Authors : Dr. Nolasko Mwinami; Dr. Noah Mtana; Samwel Mubezi Kansheba

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/bdfpa3y3

Scribd : https://tinyurl.com/3fn6b862

DOI : https://doi.org/10.38124/ijisrt/26jun783

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 study examined the influence of digital literacy skills on students’ access to electronic learning resources in public secondary schools in Singida Region, Tanzania. Anchored in the DigComp 2.2 Framework and Constructivism Theory, the study adopted a pragmatist paradigm and a convergent mixed-methods design. Quantitative data were collected from 261 Form II–IV students using stratified random sampling and a structured questionnaire (Cronbach’s α = 0.85). Qualitative data were gathered through in-depth interviews with 9 ICT teachers, 9 Heads of Schools, and 7 District Secondary Education Officers, supplemented by six student focus group discussions and 12 classroom observations. Quantitative data were analyzed using descriptive statistics and ordinal logistic regression in SPSS version 20, while qualitative data were subjected to thematic analysis. Triangulation was employed to enhance credibility. Findings revealed that students possessed a moderate overall level of digital literacy. Communication and collaboration skills were the most developed domain (M = 3.97), while information and data literacy skills were the least developed (M = 3.11). Ordinal logistic regression analysis indicated that information search skills, problem-solving skills, and technical proficiency significantly and positively predicted students’ access to electronic learning resources (p < 0.05), whereas communication and collaboration skills did not.

Keywords : Digital Literacy, Digital Literacy Skills, Access, Electronic Resources, Educational Technology, Public Secondary Schools.

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