THE RELATIONSHIP BETWEEN DIGITAL LITERACY AND LEARNING OUTCOMES (CORRELATION AND REGRESSION ANALYSIS)

Abstract

This article examines the association between students’ digital literacy and their academic performance, focusing on correlation and regression evidence from a cross-sectional school sample. Grounded in dual coding, self-regulated learning, and multimedia learning perspectives, the study explores whether digital literacy predicts outcomes beyond socio-economic status, prior achievement, and device access. A sample of lower-secondary pupils completed a competency-based digital literacy assessment aligned with international frameworks, while learning outcomes were operationalized as grade point average and standardized scores in reading and mathematics. Pearson correlations indicated moderate positive associations between digital literacy and all outcome measures. Hierarchical multiple regression showed that digital literacy remained a significant predictor after controlling for covariates, with a meaningful incremental contribution to explained variance. Implications include embedding diagnostic digital literacy modules across the curriculum, formative feedback on information evaluation and task management, and targeted support for students with limited access or excessive unstructured screen time.