ICT Self-efficacy and Learning Styles As Determinants of Digital Literacy of STEM Senior High School STUDENTS

Abstract

This study aimed to determine the level of Information and Communication Technology (ICT) self-efficacy, dominant learning styles, and the extent of digital literacy among senior high school students in Science, Technology, Engineering, and Mathematics (STEM) fields. Further, the study determined the domains of ICT self-efficacy that predict digital literacy. A quantitative research method, specifically a descriptive-correlational research design, was employed, utilizing adapted questionnaires validated by a panel of experts. These questionnaires were answered by senior high school students from selected private sectarian basic education institutions in Davao City, who were selected through stratified random sampling as respondents in the study. The data gathered were analyzed using the mean, standard deviation, Pearson product-moment correlation, Chi-square test, and linear regression. The results showed that the level of ICT self-efficacy of students was high. Using the Visual, Aural, Reading, and Kinesthetic (VARK) model, the dominant learning style among STEM students was found to be kinesthetic. The results indicated that the student's level of digital literacy is high. Furthermore, the study revealed no significant relationship between learning style and digital literacy among STEM students. However, a significant positive relationship was found between ICT self-efficacy and digital literacy among STEM students. Specifically, communication and learning applications were among the domains of ICT self-efficacy that significantly influenced digital literacy. Based on the results, an enhancement program was crafted to improve digital literacy among STEM students.