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CHAPTER I

Introduction

Background of the Study

In the year where electronic gadgets are not yet invented like computers, students

are not yet engage in activities using technologies. Students rely on books and visit

library facilities to study, read their notes and review their school lessons. During those

years, despite the lack of computers and hi-tech gadgets students still achieve high and

good grades and the students are still focused on their studies. They strive hard just to

attain higher and better grades in their education. As years passed, industrial evolution

occurred and great changes and improvements happened.

Almost all of the students especially high school students are seen of using

different kinds of electronic gadgets every day. With that case, students who are addicted

in using electronic gadgets affect their studies. As what the researcher observed, using the

electronic gadgets give bad effect to almost all of the students.

So, the researchers would conducted this study was to find what are the reasons

why they choose playing their electronic gadgets rather than studying/making homework.
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Theoretical Framework

Almost every day, a new gadget or media device is introduced to the world.

Specifically, these gadgets are mostly used by students to aid them in their scholastic

purposes or just mere leisure usage at home.

Based from the Recency Effect Theory of Miller and Campbell (1959), our mind

retains information that is recently gathered from certain events and observations in our

surroundings. The Recency Effect Theory also stated that given a list of things to

memorize on a certain amount of time, we will have a propensity to recall easily the

things that are located on the last part of the list as compared to those in the middle.

On the online website of Curtin University’s Student Transition and Retention

Team, the makers of the Retention Theory, they pointed out that there are about ten

variables that comprises the student’s ability to retain information, these included:

individual attributes, student finances, developing relationships with prospective students,

addressing the impact of pre-university education, goal commitment, institutional

commitment, quality of teaching and learning, peer-group interaction, faculty interaction,

and the graduate’s relationship with the University.

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Conceptual Framework

This concept shows the relationship between electronic gadgets and student’s

studying habit. Will electronic gadgets affect the students’ studying habit? The

conceptual Framework shown below

Independent Variables Dependent Variables

Electronic Gadgets Students’ Studying Habit

Figure 1.Conceptual Framework

Statement of the Problem

The researchers should answer the following:

1. How many students are using Electronic Gadgets among G8-Taurus?

2. What are the factors that influenced students to use Electronic Gadgets?

3. What are the advantages and disadvantages of Electronic Gadgets?

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Objectives

This study aims to know how Electronic Gadgets affect the Students’ Studying

Habit.

 To be able to identify the students who used electronic gadgets.

 To be able to know the positive and negative effect of electronic gadgets to

the students.

 To be able to know what factors that influence the students to use electronic

gadgets.

Significant of the Study

To the Students

This study will be significant to the students that excessively used their gadgets to

the point that they are addicted to it. It can be a guide to them on how to control the usage

of their said gadgets.

To the Parents

For them to control their children in making such decision in excessively using

their gadgets.

To the Teachers

The study will help the teacher to understand the students better. By this study

they will come up on how to manage such students.

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Scope and De/Limitation

This study is to know how electronic gadgets affect the students’ studying habit.

The electronic gadgets are limited, it’s included: computers, laptop, cellphone, tablet, and

television. The researchers limited their respondents which is 40 students respondents

(students) of Grade 8-Taurus.

Operational Definition

 Advantages- the positive effects of electronic gadgets

 Disadvantages- the negative effect of electronic gadgets

 Electronic gadgets- a small tool such as a machine that has a particular function,

but is often thought of a novelty. Gadgets are sometimes reffered to as gizmos.

-independent variable

-ex. Cellphone

 Respondents- who used electronic gadgets

 Students studying habit- affected by electronic gadgets

-dependent variable
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CHAPTER II

Research Design

This research is a qualitative non-experimental survey research. In this research

data was collected through a questionnaire. The researcher distributed the questionnaire

to the respondents and its collected for consolidate.

Silverman 2013; Litchman 2013; Walliman 2014; Suter 2012, stated that

qualitative research is an act of inquiry or investigation of real life event.

Schreiber 2012; Letherby 2013; Creswell 2014, stated that qualitative research

describes the attitudes, preferences, views, feelings and other behavioral patterns of a big

number of people for arriving at a certain conclusion about social concerned and issues.

Research Locale

This research was conducted in Francisco Ramos National High School (formerly

Buayan National High School). This school was located in Concepcion, Kabasalan,

Zamboanga Sibugay. This school was founded on 1968. This school had Junior HS and

Senior HS. The grade 7, 8, 9, and 10 were under in Junior HS and grade 11 and 12 were

under in Senior HS. In the school year, 2016-2017, the FRNHS added a senior high

school which is grade 11 only. In the school year, 2017-2018, the FRNHS added a second

year of senior high school which is grade 12. In this school year, 2018-2019, the FRNHS

had 45 sections and had total population of students, 2,252. In this school, there are 96

teachers included the School Principal, Dr. Estrelita Ampo Pena. The lot of the school
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was donated by Francisco O. Ramos that’s why the school named Francisco Ramos

National High School.

Population and Sampling Design

This study used convenience sampling which involved 40 students among G8-

Taurus. In Grade 8-Taurus, there are 17 boys and 34 girls, the total population of 51

students.

Data Gathering Tools

The researchers used a questionnaire to collect research data and after collection

of data, the researchers were consolidating the data.

Data Gathering Procedure

To deal with this procedure, the researchers would first have a title proposal.

Once the title proposal was approved the researchers would asked a permission to the

school principal and to the research adviser who had the power to decide if it will be

allowed or permitted.

After that the researchers would construct a questionnaire and do the checking of

validity and reliability of the question. The questionnaire must check three times by the

research adviser to be approved.

Then the researchers would distribute the questionnaire to the respondents.

Finally, the researcher would collect the questionnaire and consolidate all the data.
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Ethical Consideration

The researchers asked permission to the school principal and research adviser to

conduct this study until approval. The researchers asked permission to the respondents to

answer the following question from the questionnaire. Then, the researchers respect the

respondents’ answers, opinions, and what they said about this research. The researchers

were acknowledging all who help and cooperation this research.

Statistical Tools

This research used statistic which are weighted mean and mean percentage.

Weighted mean: A mean where some values contributed more than others. When the

weight is 1; just multiply each weight by the matching value and sum it all up otherwise,

multiply each weight each weight by its matching value that all up and divided by the

sum of weight. A percentage is a portion of a whole expressed as a number between 0

and 100 rather than as a fraction. ... Then multiply .25 times 100 and get 25 percent. A

percentage can also mean a portion of something but only when it has to do with

numbers.
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CHAPTER III

Result and Discussion

This presents the result and discussion of the data gathered on the problems and

hypothesis in the study.

Table 1.Result of the factors that influenced the students to use electronic gadgets
RESPONSE WEIGHTED MEAN
QUESTIONS REMARKS
5 4 3 2 1 MEAN PERCENTAGE
1 9 2 15 5 9 2.925 58.5 Sometimes
2 4 9 15 5 7 2.95 59 Sometimes
3 2 6 17 4 11 2.6 52 Seldom
4 4 4 10 3 19 2.275 45.5 Seldom
5 2 5 15 6 12 2.475 49.5 Seldom

Legend

Rating Scale Remarks

1 4.3-5 Always

2 3.5-4.2 Often

3 2.7-3.4 Sometimes

4 1.9-2.6 Seldom

5 1-1.8 Never
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In question 1 “Can friends influenced you to use electronic gadgets?” there are 9

students answered always, 2 students answered often, 15 students answered sometimes,

15 answered seldom, 9 students answered never, with the weighted mean of 2.925, mean

percentage of 58.5, and had remarked of sometimes.

In question 2 “Having difficult assignment influenced you to use electronic

gadgets?” there are 4 students answered always, 9 students answered often, 15 students

answered sometimes, 5 answered seldom, 7 students answered never, with the weighted

mean of 2.95, mean percentage of 59, and had remarked of sometimes.

In question 3 “Having difficult topic/lesson influenced you to use electronic

gadgets?” there are 2 students answered always, 6 students answered often, 17 students

answered sometimes, 4 answered seldom, 11 students answered never, with the weighted

mean of 2.6, mean percentage of 52, and had remarked of seldom.

In question 4 “Having girlfriend/boyfriend influenced you to use electronic

gadgets?” there are 4 students answered always, 4 students answered often, 10 students

answered sometimes, 3 answered seldom, 19 students answered never, with the weighted

mean of 2.275, mean percentage of 45.5, and had remarked of seldom.

In question 5 “Can family influenced you to use electronic gadgets?” there are 2

students answered always, 5 students answered often, 15 students answered sometimes, 6

answered seldom, 12 students answered never, with the weighted mean of 2.475, mean

percentage of 49.5, and had remarked of seldom.

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Table 2.Result of the effect of Electronic Gadgets

RESPONSE WEIGHTED MEAN
QUESTIONS REMARKS
5 4 3 2 1 MEAN PERCENTAGE
1 11 8 19 0 2 3.65 73 Often
2 13 13 12 1 1 3.9 78 Often
3 11 4 14 5 6 3.225 64.5 Sometimes
4 0 4 24 2 10 2.55 51 Seldom
5 6 4 20 3 7 2.975 59.5 Sometimes
6 0 2 17 6 15 2.15 43 Seldom
7 1 6 5 7 21 1.972 39.5 Seldom
8 6 5 20 4 5 3.075 61.5 Sometimes
9 2 7 12 4 15 2.175 43.5 Seldom
10 1 1 13 12 13 2.125 42.5 Seldom

Legend

Rating Scale Remarks

1 4.3-5 Always

2 3.5-4.2 Often

3 2.7-3.4 Sometimes

4 1.9-2.6 Seldom

5 1-1.8 Never

Based on the result, In question 1 “Do you use electronic gadgets?” there are 11

students answered always, 8 students answered often, 19 students answered sometimes,

nobody answered seldom, 2 students answered never, with the weighted mean of 3.65,

mean percentage of 73, and had remarked of often.

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In question 2 “Do you have time management between using electronic gadgets

and studying?” there are 13 students answered always, 13 students answered often, 12

students answered sometimes, 1 answered seldom, 1 students answered never, with the

weighted mean of 3.9, mean percentage of 78, and had remarked of often.

In question 3 “Do you use your electronic gadgets before going to sleep?” there

are 11 students answered always, 4 students answered often, 14 students answered

sometimes, 5 answered seldom, 6 students answered never, with the weighted mean of

3.225, mean percentage of 64.5, and had remarked of sometimes.

In question 4 “Do using electronic gadgets affect your interest in studying?” there

are no students answered always, 4 students answered often, 24 students answered

sometimes, 2 answered seldom, 10 students answered never, with the weighted mean of

2.55, mean percentage of 51, and had remarked of seldom.

In question 5 “Did you use your electronic gadgets before doing your home

works?” there are 6 students answered always, 4 students answered often, 20 students

answered sometimes, 3 answered seldom, 7 students answered never, with the weighted

mean of 2.975, mean percentage of 59.5, and had remarked of sometimes.

In question 6 “Have you experience using electronic gadgets until you sleep and

you didn’t do your home works and didn’t study your lesson?” there are no students

answered always, 2 students answered often, 17 students answered sometimes, 6

answered seldom, 15 students answered never, with the weighted mean of 2.15, mean

percentage of 43, and had remarked of seldom.

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In question 7 “Can having electronic gadgets give you low grades?” there are 1

student answered always, 6 students answered often, 5 students answered sometimes, 7

answered seldom, 21 students answered never, with the weighted mean of 1.975, mean

percentage of 39.5, and had remarked of seldom.

In question 8 “Can electronic gadgets remove your stress while using it?” there

are 6 students answered always, 5 students answered often, 20 students answered

sometimes, 4 answered seldom, 5 students answered never, with the weighted mean of

3.075, mean percentage of 61.5, and had remarked of sometimes.

In question 9 “Will electronic gadgets give you mental health (addiction)?” there

are 2 students answered always, 7 students answered often, 12 students answered

sometimes, 4 answered seldom, 15 students answered never, with the weighted mean of

2.175, mean percentage of 43.5, and had remarked of seldom.

In question 10 “Do electronic gadgets affect your healthy lifestyle?” there are 1

student answered always, 1 student answered often, 13 students answered sometimes, 12

answered seldom, 13 students answered never, with the weighted mean of 2.125, mean

percentage of 42.5, and had remarked of seldom.

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CHAPTER IV

Conclusion and Recommendation

Conclusion

The researchers conclude that there are 46 students out of 51 students of G8-

Taurus used Electronic Gadgets. Based on the researcher’ survey, the factors that

influenced the students to use electronic gadgets are: Friends, Difficult topic/lesson,

Difficult assignment, Girlfriend/Boyfriend, and Family. The researchers also conclude

that this electronic gadgets gave advantages and disadvantages to the students. Almost of

the G8-Taurus said that this electronic gadgets gave them an advantages in their studies

because this electronic gadgets helped them for their studies.

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Recommendation

The researchers recommended trying other electronic gadgets if those electronic

gadgets can also affect the students’ studying habit. The researchers recommended to

study more about what other factors that affected by electronic gadgets. The researchers

recommended studying more about what other factors that influenced the students to use

electronic gadgets And the researchers also recommended studying more about what

other effects of electronic gadgets to the students.

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Curriculum Vitae

Name: James B. Cruz Jr.

Nickname: Nikko

Religion: Roman Catholic

Birthday: October 16, 2002

Father’s name: James P. Cruz Sr.

Mother’s name: Maria Fe B. Cruz

Address: Purok 2, Timuay Danda, Kabasalan, Zamboanga Sibugay

Educational Background

Elementary

Name of School: Timuay Danda Elementary School

Address: Timuay Danda, Kabasalan, Zamboanga Sibugay

Secondary

Name of School: Francisco Ramos National High School

Address: Concepcion, Kabasalan, Zamboanga Sibugay

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Name: Sheila C. Gonzaga

Nickname: Nday

Religion: ALLIANCE

Birthday: June 1,2002

Father’s name: Angelito C. Gonzaga

Mother’s name: Flordeliz C. Gonzaga

Address: Buanyan, Kabasalan, Zzmboanga Sibugay

Educational Background

Elementary:

Name of School: Batu Elementary School

Address: Batu, Siay, Zamboanga Sibugay

Secondary

Name of School: Francisco Ramos National High School

Address: Concepcion, Kabasalan, Zamboanga Sibugay