THE EFFECTS OF ELECTRICITY

DISRUPTION IN ACADEMIC PERFORMANCES AMONG

SENIOR HIGH SCHOOL STUDENTS IN ERHARD SCIENCE AND

TECHNOLOGICAL INSTITUTE
The Effects of Electricity Disruption in Academic Performance among

Senior High School Students

Research Project

Presented to:

ERHARD SCIENCE AND TECHNOLOGICAL INSTITUTE

Bulaklakan, Gloria, Oriental Mindoro

Submitted to:
Ms. Mary Rose Sadiwa

Submitted by:

Charlene Mamador
James Raymond Matematico
Bea Magtibay
John Fritch Garcia
Lance Malibong
Abstract

Students in Erhard Science and Technological Institute on Gloria Oriental Mindoro are

facing many problems due to electricity disruption. This study was conducted to a certain

consequences of electricity disruption on daily routine and academic performance of Senior High

School Students in Gloria. Electricity disruption present significant constrain on education who

rely on electricity as important source of energy for gadgets, and appliances that student use in

studying such as cellphones, laptop, television etc. Having a contrast Electric power source can

come in handy specifically to students. Technologies that depend on electricity to function

became essential in learning. However students are not the only one that are affected by electric

shortage but also the teachers that store their lessons from electric dependent instruments. This

study illustrates the lack of freedom to learn during power shortage.

INTRODUCTION

Electricity holds the key to most industrial operation across the world today. Electricity

needs to be generated massively and efficiently to meet the societal needs. Every gadgets we use

needs electricity to function like cellphones, laptop/personal computers etc. Students mostly use

cellphones in studying, they also use laptop in reporting. However, how would these gadgets

function if there’s electricity disruption or electricity shortage?

As the importance of electrical power is felt at homes and industrial organizations, it’s

also felt in education. Lack of energy will unfortunately have a major negative impact in

education, lowering its quality. One of the biggest and worst effects of lack of energy is that

energy poverty greatly reduce teaching resources and classroom materials. Without electricity,

students have limited resources in order to complete their assignments, because their gadgets

didn’t function. This also translate in lack of current information. Teachers aren’t able to make

copies of school assignments or connect to the internet to research what activities or materials

are available online. They also can’t access online resources, such as videos, and any other

multimedia sources. The lack of electric lighting televisions computers, and other services deters

well trained and well educated teachers from living and working in communities that may need

them the most.

Power as the pace at which energy is transferred thus the terms power and energy are

used interchangeably in everyday discourse. In practice, the quantity of power obtained from any

mechanical system is proportional in the amount of energy held by such system. Over the

decades, it has been clear that man is completely dependent and dependent on energy is even

more obvious in the 21st century, with the widespread use of electrical energy in practically every
aspect of life from household usage to entertainment and mostly in education. Power availability

is typically associated with prosperity efficiency, and a higher quality of life in all sectors of the

economy (Aremu, Adeyems 2011)

Electricity disruption is a common problem in many parts of the world particularly in

developing nations. It is a situation where there is an interruption or total blackout of electricity

supply for a period of time. This can have significant effect on the academic performance on

students who heavily rely on electricity for various academic activities such as studying,

research, and online learning. In this study, the researchers will examine the impact of electricity

disruption on the academic performance of students and explore possible solutions on mitigate

its negative effects.

STATEMENT OF THE PROBLEM

Electricity disruption, characterized by frequent power outages, fluctuation, or inadequate

supply, has become a prevalent issue in the province of Oriental Mindoro. This problem has far-

reaching consequences across various sectors, including education. In the academics context,

electricity disruption can have significant impact on students, teachers, and educational as a

whole. This study aims to answer the following research questions:

1. What are the effects of electricity disruption in academic performance among Senior

High School students?

2. How do the teachers and educational institutions cope with the challenges of

electricity disruptions?

3. What strategies can be implemented to mitigate the negative effects of electricity

disruption on academic performance

STATEMENT OF HYPOTHESIS

The research hypothesize that there is a significant relationship between electricity

disruption and academic performance of Senior High School students. Implying that when

disruption occur, academic performance is expected to decline.

SIGNIFICANCE OF THE STUDY

The accomplishment of this study will grant attention to the researchers to take action for

the frequent disruption of electricity that causes learning limitations for SHS students.

Students- We can all say that learners depend on search engines such as Google to collect

knowledge about a certain topic. As a major source of information for educational purposes, the

success of this study will provide a non-stop surge of data/information needed for learning.

Furthermore, this can provide constant opportunities for students who want to step up and learn

in advance.

Teachers- Nowadays, teachers provide lessons through the use of technology including

Personal computers and monitors. As a commonly used method for teaching, the completion of

this study would offer teachers more flexibility with teaching and eliminates the exhaustion from

manually writing lectures on paper or blackboards, hence a better and more efficient way of

teaching and faster comprehension of learners.

SCOPE AND LIMITATIONS

This study focuses on examining the effects of electricity disruption on the academic

performance of Senior High School students in Erhard Science and Technological Institute

located in Gloria, Oriental Mindoro, Philippines. It aims to investigate the impact of electricity

disruption on academic performance indicators such as grades, test scores, attendance, and

overall educational outcomes. Both short-term and long-term effects of electricity disruption on

academic performance will be considered. The study will collect data through surveys,

interviews, and analysis of academic records to gain comprehensive insights into the relationship

between electricity disruption and academic performance. However, this study has several

limitations. Firstly, the findings may not be generalizable to other regions or educational levels

since it focuses specifically on Senior High School students in Gloria, Oriental Mindoro.

Secondly, the research will rely on self-reported data from students, which could be subject to

recall bias or misinterpretation. Other factors that could influence academic performance, such as

personal circumstances, home environment, or the specific duration and frequency of electricity

disruptions.
RESEARCH LOCALE

Gloria, Oriental Mindoro is a municipality located in the province of Oriental Mindoro in

the Philippines. It is a coastal town situated on the northeastern part of the island Mindoro.

Gloria is also known for a City with frequent electricity disruptions.

THEORETICAL FRAMEWORK

Cognitive Load Theory (CLT) – Coined in 1988 by John Sweller, suggests that our

working memory is only able to hold a small amount of information at any one time and that

instructional methods should avoid overloading it in order to maximize learning (John Sweller).

This theory suggests that when students experience electricity disruption, they have to

expand additional mental effort to stay focused and engaged in their learning tasks. This extra

cognitive load can be bad to mental fatigue and reduce academic performance
 .

Attention Restoration Theory (ART) – Suggests that mental fatigue and concentration

can be improved by time spent in, or looking at nature. The capacity of the brain to focus on a

specific stimulus or test is limited and results in directed attention fatigue (Kaplan, 1995)

According to this theory, exposure to nature and natural environments can help restore

attention and improve cognitive performance. In contrast, electricity disruption can be a source

of stress and distraction, which may negatively impact academic performance.

Sleep Deprivation Theory (STD). If you haven’t slept, your ability to learn new things

could drop by up to 40%. (Walker and Stickgold 2010).

Lack of Electricity can lead to sleep disruption, which can have negative effects on

academic performance. Sleep is essential for learning and memory consolidation and disruptions

to the sleep can impair cognitive function.

CONCEPTUAL FRAMWORK

The Effects of Electricity Disruption on Academic Performance among Senior High School Students in

Erhard Science and Technological Institute.

IV DV
Effect of Electricity Disruption. Academic Performance of Senior High
School Students.
A. Low academic performance
B. Limited instructional materials A. Low level of retention
C. Limited resources B. Reduce learning
C. Academic Disruption
 Figure 2: Hypothesized Relationship between Variables
The Conceptual Framework contains Independent Variable and Dependent Variable. Independent
Variable is the effects of electricity disruption while dependent variable is an academic performance of senior high
school students. The single headed arrow hypothesized the relationship between variables.

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