Historical literacy and evaluation of digital historical information among Grade 12 students at the University of Baguio

Abstract

This study examined the historical literacy and evaluation of digital historical information among Grade 12 students at the University of Baguio High School. Specifically, it examined the types of digital historical information students encountered, its influence on their understanding of historical events, their use of evaluation strategies based on the Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP) framework, and their ability to distinguish credible historical information from misleading historical claims. A quantitative descriptive research design was employed, involving 116 Grade 12 Humanities and Social Sciences students selected through purposive sampling. Data were collected using a researcher-made survey questionnaire and a historical information quiz and were analyzed using descriptive statistics. The findings revealed that students frequently encountered digital historical information through videos, documentaries, social media content, and online discussions. Digital historical information broadened students’ understanding of historical events, increased their interest in history, and exposed them to diverse historical perspectives. Students often applied evaluation strategies, particularly in assessing source credibility and authority, although deeper verification practices were used less consistently. They also demonstrated a moderate ability to distinguish credible historical information from misleading historical claims. The study concluded that digital historical information played an important role in shaping students’ historical literacy; however, exposure to information and awareness of evaluation strategies alone did not ensure accurate identification of historical misinformation. The findings provided a basis for educational initiatives to strengthen source evaluation, critical thinking, and evidence-based interpretation 
of historical information.