Digital Resources’ Availability, Usage, and Sufficiency: Insights from Filipino Scientific Literacy Scores

Roberto L. Rodriguez Jr.1, Marie Grace S. Bulanadi 2, And Adonis P. David3
Department of Mathematics and Sciences, Technological University of the Philippines-Cavite,
Dasmariñas City, Cavite, Philippines1
Grade School, Espiritu Santo Parochial School, Sta. Cruz, Manila, Philippines 3Philippine
Normal University-Manila, Taft Avenue, Manila, Philippines2



This study examined how the Filipino science test scores in the Programme for International Student Assessment last 2018 are predicted by (a) gender and type of school as covariates, (b) availability of digital resources in school, and support for teachers’ digital instruction; and (c) availability and sufficiency of digital resources at learner’s home. These objectives are attained by following a descriptive-correlational design that utilized publicly accessible data of the PISA 2018 results on the OECD website. Findings of the regression analysis unveiled that sex did not conclusively predict the scores while learners from private institutions perform better. Additionally, the availability of digital resources in school and their sufficiency at home positively predicted the science scores, whereas the school’s support for teachers’ digital instruction and the availability of digital resources at home negatively predicted science scores. The availability and sufficiency of such digital devices for students at home were seemingly contradicting, hence, requiring further investigation in future studies.

Keywords: Filipino learners, OECD, PISA 2018, science achievement, science learning

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