Digital Literacy and Self-Efficacy of Science, Technology, Engineering, and Mathematics (STEM) Strand Students

Learners struggle with selecting the technological tools they need and what features of technology should be used. They also struggle with coping to the challenges in the online learning environment. In view of this concept, the study was aimed to determine which domain of digital literacy significantly influences the self-efficacy of Science, Technology, Engineering, and Mathematics (STEM) strand students. This study is quantitative, non-experimental employing descriptive- correlational research design and utilized Digital Literacy Survey Questionnaire (DLSQ) and Self-Efficacy Questionnaire for Online Learning (SeQoL) as survey instruments on 255 Grade 12 students from a private school in Davao City. The data were analyzed using mean, Pearson r, and Regression Analysis. The results of the study showed that the level of digital literacy of the STEM strand students is very high and the level of self-efficacy is also very high. There was a moderate significant relationship between the digital literacy and self-efficacy of the students. Only two indicators of digital literacy which include utilization and management of information, and interaction through technology significantly influenced the students’ self-efficacy. Results implied that for any change in digital literacy, there is also a reasonably moderate improvement in the students’ self-efficacy. From the results, it is recommended to strengthen the policies in online learning and improve the implementation of programs that would integrate digital literacy across the curriculum to help the students reflect on how they can be more self-aware of their online learning tendencies. Keywords: Digital literacy, self-efficacy, online learning, STEM strand students