Authors : Harley M. Mabini; Remigilda D. Gallardo

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/rft46a7r

Scribd : https://tinyurl.com/y7fb69ms

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN413

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This research focused on the relationship between digital literacy and critical thinking skills among Grade 5 learners. In terms of methodology, descriptive correlational research design, utilizing a survey method, was employed to capture the digital literacy and critical thinking skills among Grade 5 learners. The research instrument, a self-reported survey questionnaire, was crafted to resonate with the cognitive and communicative capacities of the respondents. The survey encompassed indicators ranging from basic digital skills to online safety, providing a holistic view of the participants' digital literacy proficiencies. A simple random sampling technique was applied to select 100 Grade 5 learners as respondents. This approach ensured a representative sample, allowing for generalizability within the specified population. The survey data underwent rigorous statistical analysis, employing tools such as mean, Pearson-r, and regression analysis to derive meaningful insights into the nuanced relationship between digital literacy and critical thinking skills. Correlation analysis reveals a substantial positive relationship between digital literacy and critical thinking skills, with a low p-value affirming statistical significance. The regression model emphasized Online Safety as particularly impactful. This empirical understanding provides a guide for educators, policymakers, and future researchers, outlining means to develop further the critical thinking abilities among Grade 5 learners in the digital era.

Keywords : Digital Literacy, Critical Thinking Skills, Grade 5 Learners.

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