Computer Competence and Academic Achievement of Grade 6 Pupils in the Implementation of Blended Learning in the COVID Era

The main objective of this study was to determine the correlation between learners' computer competence and their academic achievement in the context of blended learning during the COVID-19 pandemic. Utilizing the descriptive-correlational method of research, the study aimed to examine this connection to seek insights on how computer literacy affects academic performance in situations like this. The following are the major findings of the study: First, the learners have a moderate level of computer application competence. Second, the learners have shown excellent academic achievement. Third, the correlation analysis between adversity quotient and academic achievement of the learners did not indicate a significant negative correlation. These results imply that factors other than computer competence might be affecting academic achievement of learners. Adapting to new instructional delivery approaches amidst global pandemic is indeed difficult and based on the findings, the study concluded that the learners had limited knowledge and skills in computer applications, yet they demonstrated better academic performance than expected. Additionally, the study concluded that computer competence did not have a significant impact on the learners' academic achievement. However, improving computer competence could be a contributing factor to enhancing academic achievement. Thus, it is recommended for school administrations to provide sufficient materials and equipment to improve the computer skills of the learners. Furthermore, the level of academic performance of the learners has to be sustained or improved through the provision of better knowledge and skills sources; proper motivation and performance appraisal training workshops of the learners to boost their confidence and computer literacy that may expand their educational opportunities and enable them to easily adapt to the evolving educational landscape.