NEW NORMAL’S PEDAGOGY

NEW NORMAL’S PEDAGOGY:

A CORRELATIONAL STUDY OF THE DIGITAL LITERACY

LEVEL AND THE ACADEMIC PERFORMANCE OF

MAAP MIDSHIPMAN FLEET

A Research Paper Submitted

In Partial Fulfilment of the

Requirements for the Degree of

Bachelor of Science in Marine Transportation

-----------------------------------------------------

By:

2cl Espinosa, Jherico James B.

2cl Garcia, Christine Dane T.

2cl Tumapang, Zaldy Noel N.

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Abstract

The learning modality of the Maritime Academy of Asia and the Pacific shifted from

conventional face-to-face instructions to online instructions in order to continue the

academic calendar amidst the COVID-19 pandemic. However, it has been observed

that this new normal’s pedagogy resulted to both positive and negative effects to the

academic performance of the students. This study sought to answer the relationship

between the digital literacy of the students and their academic performance, as well as

the factors affecting digital literacy. Two-hundred seventy-five out of the 889 students

currently enrolled for A.Y. 2021-2022 were chosen as the respondents of the study.

The researchers used Google Forms to gather data from the respondents. The study

used a correlational research design with Pearson’s Chi-square Test of Independence

to determine the relationship between the two variables. Data analysis showed that the

students demonstrate a "Very High" level of digital literacy in Operational Skills,

Formal Skills, Informational Skills and Communication Skills, and “High” level of

digital literacy in Content Creation Skills. Anent to this, Operational Skills,

Informational Skills, and Communication Skills showed a significant correlation to

Academic Performance. Formal Skills and Content Creation Skills showed no

significant correlation to Academic Performance. Lastly, competencies that affect the

level of digital literacy generally fall into the Formal Skills and Content Creation

Skills Category.

KEY WORDS: Digital Literacy, Academic Competence, COVID-19 Pandemic,

Online Class, Chi-Square Test, Correlational Research Design

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Acknowledgement

This research study would not be possible without the kind gesture, support

and help of many individuals. The researchers would like to extend their sincerest

gratitude to all of them.

Foremost, we offer this endeavor to our Almighty Father in heaven for the

wisdom he bestowed upon us, the strength and good health too finish this research.

We would also like to convey our deepest thanks to Ma. Celeste A. Orbe, for

sharing her expertise, unwavering time and effort throughout the conduct if this

research, which helped us complete this paper. Her virtuosity in research has

broadened the perceptions and knowledge of the researcher that helped them be

enlightened of what they are studying.

We, the researchers, would also like to acknowledge and give thanks to our

adviser, Ms. Edlynne Perona. We are beyond grateful for giving us your time and

effort inn order to finish this study.

The researchers are highly indebted to the instructors and employees of the

Maritime Academy of Asia and the Pacific for their guidance and constant support and

giving us the necessary supervision and information regarding this research.

Lastly, to our respondent, this research would not be a reality without your

voluntarily and unhesitatingly cooperation in the conduct of this study. Likewise, we

also give our deepest thanks to our friends and family for the support.
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DECLATARION OF INTELLECTUAL HONESTY

This study entitled, “NEW NORMAL’S PEDAGOGY: A

CORRELATIONAL STUDY OF THE DIGITAL LITERACY LEVEL AND

THE ACADEMIC PERFORMANCE OF MAAP MIDSHIPMAN FLEET” is

original and has not been submitted for any other course to any other academic

institution. I declare that no part in this report has been copied from sources without

appropriate citation or acknowledgement.

_____________________________________
2CL ESPINOSA, JHERICO JAMES B.
Researcher

_____________________________________
2CL GARCIA, CHRISTINE DANE T.
Researcher

_____________________________________
2CL TUMAPANG, ZALDY NOEL N.
Researcher

Date signed: 6 December 2021

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ADVISER’S ACCEPTANCE FORM

I, Perona, Edlynne Fabian, of the College of Marine Transportation of the

Maritime Academy of Asia and the Pacific (MAAP), have accepted to be the

ADVISER for the research proposal of 3cl Garcia, Christine Dane T., 3cl Espinosa,

Jherico James B., 3cl Tumapang, Zaldy Noel N. entitled: New Normal’s Pedagogy: A

Correlational Study of the Digital Literacy Level and the Academic Performance

of MAAP Midshipman Fleet.

Having known of the responsibilities assigned to this function, I shall

contribute my expertise for the completion of the above research.

Signed:

_____________________________________
EDLYNNE F. PERONA
Researcher

Noted:
 
_____________________________________
MA CELESTE A. ORBE
Academics Research Unit Coordinator 
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APPROVAL SHEET

After having been presented is hereby approved by the Committee on Oral

Examination with a grade of ____________.

_________________________ _________________________
FRANCIS MASCARDO RIGOR REGALADO
Member Member

_____________________________________
2/M JOLAN DAVE M. SUMBANON
Chairperson

After having been recommended and approved is hereby accepted by the

College of Marine Transportation, Maritime Academy of Asia and the Pacific.

_____________________________________
LEOGENES L. LEE, Ph.D.
AVP for Academics

_____________________________________
CAPT. DANIEL S. TORRES, JR.
Dean of Academics
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TABLE OF CONTENTS

Title Page i

Abstract ii

Acknowledgement iii

Declaration of Intellectual Honesty iv

Adviser’s Acceptance Form v

Approval Sheet vi

Table of Contents vii

List of Tables x

List of Figures xii

List of Appendices xiii

Chapter 1. THE PROBLEM AND ITS BACKGROUND:

Introduction 1

Review of Related Literature 3

Review of Related Studies 5

Theoretical Framework 11

Statement of the Problem 14

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Significance of the Study 15

Scope and Delimitation 17

Definition of Terms 18

Chapter 2. METHOD AND PROCEDURE:

Research Design 19

Respondents of the Study 20

Locale of the Study 20

Data Gathering Tools 20

Data Gathering Procedure 21

Analysis/ Statistical Treatment of Data 22

Chapter 3. RESULTS AND DISCUSSIONS:

Profile of the Respondents 23

Academic Performance 24

Digital Literacy Level 25

Overall Digital Literacy Level 28

Correlation of Digital Literacy to Academic Performance 29

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Summary of P-Values 33

Ranked Data Analysis 34

Chapter 4. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:

Summary 36

Findings 37

Conclusions 39

Recommendations 40

References 41

Appendices 45

Curriculum Vitae 50
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List of Tables

Table 1. The Descriptive Equivalent for the Digital Literacy Levels 22

Table 2. The profile of the Respondents 23

Table 3. The Academic Performance of the Respondents 24

Table 4. Frequency Distribution Table for Digital Literacy

Level in Operational Skills 25

Table 5. Frequency Distribution Table for Digital Literacy

Level in Formal Skills 26

Table 6. Frequency Distribution Table for Digital Literacy

in Informational Skills 26

Table 7. Frequency Distribution Table for Digital Literacy

in Communicational Skills 27

Table 8. Frequency Distribution Table for Digital Literacy

in Content Creation Skills 28

Table 9. Summary of Weighted Mean Values and its

Corresponding Descriptive Equivalence in Digital Literacy
Levels 28

Table 10. Chi-Square Test Results for Operational Skills

and Academic Performance 29

Table 11. Chi-Square Test Results for Formal Skills and

Academic Performance 30

Table 12. Chi-Square Test Results for Informational Skills

and Academic Performance 31

Table 13. Chi-Square Test Results for Communicational

Skills and Academic Performance 31

Table 14. Chi-Square Test Results for Content Creation

Skills and Academic Performance 32
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Table 15. Summary of P-values for Level of Digital

Literacy and Academic Performance on Raw and Simulated Data 33

Table 16. Ranked Data Analysis for the Weighted Mean

and Overall Score of Competencies for Digital Literacy 34
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List of Figures

Figure 1. Research Paradigm 11

Figure 2. Model of Cognitive Learning of Multimedia Principle 12

Figure 3. Model of Learning Theory 12

Figure 4. Model of Online Learning Theory 13

NEW NORMAL’S PEDAGOGY

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The engagement of citizens on the larger scale of Information Computer

Technology (ICT) provided an interest in the sudden rise of the digital world to be

utilized as means to almost everything because of its complexity (Anderson et al.

2018). Information gathering and communication was strengthened by technology. As

it shaped our society, digital literacy was maximized in order to acquire enough

capabilities on different access to human needs. Having the said skill of digital literacy

will gage an individual to be responsive in the needs of time and adaptive to the

changes of time (Tang et al. 2016). Subsequently, innovative pedagogical methods

were used to obtain information with the means of digital technologies resulting in the

emergence of electronic learning (E-learning).

Digital Literacy sets the transition of the transformation of every citizen to live

and contribute to society. This also served for people to survive in the Fourth

Industrialized Revolution. Moreover, it promotes student’s competitiveness and better

opportunities in the digital world (Baterna et al. 2020). With the pandemic (Covid-19)

boosting the use of technology, the education sector was forced to apply E-learning.

However, students and teachers were challenged to adapt with it given the situation

especially with countries having unstable internet connectivity like Africa (Hananto A,

2019). 

Additionally, the Philippines is 83rd out of 113th when it comes to digital

readiness (Kritz I, 2020). Therefore, not all schools nationally are able to cope with it
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and are more challenged because of the situation and lack of E-learning resources. On

the other hand, Maritime Academy of Asia and the Pacific (MAAP), is one of the

institutions in the Philippines even without the pandemic, and was already equipped

with certain digital tools and resources capable of engaging the cadets to E-learning.

With the new normal, MAAP was able to adapt with the situation and continue the

integral process of learning through technology. Moreover, due to the overwhelming

effects of technology, digital literacy has been a great tool to engage and measure

capability of an individual towards the responsible and full potential functionalities of

digital world has, especially with academic performance and factors affecting it

(Coman et al. 2020). According to Shopova (2014), the development of students'

literacy levels and digital skills is critical for improving the efficacy and efficiency of

the learning process, as well as for students' adaptation to a rapidly changing labor

market. 

The learning modality of the Maritime Academy of Asia and the Pacific

(MAAP) influences the student’s academic performance and it is a great concern of

the institution. A reason why even with the pandemic, the institution was able to cope

with academics. On the use of technology, there were specific educational platforms

that made up the online learning environment of the cadets efficient. Assessments and

assignments were intended to be through the use of digital tools as a medium. Hence,

the reflective efforts of the academic performance of the cadets during the pandemic is

through E-learning, and through E-learning digital literacy was considered. 

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Review of Related Literature

This section provides an in-depth analysis of the existing literature found

by the researchers relevant to the present study.

Online Learning and Classroom Learning. In the twenty-first century,

online learning has become a hot topic. The delivery of instruction via digital materials

is known as online learning. The utilization of technological gadgets is used to give

this type of learning. Online learning is also known as distance education,

computerized electronic learning, and internet learning. Students can now access their

learning materials online and at any time since the introduction of online learning.

Over the last two decades, the advancement of technology has made education more

readily available at all levels (Darkwa and Antwi, 2021).

Digital Literacy Levels. Ekici and Aydogdu (2017) concluded on their study

that technology and people are becoming increasingly connected every day, and digital

technology such as laptops, tablets, and internet access are allowing people to carry

out certain daily tasks. The digital literacy level of potential instructors was identified

as part of their research, and the digital literacy level was analyzed in terms of many

criteria. Furthermore, they found that the literacies described in the study are the

processes that have the required features to suit the academic, business, and daily

demands of persons in today's society. The successful implementation of these

processes in teaching and learning contexts has a significant impact on individuals'

future prospects, which are determined by their digital literacy levels.

Operational Skills. Van Deursen et al (2014) found out the positive outcomes

can be explained in part by operational skills. The study suggests that there is still
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significant variability in operational abilities, at least among the Dutch population.

Operational skills will almost certainly be required to access and profit from the

Internet on a basic level. Overall, their findings show that Internet skills are critical

since three of the five Internet skills have a significant impact on the positive

outcomes that can be achieved when using the Internet.

Formal Skills. Ferro et al (2010) mentioned on their book entitled: “Handbook

of Research on Overcoming Digital Divides: Constructing an Equitable and

Competitive Information Society (2 Volumes)” they defined Formal Skills as the skills

to be able to navigate on the Internet and maintain a sense of location while navigating

on the internet’s hypermedia structure. Moreover, the ability to orient oneself while in

the digital access is under this ability.

Informational Skills. Van Deursen et al (2014) posited informational skills

refer to the ability on locating required information choosing a website or a search

system to look for information, defining search options or queries, selecting

information on website or in search results and evaluating informational resources on

different Digital Platforms. Basically, the authors mentioned that this ability is used to

seek, find and validate information.

Communicational Skills. Van Deursen & Van Dijk (2009, 2010), mentioned

that Communicational Skills refers to a wide range of social applications that

necessitate the creation and maintenance of a – often ever-expanding – network of

contacts. The Internet expands the amount of contacts we have in a huge variety of

social applications. Many people find it difficult to cope with this intricacy and

actively engage in dialogue, despite how simple it appears.

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Moreover, few scholars have suggested to add these skills to existing literacy

frameworks (e.g., Ba, Tally & Tsikalas, 2002; Eshet Alkalai & Amichai Hamburger,

2004; Lankshear & Knobel, 2008; Livinstone, 2008), however the exact definition

varies. Internet use demands a unique set of skills that allow one to effectively cope

with this medium that generally is deprived of rich verbal cues (e.g., speech

intonation) and visual cues (e.g.,smiles and nodding).

Content Creation skills. Van Deursen et al (2011), revealed that the

development of content-related skills necessitates the acquisition of medium-related

skills. For example, before you can evaluate the results of a search query, you must

first be able to conduct one, and before you can ask a question on a social networking

site or forum, you must first create an account by filling out a form.

Review of Related Studies

This section provides an in-depth analysis of the existing studies found by

the researchers relevant to the present study.

The study of Mohagheghzadeh, M.S. et al. in 2014, The Impact of Computer

and Information Communication Technology Literacy on the Academic Achievement

of Medical and Dental Students at Shiraz University of Medical Sciences, evaluates

students' ICT literacy levels based on computer proficiency grades, self assessment,

and academic achievements. The authors then used this data to evaluate its correlation

to academic success. Such measurement standards, however, would be questionable

because (1) measuring a correlation of two grades in academic subjects would not
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yield a solid value since they are both criteria of academic proficiency; and (2) Self

assessment would mean that the description of ICT literacy would vary from subject to

subject since there is no uniform standard used to measure the said competency. The

authors acknowledge this in the Discussion section of their paper.

Therefore, in this study, we will be generating an assessment based on

standardized computer literacy tests in order for us to evaluate students' computer

literacy levels in a more objective manner. 

The relationship between computer literacy and academic performance, as well

as the difference of its impact between the sexes, and even the effects of addiction, are

explored in the study Oseghale, J. et al (2014). In the recommendations, the authors

suggest that teaching, seminars, and workshops would be the best methods to use for

increasing computer literacy levels. It is important to address that these methods were

not evaluated nor are any related research cited anywhere in the paper. In this study,

we aim to determine the factors affecting digital literacy based on empirical data to

form objective ways that would produce the expected impact we want to see in both

digital literacy and academic performance.

A positive correlation between online learning and technological literacy was

established in the study of Sari, M.Z. (2021) using data obtained from surveying 36

students. Moreover, frequency and duration of internet usage was used to measure

technological literacy. This structure presents two major problems: (1) The sample

size may not be enough to reflect the overall situation of the population, since the

sample size was simply taken from 36 students who responded to the WhatsApp poll;
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and (2) Frequency and duration of internet usage cannot measure technological

literacy, since the latter is composed of numerous complex elements aside from usage

and exposure to the internet. In this study, we will be determining the sample size

through appropriate formulas, and provide criteria that will encompass not just time

spent on the internet, but also the general aspects and branches of digital literacy.

Measuring Digital skills: From Digital Skills to Tangible Outcomes project

report. The study of Van Deursen et al (2014), focused on the project "From Digital

Abilities to Tangible Outcomes" which presents a tool to assess five different

categories of Internet skills. They examined the current digital skills literature

critically in order to develop such an instrument. Furthermore, their own knowledge

and work in the field of digital skills aided them in developing a detailed skills

framework with precise skill indicators. The proposed framework was founded on two

main theoretical approaches: Van Deursen and Van Dijk's skill differences and

Helsper and Eynon's measures. They were able to define matching items for numerous

sorts of talents proposed in these techniques. They made sure that all of the things

mirrored ordinary Internet usage that anyone could anticipate performing. They also

avoided items that were contextually tied to specific platforms or activities. Because

they are not dependent on what type of activity is popular or on new platforms being

popular, such goods should be able to be utilized for a long time.

An Analysis on Digital Literacy Level of Faculty of Sports Science

Students. The study by Haluk (2020) aimed to examine the digital literacy levels of

students in the faculty of sports sciences. According to the findings, the participating
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students' digital literacy levels varied significantly in social sub-dimension in terms of

gender variation. Male students had higher digital literacy levels than female students

in the social sub-dimension of the digital literacy scale.

Linking digital literacy and online information searching strategies of

Philippine university students: The moderating role of mindfulness. The study by

Atoy et al (2020) seek to to explore if mindfulness has a moderating effect on digital

literacy and online information searching tactics in a group of university students in

the Philippines. Consequently, students' online information searching tactics had a

direct beneficial association with digital literacy, according to the findings.

Surprisingly, mindfulness had no effect on the association between digital literacy and

strategies for finding information online. Digital literacy was also discovered to be a

moderating factor in university students' information-gathering practices.

The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India:

Teachers Perspective. The study by Hassan and Mirza (2021) conducted a survey

and assessment of digital literacy attitude among the teachers of schools in Rajouri

district of Jammu and Kashmir. Likewise it was revealed that training and motivation

are essential. Teachers' reluctance to use ICT resources can be shown in the lack of use

of ICT resources. As a result, in light of the importance and exploration of digital

literacy, it is advised that appropriate techniques for training the trainers (Teachers) be

launched and applied. The results of the study demonstrate that instructors in District

Rajouri (J&K) do not support ICT integrated teaching. The main cause for this is a

lack of ICT skills among teachers, which can be mitigated by providing suitable

teacher training that focuses on the development of ICT abilities.

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The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India:

Teachers Perspective. The study by Hassan and Mirza (2021) conducted a survey

and assessment of digital literacy attitude among the teachers of schools in Rajouri

district of Jammu and Kashmir. Likewise it was revealed that training and motivation

are essential. Teachers' reluctance to use ICT resources can be shown in the lack of use

of ICT resources. As a result, in light of the importance and exploration of digital

literacy, it is advised that appropriate techniques for training the trainers (Teachers) be

launched and applied. The results of the study demonstrate that instructors in District

Rajouri (J&K) do not support ICT integrated teaching. The main cause for this is a

lack of ICT skills among teachers, which can be mitigated by providing suitable

teacher training that focuses on the development of ICT abilities.

Understanding the Effect of Digital Literacy on Employees' Digital

Workplace Continuance Intentions and Individual Performance. The study by

Marsh (2018) investigated the effect of digital literacy on behavioural intention to

continue using the digital workplace and, ultimately, on individual performance. It was

the revealed that the idea was partially confirmed by the findings, which showed that

employees' digital abilities influence their intentions to continue and individual

performance through their views of ease of use. The findings imply that digital literacy

plays an essential role in encouraging digital workplace adoption, both as a precursor

to the more general determinants of technology adoption and in organizational

interventions.

Investigating Pre-Service Early Childhood Education Teachers'

Technological Pedagogical Content Knowledge (TPACK) Competencies

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Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. The

study by Altun (2019) aimed to determine the role of technology attitudes and usage,

digital literacy skills, and online reading comprehension strategies in the TPACK

competencies of pre-service early childhood teachers. Consequently, the outcomes of

the study demonstrated that pre-service teachers' TPACK competences are linked to

their technology attitude and use, digital literacy skills, and online reading

comprehension strategies, with the factors accounting for 38% of the variance. The

grade level and GPA of pre-service teachers, on the other hand, had no bearing on

their self-reported TPACK competencies. These findings point to the need of

developing theoretical understanding and practice in pre-service teachers' technology

integration in the classroom.

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Theoretical Framework

The theoretical foundation to investigate in this study is the Cognitive Theory

of Multimedia Principle by Mayer (1997)

COGNITIVE THEORY OF
MULTIMEDIA PRINCIPLE
Mayer (1997)

Learning Theory
Bandura (1977)

CONCEPTUAL MODEL
ONLINE LEARNING
OF DIGITAL LITERACY
THEORY
Eshet-Alkalai and Chajut
Anderson (2008)
(2009)

New Normal’s Pedagogy: A Correlational

Study of the Digital Literacy Level and the
Academic Performance of MAAP Midshipmen
Fleet

Figure 1. Research Paradigm

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Mayer (1997) created the concept that is well known as the Multimedia

Principle, wherein it states that learning is much more effective with the combination

of words and pictures rather than words or pictures alone. Multimedia learning,

however, is not as simple as putting both concepts together. One must first recognize

and understand how the human mind works and incorporate it into how they can be

used.

Figure 2. Model of Cognitive Theory of Multimedia Principle

Learning Theory. According to Bandura (1977), Learning Theory describes

how students receive, process, and retain knowledge during learning. Cognitive,

emotional, and environmental influences and prior experience all play a part in

understanding, or a world view, is acquired or changed, and knowledge and skills

retained.

Figure 3. Model of Learning Theory (Bandura 1977)

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Online Learning Theory. A theory of online learning can best be seen in the

concept that the Internet and the computer are used to deliver course content in

Technology Enhanced Learning Environments and facilitate assessment and

communication using Synchronous and Asynchronous Communication: Tools

Collaboration, primarily asynchronous methods. It is mostly student-centered,

requiring personal engagement, a high level of authorship, peer review, and mediation.

Teachers act as facilitators and mediators in a somewhat shared role in an environment

based on Knowledge Building/construction through critical inquiry; a knowledge

forum that is open and decentralized and directed at times; Collaborative Learning and

problem-solving involving discussion, clarification, and debate.

Figure 4. Model of Online Learning Theory (Anderson 2008)

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Conceptual Model of Digital Literacy. This framework which was expanded

in 2009 by Eshet-Alkalai and Chajut consists different skill sets. First skill set is the

photovisual literacy that is defines as the ability to work effectively in different digital

environments. Next is the reproduction literacy that makes the user to create authentic

and meaningful written and artwork by reproducing and manipulating preexisting

pieces. Branching literacy on the other hand is to be able to construct knowledge by

nonlinear navigation. Information literacy, which is commonly known as the ability to

consume information critically and sort out those that are false and biased.

Socioemotional literacy is the ability to communicate effectively in online

communication platforms. And lastly, real-time thinking skill, which has been recently

added by the authors of the model, was defined to be the ability to process and

evaluate large volumes of information in real time, such as in computer games and

chatrooms that people technically use almost every day.

Statement of the Problem

Technology has been an aid to education, especially in the Maritime Academy

of Asia and the Pacific, and was used as a tool or medium to conduct more advanced

activities and laboratory simulations. However, as COVID-19 existed last 2019, it

forces education further into technologization, a development already well underway,

but it is not clear if digital skills also contribute to the acquisition of more traditional

academic skills (Argentin, et al. 2014). Therefore, in this study, the researchers seek to

answer the general problem of the, “What is the assessment of the digital literacy of

the MAAP Midshipmen Fleet and its correlation to their academic performance?”
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Distinctively, this study sought to answer the following questions:

1. What is the level of digital literacy of the students of the Maritime Academy of

Asia and the Pacific in terms of:

1.1 Operational Skills;

1.2 Formal Skills;

1.3 Informational Skills;

1.4 Communicational Skills;

1.5 and Content Creation Skills?

2. What is the degree of correlation between the level of digital literacy and

academic performance of the students of the Maritime Academy of Asia and

the Pacific?

3. What are the competencies that affect digital literacy levels among the students

of the Maritime Academy of Asia and the Pacific?

Significance of the Study

The result of this study would be beneficial to the following:

The Midshipmen fleet of Maritime Academy of Asia and the Pacific. The

outcome of this study will give information to the midshipmen fleet regarding the

relationship of digital literacy and its level and the academic performance in midst of

the lockdown inside the academy. Thus, this would further enhance the digital literacy

and the academic performance in ensuring the midshipmen fleet being academically
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competent as well as digitally literate and by means of the results, they will cope for

better results despite the Pandemic.

Instructors of the Maritime Academy of Asia and the Pacific. The findings of

this study will help the instructors to recognize the relationship of Digital Literacy on

the academic performance of the cadets. Thus, this study could serve as a basis for the

instructors to what means and strategies they could offer to the cadets by the use of

different tactics for better understanding of the courses in terms of Technological

means, so that they could improve their approaches at different situations.

The Sponsoring Companies. The results will give an overview of the

relationship of digital literacy and the academic performance of the cadets on the

pandemic inside the Maritime Academy of Asia and the Pacific that will affect the

performance of the cadets on board the ship. Thus, this study would enable the

sponsors to cope with and amend the needs of the cadets during the pandemic.

The Academic Department. The findings of the study will give an insight into

how the cadets’ digital literacy and academic competence is related to each other

amidst the pandemic. Thus, this could serve as a basis whether to improve the existing

regulations within the academy most especially when it comes to the department of

academics.

The Instructors. The results of the study will serve as a guide for the

instructors when it to making exercises and assessments. They would also know which

part of their teaching procedures they will focus and improve especially that the new

normal’s teaching method heavily relies on online classes.

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Future Researchers. The outcome of this study would serve as background

information and ideas that will validate their study. Thus, it could also serve as a

reference to further enhance and fortify their studies regarding the similarities between

this study and other studies.

Scope and Limitation

This study aims to measure the academic performance and digital literacy of

students of the Maritime Academy of Asia and the Pacific, as well as the relationship

between the two aforementioned variables. This will be done through a correlational

research design aimed at determining correlation between two variables. This study

will be done during the lockdown due to the pandemic, when the academy has adopted

online classroom instructions for its students.

This study is limited to the students currently enrolled in the academy and are

undergoing online classroom instructions, so it may or may not reflect actual results

during “normal” settings. This study does not cover overall computer competencies,

but will only cover basic knowledge in computers and digital skills that would allow

users to properly operate basic software and hardware necessary for online learning.
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Definition of Terms

The researchers of this study defined the following terms to avoid

misinterpretation and to have a better understanding of the terms that are frequently

used in this study:

Academic Competency. It refers to the multidimensional characteristics of a

learner – including skills, attitudes and behaviors – which contribute to their academic

success.

COVID-19. It is an abbreviation for coronavirus disease 2019 and a pandemic

in which lockdown was imposed and cause a different way of living for the

community.

Digital Literacy. It refers to a set of skills an individual may acquire or learn

in order to be proficient digitally.

MAAP. It is an abbreviation for Maritime Academy of Asia and the Pacific, the

locale of the study.

Midshipmen/women. It refers to the cadets or students of the Maritime

Academy of Asia and the Pacific who are under-going semi-regimental training as part

of their tertiary education.

Online Class. It is the new method of education used in the locale of the study

to continue the academic calendar.

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Chapter 2

METHODOLOGY

This chapter of this paper presents the methods and procedures that was used to

conduct the study. It contains the research design, respondents of the study, locale of

the study, data gathering tools, data gathering procedure and the analysis or statistical

treatment of data.

Research Design

This study utilized a quantitative research design method, employing a

descriptive correlation research design. This design was chosen as it emphasized

objective measurements using the statistical, mathematical, or numerical data collected

through the survey questionnaire. This method determines the relationships that occur

naturally between and among the variables. The questionnaire was based on the study

entitled “Measuring Digital Skills: From Digital Skills to Tangible Outcomes Project

Report” by Van Deursen, A.J. et al. This paper presents an objective way to measure

digital literacy in an objective manner, which separates it from outdated self-

evaluation and traditional computer assessments for measuring digital literacy. Only

the digital literacy competencies relevant to online classes were included in this paper.

After this, the final General Weighted Average (GWA) of the cadets for the 2nd

semester of Academic Year 2020-2021, is then gathered. Data treatment using Chi-

Square Test of Independence was then employed to measure the degree of correlation

between the two variables. To assess the competencies that affect digital literacy,
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Ranked Data Analysis was used among 25 variables representing different

competencies.

Respondents of the Study

The participants of this study were the 275 students out of the 889 currently

enrolled midshipmen and midshipwomen of the Maritime Academy of Asia and the

Pacific for the first semester of A.Y. 2021-2022. This was the calculated

recommended sample size from the Slovin's formula with a 5% margin of error and a

response distribution of 50%. Likewise, the researchers have also used stratified

random sampling. The participants were partitioned into several subgroups called

strata or, in this case, the respective classes in which the students are currently enrolled

in. Anent to this, 36 respondents were on their 4th year level (1st Class), 103

respondents were on their 3rd year level (2nd Class), and 136 respondents were on

their 2nd year level (3rd Class).  

Locale of the Study

The locale of the study was at the Maritime Academy of Asia and the Pacific,

Kamaya Point, Barangay Alas-asin, Mariveles, Bataan. Both campuses of the said

academy, Captain Gregorio S. Oca (CGSO – Main) and International Mariners

Management of Japan (IMMAJ – West), served as the setting of the study. Anent to

this, the information was gathered during the Academic Year 2021-2022 on the first

semester.
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Instrumentation and Validation

The researchers utilized online survey questionnaire using Google Forms. The

questionnaire was composed of three sections, namely, Profile, Academic

Performance, and Digital Literacy. The first section, Profile, included the age, sex,

class, and campus of the respondents. This data may be relevant for further studies.

The second section, Academic Performance, included the final academic grade

categories, A, B, C, D, and F, where the respondents belonged to during the 2nd

semester of Academic Year 2020-2021. The third section, Digital Literacy, includes

the questionnaire based on the study entitled “Measuring Digital Skills: From Digital

Skills to Tangible Outcomes Project Report” by Van Deursen, A.J. et al. Gathered data

was then verified and validated for correlational analysis to determine the degree of

correlation between Digital Literacy and Academic Performance.

Data Gathering Procedure

Data and information were gathered through Google Forms and distributed to

the corporate email accounts of the respondents. The researchers compiled the data to

gather valuable information deemed relevant in coming up with the appropriate

conclusions for completing the study.

Statistical Treatment of Data

This study used correlational analysis to determine the degree of correlation

between Digital Literacy and Academic Performance of the respondents. Pearson’s

Chi-Square Test of Independence was used to determine if there is a significant

correlation between the two variables. Data gathered for Digital Literacy and
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Academic Performance was organized as categorical data in Chi-Square Grid to

determine the frequency and percentage of occurrence for each related variable. The

mean of the digital literacy levels in five different areas was then acquired and cross-

tabulated with the academic performance rating to acquire the p-values and the Chi-

Square statistic using Statistical Package for Social Sciences (SPSS) Programs. The

researchers used a 95% confidence level or a α-value of 0.05 for the degree of

correlation. Therefore, p-values greater than or equal to 0.05 indicate no significant

correlation between the variables, and p-values less than 0.05 indicate a significant

correlation between the variables. In line with this, Ranked Data Analysis was used to

analyze the 25 competencies for Digital Literacy to identify the factors that affect

Digital Literacy Levels among the respondents.

Table 1. The Descriptive Equivalent for the Digital Literacy Levels

Range Descriptive Equivalent

Range Descriptive Equivalent

4.21 – 5.00 Very High
3.41 – 4.20 High
2.61 – 3.40 Moderate
1.81 – 2.60 Low
1.00 – 1.80 Very Low
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Chapter 3

RESULTS AND DISCUSSIONS

This chapter discusses the presentation, analysis, and interpretation of the data

gathered from the respondents.

Profile of the Respondents

Table 2. The Profile of the Respondents

Profile Predictors Frequency (f) Percentage (%)

Age 18 years 5 1.8 %

19 years 47 17.1 %
20 years 99 36 %
21 years 72 26.2 %
22 years 26 9.5 %
23years 16 5.8 %
24years 6 2.1 %
25years 4 1.5 %
TOTAL n=275 100 %

Sex Male 266 96.7

Female 9 3.3
TOTAL n=275 100

Class 2nd Year 136 49.5

3rd Year 103 37.5
4th Year 36 13
TOTAL n=275 100

Campus CGSO 138 50.2

IMMAJ 137 49.8
TOTAL n=275 100

Table 2 presents the frequency distribution of the age of the respondents who

have participated in the conduct of the study. The data shows that 1.8% (5) of the

respondents were 18 years old, 17.1% (47) of the respondents were 19 years old, 36%
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(99) of the respondents were 20 years old, 26.2% (72) of the respondents were 21

years old, 9.5% (26) of the respondents were 22 years old, 5.8% (16) of the

respondents were 23 years old, 2.1% (6) of the respondents were 24 years old, and

1.5% (4) of the respondents were 25 years old.

The table also presents the sex distribution of the respondents who have

participated in the conduct of the study. The data shows that 96.5% (266) of the

respondents are male, while 3.3% (9) are female.

Moreover, the table also presents the distribution of the respondents by the

class or the year level they are enrolled in. The data shows that 49.5% (136) of the

respondents are in their second year (3rd Class), 37.5% (103) are in their third year

(2nd Class), and 13% (36) are in their fourth year (1st Class).

Lastly, the table presents the frequency distribution of the midshipmen in the

respective campuses they are enrolled in. The data shows that 50.2% (138) of the

respondents are enrolled in the Captain Gregorio S. Oca (CGSO – Main) Campus. On

the other hand, 49.8% (137) of the respondents are enrolled in the International

Mariners Management Association of Japan (IMMAJ – West) Campus.

Academic Performance

Table 3. The Academic Performance of the Respondents

Predictors Frequency (f) Percentage (%)

A (90-100) 31 11.3
B (80-89.9) 188 68.4
C (70-79.9) 54 19.6
D (60-69.9) 2 0.7
F (below 60) 0 0
Total n=275 100
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Table 3 presents the frequency distribution of the academic performance of the

respondents who have participated in the conduct of the study. The data shows that

11.3% (31) of the respondents are in the A bracket, 68.4% (188) are in the B bracket,

19.6% (54) are in the C bracket, and 0.7% (2) are in the D bracket. Notably, there were

no respondents whose academic performance is in the F bracket.

Digital Literacy Level

Table 4. Frequency Distribution Table for Digital Literacy Level in Operational Skills

Weighted Descriptive
Operational Skills 5 4 3 2 1
Mean Equivalence
Connecting and
diagnosing a Wi-Fi 149 101 17 3 5 4.40 Very High
network
Downloading and
187 72 9 4 3 4.59 Very High
uploading files
Usage of shortcut keys 167 87 12 5 4 4.48 Very High
Installing applications 185 76 7 5 2 4.59 Very High
Completing online forms 179 79 11 2 4 4.55 Very High
Grand Mean 4.52 Very High

Table 4 presents the frequency distribution of the digital literacy level of the

respondents in different competencies under Operational Skills. The data shows that

the respondents have a “very high” level of digital literacy in Operational Skills, with a

grand mean of 4.52.

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Table 5. Frequency Distribution Table for Digital Literacy Level in Formal Skills

Formal Skills Weighted Descriptive

5 4 3 2 1
Mean Equivalence
Finding ways around
129 112 29 3 2 4.32 Very High
websites
Not ending up on websites
without knowing how it got 131 108 31 2 3 4.32 Very High
there
Enthusiasm when looking
112 95 51 13 4 4.08 High
for information online
Knowing where to click to
145 105 21 2 2 4.41 Very High
go to a different webpage
Not being bothered by
105 96 55 14 5 4.03 High
unusual website layouts
Grand Mean 4.23 Very High

Table 5 presents the frequency distribution of the digital literacy level of the

respondents in different competencies under Formal Skills. The data shows that the

respondents have a “very high” level of digital literacy in Formal Skills, with a grand

mean of 4.23.

Table 6. Frequency Distribution Table for Digital Literacy Level in Informational

Skills
Informational Skills Weighted Descriptive
5 4 3 2 1
Mean Equivalence
Ease of finding information
132 113 23 3 4 4.33 Very High
on the internet
Confidence in own
evaluation of whether a 118 120 30 4 3 4.26 Very High
website can be trusted
Looking at more than the top
129 105 30 8 3 4.27 Very High
three search results
Ease of verifying retrieved
123 115 27 7 3 4.27 Very High
information
Comparing different websites
to decide if information is 139 104 24 5 3 4.35 Very High
true
Grand Mean 4.29 Very High
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Table 6 presents the frequency distribution of the digital literacy level of the

respondents in different competencies under Informational Skills. The data shows that

the respondents have a “very high” level of digital literacy in Informational Skills,

with a grand mean of 4.29

Table 7. Frequency Distribution Table for Digital Literacy Level in Communicational

Skills

Communicational Skills Weighted Descriptive

5 4 3 2 1
Mean Equivalence
Knowing when and when
not to share information 168 91 13 1 2 4.53 Very High
online
Changing who to share
164 86 20 3 2 4.48 Very High
content with
Feeling comfortable
deciding who to follow 155 91 24 3 2 4.43 Very High
online
Knowing which
information should or
171 88 14 2 0 4.56 Very High
should not be shared
online
Being careful to make
own comments and
171 87 13 2 2 4.54 Very High
behaviors appropriate to
the situation
Grand Mean 4.51 Very High

Table 7 presents the frequency distribution of the digital literacy level of the

respondents in different competencies under Communicational Skills. The data shows

that the respondents have a “very high” level of digital literacy in Communicational

Skills, with a grand mean of 4.51.

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Table 8. Frequency Distribution Table for Digital Literacy Level in Content Creation
Skills

Content Creation Skills Weighted Descriptive

5 4 3 2 1
Mean Equivalence
Confidence when writing
92 103 60 16 4 3.96 High
and commenting online
Confidence in putting
82 91 74 18 10 3.79 High
own video content online
Making office programs
131 106 33 4 1 4.32 Very High
do exactly as planned
Knowledge of basic
106 108 46 14 1 4.11 High
digital design
Knowledge of licenses
that apply to online 99 108 51 11 6 4.03 High
content
Grand Mean 4.04 High

Table 8 presents the frequency distribution of the digital literacy level of the

respondents in different competencies under Operational Skills. The data shows that

the respondents have a “high” level of digital literacy in Operational Skills, with a

grand mean of 4.04.

Overall Digital Literacy Level

Table 9. Summary of Weighted Mean Values and its Corresponding Descriptive

Equivalence in Digital Literacy Levels

Descriptive
Digital Literacy Weighted Mean
Equivalence
Operational Skills 4.52 Very High
Formal Skills 4.23 Very High
Informational Skills 4.29 Very High
Communicational Skills 4.51 Very High
Content Creation Skills 4.04 High
OVERALL 4.32 Very High
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Table 9 presents the overall digital literacy level in terms of Operational

Skills, Formal Skills, Informational Skills, Communicational Skills, and Content

Creation Skills. Operational Skills yielded the highest weighted mean of 4.52 (Very

High); followed by Communicational Skills with a weighted mean of 4.51 (Very

High); followed by Informational Skills with a weighted mean of 4.29 (Very High);

and followed by Formal Skills with a weighted mean of 4.23 (Very High). Lastly,

Content Creation Skills yielded the lowest weighted mean of 4.04 (High). The overall

mean for all five categories of digital literacy is 4.32, indicating a very high level in

accordance with the descriptive equivalent.

Correlation of Digital Literacy to Academic Performance

Table 10. Chi-Square Test Results for Operational Skills and Academic Performance

k 5x4 = 20
n 275
χ² 32.5496210460754
C 12
Phi effect (Φ) 0.344038
Dfmin 3
Cramer’s V effect 0.198631
p 0.001138
P (simulated) 0.04735

A Chi-Square Test of Independence was performed to assess the

relationship between Operational Skills and Academic Performance. There was a

significant correlation between the two variables, χ² (3, 275) = 32.55, p = .001.
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The observed effect size phi is medium, 0.34. Cramer's V effect size is

0.2. This indicates that the magnitude of the difference between the observed data and

the expected data is medium. The simulation test yielded P-value = 1 - p (χ² (12) ≤

32.55), p = .047.

Table 11. Chi-Square Test Results for Formal Skills and Academic Performance

k 5 x 4 = 20
n 275
χ² 15.829731383616956
C 12
Phi effect (Φ) 0.239922
Dfmin 3
Cramer’s V effect 0.138519
P 0.1992
P (simulated) 0.1359

A Chi-Square Test of Independence was performed to assess the relationship

between Formal Skills and Academic Performance. There was no significant

correlation between the two variables, χ² (3, 275) = 15.83, p = .199.

The observed effect size phi is medium, 0.24. Cramer's V effect size is 0.14.

This indicates that the magnitude of the difference between the observed data and the

expected data is medium. The simulation test yielded P-value = 1 - p (χ² (12) ≤ 15.83),

p = .136
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Table 12. Chi-Square Test Results for Informational Skills and Academic Performance

k 5x4 = 20
n 275
χ² 30.091329047948037
C 12
Phi effect (Φ) 0.330791
Dfmin 3
Cramer’s V effect 0.190983
P 0.002705
P (simulated) 0.04879

A Chi-Square Test of Independence was performed to assess the relationship

between Informational Skills and Academic Performance. There was a significant

correlation between the two variables, χ² (3, 275) = 30.09, p = .003

The observed effect size phi is medium, 0.33. Cramer's V effect size is 0.19.

This indicates that the magnitude of the difference between the observed and expected

data is medium. The simulation test yielded P-value = 1 - p (χ² (12) ≤ 30.09), p = .049

Table 13. Chi-Square Test Results for Communicational Skills and Academic
Performance

k 5 x 4 = 20
n 275
χ² 21.32212921616193
C 12
Phi effect (Φ) 0.160764
Dfmin 3
Cramer’s V effect 0.0863753
P 0.04586
P (simulated) 0.05655
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A Chi-Square Test of Independence was performed to assess the relationship

between Communicational Skills and Academic Performance. There was a significant

correlation between the two variables, χ² (3, 275) = 21.32, p = .046

The observed effect size phi is medium, 0.28. Cramer's V effect size is 0.16.

This indicates that the magnitude of the difference between the observed data and the

expected data is medium. The simulation test yielded P-value = 1 - p (χ² (12) ≤ 21.32),

p = .057.

Table 14. Chi-Square Test Results for Content Creation Skills and Academic
Performance

k 5 x 4 = 20
n 275
χ² 8.874190311842039
C 12
Phi effect (Φ) 0.179638
Dfmin 3
Cramer’s V effect 0.103714
p 0.7136
P (simulated) 0.5933

A Chi-Square Test of Independence was performed to assess the relationship

between Content Creation Skills and Academic Performance. There was no significant

correlation between the two variables, χ² (3, 275) = 8.87, p = .714

The observed effect size phi is small, 0.18. Cramer's V effect size is 0.1. This

indicates that the magnitude of the difference between the observed data and the

expected data is small. The simulation test yielded P-value = 1 - p (χ² (12) ≤ 8.87), p

= .5933.
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Table 15. Summary of P-values for Level of Digital Literacy and Academic
Performance on Raw and Simulated Data

Academic Performance
Raw Simulated
Operational Skills 0.001138 0.04735
Formal Skills 0.1992 0.1359
Informational Skills 0.002705 0.04879
Communicational Skills 0.04586 0.05655
Content Creation Skills 0.7136 0.5933

Rounded to thousandths:

Academic Performance
Raw Simulated
Operational Skills 0.001 0.047
Formal Skills 0.199 0.136
Informational Skills 0.003 0.049
Communicational Skills 0.046 0.057
Content Creation Skills 0.714 0.593

Table 15 presents the summary of p-values yielded after a Chi-Square Test of

Independence was performed to assess the relationship between Digital Literacy and
Academic Performance. Operational Skills, Informational Skills, and
Communicational Skills yielded p-values less than 0.05, indicating that there is a
significant correlation to Academic Performance. On the other hand, Formal Skills and
Content Creation Skills yielded p-values greater than 0.05, indicating that there is no
significant correlation to Academic Performance.
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Table 16. Ranked Data Analysis for the Weighted Mean and Overall Score of
Competencies for Digital Literacy

Competencies Weighted Overall

Rank
Mean Score
Operational Skills
Connecting and diagnosing a Wi-Fi network 4.40 1211 11
Downloading and uploading files 4.59 1261 2
Usage of shortcut keys 4.48 1233 7
Installing applications 4.59 1262 1
Completing online forms 4.55 1252 4
Formal Skills
Finding ways around websites 4.32 1188 14
Not ending up on websites without knowing how it
4.32 1187 15
got there
Enthusiasm when looking for information online 4.08 1123 21
Knowing where to click to go to a different webpage 4.41 1214 10
Not being bothered by unusual website layouts 4.03 1107 23
Informational Skills
Ease of finding information on the internet 4.33 1191 13
Confidence in own evaluation of whether a website
4.26 1171 19
can be trusted
Looking at more than the top three search results 4.27 1174 17
Ease of verifying retrieved information 4.27 1173 18
Comparing different websites to decide if information
4.35 1196 12
is true
Communicational Skills
Knowing when and when not to share information
4.53 1247 6
online
Changing who to share content with 4.48 1232 8
Feeling comfortable deciding who to follow online 4.43 1219 9
Knowing which information should or should not be
4.56 1253 3
shared online
Being careful to make own comments and behaviors
4.54 1248 5
appropriate to the
Content Creation Skills
Confidence when writing and commenting online 3.96 1088 24
Confidence in putting own video content online 3.79 1042 25
Making office programs do exactly as planes 4.32 1187 15
Knowledge of basic digital design 4.11 1129 20
Knowledge of licenses that apply to online content 4.03 1108 22

Table 14 presents the Ranked Data Analysis for the weighted mean and overall

score of competencies for Digital Literacy. The five competencies that were ranked the
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lowest are as follows. “Confidence in putting own video content online” ranked the

lowest with a weighted mean of 3.79 and an overall score of 1042; followed by

“Confidence when writing and commenting online” with a weighted mean of 3.96 and

an overall score of 1088; followed by “Not being bothered by unusual website

layouts” with a weighted mean of 4.03 and an overall score of 1103; followed by

“Knowledge of licenses that apply to online content” with a weighted mean of 4.03

and an overall score of 1108; followed by “Enthusiasm when looking for information

online” with a weighted mean of 4.08 and an overall score of 1123.

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Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter focuses on showing the summary, conclusion, and

recommendations derived from the study’s data.

Summary

The study assessed and determined a significant correlation between the digital

literacy level and the academic performance of the cadets of the Maritime Academy of

Asia and the Pacific. The study was limited to 275 cadets from the population of 889

during the 1st Semester of Academic Year 2021-2022.

It specifically answered the following questions:

1. What is the level of digital literacy of the students of the Maritime Academy of

Asia and the Pacific in terms of:

1.1. Operational Skills

1.2. Formal Skills

1.3. Informational Skills

1.4. Communicational Skills

1.5. Content Creation Skills

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2. What is the degree of correlation between the level of digital literacy and the

academic performance of the students of the Maritime Academy of Asia and

the Pacific?

3. What are the competencies that affect digital literacy levels among the students

of the Maritime Academy of Asia and the Pacific?

Findings

1. The respondents were from ages 18-25. Majority of the respondents were male,

at 96.7%. The study involved 136 second year (3rd Class) students, 103 third

year (2nd Class) students, and 36 fourth year (1st Class) students. From the

sample, 138 were from the Captain Gregorio S. Oca Campus and 137 were

from the International Mariners Management Association of Japan Campus.

Lastly, majority of the respondents were in the category B (80-89.9) for

academic performance; likewise, none of the respondents were in the category

F for academic performance.

2. The overall mean of the level of digital literacy is 4.32, which indicates a very

high literacy level in accordance with the descriptive equivalent. Hence, the

students of the Maritime Academy of Asia and the Pacific demonstrate a very

high level of digital literacy.

3. Operational Skills yielded an overall weighted mean value of 4.52, which

indicates a very high digital literacy level in accordance with the descriptive

equivalent. With regards to the Chi-square test, the following results were

found. A significant correlation was found between operational skills and

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academic performance, χ² (20, N = 275) = 32.550, p = .001. The simulation test

yielded a p-value of 0.047.

4. Formal Skills yielded an overall weighted mean value of 4.23, which indicates

a very high literacy level in accordance with the descriptive equivalent. With

regards to the Chi-square test, the following results were found. No significant

correlation was found between formal skills and academic performance, χ² (20,

N = 275) = 15.830, p = .199. The simulation test yielded a p-value of 0.136.

5. Informational Skills yielded an overall weighted mean value of 4.29, which

indicates a very high literacy level in accordance with the descriptive

equivalent. With regards to the Chi-square test, the following results were

found. A significant correlation was found between informational skills and

academic performance, χ² (20, N = 275) = 30.091, p = .003. The simulation test

yielded a p-value of 0.049.

6. Communicational Skills yielded an overall weighted mean value of 4.51,

which indicates a very high literacy level in accordance with the descriptive

equivalent. With regards to the Chi-square test, the following results were

found. A significant correlation was found between communicational skills and

academic performance, χ² (20, N = 275) = 21.322, p = 0.046. The simulation

test yielded a p-value of 0.057.

7. Content Creation Skills yielded an overall weighted mean value of 4.04, which

indicates a high literacy level in accordance with the descriptive equivalent.

With regards to the Chi-square test, the following results were found. No
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significant correlation was found between operational skills and academic

performance, χ² (20, N = 275) = 8.874, p = 0.714. The simulation test yielded a

p-value of 0.593.

8. On the ranked data analysis, the five most significant factors affecting digital

literacy levels fall into the Content Creation Skills and Formal Skills category.

These include the following: writing and commenting online, creating and

uploading video content, knowledge of licenses that apply to online content,

enthusiasm when looking for information, and adaptability to unusual website

layouts.

Conclusion

Based on the data gathered and results, the researchers concluded the

following:

1. The students of the Maritime Academy of Asia and the Pacific show a very

high level of digital literacy in terms of Operational Skills, Formal Skills,

Informational Skills, and Communicational Skills. Likewise, the level of

digital literacy is high in terms of Content Creation Skills. Overall, the digital

literacy level is described as very high.

2. The researchers rejected the null hypothesis because the findings showed a

significant correlation of Operational Skills, Informational Skills, and

Communicational Skills with academic performance. Likewise, Formal Skills

and Content Creation Skills showed no significant correlation with academic

performance.
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3. Factors affecting digital literacy levels of the students of the Maritime

Academy of Asia and the Pacific generally fall into the Formal Skills and the

Content Creation Skills categories.

Recommendations

In light of the research results, discussions, and conclusions, the following

recommendations were articulated by the researchers:

1. Since a significant correlation was found between digital literacy level and

academic performance, enhancing digital literacy among students may

indirectly enhance academic performance. Therefore, conducting digital

literacy exercises, trainings, and further enhancement of these skills may

contribute to better academic performance.

2. Since Formal Skills and Content Creation Skills are the factors that least

affects the academic competency of the cadets, the administration may further

look into other factors that they can consider to work on in order to efficiently

utilize online class as a medium of education in the academy.

3. Furthermore, the conduct of digital literacy training and exercises should not

only be for the students, but also to the instructors of the Department of

Academics of the Maritime Academy of Asia and the Pacific. With this, the

method of teaching would also be improved with regards to their skills and

digital literacy.

4.
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APPENDIX A

Cross Tabulation of Data

1. Frequency Distribution Table for Digital Literacy for Each Academic

Performance Category

Digital Literacy
Very Very
Level/Academic High Moderate Low
High Low
Performance
A (90-100) 98 47 9 1 0
B (80=89.9) 527 317 89 4 3
C (70-79.9) 114 98 36 10 12
D (60-69.9) 8 1 1 0 0
F (below 60) 0 0 0 0 0

2. Frequency Distribution Table for Level of Digital Literacy in Operational

Skills for Each Academic Performance Category

CATEGORY A B C D E
Very High 22 136 28 2 0
High 9 47 16 0 0
Moderate 0 5 4 0 0
Low 0 0 2 0 0
Very Low 0 0 4 0 0
Total 31 188 54 2 0

3. Frequency Distribution Table for Level of Digital Literacy in Formal Skills for
Each Academic Performance Category

CATEGORY A B C D E
Very High 19 92 21 1 0
High 10 67 21 0 0
Moderate 2 28 9 1 0
Low 0 1 1 0 0
Very Low 0 0 2 0 0
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Total 31 188 54 2 0

4. Frequency Distribution Table for Level of Digital Literacy in Informational

Skills for Each Academic Performance Category

CATEGORY A B C D E
Very High 19 100 21 1 0
High 10 76 20 1 0
Moderate 2 12 7 0 0
Low 0 0 3 0 0
Very Low 0 0 3 0 0
Total 31 188 54 2 0

5. Frequency Distribution Table for Level of Digital Literacy in

Communicational Skills for Each Academic Performance Category

CATEGORY A B C D E
Very High 23 130 26 2 0
High 8 49 21 0 0
Moderate 0 9 4 0 0
Low 0 0 1 0 0
Very Low 0 0 2 0 0
Total 31 188 54 2 0

6. Frequency Distribution Table for Level of Digital Literacy in Content Creation

Skills for Each Academic Performance Category

CATEGORY A B C D E
Very High 15 69 18 2 0
High 10 78 20 0 0
Moderate 5 35 12 0 0
Low 1 3 3 0 0
Very Low 0 3 1 0 0
Total 31 188 54 2 0
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APPENDIX B

Survey Questionnaire

Dear Respondents:
We are currently conducting a research regarding the effect of digital literacy to
academic performance. The following questions will be gauging your academic
performance on the previous semester and your current digital literacy level. Rest
assured that all information will be kept confidential and will only be used for research
purposes.
We appreciate your objective honesty in answering the questionnaires as this will be
for the benefit of YOU, the academy, the midshipmen fleet, and the academy.

Part I. PROFILE

1. Age: ___________
2. Sex: ___________

Part II. ACADEMIC PERFORMANCE

1. Where does your final academic grade for the previous semester (70% of final
grade excluding non-academic grades such as aptitude, military science, and
extra-curricular) fall into the following categories:
a. A (90-100)
b. B (80-89.9)
c. C (70-79.9)
d. D (70-79.9)
e. F (below 60)

Part III. DIGITAL LITERACY

1 – Strongly Disagree

2 – Disagree

3 – Neutral

4 – Agree

5 – Strongly Agree
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Part A. Operational Skills 5 4 3 2 1

1. I know how to connect to and
diagnose a Wi-Fi network
2. I know how to download and upload
files
3. I know how to use shortcut keys

4. I know how to install applications

5. I know how to complete online forms

Part B. Formal Skills 5 4 3 2 1

1. I have no problems finding my way
around websites
2. I do not end up on websites without
knowing how I got there
3. I do not get tired when looking for
information online
4. I know where to click to go to a
different web page
5. I am not bothered when the website
layout is unusual

Part C. Informational Skills 5 4 3 2 1

1. It is easy for me to find information
on the internet
2. I feel confident in my evaluation of
whether a website can be trusted
3. I normally look at more than the top
three search results
4. I find it easy to verify information that
I have retrieved
5. I generally compare different websites
to decide if information is true
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Part D. Communicational Skills 5 4 3 2 1

1. I know when and when not to share
information online
2. I know how to change who I share
content with
3. I feel comfortable deciding who to
follow online
4. I know which information should or
should not be shared online
5. I am careful to make my comments
and behaviors appropriate to the
situation

Part E. Content Creation Skills 5 4 3 2 1

1. I feel confident writing and
commenting online
2. I feel confident putting video content I
have created
3. I can make office programs do exactly
as I wanted
4. I know basic digital design
5. I know which different types of
licenses apply to online content
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2CL ESPINOSA, JHERICO JAMES B.

Purok 3, Lanton, Apopong,
General Santos City
jhericojames.espinosa@maap.edu.ph
09954921171

PERSONAL PROFILE

Age: 20 Gender: Male

Birthday: 22 December 2000 Birthplace: General Santos City
Civil Status: Single Religion: Roman Catholic
Height: 5’8.5” Weight: 64 kilos
Father: Julius Vargas Espinosa Mother: Viogen Tonsay Bueno

EDUCATIONAL BACKGROUND

Inclusive Awards/Honor
Education School and Address
Year Received

Maritime Academy of Asia and

Tertiary the Pacific
2019 – present
Education Kamaya Pt., Brgy. Alas-Asin,
Mariveles, Bataan

Notre Dame of Dadiangas

Senior High With High
University- SHS Department 2017 – 2019
School Honors
Marist Road, General Santos City

Junior High Lanton High School

2013 – 2017 With Honors
School Rizal St., Dinalupihan, Bataan

Primary Lanton Elementary School

2007 – 2013 Valedictorian
School Dinalupihan, Bataan
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ORGANIZATIONS AND AFFILIATIONS

Organization Position Inclusive Years

MAAP-Strategy Management Office Assistant Director 2019 – present

MAAP Volleyball Fleet Squad Midshipman-in-Charge 2019 – present

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2CL GARCIA, CHRISTINE DANE T.

#355 Purok II, Brgy. Sta. Lucia (Pita)
Dinalupihan, Bataan
christinedane.garcia@maap.edu.ph
09954905322

PERSONAL PROFILE

Age: 20 Gender: Female

Birthday: 15 April 2001 Birthplace: Balanga City, Bataan
Civil Status: Single Religion: Roman Catholic
Height: 5’2” Weight: 54 kilos
Father: Darwin Avila Garcia Mother: Miralou Timpog Garcia

EDUCATIONAL BACKGROUND

Inclusive Awards/Honor
Education School and Address
Year Received

Maritime Academy of Asia and

Tertiary the Pacific President’s
2019 – present
Education Kamaya Pt., Brgy. Alas-Asin, Lister
Mariveles, Bataan

Bataan National High School

Senior High With High
Roman Superhighway, Tenejero, 2017 – 2019
School Honors
Balanga City Bataan

Valedictorian
Junior High Saint John Academy
2013 – 2017 With High
School Rizal St., Dinalupihan, Bataan
Honors

Primary Dinalipihan Elementary School 8th Honorable

2007 – 2013
School Dinalupihan, Bataan Mention
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ORGANIZATIONS AND AFFILIATIONS

Organization Position Inclusive Years

Kamaya Point Publication Lay-out Artist 2019 – present

MAAP Debate Society Midshipman-in-Charge 2019 – present

Co-Founder and
Alpas Lingua Franca 2020 - present
Midshipman-in-Charge

MAAP Research Circle Assistant MIC 2020 – present

MAAP Extension Service Circle Secretary 2019 – present

ITF Youth – AMOSUP Member 2019 – present

MAAP Speakers’ Board Member 2020 – present

MAAP English Club Assistant MIC 2019 - present