Author
Nieves M. Alcayde*
Capiz State University, Main Campus, Roxas City
Abstract
During the academic year 2023–2024, this study examined at the difficulties, deficiencies, and potential obstacles in basic computer literacy among Jagnaya National High School students in Grade 9. Data from 96 randomly chosen students were gathered utilizing a structured survey and a descriptive-correlational quantitative approach. The findings showed that there were moderate levels of obstacles (grand mean = 3.18), gaps (grand mean = 2.92), and challenges (grand mean = 3.49). The findings, which are based on Vygotsky’s Sociocultural Theory, emphasize the significance of guided learning, resource access, and teacher training in improving computer literacy. The study emphasizes the need for comprehensive interventions to address the digital divide and improve students’ readiness for the digital age. Correlation analysis revealed strong positive relationships among the three variables, suggesting that as challenges increase, gaps and obstacles also rise. The results, which are based on Vygotsky’s Sociocultural Theory, emphasize the value of teacher preparation, resource access, and guided instruction in raising computer literacy. The study emphasizes the necessity of all-encompassing interventions to close the digital divide and enhance pupils’ readiness for the digital era.
Keywords: Deficiencies, Potential Hindrances, Computer Literacy
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05021094
Recommended citation:
Alcayde, N. M. (2026). Challenges, gaps, and potential hindrances on basic computer literacy of Grade 9 students. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 3303-3309. http://doi.org/10.69651/PIJHSS05021094
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