ASSESSING INFORMATION LITERACY SKILLS OF SHS ALS STUDENTS IN TNHS

A Research Paper Presented to the Faculty

of the Talomo National High School
Talomo, Davao City

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2

RICARDO RULIDA
ALEXANDER BACUS
JEAN ROSE D. RAMOS
JNET MARGA A. CEDEÑO
NIKYLA ANNIKA E. GABRIEL

October2023
BACKGROUND OF THE STUDY

Information Literacy may be defined very simply as "the ability to access,

evaluate and use information from a variety of sources." Information literacy is a skill,
ability, expertise, capability and competency of a person that makes him able to find the
right information from the right source (Mahadev and Prasad, 2016). It basically knows
information about information and the source of information. Information Literacy is not
only a machine for Information dispensing; we can claim it as a skilled navigator of a
complex landscape. A person equipped with all the necessary skills for handling
information enable to enrich himself and his environment with most sophisticating
information needs. There are some recent report which is related to our study. In the
study of Moralista and Delarierte (2014) and Fernandez (2013), " stated that increasing
learning competencies are among the major problems encountered by mobile teachers
as there are advance and second language learners affecting now the interferen
cognition abilities to task-related factors such as complexity of a task or lesson."

The objective of information literacy is to develop both reading interest and

critical thinking. It assists students in seeking information for both academic and
extracurricular activities. It is also helpful for students in problem-solving tasks and the
development of creative abilities. Individuals' intellectual skills of understanding and
critical thinking are enhanced by information literacy, which teaches them how to learn.
In other words, information literacy includes understanding how information is created,
obtained, shared, and valued, as well as the abilities and attitude needed to seek,
analyse, use, and develop sources of information in a responsible and active manner.

Information literacy is a building block for lifelong learning, it encourages and

informs problem solving and critical thinking. They can locate, use and evaluate
information to inform their decision making. Students use appropriate resources to
produce high-quality assessments. A critical part of a student’s information literacy
development is their ability to use information ethically, including the respect for
intellectual property and privacy, fair representation and the concept of doing no harm
(Schulz-Jones, 2016). Information Literacy or being literate in information is being able
to identify an information needed, gather data or information, select and arrange it into
accurate information. This capability to identify, analyse, and make information can be
applied to any topic of study through a person.

Alternative learning system (ALS) is a helpful alternative to current formal

education that allows students to complete basic education in an effective way that
adjusts to their own situation and needs. Learning can take place at any time and in any
location under this adjustable system, based on the learners' easy access and
availability. It is an informal educational system in the Philippines that offers an
accessible alternative to formal learning. When a person does not have or cannot
access formal education in schools, ALS serves as a substitute for it. ALS was created
for out-of-school youth, adults, and children who require fundamental and useful literacy
abilities, knowledge, and values.

We really need to investigate ALS student’s information literacy skills

because Students have the skills needed and behaviours for developing a deeper
understanding of their discipline. Information literacy is a basis for lifelong learning
because it encourages and assists in problem solving and critical thinking. They will
discover, apply, and evaluate information to help them make decisions. Students must
be able to effectively gather, and apply information. We are able to contribute to
students' academic achievement and help them to become independent and successful
lifelong learners by assisting them in developing information literacy skills

The importance of conducting this study is to examine the information

literacy skills of ALS students, which refers to their ability to find, analyze, use, and
communicate information effectively and ethically. This is an important skill in the digital
age, where information seeking involves critical evaluation of information sources and
appropriate use and citation of information. Another reason this study can provide
valuable insights into the information literacy needs and challenges of ALS students It
can help educators and policymakers design and implement interventions to improve
the information literacy skills of ALS students, enabling them to navigate the digital
world effectively and make informed decisions. Overall, this study aims to contribute to
the existing literature on information literacy and enhance our understanding of how
people find and use information.
REVIEW OF RELATED LITERATURE

In a global study from Riki Perdana,Riwa Yani,jumadi Jumadi et.al (2019), This
study looked into the digital literacy abilities of Yogyakarta Senior High School students
in Grades X and XI. This research was conducted in three steps. We first created the
item format and digital literacy competency element. The second step was to administer
this research to 193 randomly chosen science students in Yogyakarta. The final step is
a level-based study of student digital literacy data. We employed frequency and
percentage statistics (descriptive and quantitative) to analyze the digital footprint of
students. We also utilized an independent sample t-test to evaluate whether there was a
significant difference in the students' levels. The study's findings indicated that all
students had relatively low levels of digital literacy.The study's conclusion was that
Yogyakarta pupils had very poor levels of digital literacy, and this needed to change.
The creation of a teaching strategy that can improve students' digital literacy is advised
for future research. For the decision-makers, curriculum integration based on digital
literacy skills is necessary. To begin with, assessing digital literacy skills can help
educators gauge the extent to which students are equipped to navigate the digital age
competently. This includes evaluating their ability to use digital tools, access online
resources, and employ technology for various educational and practical purposes.
Furthermore, understanding students' digital literacy levels aids in tailoring educational
strategies to meet their needs. It provides insights into whether additional digital literacy
training or resources are necessary to bridge any gaps in their knowledge and skills.

This personalized approach can enhance the overall quality of education and
better prepare students for the demands of the modern workforce. Assessment also
serves as a means to validate the effectiveness of digital literacy programs and curricula
within Senior High School Yogyakarta. It enables educators to track the progress of
students over time and make data-driven decisions to refine teaching methods and
materials. Moreover, assessing digital literacy skills contributes to a broader societal
context. In an era where misinformation, online privacy concerns, and digital security
threats are prevalent, ensuring that students possess the ability to critically evaluate
digital content and protect themselves online is paramount. By evaluating their digital
literacy, we can work towards creating responsible digital citizens who are less
susceptible to online risks. In conclusion, assessing students' digital literacy skills in
Senior High School Yogyakarta is not only essential for their academic success but also
for their preparedness to thrive in a digitally connected world. It informs teaching
practices, ensures the effectiveness of educational programs, and fosters responsible
digital citizenship, all of which are integral components of modern education.

According to Prayangi Vishal Matonkar and Munesh Kumar 2021) In the age
of information communication technology, information has become one of the daily
needs. Most simply, the information requires at every walk of human life. For both
sender and receiver, the piece of information is to be structured and consistent
for its right impact. In informal communication, unprocessed and unstructured
information gets delivered, which required to be analyzed and processed with a set of
skills to obtain the unique meaning. This paper studies the information-seeking
behaviour, processing of the information, and information literacy of PES's Rajaram
and Tarabai Bandekar College of Pharmacy at Ponda Goa. This paper aims to study
the students' literacy level on the various academic aspects, including technical writings,
modern writing tools, techniques, ethical use of information, and standard protocols
and referencing, which are necessary in effective scholarly communications.

This study's main goals were to assess the level of IL skills among
students, know what strategies do students employ to meet their information
needs, check students knowledge of different sources of information, and check
students' knowledge on plagiarism, copyright, citation and reference standards. The
majority of the students prefer both library and the Internet as a source of information.
To use any information awareness about the copyright, knowledge of avoiding
committing plagiarism is essential. It is evident from the study that the majority of the
students have average to good knowledge about information ethics. Citations play an
important role in writing research papers. The present study reveals that very few
students are aware of citation and referencing software, and most students are not
aware of the citation and referencing styles. The present study also revealed that
most of the students are not aware of search strategies. Availability of Information
has meaning only when it is utilized fully. For this, students should know about different
search strategies to retrieve most relevant information required for their purpose.This
study confirmed that the information literacy level of students PES's Rajaram and
Tarabai Bandekar College of Pharmacy is low

Assessing information literacy among students at PES's Rajaram and Tarabai

Bandekar College of Pharmacy involves evaluating their ability to effectively find,
evaluate, and use information. This assessment might include tasks like testing their
research skills, ability to critically assess sources, and apply information to solve
problems in a pharmacy context. It's a crucial skill for students to excel in their studies
and future careers. In the face of changing information ecosystem due to explosion in
information and communication technologies has resulted in the exponential growth of
information service provision. This demands that individuals have the requisite
capabilities to use information to meet their distinctive needs. Students on the other
hand, consult online information, particularly the Internet, website and social media for
information, research and recreational services. The freedom to publish information
without verification mechanisms, particularly on social media may expose students to an
overwhelming quality of information. Thus for students to filter, sort and retrieve relevant
information, information literacy is inevitable. Li, Chen and Wang (2021) defines
information literacy as a set of definable and standardized capabilities that assist
individuals in acquiring, assessing, judging and integrating relevant information from
varieties of media to take the next step of action. This suggests students’ use of
information could be associated with information literacy skills. Observably, inadequate
information literacy components of search, evaluation and ethical use of information
have hindered students' use of online resources (Bashorun, Bashorun & Akinbowale,
2021). Personal, social, civic and other pursuits of students may be unsuccessful if they
cannot use information resources effectively. Information literacy positively impacted
students’ academic performance (Boh Podgornik, Dolnicar, Sorgo & Bartol, 2016). In
contrast, inadequate search skills resulted in students contracting their academic
assignments to external agents and engaging in unethical use of information
(Nwangwa, Yonlonfoun & Omotere, 2014). This means that poor information literacy
skills may affect students' self-direct learning or research, which is even crucial in
circulation of misinformation on social media. Individuals with inadequate information
literacy competencies might be susceptible to misinformation. Information literacy skills
are significant for students because of the free access to information online. The
navigation and discernment of false information demand information literacy skills
amidst misinformation (Apuke, Omar & Tunca, 2022; Igbinovia, Okuonghae &
Adebayo, 2020). For instance, on social media, the unethical circulation of incorrect
information has been ascribed to inadequate search, evaluation and sharing
competencies (Apuke & Omar, 2021; Inazu, Ohwofasa, Omagbon & Adamu, 2019).
Students need to be equipped with information literacy for productive use of
information. Julien (2016) mentions it advances personal development, academic
pursuits, civic participation and future employment. Information literacy is required for
performance in a society that deploys information for sustainable developments,
especially as businesses and organizations move their transactions online. Students
are instructed on certain aspects of information literacy (Ademilua, 2019) while others
have positive attitudes towards it which spurs the self-acquisition of information literacy
skills (Aghauch, Nkamnebe & Nkamnebe, 2019). Therefore, for students to access,
retrieve, evaluate and use information for decision making in various endeavours there
is a need for acquisition of information literacy skills. Past studies on information literacy
revealed that students' IL skills are inconsistent among the set of abilities, with
emphases on search, evaluation and ethical use of information among Nigeria students
(Ajiboye & Tiamiyu, 2018; Joshua & King, 2020; Okocha & Owolabi, 2020), South-West
geo-political zone, inclusive (Oyedapo & Akande, 2020). This implies that student
information literacy in these aspects may still be unclear, and specific in the context of
social media. Further, existing literature either explored information literacy
proficiency of postgraduates in Nigeria (Adeleke, Emeahara, 2016; Odede, 2019; Keboh
& Baro, 2020;) while previous empirical works examine undergraduates in either a
single department or faculty(Ajiboye & Tiamiyu, 2018; Joshua & King 2020; Okeji, Ilika
& Baro 2020; Tella, Amadu, Olayniyi & Bamidele, 2021), Thus there is dearth of studies
that examine the search, evaluation and ethic use of information in the context of
federal university undergraduates in South-West, Nigeria. information is deployed
beyond a particular programme and it is also vital for daily use as information increase
and misinformation are shared online. Significantly, librarians and information
professionals’ instructors need to have an insight into students’ competencies on social
media to develop programmes that can support students’ information use beyond
academics to every information use concerning the dissemination of inaccurate
information.

According to the study, the University of Lagos (UNILAG) accounted for more
than half of the respondents, while the Federal University of Technology, Akure, had the
fewest. This suggests that UNILAG's higher population may have contributed to the
higher number of respondents.

In National the ability to recognize when information is needed and the ability to
locate, evaluate, and use the needed information effectively is what information literacy means
(Malanga, 2017) Information Literacy is an essential skill to survive in digital era where
educators and learners are faced with varied and abundant information choices in unfiltered
formats. Thus, the authenticity, validity. and reliability of available information have become a
necessity. With this, information has become a factor that enables users at all levels to achieve
better results in their respective fields of endeavour. Based on the results of this study, it
appears that respondents had a moderate level of awareness regarding information literacy
sources, but they were highly skilled in accessing and using information sources. Additionally,
they considered citing and referencing information sources to be essential.
 In local study from Riki Perdana,Riwa Yani,et.al(2019) in this study process of student
development, education is essential. As a result, this development transcends in our country's
economical and sociopolitical advancement. The Alternative Street Education Programme
(ASEP) of the City Social Services and Development Office (CSSDO), a partner in linking
education with the University of Mindanao in Davao City, was the subject of this study. The
descriptive-evaluative approach was applied utilising a survey questionnaire, interviews, and the
weighted mean and t-test to 85 street children enrolled in the programme, six staff members,
and street educators. Only three of the six street educators who participated in the study were
service providers for the Alternative Street Education Programme, according to the
findings.Although the Alima Development Centre is in charge of implementing the programme,
the CSSDO was in charge of its management and oversight. The local government of Davao set
aside P52,500.00 every year for the snacks of the city's homeless youngsters. In addition to
teaching life skills and fundamental literacy, the module for street children was designed around
four lessons: health education, value formation, group building, and socio-legal interventions.
The respondents also concurred that the ASEP Modular Development Program's training
materials and those used by street educators were quite successful. The street educators'
recruitment and selection procedure, training and development, and personality traits were
thought to be quite effective. The financing sources and allocated budget were thought to be
somewhat adequate.However, it was thought that ASEP was beneficial in fostering the social
and intellectual development of street children as well as in coordinating with other outside
resources. A number of suggestions were emphasised, including the need for more street
educators to effectively carry out the program's vision, mission, and objectives. Additionally, a
campaign for the education of street children will be carried out with the help of the Davao
municipal government.

Moreover,the Alternative Street Education Program in Davao City is a vital initiative aimed
at providing educational opportunities to marginalized and underprivileged youth who might not
have access to formal schooling. This program recognizes the importance of education in
breaking the cycle of poverty and empowering disadvantaged communities. Through a flexible
and community-based approach, it offers a range of educational services, including basic
literacy and numeracy skills, vocational training, and life skills development. By taking the
classroom to the streets and engaging with young people where they are, this program seeks to
bridge the educational gap, foster inclusivity, and give these individuals a chance to build a
brighter future for themselves and their communities. It is a testament to Davao City's
commitment to ensuring that education remains accessible to all, regardless of their
circumstances.

STATEMENT OF THE PROBLEM

This study aims to assess the current state of information literacy skills among
Senior high school students. Also to identify the specific areas of weakness, and
propose strategies to enhance information literacy. Specially, This study will seek to
answer the following question..

1. What are your ways to improve your information literacy skills?

2. What are the challenges of ALS students when it comes to information literacy skills?

3. What are the reason why als students need an information literacy skills for their
academic performance?
NULL HYPOTHESIS

Ha: There is a significant relationship between information literacy

skills and ALS students

Ho: There is no significant relationship between information

literacy skills on ALS students
SIGNIFICANCE OF THE STUDY
The general intent of this study is to determine the leading factors of assessing
the information literacy of als students Therefore, the following will benefit this research:

ADMINISTRATORS: If a school implements programs or resources to help students

achieve a better understanding of their discipline, the information can also be used and
evaluated to affect decision making. Administrators can be encouraged that they are
taking actionable steps to support their students' and staff's knowledge and well-being.

TEACHERS: Extend learning beyond content knowledge by assigning tasks such as

making suggestions, comparing different ideas, combining ideas from multiple sources,
and presenting and defending educated arguments. Rather than separating information
literacy, enhance it through putting it directly into teaching, learning, and assessment.

PARENTS: This research helps parents know what to do and to guide their children well
on how their children can improve their information literacy skills.

STUDENTS: It enables them to become independent learners who can critically

evaluate information and to improve their information literacy skills. Like critical thinking,
the ability for analysing facts in order to effectively understand a topic or situation and
make a good idea. Objectively is necessary in creative thinking because it helps you to
analyse a situation without getting affected by misunderstanding or biases.

FUTURE RESEARCHERS: The result of this study is advantage to future researchers

because they can gather more information and it enables those future researchers to
be aware of such untrustworthy content and to accurately assess sources, both in an
academic context and more in general and it expected to help future studies that relates
on this topic.

SCOPE AND LIMITATION

This research aims to investigate the information literacy skills of ALS students
at Talomo National High School during the 2023-2024 academic year. These students
will serve as the main focus of this study.

This study will utilize a limited number of (10) respondents, who will selected
from one section in Talomo National High School, through face-to-face interviews and
survey for data gathering purposes. The research will take place exclusively in the
school.
DEFINITION OF TERMS
The important terms on the study have been define. The following terms are:

INFORMATION LITERACY - refers to the ability to effectively find, analyse, and use
sources. The term includes a wide variety of abilities, including the ability to access
databases, gather trustworthy sources of information, and correctly citing sources.

ALTERNATIVE LEARNING SYSTEM (ALS) - ALS is an effective way to the existing

formal education system, which include both non-formal and informal sour ces of
knowledge and skills.