ICT Skills and Academic Achievement: A Correlational Study Among Elementary Pupils in Grade 4 to 6 at Cabantao Elementary School
DOI:
https://doi.org/10.5281/zenodo.18496112Keywords:
Information and Communication Technology (ICT) Skills, Academic Achievement, Correlational Study, Elementary Pupils, Digital Literacy, Educational Technology, ICT Integration in Education, Learning Performance, Grade 4 to Grade 6 Learners, Cabantao Elementary SchoolAbstract
This study examined the level of Information and Communication Technology (ICT) skills and academic achievement among Grades 4 to 6 pupils at Mangagoy Central School, as well as the relationship between these two variables. Five domains of ICT skills were assessed—Computer and Device Operation, Internet and Online Safety, Digital Communication and Collaboration, Information Searching and Evaluation, and Basic Software Use—and their correlation with performance in Filipino, English, Mathematics, Science, and Araling Panlipunan was analyzed.
Findings revealed that pupils demonstrated an overall average level of ICT competence, with the highest proficiency in Information Searching and Evaluation and the lowest in Basic Software Use. Academic performance was generally satisfactory to very satisfactory, with Filipino emerging as the strongest subject across grade levels. Statistical analyses indicated a significant positive correlation between ICT skills and academic achievement in all core subjects, with Basic Software Use showing the strongest link to Science performance.
The study concluded that while pupils possess moderate ICT competence, structured and inclusive ICT instruction is essential within the basic education curriculum. Enhanced ICT skills were found to contribute positively to academic outcomes, underscoring the importance of integrating technology into classroom learning. To address this, the study proposed Project DigiLEAP (Digital Learning Enhancement and Advancement Program), a school-wide initiative to strengthen digital literacy and support academic performance. Recommendations include integrating ICT across subject areas, continuous teacher training, improved access to technological resources, and fostering home-school partnerships. Future research may explore longitudinal trends, teacher readiness, parental support, and infrastructure factors influencing ICT proficiency.
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