ASSESSMENT OF INFORMATION LITERACY SKILLS IN RELATION TO ACADEMIC PERFORMANCE OF SOCIAL SCIENCE STUDENTS

Abstract

"In today’s tech-driven world, we are surrounded by an endless and diverse range of information, whether from the Internet, mass media, or books" (Hilderbrand, 2023). With the vast amount of information available, developing strong information literacy skills has never been more important. Yet, a significant issue persists: many individuals struggle to recognize when information is required, find trustworthy sources, and use and communicate it effectively. In an era where information is abundant, being able to critically assess, process, and apply data is essential. These skills enable individuals to make informed decisions and navigate the complexities of modern society, reducing the risk of misinformation and ensuring responsible usage of available resources. The researchers employed a descriptive and correlational research design, utilizing a purposive sampling method to select participants. This approach ensured the inclusion of individuals who were directly relevant to the study's focus, as explained by Thomas, F. B. (2022), who highlighted the value of purposive sampling in gathering detailed data on significant topics. The study targeted fifty-four (54) third-year social science students from Bestlink College of the Philippines as respondents. Data analysis was conducted using statistical tools such as frequency and percentage distributions, Spearman’s rho, weighted mean, and average weighted mean, allowing for a thorough and detailed examination of the collected data. The study identified that many respondents felt uncomfortable seeking help from librarians or lecturers and faced challenges in explaining complex topics to individuals without specialized knowledge. Additionally, they experienced difficulties in synthesizing information from multiple sources. However, the findings did not indicate a significant correlation between students' academic performance and their information literacy skills, especially in the areas of evaluation, organization, and communication. This suggests that while students struggle with applying information literacy skills, these challenges do not appear to have a direct impact on their academic success. Emphasizing the relevance of Jean Piaget's theory of cognitive development was crucial in understanding how students' cognitive abilities affect their information literacy skills. Piaget's theory suggests that individuals can effectively reason and understand complex concepts once they reach the formal operational stage of cognitive development. This stage is particularly important for social science students, as it influences their ability to evaluate, organize, and present information they encounter. Based on these insights, the researchers developed guidelines aimed at improving the information literacy skills of social science students. They believe that these guidelines will not only enhance the students’ learning experience but also better prepare them for their future academic and professional challenges.