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THE IMPACT OF GADGETS IN LEARNING AMONG GRADE 11 STUDENTS

Gio Idos

Gio Idos

Jerelyn Patacsil

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ABOUT

RELATED
aspect of life that is important, concentration reduces and the individual cannotfocus on other issues for
long enough.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. Ithas developed and
become more central to learning.The researchers want to know the impact

of gadgets in students’ learning.

It is along this rationale that this study will be conducted.

Statement of the Problem

This study determined the impact of gadgets in learning to Senior HighSchool students during the 1

st

semester, S.Y. 2017-2018.Specifically, it answered the following sub-problems:1. What is the

students’

frequency of use on the following gadgets inlearning?a. cellphones;b. computers; andc. tablets.2. What
is the impact of the use of gadgets in learning as perceived by thestudents?

3. Is there a significant relationship between the frequency of use and impactof gadgets?

Hypothesis

1. There is no significant relationship between the frequency of use ofgadgets and the impact of gadgets.

Scope and Delimitation

This study mainly focused on the impact of gadgets in learning amongstudents in Grade 11 Science,
Technology and Engineering, Mathematics(STEM) of Urdaneta City National High School, S.Y. 2017-2018.
It was delimitedto the two sections of the STEM classes namely Descartes and Tesla.

Significance of the Study

This study determined

the impact of gadgets in students’ learning in

Urdaneta City National High School. This was significant to the following:
Students

. They will know the benefits of using gadgets in learning andhelp them study effectively.

Teachers.

This will give awareness to teachers to allow students to usegadgets 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 theirown research. They may widen the scope of their own
study or improve thisresearch study.

Definition of Terms

To make the study easier to understand, the following terms are definedoperationally and/ or lexically:

Gadget

. This refers to an often small mechanical or electronic device witha practical use but often thought of as
a novelty. In this study, gadgets refer tocellphones, tablets and laptops which are used by the
respondents in learning.

Impact.

This refers to the effect of gadgets on the respondents in theirlearning.

Frequency of use.

This refers to the number of times or how often thegadgets are used by the respondents in learning.

Chapter 2REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the literature and studies related to the impact ofgadgets in learning.
Related LiteratureGadgets

A gadget is a small tool or device with a specific useful purpose andfunction. 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 withefficiency. 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) saysthat no one can deny the
fact that gadgets have not only simplified the lives ofpeople 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 stillsomewhat

controversial, but the Calgary Board of Education actually encourages

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

l skill, and now we’re going to have a whole new levelof mobile digital skills when we turn to mobile
learning on the handhelds.”

Technology users are moving towards being more mobile, and teachersand 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 forthe first time ever. Calgary-

based SMART Technologies’ SMART Boards are

popular with both teachers and students. Teachers can project presentationsonto 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 andinteresting ways of looking at objects. Whether they are zooming in on
thesmaller details of a 3D object, or observing science experiments, students canshare 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 isplaying an audio book to
her students, mp3 players are an increasingly commonsight in schools. Both teachers and students can
make full use of mp3 players intheir school activities (Gammuac, 2013).

Related Studies

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 conductedaimed to organize
understanding the change that took place by using thesetechnologies, and to explore the conversion in c

hildren’s behavior and focus

ed todiscover-what extent children feel aggression, and how they react by using thesemodern
technologies e.g. video games, mobile phones with various applicationsembedded using via Internet
with Wi-Fi connections video games consoles andinternet.Providing computers to schools increases the
technology skills of teachersand students in both the developed and the developing world. Laptop
programsincrease students' engagement with academic work and school, improvetechnology skills, and
have positive effects on students' writing. Research inmany nations suggests that laptop programs will be
most successful as part ofcomprehensive 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 thatsimply replacing teachers with computer-based instruction
typically yields nolearning benefits. Rather, blending leads to higher engagement and learninggains
(Darling-Hammond et al., 2014).Gross (2009) described in his article that people are very frequent in
useof media and modern technologies in communication at home or at work and feelhard to survive in
the absence of modern means of communications. With theadvent rapid new technologies; digital
societies are shaping all across and