Electronic Gadget - Revised

Republic of the Philippines
Department of Education
Caraga Administrative Region
Division of Surigao del Sur
Carrascal District
ADLAY NATIONAL HIGH SCHOOL
Barangay Adlay, Carrascal, Surigao del Sur
SENIOR HIGH SCHOOL
EFFECTS OF USING ELECTRONIC GADGETS ON THE ACADEMIC

PERFORMANCE OF GRADE 12 TECHNICAL-VOCATIONAL-LIVELIHOOD
SENIOR HIGH SCHOOL STUDENTS IN ADLAY NATIONAL HIGH SCHOOL
A Research Study Presented to

The Faculty of Senior High School
Adlay National High School
Barangay Adlay, Carrascal Surigao del Sur
In Partial Fulfillment of the Requirements

For the Academic Track under Technical-Vocational-Livelihood Strand
Practical Research II
Ala, Angela
Cuatibel, Clear Mae Joy D.
Gemola, Rezalyn
Gon-ongon, Charisma
Maramba, Mark B.
Pebojot, Trisha G.
Saray, Charity
Sulana, Madel
Vasquez, Asy A.
June 2024
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CHAPTER 1
PROBLEM AND ITS SETTING
Introduction
People's lives have been changed and transformed by technology,
becoming more pleasant and efficient. The modern advancements in technology
and digital media have affected almost everyone. Advancements in technology
have greatly improved education, transportation, and communication. Many
individuals are less stressed since new beneficial hi-tech products are made every
day to help them do things faster and simpler. Cell phones, PCs, laptops, tablets,
and the Internet are examples of useful electronic gadgets (Patil, Bhakt, & Borase,
2023). Students can use electronic gadgets (such as laptops, iPads, tablets,
cellphones, and tablets) to check their emails, download apps for reading and
editing office documents, snap images and videos, record audio for reports, and
surf the internet (Clayton & Murphy, 2016). On smartphones, an electronic device,
social networking platforms like Facebook, Twitter, Instagram, Viber, WhatsApp,
the Global Positioning System, and games are particularly popular.
In secondary education, the most commonly used electronic gadgets for
educational purposes are tablets (iOS/Android), smartphones (iOS/Android), and
laptops (Windows/Macintosh). These gadgets are utilized in the classroom to
improve student achievement and facilitate better learning (Lieberman, 2019).
Students who use these gadgets are more enthusiastic and interested in learning
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the lessons that are taught each day. They tend to be more interactive in the
different classroom discussions (Dietz & Heinrich, 2014). Moreover, those
electronic gadgets are considered a vital invention of human beings because of its
contribution to the development of the quality of human life (Ravichandran, 2009).
The use of electronic gadgets has become vital to the students’ learning
experiences (Darko-Adjei, 2019). Students are more accustomed in using
collective technologies and they are fully grown in the era of electronic gadgets. In
schools, almost all students have acquired electronic gadgets specifically
smartphones due to their low cost compared to other devices. Students have
become well versed and more oriented towards the different features and
applications that each smartphone is able to offer (Noorhidawati et al., 2015).
This technological advancement caused the education sector to adopt the
change and made use of this technology inside the classroom (OECD, 2016).
Hence, technology is significant in transforming the classroom setting from a
traditional set up to a student-centered classroom, which is quite relevant these
days (Mora Rodriguez, 2013). The transition to a student-centered classroom has
been shown to lead to an increase in students’ school performance. It lessens the
adoption of the traditional activities and learning processes in teaching that are
widely used in schools. Thus, embracing technology advancement in the four walls
of the classroom is very evident (Peteros et al. 2022).
Currently, the education system is making a move towards the use of
technology in the classroom which includes the Adlay National High School in
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Barangay Adlay, Carrascal, Surigao del Sur. With this, educators need to realize
that today’s students are far different from students years ago. With today’s
generation, it is better to integrate the use of electronic gadgets like smartphones
into the teaching–learning process. It is interesting to make use of this gadget to
be one of the instructional materials that teachers can use since this has been
used by the students already. Transforming this gadget into an instructional
material will be easy for the teachers to introduce because students already have
an interest in using the gadget (Apuke & Iyendo, 2018).
On the contrary, the students are negatively impacted by these electronic
gadgets as well. A decline in students' academic performance may result from an
increase in the usage of electronic gadgets in the classroom. This is due to the
lack of concentration during discussions where students tend to spend more time
handling their mobile phones (Dietz & Heinrich, 2014). Students may lose their
focus and interest in the discussion, especially if they get messages or calls in
between classes. They could see their smartphones as more interesting than the
events occurring inside the classrooms due to the different applications that are
present in smartphones which students tend to explore more (Sana et al., 2013).
With all the benefits and drawbacks that students have experienced from
using electronic gadgets in the classroom (Rodriguez, 2015), it is imperative to
look into its effects on the academic performance of the students. How have these
gadgets affected the academic performance of the grade 12 TVL SHS students in
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ANHS, as some teachers allow students to use their smartphones during classes
and It has been practiced by some schools recently.
Theoretical Framework
Aligning to the study regarding the effects of electronic gadget usage on the
academic performance of grade 12 TVL Senior High School Students in Adlay
National High School, the study is anchored by social cognitive theory which is
often called a bridge between behavioral and cognitive learning theories, because
it focuses on the interaction between internal factors such as thinking and symbolic
processing (e.g., attention, memory, motivation) and external determinants (e.g.,
rewards and punishments) in determining behavior. A central tenet of social
cognitive theory is the concept of self-efficacy – individuals’ belief in their capability
to perform a behavior. Behaviors are determined by the interaction of outcome
expectations (the extent to which people believe their behavior will lead to certain
outcomes) and efficacy expectations (the extent to which they believe they can
bring about the particular outcome) (Leaper, 2016).
Furthermore, in the context of this study, Social Cognitive Theory posits that
individuals learn by observing others, and this learning is often influenced by social
interactions (Leaper, 2016). In the school environment, students may observe their
peers using electronic gadgets for various purposes, such as accessing
educational resources, socializing, or entertainment. If certain gadget use
behaviors are perceived as academically beneficial or socially desirable, students
may be more inclined to adopt similar practices. For instance, if high-achieving

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students are observed using educational apps on their tablets for studying, their
peers may be motivated to emulate these behaviors, believing that such gadget
use contributes positively to academic performance. On the other hand, if there is
a prevalent norm of using gadgets for non-educational purposes during study
sessions, it may influence others to follow suit, potentially impacting concentration
and study effectiveness. In addition, the study can investigate whether there are
identifiable social groups or peer networks within the Grade 12 TVL student body
that exhibit specific trends in gadget use and academic performance.
Comprehending these social interactions can offer valuable perspectives on how
students impact one another's conduct with electronic gadgets and, in turn, how
these actions could be associated with academic achievements.
Conceptual framework
Independent Moderating Dependent

variables variables variables
• Study habits
Use of electronic
• Level of Academic
gadgets
proficiency in the performance
use of electronic
gadgets
Figure 1. The paradigm showing the relationship between the effect of electronic gadgets
on the academic performance of Grade 12 TVL SHS students
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Figure 1 shows the relationship between the use of electronic gadgets
(independent variable) and academic performance (dependent variable),
moderated by variables like study habits and the level of proficiency in the use of
electronic gadgets. These variables are crucial in investigate the effects of
electronic gadgets on the academic performance of Grade 12 Technical-
Vocational-Livelihood Senior High School students in Adlay National High School.
Statement of the Problem
The researchers intended to find out the effect of electronic gadgets on the
level of Academic performance of Grade 12 senior high school students in Adlay
National High School. Specifically, this study sought to answer the following
questions:
1. To what extent do students' exposure with electronic gadgets, such as
smartphones, tablets, and laptops, affect their study habits and academic
focus?
2. What is the level of exposure of Grade 12 senior high school students in
Adlay National High School to electronic gadgets on a daily basis?

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3. Is there a significant relationship between the time spent using electronic
gadgets and the academic performance of Grade 12 senior high school
students in Adlay National High School?
4. Is there significant relationship between study habits on the effect of
electronic gadgets and the level of proficiency on the use of electronic
gadgets on the academic performance of the senior high school students in
Adlay National High School?
Hypothesis
With the above-mentioned statements, the researchers hypothesized the

following:
H0: There is no significant impact of electronic gadget use on the academic
performance of Grade 12- TVL students at Adlay National High School.
Scope and Limitation

This study focuses on investigating the effects of electronic gadget
(smartphones, laptops, personal computers, etc.) usage on the academic
performance of Grade 12 TVL Senior High School students at Adlay National High
School during the academic year 2023-2024. The study will exclusively involve
bona fide Grade 12 TVL students enrolled in the academic year 2023-2024. A
researcher’s made survey questionnaires and academic records will be utilized to

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collect data on gadget usage patterns and academic performance. The study will
include Grade 12 students’ backgrounds, encompassing various aspects of their
student lives, such as study habits, electronic gadgets exposure, and academic
performance.
Significance of the Study
The results of this study contribute to understanding the effects of electronic
gadgets on students' academic performance. The following are also considered to
be noteworthy in light of this study:
Teachers. The findings could reflect implications of the why and the how in
the light of the current trends and practices of education through the use of
electronic gadgets thereby challenge them to apply and exercise the use of
electronic gadgets in their teaching strategies to make their discussion easier,
faster and enjoyable to the students.
Parents. The result would be beneficial for them to be supportive on the
use of electronic gadgets for the acceptable effectiveness of the academic
performance of students. However, they would also be reminded of their important
roles to spend much time in reminding and guiding their children on the negative
effects of these essential gadgets when used excessively and improperly.
Youth. The study would be beneficial to youth as it offers vital insights into
how technology and education connect at a critical point in their academic careers.
By understanding how electronic gadgets impact learning habits, study skills, and
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cognitive development, the study equips young individuals with knowledge to
navigate their digital environments responsibly. Additionally, knowledge about how
technology may affect peer relationships and overall wellbeing promotes healthy
social dynamics and aids in the holistic development of youth.
Students. By understanding the effects of using electronic gadgets, the
study can improve students' education quality. The findings can help identify areas
where using electronic gadgets may face challenges that could potentially impact
student learning outcomes.
Adlay National High School. The study's findings hold significance for
Adlay National High School by providing valuable insights into the academic
performance of the students. This information can help guide the decision-making
processes at the school, enabling administrators and school leaders to create
policies and initiatives that improve the education system, development, and
general satisfaction student learners. By fostering a supportive and empowering
environment, the school can attract and produce academically competent
students.
Department of Education (DepEd). The research can be significant for the
DepEd as it provides a case study on the effects of using electronic gadgets on
the academic performance of the students. The findings can inform the
development and implementation of policies and initiatives at a broader level, in
aiming to improve the overall student’s academic performance across different
schools and regions. The DepEd can utilize the insights gained from this study to
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refine existing support systems, provide targeted development opportunities, and
address the specific needs of the students.
Researchers. For researchers, this study creates an opportunity to add to
the body of knowledge already known about the effects of electronic gadgets to
the academic performance of the students. By exploring the unique context of
Adlay National High School, researchers can deepen their understanding of the
challenges, factors, and experiences that influence the students’ education. The
study can also serve as a reference and foundation for future research in the field
of education, inspiring further investigations into teacher experiences and their
impact on educational outcomes.
Future Researchers. The research can be significant for future
researchers by providing a baseline and reference point for conducting further
studies on the lived experiences of junior high school teachers. This research can
be used as a starting point for comparison studies, ongoing research, or inquiries
in various educational contexts. The findings of this study can guide future
researchers in formulating research questions, selecting appropriate
methodologies, and expanding the knowledge base on teacher experiences,
ultimately contributing to the advancement of educational research.
Definition of Terms
Academic Performance. Academic performance encompasses the overall
achievement of Grade 12 Senior High School students in their studies, including

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grades, test scores, and other indicators of success in academic activities such as
examinations, projects, and class participation.
Electronic Gadgets. Electronic gadgets refer to portable electronic devices
such as smartphones, tablets, laptops, and other digital tools that are commonly
used by Grade 12 Senior High School students for communication, information
retrieval, and various educational purposes.
Study Habits. Study habits encompass the methods and routines
employed by Grade 12 students in Adlay National High School when preparing for
academic tasks, including the ways in which electronic gadgets are integrated into
their study practices.
Technical-Vocational-Livelihood (TVL) Track. The Technical-Vocational-
Livelihood (TVL) track refers to a specific educational pathway within the K-12
curriculum designed for Grade 12 Senior High School students, focusing on the
development of technical, vocational, and livelihood skills.

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Foreign
In recent years, access to affordable digital devices rose substantially. The
share of Americans that own smartphones is now 77%, up from just 35% in 2011.
Smartphones are nearly ubiquitous among younger adults, with 92% of Americans
aged 18- to 29-year-olds owning one (Pew Research Center report, 2017). The
advancement of technology is still going strong in the present day since it follows
the advancement of higher and higher science. Technology was developed to
make daily tasks easier for people to complete and to add positive value
(Indrawarsari, 2019). Despite the fact that it was initially designed to do good, there
are negative things that may be done with it as well. Gadgets are just one example
of the innovative technologies that have been developed (Mosquera, Valles, & de
Luna, 2016). Technology has significantly altered human life in many areas and
has had a significant impact on social life (Sahetapy, 2021). There are several
reasons why people use gadgets, such as to get information or simply to play
games, among kids, teenagers, and adults (Budiharto et al., 2020). Devices can
be used as information media for Warsita as well as a means of promoting long-
distance connection with others, both locally and internationally (Fatimatuz, 2015).
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However, the majority of individuals nowadays lack the self-control to use the
technology without it having a negative effect on their lives Warsita (Fatimatuz,
2015). Technology-dependent teenagers engage in antisocial conduct.
Modern technical resources are constantly changing and developing in the
contemporary era of globalization. A variety of high-tech innovations are created
to influence the quick advancement of advanced technology that ushers in the new
millennium. The significant impact of modern technology development has altered
all facets of human life, regardless of age. In reality, the current technology's rapid
progress has led academics to question society's division of labor based on
technological competence. In reality, the current technology's rapid progress has
led academics to question society's division of labor based on technological
competence. Modern technology can make it easier to find information,
communicate more easily, accept many private and official concerns, among other
things. The development of these numerous technology resources allows for faster
and more flexible human connection and communication in the modern world
(Official Portal of the National Archives of Malaysia, 2015).
The Asian Parent Insights (2014) claims that parents let their kids use
electronics to teach them about technology, amuse them, and help the kids stay
calm. Parents also indicated that kids occasionally urge them to buy electronics or
occasionally coerce them into lending their gadgets. In actuality, though, parents
frequently give their kids their own electronics when they are tired or just want to
relax. According to a poll conducted by The Asian Parent Insights (2014) on 5

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nations, including Singapore, Thailand, The Philippines, Malaysia, and Indonesia,
3,917 children in Southeast Asia between the ages of 3 and 8 have their own
electronic devices at home. About 98% of kids between the ages of 3 and 8 use
technology. 67% of them use parental electronics, 18% of them use family or close
relatives' gadgets, and 14% of them use their own gadgets. With regards to
increased anxiety and excitement, depression, sleep difficulties, and pornography,
gadgets pose a health concern. Additionally, it could have an impact on the
standard of human resources. Children who use gadgets for an extended period
of time may endure sleep issues, be physically exhausted, have disruptions in their
learning activities, and suffer academically as a result.
Local
Regardless of dimensions, both human and non-human developments
have spread throughout the universe on many different levels. For instance,
engineering has made product design and production highly sophisticated but
contemporary and beneficial to consumers. The universe has made our lives
increasingly electronic-driven today. Software engineering has never advanced so
much thanks to electronic applications. Many of us rely on technology devices to
get through the day and do our tasks.
Students are primarily impacted in terms of getting a job, moving around,
and finding specific items (Adel, 2012). They pay more attention to their gadgets
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than their studies and academic achievement because these technologies are
practical and can provide a lot of amusement, including games, messaging, calls,
media, and many more (Studymode.com, 2016).
According to a study, the majority of students, particularly high school
students, are seen using various electronic devices on a daily basis, including
cellphones, iPads, portable playstation consoles, etc. As a result, students who are
dependent on electronic devices have a negative impact on their academic
performance (Studymoose.com, 2016). Additionally, studies showed that students
spend the majority of their time playing gadgets, but some people are making good
use of them.
As some of the most frequent users of technology, students naturally want
to excel in their academic fields, and gadgets are on the way to assisting them as
they now live in a changing world. The connection between students and
technology is therefore very real. The majority of students use their technology to
make their schoolwork more convenient. With the aid of these tools, they can easily
complete their assignments, projects, reports, and many other tasks. In this way,
electronic devices have practically taken over our lives of daily life as a result of
their current popularity's rapid growth (Ling, 2014). According to a 2010 national
survey, electronic devices are the most popular communication tools that the
students need.
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However, a number of researchers have found that using electronic
Gadgets are a problem as well. According to Ling and Helmerson (2015),
electronic gadgets are in conflict with the school's mission. Students are expected
to carry out their assigned responsibilities while in school, focusing entirely on their
studies and avoiding outside contact. Electronic devices, however, allow for the
blending of students' roles with those of other people, which distracts and interferes
with students' academic work (Gergen, 2012).
The majority of students' use of electronic devices during and after school
hours, they wasted their time on useless devices like night calls, chatting, instant
messaging, social networking, and exam cheating without giving their studies any
thought, which led to their poor academic performance. One of the biggest issues
brought about by the development of technology is this. Children are our nation's
and the world's future. The unfortunate fact is that because of rising, children are
being distracted by technology from the moral principles that their parents have
instilled in them. Instead of using the internet for good, it is thought to be a
disturbance for children's character. It has been used by kids as a source of adult
material. But it has both positive and negative aspects. Therefore, the goal of this
study is to identify both.
Related Studies
Foreign
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Education is considered essential for any nation's survival. The success of
any country depends upon its education system. Educated manpower is
considered an asset for a nation. This manpower may take a country on the path
of development. According to Park, Kee & Valenzuela (2009). The real purpose of
education is the complete development of any individual. Sharma (2016), explains
that the purpose of all these activities is for a person to understand the
responsibilities well and include him a responsible educated person. Blair &
Fletcher (2011), in their research paper have concluded that state of art gadgets
has an emotional meaning for the school students/adolescents. Though previous
research has been conducted on the usage of state of art gadgets by the young
adults. Taylor (2011) stated that a very less focus was given to why they purchase
the state of art gadgets. With the maturity and saturation of the electronic markets,
marketers are trying to sustain their existing customers, along with putting more
effort to grab new ones, especially the school students, to maximize their profits
(Hurt et al. (2013). Moreover, Rashid (2011) discusses the theoretical structure of
media fortune and social attendance, so media is far ahead in terms of social
performance and from social media groups we can connect with a lot more. The
study supports the information processing system and taking into account its
importance the role of media richness should be considered. Communication
media has received insufficient attention and new technologies should be
introduced. Integrating the use of technology with education is a relatively a new
initiative with no as such big origin and one which is yet to struggle for its rights
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and recognition, similar to how a new country is fighting to establish internationally
sovereign boundaries, both recognized and accepted (Luppicinni, 2015). The most
vital element that supports the use of technology in the education organization is
the Internet. E-learning or Online learning has become one of the fastest trends in
education and poses an encouraging alternative to traditional learning. Academic
Performance is connected with teacher-student and learning institutes which are
obtained from short-term and long-term educational standards. Academic
performances indicate so many educational standards, diplomas, bachelor’s
degrees, and Cumulative GPA.
Local
The technological devices such as smartphones may have a positive effect
on investigating skills, strategic thinking and creativity potentials of the students
(Muduli, 2014). They are better sources for learning for the youth. The classroom
learning and engagement of the students can be impacted positively by the use of
these digital devices, such as smartphones (Samson,2010). Its effective usage
may also have a positive impact on the cognitive thinking and could also make the
students master multitasking (Ophir et al.,2009).
A study conducted by Norries et al. (2011) showed that learners scholastic
performance increases when learners are allowed to use their mobile devices
during classroom discussions. It may also improve the efficiency of students' study
activities by allowing them to continuously search for information and by facilitating
teamwork. Moreover, it permits student's active engagement with the use of the
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functions of smartphones that aids in exploring the various levels of interactivity
and learner-centeredness. Students learn through actively formulating new ideas
from previous knowledge and experiences, rather than waiting for the information
delivered to them by the teacher Since students are actively involved in the
learning process, they become responsible for their own learning. Thus, the
evolution of technology gradually affects the school performance as well as
students’ achievement. With the use of mobile phones, learners can learn
comfortably, can quickly come up with answers and can access the different
mobile educational applications anytime. Educators have to
embrace the use of technology inside the classroom to adapt to the change in the
community. With these arguments, this study is necessitated to provide a concrete
view of the effects of smartphone utilization on the academic performance of the
students.
Synthesis
The review explores the impact of technology, particularly electronic
gadgets, on various aspects of human life, including education. It highlights the
positive and negative effects of technology on students' academic performance
and behavior. The widespread use of electronic devices, such as smartphones and
laptops, has led to concerns about their impact on students' academic engagement
and performance. High school students are particularly affected, spending more
time on gadgets, such as night calls, chatting, instant messaging, social

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networking, and exam cheating. Despite these distractions, many students also
use electronic devices to make schoolwork more manageable, highlighting the
growing integration of technology into the learning process.
Furthermore, the impact of technology on children's character and moral
principles, highlighting the challenge of technology as both a valuable tool and a
source of distraction. The review also includes foreign sources, emphasizing the
continued influence of technology on various aspects of human life. In Southeast
Asia, concerns about the health of children, such as increased anxiety, sleep
difficulties, and exposure to inappropriate content, extend to the quality of human
resources, particularly in terms of academic performance.

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CHAPTER 3
RESEARCH METHODOLOGY
The numerous approaches that will be used during the study are presented
in this chapter. In light of this, the areas of the study and reasons which underpin
the choice of area are explained. The methodology includes areas such as the
research design, research locale, research respondents, research instruments,
data gathering procedures, and statistical treatment that will be followed in the
process are discussed.
Research Design
This study will utilize a quantitative descriptive research method.
Quantitative research is a type of research that collects and analyzes numerical
data to test hypotheses and answer research questions. This research typically
involves a large sample size and uses statistical analysis to make inferences about
a population based on the data collected (Hassan, 2023). Moreover, the
descriptive method describes the characteristics of the group, situation, or
phenomenon being studied without manipulating variables or testing hypotheses
(Cathy Heath, 2023). In this study there is one dependent variable comprising the
academic performance of SHS TVL students and one independent variable will be
the usage of electronic gadgets. The study is descriptive in nature and a survey
method will be used for the collection of data.

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Research Locale
The study will be conducted at Adlay National High School, situated in
Barangay Adlay, Carrascal, Surigao del Sur. Adlay National High School serves as
the primary research locale, allowing for a focused examination of the specific
context in which Grade 12 TVL Senior High School students interact with electronic
gadgets and pursue their academic endeavors during the academic year 2023-
2024.
Figure 2. Map of Adlay National High School
Research Respondents
The research respondents for this study will be Grade 12 TVL SHS students
from Adlay National High School. The inclusion criteria for the participants will
include: (i) Must be a Grade 12- TVL student of Adlay National High School and (ii)
Those who have personal or used electronic gadgets (such as cellphone and
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laptop). The researchers will ensure diversity in terms of gender, age, grade level
and strand to obtain a comprehensive understanding of the effects of using
electronic gadgets to the academic performance of the selected respondents.
The respondents of the study will be identified through the use of purposive
sampling technique. This technique involves the identification and selection of
individuals or groups of individuals that are knowledgeable and experiences with
the phenomenon of interest (Sarker & AL-Muaalemi, 2022). Bernard (2015) and
Spradley (2016) added that the participants’ availability and willingness to
participate, and their ability to communicate their experiences and express their
opinions in an articulate and reflective manner, are also important. Likewise, since
the participants are deliberately chosen due to the qualities that they exhibit or
possess, it is otherwise called judgment sampling (Guetterman, 2015).
Table 1. Total number of Respondents

Grade 12 TVL Student No. of Students
Cookery 10
Tile setting 10
FBS 10
Total 30
Research Instruments
A structured researcher-made questionnaire will be used to gather
information from the students on the extent of their electronic gadgets utilization.
It has 10 indicators which the respondents answered based on their agreement

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towards their utilization of the electronic gadgets using a 5-point Likert scale: 5 –
Strongly Agree, 4 – Agree, 3 – Undecided, 2 – Disagree, and 1 – Strongly
Disagree. The instrument will undergo a validity test with the aid of a statistician
and the experts in the field who will check its content and face validity.
Moreover, students' academic performance will be determined using their
First Quarter grades in all subjects based on their permanent records. Lastly, the
participants will be identified using of purposive sampling technique. This
technique involves the identification and selection of individuals or groups of
individuals that are knowledgeable and experiences with the phenomenon of
interest (Sarker & AL-Muaalemi, 2022). Bernard (2015) and Spradley (2016)
added that the participants’ availability and willingness to participate, and their
ability to communicate their experiences and express their opinions in an articulate
and reflective manner, are also important. Likewise, since the participants are
deliberately chosen due to the qualities that they exhibit or possess, it is otherwise
called judgment sampling (Guetterman, 2015).
Data Gathering Procedure
To ensure better and more accurate outcomes, the survey questionnaires
will be administered personally by the researchers by providing certain directions
as well as explaining to the students the purpose of the study. The researchers will
further inform the students that their answers will be kept with utmost
confidentiality. In determining the academic performance of the students, their First

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Quarter grades in all subjects will be taken from their adviser with the permission
of the latter.
Statistical Treatment
The following statistical analysis will be used to derived significant results.
• Weighted mean and standard deviations. These will be used to describe
the extent of the students’ gadgets utilization.
• Pearson correlation coefficient (r). This will be used to test the
relationship of the extent of students’ gadget utilization and their academic
performance.
The computed value will be interpreted using the scale below.
Value Descriptive Value

Interpretation
-0.80 to -1.00 Strong Correlation 0.80 to 1.00
-0.50 to -0.79 Moderate Correlation 0.50 to 0.79
-0.20 to -0.49 Weak Correlation 0.20 to 0.49
0 to -0.19 No Correlation 0 to 0.19

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SURVEY QUESTIONNAIRE
Part 1: Personal Information
Name (Optional):______________________
Gender:
 Male  Female  Prefer not to say
How would you describe your socio-economic background?
 Low-income  Middle-income  High-income
How many electronic gadgets do you have right now?
 None  1-2 electronic gadgets
 3 and above  Prefer not to say
Do you have access to the internet at home?
 Yes  No
PART 2:
Directions: Please put a checkmark on the appropriate column that best describes
your answer using the rating scale indicated below.
SCALE VERBAL INTERPRETATION (VI)

5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly disagree
Scale 5 4 3 2 1
1. To what extent do students' exposure to electronic gadgets, such as
smartphones, tablets, and laptops, affect their study habits and
academic focus?
a. The use of electronic
gadgets (e.g.
smartphones, laptops,
tablets, etc.) positively
impacts my study
habits.
Carrascal District
SENIOR HIGH SCHOOL
b. Electronic gadgets
(e.g. smartphones,
laptops, tablets, etc.)
usage contributes to an
improvement in my
academic focus.
c. Electronic gadgets
(e.g. smartphones,
usage enhances my
ability to concentrate
on academic tasks.
d. The exposure to
electronic gadgets
positively influences
the quality of my study
sessions.
e. Using electronic
gadgets (e.g.
tablets, etc.) supports
my academic focus
during self-directed
learning.
f. Electronic gadgets
(e.g. smartphones,
usage helps me stay
engaged in my
academic tasks.
g. Electronic gadgets
(e.g. smartphones,
contribute to a positive
change in my overall
study habits.
Carrascal District
SENIOR HIGH SCHOOL
h. Electronic gadget
exposure has a
beneficial impact on my
ability to comprehend
study materials.
i. The use of electronic
gadgets (e.g.
tablets, etc.) supports a
more organized
approach to my
academic tasks.
j. Electronic gadgets
(e.g. smartphones,
positively contribute to
maintaining my focus
during academic
lectures or discussions.
2. Level of exposure of Grade 12 TVL senior high school students in Adlay
National High School to electronic gadgets on a daily basis?
a. Uses electronic
gadgets daily for
educational purposes.
b. The daily routine
involves regular use of
electronic gadgets (e.g.
tablets, etc.) for
academic tasks.
c. Frequently uses
electronic gadgets (e.g.
tablets, etc.) as part of
daily academic
activities.
Carrascal District
SENIOR HIGH SCHOOL
d. Electronic gadgets
(e.g. smartphones,
usage is a common
practice for me on a
daily basis to support
my studies.
e. Relying on electronic
gadgets as a primary
source for accessing
educational content
daily.
f. Spend a significant
amount of time daily
using electronic
gadgets for academic
purposes.
g. Daily exposure to
electronic gadgets is
essential for staying
connected to
educational resources.
h. Electronic gadgets are
an integral part of my
daily routine for staying
informed about
academic updates.
i. Uses electronic
gadgets daily to
collaborate with peers
on academic projects
or assignments.
j. Find it challenging to
complete daily
academic tasks without
the use of electronic
gadgets.
Carrascal District
SENIOR HIGH SCHOOL
Carrascal District
SENIOR HIGH SCHOOL
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Republic of the Philippines

EFFECTS OF USING ELECTRONIC GADGETS ON THE ACADEMIC

A Research Study Presented to

In Partial Fulfillment of the Requirements

PROBLEM AND ITS SETTING

People's lives have been changed and transformed by technology,

becoming more pleasant and efficient. The modern advancements in technology

and digital media have affected almost everyone. Advancements in technology

have greatly improved education, transportation, and communication. Many

social networking platforms like Facebook, Twitter, Instagram, Viber, WhatsApp,

the Global Positioning System, and games are particularly popular.

In secondary education, the most commonly used electronic gadgets for

educational purposes are tablets (iOS/Android), smartphones (iOS/Android), and

laptops (Windows/Macintosh). These gadgets are utilized in the classroom to

improve student achievement and facilitate better learning (Lieberman, 2019).

different classroom discussions (Dietz & Heinrich, 2014). Moreover, those

contribution to the development of the quality of human life (Ravichandran, 2009).

experiences (Darko-Adjei, 2019). Students are more accustomed in using

schools, almost all students have acquired electronic gadgets specifically

applications that each smartphone is able to offer (Noorhidawati et al., 2015).

This technological advancement caused the education sector to adopt the

Hence, technology is significant in transforming the classroom setting from a

traditional set up to a student-centered classroom, which is quite relevant these

days (Mora Rodriguez, 2013). The transition to a student-centered classroom has

been shown to lead to an increase in students’ school performance. It lessens the

of the classroom is very evident (Peteros et al. 2022).

Currently, the education system is making a move towards the use of

generation, it is better to integrate the use of electronic gadgets like smartphones

into the teaching–learning process. It is interesting to make use of this gadget to

used by the students already. Transforming this gadget into an instructional

an interest in using the gadget (Apuke & Iyendo, 2018).

On the contrary, the students are negatively impacted by these electronic

gadgets as well. A decline in students' academic performance may result from an

using electronic gadgets in the classroom (Rodriguez, 2015), it is imperative to

and It has been practiced by some schools recently.

academic performance of grade 12 TVL Senior High School Students in Adlay

processing (e.g., attention, memory, motivation) and external determinants (e.g.,

rewards and punishments) in determining behavior. A central tenet of social

cognitive theory is the concept of self-efficacy – individuals’ belief in their capability

to perform a behavior. Behaviors are determined by the interaction of outcome

bring about the particular outcome) (Leaper, 2016).

peers using electronic gadgets for various purposes, such as accessing

educational resources, socializing, or entertainment. If certain gadget use

behaviors are perceived as academically beneficial or socially desirable, students

may be more inclined to adopt similar practices. For instance, if high-achieving

use contributes positively to academic performance. On the other hand, if there is

a prevalent norm of using gadgets for non-educational purposes during study

sessions, it may influence others to follow suit, potentially impacting concentration

that exhibit specific trends in gadget use and academic performance.

Comprehending these social interactions can offer valuable perspectives on how

these actions could be associated with academic achievements.

Independent Moderating Dependent

Figure 1 shows the relationship between the use of electronic gadgets

(independent variable) and academic performance (dependent variable),

electronic gadgets. These variables are crucial in investigate the effects of

electronic gadgets on the academic performance of Grade 12 Technical-

Vocational-Livelihood Senior High School students in Adlay National High School.

Statement of the Problem

level of Academic performance of Grade 12 senior high school students in Adlay

1. To what extent do students' exposure with electronic gadgets, such as

2. What is the level of exposure of Grade 12 senior high school students in

Adlay National High School to electronic gadgets on a daily basis?