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Knowledge, Attitude, and Digital Literacy of Agriculture Students
Anecil S. Quijano-Pagutayao, Maryjoy S. Bacus, James Karlo S. Maiso, Wenielyn G. Nilo, Dexter Neil
Guden
Central Mindanao University, College of Agriculture Department of Agricultural Education and
Extension
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150500197
Received: 10 May 2026; Accepted: 15 May 2026; Published: 13 June 2026
ABSTRACT
This study was conducted at Pangantucan Bukidnon Community College (PBCC) in the Philippines. The
objective of the study is to determine the students' knowledge, attitudes, and digital literacy on digital mass
media. The data were collected personally by the researcher from the 2nd-year and 3rd year students of
Pangantucan, Bukidnon Community College. A total of 108 students served as respondents in the study.
Frequency counts, Likert scales, and ranks were employed. Findings show that the primary devices used by the
participants were phones(97.22%) with secondary devices being laptops. The average screen time spent by
students in using mass media is four hours. The most accessed digital platforms are Facebook, YouTube, and
TikTok, while the webpage from the state and universities is moderately utilized. Digital mass media were
perceived by Students positively with a positive attitude on digital tools with high level of knowledge. The level
of usage was moderate (overall mean = 2.97), with Facebook groups, YouTube tutorials and TikTok content
being used the most for agricultural information. The sample was overwhelmingly male (53.21%) as are the
demographics of the agricultural workforce nationally.Digital mass media was considered very useful in learning
about agriculture by the students (with overall mean score 4.18) because it is relevant, convenient and can make
learning more easy for complex topics. The attitudes expressed were overwhelmingly positive, with a strongly
agree rating with an overall mean of 4.68, which means that digital media helps to increase involvement,
motivation and independent learning. The overall mean of the knowledge level was also rated as high (3.88),
which indicates students' ability to use digital tools for academic and agricultural activities, as well as evaluate
information retrieved from the internet. The frequency of digital mass media exposure was also high (overall
mean 3.48), with numerous uses across multiple platforms and seeking out agricultural information. Challenges
faced by the students include rampant fake news, intermittent internet connection, and limited research on
agriculture students’ digital self-efficacy.
Keywords: Digital Mass Media, Agricultural Education, Digital Literacy, Student Perception
INTRODUCTION
Background of the Study
The growing digital mass media has transformed the agricultural communication environment and redefined the
processes of information creation, reception, and sharing amongst a continuum of stakeholders. Facebook,
YouTube, Tik Tok, and online news sources are the new media channels, which have become leading channels
through which the agricultural knowledge, market insights, climate alerts, and technology innovations can spread
in the recent years (Aker et al., 2021). These media have democratized the provision of information, and the
interactive mode of communication has been very quick and has eliminated the limitations associated with the
traditional modes of extension. With the further integration of digital tools in the world of agriculture, the role
of digital mass media in strengthening the process of learning, decision-making, and extension becomes even
more relevant especially to the younger generations who are digital natives.
The use of digital media in the agricultural sector in the Philippines is gaining momentum, but there are still
unequal distributions, connectivity, and digital literacy, particularly in rural areas where many State Universities
and Colleges (SUCs) are located (Talandron et al., 2023). Although national programs encourage the use of
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digital agriculture and ICT-based extension, the degree to which the learners of agriculture are involved in and
take advantage of digital mass media has not yet been decided. There is thus a need to understand how they
perceive and therefore, to be able to design responsive curricula, enhance the digital literacy programs and
prepare them to work in agricultural careers that are technology driven.
Although the current importance of digital mass media in the area of agricultural education is increasing, there
is limited research on the specific perception of agricultural students concerning the use of the digital mass
media. The current literature mainly focuses on the farmers, young people in general, or even students who do
not pursue agricultural studies (Ernest and Kuta, 2021; Mercado and Osbahr, 2020). This gap indicates the need
to conduct empirical studies which explore how students of agriculture assess, use and implement digital mass
media in scholarly and pre-professional environments. They are invaluable in improving agricultural education,
optimizing digital extension plans, and national plans to modernize agriculture.
Most studies that have been conducted focus on farmers or general students population, thus failing to represent
the needs and context of agriculture students that are very different. The literature that has been found provides
very little information regarding the perception of credibility of digital media by students. The spread of
agricultural influencers, vloggers, and user-generated content has intensified the concerns upon misinformation
(Aranguri et al., 2022). However, the majority of studies analyze the perception of accuracy, credibility, and
applicability of online agricultural information by agriculture students. There is a lack of studies dealing with
digital mass media as an extension tool among students. Students as future extension professionals should be
ready to use digital platforms as means of communication and transferring knowledge. However, their apparent
preparedness, self-confidence and proficiency in utilization of digital media to create extensions are not clear.
Socio-psychological variables, including digital self-efficacy, technology motivation, attitudes toward
technology, and perceived usefulness are scarcely studied in the area of agricultural education. These variables
that have been known to affect the adoption of technology (Davis, 1989) are poorly researched in determining
the perception of digital mass media by agriculture students. Taken together, these gaps highlight the need to
conduct an all-encompassing research that examines
Research Objectives
This study aimed to: (1) determine the primary and secondary devices used by agriculture students to access
digital mass media; (2) assess the average daily screen time spent on digital media; (3) describe the usage patterns
of specific digital platforms for agriculture-related information; (4) measure students' perception, attitude,
knowledge, and exposure to digital mass media; (5) identify the demographic profile (sex) of agriculture
students; and (6) identify challenges faced in using digital mass media.By filling these gaps, it will aid in
improving the state of agricultural education. The rapid expansion of digital mass media has fundamentally
transformed agricultural communication, redefining how information is synthesized and shared across the value
chain.
METHODOLOGY
Bukidnon is a landlocked province in Northern Mindanao, positioned in the Mindanao heartland. It's far linked
to Davao in the south and north of the island. The topography is mostly grassland with a median elevation of
915 meters. Low plains and hills, valleys, and deep canyons represent the terrain. It lies among the parallels 7
'25' and 8 '38' north range and meridians 124'16' east longitude. The vicinity is characterized by mountainous
terrain that are often taken into consideration as marginal farmlands. The sloping farmlands of Bukidnon are
home to Indigenous and smallholder farmers and data some of the best poverty incidents within the region.
Bukidnon is a province that provides a selection of sources and viable engagement for diverse resources and
profits. It is the home of the sector's widest pineapple plantation, boasting a conventional golfing route dating
back to 1928. it's also the most essential livestock-producing province in the vicinity. It's miles adequately
endowed with herbal points of interest, particularly Kitanglad stages that include Mt. Dulang-Dulang, the second
maximum top in the country. it's been diagnosed as one of the country's healthiest biodiversity and richest
endemic species of fauna and plants. The study area was conducted in Pangantucan Bukidnon Community
College. Pangantucan Bukidnon Community College (PBCC) -Pangantucan, Bukidnon (LUCs). It was chosen
as it offers agriculture degree program in rural area with a service to rural and agricultural communities and
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represent the digital divide and ICT access issues recorded in the region. It is under the Municipality of
Pangantucan, Bukidnon. The study employed a combination of methods in order to measure the knowledge
and attitude of students. A purposive sampling technique was utilized to select 108 respondents from the 2
nd
and
3
rd
-year levels, specifically targeting those training to become future extension specialists and agripreneurs in
rural Bukidnon. The data collection tool was an expanded structured questionnaire validated to measure not only
general digital usage but also specific indicators of SDG 4 (Quality Education) and SDG 2 (Zero Hunger). Figure
1 presents the map showing the locale of the study.
Questionnaires were developed based on existing validated scales and the number of items per construct.
Reliability report Cronbach's alpha for each construct: perception, attitude, knowledge, exposure, usage patterns;
the benchmark is α ≥ 0.70. Pilot Testing were done to the none participants of the study and based on the results
from the pilot testing modifications were done. A simple random sampling were done to the total population of
2nd and 3rd year agriculture students. Also, clarify the Likert scale anchors consistently: Tables 1, 7, 8, 9, 10
use different anchors (Moderately Agree, High, Strongly Agree, etc.). The authors should use a consistent 5-
point Likert scale with anchors: 5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree. Then
recalculate means and reinterpret accordingly. If different scales were used for different constructs, explain why.
Figure 1. Map of the Philippines and Bukidnon showing the locale of the study
RESULTS AND DISCUSSION
Primary Devices used in digital Mass Media. Figure 2 presents the primary devices used by the participants in
accessing agriculture related information. It can be gleaned that the majority(97.22%) of the participants uses
cellphone. While the remaining participants use laptops. It means that most of the participants' available devices
were cellphones, as it is most accessible and affordable devices to use. This result is similar to the study of Al-
Maroof and Al-Emran (2018), students prefer cellphones to support quick online access to resources and learning
applications. While Lau et al. (2020), phones were reported that phones were used as primary ICT tools in
accessing online applications, which surpasses laptops and desktop computers.
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Figure 2. Primary Devices used in digital Mass Media
Other devices used in accessing Digital Mass Media. Figure 3 presents the other devices used to access digital
mass media for agricultural-related information. More than one half of the participants uses laptops as their
secondary device. This means that the second available device for the students was laptops. This result is
consistent with the study of Panganiban et al. (2022), who mentioned that laptops were preferred secondary and
supplementary devices of college students to access digital learning resources. Dela Peña and Escoto (2021),
laptops have a larger screen, document processing, and online accessibility. Carbado (2021) access to digital
modules, research articles, and online extension materials that are difficult to navigate on mobile phones.
Figure 3. Other devices used in accessing Digital Mass Media
97.22%
2.78%
Cellphone Laptop
58.33%
1.85%
36.11%
3.70%
None Mobile Phone Laptop Desktop Computers
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Average Daily Hours spent on digital Mass Media. Figure 4 presents the average daily hours spent by the students
in accessing digital mass media. It can be gleaned that 37% of the participants are using their devices for four
hours in order to access digital mass media. (Pacis & Alidayo (2025) reports that Filipino students average three
to five hours a day on the internet on academic work, communicating, and seeking information. On the same
note, Dizon and Santos (2022) found that online learning and the use of digital resources make college students
spend between four and six hours a day on the screen. All the studies positively support the fact that a four-hour
per day use pattern is common among Filipino students who use digital academic environments.
Figure 4. Distribution of the participants' average daily hours spent on digital mass media
Usage Patterns of Digital Mass Media for agriculture related information. Table one presents the usage patterns
of agriculture students of mass media for agriculture related information. Based on the result, participants
showed an overall mean of 2.97, which means moderately agree. The participants rated all the indicators as very
high or moderately agree. This implies that these platforms were used moderately by the participants.
Table 1. Distribution of the participants' usage patterns of Digital Mass Media for agriculture related information
INDICATORS
WEIGHTED
MEAN
DESCRIPTIVE
RATING
1. Facebook agriculture pages/groups
3.32
Moderate
2. YouTube agriculture tutorials
3.31
Moderate
3. TikTok agriculture content
3.18
Moderate
4. Government/DA/ATI online platforms
2.87
Moderate
5. SUC-based digital extension materials
2.64
Moderate
6. Online news outlets on agriculture
2.89
Moderate
7. Podcasts/webinars on agriculture
2.59
Moderate
OVERALL MEAN
2.97
Moderate
Legend: 4.51-5.00 Strongly Agree 3.51-4.50 Agree 2.51-3.50 Moderately Agree 1.51-2.50 Disagree
1.00- 1.50 Strongly Disagree
0 20 40 60 80 100 120
1 hour
2 hours
3 hours
4 hours
5 hours
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Sex. Figure 4 shows the distribution of the participants according to sex. More than one half (53.21%) of the
students were males. This implies that the students were male-dominated. Montecillo (2016) stated that in the
field of agriculture, males were traditionally more dominant than women. Additionally, the Philippine Statistics
Authority (2005) states that males made up the majority of agricultural operators compared to females.
Figure 5. Distribution of the students according to sex
Usefulness of Digital mass media for agriculture students. Figure 5 shows the distribution of the participants
according to the usefulness of digital mass media as source of information. More than one half (53%) of the
participants agreed that they were using digital mass media as source of information in agriculture related
information for class purposes.
Figure 5. Distribution of the usefulness of Digital mass media for agriculture students
Perception towards Digital Mass Media
Table 7 shows the participants perception towards Digital Mass Media. Based on the result, students showed
very high attitude towards Digital Mass Media with an overall mean of high (4. 18) . The students rated high
on all the indicators. This implies that the students has a positive attitude toward Digital mass media.
Table 7. Perception of students towards Digital Mass Media
WEIGHTED
MEAN
DESCRIPTIVE
RATING
4.39
High
53.21%
41.28%
5.50%
Male Female Prefer not to say
18%
4%
6%
53%
19%
Strongly Disagree Disagree Neutral Agree Strongly Agree
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4.17
High
4.17
High
4.43
High
4.04
High
3.56
High
4.29
High
4.37
High
4.18
High
Legend: 4.51-5.00 Very High 3.51-4.50 High 2.51-3.50 Moderate 1.51-2.50 Low 1.00- 1.50 Very Low
Attitudes Towards Digital Mass Media. Table 8 presents the students attitudes towards digital mass media in
agriculture learning. The participants strongly agree with all the statements regarding the Attitude towards
Digital Mass Media with an overall mean of 4.68. The participants express a strong agreement that they enjoy
using Mass media in Agriculture (4.77), digital Mass Media makes agriculture learning more engaging (4.75).
This implies that the students has positive attitude towards digital mass media.
Table 8. Attitude towards Digital Mass Media
INDICATORS
WEIGHTED
MEAN
DESCRIPTIVE
RATING
I enjoy using digital media to learn about agriculture.
4.77
Strongly Agree
Digital media makes agricultural learning more engaging.
4.75
Strongly Agree
I feel positive about integrating digital media into education.
4.72
Strongly Agree
Digital media is a valuable tool for agricultural students.
4.70
Strongly Agree
I prefer digital media over traditional sources.
4.66
Strongly Agree
Digital media motivates me to explore agricultural content.
4.66
Strongly Agree
Digital media encourages independent learning.
4.66
Strongly Agree
OVERALL MEAN
4.68
Strongly Agree
Legend: 4.51-5.00 Strongly Agree 3.51-4.50 Agree 2.51-3.50 Moderately Agree 1.51-2.50 Disagree
1.00- 1.50 Strongly Disagree
Self-Perceived Digital Competence
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Table 9 shows the Knowledge of students on Digital Mass media. The participants rated 3.88 their knowledge
on digital mass media which means high. This implies that the participants has knowledge on Digital mass
Media. Students are generally knowledgeable on the content. This implies that students has knowledge on digital
mass media.
Table 9. Knowledge of Digital Mass Media
INDICATORS
WEIGHTED
MEAN
DESCRIPTIVE
RATING
I have knowledge in using digital mass media for agricultural learning
purposes.
3.83
High
I have practical skills in acquiring farming information from online
content.
3.93
High
I have a broad knowledge of digital media, which enhances my
problem-solving in agriculture.
3.94
High
I apply what I learn from digital media in academic tasks.
3.83
High
Digital media provided me with knowledge in exploring new
agricultural technologies.
3.61
High
I have digital skills in evaluate fake and legit online agriculture
content.
3.81
High
I can use digital tools to collect and analyze field data (e.g., surveys,
mobile apps, Google Forms,).
3.99
High
I can confidently conduct online or virtual activities (e.g., webinars,
online consultations).
4.00
High
I have sufficient exposure and skills to digital platforms used in
agricultural extension.
3.94
High
OVERALL MEAN
3.875
High
Legend: 4.51-5.00 Very High 3.51-4.50 High 2.51-3.50 Moderate 1.51-2.50 Low 1.00- 1.50
Very Low
Digital Mass Media Exposure. Table 9 shows the Distribution of students according to Digital Mass Media
Exposure. The Students rated the digital mass media exposure with an overall mean of 3.48 which means high.
In particular, the students rated as high on all the indicators.
Table 10. Distribution of students according to Digital Mass Media Exposure
INDICATORS
WEIGHTED
MEAN
DESCRIPTIVE
RATING
I frequently use digital media such as Facebook to access agricultural
information.
3.39
High
I am following legit agricultural pages, channels, or influencers
online for learning purposes.
3.86
High
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I am using multiple platforms such as YouTube, TikTok, Facebook,
Instagram, web, and etc for agricultural learning.
3.64
High
I encounter agricultural content on social media.
3.61
High
I mostly use digital mass media rather than the traditional sources for
agricultural information.
3.45
High
I actively search for agricultural tutorials or demonstrations online.
3.68
High
I participate in online groups or communities related to agriculture.
3.24
High
I receive agricultural information through messaging apps.
2.94
Moderate
OVERALL MEAN
3.48
High
Legend: 4.51-5.00 Very High 3.51-4.50 High 2.51-3.50 Moderate 1.51-2.50 Low 1.00- 1.50 Very Low
DISCUSSION
THE Findings of This Study Indicated That the Agricultural Students of Pangantucan Community College,
Bukidnon Are Highly Involved With the Use of Digital Mass Media and Their Most Used Device in Accessing
Agricultural Information is Their Mobile Phones. This is a Mobile First Behavior That is Consistent With the
National and Regional Trend of the Use of the Mobile Phone as the Most Accessible and Used ICT Device by
Students in Low Resource Settings (Al Maroof & Al Emran, 2018; König et al., 2020). The Level of Mobile
Phone Usage is an Indicator of the Need to Create Mobile Friendly Digital Content for Extension and Agriculture
Learning Resources.
The Moderate Level of Digital Platform Use for Agriculture Related Information (Overall Mean = 2.97)
Indicates That Students Often Use Digital Media, But Not in an Intensive Way When it Comes to Agriculture
Related Information. Frequently Used Social Media Platforms, by the Students Were the Facebook Groups,
YouTube Tutorials, and TikTok Content, Which Shows How Important is the Platforms as a Learning Tools for
Agriculture Content. This Result Conforms With the Study of Mercado and Osbahr (2023), Which Revealed
That Social Media Has Become a Key Source for Rural Youth to Access Agricultural Information, Acquire
Skills, and Learn About Innovations.
The Participants Rated the Overall Perception on the Digital Mass Media (M = 4.18) Which is Generally High
and With a Very Positive Attitude (M = 4.68) Toward Digital Mass Media. The Result Implies That the
Participants Has a Strong Acceptance of Digital Tools in Students' Learning Environment. Participants Perceived
That Digital Media is Helpful, Relevant and Useful in Learning Agriculture as a Degree Program, to Make
Complex Ideas Easier to Understand, and to Be Up to Date With Agricultural Innovations. This Confirms
Previous Studies Which Showed That Digital Media Can Improve Engagement, Motivation and Self-Learning
in Agricultural and Technical Subjects (König et al., 2020).
in Terms of Digital Competence the Participants Rated the Digital Literacy (M = 3.88) This Shows That the
Students Has the Confidence and the Knowledge in Using and Browsing Digital Platforms as Source of
Agricultural Information for Classroom Used. Students Has the Capacity to Check and Evaluate From Legit and
Fake News. This is Especially Crucial in the Face of Misinformation in Digital Environments. According to the
Study of Vraga and Bode (2021) Eportefake News and Misinformation Are Rampant on Social Media and Can
Spread Quickly; Therefore, the Level of Students' Digital Literacy and Critical Evaluation Skills is Crucial.
Digital Exposure (M = 3.48) Was High, This Implies That Students Were Likely to to Watch and See
Agricultural Content on Various Platforms. The Moderate Level of Institutional Digital Extension Efforts
Through Government and SUC Based Platforms, However, Underscores a Gap in Institutional Digital Extension
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Efforts. Rola et al. (2020) Observed That Despite the Growing Number of Digital Agriculture Initiatives in the
Philippines, Government Platforms Are Still Not That Easy to Use, Accessible, and Are Not Designed for the
Young. Improvement of These Platforms Can Improve the Linkage of Formal Agricultural Education and Digital
Extension Services.
The Gender Profile of the Respondents is Still Male-Dominated (53.21%) as Pointed Out in the Long-Standing
Gender Profile in Philippine Agriculture. The Food and Agriculture Organization (2018) Showed That Males
Still Dominate the Number of Agricultural Operators in the Country. This Highlights the Importance of Gender-
Responsive Digital Literacy Initiatives to Make Digital Tools and Agricultural Information Accessible to
Everyone.
The Results Have Shown That the Use of Digital Mass Media Has a Significant Influence on How Agriculture
Students Learn, Communicate and Interact With Agricultural Knowledge System. Digital Platforms Can Be
Used for Information as Well as for Motivation, Engagement and Independent Learning. Thus, the Use of Digital
Tools in Agricultural Education is Crucial to Equip Students With the Skills Needed for an Agricultural Industry
Moving Towards Digitalization.
CONCLUSION
Based on the findings of the study, the following conclusions were drawn:
The study supports that digital mass media is a critical part of agricultural learning and agriculture students are
highly dependent on mobile technologies to gain information from the media. The most preferred device was
cellphones (97.22%) because it is affordable, readily available and is the most suitable to get quick access to the
internet. Laptops were the secondary device used by the students used by the students in accessing digital mass
media. In addition, the average daily “digital mass media” use reported by students was 4 hours per day, similar
to the pattern of use found in the nation when students are online for academic purposes. The students' perception,
attitude, knowledge and exposure were high to very high with overall mean of 4.58, 4.57, 4.56 and 4.32
respectively, while use of specific digital platforms for agriculture-related information of students was
moderately low with overall mean = 2.97. Students perceived the digital media useful, relevant and effective for
learning and they were enjoying and motivated by the use of digital tools and had good digital skills in assessing
online information and using the digital tools for learning and farming. Students were also very active on social
media platforms such as Facebook, YouTube and TikTok, which further cement the role of digital environments
in their learning. The male participants in the demographic profile reflects the overall trend of agriculture where
men are the dominant gender and the importance of the role played by the digital platforms in relation to
traditionally male-dominated agricultural sectors. The overall results indicated that digital mass media not only
in improving the access of agricultural information, but also to improve the digital literacy of students in
agricultural studies, engagement and independent learning. Positive attitudes, high perceived digital competence,
moderate use of the government/SUC platforms; Supports Technology Acceptance Model; digital natives are
okay in using social media to learn, but may have to learn how to determine a credible source of information;
PBCC can incorporate digital literacy into the curriculum, can train students to assess online information, and
can develop a mobile extension repository. Commission on Higher Education (CHED) provides assistance to
the digital infrastructure in rural LUCs, creates extension materials that are mobile-friendly, and collaborates
with social media personalities to spread information on agriculture. The outcome of the study may necessitate
additional studies.
ACKNOWLEDGEMENTS
The author extends heartfelt gratitude to various individuals who have played pivotal roles in her academic
journey. The author would like to thank her family, John Rae, Zeanne Rae, and Rae Emil for their boundless
love, unwavering support.
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