Figure - uploaded by Hazel Baterna
Content may be subject to copyright.
Source publication
Digital literacy promotes students’ competitiveness and better opportunity in today’s digital world and in the fourth industrial revolution (FIRe). This descriptive-survey research determined the digital literacy of science, technology, engineering & mathematics (STEM) senior high school students. A total of 130 respondents from two state-owned pub...
Contexts in source publication
Context 1
... informed consent and respondents' assent were secured first before they responded to the survey questionnaire. Table 1 shows the frequency and percent distribution of the respondents' demographics in terms of school, age, sex, and grade level. As shown in the table, most of the respondents were from School B with a total of 80 students (61.54%) while School A comprised a total of 50 students (38.46%). ...Context 2
... informed consent and respondents' assent were secured first before they responded to the survey questionnaire. Table 1 shows the frequency and percent distribution of the respondents' demographics in terms of school, age, sex, and grade level. As shown in the table, most of the respondents were from School B with a total of 80 students (61.54%) while School A comprised a total of 50 students (38.46%). ...Citations
... Several studies have been done about senior high school in the Philippines. These studies focused on senior high school academic achievement (Abun, & Magallanes, 2018;Casinillo, & Aure, 2018;Estonanto, 2018;Mirabueno, & Boyon, 2019), career path (Aure, 2018;Estrada et al., 2018;Gestiada et al., 2017;Rafanan et al., 2020), digital literacy of SHS students (Baterna et al., 2020), development of SHS instructional materials (Aceron, & Gajiran, 2018;Magtolis, & Batomalaque, 2019;Mamolo & Wang, 2019;Rogayan & Dollete, 2019), and work immersion (Budomo, 2020;Catelo, 2020;Cruz & Permejo, 2020;Favila et al., 2019;Macalintal, & De Chavez, 2020;Matabang, & Quimson, 2019;Orbeta et al., 2019;Pamittan et al., 2019;Vecino & Doromal, 2020). However, few researches support that the academic achievement in specialized subject in senior high school affects work ethics, work personality, and job skills in the Philippine context. ...
This descriptive research focused on the effects of academic achievement in specialized subjects to work immersion performance of Grade 12 Accountancy Business Management (ABM) students of a public senior high school in the Philippines, during the last quarter of School Year 2018-2019. Participants were selected through purposive sampling. A school-developed work immersion monitoring and evaluation tool was used to get the data on the work immersion performance. To get the data on academic achievement, the School Forms 9 & 10 were reviewed. Percentage distribution and mean and the Department of Education (DepEd) standard rating scale were utilized to describe the academic performance of learners. One-way analysis of variance (ANOVA) is utilized to identify the differences among the variables. Findings revealed that the Grade 12 students' academic achievement was satisfactory (M=82.00) in the specialized courses of their strand. Their work immersion performance was rated outstanding in the three components, personality (M=93.68), work ethics (M=91.84) and job skills (M=91.00). Generally, the components of work immersion performance are not affected by the academic performance in specialized subjects of ABM strand under academic track. Curriculum review on the competencies is recommended.
... This literature synthesis, taking a holistic approach, ensures that the integration of IVR transcends technological novelty, becoming a pivotal Mishra and Koehler (2006). High school students are preparing to enter a world where digital literacy and technological proficiency are critical (Baterna et al., 2020). Integrating IVR into their education not only enhances their current learning experiences (Papanastasiou et al., 2019) but also prepares them for future academic and professional environments where virtual and augmented realities will play a significant role (Vakaliuk et al., 2020). ...
This narrative review explores the transformative potential of immersive virtual reality (IVR) in enhancing high school students’ mathematics competence, viewed through the lens of the technological, pedagogical, and content knowledge (TPACK) framework. This review comprehensively illustrates how IVR technologies have not only fostered a deeper understanding and engagement with mathematical concepts but have also enhanced the practical application of these skills. Through the careful examination of seminal papers, this study carefully explores the integration of IVR in high school mathematics education. It highlights significant contributions of IVR in improving students' computational proficiency, problem-solving skills, and spatial visualization abilities. These enhancements are crucial for developing a robust mathematical understanding and aptitude, positioning students for success in an increasingly technology-driven educational landscape. This review emphasizes the pivotal role of teachers in facilitating IVR-based learning experiences. It points to the necessity for comprehensive teacher training and professional development to fully harness the educational potential of IVR technologies. Equipping educators with the right tools and knowledge is essential for maximizing the effectiveness of this innovative teaching approach. The findings also indicate that while IVR holds promising prospects for enriching mathematics education, more research is needed to elaborate on instructional integration approaches that effectively overcome existing barriers. This includes technological limitations, access issues, and the need for curriculum adjustments to accommodate new teaching methods. In conclusion, this review calls for continued exploration into the effective use of IVR in educational settings, aiming to inform future practices and contribute to the evolving landscape of educational technology. The potential of IVR to transform educational experiences offers a compelling avenue for research and application in the field of mathematics education.
... Integration of technology, such as virtual simulations, computer modeling, data analysis software, and educational apps, can help students visualize abstract concepts, conduct virtual experiments, and engage in authentic scientific practices (Ali et al., 2022). Technology in STEM classrooms also fosters digital literacy and prepares students for the digital-age workforce (Baterna et al., 2020). ...
... Many STEM subjects involve complex and abstract ideas that can be challenging for students to comprehend solely through traditional teaching methods. However, technology offers visual representations, simulations, and interactive models to help students grasp these concepts more easily (Baterna et al., 2020). Another valuable aspect of technology integration in STEM is its capacity to facilitate virtual experiments and data analysis. ...
This study focuses on evaluating university students' views on their involvement in STEM (science, technology, engineering, and mathematics) teaching methods. The aim was to explore the various factors that affect students' participation in these educational approaches. The research looked at how teaching methods, the use of technology, teamwork, interaction, motivation, and interest all play a role in engaging students with STEM education. Using a descriptive, cross-sectional study design, data were gathered from an online survey completed by 321 senior students from four universities in Mogadishu, selected through a non-random purposive sampling method. The data were analyzed using Smart PLS-4's structural equation modeling (SEM) and SPSS 22.0 software. The results showed significant links between teaching methods, technology use, teamwork, interaction, motivation, interest, and student involvement in STEM education. The study disproved the initial hypotheses (H1, H2, and H3) with p-values of 0.006, 0.000, and 0.000, each below the standard threshold of 0.05. Based on these findings, the researchers suggest improving teaching methods, technology use, teamwork, interaction, motivation, and interest to boost student involvement in STEM education. These results are expected to help shape future STEM education strategies and offer important information for educators and policymakers to improve university settings and teaching methods to further increase student involvement in STEM subjects.
... Students had good digital literacy in line with the digital technology used. With SLBI, students had a chance to learn to use digital technology wisely, access accurate information, and adapt to ever-changing technological developments [60]. The increase in students' digital literacy was caused by SLBI strategy steps that helped them search for information on the internet, select and save relevant information, create digital reports, and publish digital reports on social media. ...
... Inconsistent findings were found regarding gender and DL. Some studies indicate significantly higher scores for female students compared to males ) Grncharovska et al., 2016;Hohlfeld et al., 2013), while other researchers found that male students had higher scores than female students (Baterna et al., 2020;Karagul et al., 2021). Eshet-Alkalai and Chajut, (2010) examined whether changes in DL over five years are age-dependent or the result of experience with technology. ...
... Our findings reveal that junior school students reported higher socio-emotional literacy levels than high school students. This finding contradicts previous studies where older subjects have higher DL (Jin et al., 2020;Baterna et al., 2020), and supports studies that reveal that DL is positively related to digital practice (Anson-Gyimah, 2020;Pilav-Velić et al., 2021). An explanation for this may relate to the fact that even when most students returned to schools learning by capsules, junior school pupils remained at home. ...
... Regarding DL level, average male rates were higher than those of females. These findings duplicate other studies (Baterna et al., 2020;Karagul et al., 2021) where males achieved higher DL skills compared to females, especially in socio-emotional literacy (Porat et al., 2018). Thus, H1, focusing on gender, was partly accepted. ...
In March 2020, the COVID-19 pandemic required schools around the world to transition to online learning. This sudden change forced students who never experienced online learning to study a full curriculum with this method and rely on unfamiliar technology. The study uses the context of online learning during the pandemic as a case study to explore the implications of crisis times (e.g. natural disasters, environmental or public health crises) for digital literacy (DL) among students. Findings reveal that parental support was a crucial factor during a pandemic crisis. The more parental support students receive, the higher their digital literacy, their self- efficacy, their attitude toward technology, and their perceived achievements. Previous findings indicated that during routine students with high digital literacy reported positive attitudes toward using technology in education, compared to those with low digital literacy. However, our findings found that students with more positive attitudes toward technology reported higher digital literacy.
... It includes using and navigating digital devices, software, and online platforms and critically analyzing and evaluating online content for accuracy and reliability. Digital literacy also involves understanding digital privacy and security issues and using digital technologies safely and ethically (Atoy et al., 2020;Baterna et al., 2020). ...
... The result is evidenced by the fact that 39.29% of the students possess a digital literacy level 1, and 3.57% have digital literacy pre-level 1. The result suggests that there may be a need for further initiatives or programs to improve digital literacy skills among students (Baterna et al., 2020). Additionally, the relatively small percentage (7.14%) of students at level 3 implies that a relatively small proportion of students possess advanced digital literacy skills (Chetty et al., 2018;Purnamasari et al., 2021). ...
... The result suggests that the students have some fundamental digital literacy knowledge but may need help with more advanced tasks or technology in more complex ways (Marci-Boehncke & Vogel, 2018;Tohara, 2021). They may require further development and training to enhance their digital skills (Baterna et al., 2020). 7 Table 4 presents the comparison of the mathematical performance of the college students in the course Mathematics in the Modern World when grouped according to their digital literacy level. ...
The increasing reliance on digital technologies for learning and problem-solving is crucial to understanding how digital literacy skills affect students' performance in mathematics. The research explored the relationship between digital literacy levels and mathematical performance through a quantitative analysis of data collected from college students enrolled in the course Mathematics in the Modern World during the Academic Year 2022-2023. This research investigates the relationship between students' ability to effectively use digital tools and their academic achievement in mathematical subjects. This study found that the student has a very satisfactory (91.82%) performance in the course Mathematics in the Modern World. However, students' digital literacy skills need further improvement and support. The study highlights the importance of fostering digital literacy skills among students and the need for ongoing efforts to improve digital literacy levels. It also suggests that digital literacy may not directly impact mathematical performance, and other variables may have a more significant impact. Additionally, the study indicates that the course could reassess the importance placed on digital literacy and that more research is needed to understand the relationship between digital literacy and mathematical performance.
... Some of them forgot how to manipulate the different online tools. The generational gap is also a problem seen by Baterna and Rogayan (2020) during the onset of the COVID-19 pandemic. Most of the respondents in the said study belonged to millennials, mainly teachers from ages 25 to 30 years old. ...
... It was also noted that with some of the students living in the far-flung barangays, it became difficult for them to connect to the internet. Not only were those living in remote, farflung, and isolated locations, but teachers in the central business districts were also confronted with erratic internet connectivity (Baterna & Rogayan, 2020). Moreover, the Philippines is the only ASEAN country with poor internet connectivity (Baterna & Rogayan, 2020). ...
... Not only were those living in remote, farflung, and isolated locations, but teachers in the central business districts were also confronted with erratic internet connectivity (Baterna & Rogayan, 2020). Moreover, the Philippines is the only ASEAN country with poor internet connectivity (Baterna & Rogayan, 2020). Connectivity plays an important role in teacher's accessibility and efficiency. ...
Educational institutions are keeping up with changes in time. When COVID-19 hindered the traditional face-to-face classroom set-up, several forms of education, including blended learning, had to be implemented. Blended learning was possible due to the current advancement in science and technology. Applications and online tools are available for teachers and learners to ascertain the continuity of education. Hence, this study explores the online tools and applications utilized by science teachers, challenges encountered, and coping mechanisms teachers utilize to counter challenges. Moreover, this study employs a case study approach to ascertain that the data gathered are contextualized and specific. The results revealed that teachers utilized online tools like Class Point, Quizziz, E-class (Moodle), Kahoot, and Peer Deck. Challenges encountered by teachers include Lack of Digital Competence, Incompatibility of the application to the gadget used, Unstable internet connection, Lack of access to online tools premium features, and Lack of student engagement and direct supervision. Moreover, the teachers' coping mechanisms include Using differentiated and collaborative activities and emphasizing authentic submission of outputs. To effectively develop and implement these tools, it is necessary to comprehend and attend to the needs of secondary science teachers who have shared their experiences using online tools in a blended modality.
... (GX52)" Several people have expressed similar viewpoints. The acquisition of knowledge in science is not solely limited to the accumulation of information, but also encompasses the cultivation of skills necessary for achieving success in further education and professional endeavors (Rogayan, Baterna, & Mina, 2020). There are other notable responses, "And the things I learned, I can use it when I study in college or for work. ...
For the advancement of society, science education is crucial. In this study, the students' perceptions of the benefits and current relevance of scientific education were the main emphasis. Sixty students in Grade 10 had been selected for this study from three public national high schools. The participants wrote their short narratives about their perceived benefits of learning science and its relevance to the society. There are twelve themes emerged. The benefits perceived by includes: Acquisition of knowledge and understanding; Practical application in daily life; Appreciation of nature and earth; Personal and intellectual growth; and Preparation for further studies and careers. Meanwhile, the relevance of learning science includes: Problem solving and understanding causes; Practical application in daily life; Impact on society and medicine; Environmental awareness and solutions; and Improvement of society and everyday life.
... Wang, 2019) and emphasizing digital literacy as a core competence (Malyuga et al., 2018) in translator education curricula. Contrary to the fruitful findings in research related to digital literacy in other domains of education (Baterna et al., 2020;Bekker et al., 2015;Borthwick & Hansen, 2017;Lotherington & Jenson, 2011), the practices to assess, promote and evaluate digital literacy among translation learners were nearly non-existent in available sources of literatures. Consequently, we are now facing a dearth for research in understanding digital literacy within the translation education context, especially from a gender perspective. ...
... Giving an overall glimpse of the results, we could reject the stereotypical view that male students were dominantly stronger than their female peers in learning and applying digital tools and resources. The equality in the self-perception of digital literacy by participants of different gender groups was contrary to conclusion from previous studies that male students demonstrated superior skills in digital technology (Umar & Jalil, 2012), significant difference could be identified between students of different gender groups (Baterna et al., 2020) and male students had better technological knowledge and skills than their female peers (Nguyen & Habók, 2022). See Appendix 2 for descriptive statistics of the responses to survey items of the two gender groups. ...
... Previous studies have found that researchers are currently focused on studying digital literacy with learners in science, technology, engineering, and mathematics (STEM), such as research by Baterna, Mina and Rogayan Jr (2020) studying the digital literacy of STEM learners in two public high schools in Zambales, Philippines. The results showed that STEM students had digital knowledge in terms of accessing and evaluating data, data use and management, media analysis, media product creation, effective technology application, and technological interaction, with significant differences in the scope of student digital literacy when grouped by gender and class. ...
Digital literacy is important capacity for students’ learning in the world of rapid changes in technology. This article aimed to study digital literacy among non-STEM undergraduate students. The study covered the component of 4 skills, i.e., operation skills, thinking skills, collaborative skills, and awareness skills. The hypothesis set in the study was academic major in non-STEM has different digital literacy. When each component was separately studied, digital literacy among non-STEM students should be different as well. The participants in the study were 378 non-STEM undergraduate students of Prince of Songkla University, Surat Thani Campus. The research instrument was digital literacy measurement. Inferential statistics were used in the data analysis to compare two independent groups. The results support hypotheses that the sample in non-STEM undergraduate students with different academic majors had different levels of digital literacy. Students major in a language had higher mean scores than students major in management. When each component was separately studied, students with different academic majors had different levels of digital literacy in each component. Students major in language had higher mean scores than students major in management in all components. This article mentioned an important point about digital literacy of non-STEM undergraduate students so as to be a guideline for stakeholders to determine strategies, set policies and make plans to develop digital skills among non-STEM students, which is highly important to students in the era of rapid changing technology.
