Digital Literacy Skills and Academic Performance on Online Learning Environments of State Universities and Colleges in the Philippines

The rapid shift toward online and technology-mediated learning has heightened the need for strong digital literacy skills among students in State Universities and Colleges (SUCs) in the National Capital Region. This study examined how four dimensions of digital literacy: technical literacy, information literacy, digital communication and collaboration, and digital content creation influence academic performance in online learning environments. Using a quantitative, cross-sectional correlational design, data were collected from 360 student respondents across six SUCs through a validated online survey. Descriptive statistics, Pearson correlation, and multiple linear regression were employed to determine the relationships and predictive strengths of the digital literacy components. Results showed high overall digital literacy among students, with information literacy receiving the highest proficiency rating, followed by technical literacy. Digital communication, collaboration, and content creation were moderately high, indicating areas where skills varied more widely. Correlation analysis revealed that all digital literacy dimensions were significantly associated with academic performance. Regression results further identified information literacy and technical literacy as the strongest predictors of academic success, while communication and content creation also contributed meaningfully. The study found out that digital literacy is a critical determinant of academic performance in online learning. Strengthening these competencies through targeted training, enhanced institutional support, and equitable digital access is essential for improving student learning outcomes in SUCs.