DIGITAL RESEARCH LITERACY AND EVIDENCE-BASED INSTRUCTIONAL DECISION-MAKING AMONG COLLEGE INSTRUCTORS

Description

This study examines the relationship between digital research literacy and evidence-based instructional decision-making among college instructors. In the digital age, educators are increasingly required to utilize research and data to inform their teaching practices. This study employed a quantitative descriptive-correlational design involving 120 college instructors from selected higher education institutions. Data were collected using a validated survey questionnaire measuring digital research literacy and decision-making practices. Results revealed that instructors demonstrated a moderate to high level of digital research literacy, which significantly influenced their ability to make evidence-based instructional decisions. The findings highlight the importance of strengthening digital literacy competencies to enhance teaching effectiveness and student outcomes. The study recommends integrating continuous professional development programs focused on research literacy and data-driven teaching.

Steps to reproduce

This study employed a descriptive-correlational research design to examine the relationship between digital research literacy and evidence-based instructional decision-making among college instructors. The descriptive component was used to determine the level of digital research literacy and instructional decision-making practices, while the correlational aspect aimed to identify the degree of relationship between the two variables. This design is appropriate for the study as it allows for the analysis of existing conditions without manipulating any variables, providing a clear understanding of how digital research literacy influences instructional decision-making in a real educational context.

Institutions

• Biliran Province State University

  Eastern Visayas, Naval

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