Digital Expertise and Campus Journalism Practices Among Advisers in Davao Central District

Abstract

This study examined the relationship between digital expertise and campus journalism practices among school paper advisers in public elementary schools within the Davao Central District. A quantitative descriptive-correlational design was employed among 146 advisers. Data were gathered using a structured survey instrument that measured five domains of digital expertise and five dimensions of campus journalism practices. Mean, standard deviation, Pearson product-moment correlation coefficient, and multiple linear regression were used for analysis. Based on the domain-level tables, the advisers demonstrated a moderately extensive level of digital expertise, with a recalculated overall mean of 3.37. Platform and workflow management obtained the highest domain mean (M = 3.47), followed closely by multimedia production proficiency (M = 3.46). Campus journalism practices were extensive overall (M = 3.44). Training workshops (M = 3.50), support for student-writers' skill development (M = 3.49), and utilization of journalism resources and technologies (M = 3.47) emerged as stronger practices, while editorial planning and coordination (M = 3.36) and publication management and deadline compliance (M = 3.37) required further improvement. Digital expertise had a significant moderate positive relationship with campus journalism practices (r = .488, p < .001). The regression model was significant, F(5, 140) = 13.429, p < .001, and explained 32.4% of the variance in journalism practices (R² = .324). Information and data literacy (β = .430, p < .001) and analytics-driven publishing and audience engagement (β = .246, p = .003) were the significant individual predictors. The findings support targeted training in source verification, data literacy, analytics use, editorial planning, digital safety, and publication management.