Chapter 1

INTRODUCTION

Some studies focus on both the positive and negative

consequences of use of the tech-devices. Technology is an integral part

our everyday life on people are dependent on it. Students should be

encouraged to develop in a technological world. The necessity of social

networking, computer games or digital habits of them would be

understood by the elders but simultaneously the consequences of

those habits should be studied. It is better to study the relationship

between technology, child development and the popular culture.

Parents should facilitate a healthy and balanced relationship between

technology and their children helping them to use the social media

effectively (Michael, 2012).

According to (Demigilio, 2009) Technology also saves teaching

time as they require short-time to present large information. They can

be used to reveal needs and stimulate students’ question. Thus

learners interest can be aroused. Maintained and stimulated to

promote their imaginative power. On the whole, media ensure the

application of classroom-oriented communication techniques.

Therefore, learners should be assisted, encouraged and motivated not

to learn but also to continue to learn.

On the Journal of Others Academy pp-66 refers that educational

technology can make student study more interesting and enjoyable.

The changing images and use of special affects, among others, can

boredom on the part of learners. Furthermore, classroom interaction

can be interactive. Technology can also promote student interaction,

student-teacher interaction, if pre-instructional planning incorporates

principles such as stimulates variation, feedback reinforcement, and

learners participation.
 Statement of the Problem

The purpose of this study was to determine if technology such

as gadgets can affect the performance of students in school in terms of

academic activities. Specifically, this study attempts to give answer on

the following questions:

1. What is the effect of technology to the academic

performance of students?

2. What are the activities that the students did more often

using their gadgets?

3. Is there any relationship between using technology and

the grade average of students?

Objectives of the study

The study intends to achieve the following objectives to:

 study the impacts of the gadgets on academic performance.

 examine the time spent by the students with their tech-devices.

Significance of the study

The significance of this study is to know the importance of

gadgets in student's educational purposes. How it gives them the

advance knowledge or lessons by searching through the use of gadgets

and how it help them in getting the high grades instead of using them

for gaming.

Scope and Limitation of the study

This study is just limited in Matanao National High school,

Matanao Davao del sur. The respondents are limited to Senior High

School Students with 404 respondents. They were chosen to

participate and answer the given questionnaires from the researchers.

Definition of Terms

Listed below are terms taken from this study, which the

researcher believe have to be defined. This is necessary to enable the

future readers to easily understand the contents of this research.

Addiction - the state of being enslaved to a habit or practice or

to something that is psychologically or physically habit to such an

extent that is cessation causes several trauma.

Academic performance - used to describe things that relate to

the work done in schools, colleges, and universities, especially work

which involves studying and reasoning rather than practical or

technical skills.

Cognitive thinking - refers to the use of mental activities and

skills to perform tasks such as learning, understanding, remembering,

paying attention, and more.

Gadgets - is a device or accessories that makes your life or the

use of another device easier or more enjoyable.

Online games - a game that is either partially or primarily

played through the internet or another computer network.

Time management - refers to managing time effectively so that the

right time is allocated to the sight activity.

 Students - refers to the Grade 11 students of Matanao national

High School. They are the subject of the study about technology and

academic performance.

Technological devices/ Gadgets - refer to a device that the

students used to communicate, play, answer home works or

assignments and other questions, surf the internet for fun (facebook,

twitter, wattpad), listen or download music and videos. Gadgets are

mobile phones, android phones, tablets, laptops

 Chapter 2

LITERATURE REVIEW

In the medical set up the use of digital devices may help to a

great extent. Easy storage, searching and sharing of patient

information through the In this generation, technological devices play

a very important role in our life because technology makes our work

much easier and less time consuming. The impact of technology can

be felt in every possible field and aspect of our life such field

in education.

The term technology is wide and everyone has their own way of

understanding the meaning of technology. People use technology to

accomplish various tasks in their daily lives, in brief; technology

describes as products, processes or organizations. Technology can be

use to extend abilities, and that makes people as the most important

part of any technological system (Karehka Ramay, 2013).

computers and accessibility of knowledge regarding recent health

related inventions through internet, have made the work of the

medicos easier (Sellen and Harper, 2002).

Although the use of gadgets and services has many positive

impacts, they are short lived. In long run it has negative impacts on
the individuals. The digital activities make the youth strong in

technical skills but make them weak in real practical skills. Due to the

time spent on the devices the youth are refrained from some outdoor

activities with friends and family. The indulgence in violent games may

create more violence in their mind. The more they use the gadgets, the

more they crazy about it which may distract them from study. During

the time of playing games when they can't achieve the set target, it

may raise their anxious level higher. After all addiction to the devices

may develop unhealthy lifestyle, poor time management and poor

eating habits among the youth. Generation-Y i.e. the present

generation is psychologically addicted to the social Medias like face

book, twitter, and Linked-In etc. The addiction causes intra-psychic

conflicts such as intolerance and relapse among the youth (Cabral,

2011)

Excessive technology use may affect academic performance,

relationship as well as overall development among youth. (Young,

2004).

Technological devices or gadgets help the students to be

productive in school however, it makes them dependable that they’ll

rely everything on their gadget. Technology is a good academic tool

which enhances the academic performances of the students only if the

technology is used for academic performance (Lekey Dorji, 2015)

Furthermore, the researchers are prompted in evaluating if

technological devices can affect the academic performance of Grade 11

students in Matanao National High School.

 Chapter 3

METHODOLOGY

In this part, the researchers discussed the methods used and

the procedure applied specifically the research design, subjects of the

study, research instruments, data gathering procedure and data

analysis to obtain the

Research Design

The study used a mean computation by getting the average of

students who used technology and relate it to their first term grades.

It is calculated by adding up all the scores in each item of the

questionnaire and divide that sum by the total number of scores data

needed in this study.

Research locale

This study was conducted in Matanao National High School,

Matanao Davao del sur.

Research Subject

The basis of the sample size of the respondents involved in this

study followed the purposive sampling technique. It is in this sampling

technique that this study was conducted to 404 among the 813

students in Senior high.

Research Instruments

The researcher developed a questionnaire with rating scales to

gather the required information. The questionnaire was the main

instrument in gathering data. Aside from the questionnaire,

documentary analysis and observation were used to gather the

information needed in this study. The researcher adopted the

mentioned instrument and technique which were most appropriate for

gaining insights on the effects of gadgets to the academic performance

of students in Senior High School students. The survey questionnaire

consisted the students’ profile and 3 questions with 8 likert-scale

response options (rating from 1-Never to 5- Most Often) regarding on

what activity did the students used their technological devices.

Sampling Design

The researchers used random sampling design in the selection.

There were 404 respondents in Senior High School Students who were

chosen to participate and answer the given questionnaires from the

researchers.

Data Gathering Procedure

The researcher firstly secured a permission letter to the

Assistant Principal of Matanao National High School. Then, the

researcher personally distributed the survey questionnaire about the

“Technology and Academic Performance of Senior High School

Students in Matanao National High School”.

It took one day for the researcher to distribute the questionnaire

and a day to interpret and analyze the scores using the indicators they

made.

Data Analysis

All of the data were collected and used as the basis to find out if

technology can affect the academic performance of Senior High School

students. Data were tabulated, tallied, statistically treated and

analyzed. The academic performance was measured based on the

grade they filled in on their first term grade average. Descriptive

statistic was employed. All data in the students’ academic performance

were presented in a tabular form.

Moreover, students’ activities using gadgets were also tabulate.

Weighted mean for each activities and the overall weighted mean were

computed. This was done by adding the product of the number of

responses in each scale and divided by the number of respondents.

The overall weighted mean will be computed by getting the average of

all the weighted means. Qualitative interpretations will be based on

the weighted mean computed using the ranges: 1- Never; 2-

Sometimes; 3- Often; 4- More Often; 5- Most Often.

 Chapter 4

RESULT AND DISCUSSION

This section presents the significant results on the conduct of

this relevant study. The manner of presenting the results is based on

the survey questionnaire. The discussion starts from the first term

grade average of students, down to the discussion on the significant

mean gain ranges of the activities using gadgets. Results are presented

in tables and are given meaningful interpretations.

Table 2 Students’ First Term Grade Average and Number of Gadgets

Number of Gadgets Number of Students

0 2
1 75
2 124
3 6
4 0
5 or more 0

The results reveal that 2 Grade 11 students (1 %) have no

gadget, 75 (36%) have 1 gadget specifically smart phone, 124 (60%)

have 2 gadgets, 3(3%) have 3 gadget, students have no 4 or 5 or more

gadgets.

Table 3 Activities and Mean Range

 Activities Mean Range Interpretation
1. I use my gadget/s 3 Often
during classroom
activities and
studying.
2. I use my gadget/s 3 Often
in doing home works
or assignments.
3. I use my gadget/s 4 More Often
in creating, reading
and/or sending
messages.
4. I use my gadget/s 3 Often
in writing and/or
reading documents for
pleasure (such as
wattpad and e-books).
5. I use my gadget/s 2 Sometimes
in playing online
and/or mobile games.
6. I use my gadget/s 4 More Often
in downloading
and/or listening
music or videos.
7. I use gadget/s in 5 Most Often
surfing the internet
for pleasure (such as
Facebook, twitter,
instagram)
8. I use my gadget/s 2 Sometimes
during online
shopping.

Based on the result students used their gadget/s sometimes (2)

in playing online and/or mobile games, and during online shopping.

They used gadget/s often (3) during classroom activities, studying,

doing home works or assignments, and reading documents for

pleasure (such as wattpad and e-books). Others used their gadget/s

more often (4) in creating, reading and/or sending messages, and in

downloading and/or listening music or videos. And students used

their gadgets most often (5) in surfing the internet for pleasure (such

as facebook, twitter, instagram).

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

 This section highlights the summary of the findings of the study.

Also, conclusions are presented based on the results of the study. In

addition, timely recommendations are offered to give opportunities to

future researchers.

Summary

The purpose of this study was to find out if the gadgets or

technological devices can affect the academic performance of the

students. Moreover, the researcher wanted to know the activities that

the students did using their gadgets. A total of two hundred seven

students from Grade 11 of Matanao National High School were

selected to answer the survey questionnaire.

Findings

Indicated below were the salient findings of the study:

Almost all of the Grade 11 students have gadgets, some

have 1, 2 and 3 while 2 students have no gadget.

 Students used their gadget/s sometimes in playing online

and/or mobile games, and during online shopping. They used

gadget/s often during classroom activities, studying, doing home

works or assignments, and reading documents for pleasure (such as

wattpad and e-books). Others used their gadget/s more often in

creating, reading and/or sending messages, and in downloading

and/or listening music or videos. And students used their gadgets

most often in surfing the internet for pleasure (such as facebook,

twitter, instagram).

Conclusions

Based on the following findings of the study the following

conclusions are being drawn:

1. Technologies/Gadgets do not affect the academic performance

of the students.

2. Having gadgets can help students in their academic

performance if only they used their gadgets in academic

purposes.

3. Gadgets make knowledge more available to students and

expose them to a much wider variety of subjects.

 4. Gadgets have positive effect on academics and with additional

instruction and care students can take full advantage of

technology.

5. On the other hand, technology has negative effect because it

makes the students out of focus and dependent to rely on their

gadgets in doing home works.

Recommendations

From the conclusions drawn, the following recommendations are

offered.

1 .Students should use their gadget in good and purposive way.

2. Students should be responsible in using gadgets.

3. Students should limit the number of hours in using gadgets.43.

Students should not use gadgets during classes.

4. Students should not use gadgets during classes.

5. Students should use gadgets to find more new information.

REFERENCES
Al-Hariri, Mohammed T. (2017). Impact of student’s use of technology
on their learning achievements in physiology courses at the
University of Damman.

Denizli (2014). The effect of Technological Devices on Student’s

Academic Success.

Dorji, Lekey (2015). The impact of the internet on Academic

Performance the Students at the tertiary level of Education in
Bhutan. Dissertation, 1-5.

Encyclopedia. (2009). Kinds of Gadgets.

Lolong, Kollins (2013). The Effect of Technological Devices to the

Learning Performance of Information Technology students.

University of Chicago (2015). The effects of Gadgets in student’s

Performances, pp 1-5.

Young, K.S. (2004), Internet addiction: A new classical phenomenon

and its consequences: American behavior scientist, 48(4),
402-415.

Sellen A.J and Harper RHR. (2002).”The Myth of the paperless office”.
Cambridge, MA: MIT

Cabral, J. (2011). Is Generation addicted to social media? The action

Journal of undergraduate Research in Communication, 2(1).

Journal of Athens Academy. (2009). Educational technology can make

student study more interesting and enjoyable, (66).
 APPENDICES

APPENDIX A

Author and Description/Hypothe Key findings/ Methodology

Publication sis census
Details survey
(Hypothical) results/

recommendati
on

Kollins Lolong There is no There are The method

significant many possible used by the
relationship between effects on researcher
using technological using it. And in this study
The Effects of devices and the its depends is the
Technological performance of an only on the descriptive
Devices to the Information way the users survey. A
Learning Technology (IT) used it. They descriptive
Performance of student. have to know research
Information how to use it involves
Technology for their description
Students. benefit and of condition
should not that now
abuse its use. exist.
Type: Thesis

Young ,2004 The study was Excessive Using

designed to examine technology use structured
the use of tech- many affect questionnair
devices by youth i.e. academic e.
the time spent with performance,
the gadgets, the relationship as
purpose behind use, well as overall
and its impact on development
mental health and among youth.
lifestyle.

Cabral, 2011 Although the Using

Thesis use of gadgets structured
and services questionnair
 has many e.
positive
impacts, they
are short-time-
lived. In long
over it has
negative
impacts on the
individuals.
The digital
activities make
the youth
strong and
technical skills
but make them
weak in real
practical skills.

Lekey Dorji There is no relation Results Survey

between the Internet indicated that questionnair
and academic only academic e were used
performance of the oriented as a tool to
The impact of students. internet accumulate
the Internet on utilization the data to
Academic contributes to examine the
Performance of the better impact of the
the student at academic internet on
the tertiary performance academic
level of with the performance
Education in significance .
Bhutan. value of
0.0000 while
social
Type: recreational
Disertation function of the
internet would
under the
achievement of
better
academic
result.
Denizli There is no Students who The survey
significant difference use home research
in university computers and design was
attendance and exam the internet used in this
The Effect of score between those are developing study,
Technological who have an Internet the concepts survey
Devices on connection from a skills and self- research is
student’s home computer and learning skills. most likely
Academic those who do not. The the best
Success. development of method
this skills can available to
positively the social
Type: Journal impact scientist
students interested in
academic collecting
achievements original data
and retention. to describe a
population
to large to
observe
directly.

Mohammed There is no This study An online

T.AL-Hariri significant observe a survey was
relationship between significant send to the
technology and relationship students
learning between regarding
Impact of achievements in students use their use of
students use of physiology courses. of technology technology
technology on and their and their
their learning achievements devices they
achievements in physiology use. The
in physiology courses at five person
courses at the health colleges correlation
university of of university of coefficient
Damman. Damman. and
descriptive
statistic
Type: Journal where
implemented
to study the
frequency of,
 and
relationship
between,
technology
and learning
achievement
s in
physiology
courses.

Sixteenth It aims democratize It is hereby

Congress access to quality declared the
tertiary education policy of the
through open and state to
distance learning. expand further
Republic Act democratize
No.10650 access to
quality tertiary
An act
education
expanding
through the
access to
promotion and
educational
application of
services by
open learning
institutionalizi
as a
ng open
philosophy of
distance
access to
learning in
education as
levels of
an
tertiary
appropriate,
education and
efficient and
appropriating
effective
funds
system of
therefore.
delivering
quality higher
and technical
Type: Readings educational
services in the
country.
 APPENDIX B

Permission Letter
 APPENDIX C

Validation Sheet
 APPENDIX D

Survey Questionnaire

RESEARCH II

This questionnaire is for the quantitative research entitled

“Technology and Academic Performance of Grade 11 Students in
Matanao National High School”. The purpose of this study is to view
if technology such as gadgets can affect the grades and performance of
students. Confidentiality of answers will be upheld.

Name(optional):___________________ Age:___ Gender: _______

Section: ____________ First Term Average: ________

A. Please check the box and/or choose your appropriate answer.

1. How many gadgets do you have?

 0
 1
 2
 3
 4
 5 or more

2. Do you usually bring your gadget/s in school?

 Yes
 No
 Sometimes

3. How many hours a day do you normally spend time using gadget/s?

 Less than an hour

 1-2 hours
 3-5 hours
 6-10 hours
 11 or more hours
B. Please rate the following activities you did using your gadget/s.

1 – Never 2 – Sometimes 3 – Often 4 – More often 5 –

Most often

Activities
1 2 3 4 5
1. I use my
gadget/s during
classroom
activities and
studying.
2. I use my
gadget/s in doing
home works or
assignments.
3. I use my
gadget/s in
creating, reading
and/or sending
messages.
4. I use my
gadget/s in writing
and/or reading
documents for
pleasure (such as
wattpad and e-
books).
5. I use my
gadget/s in
playing online
and/or mobile
games.
6. I use my
gadget/s in
downloading
and/or listening
music or videos.
7. I use gadget/s
in surfing the
internet for
pleasure (such as
Facebook, twitter,
instagram)
8. I use my
gadget/s during
online shopping.

Total:

APPENDIX E

Sample Size Computation

 Grade 11

Strand Number of Percentage in 408 Sample size per

students per population section
section
Home economics 43 10.54 % 21
1
Home economics 30 7.35 % 15
2
Smaw 1 65 15.93 % 31

Smaw 2 27 6.62 % 13

General Academic 45 11.03 % 22

Strand 1
General Academic 41 10.05% 20
Strand 2
Computer 36 8.82% 17
Programming
Electrical 34 8.33% 16

Accountancy, 23 5.64% 11
Business and
Management
Humanities and 27 6.62% 13
Social Sciences

Science, 57 13.97 % 28
Technology,
Engineering and
Mathematics
Total 408 100 % 207

Grade 12
STRAND # of students Percentage of Sample size per
per strands 390 population strand

STEM 37 9.49% 18.7 or 1

ABM 22 5.64% 11.11 or 11

HUMSS 21 5.38% 10.6 or 11

GAS 1 42 10.77% 21.22 or 21

GAS 2 43 11.03% 21.73 or 22

HE 1 43 11.03% 21.73 or 22

HE 2 45 11.54% 22.73 or 23

Electrical 1 32 8.21% 16.17 or 16

Electrical 2 35 8.97% 17.67 or 18

Computer 1 35 8.97% 17.67 or 18

Computer 2 35 8.97% 17.67 or 18

Total 390 100% 197

APPENDIX F

Pictures Taken During the

Making of the Study
APPENDIX G

Pictures Taken
During the
Conduct of the
Study
CURRICULUM VITAE
ANA JOY N. MALINAO

Purok 5, New Quezon, Hagonoy,

Davao del Sur

anajoymalinao@gmail.com

0946 6655 373

Age: 18

Birthday: June 15, 1999

Birthplace: New Quezon, Hagonoy, Davao del Sur

Mother: Rosalia N. Malinao

Father: Cirilo T. Malinao

Educational Background

School Attended Year Awards

Kinder
Primary/Elementar Quezon Elementary School 2012
y
Junior High School Matanao National High 2016
School
Senior High School Matanao National High 2018
School

Special Skills:

Other Achievements:

CURRICULUM VITAE
RACHEL B. PANERIO

Purok Pomelo, Buas, Matanao,

Davao del Sur

paneriorachel@yahoo.com

0946 1899 501

Age: 18

Birthday: December 27, 1999

Birthplace: Buas, Matanao, Davao del Sur

Mother: Ruena B. Panerio

Father: Rodel G. Panerio

Educational Background

School Attended Year Awards

Kinder Buas Day Care Center 2006
Primary/Elementar Buas Elementary School 2012
y
Junior High School Matanao National High 2016
School
Senior High School Matanao National High 2018
School

Special Skills:

Other Achievements:

CURRICULUM VITAE
RHEA MEA A. TATOY

Purok 8, New Quezon, Hagonoy

Davao del Sur

rheameatatoy@gmail.com

0946 1748 792

Age: 20

Birthday: August 23, 1997

Birthplace: New Quezon, Hagonoy, Davao del Sur

Mother: Salome A. Tatoy

Father: Renato A. Tatoy

Educational Background

School Attended Year Awards

Kinder Lanuro Day Care Center 2004
Primary/Elementar Lanuro Day Care Center 2012
y
Junior High School Matanao National High 2016
School
Senior High School Matanao National High 2018
School

Special Skills:

Other Achievements:
CURRICULUM VITAE

ERLYN MAE B. BICO

Purok Mangga, San Miguel, Matanao,

Davao del Sur

bico_e@gmail.com

0910 0083 380

Age: 17

Birthday: October 21, 2000

Birthplace: Digos City

Mother: Jenlyn B. Bico

Father: Erwin L. Bico

Educational Background

School Attended Year Awards

Kinder San Miguel Day Care 2006
Center
Primary/Elementar Mercos D. Sarona 2012
y Elementary School
Junior High School Matanao National High 2016
School
Senior High School Matanao National High 2018
School

Special Skills:

Other Achievements:
CURRICULUM VITAE

ANA LEAH DELFIN

Mauswagon Street, Poblacion, Matanao,

Davao del Sur

estremosleah@gmail.com

0910 5432 856

Age: 17

Birthday: October 24, 2000

Birthplace: New Visayas, Matanao, Davao del Sur

Mother: Revwinjoy D. Mateo

Father: Unknown

Educational Background

School Attended Year Awards

Kinder New Visayas Day Care 2006
Center
Primary/Elementar Matanao Central 2012
y Elementary School
Junior High School Matanao National High 2016
School
Senior High School Matanao National High 2018
School

Special Skills:

Other Achievements:
CURRICULUM VITAE

JERLYN A. LUMEN

Purok 2, Savoy, Matanao,

Davao del Sur

jerlynlumen@gmail.com

0930 5305 754

Age: 18

Birthday: April 15, 2000

Birthplace: Savoy, Matanao, Davao del Sur

Mother: Joselyn A. Lumen

Father: Angelito B. Lumen

Educational Background

School Attended Year Awards

Kinder Savoy Day Care Center 2006
Primary/Elementar Savoy Elementary School 2012
y
Junior High School Matanao National High 2016
School
Senior High School Matanao National High 2018
School

Special Skills:

Other Achievements: