TECHNOLOGY PROFICIENCY AND SELF-GENERATED COMPUTERIZED MIND MAPPING OF STUDENTS AS MEDIATED BY INFORMATION LITERACY COMPETENCE

Authors

  • Khristine Brylle B. Mancao RL, Academic Librarian, University of Mindanao, Davao City, Philippines
  • Estela R. Dequito RL, MAED-LS, MSLIS, DM, College Professor 1, University of Mindanao, Davao City, Philippines

DOI:

https://doi.org/10.46827/ejes.v9i3.4208

Keywords:

library and information science, technology proficiency, self-generated computerized mind mapping, information literacy competence, multiple regression, mediation, Philippines

Abstract

This study aimed to determine the mediating effect of information literacy competence on the relationship between technology proficiency and self-generated computerized mind mapping of students from accredited programs in the University of Mindanao Professional Schools. Stratified random sampling was used which included 334 students as respondents. Three adapted instruments were used to gather the data from the respondents. The researcher personally supervised and administered the questionnaire to the respondents via email to ensure accuracy and prevent ambiguity. The tools used in analyzing the data were Mean, Pearson r, Regression Technique and Path Analysis. Results showed that students posted a very high level of technology proficiency, also a high level of self-generated computerized mind-mapping, and a very high level of information literacy competence. Findings also revealed that there is a significant relationship between technology proficiency and self-generated computerized mind mapping, technology proficiency and information literacy competence as well as information literacy competence and self-generated computerized mind mapping. There was a partial mediation on the effect of information literacy competence on the relationship between technology proficiency and self-generated computerized mind mapping. Therefore, information literacy competence is one of the reasons how technology proficiency can influence self-generated computerized mind mapping.

 

Article visualizations:

Hit counter

Author Biographies

  • Khristine Brylle B. Mancao, RL, Academic Librarian, University of Mindanao, Davao City, Philippines

    Ms. Khristine Brylle B. Mancao is a Registered Librarian. She is a full-time academic librarian at the University of Mindanao, Davao City with research interests in library and information science.

  • Estela R. Dequito, RL, MAED-LS, MSLIS, DM, College Professor 1, University of Mindanao, Davao City, Philippines

    Dr. Estela R. Dequito is a Registered Librarian, a Master of Arts and Education major in Library Science, a Master of Science in Library and Information Science, and a Doctor of Management. She is a College Professor 1 at the University of Mindanao, Davao City. She was also the former President of the Philippine Librarians Association, Inc. - Davao Region Librarians Council and a former Vice President for Mindanao, Philippine Librarians Association, Inc. On top of that, Dr. Dequito is an Accreditor of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA), specializing in Libraries. She is also a reviewer on areas of Library Management and Collection Management.

References

ACT (2014). Technology and information literacy. https://www.act.org/content/act/en/research/reports/act-publications/beyond- academics/cross-cutting-capabilities/technology-and-information-literacy.html

Adnan, A. H. M., Ramalingam, S., Ilias, N., & Mt Tahir, N. T. (2012a). Critical thinking, problem solving, lifelong learning and information management skills: A survey of Malaysian ICT students and their learning of soft-skills. Proceedings of the International Conference on Active Learning (ICAL 2012) 1: 330-335.

Al-Jarf, R. (2009). Enhancing freshman students' writing skills with a mind mapping software. Paper presented at the 5th International Scientific Conference, eLearning and Software for Education, Bucharest, April 2009.

Anunobi, C., & Udem, O. K. (2014). Information literacy competencies: A conceptual analysis. Journal of Applied Information Science and Technology 7(2). https://osf.io/preprints/lissa/bsza6/download

Aydin, G. (2013). The effects of technology-supported mind and concept mapping on students’ construction of science concepts: The effect of mind mapping in science education. Anthropologists 20: 166-176. http://krepublishers.com/02-Journals/T-Anth/Anth-20-0-000-15-Web/Anth-20-1-000-15-Abst-PDF/T-ANTH-20-1,2-166-15-1431-Ayd-N-G/T-ANTH-20-1,2-166-15-1431-Ayd-N-G-Tx[19].pdf

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51(6): 1173.

Beavers, K. (2014). Mind and concept mapping. Association of College and Research Libraries and American Library Association. https://acrl.ala.org/IS/wp-content/uploads/2014/05/2014winter.pdf

Briggs, S. (2019). Trends in educational technology for 2020. https://www.opencolleges.edu.au/informed/edtech-integration/trends-educational-technology-2020/

Budd, J. W. (2004). Mind maps as classroom exercises. Journal of Economic Education 35(1): 4146.

Christensen, R., & Knezek, G. (2015). The technology proficiency self-assessment questionnaire (TPSA): Evolution of a self-efficacy measure for technology integration. https://publishup.uni-potsdam.de/opus4-ubp/frontdoor/deliver/index/docId/8283/file/cid07_S311-318.pdf

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Erlbaum. https://scholar.google.com/scholar_lookup?title=Applied+multiple+regression/correlation+analysis+for+the+behavioral+sciences&author=J+Cohen&author=P+Cohen&author=SG+West&author=LS+Aiken&publication_year=2003&

Crone-Todd, D. E. (2002). A social constructivist approach to computer-mediated instruction. Computers & Education: 221-231. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.485.8253&rep=rep1&type=pdf

Cunnah, L. (2020). Why mind mapping works: The benefits of mind mapping. https://www.ayoa.com/ourblog/why-mind-mapping-works-the-benefits-of-mind-mapping/

Denial, A. (2016). Do our students really possess information literacy? The Journal of the Association of Schools and Colleges of Optometry 4(2). https://journal.opted.org/article/do-our-students-really-possess-information-literacy/

Dominic, S. (2014). Mind mapping using semantic technologies. Diploma Thesis. https://dip.felk.cvut.cz/browse/pdfcache/salaidom_2014dipl.pdf

Educators Technology (2014). Excellent web tools and iPad apps to enhance students' reading comprehension. https://www.educatorstechnology.com/2014/05/excelent-ipad-apps-to-enhance-students.html

Erasmus (2015-2017). Organizing given information: Mindmaps, timelines, infographics. The New Literacy Set Project. http://newliteracyset.eu/moodle/pluginfile.php/539/mod_resource/content/2/NLS_O5_W3_Organizing_Information_Mindmaps_Timelines_Infographics.pdf

Fitzgerald, M. A. (2004). Making the leap from high school to college: Three new studies about information literacy skills of first-year college students. Knowledge Quest 32(4). http://www.libs.uga.edu/cloc/readings/fitzgerald.pdf

Freeman, J. (2021). Free mind map software. https://www.edrawsoft.com/freemind.html

Frey, B. B. (2018). Stratified random sampling. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. https://methods.sagepub.com/reference/the-sage-encyclopedia-of-educational-research-measurement-and-evaluation/i20156.xml

Frey, C. (2019). The future of mind mapping software is not what you think. https://mindmappingsoftwareblog.com/future-of-mind-mapping-software/

Garbaciak, A. (2020). Students perspective on information literacy. https://library.maastrichtuniversity.nl/news/students-perspective-on-information-literacy/

Goldberg, C. (2004). Brain friendly techniques: Mind mapping®. School Library Media Activities Monthly 21(3): 22-24. https://search.proquest.com/docview/237131519?accountid=31259

Herring, J. (2009). A grounded analysis of year 8 students' reflections on information literacy skills and techniques. School Libraries Worldwide 15(1): 1-13. https://search.proquest.com/docview/217752384?accountid=31259

Hinchliffe, L. J. (2003). Technology and the concept of information literacy for pre- service teachers. Information Literacy Instruction for Educators: Professional Knowledge for an Information Age 22(1): 7-18.

Igbinovia, M. O. (2016). Emotional self-awareness and information literacy competence as correlates of task performance of academic library personnel. Library Philosophy and Practice 1-22.

Karim, R. A. (2018). Technology-assisted mind mapping technique in writing classrooms: An innovative approach. International Journal of Academic Research in Business & Social Sciences 8(4): 1092-1103.

Kusmaningrum, M. (2016). Using mind-mapping to improve reading comprehension and writing achievements of the 4th semester students of Stain Curup. Journal of English Literacy Education 3(2): 187-201.

Liu, P. (2011). A study on the use of computerized concept mapping to assist ESL learners' writing. Computers & Education 57(4): 2548-2558.

MacKinnon, D. (2012). Introduction to statistical mediation analysis, Routledge.

Mathew, N. & Doherty-Poirier, M. (2000). Using the World Wide Web to enhance classroom instruction. First Monday 5(3). https://firstmonday.org/ojs/index.php/fm/article/view/732/641

McArdle, T. (2008-2022). Create a mind map. https://www.art-is-fun.com/create-a-mind-map

Melton, W. (2017). 3 psychology research studies regarding mind mapping. https://www.imindq.com/blog/3-psychology-research-studies-regarding-mind-mapping

Mind Mapping Site (2018). Mind mapping for solving. https://www.mindmappingsite.com/basic/mind-mapping-for- solving-problems/

Ranaweera, P. (2020). Importance of information literacy skills for an information literate society. https://www.researchgate.net/publication/28809097_Importance_of_Information_Literacy_skills_for_an_Information_Literate_society

Sabbah, S. S. (2015). The effect of college students’ self-generated computerized mind mapping on their reading achievement. International Journal of Education and Development Using Information and Communication Technology 11(3): 4-36.

Sherubtse College (n.d.). Information literacy. https://sites.google.com/view/sherubtselibrary/information-literacy

Soleymani, M. R. (2014). Investigating the relationship between information literacy and academic performance among students. International Journal of Health Promotion and Education 3: 1-4. https://www.researchgate.net/publication/266086191_Investigating_the_relationship_between_information_literacy_and_academic_performance_among_students

Sperl, A. (2021). Drawing ideas: The benefits of mind mapping for learning. https://www.teachthought.com/literacy/drawing-ideas-the-benefits-of-mindmapping-for-learning/

Sunarjo, W. A. & Muhardono, A. (2021). Consumer behavior toward adoption of mobile payment: A case study in Indonesia during the Covid-19 pandemic. The Journal of Asian Finance, Economics and Business 8(4): 581-590. https://www.koreascience.or.kr/article/JAKO202109554061451.page

Thomas, L. (2021). How to use stratified sampling. https://www.scribbr.com/methodology/stratified-sampling/

Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.

Walden University (2013). Mapping your mind with Bubbl.us. https://waldenwritingcenter.blogspot.com/2013/04/mapping-your-mind-with-bubblus.html

Wright, J. (2006). Teaching and assessing mind maps. A Journal for Language Learning 22(1): 23-38. http://newliteracyset.eu/moodle/pluginfile.php/539/mod_resource/content/2/NLS_O5_W3_Organizing_Information_Mindmaps_Timelines_Infographics.pdf

Yevelson-Shorsher, A., & Bronstein, J. (2018). Three perspectives on information literacy in academia: Talking to librarians, faculty, and students. College & Research Libraries 79(4). https://doi.org/10.5860/crl.79.4.535

Zhu, S., Yang, H. H., Wu, D., & Chen, F. (2021). Investigating the relationship between information literacy and social media competence among university students. Journal of Educational Computing Research, 1. https://doi.org/10.1177/0735633121997360

Downloads

Published

2022-03-16

Issue

Vol. 9 No. 3 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).