depicted by their respected obtained t-values of 0.50, and with p-values greater than 0.05 level of significance leading to the acceptance of the null hypothesis, It was also found that there were no significant differences in the respondents for the indicator skills for the effective use of information as depicted by the obtained t-values of 0.55 and with the p-values not higher than 0.05 level of significance leading to the acceptance of the null hypothesis The results implied that the level of respondents ability to work with computer/ ICT and the skill for the effective use of information is the same regardless of their gender. | Indicators | Strand | Mean | f-value | p-value | Significance | Decision H₀ | |---|---|---|---|---|---|---| | Ability of students to work with computer / ICT| STEM | 4.25 | 1.82 | 0.17 | Not Significant| Accept | | | ABM | 3.91 | | | | | | | HUMSS | 4.02 | | | | | | | Total | 4.10 | | | | | | Abilities for seeking and retrieving information | STEM | 4.13 | 6.55 | 0.00 | Significant | Reject | | | ABM | 3.64 | | | | | | | HUMSS | 3.88 | | | | | | | Total | 3.95 | | | | | | Skills for effective use of information | STEM | 4.20 | 5.68 | 0.01 | Significant | Reject | | | ABM | 3.73 | | | | | | | HUMSS | 3.83 | | | | | | | Total | 3.98 | | | | | | Overall | STEM | 4.19 | 5.77 | 0.00 | Significant | Reject | | | ABM | 3.76 | | | | | | | HUMSS | 3.91 | | | | | | | Total | 4.01 | | | | | Table 3.2 presents the significant differences in the overall level of perspectives toward digitally-inclined skills analyzed according to strands. The overall statistical results from a One-Way Analysis of Variance (ANOVA) indicate significant differences, with a t-value of 5.77 and a p-value of 0.00 leading to the rejection of the null hypothesis. Specific indicators show notable variations as well. The ability of students to work with computers/ICT has a t-value of 6.55 and a p-value of 0.00, resulting in the rejection of the null hypothesis. Similarly, significant differences in the skills for effective information use are indicated by a t-value of 5.68 and a p-value of 0.01. However, the first indicator measuring the ability to work with computers/ICT shows no significant difference, with a t-value of 1.82 and a p-value of 0.17, leading to the acceptance of the null hypothesis. This suggests that students' perspectives on their ICT abilities are similar across strands. Overall, while some aspects of digitally-inclined skills do not show significant differences, there are clear variations in students' perspectives, particularly with STEM students consistently demonstrating higher levels than their ABM and HUMSS counterparts. | Indicators | Family Income | Mean | t-value | p-value | Significance | Decision H₀ | |---|---|---|---|---|---|---| | Ability of students to work with computer / ICT | Php 10,000 and below | 4.07 | -0.33 | 0.74 | Not Significant | Accept | | | Above Php 10,000 | 4.12 | | | | | | Abilities for seeking and retrieving information | Php 10,000 and below | 3.77 | -2.47 | 0.02 | Significant | Reject | | | Above Php 10,000 | 4.03 | | | | | | Skills for effective use of information | Php 10,000 and below | 3.83 | -1.58 | 0.12 | Not Significant | Accept | | | Above Php 10,000 | 4.04 | | | | | | Overall | Php 10,000 and below | 3.89 | -1.61 | 0.11 | Not Significant | Accept | | | Above Php 10,000 | 4.06 | | | | | Table 3.3 presents the differences in the level of perspectives towards digitally-inclined skills when analyzed according to family income. With regard to the ability of students to work with computer/ICT, the t-value of -0.33 and a p-value of 0.74 indicate no significant difference between respondents with family incomes of Php 10,000 and below and those with incomes above Php 10,000. The null hypothesis is accepted, implying **that family income does not significantly affect students' ability to work with computer/ICT**. In terms of abilities in seeking and retrieving information, a t-value of -2.47 and a p-value of 0.02 reveal a significant difference between the two income groups. **Consequently, the null hypothesis is rejected, suggesting that family income has an impact on students' abilities to seek and retrieve information, with those in higher income brackets scoring higher.** Regarding skills for effective use of information, the t-value of -1.58 and a p-value of 0.12 show no significant difference between the two income groups. Therefore, the null hypothesis is accepted, indicating that **family income does not significantly influence students' skills in effectively using information**. Lastly, when considering the overall analysis of digitally-inclined skills, there is no significant difference, as indicated by a t-value of -1.61 and a p-value of 0.11. Thus, the null hypothesis is accepted, suggesting that, in general, **family income does not significantly affect students' overall digitally-inclined skills.** ## Chapter 4: Discussions In this chapter, discussions of the results will be presented. The topics will be tackled is the following: the respondent's distribution profile, level of perspective towards digitally-inclined skills, and lastly is the significant differences according to the level of perspectives towards digitally-inclined skills between different variable of the study. ### Level of Digitally-Inclined Skills The overall perceived level of digitally-inclined skills among employees is high, indicating that most learners demonstrate a high level of proficiency and comfort with the digital tools and technologies relevant to their roles. Studies suggest that students who possess High digital skills are better able to interact with digital learning platforms, which leads to more active participation in their educational activities (Peláez et al., 2020). Although, the presence of high levels of digital competence in educational settings is also closely associated with improved academic performance. Research by Kong (2018) found that students who are adept at using digital tools tend to perform better academically due to their ability to access a wider range of learning materials and collaborate effectively with peers. Research by Tamim et al. (2019) further explores the impact of digital skills on student engagement and self-directed learning. The study highlights that students who have higher levels of digital literacy are better equipped to navigate various e-learning platforms, which increases their engagement with online resources and tools. While according to Amanda Gerardot (2024) explored how technology usage in classrooms affected students, revealing that students who interacted with technology in a structured way exhibited higher levels of engagement and better retention of curriculum content. Additionally, Bay Atlantic University (2023) highlights that the appropriate use of digital tools increases interactivity in learning environments, fostering deeper student involvement and allowing for personalized learning paths that cater to individual needs. Also, these studies collectively indicate that while digital technology offers opportunities for enhancing learning, it also necessitates careful management to avoid distractions and ensure effective learning outcomes. D'Angelo (2018) highlight that when students use digital tools in meaningful ways, they are more likely to engage in collaborative problem-solving and critical reflection, which significantly boosts their academic performance and retention of knowledge. The result identified that the highest level of indicator is the Ability of Students to Work with Computer/ICT which is the most evident among the indicators. According to Eremie and Agi (2020), having the ability to work with computer/ICT gives advantage on organizing and improving their managerial skills. It enhances their own development with these skills by relevantly practicing on their own with different devices. Moreover, according to Prokop and