Assessing the Influence of Digital Skills on Perceived Academic Performance of CBA Students: Mediation by College Environment
Esmhel Briones, Randy Figueroa
Received: 11 June 2026; Revised: 31 July 2026; Accepted: 04 August 2026; Published: 09 August 2026
DOI: https://doi.org/10.66074/V3C9K4X8B
Abstract
This study examined the influence of digital skills on the perceived academic performance of students in the College of Business and Accountancy (CBA) at Dominican College of Tarlac, Inc., with the mediating role of the college environment. A quantitative research design employing Partial Least Squares–Structural Equation Modeling (PLS-SEM) was utilized to analyze data collected from 308 Bachelor of Science in Accountancy and Bachelor of Science in Business Administration students selected through purposive sampling. Results revealed that digital skills had a significant positive effect on students’ perceived academic performance, both directly and indirectly through the college environment, indicating partial mediation. Moreover, a supportive college environment characterized by professional development support and opportunities for professional characteristics development strengthened the positive contribution of students’ digital competencies to their perceived academic performance. The findings underscore the importance of strengthening institutional digital infrastructure, faculty support, and digital literacy initiatives to enhance students’ academic confidence, engagement, and professional readiness. The study contributes to the growing body of literature on digital competencies in higher education by demonstrating the mediating role of the college environment in the relationship between digital skills and perceived academic performance within the context of Philippine business education.
Keywords: business education, college environment, digital skills, higher education, perceived academic performance, PLS-SEM
Author Information: Dominican College of Tarlac, Inc., Capas, Tarlac, Philippines; esmhel@gmail.com
Volume 2, Issue 3, September 2026