Digital Competence of Teachers and the Academic Performance of Students in Tertiary Education
DOI:
https://doi.org/10.65232/7v8vqb67Keywords:
Digital Competence, Technological Skills, Pedagogical Integration, Academic PerformanceAbstract
This study is quantitative research that employed a descriptive-correlational design to determine the digital competence of teachers and the academic performance of selected tertiary-level students of a local university in Manila City, Philippines. The study revealed that most respondents were 20 to 21 years old. Teachers were perceived to possess high levels of digital competence, particularly in pedagogical integration and adaptability to new technologies. Students generally demonstrated satisfactory academic performance, with most achieving a general weighted average between 85 and 89. Findings showed no significant difference in academic performance when grouped by age (p=0.34) and gender (p=0.28). However, a moderate, positive, and significant correlation was found between digital competence of teachers and academic performance of students (r=0.51, p=0.048), indicating that teachers' digital skills positively influence students' learning outcomes and academic success. The study recommends strengthening teachers' digital competence through continuous professional development focused on meaningful technology integration and adaptable instructional strategies. Higher education institutions should invest in robust digital infrastructure, provide structured training based on established frameworks such as TPACK and DigCompEdu, and promote collaborative innovation to ensure exclusive and equitable technology use. Policymakers are urged to support sustained digital transformation by allocating resources for training and access, establishing national standards, and aligning initiatives with workforce demands. Future research should examine the long-term impacts of digital competence and the role of emerging technologies in enhancing learning outcomes.
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