Author

Elena N. Sarol*
Classroom Teacher/Tabuk Institute, Magsaysay, Tabuk City, Kalinga, Philippines

Abstract

This study investigated the digital fluency of Grade 10 students and its influence on their reading comprehension performance at Tabuk Institute, Kalinga Province. Specifically, it aimed to determine students’ levels of digital fluency across five dimensions—Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem Solving—and to examine their reading comprehension levels. Additionally, the study explored the issues and challenges students experienced in using information and communication technology (ICT) for learning and proposed an instructional strategy to enhance reading comprehension through ICT integration. Using a quantitative-descriptive correlational design with a qualitative component, the study employed total enumeration of all Grade 9 and 10 students. Data were collected through a Digital Fluency Questionnaire, a Reading Comprehension Test, and an open-ended questionnaire on ICT-related challenges. Findings revealed that students exhibited high digital fluency in Information and Data Literacy and Communication and Collaboration, while moderate levels were observed in Digital Content Creation, Safety, and Problem Solving. Reading comprehension was generally at a moderate level. A significant positive relationship was found between overall digital fluency and reading comprehension, indicating that students with higher digital competencies performed better in reading comprehension tasks. Qualitative data highlighted four key challenges: limited mastery of digital tools for learning, difficulty evaluating online information, distractions from non-academic digital content, and inconsistent internet access. Based on these findings, an ICT-integrated reading comprehension program was proposed to strengthen digital fluency and literacy skills. The study contributes to understanding the role of digital competence in literacy development and informs instructional planning in blended and technology-enhanced learning environments.

Keywords: Digital fluency, reading comprehension, ICT Integration, Information and Communication Technology, Philippine Secondary Education.

*Corresponding author/ Email: sarolelena@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502944

Recommended citation:
Sarol, E. N. (2026). Students’ digital fluency and its influence on their reading comprehension. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 836-849. http://doi.org/10.69651/PIJHSS0502944

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