Chapter I

INTRODUCTION

Background of the Study

In today’s digital age, information and communication technology (ICT) has

become an integral part of education, influencing teaching methods, learning

resources, and academic performance. As schools increasingly incorporate digital

tools into the senior high school curriculum, the role of parents in supporting their

children’s academic journey has expanded to include the use of technology. Parental

ICT skills, which refer to the ability of parents to effectively use digital technologies,

play a critical role in the academic performance of students. Parents who are

proficient in ICT can better assist their children with homework, access online

educational resources, and communicate with teachers, thus enhancing the overall

learning experience.

Technology has brought about a change in many of the domains in our daily

life driving a revolution in the way we communicate, work, play, etc. Smartphones

and social media means that we can more easily keep up appearances even in spite

of distance. In addition, remote working and virtual meetings are standard, then in

terms of flexibility and collaboration, there is a whole new world of opportunities.

Technology is not a step process, but a growth direction that keeps coming on

furrowed field of society, overcoming ups-and-downs of each new cycle, uplifted to

its new level.

However, not all parents possess the same level of ICT skills, which can lead

to disparities in the support students receive at home. Parents with limited ICT
proficiency may struggle to help their children navigate digital assignments,

understand online learning platforms, or access important academic information.

This gap in parental ICT skills can have a significant impact on students’ academic

performance, potentially hindering their ability to excel in a curriculum that relies

heavily on digital tools.

The rapid integration of Information and Communication Technology (ICT)

into the education system has reshaped the way students learn and interact with the

curriculum. In the Philippines, the Department of Education (DepEd) emphasizes the

importance of ICT in enhancing the quality of education, as outlined in the DepEd

ICT4E (ICT for Education) Strategic Plan. This initiative aims to equip students with

essential digital skills and promote the use of ICT in both teaching and learning

processes. As senior high schools implement technology-driven learning activities,

the role of parents has also evolved to support their children in navigating these

digital landscapes.

As schools increasingly adopt digital tools and platforms, the role of parents in

supporting their children’s education has also evolved. Parental involvement has

long been recognized as a critical factor in students' academic success, but in the

context of a digitally-driven learning environment, the ICT skills of parents have

become particularly significant as it is highly recommended to highlight and practice

the digital literacy in the curriculum especially for teaching and learning here in the

Philippines.

Hence, this study aims to investigate the relationship between parental ICT

skills and students’ academic performance in the senior high school curriculum. By

examining how parents' digital literacy influences student outcomes, this research
seeks to identify key factors that contribute to academic success and potential areas

for intervention. This will contribute to the development of effective interventions that

can bridge the gap in ICT skills among parents, thereby fostering a supportive

learning environment that aligns with DepEd's vision of an ICT-enabled education

system. As technology continues to play a pivotal role in the academic landscape,

equipping parents with the necessary ICT skills is essential for ensuring that all

students have the opportunity to thrive in a digital world. This will provide valuable

insights for educators, policymakers, and parents, highlighting the need for targeted

support and training to equip parents with the ICT skills necessary to support their

children’s education in a technology-driven world to ensure that no students will be

left behind as a digital natives in the 21st century.

Conceptual Framework

This component focuses on ensuring inclusive and equitable quality education

and promoting lifelong learning opportunities for all, aligning with specific targets

related to access, equity, quality, and lifelong learning. SDG 4 (Quality Education);

Improved Academic Achievement, by positively impacting a child's academic

outcomes, parental ICT skills contribute directly to the goals of SDG 4, which include

improving learning outcomes for all children. Alignment with Global Goals; the

framework aligns with SDG 4 by promoting inclusive education and digital literacy for

all stakeholders, including parents, thus supporting lifelong learning and educational

equity.
 Further, the DepEd emphasizes the integration of ICT in education as part of

its K-12 curriculum to prepare students for a technology-driven world. When parents

have ICT skills, they can align their support with DepEd's goals, reinforcing the

curriculum's objectives. DepEd Support and Initiatives towards Student Educational

Outcomes enhanced learning environment by empowering parents with ICT skills,

DepEd indirectly improves the learning environment for SHS students, supporting

the overall goal of quality education. Increased Parental Involvement; policies that

encourage parental ICT skill development lead to greater parental involvement in

education, which is positively correlated with student success.

Morever, the figure below shows the relationship between the independent

and dependent variable. The independent variable includes the Parental ICT Skills,

in terms of Digital Literacy, Educational Use of ICT, Social Media Competence and

Parental Monitoring and Control. While dependent variable delves on the students’

academic performance to its ICT Integration in Learning, Attitude Towards ICT,

Socioeconomic Factors, and ICT- Related Challenges.

INDEPENDENT VARIABLER DEPENDENT VARIABLE

 Figure 1. The Conceptual Framework of the Study.

Statement of the Problem

This study aims to determine the contribution of the Parental ICT Skills

towards Students’ Academic Performance in Senior High School Curriculum.

Specifically, research problems revolves around understanding the following

questions:

1. To what extent is the contribution of Parental ICT Skills in Senior High

School Curriculum, in terms of:

1.1 Digital Literacy

1.2 Educational Use of ICT

1.3 Social Media Competence; and

1.4 Parental Monitoring and Control

2. What is the level of ICT Skills towards Student’s Academic Performance of

Senior High School Curriculum, in terms of:

2.1 ICT Integration in Learning

2.2 Attitude towards ICT

2.3 Socioeconomic Factors; and

2.4 ICT Related Challenges.

3. Is there a significant relationship between the extent contribution of

Parental ICT Skills and the level of of of Student’s Academic Performance in Senior

High School Curriculum?

Hypothesis
 1. There is no significant relationship between the extent of the contribution of

the Parental ICT Skills, and the level of the Student’s Academic Performance in

Senior High School Curriculum.

Significance of the Study

The study on the Parental ICT Skills and Students’ Academic Performance in

Senior High School Curriculum has the potential imperative contribution in order to

understand how parents' technological proficiency affects their capacity to support

their children's learning, it is important to examine the relationship between parental

ICT skills and students' academic success in the Senior High School curriculum. By

shedding light on the relationship between parental ICT skills proficiency and student

achievement, this research can assist educators and policymakers in creating

initiatives that increase parents' involvement in their kids' education and, eventually,

improve student results.

The study's importance for parents' ICT skills stems from its capacity to

emphasize the responsibility parents play in fostering their kids' digital learning.

Teachers and legislators can spot gaps in home digital use and offer targeted

support by knowing parents' ICT proficiency. The present study underscores the

significance of endowing parents with the requisite competencies to facilitate their

offspring's digital literacy, hence augmenting the academic journey.

Examining the relationship between ICT proficiency and academic

achievement is important because it allows us to understand how digital competency

affects learning outcomes. By recognizing this relationship, educational institutions

and teachers may better incorporate technology into the curriculum and guarantee
that students graduate prepared for both academic success and a technologically

advanced world. The significance of ICT competency in improving students' learning

outcomes and experiences is also shown by this study.

The purpose of researching ICT skills in the curriculum is to evaluate the ways

in which incorporating digital literacy improves instruction and student learning. The

usefulness of the existing ICT programs is determined in part by this study, which

also informs curriculum development to better prepare students with the digital skills

they will need for success in the classroom and in the workplace. It also emphasizes

how the curriculum must be continuously modified to satisfy the changing needs of a

technologically advanced society.

To the future researcher, the possible benefits of ICT skills education for

future researchers include enhanced access to digital resources, data analysis, and

research efficiency. Future researchers can use technology to improve the caliber

and reach of their research by developing their ICT abilities, which will increase their

competitiveness in the digital era. This study emphasizes how crucial it is to provide

researchers with the digital instruments they need to carry out creative and

significant research.

Scope and Delimitation

The scope of this study focuses on the relationship between parental ICT

skills and students' academic performance in the Senior High School curriculum

within the municipality of Esperanza. It will cover the calendar A.Y 2024-2025, which

will covers how parents' proficiency in using technology impacts their ability to

support their children’s education, specifically in terms of academic outcomes.

 The study is delimited to Senior High School students and their parents within

a specific school or educational setting. It does not extend to other factors affecting

academic performance, such as socio-economic status or teaching methods nor

does it explore ICT skills beyond basic digital literacy. It will not encompass other

municipality within the province of Sultan Kudarat but will focus solely on Esperanza.

While the study will analyze data from 2024-2025, it will not delve into the historical

background or developments before this period.

Operational Definition of Terms

The following terms are operationally defined to enable a clear grasp of the multiple

terminologies used in this study:

Academic performance is the quantifiable results of a student's education as

indicated by their grades, test results, and other evaluations in their academic

courses.

Attitude towards ICT refers to the views, emotions, and behavioral patterns of

students or teachers about the application of information and

communication technologies in the classroom are referred to as their

attitude toward ICT.

Curriculum the Senior High School Curriculum is the set of courses and activities

created for students in Senior High School to help them get ready for college,

the workforce, or entrepreneurship.

Digital literacy is the capacity to find, assess, and transmit information in an

educational setting by using digital tools and platforms such as computers,

mobile devices, and the internet.

Education Use of ICT a set of using information and communication technology to

improve learning and teaching processes in order to achieve better

educational results.

ICT Integration in Learning deals in using digital tools and resources to support

teaching, learning, and the acquisition of technology skills in the

classroom.

ICT-Related Challenges are the barriers that instructors, students, or

organizations must overcome in order to successfully integrate information

and communication technology into the teaching and learning process.

ICT Skills are the capacity of people to access, manage, and communicate

information in educational tasks through the effective use of digital tools,

platforms, and technology.

Parental Involvement are when parents or guardians encourage their kids at home

and participate in school programs, they are showing their involvement in

their kids' education.

Parental Monitoring and Control are when parents or guardians keep an eye on and

manage their children's use of digital platforms and technology, they can

guarantee proper usage and academic focus.

Respondents refers to the chosen person or group who participates in the research

study and provides data or information, usually via surveys or interviews.

Social Media Competence refers to the capacity of users to communicate,

collaborate, and share knowledge on social media platforms in an educational

setting.

Socioeconomic Factors are the social and economic aspects that affect access to

and use of ICT in education, such as income level, educational background,

and work status.

Students are individual or people who are registered in an educational setting,

especially those pursuing formal education at the senior high school level.