Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 2 (2025)

Integration of Contemporary Teaching and Digital Literacy Among Grade 12 ICT Students

Pollyne Villanueva | Zenaida Cuenca

Discipline: Education

 

Abstract:

The researcher aims to identify the significance and relationship of the integration of contemporary teaching and digital literacy among Grade 12 ICT students. This study employed a descriptive-correlational design to investigate the role of integrating contemporary teaching and digital literacy among trade 12 ICT students. The contemporary teaching focused on and analyzed specific areas, such as technological integration, interactive instruction, and studentcentered learning, while digital literacy was observed through technical, cognitive, and ethical skills. With the Grade 12 ICT students from a private school in Region IV-A, Rizal Province, as respondents, purposive sampling was utilized to select all available students (n=80). Descriptive statistics, specifically frequencies and percentages, were calculated to present the distribution of responses across the various survey items. Furthermore, mean scores and standard deviations were computed to assess the central tendency and the degree of variability in the students' responses for each of the identified areas within contemporary teaching and digital literacy. To determine the strength of the relationships between the variables, the correlational analysis was conducted and evaluated at .05 level of significance. The study revealed that the ICT students' respondents consistently perceived the integration, with mean scores ranging from 3.50 to 4.49, indicating a general agreement (Integrated) with contemporary teaching approaches. The mean scores, ranging between 3.50 and 4.49, signified a predominantly confident stance on their digital literacy skills. The analysis presented no correlations that reached statistical significance at the 0.05 level of significance; therefore, it is partially not sustained in assessing the correlation between the respondents' perceptions of contemporary teaching and digital literacy. Moreover, between the integration of contemporary teaching and digital literacy and the respondents' technical and cognitive skills, the result is sustained, as none of the examined correlations reached statistical significance at the 0.05 level of significance.



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