The Impact of Digital Learning Competence on the Academic Performance of the Junior High School Students in Liloy I District Schools Division of Zamboanga Del Norte

This study aimed to assess the digital learning competence of junior high school students in Liloy District I, Schools Division of Zamboanga del Norte, and determine its influence on their academic performance during School Year 2025–2026. A descriptive-correlational research design was employed, involving 345 respondents. The data were analyzed using weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman’s rho), with JAMOVI as the statistical software.Findings revealed that the respondents demonstrated a high level of digital learning competence, with peer management emerging as their strongest area and digital reading as their weakest. This suggests that while students possess strong collaborative and technology-related skills, they still need further support in developing critical engagement, analysis, and evaluation of digital texts. Other dimensions, including technology use, cognitive processing, time management, and motivation, were also rated positively. In terms of academic performance, the respondents achieved an Outstanding level (AWV = 4.73), with 73.91% obtaining grades ranging from 90 to 100. However, the results showed that digital learning competence and academic performance were not significantly related. Based on these findings, the study recommends that DepEd officials develop targeted instructional resources, strengthen teacher training on higher-order digital literacy, and implement equity-focused programs for low-income learners. School heads and teachers may design collaborative learning activities that build on students’ strong peer management skills while enhancing critical digital reading and evaluation through a progressive grade-level curriculum. Students, meanwhile, may use the findings as a basis for reflecting on the importance of digital learning in their academic success.