Technological Fluency as a Catalyst for Chemistry Content Mastery in STEM Education

Abstract

This study examined the relationship between chemistry content proficiency and technological fluency among 50 Senior High School (SHS) STEM learners at Sulangon National High School. Employing a descriptive–correlational research design with purposive sampling, the study assessed learners’ mastery of identified least mastered competencies in Gas Laws and their technological proficiency in software applications, web navigation, and online security. Data were analyzed using descriptive statistics and the Pearson product–moment correlation coefficient. Results revealed a mean content knowledge score of 16.95, corresponding to the Novice proficiency level (56.5% mastery), and a mean technological proficiency score of 3.00. Correlation analysis yielded a statistically significant moderate positive relationship between the variables (r = 0.589, p = 0.000006), leading to the rejection of the null hypothesis. The findings indicate that chemistry content proficiency and technological fluency are mutually reinforcing: a strong conceptual foundation supports effective technology use, while increased technological fluency enhances content mastery. This synergy suggests that technology may function as a cognitive catalyst, facilitating deeper conceptual understanding of abstract STEM concepts. The study recommends the systematic integration of digital tools into chemistry instruction and the prioritization of digital infrastructure to support the reciprocal development of learners’ academic and technological competencies.