Digital Competence and Academic Buoyancy among the Junior High School Students in Godod District, Schools Division of Zamboanga Del Norte

Abstract

This study examined the digital competence and its influence on the academic buoyancy of junior high school students in Godod District, Schools Division of Zamboanga del Norte, for the School Year 2025–2026. Using the survey method and descriptive-correlational design, data were gathered from 290 junior high school students and analyzed through weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient using JAMOVI. The findings showed that technological access among the respondents was predominantly low, with 73.79% having low technology access and 2.42% having no technology access. The overall level of digital competence was average (AWV = 3.28), with information and data literacy rated highest (AWV = 3.50) and basics and access rated lowest (AWV = 3.11). Students showed high competence in using smartphones (AWV = 4.01), but lower competence in using computers (AWV = 2.97) and performing advanced digital tasks (AWV = 2.60). The remaining domains were all rated average. Likewise, the respondents’ academic buoyancy in English was average overall (AWV = 3.21), with confidence emerging as the highest-rated domain (AWV = 3.37) and composure as the lowest (AWV = 2.99), indicating that anxiety and worry continue to affect students’ academic experiences. Commitment, coordination, and control were also rated average. Moreover, a significant positive moderate relationship was found between digital competence and academic buoyancy (rho = 0.46, p < .001), suggesting that students with higher digital competence also tend to demonstrate greater academic buoyancy.