Internet Exposure and Digital Literacy of The Student

 

A CORRELATIONAL STUDY BETWEEN INTERNET EXPOSURE AND DIGITAL LITERACY OF SENIOR HIGH SCHOOL STUDENTS

 

Chapter I Background of the Study

There are number of studies about digital literacy and internet exposure but most of these studies do not provide enough evidences to support the relationship between internet exposure and digital literacy of the students. Therefore, the purpose of this study stu dy was to de determ termine ine the rel relati ations onship hip bet betwee ween n intern internet et exp exposu osure re and digita digitall literac lite racy y of the stu studen dents, ts, partic particula ularly rly the senior senior high high schoo schooll studen students ts (Compu (Computer  ter   programming and Computer System Servicing grade 11 and 12) of San Jose  National High School.

 

Framework of the Study Computer Programming and Computer System Servicing Senior High School Students of San Jose National High School

Demographic Profile 1. Age Age 2. Sex 3. Grade and Section Digital Literacy

Internet Exposure

 

St State ateme ment nt of the Prob Proble lem m

1.

What is the demograph demographic ic profile profile of the responden respondents ts in terms terms of: of:

• • • •

       

Age Gender  Grade Section

2. Is there a relationship between internet exposure and digital literacy of the senior high students? 3. What are the impacts of being digitally literate? 4. How do students become digitally literate?

 

Chapter lll Methodology

Research Design Population and Sampling

 

•   This study used mixed-method design.  

Research Instrument

•   This study has 87 respondents, 51 respondents are grade 12 and 36 respondents from grade 11 students of San Jose National School CSS students and CP students who are using computers. •   The researchers made use of modified questionnaire. •   The researchers researchers looked for a questionnaire about about digital literacy and made a qualitative and quantitative questionnaire as the data-gathering instruments.

Data Collection Procedure

study. •   The researchers asked for the permission of the principal to conduct the study. •   The researchers conducted the survey. •   The gathere gathered d inf inform ormatio ation n was use used d as the data of the study in finding the relationship between internet exposure and digital literacy of the students.

Statistical Treatment Treatment of the Study

•   This study used frequency distribution and percentage.

 

Chapter IV Results and Discussions

Table able 1. Profile of the respondents in terms of age Age Group

Frequency

Percentage

15 - 17

47

54%

18 - 20 21 - 25

38 2

44% 2%

Total

87

100%

Sex

Frequency

Percentage

Male

54

62%

Female

33

38%

Total

87

100%

Table able 2. Profile of the res respondents pondents in terms of sex

 

Table able 3. Profile of the respondents in terms of grade Grade

Frequency

Percentage

11

36

41%

12

51

59%

Total

87

100%

Table able 4. Profile of the respondents respon dents in terms of section Section

Frequency

Percentage

Charity

18

21%

Integrity

18

21%

Virgo

24

27%

Leo

27

31%

Total

87

100%

 

Table 5. How many hours do you spend browsing or exposing yourself on the internet? Amount of time spent

Frequency

Percentage

20 minutes - 1 hour

36

41%

1 hour - 3 hours

30

35%

3 hours - 6 hours

21

24%

Total

87

100%

Amount of days spent

Frequency

Percentage

1 - 2 days

46

53%

3 - 5 days

27

3%

5 days - 1 week

14

16%

Total

87

100%

Table 6. Wit Within hin a week, how many da days ys do you use computer with an access to the t he internet?

Total

87

100%

 

Table 7. I have the following social media and website ac accounts: counts: F ace acebo book  ok   , I ns nsttagr am , G oog le ( G mai l) and Twitter account.

Number of accounts

Frequency

Percentage

1 account

46

53%

2 accounts

25

29%

3 accounts

9

10%

4 accounts

7

8.05%

Total

87

100%

 

Table 8. Tally of the scores gathered in the Digital Literacy Quiz. List of scores

Frequency

Percentage

10

10

11%

9

5

6%

8

7

8%

7

11

13%

6

18

21%

5

16

18%

4

12

14%

3

5

6%

2

1

1%

1

1

1%

 

0

1

1%

Table 9. Digital Literacy; divided into three categories.

Category

Frequency

Percentage

Fully digitally literate

22

25.29%

Slightly digitally literate

57

65.52%

Poorly digitally literate

8

9.20%

Total

87

100%

 

1. What are are the the impacts impacts of being being digitall digitally y literate? literate? •   helps to create new information and gather new information •   work efficiency –  it  it makes the task lighter  2. What are the advantages of being digitally literate wh when en it comes to to professional and industrial industrial performance? •   more competitive in the nature nature of work. •   higher level of productivity 3. Can a student student become become digitally digitally literate literate without without the the use of the internet internet? ? How? •   alternatives such as books related to digital knowledge or to their field of specializ specialization ation 4. Why do most of the students students prefer prefer exposing themselves on the internet internet to improve improve their digital literacy? •   internet provides us useful eful information when it comes to the digital environment •   it is very accessible and the fastest wa way y to gather information •   an interactive and a vigorous digital place 5. Why is it that that we must must have the the knowledge knowledge about about the the internet? internet? •   to cope within a changing technological environment •   a big help to their academic performances •   quick access to every piece of informations

 

Conclusions 1.

In terms of the de demographic mographic profile, most of the respondents were male and are 15 to 17 years old.

2.

Alm Almost ost hal halff of the tot total al num number ber of the resp responde ondents nts spe spent nt an amoun amountt of 20 minu minutes tes to 1 hour a day  browsing over the internet and 1 to 2 days within a week, having at least one social media or website account generally coming from ages 18 - 20.

3.

In terms of the Digital Literac Literacy y Quiz, a quarter of the total percentage of the respondents was described as fully digitally literate. 75% of the respondents was described as slightly slight ly and poorly digitally literate.

4.

Exp Exposu osure re to int intern ernet et great greatly ly helps our resp responde ondents nts to bec become ome digi digital tally ly literate literate as well as to the work  efficiency of an individual. However, while internet provide various information, it opened several ways to misinformation; that is why there are alternatives rather than using only the internet (e.g. books related to their field of specialization).

 

Recommendations

1. Tea each cher erss es espe peci cial ally ly th thee IC ICT T educ educat ator orss mus ustt enco encour urag agee thei theirr stud studen ents ts to familiarize themselves with the computer components, may it be hardware or  software component. 2. Students should learn more regarding the activities on the internet, either ethical or not for it will help them socialize and learn conveniently through the use of  internet. 3. The school management management must pay attention on improving improving the ICT facilities.

 

References 

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  http://edweekk.org/e.jsp/api/   http://dictionary.cambridge.org   http://www.academia.edu/diglit8413655/   http://drjbson.com/projects/dl/DLQ-LL.pdf    http://digitalliteracy.cornell.edu   http://thetechadvocate.org

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  http://westernsydney.edu,ou

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  http://drjbson.com/projects/dl/DLQ-LL.pdf  (Section IV, Q20)

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