Technology Proficiency and Research Skills of the College of Teacher Education Student Interns of St. Francis Xavier College

Abstract

The main purpose of this study was to investigate the significant influence of technology proficiency on the research skills of the College of Teacher Education (CTE) student interns of St. Francis Xavier College (SFXC). A non-experimental, quantitative research method was employed using a predictive correlational research design. The study employed a universal sampling technique, including all CTE student interns officially enrolled in the second semester of the academic year 2024–2025 as respondents. The respondents consisted of one hundred ninety-one (191) student interns, composed of sixty-five (65) Bachelor of Secondary Education major in English (BSEd-ENG) interns and one hundred twenty-six (126) Bachelor of Elementary Education (BEEd) interns. The primary instruments used in the study were adapted from online sources and modified to suit the research objectives. These instruments were administered to all CTE student interns who served as respondents. The collected data were analyzed using weighted mean, standard deviation, Pearson product-moment correlation coefficient, and linear regression. Results indicated that the CTE student interns' levels of technology proficiency and research skills were both very high. Furthermore, the results revealed a significant relationship between technology proficiency and research skills. The results also revealed that technology proficiency significantly influenced the research skills of the CTE student interns. Finally, the results support the Technology Acceptance Model (TAM). The significant, positive correlation between technology proficiency and research skills among CTE student interns supports the core premise of TAM—that the acceptance and effective use of technology contribute to improved performance outcomes.