1

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Technology is becoming increasingly important in people’s daily lives, and its

influence will rampantly increase in the more coming years. Information and

communication technologies have become more popular in group environments, at

school, and at home and are no longer confined to specialized office settings. Every day

practices have been changed by ICT, accessing telephone messages, making withdrawal

from an automated teller machine or looking up a book in a computerized card catalogue.

The ability to use online resources effectively is clearly important and it is required for

success in most academic disciplines and occupations. Researchers have discovered that

educational institutions frequently overestimate the students’ ability to use information

and digital technologies to solve common study problems, technical expertise, skills and

experience are some of the main factors influencing dropout or attrition rates in online

courses. Since the role of technology is increasing in the lives of the individuals, it

requires expanding the notion of the people’s digital literacy.

Digital Literacy defined as the ability to understand and use information in

multiple formats from a wide range of sources when it is presented via technology

devices, networks and resources to access, understand, and construct awareness (ICTs). It

encompasses a wide range of digital reading and writing methods in a variety of media

formats, including texts, visual displays, and sentences. International Literacy Panel

(2021) stated that the fast increase of technology has fundamentally changed almost
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every aspect of life, learning, and work. Undeniably much of an individual’s future

success relies on ICT literacy as it characterized by unprecedented global flows in

information, products, people, capital, and ideas. Specially, during the COVID-19

pandemic, highlighted the existing gap among students which the school system

transitioned to online and modular distant learning models requiring students to have

internet connectivity at home and a personal computer. Additionally, it is relevant to have

equal access to ICT and opportunities to learn how to use it. With the absence of this

equity, it has been referred as digital divide.

The word “digital divide” refers to the disparity between those who have access to

information and communication technology and those who do not, specifically the

indigenous people, since there are no sufficient investments in the infrastructure required

to provide quick and reliable internet to indigenous communities. The most common

problems shared by a number of Indigenous people when it comes to digital technologies

are the lack of prior engagement with information technology due to restricted

educational opportunities, high computer costs, and inadequate infrastructure in

indigenous places of residence- and as pandemic highlighted the significance of timely,

accurate communication in a manner and language that is understandable to the intended

audience. The main issue for indigenous people is to be a part of a credible information

stream, avoid misinformation, and have the informational tools they need to prepare and

respond to the health crisis.

The people in most rural area in the Philippines such as the indigenous people

specifically the Subanen experience the discrimination and stereotype branded as the
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digitally disadvantaged because of their geographical location that they live in (Investing

in Cultural Diversity, 2017).

One indigenous group are Subanen people in Mindanao also known as Aborigines

that mostly live in the Northern, Western and Southern parts of the Zamboanga

peninsula. Daligang, 1981 as cited by Sun 2019 stressed that the Subanen group used to

live along river banks, or “suba” but now they also live in the mountains. The word is

derived from the word “suba” which means “river” or “mouth of the river” and they are

known as “bgansa Subanen” or Subanen Nation.

In expanding Digital Literacy among the Subanen people this would help them to

debate social and health issues, emergency responses, get involved with different social

movements and will share and receive important information. Moreover, the Subanen

Youth and adults can learn skills, meet indigenous role models, access healthcare and

share their experiences with the world without having to leave their communities,

(Greenfield, 2020).

There are existing research studies about the digital technology and the

indigenous people. However, there is no existing research if there is a significant

difference on digital literacy among Subanen when analyzed according to age, sex, and

civil status. Therefore, it is relevant for us researchers to conduct this study.

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Theoretical Framework

This section introduces and describes the theories found by the researchers to

explain the existence of the research problems under this study.

This study is anchored to Resources and Appropriation Theory of Van Dijk

(2005) it is a version of structuration theory (resources) and acceptance theory

(appropriation). It is for analyzing access that is backed by a particular theory but that is

also suitable to serve as a stepping stone for a neutral exposition of highlights of digital

divide in general because it is so broad.

The core argument of this theory are:

1. Categorical inequalities in society produce an unequal distribution of resources.

2. An unequal distribution of resources causes unequal access to digital

technologies.

3. Unequal access to digital technologies also depends on the characteristics of these

technologies.

4. Unequal access to digital technologies brings about unequal participation in

society.

5. Unequal participation in society reinforces categorical inequalities and unequal

distribution of resources.

Additionally, Unified Theory of Acceptance and Use of Technology (UTAUT)

of Venkatesh et al (2003), combined features from eight information technology

acceptance n research theories explain technology acceptance at the individual level.

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UTAUT’s dependent variable–behavioral intention (BI) – the degree to which an

individual wanta to use a technology for personal activities depends on the model’s key

constructs – expected performance and effort, and also on social influences. Final use

behavior of an individual depends on BI as well as facilitating conditions. The factors –

gender, age, voluntariness, and experience moderate the relationship between UTAUT’s

key constructs and the dependent variable – behavioral intention. Note that the gender

and age are key demographic factors that have often been identified as key determinants

of ICT access in the digital divide literature.

Conceptual Framework

Digital Literacy Digital Literacy Level

Respondent’s Profile

1. Age
2. Sex
3. Civil Status

Figure 1. The conceptual Paradigm showing the interrelationships of the different

variables of the study.

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The figure shows the concept of this research titled, “Digital Literacy Among

Subanen in Barangay Matam, Katipunan, Zamboanga del Norte”. This study investigates

the Digital Literacy among Subanen when analyzed according to the age, sex and civil

status. The dependent variable of the study is the digital literacy. The Digital Literacy

level is the independent variable and the demographic profile such as age, sex, and civil

status are the intervening variables.

Statement of the Problem

This study aims to identify the level of Digital Literacy among Subanen.

1. What is the profile of the respondents in terms of;

a. Sex

b. Age

c. Civil Status

2. What is the digital literacy level among Subanen in terms of;

a. Locating Digital Content

b. Creating Digital Content

c. Communicating Digital Content

d. Social Media

e. Mobile Devices

3. Is there a significant difference on digital literacy among Subanen when

analyzed according to:

a. Sex

b. Age
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c. Civil Status

Research Hypothesis

HO: There is no significant difference on digital literacy among Subanen when analysed

according to sex, age, and civil status.

Ha: There is significant difference on digital literacy among Subanen when analysed

according to sex, age, and civil status.

Significance of the Study

The result of knowing the level of digital literacy to Subanen will be a great help

to the following:

Researchers can provide extensions in the proper demonstration and usage of technology

and extend a collaboration with the Local Government Unit and National Commission of

indigenous People for assistance.

National Commission of Indigenous People will be able to know the level of digital

literacy in Barangay Matam, Katipunan, Zamboanga del Norte. The result of this study

will be published on their journal and can also be added on their performance-based

bonus. They can include the digital literacy on their programs about the Subanen and

develop programmes designed to support the culture of the Subanen and the ways on the

importance of being digitally literate which can help to improve the livelihood of the

Subanen people.

Local Government Unit in Municipality of Katipunan can identify the problems of

Subanen community in accessing the internet connection, provide programs that could
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educate indigenous people in using new technologies, and how it is relevant for them to

be a part of the digital age.

Schools will be informed of the level of the Digital Literacy of the Subanen and assess on

the ways that they could help.

Subanen Community will be introduced to Digital Literacy and new opportunities as it

helps to improve their lives in terms of health, education, livelihood, information,

communication and many more aspects.

Scope and Delimitation

This study entitled, “Digital Literacy among Subanen in Barangay Matam,

Katipunan, Zamboanga del Norte” aimed to determine the digital literacy among Subanen

when analyzed according to age, sex, and civil status.

The eleven (11) teens and seventeen (17) young adults were randomly selected to

be the respondents of the study from Barangay Matam, Katipunan, Zamboanga del Norte

in the year of 2021.

Definition of Terms

Digital Literacy- It is the level of Digital Literacy of Subanen people in terms of locating

digital content, creating digital content, communicating digital content, social media and

digital devices.

Age- Describes how old is the Subanen at a particular time.

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Sex-It refers to the label that is given to our Subanen respondents at birth based their

hormones, chromosomes, and genitals

Civil Status-Is defined as being single, married, separated or divorced, and widowed.

Subanen- It refers to the indigenous people living in Barangay Matam, Katipunan,

Zamboanga del Norte.

Social Media- It refers to the social media applications that the Subanen used.

Mobile Devices- It refers to the portable electronic equipment that was used by the

Subanen that can connect to the internet.

Digital divide- It refers to the gap between those who have and who have not access to

computers and internet.

Technology- It refers to the methods, systems, and devices.

Digital Natives- It refers to the people who have grown up with the internet and other

informational technologies.
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of related Literature

As the world becomes increasingly digitally connected, more citizens will be

required to be digitally literate, able to execute their jobs wisely and use available

technologies to achieve their goals. As a result, new skills popularized as “21 st century

skills” by the United Nations, are required of people all over the world in order to gain

more technical benefits (UNESCO, 2021). Moreover, in developing countries the ability

to integrate digital technology has become a necessary component for the delivery of

education (Jawarneh, 2017).

Digital Literacy

Digital Literacy defined as the ability to understand and use information in multiple

formats from a wide range of sources when it is presented via technology devices,

networks and resources to access, understand and construct awareness (ICTs). It

encompasses a wide range of digital reading and writing methods in a variety of media

formats, including texts, visual displays and sentences (International literacyPanel,2021).

In addition, "Digital Literacy" refers to the combination of technology, information,

computer, or digital with proficiency, literacy, fluency, or competency. Digital Literacy

refers to a person's attitudes, abilities, values, knowledge, and skills linked to using the

Internet, a computer, and other associated technology (Owens, 2019). However, as

technology has become more widely adopted, the digital divide has grown into a more

complex issue that includes digital literacy (Magasa, 2020).

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Digital Divide

Digital natives are persons who were born into a world of technology and digital

capital, whereas digital refugees are people who have adapted or are seeking to adapt to

the modern technological reality (Hunsaker,2018). School leaders, media specialists, and

educators are focusing more and more on the benefits of Digital Literacy skills in schools

because today’s students are looking to the Internet as a key source of information.

(Fingal, 2019). Without having internet access or own personal digital devices to use the

internet is certainly problematic and not knowing on how to engage with technology is

troublesome as it interferes with a person’s quality of life (Elliot, 2020)

Indigenous People and their Access to Technology

Despite the fact that many Indigenous youth have been early adopters of

developing modern technology such as Smartphones, connecting might be challenging

due to factors such as distance, social class, family structure, educational level, and job

status. Indigenous peoples are becoming a larger part of the population in many

countries. However, due to a variety of political and socioeconomic factors, the majority

of them, particularly those residing in rural areas, have faced continuous academic

underachievement (Amareen, 2021). Indigenous people live in areas where they have no

access to the internet, have poor mobile reception, and have little or no access to

electricity that challenge them in receiving accurate and reliable information and to

respond in the time of COVID-19 Pandemic (UNESCO, 2020).

Indigenous students have lower enrolment rates, dropout rates, absenteeism rates,

repetition rates, literacy rates, and educational results than non-indigenous students
 12

(United Nations, 2021). Many indigenous children and adolescents may not have access

to computers or the Internet at home. As a result, in some cases/locations, they may be

less conversant with social media and developing technology than others (Rice, 2016).

According to a 2017 survey, only 24 percent of households in indigenous communities

have access to quality, high speed internet (Greenfield, 2020). The pandemic highlighted

the significance of timely, accurate communication in a manner and language that is

understandable to the intended audience. The main issue for indigenous people was to be

part of a credible information stream, avoid misinformation, and have the informational

tools they needed to prepare for and respond to the health crisis.

The internet is a cultural survival mechanism for indigenous people serving as a hub

for indigenous languages and traditional storytelling. Indigenous youth and adults can

learn skills, meet indigenous role models, receive a degree or diploma, access healthcare,

and share their stories with the world without having to leave their communities

(Greenfield, 2020). In addition, indigenous people utilize text messaging and social

media to communicate, and they use photography and video to generate content to self-

represent and define their own identity, as well as to gain recognition within and outside

their communities. Several studies have found that Facebook, in particular, is becoming a

part of indigenous youth's daily conversations (Roihan and Brar 2021). Moreover, some

indigenous people are using the Internet to disseminate historical, tourist, and commercial

information to their own people as well as to outsiders. They utilize it to communicate

with tribal members, members of other indigenous communities, and members of the

general public in their own and other languages (Cisler & Steve, 2021).
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Sex and the access of technology

In comparison to boys and men, girls and women have less access to technology

and the internet. Girls and women, particularly in developing nations, struggle to afford

technology and internet access (Plan International, 2020).

Age and Digital Literacy

According to the Pew Research Center (2020), 73% of Americans aged 65 and

above use the internet, up from 14% in 2000. The internet, social media, and cellphones

are less likely to be adopted by older people, but those who have do so make extensive

use of them and develop new skills in the process. In addition, the most popular online

sites among teenagers are YouTube, Instagram, and Snapchat. 95% of teenagers have

access to a smartphone, and 45 percent claim they use it "almost constantly” (Pew

Research Center, 2018).

Related Studies

A study conducted in Australia which examines the extent to which indigenous

students’ Digital Literacy that may be affecting the success or failure of online courses as

well as the other digital-technology related factors which plays a great role. It further

stated that digital skills can be taught and discussed within programs; given the potential

that digital literacy is a major factor in the success of online education for indigenous

people living in remote areas.

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Furthermore, higher levels of education were more likely to be found among

indigenous adults living in major cities than in rural and remote areas. In 2008,

indigenous adults living in major cities were three times more likely than those living in

rural areas to obtain higher levels of education such as a Bachelor’s degree. The study

used available statistics to provide an overview of the spatial dimensions of higher

education and online learning. The indigenous Futures program, which works with

indigenous communities and delivers online courses to provide Indigenous pathways into

higher education, is then defined. The data was collected in two stages to assess the level

of digital literacy of enrolled indigenous students and how they were dealing with online

courses. First students were asked to complete a “Technology Use and Digital literacy

Survey” when they enrolled. Second, a face to face interview with students about their

experiences with the course about six to ten weeks after enrollment on online classes. The

findings of the study are that more than half (53%) assessed their internet skills at the

beginner or intermediate level while the 47% considered themselves to be advanced or

expert internet users.

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Chapter III

RESEARCH METHODOLOGY

This chapter presents the discussion of the method to be used, research design,

respondents of the study, research instrument, validating the instrument, scoring

procedure, data gathering procedure, and statistical treatment of data in this study.

Method Used

This study entitled “Digital Literacy Among Subanen” utilized Descriptive

research as the general methodology that was used in the study. The researchers also used

a quantitative method which is concerned with quantifying and evaluating variables in

order to obtain the data. It entails the use of statistical methods to analyze numerical data

in order to answer questions such as who, how much, when, where, how many and how

(Apuke, 2017).

Data Gathering Procedure

The researchers collected the data by conducting a face to face survey via random

sampling. When the instrument's authenticity was established, permission was sought

from the Campus Administrator of JRMSU's Katipunan Campus and the Barangay

Captain of Matam. The researchers asked assistance to the secretary of the barangay to

identify the target respondents who are Subanen by providing us a list of Subanens in the

area. The respondents were also willing to participate our study.

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Research Respondents

The target respondents of the study were teens (12-19) and young adults (20-25)

Subanen of Katipunan, Zamboanga del Norte in the year of 2021 through purposive

sampling. The researchers conducted a preliminary assessment to identify the

respondents in terms of number of population and availability.

Research Environment

This study was conducted at Barangay Matam, Katipunan, Zamboanga del Norte. The

researchers chose the particular location for the study based on the Subanen community

that lives in the said area and also the accessibility and availability of the services

required to complete the project.

Research Instrument

This study employs a researcher-made questionnaire –checklist. It has two parts: Part 1

gathers the respondent’s profile; and Part 2 gathers the data on digital literacy level. It is

likert-scale of 1-5: which 5 is “Everytime”, 4 “Almost Everytime”; 3 “Sometimes”; 2

“Almost Never”; and 1 “Never”.

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Statistical Treatment

The data gathered in this study are treated statistically using the following tools:

1. Frequency count and percentage were used to determine the profile of the

respondents.

2. T square was utilized to determine the significant difference on digital literacy

among Subanen when analyzed according to age, sex, and civil status.

3. Weighted mean was used as a statistical too to determine the digital literacy

among Subanen.
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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data in tabular forms, analyzes and interprets the results.

The presentation, analysis and interpretation of data, which are presented here, are

arranged in accordance with the order of the problems posted in the first chapter.

Subanen’s Profile

In the study, Subanen people in Matam were surveyed on their demographic

profile, specifically age, sex and civil status. The purpose of the profiling was to collect

key demographic information of the Subanen that could help in knowing their Digital

Literacy level.

Table 1. Profile of the Respondents in Terms of Age

Age Frequency Percent

Valid 12 - 19 11 39.3

20 -25 17 60.7

Total 28 100.0

Result in Table 1 showed that 11 out of 28 (39.3%) of the respondents belonged to the

age bracket of 12–19 years old, 17 out of 28 (60.7%) of the respondents belonged to the
 19

age bracket of 20-25 years old. This implied that majority of the respondents had the age

of 20-25 (60.7%) and rest of the respondents are 12-19 (39.3%) of age.

Table 2. Profile of the Respondents in Terms of Sex

Sex Frequency Percent

Valid Male 8 28.6

Female 20 71.4

Total 28 100.0

Presented in Table 2 is the profile of the respondents in terms of sex. It can be adduced

from the data that majority of the respondents are female that covers 71.4% of the

population. While the least number of respondents are male with the population

percentage of 14%. It implies that the female Subanen respondents are more responsive

than to those male respondents.

Table 3. Profile of the Respondents in Terms of Civil Status

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Civil Status Frequency Percent

Valid Single 12 42.9

Married 12 42.9

Widowed 2 7.1

Separated 2 7.1

Total 28 100.0

Table 3 showed the profile of the respondents in terms of civil status. It was depicted that

majority of the respondents were single that is, 12 out of 28 (42.9%) and married that is,

12 out of 28 (42.9%). While the least of the respondents were widowed that is 2 out of 28

(7.1%) and the separated that is, 2 out of 28 (7.1%).

Respondents’ Digital Literacy in terms of Locating Digital Content

In the study, Subanen were surveyed on how frequent they spend time using the

internet, conduct transaction, use calculator, use of video recording and the use of photo

taking. The purpose of collecting this was to identify if there is a significant difference of

their Digital Literacy in terms of Locating digital Content.

Table 4. Digital Literacy of the Respondents in Terms of Locating Digital Content

Locating Digital Content Mean SD Description

1. The use of internet 2.86 ±0.76 Sometimes

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2. Conduct transaction 2.04 ±0.92 Almost Never

3. Use calculator 2.61 ±0.83 Sometimes

4. Use of video recording 2.68 ±0.82 Sometimes

5. Use of photo taking 3.29 ±0.66 Sometimes

Grand Mean 2.69 ±0.80 Sometimes

Table 4 shows the level of Digital Literacy of the respondents in terms of locating

digital content. For the use of internet, the leading description is “Sometimes” with a

mean of 2.86. For conduct transaction the leading description is “Almost Never” with a

mean of 2.04; The uses of calculator have the leading description “Sometimes” with a

mean of 2.61, under the use of video recording the leading description of “Sometimes”

with a mean of 2.68 and a use of photo taking with leading description “Sometimes”

with a mean of 3.29. The grand mean is 2.69 with the leading description of

“Sometimes”.

Respondents’ Digital Literacy in terms of Creating Digital Content

In the study, the respondents were surveyed about their Digital Literacy on

Creating Digital Content. The purpose of gathering the information was to determine

whether there is a significant difference on the Digital Literacy of the Subanen when

analyzed according to Creating Digital Content.

Table 5. Digital Literacy of the Respondents in Terms of Creating Digital Content

Creating Digital Content Mean SD Description

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1. Use of word processor 2.18 ±1.06 Almost Never

2. Use of spreadsheet 2.04 ±0.74 Almost Never

3. Use of video maker 2.36 ±0.87 Almost Never

4. Use of image editor 2.14 ±0.97 Almost Never

5. Use of PowerPoint 2.39 ±0.96 Almost Never

Grand Mean 2.22 ±0.92 Almost Never

Table 5 shows the Digital Literacy of the respondents in terms of creating digital

content. For the use of word processor, the leading description is “Almost Never” with a

mean of 2.18. The use of spreadsheet with a leading description “Almost Never” has a

mean of 2.04; the use of video maker with a leading description “Almost Never” has a

mean of 2.36; the use of image editor with a leading description “Almost Never” has a

mean of 2.14; and the use of PowerPoint with the leading description “Almost Never”

has a mean of 2.39. The grand mean is 2.22 with the leading description “Almost Never”.

Respondents’ Digital Literacy in terms of Social Media

In this study, Subanen were surveyed on how long and how frequent they spend

time using applications on social media such as Facebook, Messenger, Instagram,

Twitter, Snapchat, YouTube, Viber, and Tiktok. The purpose of collecting this is to

identify if there is a significant difference on the Digital Literacy of the Subanen when

analyzed according to Social Media.

Table 6. Digital Literacy of the Respondents in Terms of Social Media

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Social Media Mean SD Description

1. Facebook 3.43 ±0.84 Almost Every Time

2. Messenger 3.32 ±0.90 Sometimes

3. Instagram 1.86 ±1.01 Almost Never

4. Twitter 1.39 ±0.63 Never

5. Snapchat 1.79 ±0.88 Never

6. YouTube 2.54 ±1.10 Almost Never

7. Viber 1.50 ±0.92 Never

8. Tiktok 2.32 ±0.90 Almost Never

Grand Mean 2.27 ±0.90 Almost Never

Table 6 shows the Digital Literacy of the respondents in terms of social media.

With the use of Facebook, the leading description is “Almost Every Time” with a mean

of 3.43; the use of messenger has a leading description “Sometimes” has a mean of 3.32;

the use of Instagram has a leading description “Almost Never” with a mean of 1.86;

twitter has the leading description “Never” with a mean of 1.39; snapchat has the

leading description “Never” with a mean of 1.79; YouTube the leading description

“Almost Never” with a mean of 2.54; Viber has the leading description “Never” with a

mean of 1.50; and the use of tiktok with the leading description “Almost Never” with a

mean of 2.32. The grand mean is 2.27 with a leading description “Almost Never”.

Respondents’ Digital Literacy in terms of Digital Devices

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The Researchers surveyed the digital devices such as smartphone, laptop, desktop, tablet,

television, and radio that may have been used by the Subanen. The purpose of identifying

this is to identify if there is a significant difference of Subanen Digital Literacy in terms

of Digital Devices.

Table 7. Digital Literacy of the Respondents in Terms of Digital Devices

Digital Devices Mean SD Description

1. Smartphone 3.29 ±0.76 Sometimes

2. Laptop 1.18 ±0.48 Never

3. Desktop 1.11 ±0.42 Never

4. Tablet 1.25 ±0.52 Never

5. Television 3.18 ±0.90 Sometimes

6. Radio 3.14 ±1.11 Sometimes

Grand Mean 2.19 ±0.70 Almost Never

Table 7 shows the Digital Literacy of the respondents in terms of digital devices.

With the use of smartphone, the leading description is “Sometimes” with a mean of 3.29;

the use of laptop has the leading description “Never” with a mean of 1.18; the use of

desktop has the leading description “Never” with a mean of 1.11; the use of tablet with

the leading description “Never” with a mean of 1.25; the use of television has the leading

description “Sometimes” with a mean of 3.18; and the use of radio has the leading

description “Sometimes” with a mean of 2.19. The grand mean is 2.19 with a leading

description “Almost Never”.

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Respondents’ Digital Literacy in terms of Communicating Digital Content

The Researchers surveyed on how frequent the respondents’ used on

Communicating Digital Content such as use email, participate in real time discussion, use

of google meet, zoom, and facetime. The goal of determining this, is to identify if there is

a significant difference of Subanen Digital Literacy when analyzed to Communicating

Digital Content.

Table 8. Digital Literacy of the Respondents in Terms of Communicating Digital

Content

Communicating Digital Content Mean SD

Description

1. Use email 1.86 ±1.01 Almost Never

2. Participate in real time

1.46 ±0.74 Never
discussion

3. Use of Google Meet,

1.71 ±1.08 Never
Zoom, and facetime

Grand Mean 1.68 ±0.95 Never

Table 8 shows the Digital Literacy of the respondents int terms of communicating

digital content. The use of email has the leading description “Almost Never” with a mean

of 1.86; participate in real time discussion has the leading description “Never” with a

mean of 1.46; the use of Google Meet, Zoom, and Facetime has the leading description

“Never” with a mean of 1.71. The grand mean is 1.68 with a leading description “Never”.
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Table 9. Significant Difference Among Respondent’s Digital Literacy When Analyzed

According to Profile

Pearson

Variables Chi-square ρ−value Interpretation

Value

Age * Locating Digital Content 12.488a .187 Not Significant

Age * Creating Digital Content 11.440a .407 Not Significant

Age * Communicating Digital Content 6.607a .471 Not Significant

Age * Social Media 13.536a .331 Not Significant

Age * Digital Devices 6.758a .662 Not Significant

Age * Digital Literacy 28.010a .411 Not Significant

Sex * Locating Digital Content 13.503a .402 Not Significant

Sex * Creating Digital Content 11.503a .420 Not Significant

Sex * Communicating Digital Content 7.897a .342 Not Significant

Sex * Social Media 12.320a .420 Not Significant

Sex * Digital Devices 8.400a .494 Not Significant

Sex * Digital Literacy 28.000a .411 Not Significant

Civil Status* Locating Digital Content 28.156a .403 Not Significant

Civil Status * Creating Digital Content 38.072a .249 Not Significant

Civil Status * Communicating Digital 14.628a .841 Not Significant

Content

Civil Status * Social Media 43.500a .045 Significant

Civil Status * Digital Devices 39.900a .050 Significant

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Civil Status * Digital Literacy 84.000a .381 Not Significant

Presented in the table is the significant difference among Subanen’s digital

literacy when analyzed according to profile. Result shows statistically no significance in

almost all the respondents’ profile specifically on age, sex and civil status (Locating

Digital Content, Creating Digital Content, Communicating Digital Content, Digital

Literacy).

With these, it suggests failure on the rejection of the null hypothesis. This means

that there is no significant difference among the variables. Thus, no association between

the variables.

On the other hand, as to civil status to Social Media and Digital Devices, it shows

significant differences. This suggests on the rejection of the null hypothesis that asserts

that there is no significant difference among the Subanen’s digital literacy when analyzed

according to profile. This implies that there is an existing association among the

Subanen’s digital literacy when analyzed according to profile specifically on civil status.

It means that Subanen’s digital literacy (social media and digital devices) depends on the

civil status. This study is aligned on Mahmood 2021, Investigating digital information

literacy in relation with demographic factors: A case of women in Pakistan which

elaborates that demographic factors like age, sex, income had no significant impact on

Digital information literacy skills of participants. Whereas only occupation and civil

status significantly impact on the digital information literacy skill of the respondents.
 28

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the brief summary of the whole study, the findings of each

problem, the conclusion, and the recommendation based on the data gathered and

analyzed.

Summary of findings

The study employed a quantitative-survey research method. The researchers used

a researcher-made questionnaire-checklist that was given to 28 respondents to identify

 29

the Digital Literacy Among Subanen in Matam, Katipunan, Zamboanga del Norte.

Frequency count, T-square, and weighted mean were the main statistical tools used in the

study to facilitate the analysis and interpretation of the data.

The following findings were revealed:

1. Following data analysis, the survey revealed that the majority of the study's

respondents are female, most are young adults, and the majority of them are

single and married.

2. In the Digital Literacy among Subanen in terms of Locating Digital Content, it

was revealed that the grand mean is 2.69 with the leading description of

“sometimes”. In Creating Digital Content, the grand mean is 2.22 with the

leading description of “Almost Never”. While in the Communicating Digital

Content, the grand mean is 1.68 with a leading description of “Never”. The

grand mean of Social Media is 2.32 with a leading description of “Almost

Never” while in Digital Devices the grand mean is 2.19 with a leading

description of “Almost Never”.

3. After the analyzation of data, it was discovered that there is no significance in

almost all the respondents’ profile specifically on age and sex in terms of

Locating Digital Content, Creating Digital Content, Communicating Digital

Content, Social Media and Digital Devices. On the other hand, as to civil

status, there is still no significant difference in terms of Locating Digital

Content, Creating Digital Content, and Communicating Digital Content. With

these, it suggests failure on the rejection of the null hypothesis (HO).

 30

4. It was found out that there is significant difference in the civil status of Social

Media and Digital Devices. This implies that there is an existing association

among the Subanen’s digital literacy when analyzed according to profile

specifically on civil status.

Conclusion

Based on the results obtained and inferred from the statistical analysis performed,

the researchers have found out that the Subanen in Barangay Matam, Katipunan,

Zamboanga del Norte are digitally illiterate. This was because of the distance as they live

on a remote area where they have no access on the internet and less access on electricity.

It was also revealed, that there is no significant difference among Subanen’s digital

literacy when analyzed according to profile specifically on sex, age, and civil status. On

the other hand, a significant difference in digital literacy level among Subanen was

revealed with respect to their civil status in terms of social media and digital devices.

This goes to show that there is an existing association among the Subanen’s digital

literacy when analyzed according to profile specifically on civil status but only in terms

of social media and digital devices.

Recommendations

The following recommendations drawn from the conclusion made:

 31

 Conduct a comprehensive study to quantify and specify the significant difference

that were inferred from the association of civil status among Subanen in terms of

social media and digital devices.

 Conduct further studies on exploring other variables that may be associated in

various areas of digital literacy among Subanen as such studies would provide

better perspectives when performing this kind of research.

References

Apuke. (2017, October 1). (PDF) Quantitative research methods : A synopsis approach.

ResearchGate. https://www.researchgate.net/publication/320346875_Quantitative

_Research_Methods_A_Synopsis_Approach

Auld, Snyder et. al. (2012, 25). Using mobile phones as placed resources for literacy

learning in a remote Indigenous community in Australia. Taylor &

Francis. https://www.tandfonline.com/doi/abs/10.1080/09500782.2012.691512
 32

Dyson. (2007). CULTURAL ISSUES IN THE ADOPTION OF INFORMATION AND

COMMUNICATION TECHNOLOGIES BY INDIGENOUS AUSTRALIANS.

CiteSeerX. https://citeseerx.ist.psu.edu/viewdoc/download?

doi=10.1.1.198.7661&rep=rep1&type=pdf

Edmunds and Evans. (2015). Digital storytelling, image-making and self-

representation: Building digital literacy as an ethical response for supporting

Aboriginal young peoples' digital identities. Charles Sturt University Research

Output. https://researchoutput.csu.edu.au/en/publications/digital-storytelling-

image-making-and-self-representation-buildin

Fingal. (2019, April 12). What is digital literacy and why does it

matter? Renaissance. https://www.renaissance.com/2019/02/08/blog-digital-

literacy-why-does-it-

Pillai. (2018). Digital literacy and substance abuse awareness using tablets in

Indigenous settlements in Kerala. IEEE

Xplore. https://ieeexplore.ieee.org/abstract/document/8433461

Prayaga. (2017, May). (PDF) Digital literacy and other factors influencing the success

of online courses in remote Indigenous communities.

ResearchGate. https://www.researchgate.net/publication/318138439_Digital_Lite

racy_and_Other_Factors_Influencing_the_Success_of_Online_Courses_in_Rem

ote_Indigenous_Communities

Rice et al. (2016, May 25). Social media and digital technology use among Indigenous

young people in Australia: A literature review. International Journal for Equity in

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Health. https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-016-

0366-0

Rice. (2016, May 25). Social media and digital technology use among Indigenous young

people in Australia: A literature review. International Journal for Equity in

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0366-0

Smith, I. R. (2017). 20Media. The Year's Work in Critical and Cultural

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What is digital literacy and why does it matter? (2019, April 12).

Renaissance. https://www.renaissance.com/2019/02/08/blog-digital-literacy-why-does-it-

APPENDIX B

Research Instrument

Digital Literacy among Subanen

Questionnaire

Part I

Name (Optional): __________________Age (yrs. old): 12-19 20-25

 34

Civil Status: Single Married Widowed Separated Sex: Male

Female

Part II

Listed below are locating digital content, creating digital content, communicating

digital content, social media and digital devices. For each one indicates whether you

have never, almost never, sometimes, almost every time and every time you have

used the following. You can check below which scale that applies to you.

1 2 3 4 5
 35

Never Almost

Almost Sometimes Every time Every time

Never

A. Locating

Digital Content

1. The use of

internet

2. Conduct

transaction

3. Use

calculator

4. Use of

video

recording

5. Use of photo

taking

B. Creating

Digital Content

1. Use of word

processor

2. Use of

spreadsheet

3. Use of video
 36

maker

4. Use of image

editor

5. Use of

PowerPoint

C. Communicating

Digital Content

1. Use email

2. Participate in

real time

discussion

3. Use of Google

Meet, Zoom,

and facetime

D. Social Media

1. Facebook

2. Messenger

3. Instagram

4. Twitter

5. Snapchat

6. Youtube

7. Viber

8. Tiktok
 37

E. Digital Devices

1. Smartphone

2. Laptop

3. Desktop

4. Tablet

5. Television

6. Radio

CURRICULUM VITAE

ARAH JANE P. ANTENERO

09452955260

DEMOGRAPHIC RECORD
Address: Brgy. Mias,,Katipunan, Zamboanga del Norte
Date of Birth: April 6, 2001
Place of Birth: Dipolog City
Civil Status: Single
 38

Religion: Roman Catholic

Nationality: Filipino

FAMILY BACKGROUND
Name of Parents
Fathers Name: Venusto D. Antenero
Mothers Name: Melanie P. Antenero
Number of Siblings: 3

EDUCATIONAL BACKGROUND
Level Inclusive School & Address
Year
Elementary Katipunan Central School
2012-2013
Junior High School Katipunan National High School
2016-2017
Senior High School Jose Rizal Memorial State University- Katipunan
2018-2019
Tertiary Jose Rizal Memorial State University- Katipunan
2019- present
CURRICULUM VITAE

JANE BRITNEY F. AMODIA

09073195337

DEMOGRAPHIC RECORD
Address: Brgy.Mias, Katipunan, Zamboanga del Norte
Date of Birth: Dember 4, 2000
Place of Birth: Brgy, Mias Katipunan Zamboanga del Norte
Civil Status: Single
 39

Religion: Roman Catholic

Nationality: Filipino

FAMILY BACKGROUND
Name of Parents
Fathers Name: Salvador P. Amodia
Mothers Name: Marissa F. Amodia
Number of Siblings: 3

EDUCATIONAL BACKGROUND
Level Inclusive School & Address
Year
Elementary Katipunan SPED Center
2012-2013
Junior High School Katipunan National High School
2016-2017
Senior High School Andres Bonifacio College
2018-2019
Tertiary Jose Rizal Memorial State University- Katipunan
2019- present

CURRICULUM VITAE

SHAINA MAE A. TABIADO

09551892912

DEMOGRAPHIC RECORD
Address: Purok Everlasting Binalibag, Olingan, Dipolog
City,Zamboanga del Norte
Date of Birth: March 13, 2000
Place of Birth: Batu, Siay, Zamboanga Sibugay
 40

Civil Status: Single

Religion: Iglesia Ni Cristo
Nationality: Filipino

FAMILY BACKGROUND
Name of Parents
Fathers Name: Nomer T. Tabiado
Mothers Name: Glenda A. Tabiado
Number of Siblings: 4

EDUCATIONAL BACKGROUND
Level Inclusive School & Address
Year
Elementary Cebulin Elementary School
2012-2013
Junior High School Punta National High School
2016-2017
Senior High School Punta National High School
2018-2019
Tertiary Jose Rizal Memorial State University- Katipunan
2019- present