Library

Perceived Usefulness of Digital Resources for Literary Information: Basis for Enriching the Literary Program of the Library

Proponents: Mr. Jhonnel A. Tizon, Calzado, Lopel

Abstract

This research examined the perceived usefulness and use of digital resources in literary learning by Senior High School students. Based on Davis's (1989) Technology Acceptance Model (TAM), it sought to establish perceptions of digital tools in terms of ease of access, appropriateness, and effectiveness, analyze usage patterns, and explore the interaction between perceived usefulness and use. Through a quantitative design, 150 students were surveyed through a Google Form questionnaire. Descriptive statistics indicated that online resources were seen as useful—specifically in offering flexible access and curriculum-matched content. Nevertheless, issues of internet reliability and unfamiliarity with academic platforms were observed. Digital tools were used by students to some extent, primarily for comprehending texts and accessing summaries. A strong positive correlation between usage and perceived usefulness was established, which suggests that students who perceive digital tools as useful are likely to use them repeatedly for literary assignments. The results validate the supplementation of school literary curricula with focused digital interventions—like digital literacy programs, increased access to credible sources, and incorporation of multimedia materials—to make student reading more engaging and effective.

Keywords: Technology Acceptance Model; Digital Resources; Library; Digital Tools; Digital Literacy Program