Exploring Digital Literacy Impact: Unveiling the Dynamics of Student Success in Primary School Environments

Abstract

The primary aim of this study was to evaluate the relationship between digital literacy and students' perceptions of success in primary school, with a specific focus on fourth and fifth-grade levels. The findings may provide crucial insights to inform educational policies and enhance students' perceptions of success. The research examined this relationship using the relational survey model. Using a population of 6733 students in primary schools in Northern Cyprus, a survey consisting of “Personal information form, Digital Literacy Scale for Primary School Students, and Perception of Success Scale (DLSPSS)” was applied to 400 students by applying a convenient sampling method. The obtained data showed that students' Digital Literacy Levels (DLL) and the academic success perceptions were high. The study revealed that 5th-grade students, aged eleven, exhibited a higher digital literacy level compared to 4th-grade students. However, interestingly, the 5th-grade students' perception of success was found to be lower in comparison. No significant relationships were found between DLL and academic success perceptions. These findings indicate that education policies should focus on improving digital literacy skills and developing individualised strategies to improve students' perceptions of success. The practical significance of this study is that it provides valuable insights for educators, policymakers, and parents in understanding the digital literacy level and academic success perceptions of primary school students. By identifying the higher academic success perceptions among female students, educators can develop strategies to promote similar perceptions among their male counterparts. Additionally, the findings suggest that efforts should be made to enhance the digital literacy level of younger students, particularly 10-year-olds, to improve their academic success perceptions.