Digital Literacy and Engagement of Freshmen Maritime Students in Relation to Academic Performance

Abstract

This study examined students’ digital literacy, engagement in developing mathematical skills, and academic performance in mathematics. It also explored whether digital literacy and student engagement were significantly related to students’ achievement in mathematics. Using a descriptive-correlational research design, the study involved 184 student participants enrolled during the academic year 2025 - 2026. Data on digital literacy and engagement were collected through a standardized questionnaire, while students’ mathematics grades were used to assess academic performance. The findings showed that the participants generally demonstrated high levels of digital literacy and were actively engaged in developing their mathematical skills. Cognitive engagement emerged as the strongest dimension, followed by behavioral and emotional engagement. However, despite these positive characteristics, students’ overall mathematics performance remained at a satisfactory level. Moreover, the results revealed that neither digital literacy nor engagement had a statistically significant relationship with mathematics achievement. These findings suggest that while digital competence and active participation contribute to the learning process, they may not be sufficient to improve academic outcomes on their own. The study emphasizes the need for instructional approaches that strengthen students’ conceptual understanding, critical thinking, and problem-solving skills while integrating technology in meaningful and purposeful ways to support higher mathematics achievement.