Abstract
This study evaluated the effectiveness of Minter, a digital school publication, in disseminating information among students at Northeastern College. A descriptive-quantitative methodology was employed, utilizing a researcher-made questionnaire to assess students' perceptions of the publication's purpose, content, currency, accessibility, participation, layout, and aesthetics. The questionnaire was content validated by experts and demonstrated high reliability. The study involved 200 randomly selected students from different departments. Descriptive statistics revealed that students strongly agreed on the effectiveness of Minter across all domains, with layout and aesthetics receiving the highest ratings. Inferential analysis indicated no significant differences in perceptions based on sex; however, a significant difference was found across departments for layout and aesthetics. The correlation matrix shows strong positive relationships among the publication domains. Challenges in accessing publications were also identified. The findings suggest that Minter effectively fulfills its role as a formal digital school publication and as a trusted institutional communication tool. This study highlights the importance of a clear purpose, high-quality content, practical design, inclusive access, and opportunities for engagement in digital school publications. Recommendations include maintaining content standards, refining visual templates, implementing a structured posting schedule, enhancing interactive features, and formalizing institutional policies to support digital publication practices.
