Teachers' digital literacy skills and their Impact on Learners' Classroom Engagement in Cabiao Nueva Ecija
A Study About the Influence of Teachers’ Digital Literacy Skills on Learners’ Classroom Engagement in Selected Public Elementary Schools in Cabiao, Nueva Ecija
Keywords:
Polytechnic University of the Philippines - Cabiao Campus, Bachelor in Elementary Education, Digital Literacy Skills, Instructional, Social, Collaborative, Resilience engagementAbstract
This study examined the relationship between teachers’ digital literacy skills and on their learners’ classroom engagement in four selected public elementary schools in Cabiao, Nueva Ecija. In today's digital age the teachers' ability in effectively integrating digital resources significantly contributes to learners’ engagement and stimulating classroom environment. Using a descriptive quantitative research design, the study surveyed 96 elementary school teachers through a structured questionnaire. The study focused on four dimensions of engagement: instructional, social, collaborative, and resilience.
Results showed that educators mainly possessed a high level of digital literacy, especially in using commonly accessible platforms such as Facebook, Messenger, PowerPoint, and Microsoft Word. However, tools like SurveyMonkey and bubbl.us are less frequently used, indicating gaps in training on lesser-known digital tools. The findings also showed a significant positive correlation between teachers’ digital literacy and learners’ classroom engagement. The Teachers who demonstrated strong digital proficiency appeared a higher level of student participation, motivation, and collaboration.The study underlines the importance of strengthening teachers’ digital skills by targeted professional development programs. Developing these skills can improve learner’s classroom engagement and surely lead to more effective teaching and learning.
References
Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic Engagement: An overview of its definitions, dimensions, and major conceptualisations. International Education Studies, 9(12), 41. https://doi.org/10.5539/ies.v9n12p41
Annisa, F., & Widyasari, W. (2023). Development of digital literacy for teachers. https://doi.org/10.18196/ictced.v1i2.63
Antón-Sancho, Á.; Vergara, D.; Lamas-Álvarez, V.E.; Fernández-Arias, P. Digital Content Creation Tools: American University Teachers’ Perception. Appl. Sci. 2021, 11, 11649. [Google Scholar] [CrossRef]https://www.mdpi.com/1999-5903/15/4/140
Banda Aceh, July 6,2017, Student’s Learning Strategies in successfully studying at two majors P. 6-13
Basilotta-Gómez-Pablos, V., Matarranz, M., & Casado-Aranda, L.-A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-021-00312-8
Bentri, A., Hidayati, A., & Kristiawan, M. (2022). Factors supporting digital pedagogical competence of primary education teachers in Indonesia. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.929191
Bowden, J. L. H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207–1224. https://doi.org/10.1080/03075079.2019.1672647
Cabero-Almenara, J., Guillen-Gamez, F. D., Ruiz-Palmero, J., et al. (2021). Classification models in the digital competence of higher education teachers based on the DigCompEdu framework: Logistic regression and segment tree. Journal of E-Learning and Knowledge Society, 17(1), 49-61.
Çebi, A., Bahçekapılı Özdemir, T., Reisoğlu, İ., & Çolak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers’ knowledge and understanding. International Journal of Educational Research, 113, 101965. https://doi.org/10.1016/j.ijer.2022.101965
Chiu, T. K. F. (2021b). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14–S30. https://doi.org/10.1080/15391523.2021.1891998
Combining Learning and Engagement Strategies in a Software Testing Learning Environment Peter J. Clarke, D. Davis, Ingrid A. Buckley, G. Potvin, M. Thirunarayanan, Edward L. ACM Transactions on Computing Education 2021
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior (1st ed.). Springer US. https://doi.org/10.1007/978-1-4899-2271
DigCompEdu proficiency levels. (n.d.). EU Science Hub. https://joint-research-centre.ec.europa.eu/digcompedu/digcompedu-framework/digcompedu-proficiency-levels
DigCompEdu proficiency levels. (n.d.). EU Science Hub.
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Florence Martin, D. Bolliger 2018
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2014). Teachers’ beliefs and uses of technology to support 21st-Century teaching and learning. In Routledge eBooks (pp. 403–419). https://doi.org/10.4324/9780203108437.ch23
Fazis, M., Safrizal, & Yulia, R. (2024). Digital Literacy Among Elementary School Teachers: Age and Year of Service Perspective Review. Mimbar Ilmu, 29(1), 88–98. https://doi.org/10.23887/mi.v29i1.58304
Fazis, M., Safrizal, N., & Yulia, R. (2024). Digital Literacy among Elementary School Teachers: Age and Year of Service Perspective Review. Mimbar Ilmu, 29(1), 88–98. https://doi.org/10.23887/mi.v29i1.58304
Feng, L., & Xue, S. (2023). Using the DIGCOMPEDU framework to conceptualize teachers’ digital literacy. Education Journal. https://doi.org/10.11648/j.edu.20231203.14
Fernández-Cruz, F., & Fernández-Díaz, M. (2015). Generation Z’s teachers and their digital skills. Comunicar, 24(46), 97–105. https://doi.org/10.3916/c46-2016-10
Godinez, S. (n.d.). Increasing student engagement in an elementary school classroom – ProQuest. Google Scholar. (n.d.-a). https://scholar.google.com/scholar
Guillén-Gámez, F. D., Colomo-Magaña, E., Ruiz-Palmero, J., & Tomczyk, Ł. (2023). The digital competence of the rural teacher of primary education in the mentoring process: a study by teaching speciality and gender. Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/jrit-05-2023-0050
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). The role of digital technologies in education: Benefits and challenges. ResearchGate.
Haşlaman, T., Atman Uslu, N. & Mumcu, F. Development and in-depth investigation of pre-service teachers' digital competencies based on DigCompEdu: a case study. Qual Quant 58, 961–986 (2024). https://doi.org/10.1007/s11135-023-01674-z
Hutagalung, B., & Purbani, W. (2021). The ability of digital literacy for elementary school teachers. JPI (Jurnal Pendidikan Indonesia), 10(4). https://doi.org/10.23887/jpi-undiksha.v10i4.32938 https://doi.org/10.23887/jpi-undiksha.v10i4.32938
Kloos, C. D. & Alario-Hoyos, C. (2021). Educational Pyramids Aligned: Bloom’s Taxonomy, the DigCompEdu Framework and Instructional Designs. 2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC)
Li, S. (2021). Measuring Cognitive Engagement: An Overview of Measurement Instruments and Techniques. International Journal of Psychology and Educational Studies, 8(3), 63-76.
Lu, J., & Churchill, D. (2014). The Effect of Social Interaction on Learning Engagement in a Social Networking Environment
Mahmoud, M. A., Subramainan, L., Alsammak, I., & Hussein, M. H. (2021). An agent-based evaluation model of students’ emotional engagement in classroom. International Journal of Advanced Computer Science and Applications, 12(4), 495-505.
Martins, J., Cunha, J., Lopes, S. et al. School Engagement in Elementary School: A Systematic Review of 35 Years of Research. Educ Psychol Rev 34, 793–849 (2022). https://doi.org/10.1007/s10648-021-09642-5
Meva, B. K., Küçük, S., Kiliç, R., & Özge, A. Ü. (n.d.). Assessment of Digital Competencies of Teacher Educators with the DigCompEdu Framework. https://eric.ed.gov/?id=EJ1395263
Mohajan, H. K. (2017). Two Criteria for Good Measurements in Research Validity and Reliability. Annals of Spiru Haret University, Economic Series, 17, 59-82. - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referencespapers?referenceid=3138656
Momdjian, L., Manegre, M., & Gutiérrez-Colón, M. (2025). A study of preservice teachers’ digital competence development: Exploring the role of direct instruction, integrated practice, and modeling. Evaluation and Program Planning, 109, 102538. https://doi.org/10.1016/j.evalprogplan.2025.102538
MULTIDIMENSIONAL ENGAGEMENT IN LEARNING—AN INTEGRATED INSTRUCTIONAL DESIGN APPROACH Hermann Astleitner Journal of Instructional Research 2018
Nguyen, L. A. T., & Habók, A. (2023). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11. https://doi.org/10.1007/s40692-022-00257-5
Redecker, C. European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466- 132627227.pdf (core.ac.uk)
Redecker, C., & Caena, F.(2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: a framework. Journal of Further and Higher Education, 45(7), 999–1012. https://doi.org/10.1080/0309877x.2021.1875201
Rotberg, S., & Rotberg, S. (2019, July 4). Which digital competences do educators require today? - Deutschstunde Portal - Goethe-Institut. Deutschstunde Portal - Goethe-Institut. https://www.goethe.de/prj/dlp/en/magazin-sprache/21609464.html
Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education, 16(4), 465–479. httpsChiu, T. K. F.(2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14–S30. https://doi.org/10.1080/15391523.2021.1891998
Sadaf, A., & Johnson, B. L. (2017). Teachers’ Beliefs About Integrating digital literacy into Classroom Practice: An investigation based on the theory of planned Behavior. Journal of Digital Learning in Teacher Education, 33(4), 129–137. https://doi.org/10.1080/21532974.2017.1347534
Sánchez-Cruzado, C., Campión, R. S., & Sánchez-Compaña, M. T. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858
Shibbriyah, S., & Nuroh, E. Z. (2023). Digital literacy skills of elementary school teachers on the north coast of East Java. AL-ISHLAH Jurnal Pendidikan, 15(4). https://doi.org/10.35445/alishlah.v15i4.3871
Skantz-Åberg, E., Lantz-Andersson, A., & Lundin, M. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2063224 social networking environment. Interactive Learning Environments, 22(4), 401–417.
Streb, J., & Keis, O.(2015). Emotional engagement in kindergarten and school children: a self-determination theory perspective. Trends in Neuroscience and Education, 4(4), 102–107. https://doi.org/10.1016/j.tine.2015.11.001
Tomczyk, Ł. (2019). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25. https://doi.org/10.1007/s10639-019-09980-6
Topchyan, R., & Woehler, C. (2021). Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? Education and Urban Society, 53(2), 119-145. https://doi.org/10.1177/0013124520926161
Turcu, C. (2017, November 14). digcompedu_leaflet_en-2017-11-14.Scribd.https://www.scribd.com/document/508999158/digcompedu-leaflet-en-2017-11-14
UNICEF EAPRO. (2024). Teachers’ digital literacy in the East Asia and Pacific region: Spotlight on Cambodia, China, Lao PDR, Solomon Islands and Vanuatu. UNICEF East Asia and Pacific Regional Office.
View of Cognitive engagement and academic performance among EFL/ESL learners in Conflict affected zones.(n.d).https://scienceres.com/index.php/ jsmula/article/view/164/128
View of Exploring Teachers’ digital literacy experiences | The International Review of Research in Open and Distributed Learning. (n.d.). https://www.irrodl.org/index.php/irrodl/article/view/7572/6050
Volume 13 Issue 7, July 2024, A Study on Assessing the Digital Competency Profile of Teachers in Odisha P.6
Wallace-Spurgin, M. (n.d.). Implementing Technology: Measuring student cognitive engagement. https://eric.ed.gov/?id=EJ1264149
Weerinthira Krongyut, & Aranya Srijongjai. (2024). Unlocking Student Behavioral Engagement in a Thai EFL Writing Class with a Multimodal Project Approach: Students’ Perspectives. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 572598.
Wood, R. (2019). Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study. Eurasia Journal of Mathematics Science and Technology Education, 15(7). https://doi.org/10.29333/ejmste/106110
Záhorec, J., Hašková, A., & Munk, M. (2019). Teachers' Professional Digital Literacy Skills and Their Upgrade. European Journal of Contemporary Education, 8(2), 378-393.
Zhang, J. (2023). EFL teachers’ digital literacy: the role of contextual factors in their literacy development. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1153339
Zhang, J., Gao, F., & Wang, Y. (2023). EFL teachers’ digital literacy: The role of contextual factors in their literacy development. Frontiers in Psychology, 14, Article 1153339. https://doi.org/10.3389/fpsyg.2023.1153339
ACKNOWLEDGMENTS
The researchers personally wanted to give thanks to those who have been part of the fulfillment of this thesis:
First, researchers would like to offer their sincerest gratitude to ALMIGHTY GOD for the knowledge, wisdom, patience, and understanding to be able to complete this research.
Sincerely thanks extended to the Polytechnic University of the Philippines, Cabiao Campus, for providing them with the opportunity to pursue this study, to our thesis adviser, Mrs. Criselda P. Coronado, whose support, guidance, and strength were needed in the fulfillment of this research.
To the research panelists, validators, and to the principals. The researchers sincerely thanked the respondents who voluntarily participated and gave their time to complete the questionnaire.
Their classmates positively supported each other and genuinely helped and guided one another during the process of their studies.
And lastly, to their family, thank you for your understanding and financial support; you were their motivation to pursue their dreams.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal on Management Education and Emerging Technology(IJMEET)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
