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Chapter 1

INTRODUCTION

Many people, especially those who did not grow up immersed in technology,

have trouble understanding the systems necessary for computer literacy (Cohen,

2010). Computer literacy is a mandatory skill for success in school, the job force, and

everyday life.Though modern children are often considered to be "digital natives,"

certain familial norms and socioeconomic factors can affect a child's ability to learn

age-appropriate computer literacy. Students who do not learn age-appropriate

computer skills such as typing, online researching, and discerning internet usage can

fall behind in their classes and struggle to maintain their grades. Such difficulties can

even continue until adulthood (MathGenie, 2018).

In Canada, a research revealed that Canadians have no definite

understanding of how to be digitally literate. Moreover, the study determined the skills

and competencies needed for the sustainability of digital economy (Media Awareness

Network, 2011).

In the Philippines, the primary objective of spiral curriculum is to develop the

students to become scientifically, technologically, and environmentally literate and

innovative members of the community who solves problem critically, environment-

friendly, productive and creative citizens, oriented decision makers, and

communicate effectively (K to 12 Science Curriculum Guide, 2016).

Locally in Davao De Oro, it has been observed that several students of senior

high school encountered multiple difficulties while adapting to the new digital

solutions.This lack of digital literacy includes inability to perform simple functions

such as learning new digital platforms, where to find documents, navigating a

computer using menus and functionality, log into online platforms, operating software

applications,saving work to a disk drive or who to ask for help all contribute to
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decreasing student participation and can even confuse them and can diminish the

learning experience. Without these basic skills a great deal of frustration may occur

on students as it seem like a daunting task to have learn these basics before even

being able to move on to more complex tasks.

Although digital literacy is well known term that has been used

interchangeably, there is still a lack of research on the topic and more research is

needed to invest in digital literacy enhancement for economic growth and

competitiveness. The researcher is interested in learning about digital literacy in

senior high school students that could close the gap left by earlier studies and help

develop digital literate students to prepare and make them successful in the future.

The findings of the study may help educators better understand the use of

technology by students and how to encourage that use for learning. They may also

help determine the urgency of students' digital literacy and provide insights regarding

information retrieval to support classroom learning, particularly in senior high schools.

Purpose of the study

The purpose of this study is to explore the digital literacy of learners of Senior

high school and their technology- related challenges as learning is carried out

through technology in the 21st century and with the expansion of technology usage in

K-12 higher education classrooms as well as their coping mechanisms and insights

on the use of digital tools and resources for a more effective learning and assist

homework completion .

Research Questions

1. What are the struggles being experienced by the Senior high school students

on digital literacy?

2. How do the Senior high school students deal and cope with the challenges in

digital literacy?
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3. What insights can you give to the students experiencing the same problems

on digital literacy?

Theoretical Lens

This study is anchored on Learning Theory 1990 by John Bransford,

Anchored instruction is a technology-based learning approach which stresses the

importance of placing learning within a meaningful, problem-solving context. A form

of situation learning, anchored instructions uses context-stories or micro-to situate

the learning and application of knowledge. In other words, the learning is

contextualized to provide students with realistic roles that serve to enhance the

learning process.

The Anchored Instruction Theory emphasizes technology-based learning.

Students take the technology as the carrier, use the reality of living world as main

contents to discover problems. Guided by the Anchored Instruction Theory, a famous

example of the instruction is the "Jasper Woodbury Video Series". The Jasper

Woodbury Video Series consists of 12 video adventure CD's. Students identify and

solve mathematical problems through those 12 adventure stories. Each adventure

story is designed under the U.S National Mathematics Framework Standards issued

by the U.S National Association of Teachers of Mathematics. Each video adventure-

episode provides students with a variety of mathematical problem analyzing and

solving opportunities. With those interactive and collaborative learning opportunities,

students can obtain a mastery learning of natural sciences, social sciences,

literature, history and other knowledge and skills.

Experiential Learning Theory 1984 by David Kolb. Menaker et al. (2006)

believes that when new educational technology optimizes instruction, it requires our

understanding and utilizing " Experiential Learning Theory". Applying experiential

learning theory in computer-assisted instruction and educational game and scenario-

simulation design is one of effective ways to optimize instruction. But understanding

experiential learning theory is the foundation of optimizing instruction and learning

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environment. Relying on one's experience alone, one cannot effectively acquire

knowledge, develop thinking skills. The implementation of experiential learning theory

requires us to create an optimal learning environment. Experiential learning

environment is designed to provide learners opportunity to construct experimental

knowledge structure, knowledge feedback and update to optimize instruction. The

key is that we must be able to effectively balance the "discovery instruction" design

and " heuristic- guided instruction" design. Today, supported by the rapid

development of educational technology, creating experiential learning environment is

no doubt an effective strategy to optimize instruction with integration of technology

and experience. However, this strategy is a double-edge sword. If the experience is

without support of appropriate educational technology and well-designed instruction,

the effectiveness of experiential learning theory would be counterproductive.

Connectivism Theory 2005 by George Siemens and Stephen Downes.

Connectivism is one of the most prominent of the the network learning theories that

have been developed for e-learning environments. It first appeared in Siemen's

(2005) on-line publication "Connectivism": A learning theory for digital age", ideas

which have been developed by Downes (2005, 2006, 2002). It is beginning to be

recognized by medical educators (Sandars and Morrison, 2007, Sandars and

Haythornthwaite, 2007, Mehta et al.,2013; Lau, 2014; Downes, 2015; Flynn et al.,

2015) due to it’s claims to provide a lens through which teaching and learning using

digital technologies can be better understood and managed. This paper aims to

examine connectivism and it's potential application in medical education.

Connectivism proposes that learning may also reside in "non-human

appliances" where it may be stored and manipulated by technology (Siemens, 2006).

In connectivism there is no real concept of transferring knowledge, making

knowledge, or building knowledge. Instead it emerges from the connections that are

formed during network activity. Distributing cognition, sense and meaning making
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and filtering to networks of human and technological nodes helps cope with the rapid

expansion of available knowledge (Siemens, 2006).

This theory builds on the idea that technology has increased the spread of our

access to information, and out constant connectedness should be harnessed to help

students make choices about learning, collaborating, and learning from diverse

sources, including sources on social media.

Online Collaborative Learning (OCL) 2012, by Linda Harasim from

foundations in computer-mediated communication and networked learning. Online

Collaborative Learning focuses on how different Internet qualities can provide

learning environments that foster collaboration and research. The teacher provides

resources to the students, facilitates the collaborative process, and gives timely

feedback on their project or assignment progress.

The world of education is rapidly changing. By staying well informed of the

most recent studies and learning models, you will not just effectively and purposefully

use technology in the classroom but also help students to move forward to the level.

Scope and Limitation of the Study

This study will be limited to Senior High School students of Elizalde National

High School . It focuses on Students’ experiences, thoughts, and observations, on

Digital literacy. The conduct of this study will be in May 2023 to June 2023 school

year 2022-2023. within the selected secondary schools of Davao de Oro division.

There are also some obvious limitations, such as the quantity of participants.

The sample size of participating students are relatively small, and they are not

represented most students in the country especially the private education sector.

This will also indicate that key results should not be expected in the broad sense, nor

should they extend beyond the context of the participants. Thus, subjects and

discussions that was not included in this limitation served as the study's delimitation

and could be investigated further.

Importance of the Study

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This qualitative study had a significance, and it might be a valuable resource

for individuals, groups, and organizations interested in learning more about the

experiences of senior high school students in digital literacy.

For the school heads and principals as a leader of the school, the result

provides them more information and encouragement to improve their program for the

efficiency of students of adapting digital literacy as part of their academic journey.

Furthermore, they may use the outcome as a starting point for giving seminars,

capacity building, and essential trainings to teachers to implement subject related to

digital learning to improve students learning in delving into the world of computer.

For the teachers as the resources of knowledge, may have enough

knowledge in computer and digital literacy and what's lacking in the students in their

computer skills and capabilities. Teachers will benefit from the knowledge gained in

this research work because they will be able to use the study's findings as a their

starting point on what they need to do to eradicate students problem in digital literacy

and to improve students capabilities in the field.

For the Department of Education being the policy implementers, this study will

serve as additional information in formulating plans, help them to improve and have

incremental change in education quality. Moreover, officials from the Department of

Education may be able to use the study's findings to help them formulate programs

that could improve development for the learners. They could also provide the needs

of the students like computers and other materials.

For the students as the primary recipient of education, they will adjust,

understand and see ways to learn the computer and digital literacy as part of

educational Innovation. This study would also be valuable to them since it would help

them to overcome this difficulties when it comes to computer and digital literacy.

For future researchers may use the result of this phenomenological study as

their guide and reference in conducting research like this study as this also act as a

basis for other researchers who express an interest in studying the same issue and
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research, but who will employ a different research design than that employed in the

current study..

Lastly, the knowledge gained from this study will be used to and added to

existing scholarly works and a developing body of literature on instructional

leadership practices of school heads in maintaining teacher motivation in the new

normal, whether at the elementary or secondary levels.

Definition of Terms

To aid readers' comprehension conceptually and operationally, the following

definitions will be used throughout the study:

Digital Literacy. This refers to as computer literacy, ICT literacy, information

literacy and media literacy (Antoninis, 2019). In this study this refers to the students

ability associated with technology.

Students. This refers to "individuals" who are enrolled in "educational

institutions" and who are engaged in the process of learning and developing their

knowledge and skills in various academic disciplines" (Saxberg, 2019). In this study

this refers to students who experienced difficulties in digital literacy.

Organization of the study

The purpose of this part is to give an adequate and complete organization of

the research.

Chapter 1 discussed the goal of this phenomenological investigation research

study, research questions, and theoretical lens. Also, this chapter discussed the

scope and limitations of the study, as well as the description or meaning of the

terminology used in this study.

Chapter 2 shows and presents the review of related literature and thoughts

from numerous related papers that the researcher included in the study.

Chapter 3 presents the research methodology, in which the researcher

discusses the research design, research participants, the role of the researcher, the
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data collection procedures, data analysis, trustworthiness of the study, and ethical

consideration.

Chapter 4 will be the discussion of the responses/answers of the participants

during the interview and discussion, as well as the participants' primary themes and

basic concepts, will be presented in this Chapter, along with verbatim remarks and

translations.

Chapter 5 will discuss the findings or results of the study, which will represent

the data collected and acquired from the detailed responses of the participants in

response to the research questions posed during the interview process. The result

will be examined considering the produced themes backed up by the literature given

in Chapter 2.
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Chapter 2

REVIEW OF RELATED LITERATURE

Some literatures as well as conclusions of research relevant to the current

inquiry are presented in this chapter of the study, which will be gathered through

references, books, published and unpublished journals, the internet, and magazines.

Articles focus on the experiences of students about Digital Literacy. The authors

have been properly acknowledged and referenced. Their suggestions, hypotheses,

and observations are helpful in interpreting my findings.

Several recent trends highlight why understanding the impact of computer

use on student outcomes is becoming increasingly important. First the prevalence of

compute use in the classroom has increased dramatically in recent years; in 2011

57% of recent college graduates reported using a smartphone, laptop, or tablet in

class at least some of the time (Parker et al., 2011).

Digitalization has permeated all stages of education systems in some

countries. This digitalization involves technologies and non-technologies outside the

‘’classroom’’. In tertiary education in most western countries like Australia or

Germany, most functions are deeply digitalized beyond teaching and learning,

including administration (i.e., marketing and recruitment for universities, registering,

enrolling, and managing students, etc.) libraries (i.e, online journals and books),

research (i.e, data gathering, storage and analysis, writing and publishing reports and

articles), and, of course, communication among students, instructors, administrators,

and researchers (Sewlyn, 2014).

Digital technologies may allow more flexible learning student-centered

learning, as well as opportunities to learn in very different spaces, when designed for

use in these ways, thus blurring the boundary between physical and virtual presence

on the part of teachers and encouraging collaborative and cooperative approaches

(Orr et al., 2020).

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Technology has the potential to enable greater access to and success in

learning, but it requires that we create appropriate national policy and development

frameworks, that we learn from practice and that we continue to conduct research

and evaluation into what works (Mishra and Panda, 2020). Prior to the pandemic,

education institutions had started to actively engage with strategies that incorporated

digital elements in education (Becker et al., 2017).

Students must have the skills and knowledge necessary to sense one’s own

competencies in choosing and leveraging technology best suited for demonstrating

the achievement of learning goals, problem solving or in working with a new

technology; to draw on knowledge of one’s own skills; to seek support when needed

(International Society for Technology in Education, 2019); and to monitor one’s

progress toward goal completion and alter course when a new approach or

technology is required (OECD, 2019; Vanek, 2017).

Digital technology has become an integrated part of education (Benson and

Kolsaker, 2015) and is changing the ways today’s students learn (Coccoli et al.,

2014). Digital technology includes a wide range of computing hardware and

software, e.g. mobile devices, web tools, application software, communications and

storage services, etc. (Mohammadyari and Singh, 2015; Ng, 2012). Students use

digital technology for such learning activities as reading and sending email,

accessing learning management systems, reading e‐journals or e‐books, doing

online quizzes, participating in discussion forums, and so on (Jones et al., 2010;

Waycott et al., 2010).

Digital literacy, which is one of the challenges of integration of technology in

academic courses (Blau, Shamir-Inbal & Avdiel, 2020), has been defined in the

current literature as the competencies and skills required for navigating a fragmented

and complex information ecosystem.

Today’s students are familiar with digital technology and generally know how

to access, create, and share digital information (Ting, 2015). To be digitally literate,
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one not only needs to be able to search and manage, but also to scrutinise and

integrate digital information. Although Today’s students are generally considered

tech‐savvy, many of them find it difficult to do so effectively (Greene, Yu & Copeland,

2014). They conclude that students need to acquire planning, monitoring, and

controlling skills in relation to information Management, as well as critical thinking

skills.

Digital literacy is context‐dependent and suggests a seven‐element digital

literacy model: media literacy, information literacy, digital scholarship, learning skills,

communications and collaboration, career and identify management, and ICT literacy

(Jisc, 2014).Digital literacy comprises three key dimensions: technical, cognitive, and

social‐emotional. The technical dimension concerns the skills needed to use IT

proficiently. The cognitive dimension concerns the skills needed to search, evaluate,

and synthesize digital information critically, and at the same time, to be conscious of

any ethical, moral, and legal issues. The social‐emotional dimension concerns the

skills needed to socialize online in a proper manner (Ng, 2012).

Students can exhibit different levels of digital literacy. Thus, assuming that

all students have the same level or a certain level of digital literacy can lead to a

problem in online learning – What the students are capable of doing might be

different from the expectations of teachers (Prior et al., 2016).

Science and technology has a big impact in the society. Without science and

technology, the world is a complete mess. People would become well-informed and

allow them to make better decisions and choices by being scientifically and

technologically literate (Ng, 2013). Through the advent of technology, science has

become a very powerful tool in analyzing, exploring and discovering new concepts

and ideas relevant in today’s generation (Macanas & Rogayan, 2019). The ability to

access, process, understand, and create information or media content in the digital

environment is known as digital literacy (Hsieh, 2012). The ability to locate and
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consume, create, and communicate digital content, while simultaneously employing a

process of critical evaluation are the practices involved in becoming digitally literate

(Spires & Bartlett, 2012). However, despite of being part of the Generation Z, still

many students have low digital literacy.

Digital literacy facilitates better learning for the students. Many students,

entering in educational settings, make the learning process meaningful by using

digital devices in digital environments (Yamada-Rice, 2011; Potter, 2012). Above all,

teachers and school administration have a significant role in preparing the future

generation of a rapidly-changing global society. However, failure to handle and

manage digital and technological tools may lead students to risks such as believing

in fake and invalidated information, and their involvement in other cybercrimes

(Tamoria, 2016).

At the onset of the fourth industrial revolution (FIRe), Education 4.0 is a model

believed to respond to its demands (Hussin, 2018; Morales, 2019; Rogayan, 2019;

Rogayan & Albino, 2019). Education 4.0 promotes a new learning vision and novel

ways of learning that emphasize collaboration of men and machines (also known as

cyber-physical system). In addition, FIRe transforms the landscape of educational

technology. The continuous changes of knowledge brought new model of education

for the future (Atkinson, 2018).

Although students use technology in their everyday activities, they might not

necessarily be familiar with or use technology for learning (Waycott et al., 2010).

Students might use technology more for social or entertainment purposes but not for

learning (Prior et al., 2016). Digital learners need help on how to use technology

effectively for learning.Students might not know how to use technology for

learning(Gurung & Rutledge, 2014). Already possessing certain level of digital

literacy, however, they should be able to learn to use technology for learning

easily (Ng, 2012).

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The extant literature on digital literacy, skills and competencies is rich in

definitions and classifications, but there is still no consensus on the larger themes

and subsumed themes categories (Heitin, 2016). To exemplify, existing inventories of

Internet skills sufer from ‘incompleteness and over-simplification, conceptual

ambiguity’ (van Deursen et al., 2015), and Internet skills are only a part of digital

skills. While there is already a plethora of research in this field, this research paper

hereby aims to provide a general framework of digital areas and themes that can

best describe digital (cap)abilities in the novel context of Industry 4.0 and the

accelerated pandemic-triggered digitalization. The areas and themes can represent

the starting point for drafting a contemporary digital literacy framework.

There is a stake of digital skills for disruptive digital business, and they

connect it to the latest developments, such as the Internet of Tings (IoT), cloud

technology, big data, artificial intelligence, and robotics (Sousa & Rocha, 2019) . The

topic is even more important given the large disparities in digital literacy across

regions (Tinmaz et al., 2022). More precisely, digital inequalities encompass skills,

along with access, usage and self-perceptions. These inequalities need to be

addressed, as they are credited with a ‘potential to shape life chances in multiple

ways’ (Robinson et al., 2015).

As the times and science advance, humans will continue to make various

innovations. Technology is one of the results of human innovation. The

developments that occur cannot be avoided, along with the development of needs

that give birth to technological developments. Etymologically, technology is

knowledge about making something (Yaumi, 2018). In this era of globalization,

technology has become an important aspect to support daily life, be it economic,

political, cultural, artistic, and even educational aspects (Jamun, 2018).

In the 21st century, all information and communication can be done easily,

quickly, instantaneously, and can be reached by anyone and anywhere

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(Rakhmawati, 2017). The younger generation, especially students, are expected to

master various 21st century skills and use them to improve the quality of civilization.

21st century skills are skills that must be mastered by everyone in order to succeed

in facing the challenges, life problems, and careers of the 21st century (Redhana,

2019). 21st century skills that are integrated in knowledge, skills, and attitudes, as

well as mastery of technology can be developed through critical thinking and problem

solving, communication, creativity and innovation, and collaboration.

Students must have the skills and knowledge necessary to complete non-

routine tasks by drawing on familiar technologies, complete routine tasks by drawing

on new technologies or, if needed, new tasks requiring use of new technologies

(Vanek, 2017). The classroom should provide opportunities to practice digital

problem-solving, to “navigate and use multiple digital resources in order to

accomplish goals across domains including work, personal interests, educational

pursuits, social or professional networking, civic participation, and for future uses not

yet conceptualized” (Jacobs & Castek, 2018). Open-ended problem-based learning

activities that support students’ use of a broad range of technologies can help them

develop problem-solving in the comfort of a classroom. Learners can be asked to

identify a problem in their community, guided to use survey technologies to better

understand a range of opinions on the issue, and then instructed to collaborate using

technology to craft a presentation on the issue and possible solutions. In this

example, not only is the goal of activity focused on a problem, but the integration of

each technology employed likely requires untangling minor problems caused by use

of the technology.

Students must have the skills and knowledge necessary to understand where

to find information and how to use it to accomplish a predetermined goal or solve a

problem using digital media and text, online learning tools, and social media

resources (Partnership for 21st Century Learning, 2019; Wyatt, 2018). As is possible,

classroom activities should include authentic internet based resources. For example,
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if you are working with an English Language Arts class on social media, have the

learners examine their own networks to better understand audience and purpose of

each. If you are helping students learn how to use mapping technologies, ask them

to identify actual destination and modes of transport they are likely to use, then

create worked examples to get them to practice finding places. A teacher might

create an activity that requires students to use technology to map public transit

routes from their home or school to relevant locations (e.g., doctor’s office, American

One Stop, library) for arrival at a specific time.

Provide ample opportunities for use of technology both in class and out of

class. Blended learning programs in any academic content area make this possible;

providing low-stakes reasons for using new digital literacy skills (Rosen & Stewart,

2015; Vanek, Simpson, Johnston, & Petty, 2018).

Make use of the devices that learners own so that they can develop comfort

using them in new ways. Teachers must attend to issues of Internet access. Although

more than 95% of adults in the United States have access to mobile devices, not all

have smartphones and even fewer adults have data plans (Pew Research Center,

2018). Provide computer labs; offer location information for area libraries or

community-based organizations that have computer labs; establish Wi-Fi hotspot

lending programs.

Digital technologies may allow more flexible learning student-centered

learning, as well as opportunities to learn in very different spaces, when designed for

use in these ways, thus blurring the boundary between physical and virtual presence

on the part of teachers and encouraging more collaborative and cooperative

approaches (Orr et al., 2020).

However, the combination of digital technology, a more collaborative

relationship between teachers and learners, and the ability to disseminate

information quickly in support of change have certainly opened up new opportunities

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to support deep learning (Fullan & Langworthy, 2014) in affordable, scalable, and

sustainable ways (Bates, 2018).

If we can ensure access to appropriate devices and Internet, we can use the

new possibilities to work towards more open educational practices which provide

training and support to staff in sharing their intellectual property and experience,

making more constructive use of videos and discussion forums, and guiding and

supporting learners towards self-regulation and engagement with authentic

assessment tasks (Karunanayaka & Naidu, 2020).

In summary, students must be digitally literate in order to stay on track.

Students who lack digital literacy skills will have difficulty sharing and searching for

resources. Without the capacity to utilize computerized innovations truly intends that

there are numerous things you essentially can't do or access and this increasingly

implicates one's maximum capacity of being a skilled or competent student enabled

worker and limits their capacity to explore computerized proliferation, hyper-literary

route and evaluate the quality and legitimacy of the data. Even though digital literacy

is a difficult skill to master, it helps students learn quickly and thrive in today's digital

world.
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Chapter 3

METHODOLOGY

This chapter described the methodologies and processes employed in the

study's execution. These were followed and used to best achieve the study's

principal purpose. This chapter also discussed the research design, researcher’s

role, and the subject of this study. Also, the data sources, the data collecting

techniques and analysis, the reliability, and ethical consideration.

Research Design

Qualitative method of research using phenomenological approach was

employed in this study which described the experiences of students about Digital

Literacy. It is important to remember that qualitative research is a style of social

science research that collects and analyzes non-numerical data to derive meaning

from primary data in order to better understand social life via the study of specific

groups or locations. Also, qualitative research aims to uncover the meaning behind

the actions or outcomes. Hence, qualitative researchers investigate the meanings,

interpretations, symbols, and social processes and relationships (Saldaña, 2021).

Likewise, this qualitative study is phenomenological in nature, as this seeks to

comprehend students lived experiences and the behavioral, emotional, and social

significance of the Digital Literacy. In qualitative research, the concept of open-ended

questions and conversational inquiry allows participants to discuss about a topic in

their own words, without the limits imposed by fixed-response questions that are

common in quantitative studies (Tuffour, 2017).

The qualitative method was used in this phenomenological study to obtain a

complex textual description of the experiences of participants regarding the topic

under consideration. An empirical technique was used in this study, and the

researcher has collected data through an in-depth interview and focus group

discussion with the senior high school students about their experiences, thoughts,
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and observation about Digital Literacy. The purpose of qualitative phenomenology

research is to describe a phenomenon from the perspective of someone who has

had a lived experience of it. The fact that this is a qualitative study of story data

means that the methods used to assess the data must be considerably different from

more traditional or quantitative research methodologies. Essentially, it is concerned

with meaning, namely the meaning of an experience, a behavior, a narrative, and so

on (Umanailo, 2019).

Research Participants

The participants in this phenomenological study were the selected ten (10)

senior high school students of Elizalde National High School. Five (5) participants

were subjected to focus group discussion (FGD) and five (5) participants were

subjected to in-depth interview (IDI). A phenomenological study should involve five

(5) to twenty-five (25) participants who have all experienced the same occurrence

should be included (Creswell & Poth, 2018).

In addition, We employed a purposive sampling strategy to identify the

primary participants, individuals who have first-hand knowledge and experiences of

the phenomenon being studied, prior to conducting the study. These participants

were selected using pre-inclusion criteria: (1) they must be a senior high school

student; (2) and they must be a self-confessed students who experienced difficulty

about digital literacy. Additionally, to capture a wider perspective of the topic we

ensured that the participants must be a male or female teacher, they must be of legal

age, they must belong to any subject areas, and they must be willing to share his/her

experiences. They were chosen since they best suited the researcher's purpose of

studying the students’ lived experiences, thoughts, and observation on Digital

Literacy.

Role of the Researcher

As a researcher of this qualitative study, our role was to attempt to access the

thoughts and feelings of my participants. we were the interviewer, moderator,

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recorder, transcriber, translator, and co-data analyst, in this phenomenological study.

Likewise, as a researcher it is our primary responsibility to ensure the safety and

well-being of the participants as well as to safeguard the data collected from them.

In addition, as a researcher,We served as an interviewer, and we was held

accountable for meeting all the requirements both prior to and throughout the

interview process. As the primary tool for acquiring knowledge from the participants,

We also acted as a moderator that was responsible for ensuring that the ethical rules

for qualitative research are followed during the in-depth interview and during the

focus group discussion.

Additionally, it was also our responsibility to record all the responses using an

audio recorder and accounted the proceedings of the interviews and discussion with

the approval and consent of the participants, using a google meet recording features

and other. We made sure to make backed up notes if the recordings will not be

successful.

Further, We worked as a data transcriber. To properly transcribed the

information. This allowed me to ensure that the interaction of ideas and information

were correct, audibly captured, and allowed us to transcribe all the reports uttered

and explained by the participants.

Furthermore, the selected participants were urged to speak in any languages

or dialect with which they are comfortable, so that they could openly communicate

their views and experiences in detail and without fear of communication and linguistic

obstacles. With this, We was also a translator to ensure that the responses are

appropriately translated and structured into a Standard English statement.

Also, as a co-data analyst, We examined the data received from the

participants for this qualitative research to comprehend the overall narrative and

develop themes from the data that were collected in order to present the data in a

more complete and comprehensive manner to the assigned data analyst. In addition,
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We asked the assistance of my thesis adviser to ensure that the data acquired were

properly processed.

Lastly, We double checked all the data by giving it back to the selected

participants of the study, who are the senior high school students, so they have

checked if their answers during the interview are properly accounted for and

transcribed, which in this case increased the credibility of my study even further.

Data Sources

In qualitative research, observations, note-taking, interviews, focus groups

(group interviews), documents, and artifacts are all methods used to gather

information. In-depth interview and focus group discussion are the most often used

tools for gathering primary data and possible sources of valuable data (Malbašic,

Posaric, & Gregurec, 2019).

In addition, the main sources of data in our study are the responses of

research participants from the in-depth interview (IDI) and focus group discussion

(FGD) which is the senior high school student. These were deemed primary data

because it came directly from the mouths of the participants when they were

questioned about their experiences, ideas, and observations concerning the issue

under inquiry. In-depth interviews gave significant more detailed information than

other data collection methods. Additionally, an in-depth interview provided far more

thorough information than is available through other methods of data collecting

(Showkat & Parveen, 2017). Meanwhile, focus group discussion has the potential to

elicit information to gain a more comprehensive knowledge of the interviewee's

perspective (Nyumba, et al., 2018).

Furthermore, data from secondary sources were used in this study to discuss

the study's emerging themes as revealed by participants during the interview and

discussion, to discuss the study's problem, and to conduct the study centered on how

such sources and information deepened and narrowed the study's conduct. These

secondary sources were drawn from websites, books, journal articles, publications,
 21

and other studies completed that are believed related to the current study to

supplement the data from the primary source (Johnston, 2017).

Data Collection Procedure

In obtaining the data necessary in my study, We followed a step by step and

systematic procedure. This is required to ensure the accuracy and effectiveness of

data collection and information gathering efforts as qualitative researchers are

involved in a variety of actions during the data collection process.

First, we will seek an approval to conduct our study from the School Head of

the Elizalde National High School. After that, in order also to obtain an authorization

to conduct our study we will submit a letter of request to the school head of Elizalde

National High School. After that, the letter will be accepted and approved by the

school head and will furnish a copy of the approved letter to the grade level heads for

their information as this study will be carried out in their respective grade levels.

Second, after obtaining the relevant authorization letters such as the permit to

conduct the study and a validation of research instrument to made sure that the

interview questions are well validated and is appropriate to extract the data needed

to answer the research questions. We will identify the participants that will take part

of the study. Also, we will ask the assistance of the advisers in identifying those

individuals were able to meet the requirements in our study. The participants are

identified by their names on the list provided by the adviser that ensured that the

research participants.

Third, after the confirmation from the adviser regarding the status of the

research participants which are the Senior High School Students of Elizalde National

High School. The chosen participants will be informed and ask to attend a meeting so

that they are aware of their involvement in the study. They will be told about the

meeting in advance through text message, chat, or email so they can prepare. They

will also be educated about the research protocols, expected benefits, and potential

hazards, as well as their desire to take part in the study and their right to withdraw as
 22

a first step in the interview process. The purpose of the study will also be explained

to the participants.

Similarly, participants were asked if they consent to audio recording before

the research begin. They were also notified that the data will be stored securely in a

secure location and on an encrypt laptop to guarantee the safety and anonymity of

the participants. Finally, they were notified that after the research is completed, all

acquired data, including audio and transcripts, will be deleted, and burned.

Fourth, they were thoroughly explained the informed consent letter, that was

written in English. Because they are all legal age, only the informed consent letter

was sent to them. Queries and clarifications were addressed throughout the

orientation. The participants got the informed consent letter. Additionally, prior to the

conduct of the interviews on the agreed-upon schedule and time between the

researcher and the participants, the signed informed consents letter was collected,

and I politely and accurately response and address the participants questions,

clarifications and or any concerns about the content of the informed consent letter.

Fifth, during the in-depth interview, each participant was asked self-

explanatory questions. This is the researcher's method of identifying the participants'

real-life experiences, how they coped with challenges, and their coping mechanisms

as students who experiences difficulty about digital literacy.

Similarly, self-explanatory questions were asked to each of the participants

during the focus-group discussion. The researcher being the moderator reviewed the

participants on the proper protocol before the interview and discussion started.

During the FGD, We as the researcher tried a technique such as round robin to avoid

everyone talking at once. We ensured that all the participants can talk or share about

the questions being raised in the discussion. Part of the FGD rule is to require the

FGD participants to raise their hand when they want to say something for the

discussion to remain in order. And that they can also turn off their microphone when

it is not their time to talk.

 23

Finally, any information acquired in connection with this study that can be

linked back to the participants was be kept private and shared only with their

permission or as required by law. In addition, discrete coding, initials and numbers,

and a pseudonym was used to code the data about the participants.

Data Analysis

The data that were gathered during the study's conduct had been evaluated

and examined to arrive at conclusions that addressed the study's problem using

thematic analysis. The purpose of a thematic analysis is to find themes, or relevant or

intriguing patterns in data, and then used those themes to address the research or

say something about an issue. A strong thematic analysis does more than simply

summarize the data; it analyzes and makes meaning of it. The usage of the primary

interview questions as the themes is a common blunder. This usually indicates that

the material has been summarized and structured rather than examined (Braun &

Clarke, 2021).

Further, the data analysis was completed after transcribing the findings of the

IDI and FGD conducted among the participants. In this study, We used coding and

theme analysis to examine the data that was gathered and obtained. For display and

presentation, the data were separated into numerous categories, with comparable

replies from different participants. The process is called thematic analysis, and it was

the major tool in analyzing the information gathered.

Furthermore, thematic analysis was utilized to examine the transcribed

material that was collected from each of the interview sessions. The interview was

transcribed verbatim in its entirety first. In this study, We were the ones who

conducted the thematic analysis. The information gathered was methodically

reviewed to gain a deeper understanding of the participants' lived experiences. Each

transcription was carefully studied and then sorted into relevant analytical units,

which were called categories, by the transcriptionist which is also the researcher.

After identifying the meaningful categories, the researcher classified them and then
 24

develop themes based on the coded categories. The information was organized

thematically.

In addition, after familiarizing with the data, We began the coding then

combined to come up and develop themes, concepts, and categories. Then, relevant

text parts were identified and was labelled with a code so that they are quickly

retrieved for additional analysis and comparison.

Additionally, we labeled the clusters after the codes were clustered together

based on the meaning or linkages shared among the codes. The next step is naming

the codes, which involved using the labels established for the theme and coming up

with a comprehensive name that reflected the link or meaning given in that theme.

Furthermore, data were presented in tabular style, showing the emerging themes of

each research question, which are correctly coded, and particular replies from

participants being provided to support emerging themes in each research question.

Finally, to improve the data's dependability, we sought the assistance of my data

analyst, a specialist for this field, as well as my thesis adviser, to double-check the

information. The findings and interpretation of the data was presented utilizing tabular

representations, excerpts from participant replies, and coding for improved

comprehension and elaboration. Meanwhile, all data collected during the study's

whole procedure were correctly handled.

Trustworthiness of the Study

In achieving a truthful and productive result in the qualitative study, it is the

study that must have trustworthiness which is essential to attain success. There are

four criteria as requirements in conducting the research. These are credibility,

transferability, dependability, and confirmability Guba (1981) as cited by Shenton

2017.

In determining the trustworthiness of this study, Credibility is one of the most

significant variables to consider. It is concerned with credible information that can be

 25

relied on to be truthful and accurate in its presentation and confidence in the

accuracy of the findings (Stewart, Gapp & Harwood, 2017).

In obtaining credibility in my study, we made sure that all our data contains

veracity through recording, personally writing their responses in an interview, and

securing the data acquired. With these, we were confident that my study will manifest

credibility. Transcribed data was given back to the participants for validity check to

determine if the essence of the interview were captured correctly. This were given

participants an opportunity to correct errors and challenge what is perceived as

wrong interpretations. Repetitive questioning was done also to ensure the richness of

data that was obtained from the participants (Wang & Scheinbaum, 2018).

Additionally, iterative questioning was used in our study to address credibility

issues to elicit detailed data, iterative questioning is important, in which the

researcher comes back to issues previously raised by the participants and extracts

relevant data through rephrased questions, allowing participants to answer the

question confidently.

In this study, triangulation was employed, providing the participants the

opportunity to clarify their objectives, fix any inaccuracies, and provide further

information if necessary. This was also validated the veracity of the synopsis, which

states that these are all their personal experiences. Likewise, the primary data

collecting approach was the IDI and the FGD. In this instance, the data thickness

was addressed by using many probes, allowing participants to generate more

responses, especially as each participant will represent each case in my study. As a

result, we made sure that each participant can supply, explain, and deliver the

necessary details, data, and information. Triangulation is a qualitative research

approach for determining validity by combining information from multiple sources

(Lemon & Hayes, 2020).

Further, checking was carried out that it is the single most essential provision

that can was made to strengthen the credibility of our study. Checked on the
 26

accuracy of the data were performed "on the spot" during the duration of the data

collecting dialogues, as well as at the conclusion of the dialogues. As part of their

participation, participants were also required to check any transcripts of the dialogues

in which they took part. In this case, the focus was the participants beliefs that their

words accurately reflect what they truly intended, because of a tape recorder was

used, it is likely that at the very least the articulation itself has been accurately

recorded.

Transferability is characterized as the degree in which the research can be

transferred to another context. The reader takes notice of the specifics of the study

setting and methodology, and then compares them to a similar situation that they are

more familiar with to draw conclusions. For similar situations, the original researcher

provides a highly thorough account of their problem and methodology, if the details

are equivalent (Tong & Dew, 2018).

Likewise, when it comes to transferability concerns, We came up with a

detailed manuscript ensuring that details will be properly documented then allow the

research participants to see the results before arriving at a final manuscript. To make

this study transferable, transcripts and data analysis document were included in the

Appendices and the texts used in my study were arranged logically to present a

meaningful yet comprehensive understanding.

Dependability is vital to trustworthiness of the study since it demonstrates

the consistency of the findings. Also, dependability is related to reliability. The

replicability of a study, or whether the same results would be obtained if the study

were repeated, is what reliability is concerned with (Chowdhury, 2017).

To address the dependability of our study, the procedures within the course of

my study were reported in detail, such as the in-depth interview. We used voice

recorder to assess my study especially in retrieving information out from the lived

experiences of the participants. With this, consistency of the statement was obtained.
 27

Dependability stresses the need for me to take into consideration the always

changing environment in which the research took place.

In this study, the researcher goes over the specifics of what is done in the

field in terms of data collection and analyzing the effectiveness of the inquiry process

as well as assessment and evaluation reporting. The participants in this study also

assessed the study's findings, interpretations, and recommendations to ensure that

they are all supported by the data collected from the study's informants. Furthermore,

the study's methodologies were described in full, allowing a future researcher to

replicate the work and make changes and adjustments that could add to the current

body of knowledge. The documents that were used and obtained, such as raw

transcriptions of data, and interview guides, were preserved for cross-checking the

inquiry process.

Confirmability is a concept that deals with the issue of research bias and

determines whether another person can put their trust in the results. Also referred to

as degree of neutrality, this term describes the extent to which the conclusions of a

study are formed by the participants, rather than by the researcher's own bias,

motivation, or interest. Furthermore, the usage of an audit trail be implemented, so

that the study panel and adviser could check to see if the interpretations and findings

could be tracked back to their original sources of information (Ghafouri & Ofoghi,

2018).

To address the issue of confirmability, we made certain that the conclusions

are only the result of the focus inquiry and not the researcher's biases. In addition,

we demonstrate how the data eventually lead to the creation of suggestions that

were gathered and analyzed during the study's execution. Raw data, such as audio

recordings, written field notes, and documents, were reviewed and reassessed

because of this. The respondents were given the transcription in the form of printed

texts for authentication and verification, which they signed. Also, we made certain

that all study-related records are structured, retained, and properly archived so that
 28

other people, such as the research panel and the adviser, can check and see if the

interpretations and conclusions can be traced back to a genuine source, with this,

confirmability will be accomplished.

Ethical Considerations

The main concern of this study was to explore the experiences of students of

digital literacy. Because of the in-depth nature of the study process, ethical

considerations have a special resonance in qualitative research. When conducting

virtual interviews with a vulnerable group of participants, ethical concerns become

even more important. They may become agitated while expressing their emotions

during the interview (Arifin, 2018). This study adheres to the three principles: the

principle of respect for person, beneficence, and justice that attempts to summarize

the basic ethical principles in research involving human participants as cited in the

Belmont Report (1974).

The first principle, respect for persons, is founded on two ethical principles.

The first is autonomy; individuals are independent entities with the right to choose

whether to engage in clinical research. This gives people the freedom to make their

own decisions and choices. The second ethical notion under the heading of respect

for persons is to make concessions for those who are particularly vulnerable and

require further protection. Also, this refers to the right of an individual to determine

what activities they will or will not participate in. Thus, informed consent is necessary

(Miracle, 2018).

To establish respect for persons, we utilized informed consent form, in which

participants were provided with complete information about the research, including

risks and benefits, and were given the opportunity to decide whether or not they

would like to participate. When obtaining consent, we mentioned the participant's

right to withdraw from the study, the study's focus, and procedures to be applied, as

well as comments regarding confidentiality and the signatures of both the researcher

and the subjects. Furthermore, we made certain that our research subjects agreed to
 29

take part in the study voluntarily and without being coerced. Only those senior high

school students who expressed an interest in participating were considered. Their

available time for the in-depth interview as well as their time for the schedule of focus

group discussion where they may openly share their ideas regarding the study were

requested by the researcher.

Lastly, to ensure that the ethical considerations are religiously followed, the

contextualized informed consent were submitted to the Research Ethics Committee

of Elizalde National High School. to ensure that all necessary and important

information for the participants will be included in the consent. The participants were

given the authorize contextualized informed consents, which were written in English,

to review prior to the study's conduct.

The second principle is beneficence, which includes the "principle of doing

good." There are two norms that guide research and clinical research, just as there

are two laws that guide respect for people. The first is to "do no damage," while the

second is to "raise potential benefits while reducing potential adverse events or

harm." Beneficence relates to the responsibility on the side of the investigator to

maximize benefits for individual participants and/or society while limiting the risk of

damage to the individual participant (Ross, Iguchi & Panicker, 2018).

To establish beneficence, we assigned codes to my participants in the data

presentation, especially that We are using an in-depth interview (IDI) and focus-

group discussion (FGD). The reason for the use of code is for the participant’s right

to privacy through anonymity. We made sure that the results of my study will be

positive and useful to my research participants. Moreover, We did my best to

guarantee that no psychological harm came to anyone who participated in the study.

The final principle is that of justice. Participants should be selected in an

equal manner, which means that populations that may be unfairly compelled into

participating, such as prisoners and institutionalized children, should be avoided. All

people should be exposed to the dangers and rewards of study in the same way, and
 30

persons should only be included or omitted for reasons related to the research

questions or hypotheses (Adams, 2018).

To establish justice, We made sure that the participants were selected based

on the inclusion criteria set to best address the purpose of the study. To protect the

identity and anonymity of my participants, We used aliases instead of their real

names. Interview were done in the convenient time and conducive place google

meet. The names of senior high school students were kept anonymous during the

data collection process, as well as during the presentation of data and distribution of

study conclusions. The result of this study was made known to the participants and

that their contribution in the research will be acknowledged.

Furthermore, to address the ethical concerns raised by the research, We

made sure that subjects only participated in the study voluntarily and with informed

consent. Also, We made certain to inform the participants that they had the right to

resign or withdraw from the study at any time if they so desired, and that doing so will

have no impact on their employment or work. In addition, We double-checked the

interview guide for insulting, discriminatory, or other objectionable language by

submitting it to my thesis adviser and panel of examiners for review before it was

used. In every study, the participant's privacy and anonymity are of fundamental

concern. As a result, the participants in this study were given codes and/or

pseudonyms to keep their identities hidden throughout the study. Moreover, ethical

consideration can be listed as one of the most crucial aspects of the study

(Greenwood, 2018).

This study also adheres to Republic Act 10173, also known as the

Philippine Data Privacy Act of 2012, which strives to strike a balance between the

right to privacy and the efficient exploitation of information. According to the Act's

policy statement, it is acknowledged that, while the legislation protects the

preservation of an individual's fundamental right to privacy, it also provides the free

 31

flow of information for the purposes of innovation, growth, and national development,

among other things (National Privacy Commission, 2012).

To establish this in my study, We see to it that our research is not bias,

therefore, it should take rigorous steps to adhere to the process. We made sure and

used the data gathered only for my research and there shall be no other purposes,

as well as the questions are relevant to the phenomenon, and no other ancillary

questions were asked from the participants who are not related to our study. We

analyzed the data carefully so that it will be accurate, follow the process in order not

to harm the participants, and the data given will be secured and safe.

Moreover, these three principles and data privacy act were applied to specific

ethical situations. Rest assured that we kept in mind these three principles and data

protection act to help me clarify the student experiences about digital literacy, We

ensured that the principles that are mentioned in the Belmont Report and Data

Privacy Act were addressed to protect the rights of the participants which are the

senior high school students of Elizalde National High School .

Finally, this chapter includes a description of what the study is about, what its

emphasis is, who the individuals involved, agencies, and authorities are, and why

their approval, permission, and consent was a top priority, which every researcher

must accomplish first. The step-by-step procedure of gathering and evaluating data,

which was the most challenging component of the research, it will also be detailed in

this chapter. To that purpose, each study endeavor must maintain a high degree of

credibility, which may be accomplished in a variety of ways. Lastly, keep in mind that

every study endeavor must follow and adhere to ethical rules and consideration.
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