Exploring digital competency knowledge among Malaysian upper secondary students: A locality-based Rasch model analysis.

Abstract

Digital competency is a crucial skill for navigating modern academic and societal
demands. However, disparities in access to digital resources have led to uneven competency
levels among students, particularly across different localities. This study aimed to explore the
knowledge dimension of digital competency among Malaysian upper secondary students using
a locality-based approach. A quantitative research design was employed involving 300 Form
Four students from urban and rural schools across five Malaysian states, selected through
stratified random sampling. Data were collected using a 47-item multiple choice instrument
covering seven constructs of digital competency knowledge and analyzed using the Rasch
Measurement Model. The results demonstrated high person reliability (0.94) and item
reliability (0.98), indicating the instrument's strong psychometric properties. Urban students
exhibited higher levels of digital competency knowledge compared to rural students,
highlighting a persistent digital divide. The findings provide empirical evidence for developing
targeted educational policies and interventions to enhance digital equity and inform future
expansion of the digital competency framework