Chapter 1

THE PROBLEM

Introduction

According to Coughlan (2015) in our 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 of the new. As a result,

students tend to involve gadgets in their everyday lives including in their studies.

Students tend to use up more time in using gadgets than on studying. This apparently

affects the student’s studying habits and academic performance.

According to Kahari (2013) stressed that mobile phone is a very important tool for

study as most of the respondents used their phones for study purposes. Mobile phones

are increasingly one of the most popular information access devices and what stands

out from the study is the high use of interactive, multi user functions which can at times

be disruptive or beneficial during study. In essence, the study revealed that mobile

phones are beneficial for learning but learners have a tendency to abuse them. The

presence of mobile phones presents a host of options and challenges for today’s

students. Mobile phone is undeniably convenient, helpful tools for study. However, it

can be a hurtful source of distraction depending on the attitude and use pattern of a

student.

Technology has been found to have its negative impact on academic

performance on most of students. There are many technological gadgets to which

children are addicted. They waste their valuable time on these silly gadgets without

worrying about the studies. This is resulting in their poor grades.

This is one of the biggest problems created by growing technology. Children are

future of our country, our world. The sad thing is that due to increasing technology,

children have been found going away from their moral values. Internet is working as

curse for children’s character. Rather than using Internet in productive manner, children

use it as source of adult content.

Nowadays, students spent much time on gadgets which affect the academic

performance and study habits. They often spend on gadgets than studying or doing

different types of physical and spiritual activities. Students usually use gadgets for social

networks like facebook, twitter, and instagram. These gadgets may improve or it may be

a distraction and a reason why students fail there academic performance.

This scenario motivated the researchers to conduct a study to know the effects of

using Gadgets like Mobile Phones and etc. on the academic performances of Grade 10-

STE Vikings.
Theoritical and Conceptual Framework

This parts deal with the theories and concepts related to this study.

According to Austin (2009), he explains the bases of Cognitive Theory of

Multimedia Learning (CTML) is based on three cognitive science principles of learning:

the human information processing system includes dual channels for visual/pictorial and

auditory/verbal processing (i.e.,, dual channels assumption); each channel has limited

capacity for processing (i.e.,, limited capacity assumption); and active learning entails

carrying out a coordinated set of cognitive processes during learning (i.e.,, active

processing assumption. The cognitive theory of multimedia learning specifies five

cognitive processes in multimedia learning: selection relevant words from the presented

text or narration, selecting relevant images from the presented illustrations, organizing

the selected words into a coherent verbal representation , organizing selected images

into a coherent pictorial representation, and integrating the pictorial and verbal

representations and prior knowledge.

Based on Osman (2008)-Transder Theory, the effect perspective: Positive vs.

Negative Transfer. Given that the purpose of the current study focused on transfer, it is

important to note how transfer can elicit both positive as well as negative outcomes.

Positive transfer is the primary goal of education. What is learned in one context helps

enhance learning in a different context. In contrast, negative transfer is a type of error in

learning where a previously learned context interferes with the acquisition of an

adaptive response to a new context that is similar to the first (Cree & Macaulay, 2000).

Negative interpretations prevent relevant skill knowledge from being applied to practiced
and unpracticed goals which leads to negative transfer, whereas positive assessments

will enable the transfer of relevant skilled knowledge to different goals.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Phone Usage

 Availability to use
 Connectivity
 Phone
Respondents Profile in
applications
terms of:

 Age Academic Performance

 Gender
 Science
 Parent’s Monthly
 English
Income
 Mathematics

Figure 1: The Schematic Model Showing the Relationship of Independent and

Dependent Variables
Statement of the Problem

The purpose of this study is to know the effects of gadgets on academic

performaces of Grade10- STE Vikings. It specifically answers the following questions:

1. What are the profile of the respondents in terms of:

1.1 Age?

1.2 Gender?

1.3 Parent's monthly income

2. How many hours is the respondents average phone usage every day?

3. What is the average grade of the students academic performances in:

3.1 Math?

3.2 English?

3.3 Science?

Hypothesis

Ho: There is no significant effects on using mobile phones on the academic

performance of students.
Significance of the Study

The significance of the study is to know the effects of using gadgets on the

academic performance of Grade 10-STE Vikings students. It is to impose disciplinary

actions for students who were addicted to electronic gadgets specially the students

whose grades and school attendance are greatly affected. And also to know the

reasons why they can’t stop staring at their phones.

The school are expected to take a proactive role in nurturing students’ pro-social

behavior by providing them with a range of positive behavioral supports as well as

meaningful opportunities for social emotional learning.

This study is important to remain aware of the responsibilities of the students

using their favorite gadget because many researchers believe that excessive use of the

internet and other sophisticated gadgets have the potential to become an addiction and

may lead to one’s poor performance on students’ academics.

To the teachers, it will provide additional knowledge on what strategy to use to

educate students about the well-known effects of online gaming to students’ academic

performance.

The findings of this study will make the parents more aware of the effects of

using gadgets to the academic performance of their children.

Scope and Limitations of the Study

The study will focus in knowing the effects of using Gadgets like Mobile Phones

and etc. on the academic performances of Grade 10- STE Vikings.

This study specifically dealt on the students perception on the implications of

gadgets on the study habits of the Grade 10 Vikings students and the use of Mobile

Gadgets effective in enhancing the study habits of Grade 10- STE Vikings.

Definition of Terms

Academic performance. Is the extent to which a student, teacher or institution has

achieved their short or long-term educational goals.

Apps. an application, especially as downloaded by a user to a mobile device.

Gadget. Is a small technological object (such as a device or an appliance) that has a

particular function, but is often thought of as a novelty.

Gender. Grade 10 Vikings SY 2017-2018

Phone Application. A device to improve your calling experience and gain control over

calls with features like Google Duo video calling, spam protection, and caller ID.

Respondent’s Profile. one who maintains a thesis in reply.

Smartphone. Is a device that can make and receive telephone calls over a radio link

while moving around a wide geographical area. Besides telephony it can also provide a

variety of other services like text messaging, playing music, e-mail, internet access,

infrared, Bluetooth, business applications, gaming and photography etc.

Students. Grade 10-STE VIKINGS

Study Habits. Refers to are the behaviors used when preparing for tests or learning

academic material.

Study schedule. Refers to how pupils organize things and schedule of activities.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses all received literature that has some bearing or similarity

to the problem being studied. It comprises of what the local and foreign author revealed

regarding concepts and ideas that were based on findings and conclusions as a result

of their studies of their studious inquiry those or investigation. Thus the review as

introduced by the following presentation.

Related Literature and Studies in Foreign Setting

Much attention has been directed to the use of video games for learning in the

recent years, in part due to the staggering amounts of capital spent on games in the

entertainment industry, but also because of their ability to captivate player attention and

hold it for lengthy periods of time as players learn to master game complexities and

accomplish objectives. (Dondlinger 2007)

According to the authors, Chen and Voderer, gamers fit into certain categories:

the competitor, explorer, collector, achiever, joker, director, storyteller, performer, and

the craftsmen. Each of these types of players has a specific goal for playing games,

motivating them to spend hours staring at a screen. For example the explorer plays “to

experience the boundaries of the play world.” At the same time there are players who

play to escape from the harsh realities of their life and change into a “respected”

character that in the fantasy world is a hero. Unfortunately some people feel compelled

to escape into these fantasy worlds because of depression and oppression daily.
 Paducah, Kentucky. Jonesboro, Arkansas. Littleton, Colorado. These three

towns recently experienced similar multiple school shootings. The shooters were

students who habitually played violent video. Eric Harris and Dylan Klebold, the

Columbine High School students who murdered 13 people and wounded 23 in Littleton,

before killing themselves, enjoyed playing the bloody video Doom. Harris created a

customized version of Doom with two shooters, extra weapons, unlimited ammunition,

and victims who could not fight back features that are eerily similar to aspects of the

actual shootings. The one positive result of these tragedies is the attention brought to

the growing problem of video-violence, from the newsroom to the U.S. Senate (2000).

At a Commerce Committee hearing, several researchers testified that there are indeed

valid reasons, both theoretical and empirical, to be concerned about exposing youths to

violent video(Anderson, 2000).

As individual beings, we have difficulty accepting deriving from what violence is

and how video games are to different people. Children who watch television and go to

the movies see thousands of murders and countless other acts of violence. Many

people believe that being exposed to all this violence causes children to be more

aggressive and to commit crimes. (Shin, 2003)

Recently, attention has turned toward the violence in video games. It seems

reasonable to many people that if passively watching violence in movies and on

television causes aggression, actively participating in violence in video games should

have an even greater effect. Surely, so the argument goes, spending hours shooting

images of various creatures and of human beings and watching them blow up, break

apart, scream in pain, spew blood all over, and so on must have a harmful effect on
those who play - it must teach them that violence is acceptable, that it is a way to deal

with problems, perhaps make them insensitive to real violence, and thus cause them to

be more aggressive and more violent themselves. (2000, April, 23)

Video-industry leaders deny the harmful effects of their products. For example, in

a May 12, 2000, CNN interview on The World Today, Doug Lowenstein, president of the

Inter-active Digital Software Association, said, “I think the issue has been vastly

overblown and overstated, often by politicians and others who don’t fully understand,

frankly, this industry. There is absolutely no evidence, none, that playing a violent video

leads to aggressive behavior. There is one grain of truth in the industry’s denials.

Specifically, the fact that some highly publicized school killings were committed by

individuals who habitually played violent video is not strong evidence that violent video

increase aggression. Society needs solid scientific evidence in addition to such case

studies. And here is where media researchers and the video-industry differ. Research

evidence has been slowly accumulating since the mid-1980s. This article reviews the

research. (Anderson and Bushman 2000).

Anderson and Bushman (2001) have recently published a meta-analysis of the

research. Their analysis concludes that exposure to violent video games has a negative

effect on a variety of measures. The analysis of greatest import is the one indicating that

playing violent video games causes an increase in aggressive behavior. On the basis of

their overall analysis and presumably especially the one regarding aggressive behavior,

the authors assert that video games pose a threat to public health.
 The U.S. population consumes much media violence. Youths between the ages

of 8 and 18 spend more than 40 hr per week using some type of media, not counting

school or home-work assignments (Rideout, Foehr, Roberts, & Brodie, 1999).

Television is most frequently used, but electronic video are rapidly growing in

popularity. About 10% of children aged 2 to 18 play console and computer video more

than 1 hr per day (Rideout et al., 1999). Among 8- to 13-year-old boys, the average is

more than 7.5 hr per week (Roberts, Foehr, Ride-out, & Brodie, 1999).

College students also play lots of video. The Cooperative Institutional Research

Program (1998, 1999) found that in 1998, 13.3% of men entering college played at least

6 hr per week as high school seniors. By 1999, that figure had increased

to 14.8%. Furthermore, 2% of the men reported playing video more than 20 hr per week

in 1998. In 1999, that figure increased to 2.5%. Although the first video emerged in the

late 1970s, violent video came of age in the 1990s, with the killing Mortal Kombat,

Street Fighter, and Wolfenstein 3D. In all three, the main task is to maim, wound, or kill

opponents. The graphics (e.g., blood) and sounds (e.g., screams) of these were cutting

edge at the time of their introduction.

By the end of the 20th century, even more graphically violent became available

to players of all ages (Walsh, 1999).

Numerous educational, nonviolent strategy, and sports exist, but the most heavily

marketed and consumed are violent ones. Fourth-grade girls (59%) and boys (73%)

report that the majority of their favorite are violent ones (Buchman & Funk, 1996).
 Another problem involves the lack of parental oversight. Teens in grades 8

through 12 report that 90% of their parents never check the ratings of video before

allowing their purchase, and only 1% of the teens’ parents had ever prevented a

purchase based on its rating (Walsh, 2000).

Also, 89% reported that their parents never limited time spent playing video.

Ratings provided by the video- industry do not match those provided by other adults and

playing youngsters. Many involving violence by cartoonlike characters are classified by

the industry as appropriate for general audiences, a classification with which adults and

youngsters disagree. (Funk, Flores, Buchman, & Germann, 1999)

The field of instructional technology has experienced dramatic growth in the

research and development of multimedia learning environments. This growth has been

especially pronounced in computer based and web based learning environments

(Jonassen, 1988; Marsh & Kumar, 1992; Rieber, 1996; Yoder, 1994). A number of

researchers have indicated that gaming motivates learners (Keller, 1987; Malone, 1980,

1981; Thiagarajan, 1976). The motivation generated in competitive gaming may

translate into increased achievement of the content (Laveault & St. Germain, 1997).

Gaming also provides a rehearsal dimension and is capable of delivering various forms

of feedback essential in sustaining motivation. Feedback guides the learning process

and provides students with a sense of satisfaction and/or accomplishment. Satisfaction

can result from extrinsic or intrinsic factors. An instructional game can be defined as any

training format that involves competition and is rule-guided (Jones, 1987). A well-

designed instructional game must develop confidence in success by generating positive

expectancies (Jonassen, 1988; Keller, 1979). Research on gaming (Molcho, 1988;

Pierfy, 1977) has provided evidence that instructional games can promote retention and

the ability to transfer knowledge to new domains. Instructional games are attractive to

learners because they offer a simple and creative means of providing high-level

motivation, clear and consistent goals, and sustained interactivity. Gaming as an

instructional variable may be analyzed as methods of rehearsal by facilitating the

organization and retention of content (Dwyer & Dwyer, 1985; Orbach, 1979). The theory

of intrinsic motivation (Malone, 1981) is by far the dominant source of support for

instructional gaming. Research has provided evidence that instructional gaming has the

intrinsic ability to develop the learners' confidence in determining their own destiny.

Additional research has shown that as the learner's self-concept improves, cognitive

learning also increases (Coleman, 1967; Olliphant, 1990). The competition inherent in

instructional games and the proper use of feedback needs to convey the relevance of

the game to the learner (Jonassen, 1988; Malone, 1981). This theory suggests that

intrinsic motivation in an instructional gaming context is comprised of an optimal

relationship between fantasy, challenge, curiosity, and control (Malone, 1981; Malone &

Lepper, 1987). Additional research has provided evidence that instructional games

provide opportunities for repeated responses to specific information that improves

delayed retention by focusing attention and facilitating the encoding of information into

long term memory (Anderson & Biddle, 1975; Anderson & Faust, 1973; Andre, 1979,

1987; Hamaker, 1986). A well-designed instructional game must develop confidence in

success by generating positive consequences (Jonassen, 1988; Keller, 1979). Both

feedback and instructional games have the capacity to function as advance organizers
by stating objectives, providing learning guidance, and suggesting meaningful

organization of the content to be learned. In addition to providing appropriate feedback,

a well-designed instructional game should be based on specific instructional objectives

(Atkinson, 1977; Orbach, 1979).

Video games have been available to consumers for the last 30 years.

They are a unique form of entertainment, because they encourage players to become a

part of the game's script. Today's sophisticated online games require players to pay

constant attention to the game, rather than passively watching a movie. This has both

positive and negative impacts on players. Several studies have been published that

explore these impacts on today’s children. The most widely used "positive" impact

online games are said to have on children is that they may improve a player's manual

dexterity and computer literacy. Ever-improving technology also provides players with

better graphics that give a more "realistic" virtual playing experience. This quality makes

the online game industry a powerful force in many adolescent lives. However, numerous

studies show that online games, especially ones with violent content, make teens more

aggressive. Part of the increase in aggressive behavior is linked to the amount of time

children are allowed to play online games. (Mohamady; 2013)

In the study by Walsh (2000), a majority of teens admitted that their

parents do not impose a time limit on the number of hours they are allowed to play

online games. The study showed that most parents are unaware of the content or the

Entertainment Software Rating Board (ESRB) rating of the games their children play.
 In a study conducted by Gentile, Lynch, Linder & Walsh (2004, p.6)

"adolescent girls played video games for an average of 5 hours a week, whereas boys

averaged 13 hours a week". The authors also stated that teens who play violent games

for extended periods of time tend to be more aggressive, are more prone to

confrontation with their teachers, may engage in fights with their peers and see a

decline in school achievements. (Gentile et al, 2004).

Five decades of research into the effects of exposure to violent television

and movies have produced a thoroughly documented and highly sophisticated set of

research findings. They concluded that even brief exposure to violent TV or movie

scenes causes significant increases in aggression, that repeated exposure of children to

media violence increases their aggressiveness as young adults, and that media

violence is a significant risk factor in youth violence. (Bushman & Huesmann,2001;

Huesmann et al., 2001)

Research on exposure to television and movie violence suggests that playing

violent video will increase aggressive behavior. A meta-analytic review of the video-

research literature reveals that violent video increase aggressive behavior in children

and young adults. Experimental and non-experimental studies with males and females

in laboratory and field settings support this conclusion. Analyses also reveal that

exposure to violent video increases physiologicalarousal and aggression-related

thoughts and feelings. Playing violent video also decreases prosocial behavior.

(Bushman, September 2001).

 Given the ubiquity of violent video games and the findings from experimental

studies indicating that playing violent video games may lead to increased aggression in

young children immediately following play, we believe that additional well-designed,

experimental studies are needed. New research would utilize games with levels of

violence that reflect games currently available to children. We recommend that studies

focus on moderate to long term effects of playing violent video games among young

children. The lack of experimental studies for students in middle and high school also

needs to be addressed. (Bensley, Ph.D. and VanEenwyk, Ph.D. May 2000)

Related Literature and Studies in Local Setting

Lojo (2008) conducted a study on the effects of playing computer games on the

academic performance and behavior of high school students. The results of her study

disclosed that to maintain the good academic performance of students, parents should

set limits on how often and how long their child is allowed to play video games.

The effects of electronic games and other factors in the grade five pupils’

academic performance at A. Quezon elementary school, DEPED, Manila was looked

into by Dorol (2009). Dorol concluded that electronic games were related significantly to

pupils’ academic performance with correlation of .194 significant .o21 levels. This

means that the computer games played by the pupils before going to sleep, after taking

lunch or supper, and during recess significantly related to their performance in school.

Mandanas (2007) conducted a study on the effects of playing computer games

and students’ profile in the socialization and academic performance of selected students
in Kapayapaan National High School, Canlubang, Calamba City. The study concluded

that most of the students playing computer games and the students’ profile both have a

significant effect on the socialization on the students but no significant effect on the

academic performance of the students.

From the journal of Jerry Liao of Manila Bulletin, technology has brought a lot of

benefits to mankind. It made most of us more effective and efficient both in our

professional and personal tasks. But as much as there are a lot of advantages, there

are still those who are more innovative than others – like using technology in some

other ways, the bad ways. From Ronald S. Lim’s journal, the temptation to cheat is even

easier for today’s technology-advanced youth. With mobile phones making the

transmission of messages easier and the internet making the sharing of information

much quicker, today’s Filipino student can just as easily download his answers from a

computer as he can from looking at his seatmate’s answers.

However, it would seem that the tried and tested technique of looking at the

answer of seatmates, passing around notes, and “reliable” classmates are the methods

preferred by today’s young Filipinos. Technology, particularly mobile phone, once again

came under fire because of the Pinoy youth’s new texting style. Teachers have

complained about their students’ adapting this newfound language in their regular

schoolwork. In this case, instead of making things better, technology has been distorted

and has caused bad influence on today’s generation.

However, also from Manila Bulletin, a journal of Angelo G. Garcia, says there’s a

lesson from mobile phones. Technology has done more good than harm for the youth
admittedly. The advent of e-book readers, for instance, has made books more available

to everyone with just a touch of a button. Laptop computers are being used as an

affordable education device to children around the world. Even mobile phones are now

channels to teach children.

Paul Anthony Villegas (2000), a teacher at the Ateneo de Manila High School

noticed that his students have been using shortcuts in their compositions. In addition,

text messaging has become the new way of cheating. Students send questions and

answers to each other during exams. To combat these, elementary and high schools

have prohibited the use of cellphones during and in-between class hours.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methods to be used in achieving the objectives of the

study. It especially answers the following topics the discources: reseacrh design and

locale, respondents and instruments, data gathering, procedure, scoring procedures,

and the statistical treatemnt of this research.

Research Design

The effects of mobile phones towards academic performance is the problem to

be observed by the researchers. The researchers came up with this study for it is now

very alarming for students as this problem arise affecting their academic performance

because of improper mobile usage.

The subjects of the study are the students of Alubijid National Comprehensive

High School, Grade10-STE Vikings, S.Y. 2017-2018. They were all from the Science

Technology and Engineering Curriculum (STE) consisting of thirty-four (34) students.

Research Setting

The research environment is in the Grade 10 – STE VIKINGS in Alubijid National

Comprehensive High School located at Poblacion, Alubijid, Misamis Oriental.

Respondents of the Study

The respondents of the study are thirty-four (34) Grade 10-STE Vikings' students

of Alubijid National Comprehensive High School (ANCHS).

Table 1 shows the information G10-Vikings students of Alubijijd National

Comprehensive High School, the list of students who participated in conducting the

study.

Table A

MALE 13
FEMALE 21
TOTAL 34
Distribution of Respondents by Gender

Grade 10 VIKINGS

Research Instruments

The researchers will make a questionnaire with rating scales to gather the

required informations.

The questionnaire is the main instrument in gathering data. Aside from it,

documentary analysis were use to gather the information needed to clarify the study.

The researchers adopted the mentioned instrument and techniques which are most

appropriate to the performance level of STE students.

Data Gathering Procedure

 In the conduct of the study, the researchers asked support to their English

Teacher, Mrs. Christima Blanca Niza R. Elarmo, to allow the researchers use her time

to let the students read and answer the questionnaire. The result of the test will be

recorded by the researchers to have valid and reliable information. The data will be

tallied, analyzed, and interpreted according to the specific problems set forth.

Categorization of Variables and Scoring Procedure

The questionnaire has different parts: the students profile and the questions for

them. Second part isa effects of technological devices to the academic performance of

students as they perceived.

The following scales were used by the researchers to rate the phone usage that

affects the students' learning performance as:

Scales

1 – Always

2 – Sometimes

3 – Seldom

4 - Never

The variables of the study includes student's technological devices, academic grades

and etc.

Respondent’s Profile
Age

14 - 15

16 - 17

Gender

Male

Female

Parent’s Monthly Income

Range

15,000 above

10,001 – 15,000

5,001-10,000

5,000 below

Phone Usage
 Time Description

7 hours Always

5-6 hours Often

3-4 hours Sometimes

1-2 hours Seldom

Availability of Time

Range Description

3.26 – 4.00 Very Good/Always

2.51 – 3.25 Good/Often

1.76 – 2.50 Poor/Sometimes

1.00 – 1.75 Very Poor/Seldom

Academic Performance
 Science, English, Math

Grade Description

95 above Outstanding

85 – 94 Satisfactory

75 – 84 Fairly Satisfactory

65 – 74 Do not meet expectation

Connectivity

Range Description

3.26 – 4.00 Very Good

2.51 – 3.25 Good

1.76 – 2.50 Poor

1.00 – 1.75 Very Poor

Scoring Procedure
 Range Description

3.26 – 4.00 Very Good

2.51 – 3.25 Good

1.76 – 2.50 Poor

1.00 – 1.75 Very Poor

Statistical Treatment

Individual responses are put in the table for the statistical treatment. Mean is

utilized to quantity the data gathered for each problems and total means for final

problems.

Mean is the appropriate statistical tool because there is only one descriptive

interpretation that describes tbe availability of using mobile phones of the respondents.

The T-test is to be used to test the difference between the independent variables and

the dependent variables.