The Impact of Digital Literacies on Reading Comprehension among Selected Grade 9 Students at GFLMNHS

Abstract

This study examined the impact of digital literacies on the reading comprehension of selected Grade 9 students at Governor Feliciano Leviste Memorial National High School (GFLMNHS). As digital technology becomes increasingly integrated into education, the ability to evaluate, navigate, and interpret online information has become essential for English language learners. The study assessed students’ digital literacy across four areas: information literacy, media literacy, technology literacy, and communication and collaboration skills, and explored how these relate to reading comprehension components such as understanding main ideas, identifying details, making inferences, and evaluating texts. A descriptive correlational research design was used, employing a researcher-made questionnaire composed of Likert scale items. The weighted mean was utilized to determine students’ levels of digital literacy and reading comprehension, while Pearson’s product-moment correlation coefficient (Pearson r) measured the relationship between the variables. Results indicated that students generally possess a high level of digital literacy and reading comprehension. Furthermore, a significant positive relationship was found between the two variables, suggesting that students with stronger digital literacy skills are better able to comprehend English texts. Student responses also highlighted that digital platforms, such as e-books and online reading exercises, enhance engagement, motivation, and confidence in reading English materials. The study concludes that reinforcing digital literacy instruction can meaningfully improve ESL learners’ reading comprehension and support their academic and future career needs. Recommendations include integrating digital reading strategies into the English curriculum and providing teachers with training on technology-enhanced instruction to maximize learning outcomes.