Digital Literacy Levels of Primary School Students: A Mixed-Methods Study

The increasing integration of digital technologies into educational settings has made it important to determine the students’ levels of digital literacy. The aim of this study is to examine the digital literacy levels of fourth-grade primary school students in terms of various variables. In this study, an explanatory sequential design, one of the mixed-method approaches combining qualitative and quantitative research design, was employed. In the quantitative part of the study, a survey model was used, and 1390 students were reached through cluster sampling. The data were collected using a digital literacy scale. In the qualitative part of the study, the data were collected through semi-structured interviews conducted with 25 students who participated in the quantitative data collection process. Descriptive statistics, t-tests and one-way ANOVA were used in the analysis of the quantitative data, while qualitative data were analyzed through content analysis. According to quantitative findings, students had moderate level of digital literacy and there was no significant difference in the digital levels based on gender. However, students with internet access at home had higher levels of digital literacy. The qualitative data revealed that students mainly used digital tools for playing games, had insufficient technical knowledge, and possessed a basic level of understanding regarding privacy and security issues. Accordingly, it is recommended to increase practice-based activities in educational settings and develop programs aimed at improving students’ digital skills in a multidimensional manner.