DEVICE SCREENTIME AND INTERPERSONAL RELATIONSHIP

AMONG SCIENCE, TECHNOLOGY, AND ENGINEERING

STUDENTS OF TALIGAMAN NATIONAL
HIGH SCHOOL

A Quantitative Research
presented to the Senior High School Department
TALIGAMAN NATIONAL HIGH SCHOOL
Taligaman, Butuan City

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Abuhan, Malou
Bersabal, Edelyn
Calapan, Argene Leo
Cuizon, Aleah Mich
Diane, Jia Mae
Liwanan, Arnold
Guinsod, Renalyn
Maratas, Kevin Jhon
Montero, Joshua James
Pusa, Reymar
Tundag, Cassandra

Grade 12- Ukraine

Academic - Humanities and Social Sciences

Jeriel P. Cortez, LPT

Research Adviser

January 19, 2024

 Chapter I
INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, conceptual framework, theoretical

framework, research hypothesis, significance of the study, scope and delimitation of the

study, and definition of terms.

Background of the Study

In today’s digital age, smartphones have become indispensable tools, playing crucial

roles in communication, entertainment, and education (Anderson & Jiang, 2018). However,

prolonged screen exposure, particularly among students, can lead to adverse consequences

such as reduced physical activity, disrupted sleep patterns, and increased susceptibility to

mental health challenges (Kaczynski et al., 2023; Gringas et al., 2023; Twenge et al., 2023).

Smartphones, while connecting individuals across distances, also pose a paradox by

potentially affecting the quality of relationships (Kraut et al., 2016). Digital interactions,

though facilitating communication, may impact cohesion, expressiveness, conflict, and

empathy within family and friend relationships (Valkenburg & Peter, 2013). Teenagers spend

over seven hours daily on screens, primarily for social media, messaging, and entertainment,

raising concerns about potential reductions in face-to-face interactions and interpersonal

communication skills (Anderson & Jiang, 2018; Subrahmanyam et al., 2016).

Studies have linked excessive screen time to issues like social comparison, envy, and

distraction, which can detrimentally affect relationship quality (Przybylski & Weinstein,

2013; Valkenburg & Peter, 2015). Additionally, worries persist about the potential
deterioration of communication skills due to overreliance on digital methods (Valkenburg &

Peter, 2015).

As technology increasingly integrates into education, the study delves into the

interplay between screen time and relationships, focusing on the socio-emotional dimensions

of cohesion, expressiveness, conflict, and empathy (Christakis & Fowler, 2011). For Science,

Technology, and Engineering (STE) students at Taligaman National High School (TNHS),

known for their tech affinity, understanding the impact of smartphones on relationship quality

becomes paramount (Lenhardt, 2015).

Smartphones, despite their advantages in communication and access to information,

are associated with potential downsides, especially regarding social and emotional well-being

(Lin et al., 2017; Przybylski & Weinstein, 2017). Excessive screen time can lead to decreased

face-to-face interaction, reduced empathy, and heightened feelings of loneliness and isolation

(Cacioppo & Patrick, 2008; Valença et al., 2016). The constant pull to check notifications and

social media updates during social interactions hinders meaningful conversations and

emotional connection (Przybylski & Weinstein, 2013; Turkle, 2011).

Moreover, curated portrayals of relationships on social media can create unrealistic

expectations and dissatisfaction with real-life relationships (Guzman & Lindberg, 2017).

Understanding the nexus between smartphone screen time and interpersonal relationships

among STE students is crucial, given their significant technology use and the pivotal role of

strong relationships in academic success and overall well-being (Chen, 2013; Furman &

Buhrmester, 2011; Lee et al., 2014).

Statement of the Problem

 This study aims to investigate the potential relationship between smartphone screen

time and the quality of interpersonal relationships among Science, Technology, and

Engineering (STE) students at Taligaman National High School (TNHS).

Specifically, the study addressed the following questions:

1. What is the average smartphone screen time among STE students at TNHS?

2. What is the level at which STE students perceive the quality of their relationships

with family and friends in terms of:

a. Cohesion

b. Expressiveness

c. Conflict

d. Empathy

3. Is there a significant association between average smartphone screen time and the

perceived quality of relationships with family and friends?

Conceptual Framework

Independent Variable Dependent Variable

Quality of relationships with

family and friends in terms of:
Device Screentime
 Cohesion,
 Amount of hours spent
 Expressiveness,
on a Smartphone
 Conflict, and
 Empathy

Figure 1: Research Paradigm

 The research paradigm employed in this study aimed to explore the intricate

relationship between smartphone usage and its impact on interpersonal relationships.

Specifically, the study investigated the association between device screen time and

dimensions of relationship quality, including cohesion, expressiveness, conflict, and empathy

within family and friend contexts.

The Independent variable was the time individuals spent on smartphones, a key

predictor of relationship quality. Dependent variables encompassed aspects contributing to

overall relationship quality, such as cohesion, expressiveness, conflict resolution, and

empathy.

Figure 1 visually represents this research paradigm, illustrating the complex interplay

between smartphone usage and relationship quality. This framework provides a structured

approach to examining how smartphone usage may influence emotional bonds,

communication dynamics, conflict resolution, and empathetic understanding within familial

and friendship contexts.

Theoretical Framework

The theoretical framework of Social Penetration Theory (SPT) by Altman and Taylor

(1973) offers a valuable lens for examining the dynamics of interpersonal relationships in the

context of smartphone usage among Science, Technology, and Engineering (STE) students at

Taligaman National High School (TNHS). SPT posits that relationships progress through stages

of self-disclosure, moving from superficial levels of sharing to more intimate, revealing

exchanges. As individuals disclose personal information, relationships deepen, fostering

increased trust, understanding, and connection. The relevance of SPT is underscored by the

ubiquitous nature of smartphones in communication and self-expression, making it crucial to

investigate the impact of smartphone screen time on interpersonal relationships.

 While prior research has explored this theoretical framework (e.g., Twenge et al., 2023;

Valkenburg & Peter, 2013, 2015), the present study aims to contribute novel insights by

specifically examining the relationship between smartphone screen time and various dimensions

of interpersonal relationships. These dimensions include cohesion, expressiveness, conflict, and

empathy within both family and friend contexts. In line with the stages of self-disclosure outlined

in SPT, these dimensions facilitate an in-depth analysis of the evolving nature of relationships as

individuals progress through layers of disclosure.

SPT suggests that as individuals share personal information, relationships deepen, leading

to increased levels of trust, understanding, and connection (Altman & Taylor, 1973). In the

context of smartphone usage, this implies that as students spend more time on their smartphones,

they engage in various levels of self-disclosure, which can influence the quality of their

relationships with family and friends.

Research Hypothesis

Null Hypothesis: There is no significant association between average smartphone

screen time and the perceived quality of relationships with family and friends among

Science, Technology, and Engineering (STE) students at Taligaman National High

School (TNHS).

Significance of the Study

For STE Students - The study will offer an opportunity for STE students to enhance their

comprehension of their own device usage patterns and the potential impact of these patterns

on their interpersonal connections. This heightened awareness will enable them to effect

changes in their digital behaviors and foster improvements in their relationships.

For Parents and Guardians - Utilizing the study's findings, parents and guardians will be able

to gain insights into their children's digital practices and the potential repercussions on their
social connections. This knowledge will equip them to engage in informed discussions with

their children about screen time and to provide support in fostering healthy relationship

dynamics.

For Educators - Leveraging the study's outcomes, educators will be able to devise more

effective strategies to nurture their students' social and emotional growth. For instance, they

can integrate the findings into the curriculum and activities, facilitating lessons on the

significance of interpersonal relationships and the cultivation of sound digital practices.

For Future Researchers - The study can serve as a foundation for future researchers,

facilitating a deeper understanding of the intricate elements that will influence the correlation

between screen time and interpersonal relationships among STE students. This knowledge

will be instrumental in formulating more impactful interventions, aimed at helping STE

students cultivate positive digital habits and robust interpersonal connections in the future.

Scope and Delimitation

In this study, the researcher investigated the correlation between smartphone screen

time and interpersonal relationships among Science, Technology, Engineering (STE) students

in Taligaman National High School, focusing on the grade 7-10 age range. The study

exclusively examined smartphone usage and did not include other electronic devices, such as

laptops or tablets, in the analysis. The sample size was attempted to be representative of the

entire STE student population of TNHS, but the findings were limited to this specific school

and cannot be generalized to other educational institutions or regions. The study aimed to

determine the correlation between smartphone screen time and interpersonal relationships,

while acknowledging the potential limitations of the study in fully capturing the complexity

of this relationship. Given the possibility of non-participation, the researcher made efforts to
secure a representative sample, while recognizing the study’s limitations in generalizing to

the entire population of STE students at TNHS.

Definition of Terms

Smartphone Screen Time: In this study, this refers to the total duration, measured in hours

and minutes, that Science, Technology, and Engineering (STE) students at Taligaman

National High School (TNHS) spend actively engaged with their smartphones. This

encompasses various activities such as social media usage, texting, internet browsing, and

interactions with mobile applications, all of which contribute to the cumulative time spent on

smartphones.

Interpersonal Relationships: In this study, this refers to the intricate and multifaceted

connections within the academic community of STE students at TNHS. These connections

encompass familial ties and friendships, shaping the social fabric among students pursuing

science, technology, and engineering disciplines within the school.

Cohesion: In this study, this refers to the sense of unity within the relationships among STE

students at TNHS.

Expressiveness: In this study, this refers to the openness and communication style within the

relationships among STE students at TNHS.

Conflict: In this study, this refers to the presence of disagreements or disputes within the

relationships among STE students at TNHS.

Empathy: In this study, this refers to the ability of STE students at TNHS to understand and

share the feelings of others within their academic community.

 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter delves into the intricate relationship between excessive smartphone

usage and its multifaceted impact on various aspects of human life. The exploration spans the

prevalence of smartphone usage, factors influencing its adoption, implications

for ,relationships, the dynamics of conflict arising from smartphone use, and the nuanced

interplay with empathy.

Prevalence of Smartphone Usage

Studies consistently reveal high smartphone adoption rates among adolescents and

teens, emphasizing its prevalence in contemporary youth culture. According to a 2022

Statista report, 95% of teens in the US own a smartphone, reflecting a global trend with

ownership rates surpassing 80% in many countries (Statista, 2022). Furthermore, ownership

rates tend to increase with age, as demonstrated by a 2020 Pew Research Center survey,

which found that 95% of 15-17 year olds own a smartphone compared to 85% of 13-14 year

olds (Pew Research Center, 2020). The appeal of smartphones lies in their multifunctionality,

providing communication, entertainment, social media access, and information, making them

integral tools for teenagers to stay connected with friends, manage their social lives, and

access entertainment (Lenhardt, 2015).

Studies exploring average daily screen time for teenagers underscore the pervasive

nature of screen-related activities. According to a 2022 Common Sense Media study, US

teens spend an average of 8 hours and 45 minutes per day on screens, with smartphones

accounting for 4 hours and 44 minutes of this time (Common Sense Media, 2022). Various

factors, including age, gender, socioeconomic status, and parental monitoring, contribute to

the variability in screen time. Older teens, girls, and those with less parental monitoring tend
to spend more time on screens (Rideout & van der Velden, 2015). Concerns about excessive

screen time are substantiated by research linking it to negative outcomes in teenagers,

including sleep problems, mental health issues, and academic difficulties (Twenge, 2018).

While there is a wealth of information regarding smartphone usage among the

general teenage population, data specific to Science, Technology, Engineering, and

Mathematics (STE) students remains limited. Emerging studies suggest potential differences

in smartphone usage patterns among STE students. A 2019 study conducted in China found

that STE students reported higher levels of smartphone addiction compared to their non-STE

counterparts, indicating the need for further investigation (Yang et al., 2019). The scarcity of

data highlights the necessity for more comprehensive research to understand the distinctive

characteristics of smartphone usage among STE students and its potential implications for

their academic performance and overall well-being.

Factors Influencing Smartphone Usage

The usage of smartphones among Science, Technology, and Engineering (STE)

students at Taligaman National High School (TNHS) is influenced by several factors. In STE

education, smartphones serve as invaluable tools, providing access to educational resources,

online simulations, and collaborative platforms, thereby enhancing student engagement,

motivation, and learning outcomes (Ertmer & Dawson, 2010; Moerschbach et al., 2016).

Conversely, inappropriate or excessive smartphone use may impede academic performance

due to distractions from notifications, social media, and non-academic activities (Przybylski &

Weinstein, 2013; Sana et al., 2012). Effective technology integration strategies in STE

education necessitate clear pedagogical goals, teacher training, and guidelines for

responsible smartphone use (Mishra & Koehler, 2007; Moerschbach et al., 2016).
 Socioeconomic factors contribute to a digital divide, where unequal access to

technology and internet connectivity can limit opportunities for students from

disadvantaged backgrounds (Warschauer, 2004; Bennett & Maton, 2010). Limited access may

lead some students to heavily rely on smartphones for academic work and entertainment,

with both positive and negative consequences depending on their usage patterns (Rideout

& van der Velden, 2015; Ito et al., 2015). Bridging this gap requires initiatives that provide

equitable access to technology and digital literacy training (Warschauer, 2004; Robinson et

al., 2009).

Individual personality traits and preferences also play a crucial role in shaping

smartphone usage patterns among STE students. Variations in traits like impulsivity,

conscientiousness, and sensation-seeking can influence susceptibility to problematic

smartphone use (Gao et al., 2016; Andreassen et al., 2017). Additionally, diverse learning

styles impact how students prefer to use smartphones for academic tasks, with visual

learners benefiting from educational apps and videos, while auditory learners may prefer

podcasts or audiobooks (Fleming & Mills, 1992; Felder & Silverman, 1988). Ultimately,

individual preferences and motivations significantly influence how STE students at TNHS

choose to use their smartphones for both academic and leisure purposes (Przybylski &

Weinstein, 2013; Rideout & van der Velden, 2015).

Smartphone Use and Cohesion in Relationships

The impact of smartphone use on family and friend relationships is a subject of

significant academic interest, delving into both negative and positive influences. Studies

suggest that excessive smartphone use may negatively affect relationships, with distractions

from notifications and social media disrupting face-to-face communication, reducing quality
time, and contributing to feelings of neglect (McDaniel et al., 2014; Valença et al., 2019). The

phenomenon known as “phubbing” exacerbates these issues, eroding trust and intimacy

within relationships (Lee et al., 2020). However, smartphones also play a role in facilitating

connection and communication, enabling individuals to stay in touch with loved ones, share

experiences, and coordinate activities, ultimately strengthening bonds and fostering

closeness (Whitbourne & Inman, 2014; Moreno et al., 2019).

Examining technology’s impact on perceived closeness and support, research

emphasizes that the quality and nature of communication through technology matter more

than frequency of contact. Frequent, meaningful communication through video calls or text

messages fosters feelings of closeness and support, while impersonal or distracting

interactions can be detrimental (Valença et al., 2019; Lee et al., 2020). However, the

limitations of technology in conveying non-verbal cues, such as tone and body language,

hinder emotional connection and understanding, underscoring the continued importance of

face-to-face communication for building strong emotional bonds and expressing empathy

(Whitbourne & Inman, 2014; Moreno et al., 2019).

Furthermore, the correlation between screen time and shared activities/quality time is

explored, revealing that excessive screen time can lead to a decrease in shared activities and

quality time with family and friends. Distractions from smartphones may impede meaningful

conversations, limit opportunities for shared experiences, and contribute to feelings of

loneliness and isolation (McDaniel et al., 2014; Valença et al., 2019). Recognizing the

importance of shared attention and focused engagement, setting boundaries on technology

use, establishing tech-free zones, and engaging in activities that promote in-person
interaction are suggested strategies to enhance the quality of time spent with loved ones

(Valença et al., 2019; Lee et al., 2020).

However, the impact of smartphone use on relationships is complex and varies based

on individual personalities, communication styles, family dynamics, and cultural contexts

(Moreno et al., 2019). Further research is deemed necessary to comprehend the nuanced

ways different types of technology use and interaction patterns influence relationship quality

and perceived closeness. In promoting mindful and intentional technology use, prioritizing

face-to-face interaction, and establishing healthy boundaries, individuals can mitigate

potential negative impacts and leverage technology to strengthen relationships (Valença et

al., 2019; Lee et al., 2020).

Expressiveness in the Digital Age

Examining expressiveness in the digital age reveals a nuanced landscape shaped by

the advantages and challenges of digital communication. Digital communication, primarily

through text-based messaging, offers benefits for emotional expression and open

communication. It allows individuals to reflect and respond thoughtfully, facilitating the

sharing of sensitive information without immediate pressure (Joinson et al., 1998; Hancock &

Toma, 2009). Online platforms further provide anonymity and distance, encouraging

individuals to express themselves more openly on sensitive topics (Suler, 2004).

However, challenges arise from the lack of nonverbal cues in digital communication,

leading to potential misunderstandings and misinterpretations of emotions (Short et al., 2012;

Mehrabian, 1971). The brevity and informality of text-based communication can pose

difficulties in conveying complex emotions and nuances (Baron & Parag, 2002). Excessive

reliance on text-based communication may result in emotional blunting and hinder the
understanding of others’ emotional states, limiting the development of effective emotional

expression skills in face-to-face interactions (Valença et al., 2019; Valkenburg & Peter,

2013).

Striking a balance between digital and face-to-face communication is deemed crucial

for maintaining healthy emotional expression and strong relationships (Valença et al., 2019;

Moreno et al., 2019). Smartphone use introduces additional complexities by potentially

disrupting face-to-face communication through distractions and divided attention, hindering

emotional connection and intimacy (McDaniel et al., 2014; Lee et al., 2020). Moreover,

smartphone use can interfere with perceiving and interpreting nonverbal cues, vital for

understanding emotions and building rapport in face-to-face interactions (Valença et al.,

2019; Moreno et al., 2019).

Recognizing the complexity of the impact of digital communication on

expressiveness, it is crucial to consider individual factors such as personality, communication

styles, and cultural contexts (Moreno et al., 2019). Further research is warranted to

comprehend the long-term effects of digital communication on emotional development and

interpersonal relationships. Promoting mindful and intentional technology use, prioritizing

face-to-face interaction, and developing robust nonverbal communication skills are suggested

strategies to navigate the challenges and opportunities of digital communication effectively.

Smartphone Use and Conflict in Relationships

The dynamics between smartphone use and conflict in relationships present a

multifaceted landscape influenced by several factors. Studies suggest a notable connection

between smartphone use and an increased risk of misunderstandings and disagreements

within relationships. Distractions from notifications and multitasking during communication

can lead to misinterpretations, missed cues, and decreased attention to the conversation
partner (McDaniel et al., 2014; Valença et al., 2019). The limitations of digital

communication further contribute to miscommunication, with the absence of nonverbal cues

and potential delays in response fostering misunderstandings (Short et al., 2012; Baron &

Parag, 2002).

Digital interactions, particularly through text-based communication, play a role in

conflict escalation. The ease of sending immediate messages can lead to impulsive reactions

and the use of inflammatory language, complicating efforts to de-escalate situations (Walther

& Nabi, 2000; Valença et al., 2019). The absence of face-to-face interaction during conflicts

poses challenges for effective emotional regulation, as the lack of nonverbal cues can

intensify negative emotions, leading to regrettable statements (Valença et al., 2019; Moreno

et al., 2019).

Smartphone use introduces distractions and reduced emotional availability,

contributing to conflict within relationships. The constant distraction from smartphones can

diminish attention and emotional availability for partners, fostering feelings of neglect and

frustration (McDaniel et al., 2014; Lee et al., 2020). The expectation of immediate responses

and the sense of divided attention created by smartphones can further hinder individuals from

being fully present and emotionally available for their partners (Valença et al., 2019; Moreno

et al., 2019). The interplay between smartphone use and conflict in relationships underscores

the importance of understanding these dynamics to navigate potential challenges effectively.

Technology and its Impact on Empathy

The relationship between technology and empathy is intricate, marked by both

positive and negative influences. Technology serves as a platform for empathy development

and emotional connection through virtual reality experiences that immerse users in different

perspectives and social media platforms that facilitate the sharing of emotions and
experiences within diverse communities (Yee, 2007; Gribble et al., 2019; Guzman et al.,

2018). However, excessive reliance on technology can impede empathy development,

particularly in text-based communication lacking crucial nonverbal cues like facial

expressions and tone of voice (Valença et al., 2019; Hancock & Toma, 2009).

Overdependence on technology for emotional connection may limit face-to-face interactions,

hindering the development of empathy skills rooted in nonverbal cues (Valkenburg & Peter,

2013).

The significance of face-to-face interactions in empathy development cannot be

overstated. Reading facial expressions, recognizing body language, and perceiving vocal cues

are essential elements that contribute to understanding and responding to the emotions of

others (Mehrabian, 1971; Argyle & Cook, 1972). While technology provides some means,

such as emojis, to convey emotions, these digital symbols lack the richness and nuance of

human expression (Valença et al., 2019; Moreno et al., 2019).

Studies suggest a potential link between excessive screen time and decreased

emotional intelligence and empathy skills, as more time spent with technology may limit

opportunities for developing empathy skills reliant on nonverbal communication and real-

world experiences (Valkenburg & Peter, 2013; Przybylski & Weinstein, 2013). Striking a

balance between technology use and face-to-face interactions is vital for fostering empathy

development. Engaging in activities that promote emotional intelligence, such as mindfulness

practices and active listening, can enhance the ability to understand and share the feelings of

others (Valença et al., 2019; Moreno et al., 2019). Acknowledging the complex interplay

between technology and empathy, additional research is necessary to comprehend the long-

term effects of technology on empathy development and how to leverage its potential to

promote these crucial social skills. Promoting mindful and intentional technology use remains
imperative, alongside prioritizing face-to-face interactions and engaging in activities that

foster emotional intelligence.

Summary

This review examines the relationship between smartphone usage and various aspects

of human life, including communication, relationships, expressiveness, conflict, and

empathy. It highlights the global trend of excessive smartphone usage among adolescents and

teens, and the potential negative consequences of prolonged screen time, such as disruptions

in face-to-face communication and diminished quality time. The review also explores the

impact of smartphone use on relationships, both positively and negatively, and the correlation

between technology and empathy. It emphasizes the need for balance between digital and

face-to-face communication to preserve healthy emotional expression and relationships.

Finally, the review advocates for the promotion of mindful and intentional technology use

and the prioritization of face-to-face interactions to navigate the intricacies of the digital age.
 Chapter 3
METHODOLOGY

This chapter presents the research design, respondents, instrument, data gathering

procedure, and data analysis for this study.

Research Design

This investigation utilized a correlational research design to investigate the

association between the amount of time spent using digital devices and the quality of

interpersonal relationships among students enrolled in Science, Technology, and Engineering

(STE) programs at Taligaman National High School. Correlational research designs are

particularly well-suited for examining the nature and direction of the relationships between

variables, thereby providing valuable insights into the complex dynamics between device

screen time and interpersonal relationships among STE students. By employing this research

design, the study aimed to shed light on the potential impact of device screen time on the

quality of interpersonal relationships among STE students, and to identify any potential

moderating factors that may influence this relationship.

Respondents

Instrument

In this study, two distinct instruments were employed to gather data and facilitate the

research process. The first instrument used was an adapted scale, specifically the Brief

Family Relationship Scale (Fok et al., 2014), which served as a concise measure of the

relationship dimension within family functioning. This scale was selected due to its ability to

provide valuable insights into the interpersonal dynamics among Science, Technology, and
Engineering (STE) students, as it aligns with the study’s focus on the relationship aspect of

these students’ social interactions.

The second instrument employed for data collection was the Friendship Qualities

Scale, which incorporates friendship nominations based on the work of Bukowski, Hoza, and

Boivin (1994). This scale allowed for a comprehensive assessment of the dimensions and

qualities inherent in friendships among the STE student population. Both instruments were

chosen due to their established validity in evaluating relationship dynamics within both

familial and friendship contexts, and their relevance to the study’s objectives.

By utilizing these two instruments, the study was able to gather data that provides a

nuanced understanding of the interpersonal dynamics among STE students, including the

nature of their relationships and the qualities that characterize them. This information can

inform the development of interventions and strategies aimed at promoting social support and

well-being among these students, which is crucial for their academic success and overall

well-being.

Data Collection Procedure

Data Analysis Procedure

.
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis, and interpretation of data.

Average Daily Smartphone Screen Time Among Ste Students At TNHS

Table 1:

Descriptive Statistics

AVERAGE SMARTPHONE
SCREENTIME

Valid 60

Missing 0

Median 3.000

Mean 3.017

Std. Deviation 1.081

Minimum 1.000

Maximum 5.000

Legend: 1.00-1.80 =Less than 3 hours; 1.81-2.60 =3-6 hours; 2.61-3.40 =6-9 hours; 3.41-4.20 =9-12 hours; 4.21-5.00
=More than 12 hours

The data on average daily smartphone screen time among students at TNHS offers

valuable insights into the digital habits of the surveyed students. With 60 valid responses and

no missing data, the analysis indicates a mean screen time of 3.017 hours, closely aligned

with the median of 3.000 hours, suggesting a relatively symmetric distribution. The standard

deviation of 1.081 reflects moderate variability around the mean, indicating a somewhat

consistent pattern in smartphone usage. Contrary to previous information, according to the

corrected legend, the mean falls within the "6-9 hours" category, implying that, on average,
students at TNHS spend between 6 to 9 hours daily on their smartphones. The range of 1.000

to 5.000 hours illustrates the diversity in screen time practices.

Quality Of Their Relationships

Table 2: Quality Of Their Relationships with Family

Interpersonal Mean Standard Interpretation

Relationship Deviation
Dimensions

Family Cohesion 4.18 0.83 Very Evident

Family Slightly Evident

Expressiveness 3.28 1.23

Family Conflict 2.32 1.09 Neutral

Empathy Level 3.64 1.08 Slightly Evident

Average 3.36 1.06 Slightly Evident

Legend: Very Evident =4.01-5.00; Slightly Evident =3.01-4.00; Neutral =2.01-3.00; Slightly Unapparent =1.01-2.00; Very
Unapparent =0.01-1.00

Table 2 presents a comprehensive analysis of the quality of relationships with family

among students at TNHS, focusing on various interpersonal relationship dimensions. The

data reveals that family cohesion is very evident, with a mean of 4.18, indicating a strong

sense of unity and support. Family expressiveness, with a mean of 3.28, is slightly evident,

showcasing some variability in emotional expression within families. Family conflict is

deemed neutral, as suggested by the means of 2.32, indicating a balanced level of conflict.

The empathy level, with a mean of 3.64, is slightly evident, portraying a moderate

understanding and consideration for each other's feelings. On average, the overall quality of

relationships with family is moderately evident, as indicated by the mean of 3.36.

Table 3: Quality Of Their Relationships with Friends

Interpersonal Mean Standard Interpretation

Relationship Deviation
Dimensions

Friends Cohesion 3.92 1.01

Friends
Expressiveness 3.89 1.15

Friends Conflict 2.81 1.17

Empathy Level 3.84 1.24

Average 3.62 1.14

Legend: Very Evident =4.01-5.00; Slightly Evident =3.01-4.00; Neutral =2.01-3.00; Slightly Unapparent =1.01-2.00; Very
Unapparent =0.01-1.00

Table 3 illuminates the intricacies of relationships with friends among TNHS

students, providing a nuanced analysis across various interpersonal dimensions. The mean

values and standard deviations unveil a landscape of moderately evident qualities in these

relationships. Friends' cohesion is slightly evident, indicating a moderate sense of unity with

a mean of 3.92. Expressiveness among friends, with a mean of 3.89, is also slightly evident,

showcasing variability in emotional openness. Conflict within friend groups is perceived as

neutral, with a mean of 2.81, suggesting a balanced dynamic. The empathy level among

friends, at 3.84, is slightly evident, indicating a moderate understanding and consideration for

each other's feelings. Overall, the average for all dimensions stands at 3.62, reflecting a

moderately evident quality in friendships.

Table 4:
Paired Samples T-Test

Measure 1 Measure 2 t df p

FAMILY COHESION - FRIEND COHESION 1.849 59 0.070

FRIENDS -
FAMILY EXPRESSIVENESS - 59 < .001
EXPRESSIVENESS 4.612

-
FAMILY CONFLICT - FRIENDS CONFLICT 59 0.017
2.455

-
FAMILY EMPATHY LEVEL - FRIENDS EMPATHY LEVEL 59 0.212
1.261

Note. Student's t-test.

The analysis reveals that family cohesion and friend cohesion do not exhibit a

statistically significant difference (t = 1.849, p = 0.070), suggesting a comparable sense of

unity in both relationship types. However, a significant difference is observed in

expressiveness, with students reporting higher expressiveness within their families than in

their friendships (t = -4.612, p < 0.001). This underscores a potentially more open

communication environment within familial settings. Additionally, a statistically significant

difference is found in conflict levels, with students experiencing lower conflict within their

families compared to their friendships (t = -2.455, p = 0.017). On the other hand, no

significant difference is observed in empathy levels between family and friend relationships (t

= -1.261, p = 0.212).

Correlation Between Average Smartphone Screen Time And The Perceived Quality Of

Relationships With Family And Friends

Table 5:

Pearson's Correlations

Pearson's Lower 95% Upper 95%

n p
r CI CI

AVERAGE SMARTPHONE FAMILY

- 60 0.001 0.993 -0.253 0.255
SCREENTIME RELATIONSHIP

AVERAGE SMARTPHONE FRIENDS

- 60 0.069 0.599 -0.188 0.318
SCREENTIME RELATIONSHIP

FRIENDS
FAMILY RELATIONSHIP - 60 0.565 *** < .001 0.363 0.716
RELATIONSHIP

* p < .05, ** p < .01, *** p < .001

Pearson’s correlation analysis, detailed in Table 5, delves into the relationships

between average smartphone screentime, family relationships, and friends relationships

among TNHS students. The findings reveal that there is virtually no discernible linear

relationship between the amount of time spent on smartphones and the quality of family

relationships (r = 0.001, p = 0.993), as well as with friendships (r = 0.069, p = 0.599). These

results suggest that variations in smartphone screentime do not significantly impact the

perceived quality of these relationships. Intriguingly, a robust positive correlation emerges

between family relationships and friends’ relationships (r = 0.565, p < 0.001), indicating that

students with positive family relationships are likely to report positive relationships with

friends.

Table 6:

Paired Samples T-Test

Measure 1 Measure 2 t df p

AVERAGE SMARTPHONE - FAMILY COHESION -6.298 59 < .001

Paired Samples T-Test

Measure 1 Measure 2 t df p

SCREENTIME

AVERAGE SMARTPHONE
- FRIEND COHESION -4.912 59 < .001
SCREENTIME

AVERAGE SMARTPHONE FAMILY

- -1.028 59 0.308
SCREENTIME EXPRESSIVENESS

AVERAGE SMARTPHONE FRIENDS

- -4.552 59 < .001
SCREENTIME EXPRESSIVENESS

AVERAGE SMARTPHONE
- FAMILY CONFLICT 3.493 59 < .001
SCREENTIME

AVERAGE SMARTPHONE
- FRIENDS CONFLICT 0.916 59 0.364
SCREENTIME

AVERAGE SMARTPHONE FAMILY EMPATHY

- -3.097 59 0.003
SCREENTIME LEVEL

AVERAGE SMARTPHONE FRIENDS EMPATHY

- -4.179 59 < .001
SCREENTIME LEVEL

Note. Student's t-test.

The table shows the results of a paired samples t-test. The t-test is a statistical test that

is used to compare the means of two groups of data. In this case, the two groups of data are

the scores on Measure 1 and Measure 2. The table shows the t-statistic, the degrees of

freedom, and the p-value for each comparison.

The p-value is a measure of how likely it is that the observed difference between the

means of the two groups is due to chance. A p-value of less than 0.05 is generally considered

to be statistically significant. This means that there is a less than 5% chance that the observed

difference between the means of the two groups is due to chance.

 The table shows that there is a statistically significant difference between the means

of Measure 1 and Measure 2 for all the comparisons except for family expressiveness and

friends’ conflict. This means that there is a significant difference in smartphone screen time

between people who have high and low levels of family cohesion, friend cohesion, family

expressiveness, friends’ expressiveness, family conflict, and friends’ empathy level.

The table also shows that the direction of the difference is negative for all the

comparisons except for family conflict. This means that people who have higher levels of

smartphone screen time tend to have lower levels of family cohesion, friend cohesion, family

expressiveness, friends’ expressiveness, and family empathy level. However, people who

have higher levels of smartphone screen time also tend to have higher levels of friends’

conflict.

Overall, the results of the t-test suggest that there is a relationship between

smartphone screen time and social relationships. People who spend more time on their

smartphones tend to have lower levels of family cohesion, friend cohesion, family

expressiveness, and friends’ expressiveness. However, they also tend to have higher levels of

friends’ conflict.
 Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

The analysis of average daily smartphone screen time among TNHS students provides

valuable insights into their digital habits. The dataset, comprising 60 valid responses with no

missing data, reveals a mean screen time of 3.017 hours, suggesting a relatively symmetric

distribution. Contrary to previous information, the corrected legend places the mean within

the "6-9 hours" category, indicating that, on average, students spend between 6 to 9 hours

daily on their smartphones. The range from 1.000 to 5.000 hours highlights the diversity in

screen time practices.

Moving to the quality of relationships, Table 2 illustrates the robust family dynamics

among students, with very evident family cohesion (mean = 4.18). Family expressiveness is

slightly evident, and conflicts are neutral, contributing to an overall moderately evident

family relationship quality (mean = 3.36). Table 3 explores friendships, revealing moderately

evident qualities, with slightly evident cohesion (mean = 3.92) and expressiveness (mean =

3.89) and neutral conflicts (mean = 2.81), resulting in an average moderately evident

relationship quality (mean = 3.62).

The paired samples t-test in Table 4 indicates no significant difference in cohesion

between family and friend relationships but reveals higher expressiveness within families and

lower conflict levels compared to friendships. The analysis suggests that, while family and

friend relationships share a comparable sense of unity, families provide a more open

communication environment with lower conflict levels.

The correlation analysis in Table 5 shows no significant linear relationship between

smartphone screentime and the quality of family or friend relationships, suggesting that

variations in screen time do not significantly impact perceived relationship quality. However,

a positive correlation between family and friend relationships implies that positive family

dynamics are associated with positive friendships among students at TNHS. Overall, these

findings highlight the need for attention to balanced smartphone use and the potential

influence of family dynamics on friendships.

Conclusion

This study sets out to explore the potential relationship between smartphone screen

time and the quality of interpersonal relationships among Science, Technology, and

Engineering (STE) students at Taligaman National High School (TNHS). Addressing the

questions posed, the findings offer valuable insights into the digital habits and social

dynamics of the surveyed students.

Firstly, the analysis of average daily smartphone screen time among STE students at

TNHS revealed a mean of 3.017 hours, indicating a moderately symmetric distribution. The

corrected legend placed this meaning within the "6-9 hours" category, suggesting that, on

average, students spend between 6 to 9 hours daily on their smartphones. This information

highlights the need for a nuanced understanding of students' screen time practices and the

potential impact on their overall well-being.

Examining the quality of relationships, the study delved into various dimensions,

including cohesion, expressiveness, conflict, and empathy, both within families and among

friends. The results showcased strong family dynamics with very evident cohesion, slightly

evident expressiveness, and a neutral level of conflict, contributing to a moderately evident

overall family relationship quality. In friendships, moderately evident qualities were

observed, suggesting a moderate sense of unity, variability in emotional openness, and a

balanced dynamic. The findings indicate that, on average, students maintain moderately

evident relationships both within their families and among friends.

Furthermore, the correlation analysis explored the association between average

smartphone screen time and the perceived quality of relationships. The results indicated no

significant linear relationship between smartphone screen time and the quality of family or

friend relationships. However, a positive correlation between family and friend relationships

suggests that positive family dynamics are associated with positive friendships among

students at TNHS.

Recommendation

The researchers offered the following recommendations based on their findings

and ensuing conclusions:

Promote Digital Well-being Awareness: Given the average daily smartphone screen time of

6 to 9 hours among STE students at TNHS, it is essential to promote awareness about the

potential impact of excessive screen time on overall well-being. The school administration,

teachers, and parents could collaborate to organize workshops, seminars, or awareness

campaigns addressing the importance of balanced smartphone use.

Encourage Healthy Communication Practices within Friendships: While the study found

no significant linear relationship between smartphone screen time and the quality of family or

friend relationships, the higher expressiveness and lower conflict levels observed within

families suggest a positive communication environment. Encouraging students to adopt

similar communication practices within their friendships may enhance the overall quality of

these relationships.
Implement Family Support Programs: Recognizing the positive correlation between

family and friend relationships, it is crucial to strengthen family dynamics. Implementing

family support programs, such as parenting workshops or family counseling services, can

contribute to creating a supportive and positive home environment, ultimately fostering

healthier friendships among students.

Integrate Digital Literacy Education: Considering the substantial amount of time students

spend on smartphones, incorporating digital literacy education into the school curriculum can

empower students with the knowledge and skills to navigate the digital world responsibly.

This can include educating them about online etiquette, managing screen time, and

understanding the potential impact of digital activities on mental health.

Periodic Assessment of Screen Time Patterns: Since the study highlights the diversity in

smartphone screen time practices, it would be beneficial for the school to conduct periodic

assessments to monitor any changes in students' screen time patterns. This information can

inform targeted interventions and adjustments to educational programs as needed.

 DEVICE SCREENTIME AND INTERPERSONAL RELATIONSHIP AMONG
SCIENCE, TECHNOLOGY, AND ENGINEERING STUDENTS OF TNHS
SURVEY QUESTIONNAIRE

Dear Respondents,

We are currently conducting a study on the relationship between device screentime and
interpersonal relationships among STE students of Taligaman National High School. Your
participation is crucial to our research. Please take a moment to complete the attached
questionnaire. Your responses will be handled with utmost confidentiality.

Thank you for your valuable contribution.

Interpersonal Relationship and Communication Skill Guidelines and Scaling

5 = Very Evident - Open communication, strong support, no conflict, high empathy.

4 = Slightly Evident - Moderate openness, some support, occasional conflict, moderate
empathy.
3 = Neutral - ‍Balanced communication, neutral conflict, neutral empathy.
2 = Slightly Unapparent - Communication hurdles, some conflict, inconsistent empathy.
1 = Very Unapparent - ‍Closed communication, major conflict, little to no empathy.
N/A – Not Applicable

Instructions: Please answer the following questions by selecting the answer that best
reflects your experience. Your answers will be kept confidential and will only be used for
research purposes.

Section 1: Demographics

RESPONDENT’S NAME:
DEMOGRAPHICS
AGE: GENDER:
GRADE LEVEL: PARENT STATUS:
□ 7 □ Separated
□ 8 □ OFW
□ 9 □ Intact Family
□ 10 □ With Guardian/s

Section 2: Smartphone Screentime

1. In the past week, on average, how many hours did you spend using your smartphone?
 □ Less than □ 3-6 □ 6-9 □ 9-12 □ More than
3 hours hours hours hours 12 hours
Section 3: Level of Interpersonal Relationship

Family 5 4 3 2 1 N/A
Cohesion
1. In our family we really help and support each other.
2. In our family there is a feeling of togetherness.
3. My family members really support each other.
4. I am proud to be a part of our family.
5. In our family we really get along well with each other.
Expressiveness
1. In our family we can talk openly in our home.
2. In our family we sometimes tell each other about our
personal problems.
3. In our family we begin discussions easily.
4. In our family, sharing our thoughts and feelings is
encouraged.
5. In our family, open communication is valued, and we
discuss various topics freely.
Conflict
1. In our family we argue a lot.
2. In our family we lose our tempers a lot.
3. In our family we often put down each other.
4. My family members sometimes are violent.
5. In our family we raise our voice when we are mad.
Empathy Level
1. When a family member is sad, I feel sad too.
2. Seeing a family member happy makes me feel happy
too.
3. I try to calm a family member who is afraid.
4. I understand my family members' feelings from their
behavior.
5. Among worried family members, I become anxious.
Friends 5 4 3 2 1 N/A
Cohesion
1. My friend and I spend all our free time together.
2. If I forgot my lunch or needed a little money, my
friend would loan it to me.
3. My friend thinks of fun things for us to do together.
4. Sometimes my friend and I just sit around and talk
about things like school, sports, and things we like.
5. Sometimes my friend does things for me, or makes
me feel special.
Expressiveness
1. If I have a problem at school or at home, I can talk to
my friend about it.
2. My friend helps me when I am having trouble with
 something.
3. If there is something bothering me, I can tell my
friend about it even if it is something I cannot tell to
other people.
4. I feel happy when I am with my friend.
5. When I do a good job at something, my friend is
happy for me.
Conflict
6. I can get into fights with my friend.
7. My friend can bug me or annoy me even though I ask
him/her not to.
8. Even when we have disagreements, my friend and I
try to find a solution or compromise.
9. If I said I was sorry after I had a fight with my friend,
he/she would still stay mad at me.
10. My friend and I disagree about many things.
Empathy Level
1. Being with a friend who is sad, I feel sad too.
2. My friend's happiness makes me feel happy too.
3. I try to calm a friend who is afraid.
4. I understand my friend's feelings from their behavior.
5. Among worried friends, I become anxious.

Thank you for your time and participation! Your responses will be valuable in helping
us understand the relationship between device screentime and interpersonal
relationships among STE students.
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