Navigating the Virtual Classroom: The Role of Digital Quotient and Technology Attitudes on Academic Performance of Teacher Education Students During COVID-19 Pandemic

This study examined the relationship between Digital Quotient (DQ), Technology Attitudes (TA), and Academic Performance (AP) among 130 Filipino teacher education students enrolled in a General Mathematics review course during the COVID-19 pandemic. Guided by digital literacy models and the Technology Acceptance Model (TAM), the study employed a descriptive-correlational design with validated instruments (Cronbach’s α: DQ = 0.83, TA = 0.85, AP = 0.72). Results showed that students demonstrated intermediate levels of digital competence but very high technology attitudes. Students excelled in basic digital tasks (e.g., smartphone use, social media) but reported novice-level skills in advanced tasks (e.g., blogging, e-payments). Correlational analysis revealed significant positive relationships between DQ and AP and between TA and AP. These findings suggest that both digital competence and positive attitudes toward technology contribute to students’ academic outcomes, although causality cannot be inferred. Limitations include a small sample drawn from two institutions, reliance on a single math test for AP, and potential confounders such as socioeconomic status and prior achievement. The study recommends integrating digital literacy modules, attitude-enhancing strategies, and baseline assessments into teacher education programs to strengthen pre-service teachers’ digital readiness for technology-enhanced learning environments.