Digital Competence and Chemistry Learning Outcomes: Assessing Their Relationship among Grade 10 Students

This study aimed to examine the relationship between Grade 10 students’ content proficiency in chemistry competencies and their technological proficiency at a public school in Dapitan City. Using a descriptive-correlational research design, the inquiry sought to determine whether students’ effective use of digital tools correlated with their understanding of core chemistry concepts. A purposive sample of forty-five (45) Grade 10 students participated in the main investigation after research instruments were validated through pilot testing. Two verified tools were utilized: a Chemistry Questionnaire aligned with the Department of Education’s Most Essential Learning Competencies (MELCs), and a 15-item Technological Proficiency Questionnaire adapted from Garma et al. (2024), which measured skills in software operation, web navigation, and online safety. Ethical standards were strictly observed throughout the study. Formal approval was secured from school authorities, and informed consent was obtained from all participants and their legal guardians. Participation was voluntary, and confidentiality and anonymity of all responses were maintained. Findings revealed that students demonstrated low chemistry content proficiency, with a mean score of 51% categorized as “Novice (Not Mastered)”, while they attained a “Proficient” level of technological competence—particularly in online security practices. A weak positive correlation (r = 0.215) was observed between the two variables; however, this relationship was not statistically significant (p = 0.156), indicating that technological proficiency did not exert a significant influence on chemistry performance. These results suggest that although students possess adequate digital capabilities, such skills alone are insufficient to strengthen achievement in conceptually demanding subjects. The study recommends the integration of targeted instructional strategies—including differentiated teaching and pre-laboratory video materials—to enhance students’ conceptual mastery of chemistry content.

chemistry competencies, digital skills, educational technology, Grade 10 students, online security skills, software skills, technological proficiency, web navigation skill.

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