The Effects of Guidance Activities Based on Collaborative Learning to Enhance Digital Literacy of Lower Secondary School Students

Abstract

This research aimed to 1) study the digital literacy levels of lower secondary school students, and 2) explore the effects of the guidance activities based on cooperative learning to enhance digital literacy. The study comprised two phrases. 1^st phase, an investigation was conducted on the digital literacy of lower secondary school students. The participants consisted of 428 students from the academic year 2023. 2^nd phase was the implementation of guidance activities based on cooperative learning to improve digital literacy among lower secondary school students. Twenty-four participants were selected from the same participants as 1^st phase. Of these, 12 were designated for the experimental group, while the remaining were assigned to the control group. The research instruments included 1) a digital literacy assessment tool, and 2) guidance activities based on cooperative learning. Data from 1^st phase were analyzed by calculating the percentage from the digital literacy assessment tool and examining percentiles. 2^nd phase data were analyzed by Wilcoxon signed rank test, Mann-Whitney U test researcher analyze data using Means, Standard Deviation and relative increase in scores.

The findings revealed that 1) the most of participants demonstrated relatively level of digital media literacy, 2) the experimental group, which participated in the guidance activities based on cooperative learning, exhibited higher digital literacy scores after attending the activities compared to before, with statistical significance at the .05 level, and 3) the experimental group that participated in guidance activities based on cooperative learning manifested higher digital literacy levels compared to the control group, with statistical significance at the .05 level.