TIME SPENT IN USING GADGETS AND ITS EFFECT TO SCHOOL PERFORMANCE

OF GRADE 12 STUDENTS IN MANITO NATIONAL HIGH SCHOOL, SCHOOL

YEAR 2022-2023

Republic of the Philippines

Department of Education
Region-V(Bicol)
Division of Albay
MANITONATIONALHIGHSCHOOL
Manito, Albay

A Research Proposal Presented to

Manito National High School
Senior High School Department

In Partial Fulfillment of the Requirements in Practical Research 2

Presented by:
12-BLOCK J GAS
Group 4
MA. SUZETTE A. RAMOS CRISTINA MARIE D. TALLE
CHRISTINE L. AYALA JE-ANN A. ARTETA
KIM DREW D. VASQUEZ JOHN MANUEL D. PESCADERO

September 2022
First Semester, S.Y 2022-2023

i
 Table of Contents
Title Page i
Table of Contents ii
List of Figures iii
CHAPTER 1. THE PROBLEM
Introduction 1
Statement of the Problem 4
Scope and Delimitation 4
Significance of the Study 5
References 6
CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 7
Related Studies 9
Synthesis of the State-of-the Art 11
Gap to be Bridged by the Study 13
Theoretical Framework 13
Conceptual Framework 16
Definition of Terms 19
References 21
CHAPTER 3. RESEARCH DESIGN AND METHODOLOGY
Research Method 25
Sources of Data 25
Instruments Used 26
Respondents 27

Data Gathering Procedure 27

Statistical Treatment 27
References 30

ii
 Chapter 1
LIST OF FIGURES

Figure No. Title Page

1 Theoretical Paradigm 15

2 Conceptual Paradigm 18

iii
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Chapter 1
The Problem
Introduction

As the technology evolves, it changes the way people live. Peoples’ lives are now at ease as

the technological inventions provide all the daily essential needs. In this contemporary

generation, transportation and communication are not a major hellacious problem anymore.

People can effortlessly travel from one place to another and they can send information in just one

click to their respective electronic gadgets.

One of the wildly du jour technological inventions are the gadgets. Gadgets are commonly

used for education, communication and entertainment. Gadgets have its contribution in breaking

geographical barriers and making information accessible (Rashid, et al, 2021). Gadgets are the

primarily source of entertainment. It suppresses boredom among people. Talking about education,

gadgets became advantageous to both students and teachers. They can easily comply their tasks in

a given short amount period of time. It provides both students and learners with more options and

flexibility in their teaching and learning practice (Articulo, et al, 2020).

Students are now proficient in using electronic gadgets. Their proficiency towards using

gadgets leads to numerous contributions not only in school but also in the community. Such

contributions are in the field of Science and Information and Communication Technology. In

contrast with their expertise towards gadgets are their excessive usages of it. Nowadays, students

are exceeding their limits. The advance features and upgraded versions of their respective gadgets

were the initial factors that made them engaged even more and became a prisoner of it. It is like

some addictive drugs that they can’t even elude nor prevent from using. They are exorbitant with

their usage of gadgets that made them more reluctant to study and learn. Reluctance to learn
 2

denotes poor school performance. As a result, poor school performance of students due to

excessive use of gadgets became an alarming problem to the teachers, parents, and to the students

as well. Furthermore, the more time the students spent in using gadgets, the more they became

reluctant in complying all the school works which may result with a poor performance in school.

A lot of researches have been undertaken to study the effects of using electronic gadgets to

students’ school performance. Some researchers had conducted that using electronic gadgets were

beneficial to the academic performance of the students. The most compelling findings of the

research conducted by Bhenke, et al, (2005), the use of gadgets like tablet PC has a highly

significant direct benefit on student academic performance. This was especially noteworthy for

students who might otherwise perform poorly. Likewise, Articulo, et al, (2020), stated in their

study that in using electronic gadgets in an educational manner, gadgets could be a foundation of

good, strong, progressive, and effective students in class.

On the other hand, some studies conducted that limitless use of gadgets may lead to the

negative effects not only to their academic performance but also in their health as well. According

to the study of Othman, Kelana, and Jamaludin(2020), the total time spent on electronic gadget

significantly associated to the academic performance of the students. Majority of students who

spent more time on electronic gadget use have high level of dependency towards gadget, poor

academic achievement and also health status. In addition to this, the essential findings in the

study of Rashid, et al, (2021), gadgets have shown a notable effect on physical and mental health

status. With the enormous amount of entertainment options, students tend to stick to their gadgets

in their free time. The more frequent tendency of gadget use among adolescents is increasingly

contributing to several physical and mental health complications (e.g., headache, sleeping

disorder, and depression) which may be a factor of a poor school performance. In this study, it

showed that the health status of the students were also associated with their school performance.
 3

The contributions of the previous or existing studies were beneficial to the children and

adolescents as itprovide them with necessary factual information about the usage of gadgets.

These studies provide some ways in using gadgets on a rightful manner. These studies also

helped in addressing the problem regarding to the issue about the excessive usage of gadgets;

they gave an advice and intervention on the limitation of using gadgets and disseminates

awareness regarding to the possible negative effects on the limitless use of gadgets.

As regards to the essential contributions of the previous studies, there seem to be no studies

that have been made about the average time in using gadgets and its effects to the school

performance of students as if the majority of the related literature and studies only focuses on the

effects and impacts of gadgets to the academic performance of the students. Subsequently, no

studies have been identified the school performance of the students who use gadgets in school

and at home and how the school performance is being affected by their time spent in using it.

This present study will seek out to answer the identified gaps and limited data in the previous

related literature and studies.

It is now the role of the present study to bridge in the identified gaps and to determine the

average time spent in using gadgets and its effect to school performance of the selected Grade 12

the students in Manito National High School during the School Year 2022-2023. It is also the

primarily purpose of the study to raise awareness on the possible effects of excessive use of

gadgets towards the school performance of the Grade 12 students. This study is a descriptive-

normative research where the resulting data is compared with the norm. Moreover, it is a type of

survey research design. Survey questionnaire and school forms will be an effective research

instruments in obtaining crucial information and data needed in the study.

This study will be beneficial to the students as it will help them in time management for study

and use of gadgets. Apart from this, they will be responsible in using their gadgets. The
 4

established findings in this study will also be beneficial to the school administrators, teachers,

parents, and the future researchers.

Statement of the Problem

The study primarily aims to determine the average time spent in using gadgets and its effect to

school performance of the selected Grade 12 students in Manito National High School during the

School Year 2022-2023

Specifically, the study will seek answer to the following questions:

1. How long do the Grade 12 students use their gadgets while they are in school and at

home in terms of the following purposes?

a. Educational Purpose

b. Entertainment Purpose

c. Communication Purpose

2. What is the school performance of Grade 12 students who often use gadgets in school

and at home?

3. How is their school performance affected by their time spent in using gadgets?

4. What intervention may be proposed to help students in time management for study and

use of gadget?

Scope and Delimitation

Thestudy aims to determine the average time spent in using gadgets and its effect to
 5

school performance of the Grade 12 students. Specifically, it will deal with a) the duration of the

Grade 12 students in using their gadgets while they are in school and at home in terms of

educational, entertainment, and communication purpose, b) the school performance of Grade 12

students who often use gadgets in school and at home, c) the school performance being affected

by their time spent in using gadgets, and d) the intervention may be proposed to help students in

time management for study and use of gadgets. Moreover, it will employ the descriptive-

normative survey research design. To gather the needed data, research instruments such as survey

questionnaire and school form will be used. Statistical computations such as frequency count,

mean score, and average mean will also be used to analyze and interpret the data gathered.

On the other hand, the study will be limited to 50 respondents employing the simple

random sampling method due to insufficiency of resources and time of implementation. In terms

of research focus, it shall not include the junior high school and Grade 11 students since there are

other factors or issues that are more likely necessitate conducting particularly in their grade level.

The researchers’ top priority is to assess the school performance of the selected Grade 12 students

since there are still students in this grade level who are more likely to have a poor school

performance due to the effect of using gadgets considering the fact that they are on their final

year in high school and soon to be stepping onto their next chapter which is college.

Significance of the Study:

The present study is deemed beneficial to the following beneficiaries:

MNHS Administration. The established findings in this study will enable the

administrators to generate an effective solution in improving the school performance of the

students and to minimize their limitless use of gadgets. They may impose school programs that

will surely encourage the students to actively participate and to further lessen their time in

gadgets.
 6

Senior High School Department. The project proposed template will serve as their

guide in recommending new school rules and regulations to the MNHS administration. The

senior high school department may assess the Grade 12 students regarding their time management

for study and use of gadgets.

Grade 12 Students. The results of this study will be beneficial to the students as it will

help them in time management for study and use of gadgets. They will be more responsible in

using their gadgets. This study enables the students to keep aware about the possible

consequences if they don’t limit themselves in using gadgets. Apart from this, they will definitely

ameliorate their school performance with the established findings in the study.

Teachers. The study will help the teachers to determine the factor that may affect their

students’ school performance. It will be beneficial to them since it will help them in assessing

those Grade 12 students who performed poorly in school due to excessive use of gadgets. They

may find ways in improving their students’ performance.

Parents. The obtained information in this study will make the parents know the reason

behind the poor school performance of their children. Parents may become aware that their

children are frequently engaged with gadgets and this somehow is affecting their school

performance and that will also awaken the parents to regulate their children in using gadgets.

Future Researchers. This study will serve as their guide and main reference in future

research works. They may widen their scope in this study. The gaps that are not completed by our

study can become their topic for their future research.

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References

Articulo, et al. EFFECTS OF ELECTRONIC GADGETS IN THE ACADEMIC PERFOMANCE

OF SENIOR HIGH SCHOOL STUDENTS (April 2, 2021)
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3736606. (September 24, 2022)

Bhenke, et al. EDUCATIONAL BENEFITS OF A PAPERLESS CLASSROOM UTILIZING

TABLETPCS(2005)http://download.101com.com/syllabus/conf/summer2005/PDFs/
Posters/S_wps.pdf. (September 25, 2022)

Othman, Kelana, and Jamaludin. The Impact of Electronic Gadget Uses with Academic
Performance among Secondary School Students (January 14, 2020)
https://tridhascholars.org/pdfs/the-imapct-of-electronic-gadget-uses-with-academic-
performance-among-secondary-school-students-PCI-02-1015.pdf. (September 20, 2022)

Rashid, et al. Prevalence and impact of the use of electronic gadgets on the health of children in
secondary schools in Bangladesh: A cross-sectional study (October 1,
2021)https://onlinelibrary.wiley.com/doi/10.1002/hsr2.388#:~:text=45.26%25%20of
%20headache%2C%2051.11%25,more%20than%202%20hours%20daily. (September
24, 2022)
 8

Chapter 2
Review of Related Literature and Studies

This chapter presents a review of related literature and studies on the effects of using

gadgets towards the school performance of students. The related literature provides the researcher

a substantial background on the average time spent in using gadgets and its effect towards

academic performance while the review of studies provides the empirical findings that enriched

data analysis of the study. The related literature and studies established the relevance of the

present study.

This chapter also covers the synthesis of the state-of-the-art, gap bridged by the study, the

theoretical and conceptual framework and definition of terms to validate direction and substance

of the study.

Related Literature

Gadgets became a learning instrument and are indeed beneficial towards the learning

process of the students. Gadgets makes the students become motivated to learn and to actively

participate in their class. Moreover, it helps the students to comply their school tasks in a short

period of time. However, too much time in using it can negatively affect their school

performance. Excessive usage of gadgets may lead to various negative effects on the school

performance of students. Overuse of gadgets are one of the primarily factors why students

perform poorly in their school.

The effect of using gadgets in school performance is indeed supported by various studies both

foreign and local.

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Foreign. The use of gadgets for educational purposes is indeed very significant. According to

Smythe(2019),The advantages of gadgets in the classroom are enormous. Their primary function

is to enhance the learning experience for both students and teachers through the use of computers

and other electronic devices. Despite the fact that conservative college professors want to ban the

use of gadgets, they can help students learn in a different way, which is why they should be

allowed in the classroom. And it gives them opportunities to explore the world outside their

classroom.

In the published article of The Scientific World (2019), The importance of modern

technologies in education has been commented on by many practitioners in the field of

educational technologies and there are high hopes for their role in the educational process.

Educational technology enthusiasts believe that their use will improve the quality and

effectiveness of education. It will arouse students' interest and meet their needs for learning, there

is no doubt that the various teaching aids such as trips, models and educational films provide each

student with a variety of experiences to achieve their goals and interests. Educational technology

increases the positive participation of students in the educational process and leads to the

development of meditation and creative scientific thinking to solve problems and arrange ideas

and organize them in an acceptable format.

In contrast with the importance and benefits of gadgets in education, students who are

constantly using their cell phones or other electronics are often less engaged in the classroom, to

the point where classroom discussions become shallow and the level of learning is considerably

reduced. In fact, it has become all too common where even teaching practices have started to

involve YouTube videos or interactive online activities. This further normalizes electronic use,

leading to worse habits over time(Parillo, 2018)

 10

Likewise, Felisoni and Godoi (2018) stated that having the opportunity to have an

effective learning tool, overall mobile phones have a negative effect on students’ grades as they

distract students from learning lessons. As learners overestimate their ability to multi-task, they

have indicated that mobile phones may have a negative effect on academic performance. In

particular, switching tasks requires time, effort, and energy. They conclude that there is a negative

effect on academic performances of students that mobile phone usage has. And this impact is

enhanced when learners use their mobile phones in class.

Furthermore, as Sunday, Adesope, and Maarhuis(2021) pointed out, smartphone

addiction has negative effects on students’ academic performance. When student spend time on

their phones to the extent of neglecting their practices of daily life, engaging in excessive

smartphone use, or excessively texting on their phones, there is a tendency to develop behavioral

addiction to smart phone use, thereby experiencing a decline in academic performance.

Local.The Philippine Star created an article last 12 th of July 2014 about how technology helps

students study well. According to it more and more school use technology such as computers and

the internet in their classroom and several improvements on students have seen and they are now

getting better in education. These improvements are the following: Independence and information

gathering, Critical thinking and reflection, Communication and collaboration, More engaging

learning experience and Preparation for jobs later on. By connecting the internet, students learn

how to do their own research and with the large information that they access. Students are

induced to learn to think critically. Through exchange of ideas and messages, students are able to

collaborate with each other to test their understanding of lessons. Information today is more

engaging to the mind and the senses because of its multimedia nature. Knowing all of these

improvements and advantages. more and more schools are allowing not just desktop computers

and laptops, but also tablet devices and smartphones in their classrooms.
 11

According to Sabio and Jin, (2018) the use of cellphones in school helps with learning

and as mobile devices become more affordable, sustainable, and portable, they have become

kinds of personal ecosystem of people in the 21 st century, and it was found that the majority of the

participants indicate that mobile devices have shown potential to be adopted in existing public

senior high schools that means mobile device can help the students to easily finish the works

because it has an access in internet.

On the other hand, According to Capulong (2018), gadgets were invented to make to

make life better in the first place but it is an undeniable fact that many of the gadgets have

negative effects and influence upon the quality of students’ performance in many ways. As they

go home, they don’t open their books, they don’t do their homework and projects, they play

games using computers, these games have effects on the learning experience of the pupils.

A negative effect of these gadgets on students can be the fact that they can become

obsessive and the students can neglect everything else, like their social life, their family and

friends. It is not a bad thing to have a computer, but it is a bad thing to spend all their life in front

of it pretending everything else doesn’t exist. Students must have limitations in everything they

do.

In the present generation, students are obsessed in using Gadgets. They usually want to

buy the latest release of these Gadgets to satisfy their desires in terms of entertainment and

getting the newest model. As a result, students tend to involve gadgets in their everyday lives

including in their studies. Students tend to use more time in using gadgets than on studying. This

apparently affects the student's studying habits and academic performance (Contillo et al, 2019).

Moreover, Pulido (2019) published in The Manila Times, if drug addiction has its

symptoms, so does addiction to gadgets. And the downside of this is that it has taken its toll on

education.In this age of electronic messaging, Facebook and Instagram, no student, it seems, is
 12

without an electronic gadget. Even elementary pupils have either a cellphone or a tablet. And they

are loath to leave these at home. Cellphones and other mobile devices are helpful for they are also

sources of information and entertainment. But these should not be allowed in schools because

they will certainly distract students. The covert or overt use of gadgets are often the reason why

students do not take down notes, do not listen to lectures and thus, perform poorly in school.

It is for these reasons that the researchers’ present study dealt in determining the time

spent by the students in using gadgets while they are in school and at home in terms of

educational, entertainment, and communication purposes, school performance of students who

often use gadgets in school and at home and the school performance being affected by the time

spent in using gadgets of students in Manito National High School. From the literatures cited, it

can be seen thatSmythe, The Scientific World, Jin and Sabio, and The Philippine Star altogether

stressed the importance of gadgets in education and in the learning process of the students.

According to them, gadgets are the best instruments in enhancing their learning experience and

school performance. Gadgets such as mobile phones, laptops and computers should be use for

educational purpose to keep students engaged. They arouse the students’ interest in improving

their performance inside their classroom. On the other hand, Parillo, Felisoni and Godoi, Sunday,

Adesope and Maarhuis, Dios, Contillo et al. and Pulido stated that gadgets have a negative effects

to the overall academic performance of the students due to its excessive usage. According to

them, students tend to spend too much time on their gadgets and it somehow affecting their

learning process. Obsession to gadgets leads to addiction.

Related Studies
 13

A number of studies and researches that have bearing on the present study had been

reviewed and presented below since all of them have dealt with the time spent in using gadgets

and its effects towards the school performance of students.

Foreign. Drain (2012) investigated in her study the relationship between academic performance

and the use of computer technology. According to her findings, there are positive relationship

between them. The results showed that students spent an average of 5.36 hours using computer

technology on school days and 8.45 hours on non-school days. Their survey results and

standardized test score analysis showed an improvement in academic performance with increase

computer usage. Specifically, the results also showed that students who spent more time using their

electronic devices for school purposes did better in school than those who claimed they used their

devices for other purposes.

The cited study of Drain (2020) is deemed related to the present study because on of her

significant findings pointed out to a conclusion which is the improvement of the academic

performance with the long time spent in using of computer technology for school purposes, that’s

why using electronic gadgets in school are being encouraged. The findings of Drain (2020) sparked

the curiosity of the present researchers to know if the long time use of gadgets for educational

purposes have a positive effect on the school performance of the Grade 12 students in Manito

National High School.

Othman, Kelana, and Jamaludin (2020)determine the association of electronic gadget use

with academic performance. There were 233 students(124 males and 109 females)through

descriptive, cross-sectional study design.112 out of 233 respondents spent more than 6 hours on

electronic gadgets. 31 respondents spent at least 2 to 3.99 hours, 38 respondents spent time

between 0 to 1.99 hours and lastly, 52 respondents spent 4 to 5.99 hours of their daily life on
 14

electronic gadgets. The result showed that most of the respondents have poor academic

achievement due to their long time usage of gadgets. The result also showed that the time spent in

using gadgets can affect the students’ academic performance. The results of this research

provided a significant information about how the time spent in using gadget is associated with the

academic performance of the students.

The cross – sectional and ex post facto study of Gonzalvo (2020) was about the video

game usage time in adolescents’ academic performance. The results showed that students spend

an average of 47.23 minutes a day playing video games. In his compelling findings, it showed

that the students who spend more time on playing video games during weekends are those who

fail more subjects while those who spend less time on it get the best grades. Therefore, his study

concluded the inverse relationship between academic performance and time spent playing video

games – the longer the time spent playing gadgets, the poorer the academic performance.

The study of Othman, Kelena, and Jamaludin (2020) and Gonzalvo (2020), focused on

determining the average time spent in using gadgets and its impact and relationship with the

academic performance of the students. Seemingly, their study have a positive bearing and to the

present study since the researchers’ aim is likewise determining the average time spent by the

Grade 12 students in using their gadgets and its effect to their school performance.

Sunday, Adesope, and Maarhuis (2021)used a technique called meta-analysis to assess in

their study the effects of smartphone addiction on learning. Their findings suggest that the greater

the use of a phone while studying, the greater the negative impact on learning and academic

achievement. They also stated that mobile phone addiction had negative effects on academic

performance.
 15

The empirical study of Arefin et al. (2017) identified the factors that affect the level of

smartphone addiction and its impact to the overall academic performance of the students. Results

revealed that the factors like increased impatience and daily – life disturbance were found

significantly related to the academic performance. Their study identified that the regular

academic performance of the students are hampered by the extensive use of smartphone.

The studies of Sunday, Adesope, and Maarhuis (2021) and Arefin et al. (2017)focused on

the behavior of the students towards gadget usage and its inverse effect with regards to their

academic performance. Their findings encouraged the present researchers to determine if the

behavior of the Grade 12 student scan affect their time spent in using gadgets.

Local. Based on the premises revealed in the research conducted by Articulo et al.

(2020), it showed that in using electronic gadgets in an educational manner, gadgets could be a

foundation of good, strong, progressive, and effective students in the class. According to them,

the senior level of high school are highly educated in manipulating gadgets since they knew how

to educate themselves with regards to the ill effects of the various gadgets. They are also

responsible in using it. The results showed that using electronic gadgets are effective in

developing the knowledge, skills and attitude of students toward their academic performance in

school.

Likewise, the study of Conquilla et al. (2021) investigated the impact of social media

usage on students’ academic performance amidst the new normal of education, specifically

during the COVID – 19 pandemic. Based on their statistical finding, the level of social media

usage in terms of academics, entertainment, and communication are high. Most of their

respondents are using social media for academic purposes. The respondents also use wisely their

allotted time on social media. The study of Conquilla et al. (2021) concluded that social media

usage has a positive effect on students’ academic performance.

 16

The studies of Articulo et al. (2020) and Conquilla et al. (2021)focused on the

significance of gadgets if it is used in an educational manner. Both of their studies revealed that

the students in senior level are more likely to be wise and responsible in gadget usage. Thus, by

analyzing their studies, the current researchers would like to determine if the Grade 12 students of

Manito National High School uses their gadgets for educational purposes and if they are wise

enough in using it.

Gabiota et al. (2017) assessed the positive and negative effect of gadgets towards the

academic performance of the students. The population included the randomly selected students

from Grade 7 to Grade 12 with a total of 115 students chosen through quantitative experimental

research design. The established findings of their study indicated that the positive effects of

gadgets to the students’ academic performance are it greatly helps in the studies of the students in

getting high grades and they will be more productive because of the gadgets they used. On the

other hand, the opposing effects of gadgets are it can make a student addicted to it and they will

have difficulty in performing well in school.

Like the cited study of Gabiota et al. (2017), the present study also focused on the

positive and negative effects of the time spent in using gadgets towards the school performance of

the Grade 12 students.

The study of Catalla et al. (2019) was about addiction to gadgets and its negative impact

to students’ academic performance. They prepared an intervention to help the students improve

their performance and overcome their addiction towards gadgets. They also create a timetable to

fix the schedule of using gadgets and doing school works. The study showed a positive results

with regards to the intervention they did. It was also stated that this helped the students to focus

on their studies and to perform well in school. Catalla et al. (2019) conclude that minimizing the
 17

time spend on gadgets will gain the students more connection to school and gain their

productivity.

The study of Catalla et al. (2019) is seemingly related to the present study since the

researchers’ aim is likewise determining the improvement on the school performance of the

students and to help them in time management for study and use of gadgets through the use of

project proposed template.

However, the results to the study of Antigo and de Guzman (2021) stated that there is no

significant relationship between the extent of effect on the level of usage on electronic gadgets to

the academic performance of the students. They concluded that the usage of gadgets by the

students cannot be attributed to students’ improved or poor academic performance as well as

study habits. Improved or poor academic performance may be attributed to other factors such as

teaching pedagogies, teachers’ competencies, instructional resources, school environment, and

many others.

The study of Antigo and de Guzman (2021) is somehow related to the present study since

their study focused on determining the relationship of gadget usage and academic performance.

Hence, with the significant findings of Antigo and de Guzman, the present researchers are

encouraged to determine if gadget usage is a factor that affects the school performance of the

Grade 12 students.

Synthesis of the State-of-the-Art

Gadgets serves many purposes, it can be for educational, communication or

entertainment purposes. Whatever purposes it may have it has a positive and adverse effect on the

students’ performance. Hence, all the related studies reviewed were all concerned about the

relationship and effects or impact of gadgets to the academic performance of the students.
 18

The cited literatures of Smythe (2019), The Scientific World (2019), Jin and Sabio

(2018), and The Philippine Star (2014) altogether stressed the importance of gadgets in education

and in the learning process of the students. According to them, gadgets are the best instruments in

enhancing their learning experience and school performance.

On the other hand, Parillo (2018), Felisoni and Godoi (2018), Sunday, Adesope, and

Maarhuis (2021),Capulong (2018), Contillo et al. (2019), and Pulido (2019) stated that gadgets

have a negative effects to the overall academic performance of the students due to its excessive

usage. According to them, students tend to spend too much time on their gadgets and it somehow

affecting their learning process. Obsession to gadgets leads to addiction.

The studies of Drain (2012), Articulo et al. (2020) and Conquilla et al. (2021) is a proof

that gadgets improves students’ academic performance if it is used for school purposes. The

studies Articulo et al. (2020) and Conquilla et al. (2021)also stated that the students in senior

level are more likely to be wise and responsible in gadget usage.

On the other hand, the study of Othman, Kelena, and Jamaludin (2020) and Gonzalvo

(2020), focused on determining the average time spent in using gadgets and its impact and

relationship with the academic performance of the students. Gabiota et al. (2017) on the other

hand, assessed the positive and negative effect of gadgets towards the academic performance of

the students. Another group of researchers focused on the behavior of the students towards gadget

usage and its inverse effect with regards to their academic performance. They were Sunday,

Adesope, and Maarhuis (2021),Arefin et al. (2017), and Catalla et al. (2019). The study of Catalla

et al. (2019) was the only study to prepared an intervention to help the students improve their

performance and overcome their addiction towards gadgets.

 19

Consequently, only Antigo and de Guzman (2021) have determined that there is no

significant relationship between excessive use of gadgets and gadgets. Improved or poor

academic performance may be attributed to other factors such as teaching pedagogies, teachers’

competencies, instructional resources, school environment, and many others.

Therefore, the present researchers can say that the study is indeed true, timely, and

relevant as supported by the related literatures and studies cited and it can serve as a guide in

conducting the researchers’ study. That proves that this study can be adoptable for the use of

future researchers in Manito District.

Hence, the study was conducted to determine the average time spent in using gadgets and

its effect to the school performance of the Grade 12 students in Manito National High School like

the other researchers did to be able to determine how the time spent in using gadgets affects the

performance of the students.

Gap to be Bridged by the Study

Analysis of the related literature and studies showed that gadgets have an effects towards

academic performance. The related studies reviewed have revealed the effects and significant

relationship of gadgets and academic performance. But seldom have conducted a research about

the behavior of the students towards gadget usage and its inverse effect with regards to their

academic performance. Of all studies surveyed by the present researchers, only one study have

dealt with a negligible relationship between the academic performance and the level of effects on

the use of electronic gadgets.

Moreover, by careful comparison of the related studies, it was shown that many

researchers have dealt with the effects and relationship between gadgets and its effect and impact

on academic performance. However, none of them had focused on the effects of time spent in
 20

using gadgets towards the school performance of students since they only focused on one specific

aspect which is the grades being affected by the excessive gadget usage.

This is the gap to be bridged by the present study. The researcher aims to determine the

average time spent in using gadgets and its effect towards the school performance of Grade 12

students in Manito National High School.

Theoretical Framework

The study is anchored on three theories such as Distributed Cognition Theory,

Connectivism Theory, and Motivation Theory.

Specifically, Distributed Cognition Theory stated that 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 amongst 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. (Bell & Winn, 2000).

The role of technology within the distributed cognition 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).Also, in this theory, technology (gadgets) can be

used to help extend human capabilities. These gadgets help students to make their learning more

efficient.
 21

Moreover, Connectivism learning theory postulated that students should combine

thoughts, theories, and general information in a useful manner. It accepts that technology is a

major part of the learning process and that our constant connectedness gives us opportunities to

make choices about our learning. It also promotes group collaboration and discussion, allowing

for different viewpoints and perspectives when it comes to decision-making, problem-solving,

and making sense of information. Connectivism promotes learning that happens outside of an

individual, such as through social media, online networks, blogs, or information databases.

(Western Governors University, 2021)

It’s clear that technology is changing how students learn in and out of the classroom.

Rather than learning from teachers and textbooks, smartphones and laptops serve as hubs of

information for today’s students. The increasing use of technology as an educational tool has

changed the learning landscape. With it came gaps in traditional ideas of teaching and the need

for new methods to keep up. The theory of connectivism seeks to be the modern-day solution to

those gaps.

And, Time management theory asserted that it helps people develop stronger skills and

prioritize more effectively. It encourage thinking about the time a person spend in a different way,

rather than as a generic resource that counts down. Wright's Time Management Theory is a visual

metaphor based on a time management technique that prioritizes tasks and responsibilities in a

specific order. This theory was developed with the notion that time is a finite space that has limits

(Mraovic, 2021). It is used to determine what is important and unimportant. This theory as

applied in real life, will definitely help the students to set the most important task as their top

priority.

Hence, combining the Distributed Cognition Theory, Connectivism Theory, and time

management Theory, it can be said that improvement of school performance occurs when
 22

students prioritize it. Through this theories of time management and technological learning, the

present researchers concluded that if students prioritize the use of gadgets for learning, this can

drive the students to be motivated in improving their school performance. Gadgets can be a

foundation of a productive and effective students in school if it is used for educational purpose.

 Gadgets Improvement of school

 Learningperformance performance

 Priority

FIGURE 1.THE THEORETICAL PARADIGM

Conceptual Framework
 23

A challenge that teachers face today is having a students who are frequently engaged in

gadgets that makes them unmotivated to learn and it denotes poor school performance. Gadgets

could be beneficial towards the learning process and improvement on school performance of the

students but nowadays, some students are exceeding their limits. They are spending too much

time on it which neglect them from participating in school. Students are using their gadgets for

their own satisfaction and not for learning.

So, one way of motivating students is to raise their awareness of the effects of time spent

in using gadgets towards school performance. Students should use their gadgets which is

appropriate to the needs of them with regards to their learning process. Having an appropriate

analysis, it could be a great help in improving their school performance .On the other hand, a

progressive and effective student in class, according to Articulo et al., happens when gadgets are

used in an educational manner. It is for the reason that parents teachers should always strive to

guide the students with the proper time management and usage of gadgets to maintain the

expected performance of the students in school.

Siemens and Downes’s Connectivism learning theory postulated that students should

combine thoughts, theories, and general information in a useful manner. It accepts that

technology is a major part of the learning process and that our constant connectedness gives us

opportunities to make choices about our learning. It also promotes group collaboration and

discussion, allowing for different viewpoints and perspectives when it comes to decision-making,

problem-solving, and making sense of information. Connectivism promotes learning that happens

outside of an individual, such as through social media, online networks, blogs, or information

databases. It’s clear that technology is changing how students learn in and out of the classroom.

Rather than learning from teachers and textbooks, smartphones and laptops serve as hubs of

information for today’s students. The increasing use of technology as an educational tool has

changed the learning landscape. With it came gaps in traditional ideas of teaching and the need
 24

for new methods to keep up. The theory of connectivism seeks to be the modern-day solution to

those gaps. With the integration of gadgets in the learning process of the students, an

improvement on their school performance may occur.

The researchers aim to determine the average time spent in using gadgets and its effect

towards the school performance of the selected Grade 12 students in Manito National High

School, school year 2022 – 2023. Figure 2 shows the plan of the researchers in answering their

research problem. They need to gain information about the school performance of the students

who often uses gadgets in school and at home. Aside from that, the researchers will also

determine how the time spent in using gadgets affects the school performance.

The information needed will all be included in one survey questionnaire and will be

analyzed if the time spent in using gadgets have a positive or negative effect to the school

performance. Furthermore, the researchers will propose an intervention to help the Grade 12

students in time management for their studies and gadget usage. School performance covers not

just their performance inside the classroom or during the discussion but also their extra-curricular

activities or even non-curricular activities and records in guidance.

The paradigm of the conceptual framework is presented in Figure 2.

 25

 Analyzing data
from data and
questionnaires
Average time  Gaining information Proposed intervention
spent in using about the school to help in time
gadgets performance of the management for study
students who often and gadget usage
use gadgets.
 Determining how
the gadgets affects
the school
performance.

FIGURE 2. THE CONCEPTUAL PARADIGM

 26

Definition of Terms

To facilitate a clearer understanding of the study, the following terms are conceptually

and operationally defined.

Communication Purpose. The intention or use for communication. In this study, it

refers to the use of gadgets for communication.

Educational Purpose. The intention or use for education. In this study, it refers to the

use of gadgets for education.

Effects. a change which is a result or consequence of an action or other cause. In this

study, it refers to the consequences on any actions taken by a student.

Entertainment Purpose. The intention or use for entertainment. In this study, it refers

to the use of gadgets for entertainment.

Gadgets. a small mechanical or electronic device or tool, especially an ingenious or

novel one. In this study, it is a device used by the Grade 12 students.

Gadget Use. The use of electronic gadgets such as cellphone, laptop, computer and etc.

In this study, it refers to the use of gadgets by the Grade 12 students.

Grade 12 Students. Refers to the final year of secondary school. In this study, the

Grade 12 refers to the students of Manito National High School. They are also the respondents of

this study.

Intervention. Is a propose project aim to make improvement. In this study, intervention

is an instrument/project to help the students in time management for study and gadget use.
 27

School Performance. It is how an individual perform in school. In this study, school

performance refers to the performance of a student inside the classroom and on the extra

curricular school activities.

Time Management. The ability to use one's time effectively or productively,

especially at work. In this study, it refers to a skill in balancing time.

Time Spent in Using Gadgets. Refers to the duration of gadget exposure. In this

study, this refers to the average time that a student is exposed on gadgets.
 28

References
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PERFOMANCE OF SENIOR HIGH SCHOOL STUDENTS. Retrieve from
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addiction-to-gadgets-and-its-negative-impact-to-students-academic-performance/
17774756 on Oct. 28, 2022
Conquilla et al. (2021) The Social Media Usage and Its Impact on the Filipino Learners'
Academic Performance Amidst the Online Education. Retrieve from
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_Impact_on_the_Filipino_Learners'_Academic_Performance_Amidst_the_Online_Educa
tion on Oct. 28, 2022
Contillo, J. E. et al. (2019). Effects of Extensive Usage of Gadgets to the Academic Performance
of the Selected Grade 12 ABM Students in Bestlink College of the Philippines SY 2018-
2019. Ascendens Asia Singapore–Bestlink College of the Philippines Journal of
Multidisciplinary Research, 1(1). Retrieve from
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2022
Drain T.S(2012) IS THE GROWING USE OF ELECTRONIC DEVICES BENEFICIAL TO
ACADEMIC PERFORMANCE? Retrieve from
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Drdoak S. (2011) Emerging theories that support the use of technology and help to create more authentic
learning environments. Retrieve from https://www.drshannondoak.com/2011/03/30/emerging-
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environments/#:~:text=Distributed%20cognition&text=(Bell%20%26%20Winn%2C
%202000),this%20interaction%20where%20cognition%20occurs on October 30, 2022
 29

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 30

theory2105.html#:~:text=Connectivism%20is%20a%20relatively%20new,make
%20choices%20about%20our%20learning on October 30, 2022

Chapter 3
Research Design and Methodology

This chapter includes a discussion of the research methods, research design, sources of

data, respondents, data gathering procedures, instruments, and statistical tools used in the study.

Research Method

This study is descriptive normative using survey research design. Qualitative research is a

method of inquiry employed in many different academic disciplines, including in the social

sciences and natural science. Quantitative research is an objective, systematic empirical

investigation of observable phenomena using computational techniques. This research will follow

a combined method.

Correlation design according to Oso and Onen (2008) determines whether or not, and to what

extent on association exists between two or more paired and quantifiable variables. In other

words, by identifying certain factors or variables, researcher would be able to determine the

relationship between school attendance and academic achievement and its effects.

Sources of Data

The needed data were drawn from the following:

a. Primary Sources. The Grade 12 students as a respondent who will be part of surveillance

were the primary sources of data gathered by researcher.

 31

The results of the survey administered to Grade 12 students of Manito National High School

was used by the researcher to determine the reasons why student’s commits absences.

b. Secondary Sources. The researchers will utilize the school form of the selected Grade

12 Students of Manito National High School and the information from different websites as the

secondary sources of data.

Instruments Used

In gathering the data, the researcher will use Survey-Questionnaire.

b) Survey-Questionnaire

Survey-Questionnaire is an additional tool to support the data on students’ school

performance. It is composed of four questions which includes. 1) What are the reasons

students commit absences? 2) How many times the students did you decided not to attend

the classes in a month? 3) What are the consequences that you may possibly experience if

you commit absences? and 4) Why do you think attendance is significant in improving

academic achievement?

Respondents

The Grade 12 Students of Manito National High School who will be exposed to the study

will help the researchers determine the average time spent in using gadgets and its effect to their

school performance. At the time of study, 50 students from grade 12 will be randomly selected.

The chosen respondents are the first batch of students under K-12 Curriculum. The researchers

focus on determining the effects of gadgets to the school performance.

Data Gathering Procedure

 32

In the conduct of this study, the researchers will follow procedures. First, coordinate with

the advisers and subject teachers of grade 11 students to formally ask permission to utilize the

form 138 (report card) and to conduct surveillance. Second, the researchers will conduct an

orientation to the respondents and explain the purpose of conducting the survey. Third, the

survey-questionnaire administered to selected students of grade 12 is needed to be accomplished.

Fourth, surfing on the internet for related study and fifth is the organization, categorization,

treatment, analysis, and interpretation of the data collected. Finally, writing the final draft of the

study.

Statistical Treatment

To answer the specific problems in this study, the researcher made use of the frequency

count, computed for the General Weighted Average (GWA) of the respondents in the two

semesters of theschool year, analysis and interpretation methods. In treating the data, the

following statistical tools were used.

Weighted mean. This was computed in the findings of the mean scores of the

responses on each of the items in the questionnaire and in determining the effects of

absenteeism towards academic achievement of Grade 11 students.

The following formula was used for computing this quantity.

X = ∑ fx
N
Where x = Weighted mean the sum of
∑fx= the product of f and x
N = no. of cases
X = weight
f = frequency
 33

Personal Product- Moment Correlation Coefficient. This was computed in

finding the significant relationship between absenteeism and academic achievement

through the formula.

r= N ∑XY – (∑Y) (∑Y)

√ [N ∑x2 – (∑x) ] [N ∑y – (∑y)]

Where:
r = correlation coefficient
x = first variable
y = second variable
N = no. of respondents or cases

The interpretation of the factors that affects absenteeism are as follows:

Value Interpretation

0-1.49 No (The factor of absenteeism doesn’t affect the

-
academic achievement of the student)

1.50-2.49 Uncertain (The factor of absenteeism sometimes affects

- and sometimes do not affect the academic achievement of the

student)

2.50-3.49 Yes (The factor of absenteeism affects the academic

-
achievement of the student)
 34

The following range was used to describe the assessment for the factors of

absenteeism among students of Grade 12 in their previous school year 2016-2017.

Equivalent Option Verbal Interpretation

1.00-1.49 1 No

1.50-2.49 2 Uncertain

2.50-3.00 3 Yes

References

Faltado et. al.(2016) Practical Research 2 (Quantitative Research for Senior High
School). LORIMAR Publishing.
Oso and Onen. (2008).Questionnaires. Retrieved from
https://www.coursehero.com/file/p3n8s2b/According-to-Oso-and-Onen-2008-
questionnaires-are-a-data-collection-technique/