The Problem and Its Background

Introduction

In the 21st century, digital technology has become an integral

part of education, offering unprecedented opportunities for enhancing

learning experiences and broadening access to educational resources.

However, the promise of digital education is marred by a persistent

and significant issue: the digital divide. This divide represents the gap

between individuals who have access to digital technology and those

who do not, leading to disparities in educational outcomes. The digital

divide in education encompasses differences in access to technology,

internet connectivity, digital literacy, and resources, and it significantly

impacts students’ ability to succeed academically.

The digital divide, which reflects the uneven distribution of

technology access and usage, poses a significant challenge within the

education sector. This study seeks to examine how the digital divide

affects students' access to technology and its subsequent impact on

their academic performance. Employing a quantitative research

approach, the study involved a sample of 400 students from varied

educational settings. Data were collected through surveys focusing on

aspects such as internet access, device ownership, and the use of

technology in educational contexts. The results indicated that internet

access varied by age, with younger individuals having more access

than their older counterparts. Additionally, the study found significant

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differences in internet connectivity between rural and urban areas,

with rural regions experiencing lower levels of access. Gender

disparities in personal device ownership were also noted, pointing to a

potential gender-related digital divide. Furthermore, students from low-

income families had reduced internet access, highlighting a

socioeconomic technology gap. The study underscores the need for

establishing technology resource centers in schools and encouraging

public-private partnerships to address these disparities. It contributes

valuable insights to the field of education by highlighting the impact of

the digital divide and offering practical recommendations for mitigating

this issue. (Afzal, Khan, Daud, Ahmad & Butt, 2023).

The digital divide, which reflects the uneven availability and use

of technology, poses a major challenge in the field of education. This

divide affects students' access to technology and its influence on their

educational outcomes. Additionally, we will explore possible strategies

to bridge this gap and promote fair access to technological resources

in education. The digital divide results in unequal opportunities for

students, affecting their access to and use of technology for learning

purposes.

The challenges associated with the digital divide are

multifaceted. Unequal access to technology and reliable internet

connections creates barriers for students, particularly those from low-

income families or rural areas, limiting their ability to engage in digital

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learning activities. Furthermore, disparities in digital literacy skills

among students and teachers can exacerbate these issues, as can

insufficient training and support for educators. Financial constraints

and infrastructural limitations in schools also play a critical role in

perpetuating this divide.

Addressing the digital divide requires a multi-pronged approach

involving both immediate and long-term solutions. Expanding internet

access and providing affordable digital devices are essential steps in

bridging the connectivity gap. Additionally, enhancing digital literacy

education, offering professional development for educators, and

ensuring equitable resource allocation can help mitigate the challenges

faced by schools and students. Developing inclusive digital content and

fostering community and stakeholder engagement are also crucial

components of a comprehensive strategy to address these disparities.

The impact of the digital divide on learning outcomes is

profound. While technology has the potential to enrich educational

experiences and provide personalized learning opportunities, unequal

access can hinder students' academic performance and engagement.

On the other hand, effectively leveraging digital tools can lead to

improved access to learning resources, enhanced collaboration, and

increased motivation. Understanding the relationship between the

digital divide and educational outcomes is vital for developing effective

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interventions and policies aimed at creating a more equitable

educational environment.

The digital divide presents a major obstacle in education, leading

to unequal access to and use of technology among students. This

divide has significant consequences, affecting students' ability to

engage with digital resources and participate in online learning

opportunities. However, targeted strategies can help bridge this gap

and ensure fair access to technology in education. Initiatives such as

enhancing internet connectivity in underserved areas, providing

affordable devices for low-income students, and offering digital literacy

training are crucial steps in addressing the divide. Collaboration

between governments, educational institutions, non-profit

organizations, and technology companies is vital for securing the

necessary funding, resources, and expertise to effectively implement

these strategies.

Additionally, schools can support this effort by setting up well-

equipped computer labs and incorporating blended learning

approaches. Tackling the digital divide not only improves educational

opportunities but also promotes a more equitable and just society. By

working together, we can ensure that every student has the chance to

excel in the digital age and reach their full potential.

This study explores the challenges associated with the digital divide in

education, investigates potential solutions, and examines the impact of

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these disparities on learning outcomes. By providing a thorough

analysis of these issues, the study aims to contribute to the

development of strategies that can bridge the digital divide and

promote equitable educational opportunities for all students.

Theoretical Framework

Technology is advancing rapidly, and its integration has become

vital for effective teaching and learning, as it boosts student

engagement and motivation (McDiarmid & Zhao, 2022). In business

education, incorporating educational technologies promises to enhance

student involvement and prepare them for a technology-centric job

market (U.S. Department of Education, 2017). While the internet opens

up new possibilities, it also creates disparities for those without

adequate access to technology and the skills needed to navigate an

increasingly digital world. Ensuring equitable access to these resources

is crucial to bridging the digital divide and providing all students with

the opportunity to benefit from these transformative tools (U.S.

Department of Education, 2022). Without fair access to technology and

information, students miss out on valuable learning experiences (Rana,

2021).

The study of the digital divide in education, including its

challenges, solutions, and impact on learning outcomes, can be framed

using several theoretical perspectives. These frameworks provide a

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structured understanding of how technological disparities influence

educational equity and outcomes.

Digital Inequality Theory explores how disparities in access to

technology, internet connectivity, and digital skills create unequal

opportunities for engagement with digital resources. It posits that

digital inequality stems from a variety of socio-economic factors,

including income, education level, and geographic [Link] theory

helps to understand how differences in access to and use of technology

affect students' ability to benefit from digital learning opportunities. It

highlights how socio-economic status, geographic location, and other

contextual factors contribute to the digital divide in education.

Digital Inequality Theory explores how disparities in access to

and use of digital technologies create unequal opportunities and

outcomes for individuals, particularly in the context of education. This

theory examines the socio-economic, geographic, and demographic

factors that contribute to differences in technology access, usage, and

skills. The theory has evolved from broader discussions on digital

divides and technological access, building upon concepts introduced by

scholars such as the American sociologist Manuel Castells and the

French sociologist Pierre Bourdieu. It incorporates elements from

various disciplines, including sociology, education, and information

technology.

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 Access and skills inequalities can lead to differences in academic

performance, with students from more privileged backgrounds often

achieving higher outcomes due to better technology access and

[Link] access and skills can affect students' engagement with

learning materials and their motivation to participate in digital learning

[Link] digital divide can prevent some students from fully

participating in modern educational practices, leading to unequal

educational [Link] and educational institutions may

face challenges in ensuring equitable access to technology and

resources, impacting their ability to provide a level playing field for all

students.

Morover, initiatives to supply low-cost or free devices to students

in need can help bridge the gap. Efforts to enhance internet

infrastructure in underserved areas can improve access and reliability.

Implementing digital literacy programs for students, educators, and

families can improve technology skills and

confidence .Incorporatingdigital literacy into the curriculum can ensure

that all students develop essential technology skills.

Providing teachers with training on integrating technology into

their teaching practices can enhance their ability to support students

effectively. Ensuring that schools have the necessary technology and

support to facilitate effective digital learning. Also, collaborating with

community organizations, technology companies, and policymakers to

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address digital inequalities can lead to more comprehensive solutions.

Promoting policies that support equitable access to technology and

digital resources can help address systemic barriers.

Digital Inequality Theory provides a framework for understanding

how disparities in access to and use of technology impact educational

outcomes. By examining the components of access, skills, and usage

inequalities, the theory highlights the need for targeted interventions

to address these challenges. Implementing strategies to expand

access, enhance digital literacy, support educators, and foster

community and policy interventions can help mitigate the effects of

digital inequality and promote more equitable educational

opportunities.

Conceptual Framework

This study seeks to examine the challenges, solutions, and

impacts of the digital divide within the educational context, with a

particular focus on how disparities in technology access and internet

connectivity influence student learning outcomes. In this study, the

researcher will utilize the IPO model (input, process, output) .

The first box pertains to the variables of the study such as the

several critical issues, including the main obstacles that schools face in

delivering equal access to technological resources and reliable internet

connections. It will also assess how differences in digital literacy and

technological skills among students affect their academic

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achievements and their involvement in various learning activities, such

as participating in online discussions, engaging in hands-on projects,

and working on collaborative assignments.

To determine whether there is a significant connection between

these challenges and the effects of digital skill gaps on student

performance, the researcher utilized the process of conducting

research.

The ultimate goal of the research is to develop an intervention

plan that ensures equitable access to educational technology for

students from various socio-economic backgrounds. This plan is

intended to address and mitigate the digital divide, thereby improving

educational outcomes and fostering a more inclusive learning

environment for all students.

The following figure explains the relation of these variables in the

present study.

INPUT PROCESS OUTPUT

Primary Proposed
challenges Surveys through Intervention
schools face in Questionnaires Plan
bridging the
digital divide in
9 terms of:
1.1. access to
technology
1.2. internet
 FEEDBACK

Figure 1. Conceptual Framework of the Study

Statement of the Problem

This study evaluated the challenges, solutions and impact to

leaning outcomes ofdigital divide in education. The results served as

the basis for the development of intervention plan to ensure equitable

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access to educational technology for students from diverse socio-

economic backgrounds.

Specifically, the study answered the following sub-problems.

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

1.1. number of years in teaching;

1.2. trainings attended related to digital literacy;?

2. What are the primary challenges schools face in bridging the

digital divide, particularly in terms of:

2.1. access to technology

2.2. internet connectivity?

3. How do disparities in digital literacy and technological skills

among students impact their academic performance and

engagement in learning activities in terms of:

3.1. participation to online discussions;

3.2. performing hands-on activities; and

3.3. doing collaborative projects?

4. Is there a significant relationship between the primary challenges

schools face in bridging the digital divide and the impact of

disparities in digital literacy and technological skills among

students on their academic performance and engagement in

learning activities?

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 5. What intervention plan can be implemented to ensure equitable

access to educational technology for students from diverse socio-

economic backgrounds?

Hypothesis

The study hypothesized that there is no significant relationship

between the primary challenges schools face in bridging the digital

divide and the impact of disparities in digital literacy and technological

skills among students on their academic performance and engagement

in learning activities

Scope and Limitation

This study evaluated the challenges, solutions, and impact of the

digital divide in education, focusing on how disparities in access to

technology and internet connectivity affect student learning outcomes.

The research aimed to specifically address key issues, such as the

primary challenges schools encounter in providing equitable access to

technology and reliable internet, and how gaps in digital literacy and

technological skills influence students' academic performance and

engagement in activities like online discussions, hands-on projects,

and collaborative work.

Additionally, the study explored whether there is a significant

relationship between these challenges and the impact of digital skills

disparities on student performance. Based on these findings, the study

proposed an intervention plan designed to ensure equitable access to

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educational technology for students from diverse socio-economic

backgrounds, aiming to bridge the digital divide and enhance

educational outcomes.

Significance of the Study

The significance of the study on the digital divide in education—

focusing on challenges, solutions, and impacts on learning outcomes—

is profound for various groups, including school administrators,

teachers, parents, stakeholders, and the community. Here’s how each

group benefits:

School Administrators. The study provides insights into the

primary challenges and barriers related to technology access and

digital literacy. This information helps administrators make informed

decisions about resource allocation and infrastructure

[Link] can guide the development of strategic plans

and policies aimed at bridging the digital divide and enhancing

equitable access to educational technology.

Teachers. Understanding the impact of digital disparities on

student engagement and performance enables teachers to adapt their

teaching methods and materials to better support students with

varying levels of technological access and skills. Teachers can develop

targeted interventions and support mechanisms for students who face

challenges due to insufficient digital literacy or lack of access to

technology.

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 Parents. The study raises awareness among parents about the

challenges their children may face due to digital disparities,

empowering them to advocate for better technology access and

support at [Link] can better understand how to support their

children's digital learning needs at home, including providing

appropriate resources and fostering digital literacy.

Stakeholders. The study informs stakeholders, such as

government agencies, non-profits, and technology companies, about

the critical areas needing intervention and investment to bridge the

digital divide. It identifies potential areas for collaboration between

educational institutions and external organizations to address

technology gaps and enhance educational outcomes.

Community. The study emphasizes the importance of

community involvement in supporting educational technology

initiatives, highlighting the role of local organizations and community

members in bridging the digital divide.

Equity and Inclusion: By addressing the digital divide, the study

promotes equity and inclusion within the community, ensuring that all

students have equal opportunities to succeed academically.

Future Researchers. This research furthers the may prompt

new research questions related to the evolving nature of digital access

and its implications, guiding future studies to address these gaps.

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Definition of Terms

For better understanding of the terms used in the study, the

following terms are operationally defined:

Academic performance refers to the measurement of a

student's achievement and progress in their educational pursuits. It is

often evaluated through grades, test scores, assignments, and overall

engagement in learning activities. Academic performance reflects a

student's understanding of the material, their ability to apply

knowledge, and their success in meeting educational goals.

Access to technology refers to the availability and ability to

use electronic devices (e.g., computers, tablets, smartphones) and

related resources (e.g., software, applications) necessary for engaging

in digital activities. This encompasses having the physical devices and

the infrastructure to support their use, such as electricity and technical

support.

Digital Divide refers to the disparity between individuals and

groups who have access to and can effectively use digital technologies,

such as computers, the internet, and digital tools, and those who do

not. This divide can be influenced by factors such as socioeconomic

status, geographic location, and educational background, leading to

unequal opportunities for accessing information and participating in

digital activities.

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 Digital literacy refers to the ability to effectively and critically

navigate, evaluate, and create information using a range of digital

technologies. It encompasses skills such as understanding how to use

digital tools, assessing online information, and communicating

digitally.

Doing collaborative projects refers to working together with

others to achieve a common goal or complete a task. This involves

coordinating efforts, sharing responsibilities, and contributing to a joint

effort, often facilitated through digital tools and platforms. Successful

collaborative projects require effective communication, teamwork, and

the integration of diverse skills and perspectives.

Engagement in learning activities describes the level of

involvement, interest, and active participation that students exhibit

during their educational experiences. It includes the extent to which

students are motivated, focused, and actively participating in tasks

such as attending classes, completing assignments, and interacting

with peers and instructors.

Internet connectivity describes the ability to connect to the

internet, which is essential for accessing online resources, services,

and platforms. It involves having a reliable and sufficient internet

connection, which can vary in speed and stability, affecting the quality

of online interactions and access to web-based materials.

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 Participation in online discussions refers to the involvement

of students in digital forums, chat rooms, or other online platforms

where they can share ideas, ask questions, and contribute to

conversations related to their coursework. Effective participation

requires engaging thoughtfully with peers and instructors in a virtual

environment.

Performing hands-on activities involves engaging in

practical, interactive tasks that require direct manipulation of materials

or tools. In an educational context, this could include working with

digital simulations, conducting experiments, or using educational

software to apply theoretical knowledge in practical scenarios.

Technological skills are the practical abilities required to

operate and use digital devices and software efficiently. This includes

proficiency in using applications, understanding hardware and software

functions, and applying technology to complete tasks.

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 CHAPTER 2

Review of Related Literature and Studies

Local Literature

Many areas in the Philippines, particularly in rural regions, lack

the necessary infrastructure for stable internet connectivity. According

to a report by the Philippine Institute for Development Studies (PIDS),

less than half of Filipino households have access to the internet. This

situation is exacerbated by frequent natural disasters that disrupt

infrastructure. Economic inequality plays a significant role in the digital

divide. Lower-income families often cannot afford the necessary

devices, such as laptops, tablets, or smartphones, or the costs

associated with internet access.

According to the National Economic and Development Authority

(NEDA), the digital divide is stark between urban and rural areas and

among different income [Link] when access is available, there is

often a lack of digital literacy among both students and teachers. This

includes not only the ability to use devices but also understanding how

to engage in online learning effectively. A study by the Department of

Education (DepEd) highlighted that many teachers were unprepared

for the shift to online learning, having limited training in digital tools

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and online [Link] schools in the Philippines are often

underfunded and lack the resources to provide adequate ICT

infrastructure or training for educators. This is particularly true for

schools in marginalized communities, which further widens the gap

between students who can access online resources and those who

cannot.

Ignacio (2020) has discussed how the COVID-19 pandemic

disrupted the educational world, especially because the shift to online

learning completely exposed the deep-seated challenges related to the

digital divide. The sudden shift in teaching to online modes compelled

by the government-enforced lockdowns brought into focus differentials

in the access to technology by students and teachers, which

exacerbated already extant inequalities. Many institutions faced

challenges in continuing their business operations-from totally shutting

down to the fact that some institutions found it hard to provide quality

education over the Internet. It also brought into the limelight issues of

lack of access to devices necessary for virtual education, good internet

access, and the psychological burden both students and teachers had

to put up with.

These challenges reflect the broader problem of digital inequity

in education, whose unequal technology access leads to ongoing

negative learning outcomes and increases the gap in disparate socio-

economic groups. Such issues clearly call for targeted solutions-

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involving better technology access, increasing digital literacy, and

even mental health support-all aiming at improving educational equity

so that every learner can succeed in an increasingly digital world.

According to Claro et al. (2015), some of the important

determinants of access to home ICT resources include family income,

geographic location, and educational background. These factors

influence the digital divide in education whereby students from low-

income families or remote areas usually miss the technology and

connectivity they need for effective online learning. By this

discrepancy, the former will fall behind in terms of acquired

knowledge, and thus there is a need to devise ways to fill the

technology gap and enhance digital skills.

Also Avila and Pandya (2018) mention the emergent need to

develop "critical digital literacies." Digital literacy encompasses more

than basic skills but involves the competencies for a critical

consideration of the digital content. The latter has a targeted digital

divide in education related to the development of critical skills in

thinking while navigating digital environments-a major engagement

which would lead to genuinely equal opportunities for accessing digital

learning resources and improving learning outcomes across

[Link] Philippine government has implemented several

policies aimed at bridging the digital divide, such as the Free Public Wi-

Fi Act and the establishment of community Wi-Fi hubs. The

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Department of Education has also rolled out digital literacy programs

and provided some public schools with ICT resources.

Additionally Pinto et al. (2020) emphasizes different channels of

information, in particular, digital information and information sources,

in education. Their work underlines technological infrastructure and

the variety of tools available in education. These very factors are

highlighted, and it brings forth the issue of the digital divide, outlining

that effective digital tools and resources are needed to enhance

learning outcomes and provide equitable access to education.

Finally, Vázquez-Cano et al. (2020) defined digital literacy as the

competency of capturing, sending, and communicating information

effectively. That is, using presentations, video images, and

collaboration on documents with fellow learners on online platforms

and on mobile devices. Such a competency will reduce not only the

digital gap but ensure effective communication and collaboration in

learning institutions and thereby increase knowledge acquisition.

The digital divide in the Philippines remains a significant

challenge in education, particularly as the country navigates the shift

towards digital learning. While government and community initiatives

have made strides in addressing these issues, much work remains to

ensure equitable access to education for all students. Bridging the

digital divide is crucial for improving learning outcomes and ensuring

21
that all Filipino students have the opportunity to succeed in an

increasingly digital world.

Foreign Literature

The digital divide in education is a global issue that affects

students’ access to technology, quality of education, and learning

outcomes. The divide is particularly pronounced in developing

countries but also presents challenges in developed nations. This gap

can significantly influence educational opportunities, especially as the

reliance on digital tools and resources has increased, particularly in the

wake of the COVID-19 pandemic.n many countries, especially in

developing regions such as Sub-Saharan Africa, South Asia, and parts

of Latin America, there is limited infrastructure to support digital

learning. The lack of reliable electricity, internet connectivity, and

adequate devices contributes significantly to the digital divide.

According to the United Nations International Children's Emergency

Fund (UNICEF), about two-thirds of the world’s school-aged children do

not have internet access at home, which hinders their ability to

participate in remote learning.

Liu et al. (2020) emphasized that the parental education level

and quality of home guidance significantly determine a family's

availability of, and effective use of, ICT in education. Their findings

suggested that with higher levels of parents' educational attainment,

there is more likelihood that better technology access will be provided

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for children and that its educational use will also be supported. Such

support includes creating an environment that is conducive to learning

and helping students on how to effectively utilize ICT for studies. With

these in mind, the role of parental involvement in bridging the digital

divide becomes imperative since it determines the extent at which the

students shall benefit from the available technology hence their

outcomes.

As stated by Zillien and Hargittai (2019), richer family students

normally benefit more educationally from the use of computers. This is

because they engage in more ICT activities that are learning-

enhancing and information-rich. Thus, the inequality of the frequency

of computer usage between the different income levels is contributing

to digital divides on the learning outcomes.

Also, according to Pashler et al. (2019) believe that learning

should take into consideration the individual differences in the child's

manner of engaging himself or herself with the content of education to

understand it. As they quite explain, every child learns in his or her

own different way driven by personal preference and cognitive

processes. Because of individual differences, approaches to teaching

should therefore consider different ways of learning and needs.

Addressing these differences is crucial to bridge the gap of a digital

divide by assuring that ICT tools and resources used are best effective

in meeting each student's preferred learning. Thus, personalization of

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technology in education might bridge some gaps and enhance the

learning outcomes for students of different [Link] countries

have started to address the digital divide through targeted policies and

investments.

For example, South Korea and Singapore have made significant

investments in digital infrastructure and technology in schools,

resulting in high levels of digital literacy and access. The European

Union has also developed the Digital Education Action Plan, which aims

to improve digital skills and infrastructure across member [Link]

areas where high-speed internet and digital devices are not available,

low-tech solutions have been employed. These include the use of radio

and television broadcasts for educational purposes, as seen in Kenya

and Mexico, where educational content is delivered through widely

accessible mediums. Printed learning materials and offline digital

content loaded onto USB drives or tablets are also used in some

countries to ensure that students without internet access can still

learn.

Moreover, improving digital literacy is a key strategy in

addressing the digital divide. Countries like Estonia, which have

implemented comprehensive digital education from an early age, show

high levels of digital proficiency among students. Training programs for

teachers, like the European Schoolnet Academy in Europe, provide

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educators with the necessary skills to teach in a digital environment,

thereby enhancing overall digital education outcomes.

Lastly, according to Borysenko et al. (2020), the information and

communication dimensions play a decisive role in the digital skill

development of a human being. They argue that a well-established

technological infrastructure may create fertile ground for people to

develop their digital literacy-a component of the 'technological base'

required in any case for digital competencies to improve. Several

literature mentions integration of ICT at different curricula like primary

schools for better learning. The above implementation demonstrates

that addressing technological access and infrastructure is quite

fundamental in addressing the gap in the digital divide. By improving

the technological base in the setting of learning, we will be able to

foster more equitable and efficient learning processes among diverse

student demographics.

Local Studies

Local studies in the Philippines provide a comprehensive view of

the digital divide in education, highlighting the unique challenges faced

by Filipino students and educators. While there have been significant

efforts to address these challenges, including government initiatives,

partnerships, and community-based solutions, much work remains to

ensure equitable access to digital education. Addressing the digital

25
divide is critical for improving learning outcomes and ensuring that all

Filipino students have the opportunity to succeed in an increasingly

digital world.

In the context of the Philippines, local studies on the digital

divide in education provide valuable insights into the challenges,

solutions, and impacts on learning outcomes. These studies often focus

on the unique socio-economic, geographic, and cultural factors that

contribute to the digital divide in the country. A study by the Philippine

Institute for Development Studies (PIDS) highlighted significant

geographical disparities in internet access across the Philippines. Rural

areas, particularly in regions such as Mindanao and the Visayas, have

limited access to stable internet connections. The lack of

infrastructure, including electricity and reliable telecommunications

networks, further exacerbates this issue. Research shows that students

in urban areas are more likely to have access to digital tools and

internet connectivity compared to their rural counterparts.

Frufonga et al. (2016) conducted a study in the Philippines

revealing that students' academic performance is significantly

influenced by their social and financial stability. The research

highlights that students from more stable social and financial

backgrounds tend to perform better academically. This underscores

the broader implications of the digital divide, as disparities in financial

resources and social support can affect students' access to and

26
effective use of educational technologies. Addressing these socio-

economic factors is crucial in bridging the digital divide and ensuring

equitable educational outcomes. As such, improving financial and

social support structures can help mitigate disparities in academic

performance related to digital access and usage.

In addition ,studies have shown that socioeconomic status plays

a crucial role in the digital divide in the Philippines. For instance, a

study conducted by the Asian Development Bank (ADB, 2019) found

that only 37% of households in the lowest income quintile had internet

access compared to 81% in the highest income quintile. This disparity

is often due to the high cost of internet services and digital devices,

which many low-income families cannot afford. The cost of data plans

and the lack of affordable, quality devices are significant barriers to

digital learning for many Filipino students.

Additionally, Ogunsola et al. (2014) encourages educators and

teachers to identify the factors responsible for both high and low levels

of achievement for effective classroom intervention. Such an analysis

is necessary since academic performance is one aspect of school

effectiveness. By identifying the factors that hinder or promote the

learning experience, it is easier to overcome these gaps and raise

achievement levels. Focusing on such differences, it will be easier to

support students coming from the widest range of backgrounds,

reducing at the same time any loss caused by the digital gap. It is also

27
an important point regarding interventions that need to influence

educational strategy effectiveness, thus guaranteeing equity in

learning opportunities.

Further, De Mesa and Jacinto (2020) further indicate that the use

of ICTs in education significantly enhances the acquisition of digital

skills, thereby promoting better learning outcomes. These authors,

while examining how technology was integrated into schools, found it

thus led to developing basic digital competencies, since with such

learning became more effective and interactive. It is by leveraging

these technological tools that educators can be better equipped to arm

students with the necessary skills to navigate in this increasingly

digitized world. This, in turn, has contributed toward improving

achievements in education and closing the gap evident in the digital

divide.

Moreover, Rivera et al. (2017) also highlight the fact that

integration of ICT in education can be highly effective for students with

special needs. In this respect, research indicates that technology

adapted to different learning needs may stimulate better involvement

and provide for more effective personalized learning. Considering

individual needs through such digital tools, educators are able to help

provide an inclusive education, as both learning styles and different

ability levels can be taken into account. It not only crosses the bridge

28
for students with special needs but contributes to a larger strategy to

break down the digital divide in education.

Whereas, Correa (2016) underlined the important roles of social

media in daily life and, similarly, how it contributes to improving digital

literacy, works have pointed out that "social media can develop digital

skills in these online platforms because users have a chance to

communicate, share information, and create digital content online.

This integration into daily routines not only increases familiarity with

digital tools but also contributes to a broader range of digital

competencies. Thus, social media may turn out to be a very effective

medium for bridging gaps in the advancement of digital literacy and

digital skills across different populations.A study by the Foundation for

Information Technology Education and Development (FIT-ED, 2020)

emphasized that many schools, especially in remote areas, lack access

to digital resources such as computers, tablets, and educational

software. Even when devices are available, they are often outdated or

insufficient to meet the needs of students and teachers. The limited

availability of localized digital content in Filipino and other local

languages also poses a challenge, as it restricts the relevance and

effectiveness of digital learning materials.

Furthermore, partnerships with private companies and non-

governmental organizations have been instrumental in bridging the

digital divide. For example, Globe Telecom's "School-in-a-Bag"

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initiative provides portable digital classrooms to remote schools, while

the Ayala Foundation's "Education Leadership Program" trains school

leaders in digital literacy. A study by the Ateneo School of Government

indicated that such partnerships have been effective in providing

resources and training to underserved communities, although

sustainability and scalability remain [Link], to address the lack

of internet access in remote areas, some local governments and

communities have established community learning hubs. A study

conducted by Save the Children Philippines found that these hubs,

equipped with computers and internet access, provide a valuable

resource for students who do not have access to technology at home.

These hubs also offer a space for collaborative learning and support for

students, which is particularly important during periods of remote

learning.

Lastly, Gómez-García et al. (2020) provided the technological

bases that any pedagogical intervention should have, targeting or

involving the development of information and communication

competencies. In this sense, the authors first highlight the importance

of a sound technological infrastructure as a precondition for

adequately introducing these digital tools and resources into the

educational context. For sure, this will offer them an enabling

framework within which students will have the opportunity to further

develop their digital skills and deepen their learning processes. It helps

30
ensure that there is no disparity in access to technology, and this

gradually closes the digital divide. Therefore, investments in

technological resources stand out as some of the most critical factors

toward the improvement of learning outcomes and the development of

digital literacy in [Link] digital initiatives have been

successful, they have improved access to education and increased

student engagement. A study by the University of Santo Tomas found

that students who had access to digital tools and resources showed

higher levels of engagement and motivation in their studies. The use of

interactive and multimedia content can make learning more engaging

and accessible, particularly for visual and auditory learners.

Foreign Studies

Foreign studies on the digital divide in education underscore the

global nature of this issue and highlight the diverse challenges faced

by students and educators in different contexts. While countries have

employed various strategies to address the digital divide, from

government policies and [Link] studies from Sub-Saharan

Africa, such as those by the World Bank and the African Development

Bank, highlight the severe lack of digital infrastructure. In countries

like Ethiopia and Nigeria, less than 20% of households have access to

the internet. Poor electrical grids, limited broadband infrastructure,

31
and the high cost of internet services are significant barriers to digital

learning.

Arrosagaray et al. (2019) studied that information and

communication are basic activities requiring technological skills, and

the competencies cannot be developed without the use of information

and communication technologies. They maintained that ICT tools

provide the necessary support to students to acquire and enhance

their technological competencies. The tools should, therefore, be

incorporated effectively into education practices to establish digital

literacy and eventually prepare students for the current digital setting.

This approach has been viewed as the integration of ICT into learning

settings to reduce the divide in digits and further improve educational

outcomes.

Moreover, Stopar and Bartol (2019) created a mapping of the

research landscape regarding digital literacy in education based on the

analysis of clusters of co-citations and co-citing sources. Their study

has systematized the extensive literature, with indication of key

themes and trends, by using text mining. Such an approach furthers

the understanding of how digital literacy is framed within educational

contexts and points at depth and diversity within this area. The

authors' findings add to a more consistent view of the digital divide in

its impacts on learning achievement.

32
 Furthermore, Audrin (2019) and Vial (2019) point, among others,

to the conceptual differences and variations in the definition of digital

skills as present in education literature underlining both their

specificities and partial overlaps. Not considering terminological

questions, studies of digital literacy are heterogenous in goals and

different according to context. In the UK, studies by the University of

Cambridge have highlighted the psychosocial effects of the digital

divide on students. Students without access to digital tools have

reported feelings of isolation and frustration, which can negatively

impact their mental health and academic motivation. Conversely,

students with access to digital learning resources have reported

increased engagement and satisfaction with their learning experience.

Finally, Tuamsuk and Subramaniam (2017) contend that aside

from the technical skills, digital literacy also has a socioemotional

dimension. They further state that for digital literacy to be practiced

effectively, not only must one have the capacity to use digital

technology but also the potential to express appropriate online

behavior and sensitivity in digital interactions. The indications are that

this perspective is an appeal for an integration of ethics and emotional

reasoning into the realms of digital literacy education. It is by

addressing technical and socio-emotional issues that educators are

potentially better able to prepare students to responsibly navigate the

33
digital world. This broader view contributes to understanding the

complexities of the digital divide and its impact on learning outcomes.

Synthesis

This digital divide in education is essentially characterized by the

inequality of access to technology that different socio-economic groups

experience, which in turn affects learning outcomes. Family income,

geographic location, and parental education emerge as strong

determinants in students' access to and effective use of ICT. Effective

integration of ICT within educational curricula and development of

critical digital literacies become important in bridging these gaps. The

development of both technology-related infrastructure and socio-

emotional approaches to digital literacy will further promote learning

experiences and contribute to more equitable learning outcomes.

Both local studies from the Philippines and foreign studies from

other developing countries highlight inadequate infrastructure as a

major barrier to digital learning. In the Philippines, many rural areas

lack stable internet connectivity due to poor infrastructure and

frequent natural disasters. Similarly, in developing regions such as

Sub-Saharan Africa, South Asia, and parts of Latin America, the

absence of reliable electricity, internet, and digital devices is a

significant contributor to the digital divide.

34
 Economic inequality is a common factor contributing to the

digital divide both in the Philippines and globally. Studies from the

Philippines indicate that lower-income families struggle to afford

devices and internet access, which is mirrored in findings from other

countries, such as the U.S. and Europe, where students from low-

income families have less access to digital tools and resources. In both

contexts, socioeconomic status directly affects the availability and

quality of technology that students can access for learning.

The lack of digital literacy among both students and teachers is a

widespread issue. In the Philippines, many educators were unprepared

for the shift to online learning due to limited training in digital tools.

Similarly, foreign studies, such as those from the MENA region and

Eastern Europe, show that teachers often lack the necessary digital

skills to effectively use technology in education. This deficiency affects

the quality of digital education globally, indicating a need for enhanced

teacher training [Link] is a shared understanding across

studies that government interventions are crucial for addressing the

digital divide. The Philippines has implemented policies like the Free

Public Wi-Fi Act and community Wi-Fi hubs to improve access.

Likewise, other countries have launched initiatives such as South

Korea's investment in broadband infrastructure and the European

Union’s Digital Education Action Plan to enhance digital skills and

35
access. These efforts highlight the role of government policy in

mitigating the digital divide.

Both local and foreign studies agree that the digital divide

negatively impacts learning outcomes. In the Philippines, the lack of

access to digital tools and resources hinders students' ability to

engage in online learning, leading to poorer educational outcomes.

Globally, students in underprivileged areas face similar challenges,

with studies showing that those without access to digital tools tend to

fall behind academically. This impact is evident across various

countries, reflecting a universal need for equitable access to digital

resources to improve education.

While the digital divide is a global issue, its extent varies

between countries. In the Philippines, the divide is particularly

pronounced between urban and rural areas and among different

income groups. Foreign studies indicate that in some developed

countries, such as the United States and parts of Europe, the divide is

more related to income disparities rather than geographic differences.

In contrast, countries like South Korea and Singapore have successfully

minimized the digital divide through significant investments in digital

infrastructure, suggesting a lesser degree of divide in these

[Link] types of solutions implemented to address the digital

divide vary significantly across contexts. In the Philippines, efforts have

focused on increasing access to technology through community Wi-Fi

36
hubs and digital literacy programs. In contrast, some foreign countries,

like Finland and Estonia, have integrated digital education into their

national curricula from an early age, which has resulted in higher levels

of digital proficiency among students. Other regions, like Latin America

and Africa, have employed low-tech solutions such as radio and

television broadcasts to deliver educational content to students in

areas without internet access.

The emphasis on critical digital literacy is more pronounced in

foreign studies. For instance, Avila and Pandya (2018) discuss the need

for students to develop not just basic digital skills but also critical

digital literacies that enable them to navigate and assess digital

content effectively. This focus on higher-order digital skills is less

emphasized in the Philippine context, where the immediate priority is

often on providing basic access to technology and improving

fundamental digital [Link] studies, such as those by Liu et al.

(2020), emphasize the significant role of parental education and

involvement in bridging the digital divide. These studies suggest that

parents with higher educational attainment are more likely to provide

better technology access and support for their children’s educational

use of ICT. In contrast, local studies from the Philippines focus more on

the institutional and structural barriers to digital access, with less

emphasis on the role of parental involvement in addressing these

gaps.

37
 Foreign studies often highlight the psychosocial effects of the

digital divide, such as feelings of isolation and frustration among

students without access to digital tools, as noted in studies from the

United Kingdom and Bangladesh. This aspect is less frequently

discussed in local studies from the Philippines, where the focus tends

to be more on the logistical and practical challenges of access and

infrastructure.

CHAPTER 3

Methodology

Research Design

To comprehensively study the digital divide in education,

particularly its challenges, solutions, and impact on learning outcomes,

a robust research methodology needs to be designed. This

methodology should encompass multiple approaches to collect and

analyze data from diverse sources, ensuring a well-rounded

understanding of the issue. The research design used in this study is a

descriptive quantitative correlative design. The quantitative data that

were gathered were described, analyzed, and interpreted.

A correlational research design explores relationships between

two variables-or more-without the researcher controlling or

manipulating any of them. It is a non-experimental type of quantitative

research. Hence, the abovementioned research design shall serve as

38
the most proper design in this [Link] will involve the collection of

numerical data to measure the extent of the digital divide, analyze the

demographic factors influencing access to technology, and assess its

impact on learning outcomes.

Population and Sampling

The study involved 60 teachers selected from public secondary

schools within Nasugbu East District Division of Batangas, for the

academic year 2024-2025. They were chosen through simple random

sampling method.

Research Instrument

The research instrument in this study is a survey questionnaire.

The survey questionnaire was formulated based on the review of the

literature and studies. The survey questionnaires used in this study is

composed of two essential parts.

The first part pertains to the primary challenges schools face in

bridging the digital divide, particularly in terms of access to technology

and internet [Link] domain consists of five (5) indicators

which the respondents were asked to assess using 5-point Likert scale

which involved 5, very great extent , 4, great extent 3- moderate

extent. 2 low extent and 1 very low extent.

The second part pertains to the disparities in digital literacy and

technological skills among students impact their academic

39
performance and engagement in learning activities in terms of

participation to online discussions, performing hands-on activities and

doing collaborative projects. Each domain consists of five (5) indicators

which the respondents were asked to assess using 5-point Likert scale

which involved 5, very great extent , 4, great extent

3- moderate extent. 2 low extent and 1 very low extent.

The survey questionnaires were subjected to validity and

reliability test. The validation procedures used was based on Lawshe’s

validity test. The experts in the field were requested to read and

provide ratings for each test items as essential or not essential based

on the statement of the problem and the research questions. The

rating of the experts was subjected to the validity test to determine

the content validity ratio (CVR). The overall obtained CVR value for the

test items was 0.938 which signified that the survey questionnaire was

valid.

After the validity test, the questionnaire was subjected to the

test-retest to ensure the reliability of the test items. The survey

questionnaire will be administered to selected administrators,

teachers, and stakeholders. The responses of the administrators,

teachers, and stakeholders were subjected to the reliability test using

the Cronbach alpha of SPSS. The obtained value should be 0.885 which

signified that the survey questionnaire was reliable.

40
Data Gathering Procedure

The data gathering procedures for this study will be divided into

three significant phases. The first phase involved seeking permission

from the school authorities to conduct the study. Letter of request and

approval were sought. The second phase will be the gathering of data

using the survey questionnaires. In the survey questionnaires, the

consent form is attached in order to provide the respondents the clear

idea of the research, their participation, and the expectations of the

research on their end. Respondents will be provided with an option not

to continue their participations if they feel like not continuing anymore.

These survey questionnaires will be sent to the respondents using the

google forms. The respondents will be given three weeks to accomplish

the survey questionnaires. Finally, the collected data will be then

analyzed and interpreted.

Statistical Treatment of Data

The following were the statistical tools used in analyzing and

interpreting the data gathered:

1. Mean and Composite Meanwas used to analyze and to

interpret the primary challenges schools face in bridging the

digital divide, particularly in terms of access to technology and

internet connectivity. With the use of 5 point Likert scale, the

basis of the interpretation is presented below:

41
 Scale Verbal Interpretation

4.50 – 5.00 Very Great Extent

3.50 – 4.49 Great Extent
2.50 – 3.49 Moderate Extent
1.50 – 2.49 Low Extent
1.00 – 1.49 Very Low Extent

2. Mean and Composite Meanwas used to analyze disparities in

digital literacy and technological skills among students impact

their academic performance and engagement in learning

activities in terms of participation to online discussions,

performing hands-on activities and doing collaborative projects.

With the use of 5 point Likert scale, the basis of the

interpretation is presented below:

Scale Verbal Interpretation

4.50 – 5.00 Very Great Extent

3.50 – 4.49 Great Extent
2.50 – 3.49 Moderate Extent
1.50 – 2.49 Low Extent
1.00 – 1.49 Very Low Extent

3. Pearson-rwas used in determining the significant relationship

between the primary challenges schools face in bridging the

digital divide and the impact of disparities in digital literacy and

technological skills among students on their academic

performance and engagement in learning activities

42
 Chapter 4

Presentation, Analysis, and Interpretation of Data

Sub-problem No. 1. On the Profile of the Respondents.

The profile of the respondents in this study provides key insights

into the demographic, socio-economic, and technological factors

affecting their access to digital resources. Understanding these

characteristics helps in identifying the extent of the digital divide and

how it influences learning outcomes.

1.1. In terms of Number of Years in Teaching

43
 The data in Table 1 presents the profile of respondents based on

their number of years in teaching. The majority of respondents, 57%,

have been teaching for 1 to 10 years, indicating a relatively younger

teaching workforce in terms of experience.

Table 1
Profile of Respondents in terms of Number of Years in
Teaching

Years Frequency Percent

1 - 10 Years 34 57

11 - 20 Years 19 32

21 - 30 Years 7 11

Total 60 100

Another 32% of respondents have 11 to 20 years of teaching

experience, suggesting a significant portion of more seasoned

educators. A smaller group, representing 11%, has been teaching for

21 to 30 years, indicating a limited number of highly experienced

teachers. Overall, this distribution shows a diverse range of teaching

experience among the respondents, with a higher concentration of

early to mid-career teachers.

1.2. Trainings Attended Related to Digital Literacy

The data in Table 2 shows the distribution of respondents based

on the number of digital literacy-related trainings they have attended.

Out of the 60 respondents, the largest group (45%) has attended

44
between 1 to 3 trainings. A slightly smaller group (42%) has

participated in 4 to 5 trainings, while only 13% of the respondents

have attended 6 or more trainings. This suggests that the majority of

respondents (87%) have undergone up to 5 trainings, with only a small

fraction having more extensive training in digital literacy.

Table 2
Profile of Respondents in terms of Trainings Attended
Related to Digital Literacy

No. Of Trainings Frequency Percent

1 - 3 trainings 27 45

4 - 5 trainings 25 42

6 or above trainings 8 13

Total 60 100

Sub-problem No. 2. On the Primary Challenges Schools

Face in Bridging the Digital Divide.

The digital divide, a gap between those with access to

technology and the internet and those without, is a persistent issue in

the educational landscape. Schools, crucial institutions for shaping

future generations, face numerous obstacles such as inadequate

infrastructure, unequal access to devices and high-speed internet,

limited funding, and varying digital literacy levels.

2.1. In terms of Access to Technology

45
 Bridging the digital gap presents substantial issues for schools,

particularly in terms of access to technology. Many students, especially

in low-income and rural areas, lack reliable internet connections or

personal devices, limiting their ability to engage in digital learning.

These disparities create an unequal learning environment,

exacerbating educational inequalities.

The data in Table 3 reveals that schools face significant

challenges in bridging the digital divide, particularly regarding access

to technology. The composite weighted mean of 4.14 confirms that the

indicated challenges collectively affect schools to a "Great Extent,"

indicating that access to technology remains a significant barrier in

education, particularly in underfunded areas.

A key issue is the shortage of devices like laptops, tablets, and

computers, which limits student access to digital learning tools both at

school and at home, as indicated by a weighted mean of 4.23,

interpreted as "Great Extent." Additionally, the financial burden of

acquiring up-to-date technology is a considerable challenge, especially

for schools in low-income or underfunded districts, with a weighted

mean of 4.11.

Table 3
On the Primary Challenges Schools Face in Bridging the Digital
Divide in terms of Access to Technology
Indicators Weighted Verbal
Mean Interpretation
Many schools face shortages of laptops, tablets, or 4.23 Great Extent
computers, which limits student access to digital
learning tools both at school and at home.

46
 The financial burden of purchasing up-to-date 4.11 Great Extent
technology is a challenge for schools, especially in
low-income or underfunded districts.
Schools that do provide technology may be relying 4.05 Great Extent
on outdated devices or software, which hampers
students' ability to engage with modern digital
tools and platforms.
Schools often lack sufficient IT staff to maintain, 4.26 Great Extent
update, and repair devices, leading to breakdowns
in access to technology.
Schools may not have access to specific tools or 4.07 Great Extent
software for students with disabilities, preventing
equitable participation in digital learning.
Composite Weighted Mean 4.14 Great Extent
Legend: 4.50-5.00 Very Great Extent 3.50-4.49 Great Extent 2.50-3.49 Moderate Extent 1.50-
2.49 Low Extent 1.00-1.49 Very Low Extent

Furthermore, many schools are using outdated devices or

software, which restricts students' engagement with modern digital

tools, shown by a weighted mean of 4.05. Another challenge is the

insufficient IT staff to maintain and repair devices, leading to

technology breakdowns, with this issue receiving the highest weighted

mean of 4.26. Moreover, schools often lack specific tools or software

for students with disabilities, preventing equitable access to digital

learning, which is reflected by a weighted mean of 4.07.

These results were supported by a report from the Philippine

Institute for Development Studies (PIDS), which stated that less than

half of Filipino households have access to the internet. This situation is

exacerbated by frequent natural disasters that disrupt infrastructure.

Economic inequality plays a significant role in the digital divide. Lower-

income families often cannot afford the necessary devices, such as

laptops, tablets, or smartphones, or the costs associated with internet

access.

47
 2.2. Internet Connectivity

The digital divide can be challenging for schools to eradicate,

especially when it comes to internet access. Limited infrastructure in

rural areas and underfunded urban schools often results in unequal

access to reliable, high-speed internet.

The data in Table 4 outlines the primary challenges schools face

in addressing the digital divide, particularly in terms of internet

connectivity. Obtaining a composite weighted mean of 3.77, meaning

the challenges schools face in bridging the digital divide are

experienced to a "Great Extent." This highlights the significant barriers

that schools, especially in under-resourced areas, face in ensuring

equitable internet access for all students.

The highest-rated challenge, with a weighted mean of 4.42 which

was verbally interpreted as "Great Extent", is the struggle of schools,

especially those in rural areas, to provide reliable and fast internet

access, which hinders their ability to utilize online learning resources

effectively. Another major issue is the difficulty schools face in

providing mobile hotspots for students without home internet access,

which also has a "Great Extent" rating with a weighted mean of 4.08.

Table 4
On the Primary Challenges Schools Face in Bridging the Digital
Divide in terms of Internet Connectivity
Indicators Weighted Verbal
Mean Interpretation
Schools, especially in rural areas, suffer from slow 4.42 Great Extent
or unreliable internet connections, making it
difficult to access online learning resources and

48
 tools.
Schools may face financial challenges in securing 3.36 Moderate Extent
high-speed, reliable internet connections for all
students and staff.
Schools that aim to provide mobile hotspots to 4.08 Great Extent
students without home internet may face
shortages or struggle to maintain sufficient data
plans to support academic needs.
Schools may face challenges in providing secure 3.45 Moderate Extent
and protected internet access for students,
especially with limited IT resources to manage
cybersecurity.
Students without internet access at home face 3.53 Great Extent
significant learning disruptions, exacerbating
educational inequities.
Composite Weighted Mean 3.77 Great Extent
Legend: 4.50-5.00 Very Great Extent 3.50-4.49 Great Extent 2.50-3.49 Moderate Extent 1.50-
2.49 Low Extent 1.00-1.49 Very Low Extent

Financial challenges, such as securing high-speed internet for all

students and staff, are rated to a "Moderate Extent" with a mean of

3.36. Similarly, concerns about providing secure internet access and

the capacity to handle cybersecurity issues receive a weighted mean

of 3.45, also indicating a "Moderate Extent." Meanwhile, the lack of

internet at home causing significant learning disruptions for students is

seen as a challenge to a "Great Extent" with a 3.53 mean.

These findings were affirmed by a study of Claro et al. (2015)

which higlighted some of the important determinants of access to

home ICT resources include family income, geographic location, and

educational background. These factors influence the digital divide in

education whereby students from low-income families or remote areas

usually miss the technology and connectivity they need for effective

online learning. By this discrepancy, the former will fall behind in terms

49
of acquired knowledge, and thus there is a need to devise ways to fill

the technology gap and enhance digital skills.

Sub-problem No. 3. On How Disparities in Digital Literacy

and Technological Skills among Students Impact their

Academic Performance And Engagement In Learning Activities

Technological proficiency is crucial for academic success, but

disparities in digital literacy and skills among students pose

challenges. Factors like socioeconomic status, access to technology,

and prior exposure to digital tools can impact students' performance

and engagement. Higher digital literacy students navigate online

resources more efficiently, engage with platforms more actively, and

participate in remote learning environments. Limited skills may face

difficulties accessing educational content, collaborative projects, or

using digital tools.

3.1. In terms of Participation to Online Discussion

In recent years, the rise of digital learning platforms has

revolutionized education, offering students new avenues for academic

engagement. However, disparities in digital literacy and technological

skills have created significant challenges, particularly in how students

participate in online discussions.

The data in Table 5 reveals that disparities in digital literacy and

technological skills significantly impact students' participation in online

discussions. All the indicators demonstrate that these challenges affect

50
students to a "great extent" attaining an overall composite mean of

3.92.

Specifically, students with low digital literacy struggle to

contribute meaningfully in discussion forums with 3.78 mean weight,

and those with weaker technological skills face difficulties expressing

themselves in written or multimedia formats with a mean of 4.06.

Moreover, lack of digital literacy may cause miscommunication

or disengagement due to poor understanding of online communication

norms scored a 4.17 mean. Additionally, students may struggle to

access essential materials for discussions got 3.65 mean score and

spend more time troubleshooting technology than engaging in

discussions with 3.94 weighted mean. These findings highlight the

need for improved digital literacy and technological skills to enhance

participation and engagement in online learning environments.

Table 5

How do Disparities in Digital Literacy and Technological Skills

among Students Impact their Academic Performance And
Engagement In Learning Activities in terms of Participation to
Online Discussion

Indicators Weighted Verbal

Mean Interpretation
Students with low digital literacy may struggle to 3.78 Great Extent
use discussion forums, limiting their participation
and contribution to online discussions.
Students with weaker technological skills may find 4.06 Great Extent
it difficult to express themselves clearly in written
or multimedia formats during online discussions.
Students lacking digital literacy may not 4.17 Great Extent

51
 understand the norms of respectful and effective
communication in online environments, leading to
miscommunication or disengagement.
Students with limited technological skills may 3.65 Great Extent
struggle to access digital readings, videos, or
other materials that are central to participating in
discussions.
Students lacking digital skills may spend more 3.94 Great Extent
time figuring out technology, reducing their time
for engaging in meaningful online discussion.
Composite Weighted Mean ** Great Extent
Expression
is faulty **
Legend: 4.50-5.00 Very Great Extent 3.50-4.49 Great Extent 2.50-3.49 Moderate Extent 1.50-
2.49 Low Extent 1.00-1.49 Very Low Extent

These results were confirmed by Avila and Pandya (2018), they

mention the emergent need to develop "critical digital literacies."

Digital literacy encompasses more than basic skills but involves the

competencies for a critical consideration of the digital content. The

latter has a targeted digital divide in education related to the

development of critical skills in thinking while navigating digital

environments-a major engagement which would lead to genuinely

equal opportunities for accessing digital learning resources and

improving learning outcomes across subgroups.

3.2. Performing Hands On Activities

Differences in students' technology and digital literacy have a big

influence on their learning engagement and academic achievement in

today's increasingly digital society. As education grows to include more

technology-driven tools and methodologies, students who have limited

access to or expertise with technology sometimes confront difficulties,

particularly when doing hands-on activities.

52
 The data in Table 6 highlights the significant impact of disparities

in digital literacy and technological skills on students' performance in

hands-on academic activities. Receiving a composite weighted mean of

4.08, the result suggests that the disparities in digital literacy greatly

affect students' ability to perform hands-on tasks, influencing their

academic engagement and success to a great extent.

The highest weighted mean is 4.37, indicating that students

proficient in digital literacy are significantly more effective when using

digital tools for hands-on tasks, to a "Great Extent." This is followed by

a weighted mean of 4.26, where students lacking digital skills are

noted to have difficulty fully utilizing assistive technologies (e.g.,

virtual reality, interactive whiteboards), which limits their participation.

Table 6
How do Disparities in Digital Literacy and Technological Skills
among Students Impact their Academic Performance And
Engagement In Learning Activities in terms of Performing
Hands On Activities
Indicators Weighted Verbal
Mean Interpretation
Students with weaker technological skills may 4.11 Great Extent
have difficulty using specific software required for
hands-on tasks, such as graphic design programs,
engineering tools, or scientific calculators.
Students lacking digital skills may not fully utilize 4.26 Great Extent
assistive technologies, such as virtual reality or
interactive whiteboards, limiting their participation
in hands-on activities.
Students with limited digital proficiency may 3.45 Moderate Extent
struggle to complete and submit digital hands-on
assignments (e.g., creating digital art,
programming tasks).
Students proficient in digital literacy can engage 4.37 Great Extent

53
 more effectively with hands-on digital tools
Students with weaker technological skills may not 4.19 Great Extent
be able to troubleshoot problems that arise during
digital hands-on activities, causing frustration and
disengagement.
Composite Weighted Mean 4.08 Great Extent
Legend: 4.50-5.00 Very Great Extent 3.50-4.49 Great Extent 2.50-3.49 Moderate Extent 1.50-
2.49 Low Extent 1.00-1.49 Very Low Extent

Students with weaker technological skills struggle to

troubleshoot problems during digital hands-on activities, leading to

frustration and disengagement, with a weighted mean of 4.19,

interpreted as affecting them to a "Great Extent." Similarly, difficulties

in using specific software required for hands-on tasks, such as graphic

design or engineering tools, also have a substantial impact with

4.11mean weight and at a Great Extent. On the lower end, students

with limited digital proficiency face challenges completing and

submitting digital hands-on assignments, with a weighted mean of

3.45, representing only a "Moderate Extent."

These obtained data were verified by Pashler et al. (2009), they

believed that learning should take into consideration the individual

differences in the child's manner of engaging himself or herself with

the content of education to understand it. As they quite explain, every

child learns in his or her own different way driven by personal

preference and cognitive processes. Because of individual differences,

approaches to teaching should therefore consider different ways of

learning and needs. Addressing these differences is crucial to bridge

54
the gap of a digital divide by assuring that ICT tools and resources

used are best effective in meeting each student's preferred learning.

Thus, personalization of technology in education might bridge some

gaps and enhance the learning outcomes for students of different

[Link] countries have started to address the digital divide

through targeted policies and investments.

3.3. Doing Collaborative Projects

Being proficient in technology is essential in today's digital world

to finish assignments, particularly in group projects where digital

resources, communication applications, and internet platforms are

frequently used. Students with little digital literacy may struggle to

fully participate, resulting in uneven contributions, poor learning

results, and worse group dynamics.

Table 7
How do Disparities in Digital Literacy and Technological Skills
among Students Impact their Academic Performance And
Engagement In Learning Activities in terms of Doing
Collaborative Projects
Indicators Weighted Verbal
Mean Interpretation
Students with stronger digital literacy are more 4.24 Great Extent
adept at using online collaboration tools to work
on group projects efficiently.
Students with limited technological skills may 4.18 Great Extent
struggle with digital communication tools (e.g.,
emails, chat apps), leading to miscommunication
or lack of contribution in group projects.
Students with higher digital literacy are better 4.27 Great Extent
able to manage and assign tasks within
collaborative tools, ensuring equitable
participation in group projects.
Students with lower digital proficiency may find it 3.46 Moderate Extent
difficult to participate in virtual meetings or video

55
 conferences, limiting their involvement in
collaborative decision-making.
Students with stronger digital skills may take on 4.32 Great Extent
leadership roles in collaborative projects, guiding
others in using technology to enhance the group's
work.
Composite Weighted Mean 4.09 Great Extent
Legend: 4.50-5.00 Very Great Extent 3.50-4.49 Great Extent 2.50-3.49 Moderate Extent 1.50-
2.49 Low Extent 1.00-1.49 Very Low Extent

The data from Table 7 indicates that disparities in digital literacy

and technological skills among students significantly impact their

ability to engage in collaborative projects. The given indicators got a

composite weighted mean of 4.09 which signifies that digital literacy

and technological skills impact students' collaborative learning to a

"Great Extent."

Students with stronger digital skills often assume leadership

roles in group projects, leveraging their technological proficiency to

guide others and enhance the group's work, as indicated by the

highest weighted mean of 4.32. Following closely, students with higher

digital literacy excel at managing and assigning tasks within

collaborative tools, ensuring balanced participation, with a weighted

mean of 4.27. Similarly, students who are more adept at using online

collaboration tools can work on group projects efficiently, with a

weighted mean of 4.24.

On the other hand, students with limited technological skills

struggle with digital communication tools, which may lead to

miscommunication or hinder their contribution, as reflected by a

weighted mean of 4.18. Lastly, students with lower digital proficiency

56
have difficulty participating in virtual meetings or video conferences,

limiting their involvement in decision-making, as shown by the lowest

weighted mean of 3.46.

These data were backed by Borysenko et al. (2020), which

discussed that the information and communication dimensions play a

decisive role in the digital skill development of a human being. They

argue that a well-established technological infrastructure may create

fertile ground for people to develop their digital literacy-a component

of the 'technological base' required in any case for digital

competencies to improve. Several literature mentions integration of

ICT at different curricula like primary schools for better learning. The

above implementation demonstrates that addressing technological

access and infrastructure is quite fundamental in addressing the gap in

the digital divide. By improving the technological base in the setting of

learning, we will be able to foster more equitable and efficient learning

processes among diverse student demographics.

Sub-problem No. 4. On the Significant Relationship

between the Primary Challenges Schools Face in Bridging the

Digital Divide and the Impact of Disparities in Digital Literacy

and Technological Skills among Students on their Academic

Performance and Engagement in Learning Activities

57
 The analysis of the data reveals a significant and positive

correlation between the primary challenges schools face in bridging

the digital divide and the impact of disparities in digital literacy and

technological skills on student academic performance and engagement

in learning activities. This relationship is quantified through Pearson's r,

with values ranging from 0.56 to 0.72, all indicating moderate to

strong positive correlations. The p-values for all the relationships are

below the 0.05 threshold, meaning they are statistically significant,

and thus rejecting the null hypothesis that there is no significant

relationship.

Overall, the data strongly suggests that addressing the digital

divide—by improving access to technology and internet connectivity—

will significantly enhance students' academic performance and

engagement in various learning activities. This implies that schools

must prioritize equal access to technology and digital literacy

development to mitigate the impact of these disparities.

Table 8
Relationship between Primary Challenges in Bridging the
Digital Divide and Impact of Disparities in Digital Literacy on
Academic Performance

Indicators Pearson's r P-Value Decision Conclusion

on Ho
Access to r = 0.68 p = 0.001 Reject Ho There is a
Technology significant
& relationship
Participation .
in Online

58
Discussion
Access to r = 0.61 p = 0.003 Reject Ho There is a
Technology significant
& Hands-On relationship
Activities .
Access to r = 0.64 p = 0.002 Reject Ho There is a
Technology significant
& relationship
Collaborativ .
e Projects
Internet r = 0.72 p = 0.000 Reject Ho There is a
Connectivity significant
& relationship
Participation .
in Online
Discussion
Internet r = 0.56 p = 0.008 Reject Ho There is a
Connectivity significant
& Hands-On relationship
Activities .
Internet r = 0.65 p = 0.001 Reject Ho There is a
Connectivity significant
& relationship
Collaborativ .
e Projects

Sub-problem No. 5. Proposed Intervention Plan

Intervention Plan for Equitable Access to Educational

Technology

59
 Objective Strategies/ Time Persons Expected
Activities Frame Involved Output
Identify - Conduct June-July School Needs
technology surveys and 2025 Heads Assessmen
access focus group Teacher t and Data
challenges discussions with s Collection
among students, Learners
students. parents, and
educators.
- Collaborate
with local
government
units to collect
demographic
and socio-
economic data.
Improve -Partner with All year School Infrastructure
technologic telecommunicati round Heads Development
al ons companies Teacher
infrastructu to expand s
re in broadband
underserve access. Learners
d areas. -Establish
community
technology
centers with
computers and
high-speed
internet.
Ensure all - Create a device All year School Device
students loan program for round Heads Distribution
have students to Teacher Program
access to borrow laptops s
necessary or tablets.
devices for - Collaborate Learners
learning. with NGOs and
businesses for
funding and
donations.
- Implement a
buyback
program for old
devices.
Equip Develop digital All year School Digital Literacy
students, literacy training round Heads Training
teachers, programs in Teacher

60
and schools and s
parents community
with centers. Learners
essential - Include training
digital on using
skills. educational
software and
safe internet
practices.
- Encourage
integration of
technology
training into the
curriculum.
Ensure Provide training All year School Curriculum
technology for teachers on round Heads Integration
is integrating Teacher
effectively technology into s
integrated lesson plans.
into the - Develop and
learning share accessible
experience. online resources
and materials.
Alleviate Advocate for All year School Financial
financial government round Heads Support and
burden on funding and Teacher Incentives
families for subsidies for low- s
technology- income families.
related - Establish Other
expenses. partnerships with Stakehol
local businesses -ders
for discounts on
educational
resources.
Foster Launch All year School Community
community awareness round Heads Engagement
support campaigns about Teacher and Awareness
and the importance s Campaigns
involvemen of technology in
t in education. Other
bridging - Engage local Stakehol
the digital leaders to -ders
divide. promote the
initiative.
Assess the - Establish All year School Monitoring and
effectivene metrics for round Heads Evaluation of

61
ss of the success, such as Teacher the program
interventio access rates and s
n and performance
make outcomes. Other
adjustment - Conduct Stakehol
s. regular -ders
evaluations and
surveys for
feedback.

Chapter 5

62
 Summary, Conclusion, and Recommendations

Summary

The salient findings of the study are as follows:

1. On the Profile of the Respondents.

1.1. In terms of Number of Years in Teaching. The majority

of respondents, 57%, have been teaching for 1 to 10 years, indicating

a relatively younger teaching workforce in terms of experience.

Another 32% of respondents have 11 to 20 years of teaching

experience. A smaller group, representing 11%, has been teaching for

21 to 30 years, indicating a limited number of highly experienced

teachers.

1.2. In terms of Trainings Attended Related to Digital

Literacy. The data shows thatout of the 60 respondents, the largest

group (45%) has attended between 1 to 3 trainings. A slightly smaller

group (42%) has participated in 4 to 5 trainings, while only 13% of the

respondents have attended 6 or more trainings. This suggests that the

majority of respondents (87%) have undergone up to 5 trainings.

2. On the Primary Challenges Schools Face in Bridging the

Digital Divide.

2.1. In terms of Access to Technology. The data reveled that

schools face significant challenges in bridging the digital divide,

particularly regarding access to technology obtaining a composite

63
weighted mean of 4.14 confirms that the indicated challenges

collectively affect schools to a "Great Extent." A key issue is the

shortage of devices like laptops, tablets, and computers, which limits

student access to digital learning tools both at school and at home, as

indicated by a weighted mean of 4.23, interpreted as "Great Extent."

Furthermore, many schools are using outdated devices or software,

which restricts students' engagement with modern digital tools, shown

by a weighted mean of 4.05.

2.2. In terms of Internet Connectivity. The data outlines the

primary challenges schools face in addressing the digital divide,

particularly in terms of internet connectivity obtaining a composite

weighted mean of 3.77, meaning the challenges are experienced to a

"Great Extent." The highest-rated challenge, with a weighted mean of

4.42 (interpreted as "Great Extent"), is the struggle of schools,

especially those in rural areas, to provide reliable and fast internet

access, which hinders their ability to utilize online learning resources

[Link] challenges, such as securing high-speed internet

for all students and staff, are rated to a "Moderate Extent" with a mean

of 3.36.

3. On How Disparities in Digital Literacy and Technological

Skills among Students Impact their Academic Performance And

Engagement In Learning Activities

64
 3.1. In terms of Participation to Online Discussion. The

data revealed that all the indicators demonstrate that these challenges

affect students to a "Great Extent" attaining an overall composite

mean of 3.92. Moreover, lack of digital literacy may cause

miscommunication or disengagement due to poor understanding of

online communication norms with 4.17 scored [Link],

students may struggle to access essential materials for discussions

scoring a 3.65 mean weight

3.2. In terms of Performing Hands On Activities. Receiving

a composite weighted mean of 4.08, the result suggests that the

disparities in digital literacy greatly affect students' ability to perform

hands-on tasks, influencing their academic engagement and success to

a great [Link] highest weighted mean is 4.37, indicating that

students proficient in digital literacy are significantly more effective

when using digital tools for hands-on tasks, to a "Great [Link] the

lower end, students with limited digital proficiency face challenges

completing and submitting digital hands-on assignments, with a

weighted mean of 3.45, representing only a "Moderate Extent."

3.3. In terms of Doing Collaborative Projects. The given

indicators got a composite weighted mean of 4.09 which signifies that

digital literacy and technological skills impact students' collaborative

learning to a "Great Extent."Students with stronger digital skills often

assume leadership roles in group projects, leveraging their

65
technological proficiency to guide others and enhance the group's

work, as indicated by the highest weighted mean of 4.32. Lastly,

students with lower digital proficiency have difficulty participating in

virtual meetings or video conferences, limiting their involvement in

decision-making, as shown by the lowest weighted mean of 3.46.

4. On the Significant Relationship between the Primary

Challenges Schools Face in Bridging the Digital Divide and the

Impact of Disparities in Digital Literacy and Technological

Skills among Students on their Academic Performance and

Engagement in Learning Activities

The analysis of the data reveals a significant and positive

correlation between the primary challenges schools face in bridging

the digital divide and the impact of disparities in digital literacy and

technological skills on student academic performance and engagement

in learning activities.

5. Proposed Intervention Plan

An intervention plan was proposed to ensure equitable access to

educational technology for students from diverse socio-economic

backgrounds.

Conclusions

66
 Based on the findings of the study, the following conclusions are

drawn.

1. The majority of respondents have between 1 to 10 years of teaching

experience and have attended up to five trainings related to digital

literacy.

2. Schools face significant barriers to bridging the digital divide,

particularly in providing access to modern devices and updated

software, which limit both student engagement and learning

opportunities while rural schools are particularly affected by poor

internet connectivity, which severely limits their ability to fully

implement digital learning, highlighting the need for improved

infrastructure.

3. Disparities in digital literacy among students greatly impact their

academic engagement, with students lacking digital skills struggling

to participate in online discussions and complete hands-on tasks

[Link] with strong digital skills are more likely to take

leadership roles in collaborative projects, while those with limited

skills struggle to contribute, particularly in virtual environments.

4. There is a significant positive relationship between the challenges

schools face in bridging the digital divide and the impact of digital

literacy disparities on student academic performance, underscoring

the need for targeted solutions.

[Link] findings of the study revealed that there was a need to draft

67
 and propose an intervention plan to ensure equitable access to

educational technology for students from diverse socio-economic

backgrounds

Recommendations

Based on the conclusions, the following recommendations are

forwarded:

1. Schools should provide additional professional development

opportunities to improve teachers' digital literacy skills.

2. The Department of Education should increase access to modern

devices and updated software in schools to enhance digital

learning opportunities and expand internet infrastructure,

especially in rural areas, to ensure reliable connectivity for all

students.

[Link] should offer targeted digital literacy programs to students

with limited skills to reduce learning disparities and encourage

collaborative digital projects to help students build leadership and

teamwork skills.

68
 4. Department of Education should allocate resources to bridge the

digital divide, focusing on both technological and pedagogical

support for students and teachers.

5. Future researchers are encouraged to conduct studies similar or

related to this present study.

References

Audrin, B. (2019). Making sense of digitization: three studies on the

digitization concept and its implementation in organizations
(Doctoral dissertation, Université de Fribourg).

Borysenko, I. V., Bykonia, O. P., Rembach, O. O., Shumna, L. P., Oliinyk,

O. I., & Anishchenko, V. O. (2020). Experience of ICT
implementation in primary curriculum in Ukraine and the United
Kingdom of Great Britain and Northern Ireland. Information
Technologies and Learning Tools, 75(1), 42–
55 [Link]

Brown, L. T., & Green, M. (2020). Digital inequality: The digital divide
and educational outcomes. ResearchGate.
[Link]
quality_The_Digital_Divide_and_Educational_Outcomes

Cole, D., Rengasamy, E., Batchelor, S., Pope, C., Riley, S., &
Cunningham, A. M. (2017). Using social media to support small
group learning. BMC Medical Education, 17(1),
201 [Link]

Correa, T. (2016). Digital skills and social media use: How Internet
skills are related to different types of Facebook use among

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 ‘digital natives.’ Information, Communication & Society, 19(8),
1095–1107. [Link]

Garcia, M. (2020, October 6). Philippines distance learning reveals

digital divide. Hannah Arendt Center.
[Link]
reveals-digital-divide

Gómez-Trigueros, I. M., Ruiz-Bañuls, M., & Ortega-Sánchez, D. (2019).

Digital literacy of teachers in training: Moving from ICTs
(information and communication technologies) to LKTs (learning
and knowledge technologies). Education Sciences, 9(4),
274 [Link]

Huang R. H., Liu D. J., Tlili A., Yang J. F., Wang H. H. (2020). Handbook
on facilitating flexible learning during educational disruption: The
Chinese experience in maintaining undisrupted learning in
COVID-19 outbreak. Smart Learning Institute of Beijing Normal
University.

Knight, J., Dooly, M., & Barberà, E. (2020). Getting smart: Towards
critical digital literacy pedagogies. Social Semiotics, 0(0), 1–
24. [Link]

Koo, S.-H. (2020). Digital inequality: The digital divide and educational
outcomes.
[Link]
quality_The_Digital_Divide_and_Educational_Outcomes

Liu J. (2020a). Digital divide and education equity: Empirical

investigation using PISA 2018 B-S-Z-J. Journal of National
Academy of Education Administration, 273(9), 35–43.

Liu J., Li B., Chen Q., Dang J. (2021). Student Health Implications of
School Closures during the COVID-19 Pandemic: New Evidence
on the Association of e-Learning, Outdoor Exercise, and
Myopia. Healthcare, 9, 500, 1–9.

Lorenz, R., Endberg, M., & Bos, W. (2019). Predictors of fostering

students’ computer and information literacy – Analysis based on
a representative sample of secondary school teachers in
Germany. Education and Information Technologies, 24(1), 911–
928 [Link]

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Pinto, M., Fernández-Pascual, R., Caballero-Mariscal, D., & Sales, D.
(2020). Information literacy trends in higher education (2006–
2019): Visualizing the emerging field of mobile information
literacy. Scientometrics, 124(2), 1479–
1510 [Link]

Rivera, C. J., Hudson, M. E., Weiss, S. L., & Zambone, A. (2017). Using a
multicomponent multimedia shared story intervention with an
iPad to teach content picture vocabulary to students with
developmental disabilities. Education and Treatment of Children,
40(3), 327–352.

Sharif, K. (2020, October 6). Philippines distance learning reveals

digital divide. [Link]
distance-learning-reveals-digital-divide

Smith, J. A., & Doe, R. B. (2021). Examining the impact of digital

inequality on educational outcomes. Educational Technology &
Society, [Link]
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Stopar, K., & Bartol, T. (2019). Digital competences, computer skills

and information literacy in secondary education: Mapping and
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479–498 [Link]

71
___________________
Division Superintendent
Division of ___________

Sir/Madam:

Warmest greetings!

This is to respectfully inform you that I am currently working on a dissertation

entitled “Digital Divide in Education: Challenges, Solutions and
Impact to Leaning Outcomes” as a requirement of the course, Master of
Arts in Education, major in Educational Management in the Pacific
InterContinental College (PIC).

This study seeks to examine the challenges, solutions, and impacts of the
digital divide within the educational context, with a particular focus on how
disparities in technology access and internet connectivity influence student
learning [Link] respondents of the study will be the school heads,
teachers and learners of Nasugbu District for the school year 2024-2025.

In line with this, I am humbly asking for your permission to allow me to

conduct a research survey. The survey questionnaires shall be sent through a
google form which would enable them to finish at approximately 10-15
minutes. Attached herewith are the informed consent and the questionnaires
for your reference. Rest assured that the data gathered will be treated with
utmost care and confidentiality.

72
With strong hope and belief that this request merits your positive response
and approval on this humble matter.

Please accept my sincerest gratitude.

Sincerely,

MARY ANN ALVAREZ

Researcher

Noted:

INES A. ANDAL
PIC Research Professor/Consultant

Informed Consent Form

Dear Respondents:

You are being invited to take part in this research study. Before you decide to
participate in this study, it is important that you understand why the research is
being done and what your participation will involve. Please read the following
information carefully and feel free to ask me if there is anything that is not clear or
if you need more information.

This study seeks to examine the challenges, solutions, and impacts of the digital
divide within the educational context, with a particular focus on how disparities in
technology access and internet connectivity influence student learning outcomes.
You are requested to answer the survey questionnaire which shall enable you
to express the level of your agreement on the provided items. In addition, you
will take approximately 10-15 minutes for the survey questionnaires.

In addition, participation in this study is voluntary. It is up to you whether or not

you decide to participate. If you decide to participate, you will be asked to sign
the consent form. After you sign this consent form, you are still free to withdraw at
any time and without giving a reason. Withdrawing from this study will not affect the
working relationship you have with me as the researcher. If you withdraw from the
study before data collection is completed, your data will be destroyed. You may
decline to answer any or all questions and you may withdraw your participation at
any time if you choose. There is no identified risk or potential gain from
participation in this research. However, I hope that with your significant thoughts,
and with your honesty and transparency in participation, you will be able to provide
a substantial input in this study.

Finally, your responses in this research shall be treated with utmost confidentiality. I
will make all the necessary efforts to preserve your confidentiality including the use
of codes and pseudonyms to protect your shared information.

73
This study was approved by the Research Ethics Review Committee of Pacific
InterContinental College. If you have any questions at any time about this study, or
if you experience any non-normative sensations as a result of participation, you may
contact me through the information provided with this form. If you have any
questions regarding your rights or treatment as a research participant, or if
problems arise during your participation, please feel free to contact me on the
provided email.

Thank you very much.

MARY ANN ALVAREZ

Researcher

RESEARCH QUESTIONNAIRE

Name (Optional) ____________ School: ____________________

District: ___________________ Division: ___________________

Part I. Profile of respondents

Directions: The list that follows determine the profile of the

respondents. Please check what is appropriate to you.

1.1. Number of years in Service

___1-10 years
___11-20 years
___21-30 years

1.2. Trainings Attended related to Digital Literacy

____1-3 trainings

74
 ____4-5 trainings
____6 trainings and above

Part II. Primary Challenges Schools Face in Bridging the Digital

Divide

Directions: The list that follows determine the primary challenges

schools face in bridging the digital divide. Please rate the
extent using the following scales:

5 Very High
4 High
3 Moderate
2 Low
1 Very Low

Access to Technology 5 4 3 2 1
Many schools face shortages of laptops, tablets, or
computers, which limits student access to digital learning
tools both at school and at home.
The financial burden of purchasing up-to-date technology is a
challenge for schools, especially in low-income or
underfunded districts.
Schools that do provide technology may be relying on
outdated devices or software, which hampers students' ability
to engage with modern digital tools and platforms.
Schools often lack sufficient IT staff to maintain, update, and
repair devices, leading to breakdowns in access to
technology.
Schools may not have access to specific tools or software for
students with disabilities, preventing equitable participation
in digital learning.
Schools struggle to provide every student with a personal
device due to budget constraints or logistical challenges.

Internet Connectivity 4 3 2 1
Schools, especially in rural areas, suffer from slow or unreliable
internet connections, making it difficult to access online learning
resources and tools.
Schools may face financial challenges in securing high-speed,
reliable internet connections for all students and staff.
Schools that aim to provide mobile hotspots to students without
home internet may face shortages or struggle to maintain
sufficient data plans to support academic needs.
Schools may face challenges in providing secure and protected
internet access for students, especially with limited IT resources
to manage cybersecurity.

75
Students without internet access at home face significant
learning disruptions, exacerbating educational inequities.

Part III. How do disparities in digital literacy and technological

skills among students impact their academic
performance and engagement in learning activities

Directions: The list that follows determine the disparities in digital

literacy and technological skills among students impact their academic
performance and engagement in learning activities .Please rate the
extent using the following scales:

5 Very Evident
4 Evident
3 Moderately Evident
2 Slightly Evident
1 Not Evident at All

Participation to online discussions 5 4 3 2 1

Students with low digital literacy may struggle to use
discussion forums, limiting their participation and
contribution to online discussions.
Students with weaker technological skills may find it difficult
to express themselves clearly in written or multimedia
formats during online discussions.
tudents lacking digital literacy may not understand the norms
of respectful and effective communication in online
environments, leading to miscommunication or
disengagement.
Students with limited technological skills may struggle to
access digital readings, videos, or other materials that are
central to participating in discussions.
Students lacking digital skills may spend more time figuring
out technology, reducing their time for engaging in
meaningful online discussion.

Performing hands-on activities 5 4 3 2 1

Students with weaker technological skills may have difficulty
using specific software required for hands-on tasks, such as
graphic design programs, engineering tools, or scientific

76
calculators.
Students lacking digital skills may not fully utilize assistive
technologies, such as virtual reality or interactive
whiteboards, limiting their participation in hands-on activities.
Students with limited digital proficiency may struggle to
complete and submit digital hands-on assignments (e.g.,
creating digital art, programming tasks).
Students proficient in digital literacy can engage more
effectively with hands-on digital tools
Students with weaker technological skills may not be able to
troubleshoot problems that arise during digital hands-on
activities, causing frustration and disengagement.

Doing collaborative projects 5 4 3 2 1

Students with stronger digital literacy are more adept at

using online collaboration tools to work on group projects
efficiently.
Students with limited technological skills may struggle with
digital communication tools (e.g., emails, chat apps), leading
to miscommunication or lack of contribution in group
projects.
Students with higher digital literacy are better able to
manage and assign tasks within collaborative tools, ensuring
equitable participation in group projects.
Students with lower digital proficiency may find it difficult to
participate in virtual meetings or video conferences, limiting
their involvement in collaborative decision-making.
Students with stronger digital skills may take on leadership
roles in collaborative projects, guiding others in using
technology to enhance the group's work.

Thank you for your participation to this research engagement.

77