Authors :
Dickson P. Pagente; Aida C. Selecios; Keith Jashiel Mae B. Enriquez; Jeane Dave S. Baterbonia; Rowena R. Casiple; Miraflor G. Rayos
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/496jdyrj
DOI :
https://doi.org/10.5281/zenodo.8082048
Abstract :
In relation to the recent pandemic and the shift
to a full online learning mode of instruction, this study
attempted to examine the digital readiness and its
possible relationship with the academic achievement of
teacher education students. This quantitative study
utilized a descriptive-correlational research design. A
total of two hundred twelve (212) participants who were
enrolled in the first semester of the academic year 2021-
2022 were selected through random sampling to answer
the questionnaire for this study. The study was conducted
from April 2022 to May 2022. Results revealed that most
of the respondents were highly ready digitally, especially
in terms of communicational action which includes the
following: text messaging, audio calling, video chatting,
using emails, and using social networks. The findings
revealed that digital readiness has no effect on the
students’ academic achievement, implying that the
availability of equipment and the student's ability to use
technology have no significant contribution in achieving
better academic results.
Keywords :
Digital Readiness, Academic Achievement.
In relation to the recent pandemic and the shift
to a full online learning mode of instruction, this study
attempted to examine the digital readiness and its
possible relationship with the academic achievement of
teacher education students. This quantitative study
utilized a descriptive-correlational research design. A
total of two hundred twelve (212) participants who were
enrolled in the first semester of the academic year 2021-
2022 were selected through random sampling to answer
the questionnaire for this study. The study was conducted
from April 2022 to May 2022. Results revealed that most
of the respondents were highly ready digitally, especially
in terms of communicational action which includes the
following: text messaging, audio calling, video chatting,
using emails, and using social networks. The findings
revealed that digital readiness has no effect on the
students’ academic achievement, implying that the
availability of equipment and the student's ability to use
technology have no significant contribution in achieving
better academic results.
Keywords :
Digital Readiness, Academic Achievement.
