ICT Self-Efficacy and Attitude Towards the Use of ICT for Learning Among Public High School Learners
DOI:
https://doi.org/10.69569/jip.2026.324Keywords:
Computerization, ICT self-efficacy, Learners’ attitude toward ICT, Digital communication, Digital skillsAbstract
As technology continues to advance in education, Information and Communication Technology (ICT) competence has become integral to learners’ academic success. However, the increased presence of ICT in classrooms does not guarantee equitable or effective use, underscoring the need to examine the contextual and affective factors that influence ICT adoption and learning outcomes. This study examined ICT self-efficacy and attitudes toward using ICT for learning among public senior high school learners in the Oquendo Districts, Schools Division of Calbayog City, Samar, Philippines, during school year 2025-2026. Specifically, this study sought to describe the respondents' profiles, learners’ ICT self-efficacy and attitudes toward using ICT, and the profile variables that predict ICT self-efficacy and attitudes toward using ICT. The researchers used a quantitative approach with a descriptive-comparative-correlational survey design among 286 respondents. Core findings indicated that learners exhibited high functional ICT self-efficacy, but showed sufficient rather than advanced skills in basic computer and software functions. Learners reported a favorable overall perspective on using ICT, but it was not much stronger than their perception that ICT is functional and entertaining. Only the Academic Strand significantly predicted ICT self-efficacy and attitude towards using ICT. Overall, public senior high schools showed high ICT self-efficacy and a strongly favorable attitude toward using ICT for learning. Based on the outcome of this study, it was highly recommended that an ICT intervention program be developed so learners can effectively use their devices to meet academic demands successfully.
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