Related Studies

Local Sources

According to Carmen et. Al. (2019) in her research entitled The Impact of Gadgets to the Academic
Performance of Grade 12 ABM Students in Bestlink College of the Philippines, School Year 2018-2019
Using gadgets becomes common and vital to all people anywhere and anytime now. Many
people are using gadgets as part of their daily lives. Even in academics, students use gadgets
to expedite the things they need to finish in connection with their school works and other
compliance. This study is focused on Grade 12 ABM students in BestlinkCollege of the
Philippines who use gadgets like mobile phones, computers, laptops, and any other forms of
gadgets in their academic activities. This study aims to assess the impact of using gadgets on
the academic performance of grade 12 ABM students, whether these are negative or positive
effects. A qualitative method was used in the study. Using the descriptive research design, it
focused on the assessment of the impact of using gadgets in the academic performance of
grade 12 ABM students. There were four academic variables identified such as Attendance,
Activities, Homeworks, and Projects. The data were collected by distributing questionnaires to
the target respondents. The results of the study revealed that using gadgets affect the
Academic PerformanceGrade 12 Accountancy, Business, and Management students in terms
of these variables: (1) Attendance –gadgets assist students to wake up early and report on or
ahead of time in school. (2) Activities –using gadgets like laptops helps the students their
research papers and other research activities. (3) Homework –gadgets help search for
information required in the student's assignment. (4) Project –using gadgets in doing projects
helps the students become more productive and produce well-done output. The results of the
study revealed that using gadgets positively affect the academic performance of Grade 12
ABM students. Gadgets help the students do their homework and projects. It also serves as an
alarm clock or reminder for all the things and tasks needed to be submitted and finished on
time. There is a need for the school, with the help of teachers and parents, to guide the
students in the proper use of gadgets in their academics so that it cannot affect their academic
excellence negatively. 

Technology has played a vital role in educational innovations, providing both teachers and learners
options and flexibility in their teaching and learning practice. This descriptive research was designed to
find out the effect of electronic gadgets on the academic performance of senior high school (SHS)
learners, study habit and level of proficiency in the use of electronic gadgets. This was conducted at four
small implementers of SHS in the municipality of Sara, Iloilo. Eighty (80) randomly selected SHS
responded on questionnaire-checklist. Mean, Pearson-r and t-test were used to analyze data. Results of the
study showed that the effect of electronic gadgets on academic performance of SHS learners was very
effective, level of proficiency on use of electronic gadgets was highly proficient, study habit of SHS
learners was very good. There were no significant differences in effect of electronic gadgets on the
academic performance, level of proficiency on the use of electronic gadgets and study habit of SHS.
There was no significant relationships between the effect of electronic gadgets, level of proficiency in the
use of electronic gadgets and study habit on the academic performance. Learners are aware on effects, yet
responsive and educated about ill effects of gadgets. Educational use of gadgets develops a foundation of
good/strong/progressive and effective citizens in the future. Electronic gadgets are beneficial in the
schools. Therefore, the principals/school heads should allow learners and teachers use gadgets in class.
However, constant reminder should be instigated in the various negative effects of these gadgets.
Balbaguio et. al. (2021).

According to Contillo et. al.(2019) 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 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. Gadgets
affect the study habit of a student in many aspects in using gadgetsa students start becoming stupid,
dependable, and careless and do all his or her work with the help of gadgets. He also becomes drowsy
and wants to do all his work in shortcut. In this age of technology no part of life is deprived from the
impact it has created on life pattern and so education is no exception. The researchers used Descriptive
research design that will help to elaborate the effects of extensive usage of gadgets. This study aims to
know what are the effects of extensive usage of gadgets. This study shown the result in academic
performance for Attendance was Agree, that means it is one of the effects of extensive usage of gadgets.
The result for Time spent using gadgets was Agree for the time 1-3 Hours, this means that some
students were not using their gadgets extensively. And the result for the type of gadget usually used by
the students is Cellphone that result was Agree and this means that this gadget affects some areas of
academic performance. The results shows that the factors affecting the academic performance of Grade
12 ABM students were agree in variable Attendance. And in variable time, it shows that not all students
used their gadgets extensively and lastly in variable type of gadgets, almost everyone agreed that
cellphone is the most usual type of gadgets that students used.

According to Macabadbad et. al.(2018) This study utilized the descriptive comparative research design
considering that the study compared the utilization of gadgets on both Millennial and Generation X. The
study also described the assessment of both groups of respondents regarding effects of Social Media
and Gadgets on the social activities. The respondents of the study were students of the Cagayan State
University -Andrews Campus represented the Millennial and individuals who are under Generation X
who live within Tuguegarao City. The respondents were grouped according to their generation groups
which are the Generation X, with age 37-60 years old, and the Millennial, with age 36 and below. On the
group of the millennial, this group of respondents were represented by students from different colleges
of the said university. The group of the Generation X were represented by the individuals who lived
within Tuguegarao City. However, purposive sampling was employed in the selection of participants.
Hence, only individuals whose ages are from 37-60 years old were considered as respondents. In
addition, cluster sampling was employed in determining the number of respondents from the group of
the Millennial. It was determined through Slovin’s formula using the number of enrolees per course and
department. The questionnaire was the main tool of this study and is composed of 3 parts. Part I
focused on the profile variables of the respondents particularly age, sex and number of hours spent in
Social Media and Gadgets for both groups of respondents. Other profile variables included was Year
level and course for the Millennial respondents while occupation for the Generation X respondents. Part
II was on the assessment on the purpose of both groups of respondents regarding their purpose in using
social media and gadgets. Lastly, part III was used in determining the assessment of both groups of
respondents regarding the effects of social media and gadgets on social activities. Based on the results
of this study, majority on both groups of respondents are female. Most of the Generation X respondents
are under age bracket 37-40 years old while most of the millennial respondents are under age 20 years
old and below. Moreover, majority of the millennial respondents are third year and fourth year. Lastly,
most of the Generation X respondents are exposed to social media and gadgets for 1-2 hours/Day while
the Millennial are exposed 3-4Hours/Day. Despite positive effect social media and gadget in the work
and studies of both groups its responsible use is still advised. Guidance of parents as well as teachers is
still needed especially for Millennial.

According to Muduli, J R (2014) in her study about Addiction to technological gadgets and its impact on health
and lifestyle: a study on college students In the present era the introduction of modern technological gadgets
has captured the attention of global population. The dependency of people on these technological gadgets and
services provided by these has reached at such level that, without these, they can’t think a step forward in the
direction of their growth. The degree of dependency is leading to addiction of the tech-devices and services.
Youth is the most vulnerable group among the population to be addicted to technology. The study was
designed to examine the use of tech-devices by youth i.e. the time spent with the gadgets, the purposes behind
use, and its impacts on mental health and life style. Using structured questionnaire, unstructured interviews and
observation by the researcher, primary data were collected from 150 respondents of NIT, Rourkela. Findings of
the study showed that most of the young respondents spend a large amount of their time with their tech-
gadgets and services provided by them. The purposes of use in most cases are pleasure driven rather than
necessity driven. Again, it reveals that addiction to tech-devices has many negative impacts on the aspects
relating to mental health of the respondents and has become a causal factor in the change of life style of young
participants. The results are interpreted based on the current theories and implications for future are pointed
out.

Foreign Sources

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. Much
research were conducted aimed to organize understanding the change that took place by using these
technologies, and to explore the conversion in children’s behavior and focused to discover-what extent
children feel aggression, and how they react by using these modern technologies e.g. video games,
mobile phones with various applications embedded using via Internet with Wi-Fi connections video
games consoles and internet. Providing computers to schools increases the technology skills of teachers
and students in both the developed and the developing world. Laptop programs increase students'
engagement with academic work and school, improve technology skills, and have positive effects on
students' writing. Research in many nations suggests that laptop programs will be most successful as
part of comprehensive 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 that simply replacing teachers with
computer-based instruction typically yields no learning benefits. Rather, blending leads to higher
engagement and learning gains (Darling-Hammond et al., 2014).
Gross (2009) described in his article that people are very frequent in use of media and modern
technologies in communication at home or at work and feel hard to survive in the absence of modern
means of communications. With the advent rapid new technologies, digital societies are shaping all
across and people are relying mainly on these resources from information, education, and
entertainment to social interaction. The same are shaping social attitude in dealing with each other. The
reformed digital cultures and multi resources of communications have severe effects on human beings
especially on children, who have the immediate capacity of learning. Technologies usability among
youngsters and adolescent such as TV, Internet, mobile phones are common particularly in developed
countries (Gross, 2009).

Technology enhanced learning (TEL) aims to design, develop and dystocia-technical innovations that will
support and enhance learning practices of both individuals and organizations. It is therefore an
application domain that generally covers technologies that support all forms of teaching and learning
activities. Since information retrieval (in terms of searching for relevant learning resources to support
teachers or learners) is a pivotal activity in TEL, the deployment of recommender systems has attracted
increased interest. This chapter attempts to provide an introduction to recommender systems for Tel
settings, as well as to highlight their particularities compared to recommender systems for other
application domains (Koper et al., 2010).

One study that was conducted to determine whether Wiki technology would improve students’ writing
skills in a college English as a foreign language writing class showed benefits to using Wiki technology.
Students were invited to join a Wiki page where they would write and 5 post passages and then read
and respond to the passages of their fellow classmates. Students participating in the study reported that
their receiving immediate feedback from the instructor was a benefit of using this form of technology.
Students in the study also reported learning vocabulary, spelling, and sentence structure by reading the
work of their classmates (Lin & Yang, 2011).

Another study found that integrating technology and peer-led discussions of literature can produce
increased student engagement and motivation. Technology used in these small group discussions of
literature includes wikis, online literature circles, and online book clubs. With these technologies,
students were able to connect with readers from other schools, states, and even other countries. This
type of technology is an assessable and motivational way to expose students to other ideas and cultures.
These online literature discussions have the ability to create a sense of community and foster positive
social interaction (Coffey, 2012).

The use of technology in education has significantly aided students in performing their school-related
tasks. Clegg and Bailey (2008) assert that with the utilization of mobile devices such as laptops and
tablet computers, the learning process for the students become more fun and conducive due to the
user-interactivity and appealing visuals present in these learning tools. Additionally, a vast collection of
learning games and applications exist for these mobile devices, and as a matter of fact, there are about
96,000 educational applications available (App Store Metrics, 2013). The data collected by Apps in
Education (2012) confirmed that the subject areas covered by these applications include Mathematics,
Sciences, Grammar and Spelling and Arts and Humanities (Clegg & Bailey, 2008).

In the Philippines, President Benigno Aquino announced during the launch of the country’s K-12
curriculum that the government eyes the use of tablet computers in public schools in lieu of traditional
textbooks (Enterprise Innovation,2012). Furthermore, there exist various programs by the government,
non-government organizations and private corporations in the Philippines that aim to provide one
laptop computer per child. With the presence of laptops in the classrooms, students become more
engaged and involved in school-related activities (Oquias, 2011).

Unfortunately, it seems that we, as a society, have entered into a Faustian deal. Yes, we have these
amazing handheld marvels of the digital age tablets and smartphones, miraculous glowing devices that
connect people throughout the globe and can literally access the sum of all human knowledge in the
palm of our hand. Dr. Nicholas Kardaras, the author of the 2016 book Glow Kids: How Screen Addiction
Is Hijacking Our Kids said. But what is the price of all this future tech? Look around you. Look at any
restaurant that has families with kids; look at any place where kids and teens hang out pizzerias,
schoolyards, friend's houses what do you see? The head-down, glassy-eyed zombification of kids whose
faces are illuminated by glowing screens. Like the soulless, expressionless people in Invasion of the Body
Snatchers or the zombies in The Walking Dead, one by one our young people have fallen victim to this
digital plague, he added.

In addition, Dr. Nicholas Kardaras also said that, we have, as a society, gone all-in on tech, so we don't
want some buzzkilling truth sayers telling us that the emperor has no clothes and that the devices that
we've all so fallen in love with can be a problem — especially for kids and their developing brains, he
added.

Related Literature

Local Sources

In an article by Child Hope Philippines (2021) about The Importance of Technology in Education,
Technology is so advanced, so much that it now drives business growth. Hence, companies maximize
this to improve their performance, so they hire tech-savvy candidates who can contribute to their
businesses. In line with this, school is a good training ground for future professionals. It can help these
kids by integrating technology into their system through their materials, facilities, rooms, and even
modules. On the other hand, kids nowadays are digital natives. Using tech for their daily studies can help
them more than it can drag them down.

With the ongoing pandemic , we can see how important it is in our country. In fact, it has been tagged as
the “silver lining of our education system” in a virtual round table called “Education During Trying
Times” last October 2020. “We are in an era of technology and digitalization. Let us maximize all of these
and continue to help each other and find solutions to the challenges being faced by the education
sector,” said Dr. Ethel Agnes P. Valenzuela, SEAMEO secretariat director.

Technology bridges the gap between quarantine and teaching. During the second quarter of 2020, we
can recall how our education sector carried out online classes. Many LGUs distributed mobile devices to
students, teachers underwent training to maximize digital learning, and learning programs were added
to our TV channels. In fact, the DepEd TV team aimed to produce 220 episodes weekly covering all
subject areas by January 2021. Zoom has boomed not only here but also worldwide, being used as a
primary tool for virtual classes. Smartphones have become essential more than just being a luxury.
Digital tech during this time is a need for all.

So, how vital is tech to education? We’ve listed some of the key benefits of tech both to students and
teachers.

According to the article of Mayol (2022) Over the past decade, the education system underwent a huge
paradigm shift. The education system has been revamped completely and is now much different than it
used to be years ago. There was a time when students faced difficulty, they used to visit the library and
search through huge bookshelves to find out the information that they needed. Nowadays, you just
have to type what you are looking for on your mobile phone or any technology and gadgets available,
and hundreds of different results will show for the same thing in just a fraction of a second. Modern-day
tech gadgets such as computers, smartphones, laptops, and tablets have become a necessity for many
students around the world to get access to study material and help regarding studies. These devices and
gadgets are not only for fun but are helpful in studies and education too. In the Philippines, the use of
the internet and technology in education has become more widespread than ever. It is now the need of
Filipino students to get access to technology for effective learning. The use of technology in education
has helped to solve challenges being faced by the education sector in the Philippines and improved the
quality of education in the country.

It’s 2020 and there is no arguing that technology plays a vital role in our lives. Technology does
everything from allowing us to explore the vast expanse of our solar system to helping us kill a few
minutes while we wait for our bus. So, it is no surprise that technology has a major impact on education.
Although many schools across the world are taking advantage of technology in the classroom, others are
not so lucky. A technology gap currently exists in schools of the Philippines that is preventing its
students from enjoying the advantages provided by technology in the classroom.

Countless studies have established that technology is a beneficial supplement to the education system.
One such study, done by Sean M. Corcoran, Ed.D, focuses on the effects that tablet apps have on
reading instruction of first-grade students. The students using tablet apps performed better than the
ones without these apps. Thus, Corcoran’s research concludes that “the use of tablet apps during
reading instruction had a statistically significant impact on student achievement.” Technology has a
positive impact on education, and the people of the Philippines have taken notice. An article published
by The Manila Times highlights a study done by Houghton Mifflin Harcourt in California. This study
“showed that students using iPads performed better in math compared to students using traditional
textbooks.” The article goes on to list even more convincing evidence by citing an Oklahoma State
University study which “found that 75 percent of students said use of gadgets enhanced their learning
experience.” With so many advantages, it is easy to understand why the Philippines is looking to
increase its use of technology for improving education.
The Philippines as a country would benefit greatly from providing more of its students with high-tech
learning tools. A WorldRemit article explains that “especially in emerging countries, such as the
Philippines” it is important that “students can get familiar with technology at a young age.” This is
because technology “sparks many market possibilities – even a chance to compete against developed
economies!” Unfortunately, for impoverished areas of the country, that is not the current reality. An
article published by OffCrowd points out that “Public education and technology are hard to provide,
especially where [the] majority of the people are living beyond the daily means.” The article goes on to
inform that a technology gap is present in the local schools of the Philippines and that this gap has been
caused by a “lack of distribution of resources to the poverty line.” Without the proper resources,
students in these lower-income areas will not receive the same educational support as students
fortunate enough to come from higher-income regions. Yours Humanly(2020).

From an article of Philippine Daily Inquirer, BENZON(2020), “Why Juan and Juana can’t read” (12/26/20),
the Philippines ranked last in reading and second to the last in math and science among 79 participating
countries in the Programme for International Student Assessment. Although the country’s educational
system may be to blame, there might be another factor at work—screen time.

The electronic screen is part and parcel of television, video games, computers, tablets, and
smartphones. When I googled “screen time brain development,” I came up with the following
information.

As mentioned in the editorial “Why Juan and Juana can’t read” (12/26/20), the Philippines ranked last in
reading and second to the last in math and science among 79 participating countries in the Programme
for International Student Assessment. Although the country’s educational system may be to blame,
there might be another factor at work—screen time.

The electronic screen is part and parcel of television, video games, computers, tablets, and
smartphones. When I googled “screen time brain development,” I came up with the following
information.

A child’s brain develops when the child interacts with people, things, and the environment. More such
interaction means more brain development, and less interaction means less brain development. Screen
viewing does little to promote brain development. Therefore, more screen time means less nonscreen
interaction, which means less brain development. Several studies support this.

One study found that the MRI scans of three- to five-year-old children with more than one hour a day
screen time without parental involvement showed a lower level of development in gray matter, the area
of the brain linked to language, literacy, and cognitive skills. Another study showed that children who
spent more than two hours a day on screen scored lower in language and thinking tasks. Finally, kids
who spent more than seven hours a day on screen experienced a thinning of the neocortex, the part of
the brain related to thinking and reasoning.

That is why the American Academy of Pediatrics recommends limiting screen time for children two to
five years old to one hour a day of high quality programming like “Sesame Street.” In conclusion, for
normal brain development, children need a lot of nonscreen observing, listening, reading, talking,
touching, holding, playing, moving, exploring, learning, and socializing. In other words, they need a
multitude and a variety of off-screen indoor and outdoor activities that stimulate the senses and the
brain, so that they can learn reading, writing, arithmetic, and science well.

Foreign Sources

A gadget is a small tool or device with a specific useful purpose and function. 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 with
efficiency. One cannot even dare to imagine life without smart phones, cellphones, 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) says that no
one can deny the fact that gadgets have not only simplified the lives of people 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 still somewhat
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 Sidney eve Matrix
compared the situation to when calculators were first used by students in the classroom. “We had a
whole new level of computational skill, and now we’re going to have a whole new level of mobile digital
skills when we turn to mobile learning on the handhelds.”

Technology users are moving towards being more mobile, and teachers and 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 for the first time ever. Calgary-based SMART Technologies’ SMART
Boards are popular with both teachers and students. Teachers can project presentations onto 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 and interesting ways of looking at objects. Whether they are
zooming in on the smaller details of a 3D object, or observing science experiments, students can share
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 is playing an audio book to her students, mp3 players are an
increasingly common sight in schools. Both teachers and students can make full use of mp3 players in
their school activities (Gammuac, 2013).

Our society has been dramatically changing with the evolution of technology. Technology evolves over
time: “machines started as disparate pieces of seemingly unconnected technologies, but like humans,
they also have an origin and a process of evolution, (W. Brian Arthur 2009).

With the digital era developing quickly, there is now an unprecedented variety in choices with regards to
technology. Similarly, in education, technology no longer applies to individual tool, but can encompass
many different forms of technology such as videoconferencing, digital television, USBs, projectors, smart
boards and the most influential and helpful technology are what we called GADGETS. With Gadgets, the
access to the books has become easier. Students can carry the books everywhere, it can be found in
their bags or even in their pockets.

According to Emeka and Nyeche (2016) the internet today is a worldwide entity whose nature cannot be
easily or simply defined. To many, the internet is a large computer network linking together millions of
smaller computers at numerous sites in various countries belonging to thousands of business,
government, research, educational and other organisations. To the internet users, the internet is a
global community-one with a very active life. In today’s world, the Internet plays a vital role in the
teaching, researching and learning process in academic institutions. Thus, the advent of the Internet has
heralded the emergence of a new form of knowledge production and distribution – the soft form.

This new form of information resources have as their greatest advantage, a virtually unlimited wealth of
information resources which is widely readily available and accessible to hundreds of millions of people
simultaneously in many parts of the world (Kumar & Kaur 2006). In addition, Amaoge and Igwebuike
(2016) believe that the internet has increasingly become an invariable asset in education in terms of
learning, teaching and research. The use of internet in the tertiary institutions is an exciting prospect
especially when the rugged terrain is the significant impediment to obtain information for the vast
majority of people.

The students cannot ignore the impact of automation and information processing system on their skill
and discipline since almost everything within and around their environment are centred on
technological innovations, (Amaoge and Igwebuike 2016).
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