Influence of Teachers' Digital Literacy Skills on Students' Academic Achievement

AUTHOR(S)

JOSEPH A. QUILLOPA

ABSTRACT

—— This study investigated the influence of teachers’ digital literacy skills on students’ academic achievement in selected private schools in Cagayan Province. Using a descriptive‑correlational research design, the study assessed teachers’ digital literacy across five dimensions, namely, information and data literacy, communication and collaboration, digital content creation, safety and security, and troubleshooting, and students’ academic achievement based on their general weighted average. A total of 130 teachers participated through stratified random sampling. Results show that teachers possess very high levels of digital literacy, with an overall mean of 3.77 across all dimensions. Students likewise demonstrated strong academic performance, falling within the “Very Satisfactory” level with a mean grade of 87.80 and minimal variation in achievement. Pearson’s correlation analysis revealed that all five dimensions of digital literacy exhibited significant positive relationships with academic achievement, with coefficients ranging from 0.541 to 0.653. Digital content creation showed the strongest association, followed by communication and collaboration, troubleshooting, information and data literacy, and safety and security. These findings confirm that teachers’ digital competencies substantially contribute to student performance, particularly through their ability to design engaging digital content, facilitate technology‑supported communication, and ensure smooth and safe digital learning processes. The study concludes that enhancing teachers’ digital literacy is a critical pathway to improving learner outcomes and recommends sustained, targeted professional development focused on advanced content-creation skills, collaborative digital platforms, and classroom‑embedded technology integration. Keywords — digital literacy, academic achievement, instructional technology