INTERPRETATIOM

GOLD
Table 1
Demographic profile in terms of Sex
SEX Frequency Percentage

Female 10 50%
Male 10 50%
Total 20 100%
Devices they bring mostly during lectures
Frequency Percentage
Laptop 4 20%
Tablets 5 25%
Smartphones 20 100%
Table 2
Applications you use during lectures
Microsoft word 3 15%
Microsoft PowerPoint 5 25%
Microsoft Outlook 0 0%
Express
Virtual learning 5 25%
Facebook 6 30%
Twitter 0 0%
Chat applications 1 5%
Google 9 45%
YouTube 4 20%
Table 3
What are you doing during lectures?
Just pay attention to the 12 60%
lecture
Keep notes by hand 4 20%
Read PowerPoint slides 6 30%
on your device
Type notes on your 3 15%
device
Receive and send 3 15%
messages
Browse the internet 7 35%
Check social media 2 10%
Play games on your 3 15%
device
To what extent do you Weighted Mean Interpretation

use your own device
when attending lectures
1. For activities not 1.15 NOT AT ALL
directly related to
your learning (e.g.
chat with a friend,
shopping, playing
games)?
2. To access 3.95 MODERATE EXTENT
course/module
information (e.g.,
announcements,
office hours, room
information,
assessment criteria,
etc.)?
3. To supplement 3.75 MODERATE EXTENT
lecture notes.
4. To get in contact with 3.25 SMALL EXTENT
your lecturers? (e.g.,
email, discussion
board)?
5. To communicate with 4.15 MODERATE EXTENT
your peers on
study/learning related
matters.
6. To access learning 3.65 MODERATE EXTENT
resources (e.g.,
PowerPoint slides,
pdfs)?
7. To complete 3.50 SMALL EXTENT
assignment(s)?
8. To watch module- 2.80 SMALL EXTENT
related videos?
9. To be involved in 3.55 SMALL EXTENT
online learning
activities (e.g. Poll
Everywhere,
discussion boards)?
10. To share learning 3.50 SMALL EXTENT
resources with your
peers and/or your
lecturer?
11. To read journal 3.70 MODERATE EXTENT
article(s).
12. To browse webpages 4.25 MODERATE EXTENT
related to lecture
topic.
13. To browse webpages 2.25 VERY SMALL EXTENT
unrelated to lecture
topic (e.g. shopping,
travelling).
14. To use social media 3.90 MODERATE EXTENT
networks (e.g.
Facebook, Twitter,
and WhatsApp).
15. To complete online 4.00 MODERATE EXTENT
tests/tasks (e.g.,
multiple-choice
tests)?
16. To type note on your 4.35 MODERATE EXTENT
own device and/or to
take photos from
lecturers’
presentation?
To what extent do you
find the following to be
true:
17. Having your own 3.55 SMALL EXTENT
device in lectures is
distracting.
18. Others using their 2.95 SMALL EXTENT
own device in lectures
for learning is
distracting.
own device in lectures
for non-learning
activities (e.g. chat in
social media,
shopping) distracting?
STE
Table 1

Female 13 48.15%
Male 14 51.85%
Total 27 100%
Laptop 1 3.70%
Tablets 19 70.37%
Smartphones 26 96.30%
Table 2
Microsoft word 14 51.85%
Microsoft PowerPoint 16 59.26%
Microsoft Outlook 4 14.81%
Express
Virtual learning 9 33.33%
Facebook 10 37.04%
Twitter 6 22.22%
Chat applications 7 25.93%
Google 15 55.56%
YouTube 4 14.81%
Table 3
Just pay attention to the 23 85.19%
lecture
Keep notes by hand 8 29.63%
Read PowerPoint slides 13 48.15%
on your device
Type notes on your 8 29.63%
device
Receive and send 12 44.44%
messages
Browse the internet 7 25.93%
Check social media 3 11.11%
Play games on your 0 0%
device

use your own device
1. For activities not 2.52 VERY SMALL EXTENT
directly related to
your learning (e.g.
chat with a friend,
shopping, playing
games)?
2. To access 5.52 GREAT EXTENT
course/module
information (e.g.,
announcements,
office hours, room
information,
assessment
criteria, etc.)?
3. To supplement 5.00 FAIRLY GREAT EXTENT
lecture notes.
4. To get in contact 4.26 MODERATE EXTENT
with your
lecturers? (e.g.,
email, discussion
board)?
5. To communicate 4.56 FAIRLY GREAT EXTENT
with your peers
on study/learning
related matters.
6. To access learning 5.41 GREAT EXTENT
resources (e.g.,
PowerPoint slides,
pdfs)?
7. To complete 5.37 GREAT EXTENT
assignment(s)?
8. To watch module- 4.81 FAIRLY GREAT EXTENT
related videos?
9. To be involved in 4.37 MODERATE EXTENT
online learning
Everywhere,
discussion
boards)?
10. To share learning 4.63 FAIRLY GREAT EXTENT
resources with
your peers and/or
your lecturer?
11. To read journal 3.41 SMALL EXTENT
article(s).
12. To browse 5.00 FAIRLY GREAT EXTENT
webpages related
to lecture topic.
13. To browse 2.07 NOT AT ALL
webpages
unrelated to
lecture topic (e.g.
shopping,
travelling).
14. To use social 4.07 MODERATE EXTENT
media networks
(e.g. Facebook,
Twitter, and
WhatsApp).
15. To complete 4.85 FAIRLY GREAT EXTENT
online tests/tasks
(e.g., multiple-
choice tests)?
16. To type note on 5.30 GREAT EXTENT
your own device
and/or to take
photos from
lecturers’
presentation?
true:
17. Having your own 2.63 VERY SMALL EXTENT
device in lectures
is distracting.
own device in
lectures for
learning is
distracting.
own device in
lectures for non-
learning activities
(e.g. chat in social
media, shopping)
distracting?
SILVER
Table 1

Female 25 64.10%
Male 14 35.90%
Total 39 100%
Laptop 3 7.69%
Tablets 3 7.69%
Table 2
Express
Facebook 14 35.90%
Twitter 15 38.46%
Chat applications 0 0%
Google 27 69.23%
YouTube 5 12.82%
Table 3
lecture
on your device
device
messages
Play games on your 2 5.13%
device

use your own device
1. For activities not 1.54 NOT AT ALL
directly related to
your learning (e.g.
chat with a friend,
shopping, playing
games)?
2. To access 4.90 FAIRLY GREAT EXTENT
course/module
information (e.g.,
announcements,
office hours, room
information,
assessment
criteria, etc.)?
lecture notes.
4. To get in contact 4.41 MODERATE EXTENT
with your
lecturers? (e.g.,
email, discussion
board)?
5. To communicate 4.95 FAIRLY GREAT EXTENT
with your peers
on study/learning
related matters.
6. To access learning 4.15 MODERATE EXTENT
resources (e.g.,
PowerPoint slides,
pdfs)?
assignment(s)?
8. To watch module- 4.10 MODERATE EXTENT
related videos?
online learning
Everywhere,
discussion
boards)?
10. To share learning 3.69 MODERATE EXTENT
resources with
your peers and/or
your lecturer?
11. To read journal 3.59 MODERATE EXTENT
article(s).
12. To browse 4.59 FAIRLY GREAT EXTENT
webpages related
to lecture topic.
13. To browse 2.49 VERY SMAALL EXTENT
webpages
unrelated to
lecture topic (e.g.
shopping,
travelling).
14. To use social 3.74 MODERATE EXTENT
media networks
(e.g. Facebook,
Twitter, and
WhatsApp).
15. To complete 4.64 FAIRLY GREAT EXTENT
online tests/tasks
(e.g., multiple-
choice tests)?
16. To type note on 4.56 FAIRLY GREAT EXTENT
your own device
and/or to take
photos from
lecturers’
presentation?
true:
device in lectures
is distracting.
18. Others using their 2.23 VERY SMALL EXTENT
own device in
lectures for
learning is
distracting.
own device in
lectures for non-
learning activities
media, shopping)
distracting?
TITANIUM
Table 1

Female 12 41.38%
Male 17 58.62%
Total 29 100%
Laptop 4 13.79%
Tablets 1 3.45%
Table 2
Express
Facebook 8 27.59%
Twitter 0 0%
Chat applications 1 3.45%
Google 13 44.83%
YouTube 1 3.45%
Table 3
lecture
on your device
device
messages
Play games on your 6 20.69%
device

use your own device
1. For activities not 2.66 VERY SMALL EXTENT
directly related to
your learning (e.g.
chat with a friend,
shopping, playing
games)?
2. To access 5.28 FAIRLY GREAT EXTENT
course/module
information (e.g.,
announcements,
office hours, room
information,
assessment
criteria, etc.)?
lecture notes.
4. To get in contact 4.52 FAIRLY GREAT EXTENT
with your
lecturers? (e.g.,
email, discussion
board)?
5. To communicate 5.41 GREAT EXTENT
with your peers
on study/learning
related matters.
6. To access learning 5.31 GREAT EXTENT
resources (e.g.,
PowerPoint slides,
pdfs)?
assignment(s)?
8. To watch module- 5.14 FAIRLY GREAT EXTENT
related videos?
online learning
Everywhere,
discussion
boards)?
10. To share learning 4.21 MODERATE EXTENT
resources with
your peers and/or
your lecturer?
11. To read journal 4.52 FAIRLY GREAT EXTENT
article(s).
12. To browse 4.83 GREAT EXTENT
webpages related
to lecture topic.
13. To browse 3.07 SMALL EXTENT
webpages
unrelated to
lecture topic (e.g.
shopping,
travelling).
14. To use social 3.38 SMALL EXTENT
media networks
(e.g. Facebook,
Twitter, and
WhatsApp).
15. To complete 4.41 MODERATE EXTENT
online tests/tasks
(e.g., multiple-
choice tests)?
16. To type note on 4.59 FAIRLY GREAT EXTENT
your own device
and/or to take
photos from
lecturers’
presentation?
true:
device in lectures
is distracting.
own device in
lectures for
learning is
distracting.
19. Others using their 4.28 MODERATE EXTENT
own device in
lectures for non-
learning activities
media, shopping)
distracting?
THE EXTENT OF THE USE OF GADGETS OF MALES

use your own device
1. For activities not
directly related to
your learning (e.g. SE
chat with a friend,
shopping, playing
games)? 3.05
2. To access
course/module
information (e.g.,
announcements, ME
office hours, room
information,
assessment
criteria, etc.)? 4.33
3. To supplement FGE
lecture notes. 4.61
4. To get in contact FGE
with your
lecturers? (e.g.,
email, discussion
board)? 4.72
5. To communicate FGE
with your peers
on study/learning
related matters. 4.80
6. To access learning ME
resources (e.g.,
PowerPoint slides,
pdfs)? 3.93
7. To complete FGE
assignment(s)? 4.96
8. To watch module- ME
related videos? 4.29
9. To be involved in
online learning
Everywhere,
discussion ME
boards)? 3.85
10. To share learning 4.03
resources with
your peers and/or
your lecturer? ME
11. To read journal
article(s). 3.71 ME
12. To browse FGE
webpages related
to lecture topic. 5.03
13. To browse SE
webpages
unrelated to
lecture topic (e.g.
shopping,
travelling). 3.20
14. To use social FGE
media networks
(e.g. Facebook,
Twitter, and
WhatsApp). 4.48
15. To complete ME
online tests/tasks
(e.g., multiple-
choice tests)? 4.12
16. To type note on ME
your own device
and/or to take
photos from
lecturers’
presentation? 4.39
true:
17. Having your own VSE
device in lectures
is distracting. 2.71
18. Others using their VSE
own device in
lectures for
learning is
distracting. 2.64
19. Others using their 3.16 SE
own device in
lectures for non-
learning activities
media, shopping)
distracting?
Table shows the what are extent of the device usage of the female grade 10
learners on what are the activities they do inside the classroom. By using the
weighted mean, we find out that there is a small extent on the activities (1) For
activities not directly related to your learning (e.g. chat with a friend, shopping,
playing games, (2) To browse webpages unrelated to lecture topic (e.g. shopping,
travelling). There is a moderate extent on activities (1) To access course/module
information (e.g., announcements, office hours, room information, assessment
criteria, etc.), (2) To access learning resources (e.g., PowerPoint slides, pdfs, (3) to
watch module related videos, (4) To be involved in online learning activities (e.g. Poll
Everywhere, discussion boards), (5) To share learning resources with your peers
and/or your lecturer, (6) To read journal article,(7) To complete online tests/tasks
(e.g., multiple-choice tests), and (8) To type note on your own device and/or to take
photos from lecturers’ presentation. Fairly great extent on (1) to supplement lecture
notes, (2) To get in contact with your lecturers? (e.g., email, discussion board.), (3)
To communicate with your peers on study/learning related matters, (4) to browse
webpages related to the topic, (50 To use social media networks (e.g. Facebook,
Twitter, and WhatsApp).
The table also shows the extent of the distraction of the device usage of the
grade 10 female learners, by using also the weighted mean, we find out that there is
just a very small extent that having a device during lectures are distracting for them
and also very small extent that the device usage of others can be a distraction to
them. There is a small extent on using the device on non-learning activities
use your own device
1. For activities not SE
directly related to
your learning (e.g.
chat with a friend,
shopping, playing
games)? 2.69
2. To access GE
course/module
information (e.g.,
announcements,
office hours, room
information,
assessment
criteria, etc.)? 5.42
3. To supplement GE
lecture notes. 5.50
4. To get in contact FGE
with your
lecturers? (e.g.,
email, discussion
board)? 4.85
5. To communicate GE
with your peers
on study/learning
related matters. 5.66
6. To access learning FGE
resources (e.g.,
PowerPoint slides,
pdfs)? 5.11
7. To complete GE
assignment(s)? 5.91
8. To watch module- FGE
related videos? 4.89
9. To be involved in FGE
online learning
Everywhere,
discussion
boards)? 4.73
10. To share learning 4.55 FGE
resources with
your peers and/or
your lecturer?
11. To read journal
article(s). 4.58 FGE
12. To browse FGE
webpages related
to lecture topic. 5.18
13. To browse SE
webpages
unrelated to
lecture topic (e.g.
shopping,
travelling). 2.97
14. To use social FGE
media networks
(e.g. Facebook,
Twitter, and
WhatsApp). 4.45
15. To complete GE
online tests/tasks
(e.g., multiple-
choice tests)? 5.38
16. To type note on GE
your own device
and/or to take
photos from
lecturers’
presentation? 5.47
true:
17. Having your own SE
device in lectures
is distracting. 3.34
18. Others using their SE
own device in
lectures for
learning is
distracting. 3.04
19. Others using their 4.15 ME
own device in
lectures for non-
learning activities
media, shopping)
distracting?
Table shows the findings on what are extent of the device usage of the
female grade 10 learners on what are the activities they do inside the classroom. By
using the weighted mean, we find out that there is a small extent on the activities (1)
for activities not directly related to your learning and (2) browses webpages that is
unrelated to the topic. Fairly great extent on (1) to have access to the lectures or the
discussions, (2) to access learning materials like powerpoints, documents and PDFs,
(3) to watch video that is related to the module or topic, (4) to be involved to any
online learning activities, (5) to share learning resources with your peers and/or
lecturers, (6) to read journal and articles, (7) to browse webpages that is related to
the topic, and (8) to use social media networks while the grade 10 female learners
have Great extent on (1) To access course/module information (e.g.,
announcements, office hours, room information, assessment criteria, etc.), (2) to
supplement lecture notes, (3) To communicate with your peers on study/learning
related matter,(4) to complete assignments, (5) to complete online tasks, and (6) To
type note on your own device and/or to take photos from lecturers’ presentation
The table also shows the extent of the distraction of the device usage of the
grade 10 female learners, by using also the weighted mean, we find out that there is
just a small extent that having a device during lectures are distracting for them and
also small extent that the device usage of others can be a distraction to them. There
is a moderate extent on using the device on non-learning activities

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GOLD

SEX Frequency Percentage

Devices they bring mostly during lectures

To what extent do you Weighted Mean Interpretation

SEX Frequency Percentage

Devices they bring mostly during lectures

To what extent do you Weighted Mean Interpretation

SEX Frequency Percentage

Devices they bring mostly during lectures

To what extent do you Weighted Mean Interpretation

SEX Frequency Percentage

Devices they bring mostly during lectures

To what extent do you Weighted Mean Interpretation

To what extent do you Weighted Mean Interpretation

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