Search for a command to run...
This study evaluated the strategies employed by public elementary schools in bridging the digital divide and increasing access to digital resources. Specifically, it described the demographic profile of participating schools in terms of location, school size, and school type, and determined the extent of strategies implemented in terms of availability of digital resources, accessibility for all learners, integration in classroom instruction, capacity building and digital literacy, school–community partnerships, and sustainability of initiatives, as assessed by teachers, Parent-Teacher Association (PTA) representatives, and learners. Using a quantitative descriptive-comparative research design, data were collected from 1,222 respondents and analyzed using descriptive statistics, t-tests, and analysis of variance. Results revealed that the majority of respondents were from rural, non-central, and medium-sized schools. Overall, all three groups of respondents rated the strategies employed by schools as implemented to a very great extent across all six indicators. School-community partnerships and availability of digital resources consistently obtained the highest ratings, while sustainability of initiatives, although still rated very highly, obtained comparatively lower mean scores. Comparative analysis showed no significant differences in most indicators when schools were grouped according to location and type. However, significant differences were noted in sustainability of initiatives as perceived by learners. When grouped according to school size, learners’ perceptions showed significant differences across all indicators, while teachers and PTA representatives exhibited significant differences only in selected areas. Based on these findings, an intervention program was formulated to further strengthen the sustainability and effectiveness of school strategies in bridging the digital divide.