Students’ Computer Literacy and Academic Performance

Abstract

This study determined the level of computer literacy and its influence on the academic performance of junior high school students. Specifically, it probed into the students’ attitude toward computers and sought answers to the following: the extent of students’ computer literacy in terms of Word Processing, Spreadsheet, Presentation, and General Computing; their academic performance based on the mean percentage scores during the first and second quarters of the school year 2019-2020; issues and problems encountered by them relative to the extent of their computer literacy; and the solutions that may be suggested by themselves to address the constraints they encountered relative to the extent of their computer literacy. Also, by employing descriptive-correlational analysis, the study examined the significant differences in the extent of students’ computer literacy in said areas when paired according to their attitude toward computers and the significant relationship between their academic performance and the extent of their computer literacy in terms of the identified areas. Generally, the findings of the study revealed that the students needed to enhance the extent of their computer literacy in the areas of word processing, spreadsheet, presentation, and general computing. The results also signified that the greater the extent of their computer literacy in said areas, the higher their academic performance. This implied that classroom intervention activities are imperative to enhance the extent of the students' computer literacy. Thus, teachers should support them by implementing an intervention program that improves students’ level of computer literacy in the specific areas mentioned.