TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

Gadgets and Academic Performance

Of G-12 Academic Students in T-N-T-S
(S.Y: 2018-2019)

Submitted to
the Faculty of
Tanza National Trade School
Senior High School
Tanza, Cavite

In partial fulfillment
Of the requirement in
Research Project

MICAELA O. DAMPIL
MARK APRIL M. SANTOS

February2019
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SENIOR HIGH SCHOOL – ACADEMIC TRACK

ACKNOWLEDGEMENT

The researchers would like to express their profound gratitude and

appreciation to the people who have extended their support, gave

inspirations, guidance and assistance for the completion of this study.

To their teacher, Mrs. Theresa Addangna, for her guidance and

technical support and the golden opportunity to contribute to the society;

To the panel of examiners, for their constructive criticisms and

suggestions that we need to further improve this research;

To their friends, for their kind gestures and moral support that played a

great role reminding the researchers to always have a positive mind;

To their families and relatives, for their financial support, love and

guidance that helped them in their desperate times; and

Above all, to the LORD ALMIGHTY, who’s there to always listen and

give support and love, and has given them strength to accomplish this project.

To all of them, this humble work is dedicated.

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SENIOR HIGH SCHOOL – ACADEMIC TRACK

CHAPTER 1
INTRODUCTION

This chapter serves as an introductory part. It contains the Background

of the Study, Statement of the Problem, Scope and Delimitation, Significance

of the Study, Objectives and Definition of Terms, Frameworks, and Research

Hypothesis.

Technology plays vital role in our daily lives. These include electronic

games, home computers, handheld devices, and different type of gadgets.

There is hardly anyone who has not been changed by the advances in

technology and computers of today’s society. In today’s civilization,

transportation, communication, and education have been greatly developed

from new technological advancements. Many people have lesser stress in

their lives because there are new useful hi-tech inventions created each day

to help them do things quicker and easier. Some of these helpful technologies

are cell phones, computers, and the Internet.

Technology also has negative effects in the lives of the user, and in

his/her immediate friends and family members. It affects the individuals’

personal health, family, social, financial, and academic life. Over using

gadgets negatively affects the mind of an individual. The individual loses

focus as he/she only concentrates on using gadgets or technology. He/she

tends to forget other aspect of life that is important, concentration reduces and

the individual cannot focus on other issues for long enough.

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The use of technology in schools has opened up a new path of

effective learning. Technology plays a great role in developing everyone’s

future and professional career. Technology is becoming a major part of the

world today. It has developed and become more central to learning. Education

nowadays is technology based which now may lead into a better modern

teaching. People, especially students are becoming more interested in such

technology catches attention, but due to this evolving modernization, it gives a

massive impact, either positive or negative in the academic performance of

each student. Furthermore, most of technologies are focusing on gadgets

especially cell phones due to its great help to fasten the communication and

to know more about the fads and the trends around the globe, etc. In

schooling, most students are preferred to use tablets, laptops and phones

while in school.

This study focused on how gadgets affect in Academic Performance of

G-12 academic students that are currently studying in Tanza National Trade

School and what are the possible actions or strategies of those students who

has any kind of gadgets.

The researchers want to know the impact of gadgets in students’

academic performance. It is along this rationale that this study will be

conducted.
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Statement of the Problem

This study determined the impact of gadgets in academic performance

to Senior High School students during the 1st semester, S.Y. 2018-2019.

Specifically, it answered the following sub-problems:

1. What is the demographic profile of the respondents in terms of the

following?

a. Gadget use

b. Average in 1st semester

2. What is the usage level of gadgets while studying of the respondents?

3. Is there any significant relationship of Gadgets and Academic

performance?

Objectives of the Study

The main objective of this study was to determine the impact of

gadgets in academic performance among Grade 12 Academic students at

Tanza National Trade School during the school year 2018-2019. One of the

objectives is to know the demographic profile of the respondents. Also, It

looked into the frequency of use of the gadgets in learning which are cell

phones, computers, laptops, tablets and the impact of gadgets in learning as

perceived by the students.

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SENIOR HIGH SCHOOL – ACADEMIC TRACK

Hypothesis

From the data that was gathered from the respondents, it was proved

that there was no significant relationship between the frequency of use of

gadgets and academic performance.

Theoretical Framework

Distributed Cognition Theory

This study is anchored on the Distributed Cognition Theory; the student

is afforded more power. In other words it is a student-centered approach to

learning where the learners participate in a systematically designed learning

environment that supports interaction among its participants (Bell & Winn,

2000). This theory promotes learning in a community of learners or a system

where interaction takes place. It is through this interaction where cognition

occurs. Distributed Cognition requires sharing of cognitive activity among the

parts and participants of this system, which can be other people or tools such

as devices, technologies or media. These participants distribute their

cognition among other learners and physical or digital tools by externally

representing their knowledge. At times, by using these tools, a little bit of the

information might stick with the user, this is known as cognitive residue. It is

through interaction with other members and tools that progresses learning.
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Therefore communication among all participants is paramount in importance

(Bell & Winn, 2000).

The role of technology within this theory is an invaluable part of the

system in which the learners are interacting. This interaction can either help to

distribute their knowledge, off-load certain amounts of cognitive work making

the cognitive load less and or help to scaffold new capabilities (Bell & Winn,

2000). For example, using camera to take a photo allows more time to learn

instead of writing it on a notebook.

Also, in this theory, technology (gadgets) can be used to help extend

human capabilities. For example, calculator can be used to solve math

problem quickly instead of solving it manually. These gadgets help students to

make their learning more efficient. Another example of this is taken from a

case study that was conducted using robotics to produce solving problem

skills. In this case study, students were placed into small collaborative groups

and were asked to construct a robot, using Lego Mind storm for schools kits,

which would perform various tasks. The groups were introduced to a tool

known as a flowchart. They used these flowcharts to map the programming

instructions they would give the robot to complete the given task. This

allowed them to off-load some of the cognitive work to the flowchart and then

through its use, they were able to solve harder problems (Chambers et al.,

2007). This learning theory supports the very skills needed by the 21st

century. Learners who are placed into a learning environment based on this
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theory would be using their “knowledge and skills—by thinking critically,

applying knowledge to new situations, analyzing information, comprehending

new ideas, communicating, collaborating, solving problems, making

decisions” (Honey et al., 2003).

Conceptual Framework

The researchers used Independent Variable- Dependent Variable

paradigm format, wherein the use of gadgets is the independent variable

because it will affect the corresponding dependent variable which is the

impact of gadgets into the academic performance.

Independent Dependent Variable

Variable
Academic Performance
Gadgets Description Grading Scale
Cell phone Outstanding 90-100
Laptop Very Satisfactory 85-89
Tablet Satisfactory 80-84
Computer Fairly Satisfactory 75-79
Calculator Did not meet the expectation-below 75
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Significance of the Study

This study determined the impact of gadgets in students’ academic

performance in Tanza National Trade School. This was significant to the

following:

Students. They will know how the gadgets will benefit their learning

and studies, for them to pursue study well.

Teachers. This will give awareness to teachers to allow students to

use gadgets more freely and also to guide them in using the gadgets.

School Administrator. This study may be included in school policy.

Re: The use of technology in the classroom.

Future Researchers. This study may help future researchers on their

own research. They may widen the scope of their own study or improve this

research study.

Scope and Limitations

This study mainly focused on Grade 12 Academic Students of Tanza

National Trade School, S.Y. 2018-2019. It was delimited to the four sections

of the Academic Track classes namely ABM-A, ABM-B, HUMSS A- and

HUMSS B.
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Definition of Terms

To make the study easier to understand, the following terms are

defined operationally:

Evolving. This means to change or develop slowly often into a better,

more complex, or more advance.

Fads. It means something that is very popular for a short time.

Frequency of use. This refers to the number of times or how often the

gadgets are used by the respondents in learning.

Gadget. This refers to an often small mechanical or electronic device

with a practical use but often thought of as a novelty. In this study, gadgets

refer to cellphones, tablets and laptops which are used by the respondents in

learning.

Impact. This refers to the effect of gadgets on the respondents in their

learning.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the literature and studies related to the impact of

gadgets in academic performance.

Foreign Literature

Gadgets

A gadget is a small tool or device with a specific useful purpose and

function. Gadgets tend to be more unusual or cleverly designed than normal

technology. In today’s life, tasks are maximized with the use of modern

gadgets. It is easier to accomplish daily tasks and people are also able to do

work with efficiency. One cannot even dare to imagine life without smart

phones, cell phones, laptops, tablets, iPods and so on (Tech Crates, 2012).

Today’s gadgets are one of the ways to make life more comfortable and

easier. Shy (2010) says that no one can deny the fact that gadgets have not

only simplified the lives of people but also made them more comfortable and

luxurious. Indeed, these gadgets really made a huge impact in people’s lives

and became part of it.

Gadgets used in Learning

According to Gammuac (2013), today’s classrooms are equipped with

the latest technology to enhance instruction. Smartphone use in the

classroom is still somewhat controversial, but the Calgary Board of Education

actually encourages it as a learning tool. In an interview with CTV, Queen’s

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University National Scholar and Associate Professor Sidneyeve Matrix

compared the situation to when calculators were first used by students in the

classroom. “We had a whole new level of computational skill, and now we’re

going to have a whole new level of mobile digital skills when we turn to mobile

learning on the handhelds.”

Technology users are moving towards being more mobile, and

teachers and students are a significant part of that trend. On 2013, Lenovo,

the world’s top PC vendor reported that they sold more smartphones and

tablets than PCs for the first time ever. Calgary-based SMART Technologies’

SMART Boards are popular with both teachers and students. Teachers can

project presentations onto the SMART Boards and they can write, touch and

interact with their content.Document cameras are also a fun way for teachers

to show students new and interesting ways of looking at objects. Whether

they are zooming in on the smaller details of a 3D object, or observing

science experiments, students can share an equal view of the lesson –

without crowding the teacher’s desk.Whether a student is listening to his own

music while studying, or a teacher is playing an audio book to her students,

mp3 players are an increasingly common sight in schools. Both teachers and

students can make full use of mp3 players in their school activities(Gammuac,

2013).
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Local Literature

New media technologies and a number of important studies were

conducted in the 2000’s on the impact of children’s intellectual development,

and various aspects of using such technologies. Many researches were

conducted aimed to organize understanding the change that took place by

using these technologies, and to explore the conversion in children’s behavior

and focused to discover-what extent children feel aggression, and how they

react by using these modern technologies e.g. video games, mobile phones

with various applications embedded using via Internet with Wi-Fi connections

video games consoles and internet.

Providing computers to schools increases the technology skills of

teachers and students in both the developed and the developing world.

Laptop programs increase students' engagement with academic work and

school, improve technology skills, and have positive effects on students'

writing. Research in many nations suggests that laptop programs will be most

successful as part of comprehensive initiatives that also address changes in

education goals, curricula, teacher training, and assessment (Zucker& Light

2009).

An analysis of effective technology use for at-risk students found that

simply replacing teachers with computer-based instruction typically yields no

learning benefits. Rather, blending leads to higher engagement and learning

gains (Darling-Hammond et al., 2014).

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Gross (2009) described in his article that people are very frequent in

use of media and modern technologies in communication at home or at work

and feel hard to survive in the absence of modern means of communications.

With the advent rapid new technologies; digital societies are shaping all

across and people are relying mainly on these resources from information,

education, and entertainment to social interaction.

The same are shaping social attitude in dealing with each other. The

reformed digital cultures and multi resources of communications have severe

effects on human beings especially on children; who have the immediate

capacity of learning. Technologies usability among youngsters and adolescent

such as TV, Internet, mobile phones are common particularly in developed

countries (Gross, 2009).

Technology enhanced learning (TEL) aims to design, develop and test

socio-technical innovations that will support and enhance learning practices of

both individuals and organizations. It is therefore an application domain that

generally covers technologies that support all forms of teaching and learning

activities. Since information retrieval (in terms of searching for relevant

learning resources to support teachers or learners) is a pivotal activity in TEL,

the deployment of recommender systems has attracted increased interest.

This chapter attempts to provide an introduction to recommender systems for

TEL settings, as well as to highlight their particularities compared to

recommender systems for other application domains (Koper et al., 2010).

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One study that was conducted to determine whether Wiki technology

would improve students’ writing skills in a college English as a foreign

language writing class showed benefits to using Wiki technology. Students

were invited to join a Wiki page where they would write and 5 post passages

and then read and respond to the passages of their fellow classmates.

Students participating in the study reported that their receiving immediate

feedback from the instructor was a benefit of using this form of technology.

Students in the study also reported learning vocabulary, spelling, and

sentence structure by reading the work of their classmates (Lin & Yang,

2011).

Another study found that integrating technology and peer-led

discussions of literature can produce increased student engagement and

motivation. Technology used in these small group discussions of literature

includes wikis, online literature circles, and online book clubs. With these

technologies, students were able to connect with readers from other schools,

states, and even other countries. This type of technology is an assessable

and motivational way to expose students to other ideas and cultures. These

online literature discussions have the ability to create a sense of community

and foster positive social interaction (Coffey, 2012).

The use of technology in education has significantly aided students in

performing their school-related tasks. Clegg and Bailey (2008) assert that with

the utilization of mobile devices such as laptops and tablet computers, the

learning process for the students become more fun and conducive due to the
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user-interactivity and appealing visuals present in these learning tools.

Additionally, a vast collection of learning games and applications exist for

these mobile devices, and as a matter of fact, there are about 96,000

educational applications available (App Store Metrics, 2013). The data

collected by Apps in Education (2012) confirmed that the subject areas

covered by these applications include Mathematics, Sciences, Grammar and

Spelling and Arts and Humanities (Clegg & Bailey, 2008).

In the Philippines, President Benigno Aquino announced during the

launch of the country’s K-12 curriculum that the government eyes the use of

tablet computers in public schools in lieu of traditional textbooks (Enterprise

Innovation, 2012). Furthermore, there exist various programs by the

government, non-government organizations and private corporations in the

Philippines that aim to provide one laptop computer per child. With the

presence of laptops in the classrooms, students become more engaged and

involved in school-related activities (Oquias, 2011).

SYNTHESIS

For the review of related literature of this research, there were two

related literatures: the foreign and the local literature.

For foreign related literature, it described the meaning of gadgets and

the positive and negative impacts to the people, especially students. It was

also included the gadgets used in learning that shown some different

evidences that technology and gadgets are now frequently using in

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classrooms and in school. It was also stated, that teachers and students are a

significant part of that trend.

For the local related literature, it described the effectiveness of

technology among teachers and also the students, in their academic

performance. Providing computers to schools increases the technology skills

of teachers and students in both the developed and the developing world. It

was also shown different articles of how technology is beneficial to survive in

different aspects of the life. The use of technology in education has

significantly aided students in performing their school-related task. Also, some

articles provided that in the government and education in the Philippines,

laptops, computers and other gadgets has always a presence.

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CHAPTER 3
METHODOLOGY

This chapter presents the research methodology which includes the

research design used in conducting the study. It also includes the sources of

data, locale of the study, population/sampling, and the instrumentation and

data collection.

Research Design

This study used the quantitative co-relational research design.

Quantitative research design was used to collect and gather information about

the impact of gadgets in the academic performance. Quantitative research

design was used to describe and to test relationships between objects. It was

also presented in numerical form, and analyzed through the use of statistics. It

focused on gathering numerical data and generalizing it across groups of

people or to explain a particular phenomenon. This research design was used

by giving questionnaires to the respondents of this study.

Research Locale

The research was made inside the campus of Tanza National National

Trade School in the month of January 2019 and will last until February 2019.
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The respondent of this study was the eighty (80) Grade 12 academic

students.

Sampling Technique

The study was conducted on the selected eighty (80) of Grade 12

Academic students who were enrolled in the S.Y. 2018-2019.Ten of them

were males and 10 females with the expected total of 40 males and 40

females, for all four sections. The numbers of the respondents were

expectedly 80. This study will be using purposive sampling to gather needed

respondents. Purposive sampling is defines as process used in statistical

analysis in which a pre- determined number of observations are taken from a

larger population

Table 1: Distribution of Respondents

Sections of Academic Number of Students Actual Number of Respondents

Track

ABM-A 20 20

ABM-B 20 20

HUMSS-A 20 20

HUMSS- B 20 20

TOTAL 80
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Research Instrument

The instrument used in gathering the data was a self- made survey

questionnaire. The questionnaire was prepared by the researchers.

Quantitative research questionnaire was used to gather the data and

information about the impact of gadgets in learning. The research adopted the

Descriptive co relational study where there will be questionnaires that will be

given to the respondents. The reliability of the questionnaire was tested by the

three authorized people who were Mrs. Theresa Addangna, a research

teacher from TNTS, Mrs. Mariz N. Lansak, a Math teacher from same school

and Mrs. Jessa C. Miauge, an English teacher from HUMSS Department.

For the validity of the survey questionnaire, it was checked and tested by 10

teachers that were come from different department in Tanza National Trade

School.

Data Gathering Procedure

The survey questionnaire was approved by Mrs. Theresa Addangna, a

research adviser from HUMSS Department of Tanza National Trade School.

Twenty (20) Grade 12 academic students by each section that was came

academic track was collected to answer the survey. The survey questionnaire

was given to the participants and the researchers guided them on answering
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the questions. After answering the questions by the selected students, the

researchers collected the survey questionnaire.

Statistical Treatment

For the statement of the problem number one, it sought to know the

demographic profile of the respondents in terms of gadget use, and general

average for 1st semester. For us to be able to interpret it, we use the

frequency and percentage. Wherein a frequency distribution is a tabular

representation of a survey data set used to organize and summarize the data.

For statement of the problem number two, that sought to find the

usage level of gadgets of the respondents, we used the mean and the

standard deviation. The standard deviation is most widely used of dispersion

of as series and is commonly denoted by the symbol‘s’. Standard deviation is

defined as the square-root of the average of squares of deviations. And the

mean is the average of the numbers: a calculated “central” value of a set of

numbers.

And to find if there is a significant relationship between gadgets and the

academic performance of the students, we used Pearson r. Wherein

Pearson's correlation is used when we have two quantitative variables and the

research hypothesis predicts whether there is a linear relationship between

these two quantitative variables.

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CHAPTER 4
RESULTS AND DISCUSSIONS

GADGETS
Frequency Percent Valid Cumulative
Percent Percent
COMPUTER 3 3.8 3.8 3.8
CELLHONE 75 93.8 93.8 97.5
Valid LAPTOP 1 1.3 1.3 98.8
OTHERS 1 1.3 1.3 100.0
Total 80 100.0 100.0

Table 2: The table 2 shows the different frequency of use of each

gadget. The most frequently used by the respondents are cell phones with
the frequency of 75 and a valid percent of 93.8. This proved that cell phone is
mostly used by the respondents. It is followed by the computer that has the
frequency of 3 with the percent of 3.8. Meanwhile, laptop and others have its
same frequency of 1.

GEN. AVERAGE
Frequency Percent Valid Cumulative
Percent Percent
OUTSTANDING 36 45.0 45.0 45.0
VERY
43 53.8 53.8 98.8
Valid SATISFACTORY
SATISFACTORY 1 1.3 1.3 100.0
Total 80 100.0 100.0

Table 3: On this table, it shows the grading scale of the respondents. It

contains the outstanding, very satisfactory and satisfactory scale. On the very
satisfactory scale, the frequency is 43 with the percent of 53.8, proving that
besides on the other scales, very satisfactory earned the most frequency of
the respondents. On the other hand, frequency of 36 with the percent of 45.0
was gained by the outstanding scale and it is the second to the very
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satisfactory scale. Last, is the satisfactory scale that has the percent of 1.3,
due to its frequency of 1.

FREQUENCY TABLE FOR EACH QUESTION:

Q1. I use my gadget in my homework.

Frequency Percent Valid Cumulative
Percent Percent
RARELY 4 5.0 5.0 5.0
SOMETIMES 8 10.0 10.0 15.0
Valid OFTEN 29 36.3 36.3 51.2
ALWAYS 39 48.8 48.8 100.0
Total 80 100.0 100.0

Table 4: For question number one, ALWAYS is the most answered of

the respondents with the frequency of 39 and percent of 48.8, proving that
they use their gadgets in their homework. It was followed by the often,
sometimes. And the least frequency is the rarely with a percent of 5.0

Q2. I use my gadget in my subject activity.

Frequency Percent Valid Cumulative
Percent Percent
NEVER 3 3.8 3.8 3.8
RARELY 10 12.5 12.5 16.3
SOMETIMES 12 15.0 15.0 31.3
Valid
OFTEN 19 23.8 23.8 55.0
ALWAYS 36 45.0 45.0 100.0
Total 80 100.0 100.0

Table 5: For question number two, still ALWAYS has the highest
frequency of 36 and percent of 4.0, proving that most of the respondents use
their gadgets in their subject activity. On the other hand, the least frequency is
the never part with the percent of 3.8
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Q3. I use my gadget in my lesson review.

Frequency Percent Valid Cumulative
Percent Percent
NEVER 4 5.0 5.0 5.0
RARELY 15 18.8 18.8 23.8
SOMETIMES 14 17.5 17.5 41.3
Valid
OFTEN 16 20.0 20.0 61.3
ALWAYS 31 38.8 38.8 100.0
Total 80 100.0 100.0

Table 6: For question 3, it proved that most of the respondents are

using their gadgets in their lesson review, because of its highest frequency of
31 with the cumulative percent of 100.0

Q4. I use my gadget in my advanced study.

Frequency Percent Valid Cumulative
Percent Percent
NEVER 8 10.0 10.0 10.0
RARELY 31 38.8 38.8 48.8
SOMETIMES 10 12.5 12.5 61.3
Valid
OFTEN 15 18.8 18.8 80.0
ALWAYS 16 20.0 20.0 100.0
Total 80 100.0 100.0

Table 7: For question 4, it proved that most of the respondents are

using their gadgets in their advanced study, because of its highest frequency
of 16 with the percent of 20.0.
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Q5. I use my gadget in taking notes

Frequency Percent Valid Cumulative
Percent Percent
NEVER 5 6.3 6.3 6.3
RARELY 28 35.0 35.0 41.3
SOMETIMES 25 31.3 31.3 72.5
Valid
OFTEN 7 8.8 8.8 81.3
ALWAYS 15 18.8 18.8 100.0
Total 80 100.0 100.0

Table 8:For question number five, RARELY is the most

answered of the respondents with the frequency of 28 and
cumulative percent of 41.3, proving that they use their gadgets in
taking notes, not all the time. It was followed by the sometimes,
always, often. And the least frequency is the never with a percent of
6.3

Q6. Because of using gadget, my grades become lower.

Frequency Percent Valid Cumulative
Percent Percent
NEVER 39 48.8 48.8 48.8
RARELY 26 32.5 32.5 81.3
Valid SOMETIMES 9 11.3 11.3 92.5
OFTEN 6 7.5 7.5 100.0
Total 80 100.0 100.0

Table 9: For question number six, NEVER has the highest frequency
of 39 and cumulative percent of 48.8, proving that most of the respondents
doesn’t affect their academic performance because of gadgets. On the other
hand, the least frequency of 6 is the often part.
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Q7. I use my gadget while reciting in class.

Frequency Percent Valid Cumulative
Percent Percent
NEVER 12 15.0 15.0 15.0
RARELY 40 50.0 50.0 65.0
SOMETIMES 17 21.3 21.3 86.3
Valid
OFTEN 7 8.8 8.8 95.0
ALWAYS 4 5.0 5.0 100.0
Total 80 100.0 100.0

Table 10: For question number seven, RARELY is the most answered
of the respondents with the frequency of 40 and percent of50.0, proving that
they use their gadgets while reciting in class, not all the time. It was followed
by the sometimes, never, often. And the least frequency is the always with
a percent of 5.0, due that it has a low frequency.

Q8. I use my gadget in setting schedule.

Frequency Percent Valid Cumulative
Percent Percent
NEVER 7 8.8 8.8 8.8
RARELY 33 41.3 41.3 50.0
SOMETIMES 10 12.5 12.5 62.5
Valid
OFTEN 10 12.5 12.5 75.0
ALWAYS 20 25.0 25.0 100.0
Total 80 100.0 100.0

Table 11: For question number eight, RARELY has the highest
frequency of 33 and percent of 41.3, proving that most of the respondents
doesn’t use their gadgets all the time in setting schedules. On the other hand,
the least frequency of 7 is the never part.
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Q9. I use my gadget in my research instead of books.

Frequency Percent Valid Cumulative
Percent Percent
NEVER 2 2.5 2.5 2.5
RARELY 17 21.3 21.3 23.8

Valid SOMETIMES 13 16.3 16.3 40.0

OFTEN 13 16.3 16.3 56.3
ALWAYS 35 43.8 43.8 100.0
Total 80 100.0 100.0

Table 12: For question number nineALWAYS is the most answered of

the respondents with the frequency of 35 and percent of 43.8, proving that
they use their gadgets in research instead of books. It was followed by the
rarely, sometimes and often. And the least frequency is the never with a
percent of 2.5

Q10. I use my gadget in language learning, vocabulary and

pronunciation.
Frequency Percent Valid Cumulative
Percent Percent
NEVER 1 1.3 1.3 1.3
RARELY 21 26.3 26.6 27.8
SOMETIMES 16 20.0 20.3 48.1
Valid
OFTEN 7 8.8 8.9 57.0
ALWAYS 34 42.5 43.0 100.0
Total 79 98.8 100.0
System 1 1.3
Total 80 100.0

Table 13: For question 4, it proved that most of the respondents are
using their gadgets in their vocabulary and pronunciation, because of its
highest frequency of 34 with the percent of 42.5.
 TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

PART II. PART III.
1 2 3 4 5 1 2 3 4 5

1 5 4 4 2 2 3.4 1 1 5 5 5 3.4
2 4 5 2 2 3 3.2 1 2 4 5 4 3.2
3 5 4 3 2 2 3.2 1 4 5 5 5 4
4 5 5 2 5 3 4 1 2 4 5 4 3.2
5 5 3 4 5 2 3.8 1 2 5 5 5 3.6
6 5 5 2 3 3 3.6 2 2 5 5 5 3.8
7 5 4 3 2 3 3.4 2 4 5 4 5 4
8 5 5 4 1 3 3.6 4 5 5 5 5 4.8
9 4 3 2 2 4 3 4 3 2 2 2 2.6
10 3 4 5 3 3 3.6 1 5 3 3 3 3
11 3 5 2 2 4 3.2 2 2 3 2 2 2.2
12 5 5 3 1 5 3.8 2 3 2 4 5 3.2
13 3 5 5 4 2 3.8 2 1 3 5 2 2.6
14 4 4 4 5 3 4 3 2 2 2 3 2.4
15 5 2 1 2 5 3 1 3 2 3 2 2.2
16 5 5 2 3 3 3.6 1 2 2 2 5 2.4
17 4 5 3 2 5 3.8 1 4 1 1 1 1.6
18 5 4 5 4 4 4.4 1 2 2 2 2 1.8
19 2 3 2 5 1 2.6 1 3 4 5 3 3.2
20 4 5 3 2 1 3 1 1 5 2 5 2.8
21 3 4 2 1 2 2.4 4 2 5 3 4 3.6
22 5 5 3 4 3 4 2 3 5 4 5 3.8
23 4 2 3 5 2 3.2 3 3 4 5 2 3.4
24 2 3 3 2 3 2.6 2 3 2 2 3 2.4
25 4 5 4 3 2 3.6 2 2 3 3 5 3
26 5 4 5 2 5 4.2 2 5 5 2 2 3.2
27 5 1 5 1 2 2.8 3 3 4 1 4 3
28 5 5 5 4 3 4.4 4 2 5 4 5 4
29 5 2 5 5 5 4.4 2 1 5 5 2 3
30 4 1 4 2 2 2.6 3 4 5 2 3 3.4
31 4 4 2 3 3 3.2 2 2 4 3 4 3
32 4 5 1 4 3 3.4 1 3 5 5 5 3.8
33 5 4 2 5 3 3.8 1 2 4 2 2 2.2
34 5 5 3 2 3 3.6 1 1 2 3 3 2
35 4 5 5 3 2 3.8 2 2 3 2 5 2.8
36 5 5 4 2 5 4.2 3 3 2 5 5 3.6
37 3 5 2 4 2 3.2 2 1 3 2 5 2.6
38 5 3 2 5 3 3.6 1 2 2 5 5 3
39 3 5 3 2 2 3 1 3 2 5 2 2.6
40 4 3 3 3 5 3.6 1 2 2 5 5 3
41 5 5 5 2 4 4.2 1 1 2 2 5 2.2
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SENIOR HIGH SCHOOL – ACADEMIC TRACK

42 4 4 4 5 5 4.4 1 2 1 4 5 2.6
43 5 5 2 4 2 3.6 1 3 2 5 5 3.2
44 4 3 5 1 3 3.2 1 1 2 3 5 2.4
45 5 5 4 2 2 3.6 2 2 1 4 4 2.6
46 5 3 5 2 1 3.2 3 2 2 5 5 3.4
47 5 5 5 2 4 4.2 2 2 2 3 2 2.2
48 5 4 5 2 5 4.2 1 4 2 5 3 3
49 5 5 5 3 2 4 1 2 1 2 5 2.2
50 4 2 5 5 3 3.8 1 1 2 3 2 1.8
51 4 3 4 2 2 3 2 5 1 4 5 3.4
52 5 5 1 1 1 2.6 3 3 2 5 3 3.2
53 4 4 4 4 4 4 2 3 1 3 3 2.4
54 5 5 5 5 5 5 1 3 2 3 3 2.4
55 5 2 2 2 2 2.6 2 1 1 5 2 2.2
56 4 3 3 3 3 3.2 2 2 3 4 5 3.2
57 4 5 5 2 2 3.6 2 2 2 5 2 2.6
58 5 4 5 4 1 3.8 2 2 5 5 3 3.4
59 4 5 3 5 4 4.2 4 2 2 5 2 3
60 4 5 5 2 5 4.2 3 2 5 4 5 3.8
61 4 5 4 1 2 3.2 1 2 4 5 2 2.8
62 5 5 5 4 3 4.4 1 2 5 2 3 2.6
63 4 5 3 5 3 4 1 2 2 3 5 2.6
64 5 5 5 2 3 4 1 2 5 5 2 3
65 4 4 5 4 2 3.8 1 4 4 2 5 3.2
66 4 4 5 52 5 14 2 2 5 4 2 3.25
67 4 3 2 2 2 2.6 2 1 2 5 2 2.4
68 5 2 5 2 2 3.2 1 2 3 2 3 2.2
69 2 2 5 4 3 3.2 1 2 2 4 5 2.8
70 2 2 5 1 2 2.4 2 3 2 5 2 2.8
71 4 4 5 3 5 4.2 1 2 2 5 3 2.6
72 3 1 5 2 2 2.6 2 2 2 5 2 2.6
73 5 2 4 4 3 3.6 3 2 4 5 5 3.8
74 5 3 5 4 2 3.8 4 4 2 5 2 3.4
75 3 5 4 5 5 4.4 2 2 3 4 3 2.8
76 5 4 5 2 2 3.6 1 2 2 5 5 3
77 4 5 4 4 3 4 1 2 5 3 5 3.2
78 5 2 5 2 2 3.2 1 1 2 5 5 2.8
79 4 4 4 2 5 3.8 1 2 3 4 4 2.8
80 5 5 2 5 2 3.25 1 3 2 5 3 2.8

2.74 2.92
 TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations based from the findings undertaken by the researchers

from the study entitled Gadgets and Academic Performance of G-12

Academic Students in TNTS (S.Y: 2018-2019).

Summary

The main purpose of the study was to determine the impact of gadgets

in academic performance among Grade 12Academic students of Tanza

National Trade School, during the school year 2018-2019. It sought answers

to the following problems: 1.the demographic profile of the respondents in

terms of gadget use and respondents average of 1st semester, the frequency

of use of the following gadgets in learning: cell phone, computer, tablets,

laptops and other gadgets; 3. the impact of gadgets in academic performance

as perceived by the students.

The study was conducted at Tanza National Trade School, included 80

Grade 12 academic respondents, who are enrolled during the school year
 TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

2018-2019. This study made use of the quantitative research design with the

questionnaire as the main gathering tool.

The data were tabulated into a S-P-S-S procedure and treated with the

proper statistical measures. For part 1 and 2, the Average Mean method was

used; Likert Scale in the analysis.

Conclusions

Relative to the analysis and interpretation of data, the following

conclusions were drawn:

1. Cell phones were always used by the students, computers were

sometimes used by the students and tablets were seldom used by the

students in learning.

2. The use of gadgets has a moderately positive impact in learning

because of its features that extend the ability of the students to do more

things but it also has a slightly negative impact because students are most

likely to be distracted by it.

3. There was no significant correlation between the frequency of

use and the impact of gadgets which means the frequency of the use of

gadgets does not affect its impact to the academic performance but instead, it

was based onhow we use it.

 TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

Recommendations:

With all of the foregoing analysis, interpretation, and conclusions of this

study, the following are strongly recommended for possible course of action.

1. Future researchers can conduct a similar study and improve

some flaws. On the other hand,

2. Another research should be conducted as follow-up study to

investigate further the impact of gadgets in academic performance.

3. Future researchers can use this study for references.

 TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

APPENDICES:

Gadgets and Academic Performance of Grade 12 Academic Students in

T-N-T-S, S.Y: 2018-2019

PART I. Gadgets using in school

Mark only
Name: (Optional) Computer
Age Cell phone
Sex: Laptop
Gen. Average in 1st semester: Tablet
Others:

5-always 4-often 3-sometimes 2-rarely 1-never

PART 1 4 3 2 1
5
I use my gadget in my
homework.
I use my gadget in my
subject activity.
I use my gadget in my
lesson review.
I use my gadget in my
advanced study.
I use my gadget in
taking notes.

PART 2 5 4 3 2
1
Because of using
gadget, my grades
becomes lower
I use my gadget while
reciting in class.
I use my gadget in
setting schedules.
I use my gadget in my
research instead of
books.
 TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

I use my gadget in
language learning,
vocabulary and
pronunciation.

REFERENCES:

 Electronic gadgets. (2016, May 19). Retrieved

from https://studymoose.com/electronic-gadgets-2-essay
 Effects of Gadgets. (2016, Nov 29). Retrieved January 26, 2019,
from https://phdessay.com/effects-of-gadgets/
 Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
 Life without Modern Gadgets. (2016, Oct 02). Retrieved
from https://studymoose.com/life-without-modern-gadgets-essay
 Livingstone, S. Haddon, L. Görzig, A. and Ólafsson, K. (2011). Risks
and safety on the internet: the UK report. LSE, London: EU Kids
Online.
 Modern Gadgets. (2016, Oct 13). Retrieved
from https://studymoose.com/modern-gadgets-2-essay
 The Effects Of Gadgets In Students Performances. (2016, Sep 11).
Retrieved from https://studymoose.com/the-effects-of-gadgets-in-
students-performances-essay
 The Effects of Modern Technology on the Study Habits of Students.
(2016, Oct 01). Retrieved from https://phdessay.com/the-effects-of-
modern-technology-on-the-study-habits-of-students/
 TANZA NATIONAL TRADE SCHOOL

SENIOR HIGH SCHOOL – ACADEMIC TRACK

 Role of Gadgets in a Student’s Life. (Ridhi Malhotra, 2016). Retrived
from https://www.wesrch.com/gp/role-of-gadgets-in-a-student-8217-s-
life-1019
 Van Mierlo, J. & Van den Bulck, J. (2004). Benchmarking the
cultivation approach to video game effects: A comparison of the
correlates of TV viewing and game play. Journal of Adolescence. 27. p.
97-111.