Chapter 1
Chapter 1
DIGITAL LITERACY AND ONLINE LEARNING READINESS OF THE SENIOR SENIOR HIGH SCHOOL STUDENTS A Research Paper Presented to The Faculty of the Senior High School Department Aileen G. Alegarbes Joshua Gabriel C. Balomaga Edrick B. Banjao Mariane P. Batobato Rickianna Charein T. Baylan Janbrylle L. Calde
CHAPTER ONE
INTRODUCTION
INTRODUCTION
Background of the Study
Online learning readiness refers to students' ability and desire to thrive in a virtual environment. A study defines online learning readiness as the level of student preparedness for successful participation in online education, including computer and internet self-efficacy. Ideally, students should possess sufficient information and communications technology familiarity, as emphasized that information and communications technology familiarity is a strong indicator of students' overall readiness for online learning, including technology readiness, self-directed learning, learner control, self-efficacy of online communication and motivation to learn. However, it was found that students' readiness is often hindered by poor self-management skills, limited technological access, and the lack of an online learning environment that prevents active participation.
Globally, online learning readiness continues to be a significant challenge in education. In the United States, it was found that among one thousand two hundred twenty-four undergraduate students, first-generation students demonstrated similar digital skills but had less access to reliable internet and multiple digital devices. Similarly, it was reported that five hundred twenty-seven undergraduate students in China demonstrated lower readiness in terms of learning strategies, information technology skills, and self-efficacy. Likewise, nursing undergraduates in Sri Lanka were surveyed and found that seventy-eight point eight percent identified poor internet connectivity as a barrier, while seventy-nine point six percent struggled with household responsibilities and seventy-six point six percent faced slow personal devices-demonstrating that infrastructure deficits and socioeconomic pressures remain pervasive challenges even within health profession education.
In the Philippines, students' preparedness for e-learning continues to be a major concern, as found in Iligan City that sixty-five point two percent of students scored low in the Online Learner Readiness Self-Assessment, with the majority lacking the essential digital skills and technological access for effective engagement in online learning. Similarly, it was reported that three hundred seventy-five out of four hundred fifty-eight students in Manila City experienced slow internet connection, which greatly hindered their participation and learning outcomes in online classes. It was also reported that seventy-eight point one eight percent of students in Cebu city agreed that attending online classes solely with a mobile device impairs their learning, as they find it hard to transition to any website needed for activities. Furthermore, in Davao del Norte, it was discovered that sixty-eight point two three percent of the two thousand one hundred respondents had problems with blended learning due to the insufficient technological access and skills. It was also found that students in Davao City had difficulties with e-learning, as they had to spend long hours exploring and learning various digital platforms such as learning management systems.
Success in today's digital age depends on digital literacy, which is the essential competency to effectively access, evaluate, create, and communicate information through technology. Based on the European Commission, digital literacy encompasses competencies such as information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving, making it a fundamental skill for learners in technology-supported education. It was found that students with higher levels of digital literacy are more confident and competent in navigating online learning environments, enabling them to participate more effectively in virtual learning. Similarly, it was reported that among STEM students in Davao City, higher levels of digital literacy significantly contributed to online learning success by improving students' ability to use digital platforms and manage learning tasks independently. While it was found that digital literacy is insufficient on its own due to the necessity of factors like technical competence and institutional support, the current lack of evidence regarding its specific influence on senior high school students locally provides the rationale for this study.
The novelty of this study lies in examining the relationship between digital literacy and online learning readiness among senior high school students. Undergraduate students in a rural South African higher institution were studied, limiting its applicability to urban educational settings. Furthermore, college students from graduate and undergraduate programs were examined, showing that previous research was not solely focused on senior high school students. Meanwhile, students were involved, finding that digital literacy enhances students' use of digital technologies for learning. Therefore, this study addresses the population, geographical, and literature gaps by examining the influence of digital literacy on online learning readiness among senior high school students, a relationship that remains unexplored in previous studies.
The data gathered from this study may provide valuable insights into improving students' digital learning readiness by simply strengthening their digital literacy skills. The result of this study may benefit the students by simply helping them recognize the importance of developing one's digital competencies necessary for effective participation in online learning. Teachers, school officials and administrators may use the findings to design appropriate instructional strategies, training programs, and school based intervention that improves both online learning readiness and digital literacy among senior high school students. Parents may also have benefits from this study, they may gain a better understanding of their role in supporting their children's digital development, while policymakers may utilize the evidence when it comes to formulating programs and policies that promote technology-integrated education. Furthermore, future researchers may use this study as their reference in conducting related investigations focusing on digital literacy and online learning readiness in different educational settings and populations.