Digital Literacy and Critical Thinking Skills Among Grade 5 Learners

Abstract

This research focused on the relationship between digital literacy and critical thinking skills among Grade 5 learners. In terms of methodology, descriptive correlational research design, utilizing a survey method, was employed to capture the digital literacy and critical thinking skills among Grade 5 learners. The research instrument, a self-reported survey questionnaire, was crafted to resonate with the cognitive and communicative capacities of the respondents. The survey encompassed indicators ranging from basic digital skills to online safety, providing a holistic view of the participants' digital literacy proficiencies. A simple random sampling technique was applied to select 100 Grade 5 learners as respondents. This approach ensured a representative sample, allowing for generalizability within the specified population. The survey data underwent rigorous statistical analysis, employing tools such as mean, Pearson-r, and regression analysis to derive meaningful insights into the nuanced relationship between digital literacy and critical thinking skills. Correlation analysis reveals a substantial positive relationship between digital literacy and critical thinking skills, with a low p-value affirming statistical significance. The regression model emphasized Online Safety as particularly impactful. This empirical understanding provides a guide for educators, policymakers, and future researchers, outlining means to develop further the critical thinking abilities among Grade 5 learners in the digital era.