Navigating through digital learning environments' effect on students' academic performance in English: (Record no. 15800)

000 -LEADER
fixed length control field 03545nam a22002297a 4500
001 - CONTROL NUMBER
control field 15800
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260731013017.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2024 505
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Nedruda, Junee R.
245 ## - TITLE STATEMENT
Title Navigating through digital learning environments' effect on students' academic performance in English:
Sub Title basis for a proposed language proficiency enhancement model/
Statement of responsibility, etc. Junee R. Nedruda.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2024.
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. This study aimed to explore the effects of navigating digital learning environments on students' academic performance in English, establish the foundation for a proposed model for language proficiency enhancement, and assess the effectiveness of digital learning for students at various language proficiency levels. The following crucial issue was what this study aimed to address: first, what is the respondents' level of utilization of digital learning environments in the performance of the following activities? Performance tasks, written output, and reading tasks. Second, what is the extent of the effect of using a digital learning environment on the learners' English fluency? Third, is there a significant relationship between the level of utilization of a digital learning environment and the extent of the effect of using a digital learning environment? Fourth, what are the advantages and disadvantages of digital learning environments for the language proficiency of grade 6 students in the Department of Education (DepEd) selected school? Fifth, what are the factors that could affect the utilization of digital learning environments for English language learning? Lastly, based on the result, what language proficiency enhancement model can be proposed? Digital learning environments are becoming an essential component of the academic experience in today's educational environment, changing how students interact with their teachers and interact with educational content. The TPACK framework is a theoretical framework that explains the relationship between technology, pedagogy, and subject knowledge in education. It emphasized integrating technology with pedagogical approaches to enhance content-specific learning and digital literacy, thereby enhancing language proficiency. The study examined the use of digital learning environments (DLES) in English language learning among grade 6 students. Results showed high integration of digital platforms, particularly for feedback and multimedia materials, and a positive correlation with English fluency. Despite challenges like slow internet and technological issues, DLEs promoted motivation and engagement, leading to progress and academic success. The study showed a consistent trend in using digital learning environments for academic tasks, improving English fluency, vocabulary, writing, and general literacy skills, but challenges like technical difficulties and slow internet access persist. The study recommended universal accessibility, continuous improvement, and technology-driven education initiatives. It emphasizes prioritizing key areas, boosting self-assurance, offering professional development, encouraging student collaboration, investing in digital resources, and examining long-term effects.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Digital Learning Environments.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Academic Performance.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry English Language Proficiency.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Navigating.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2024 505
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/31/2026   T 370 2024 505 07/31/2026 07/31/2026 Theses/Dissertation