Media and Information Literacy and Academic Performance Among Grade 7 Learners: The Mediating Role of Self-Regulated Learning under the MATATAG Curriculum
Article Sidebar
Main Article Content
Abstract
Background and Aim: In contemporary educational environments, Media and Information Literacy (MIL) and Self-Regulated Learning (SRL) are widely recognized as critical competencies for academic success. However, limited empirical evidence exists regarding how these constructs interact within highly structured curriculum reforms in developing educational contexts. This study investigated the levels of MIL, SRL, and academic performance among Grade 7 learners in the Philippines and examined whether SRL mediates the relationship between MIL and academic performance under the recently implemented MATATAG Curriculum.
Materials and Methods: A quantitative descriptive-correlational research design was employed. Participants consisted of 104 Grade 7 students enrolled in selected public secondary schools in Ozamiz City, Misamis Occidental, Philippines. Data were collected using validated and reliable instruments measuring MIL and SRL, while academic performance was obtained from verified first-quarter general averages. Descriptive statistics, Pearson’s product-moment correlation, and mediation analysis using Hayes’ PROCESS Macro Model 4 with bootstrap estimation were utilized to analyze the data.
Results: Findings revealed that students demonstrated a high level of Media and Information Literacy (M = 3.84, SD = 0.42) and a moderate level of Self-Regulated Learning (M = 3.12, SD = 0.51), while achieving outstanding academic performance (M = 90.20%, SD = 2.15%). Correlation analysis indicated a significant positive relationship between MIL and SRL (r = .38, p < .01), suggesting that learners with stronger digital and information competencies tend to exhibit better self-regulatory behaviors. However, neither MIL (β = 0.12, p > .05) nor SRL (β = 0.11, p > .05) significantly predicted academic performance. Furthermore, the indirect effect of MIL on academic performance through SRL was not statistically significant (β = 0.05, 95% CI [-.071, .182]), indicating the absence of a mediation effect.
Conclusion: The findings suggest that outstanding academic performance among early secondary learners may be influenced more by external instructional support, structured learning environments, and institutional scaffolding than by autonomous self-regulatory processes. Within the MATATAG Curriculum context, academic success appears to be sustained through guided compliance rather than independent cognitive regulation. These results underscore the importance of intentionally integrating self-regulation training into digital literacy instruction to foster learner autonomy and support long-term educational development.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright and License
Copyright of all articles published in the Journal of Education and Learning Reviews (JELR) is retained by the author(s).
All articles are distributed under the Creative Commons Attribution–NonCommercial–NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). Users may read, download, copy, distribute, and share the content for non-commercial purposes with proper attribution.
Modification, adaptation, or commercial use of the content is not permitted.
License details: https://creativecommons.org/licenses/by-nc-nd/4.0/
References
Azevedo, R., & Gašević, D. (2019). Analyzing multimodal multichannel data about self-regulated learning with advanced learning technologies: Issues and challenges. Computers in Human Behavior, 96, 207–210. https://doi.org/10.1016/j.chb.2019.03.025
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortes, F., & Nussbaum, M. (2012). Assessment of 21st-century ICT skills in Chile: Test design and results from high school-level students. Computers & Education, 59(3), 1042–1053. https://doi.org/10.1016/j.compedu.2012.04.004
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425–474. https://doi.org/10.1007/s10648-015-9320-8
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x
Hatlevik, O. E., Guðmundsdóttir, G. B., & Loi, M. (2015). Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information, and digital competence. Computers & Education, 81, 345–353. https://doi.org/10.1016/j.compedu.2014.10.019
Molenaar, I. (2022). The concept of hybrid human-AI regulation: Exemplifying how to support young learners’ self-regulated learning. Computers and Education: Artificial Intelligence, 3, 100070. https://doi.org/10.1016/j.caeai.2022.100070
Organisation for Economic Co-operation and Development. (2024). PISA 2022 results (Volume V): Learning strategies and attitudes for life. OECD Publishing. https://doi.org/10.1787/c2e44201-en
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
Pekrun, R., Murayama, K., & Elliot, A. J. (2023). Self-reports of self-regulated learning: Bias, validity, and relations to academic performance. Contemporary Educational Psychology, 72, 102138. https://doi.org/10.1016/j.cedpsych.2023.102138
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment. Psychological Bulletin, 137(3), 421–442. https://doi.org/10.1037/a0022777
Tibaldo, J. S. (2022). Media and information literacy (MIL) competencies of language and communication students. Journal of Media Literacy Education, 14(2), 44–57. https://doi.org/10.23860/JMLE-2022-14-2-4
United Nations Educational, Scientific, and Cultural Organization. (2021). Media and information literate citizens: Think critically, click wisely! (2nd ed.). UNESCO Publishing.
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Lawrence Erlbaum Associates.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
