ABSTRACT

This study examined the relationship between digital technology use

and academic performance among Grade 12 STEM students at San Agustin
Institute of Technology. Specifically, it aimed to ascertain the level of digital
technology usage and academic performance and find out the relationship
between digital technology usage and academic performance. To achieve the
objectives of the study, descriptive correlational research was employed. The
respondents of the study were ninety two (92) STEM students, selected
through simple random sampling. The questionnaires were adapted from the
work of Kirkwood and Price (2016), Birchmeier, Grattan, Horbcaher, and
McGregory (2015) to gather the data. Mean, standard deviation, and Pearson
product-moment correlation were utilized to treat the data. Based on the data
gathered, Students highly used digital technology in communicating with their
classmates and teachers for academic purposes and in completing and
submitting their schoolwork to help them learn more information. On the
other hand, students showed high academic performance and did well in all
their subjects brought forth by their motivation to get outstanding grades,
thus, encourages them to study hard. There was a significant relationship
between digital technology use and academic performance implying that with
the help of use of digital technology, students can do their task quickly and
efficiently resulting to improve their academic performance better. Therefore,
Senior high school students need to be aware that overuse of digital
technology use may affect their academic performance so that maximize and
limit their use of digital technology is suggested. Instead, they can go for a
walk, ride a bike or get some other kind of healthy physical activity for at least
an hour before they can pull out their phone or tablet, or take a seat at the
computer.

Keywords: Digital Technology, and academic performance