HOLY CHILD ACADEMY 1

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Examining the Correlation Between the Time Duration of Using

Gadgets and the Learning Habits of Grade 11 Senior High School
Students of Holy Child Academy.

A Research Presented to
The Faculty and Administrator of
HOLY CHILD ACADEMY

In Partial Fulfillment of the

Requirements for the subject
PRACTICAL RESEARCH

By:
Siapno, Jan Francis B.
Guarin, Ma. Jolina Mae C.
Iporac, Renzon A.
Naag, Andrea Nadeline J.
San Diego, Josh Ivan

December 2023

APPROVAL SHEET

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This research entitled " EXAMINING THE CORRELATION BETWEEN

THE TIME DURATION OF USING GADGETS AND LEARNING
HABITS" prepared and submitted by Jan Francis Andrew B. Siapno,
Renzon A. Iporac, Ma. Jolina Mae C. Guarin, Andrea Nadeline J.
Naag, Josh Ivan San Diego has been approved and accepted in partial
fulfillment of the requirements for the Practical Research 2

Ms. Loren E. Manatad

Adviser

PANEL OF EXAMINERS

Approved and accepted by the committee on oral examination

with a grade of ___ on _______________.

MARIA THERESA E. ASUNCION, FRIEdr, FRIM

Chairman/ Dean College of Education

DANA B. TEBIA, Ed. D

Member

Zoila E. Espiritu
Member

ACKNOWLEDGEMENT

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The researchers who conduct this study entitled " Examining the
Correlation Between the Time Duration of Using Gadgets and Learning
Habits" would like to express their gratitude to the following people
involved, who helped tham and gave their overwhelming support or make
all these things possible.

To the School Administrator of Holy Child Academy, Ms. Noemi S.

Bueneventura, for devoting her services to quality education in our
institution;

To the School Head, Mrs. Leonila B. San Miguel, for encouragement,

advices and pleasant suggestion for the refinement of the study;

The researchers would also like to thank their adviser, Ms. Loren E.
Manatad, for the encouragement and assistance. For teaching and
reminding the researchers the proper way to make this research paper;

To the researchers' parents, for the understanding, support,

assistance and inspiration toward the completion of this study. The
researchers truly honor them;

For whose names the researchers are unable to mention but value most,
thank you for every piece or help in making this research possible;

Lastly, to the Almighty God who gives the researchers heavenly wisdom
and full strengths and hope that this paper will be successful.

JFA.B.S

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R.A.I
MJM.C.G
AN.J.N
JL.S

DEDICATION
Every challenging work needs group efforts, as well as guidance from
elders, especially those who are very close to our hearts.
We dedicated this humble piece of works to our loving and supportive
families,
SIAPNO family,
IPORAC family,
GUARIN family,
NAAG family,
and
SAN DIEGO family,

for their affection, love and encouragement and prayers to succeed and
finish this study
We also dedicated this study to our
Beloved Teachers
for their untiring commitment to teach and hone us.

To our Informants,
for giving their time and effort to share their experiences and knowledge
about the theme of our study,

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And most importantly to the

Almighty God,
for all the blessing He bestowed upon us.

Jan Francis Andrew B. Siapno

Renzon A. Iporac.
Ma.Jolina Mae C. Guarin
Andrea Nadeline J. Naag
Josh Ivan San Diego

TABLE OF CONTENTS

Page

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Title Page…………………………………………………………….. i
Approval Sheet……………………………………………….…… ii
Acknowledgement……………………………………………….. iii
Dedication……………………………………………...…………… v
Table of Contents…………………………………………………. vii

Abstract…………………………………………………………… x

Chapter

1 INTRODUCTION

Background of the Study………………………………………

Review of Related Literature and Studies……………….

Statement of the Problem…………………………………….

Significance of the Study……………………………………..

Scope and Delimitation……………………………….……….

Definition of Terms………………………………………………

2 METHODS

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Research Design………………………………………………….

Sampling Technique…………………………………………………

Selection of Informants……………………………………………

Research Instruments……………………………………………..

Treatment of Data………………………………………………….

3 RESULTS

Primary Sources…………………………………………………….

Secondary Sources…………………………………………….….

The Man Behind Metro Manila College……………………….

The Founding of Metro Manila College……………………...

MMC Significant Milestones……………………………………..

Informants’ Statements………………………………………….

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Researchers’ Experiences……………………………………….

4 DISCUSSIONS

Summary of Findings…………………………………........

Implications……………………………………………….......

Recommendation………………………………………......

REFERENCES………………………………………………………………

APPENDICES……………………………………………………………..

Appendices I………………………………………………….
Appendices II…………………………………………………
Appendices III………………………………………………..
Appendices IV………………………………………………..
Appendices V………………………………………………….

CURRICULUM VITAE………………………………………………..

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Chapter 1

INTRODUCTION

Studying the connection between the length of time people spend

using devices and the learning habits is a topic in today's digital era. With
technology playing a role in education, it's crucial to understand how our
use of gadgets like smartphones, tablets, and computers affects our ability
to learn. According to Vicky et. al., (2023). The use of devices can increase
interest in early childhood learning in the learning process. Finding a
balance between using devices and focusing on success is crucial for
students. The key to this balance is moderation, which plays a role in

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achieving success in both areas. Parents and educators play a part in

guiding students towards a rounded lifestyle. They help students manage
their screen time effectively while also developing study habits. By working
students can navigate the era wisely utilizing technology's benefits without
sacrificing their educational goals.

According to Suzana et al., (2020). Early childhood technology and

internet use can have both beneficial and negative effects. The adoption
of kid-friendly technology as a distant learning medium can foster a
dynamic and interesting setting. Mobile phone usage by students in the
classroom has been linked to detrimental effects on their academic
performance, as highlighted in Junco's (2012) study. Gingerich and
Lineweaver (2014) research similarly found a significant negative impact
on academic achievement due to smartphone use. Even if students are
unaware of it, using mobile phones during class can have adverse
consequences for their studies in close proximity, as noted in Wood et al.'s
(2012) study. Some students may think that using mobile phones in class
is a personal choice and only affects them individually, as suggested by
Pulliam (2017). Educators have the potential to play a role in guiding
students to use their mobile phones appropriately in the classroom.

This research aims to explore whether spending time on these

gadgets has a negative impact on knowledge acquisition, cognitive

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development, and academic performance. By investigating this

relationship, we can gain insights into how to integrate technology into
education and create better learning environments.

This study will serve as a guide in knowing the relationship between

the use of gadgets by students and their learning habits. It will focus on
how the time duration of using gadgets will affect the learning habits of
the grade 11 Senior High school students of Holy Child Academy.

REVIEW OF RELATED LITERATURE

This segment presents some foreign and local literature and studies
about cultural beliefs and practices on health of the Filipinos in highly
urbanized areas. Relevance to present studies gave a big picture why
these literature and studies from local to foreign sources were used.
Literature. These reviewed articles were taken from the different
websites, articles, memos, books, journals and magazines. The pieces of
information obtained have helped the researchers in the study.

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Impact of Gadget Use in Cognitive Development

The impact of gadgets on the cognitive development of students

results in a change in the mindset and behavior of humans. (Siregar and
Yaswinda, 2022). This indicates that as students utilize gadgets in their
daily lives, particularly for academic purposes, there are certain changes in
their views and behaviors. This change still depends on their parents'
advice ad that of the people in their immediate environment. In a study
from PMC, conducted by Dr. Small (2020), excessive screen time and
technology use can have potential harmful effects on an individuals'
cognitive development due to spending too much time on screens, it
makes for an individual to focus and concentrate on tasks properly.
Additional, prolonged exposure to screens can impair emotional and social
intelligence of a person, this hinders the development of essential
interpersonal skills. According to Wilmer et al. (2017), the review
examines a growing but not fully developed field of research investigating
how smartphone-related habits may affect cognitive functions. It aims to
identify the domains of cognitive functioning where there is increasing
evidence of a significant relationship between smartphone technology and
cognitive performance. However, the scientific literature is not yet mature
enough to draw firm conclusions in some domains. Additionally, Thompson
and Davis (2023) emphasize how the environment shapes how using
gadgets affects youngsters. They contend that children can benefit the
most from using these technologies while minimizing any negative effects

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if they are raised in a supportive atmosphere with clear rules and norms.
Last but not the least, a study by Brown and Roberts (2022) discovered
that, when utilized properly, technology can be a useful learning tool. They
recommend that parents use technology to make learning engaging and to
improve their children's cognitive skills.

The Impact of Gadgets in Learning Among Students

In today's fast-paced world, modern gadgets have become
indispensable tools that enhance efficiency and comfort in daily life (Tech
Crates, 2012). They not only simplify tasks but also bring a touch of luxury
to our lives, impacting us in profound ways (Shy, 2010). This influence
extends to the classroom, where smartphones, computers, and tablets are
integrated into education to improve learning (Gammuac, 2013). A study
by Jerelyn Patacsil and colleagues in 2020 delved into the frequency of
gadget use in education, examining the perceived impact on students and
establishing a significant relationship between usage frequency and its
effects. Additionally, mp3 players offer both teachers and students a
versatile tool for educational activities (Gammuac, 2013).

Analysis of Utilization of Gadgets as Effective Learning Media in

Innovation Education to improve Student Learning Achievement.
The realm of educational technology comprises both software and
hardware, with smartphones being a significant technological tool. As

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Cahyadi (2014) suggests, smartphones exhibit remarkable capabilities,

effectively functioning as portable computers that provide convenience
and versatility. Backer (2010) further defines smartphones as Wireless
Mobile Devices (WMDs) with computer-like attributes, including personal
digital assistants, internet access, email, and GPS, offering users easy
access to information. Initially embraced by business professionals and
young executives, the adoption of smartphones has expanded across
society, as confirmed by Antara news data in 2014, identifying Indonesia
as the largest Southeast Asian smartphone market. This surge in
popularity is underpinned by the affordability of smartphones, leading to
an 18% growth in sales in Indonesia, according to the International Data
Corporation. This trend extends to students, including those at SMPN in
Yogyakarta City. Innovation, as defined by Brewer and Tierney (2012), is
the introduction of novel ideas or methods, resulting in transformative
changes when adopted and implemented on a large scale. Evans (1970)
adds that innovation involves both the novelty of an idea or item and the
change that occurs through its adoption. Educational technology,
exemplified by the widespread use of smartphones, represents one facet
of this dynamic innovation landscape, continually reshaping how we learn
and work.

The Impacts of Gadgets on Students Learning Outcome.

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In this modern era, technology continues to advance, offering

convenience and positive value to our daily lives as stated by Indrawarsari
(2019). However, it’s important to acknowledge that technology can also
be used for negative purposes. Gadgets, for example, are one of the many
advanced technologies that have significantly impacted our lives as
explained by Mosquera, Valles & de Luna (2016). However, the misuse of
gadgets, particularly through various social media applications, can have a
negative impact on students’ academic performance as mentioned by Das
(2018). It’s not surprising that children are drawn to gadgets in this era,
as they are equipped with touchscreen technology and a wide range of
attention-grabbing applications as indicated by Budiharto et al. (2020).
The use of gadgets among children, adolescents and adults, there are
various purposes for someone using gadgets, for example to find
information or just to play games as reported by Budiharto et al. (2020).
According to Rahayu (2018), the use of devices for information search
does not significantly affect student learning outcomes. However, it does
have a significant impact on the teaching and learning process. Similarly,
Nikmawati (2021) found that the use of gadgets does not significantly
affect the learning outcomes of fifth-grade students. On the positive side,
gadgets make it easier for students to participate in learning activities,
access information, and learn new things through social media. However,
there are also negative effects such as decreased interest in learning,
excessive use of social media and online games, and eye disorders.

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Galingging (2022) further suggests that addiction to gadgets for gaming

and social media can hinder academic progress and lead to lower grades.
Based on Sandrawita (2019), the gadgets owned by children are primarily
used for entertainment purposes and are not effectively utilized as
learning tools. This can be attributed to the lack of proper management of
children’s study time, as evidenced by the absence of study schedules at
home. Improper management of gadgets can have negative effects on
children’s learning. Additionally, difficulties in limiting gadget usage, weak
parental control, the absence of policies regarding gadget usage from the
sub-district government, and an unsupportive environment contribute to
the challenges associated with managing gadget usage among children.
As stated by Nelli (2019), field research indicates that student academic
development is greatly influenced by the use of gadgets. Students who
effectively utilize gadgets for learning purposes experience an increase in
their academic achievements. The ability to find study materials and
references, as well as using gadgets correctly, plays a significant role in
shaping students’ academic performance. It has been observed that
students who use gadgets properly tend to excel in competitions across
various fields. This success can be attributed to both school-based
education and additional learning opportunities at home facilitated by
gadgets (Das, 2018; Budhiarto et al., 2020; Fauzi, 2018).

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STUDIES. These reviewed studies were taken from the different

thesis, published and unpublished research. The pieces of
information obtained have helped the researchers in their study.
Below are foreign related studies that the researchers have used as
bases of this study.

The Effect of Digital Device Usage on Student Academic

Performance
In the quest to understand the impact of students bringing their digital
devices into lecture halls, Limniou (2021) embarked on an investigation,
while Limniou, Duret, and Hands (2020) delved into student behavior,
learning environments, and individual characteristics based on Social
Cognitive Theory (SCT), exploring multitasking and academic performance
among first-year students from diverse disciplines. Conversely, Marzouki,
Idrissi, and Bennani (2017) highlighted the favorable outcomes of mobile
learning on knowledge acquisition, academic performance, attitudes, and
motivation in social constructivist settings. Zhang (2015) examined the
intricate web of associations between learning variables, laptop
multitasking, and academic performance. Amidst this discourse, a lively
debate arises about mobile phone usage during lectures and its potential
link with student academic performance (Kuznekoff, Munz, and Titsworth,
2015).

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The Relationship between the Duration of Playing Gadget and

Mental Emotional State of Elementary School Students
Several studies have been conducted on the impact of modern
technology on various aspects of life. As stated by Magwa Simuforosa
(2013), the relationship between adolescent usage of computers and
academic performance was examined. The study revealed that modern
technology can have both positive and negative impacts on learning. As
explained by Jyoti Ranjan Muduli (2014) [35], the focus was on addiction
to technological gadgets and its impact on the health and lifestyle of
college students. The findings indicated that many young respondents
spend a significant amount of time with their tech gadgets, which can
have implications for their overall well-being. As indicated by Tessa Jones
(2014), field observations and an online survey were utilized to examine
students’ cell phone addiction and their opinions. The findings revealed
that a significant percentage of students are addicted to their cell phones,
as observed through their frequent interactions with the devices on
campus. However, the survey also uncovered that student acknowledge
the potential negative psychological effects of excessive cell phone use. In
a comprehensive study conducted by Tanvir Singh, Amit Kumar, and Dr.
Yunfei Liu (2015), the focus was on the addiction and sustainable usage of
personal electronic gadgets. The primary objective of the study was to
raise awareness about the often-overlooked phenomenon of “Gadget
Addiction” and to explore potential precautions for promoting sustainable

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gadget usage. Researchers from various fields have conducted studies to

examine the correlations between smartphone use and addiction, as well
as the impact it has on driving performance, sleep quality, anxiety,
loneliness, depression, satisfaction with life, social relationships, substance
addictions, and attention deficit and hyperactivity disorder (Choudhary &
Velaga, 2019; Demirci et al., 2015; Boumosleh & Jaalouk, 2017; Samaha
& Hawi, 2016; Chen & Peng, 2008; Ho et al., 2014). These studies
highlight the influence of modern technology on different aspects of life,
including education, health, and lifestyle. It is important to consider both
the benefits and potential drawbacks of technology to ensure its
responsible and sustainable usage. Several studies have been conducted
on the impact of modern technology on various aspects of life. As stated
by Magwa Simuforosa (2013), the relationship between adolescent usage
of computers and academic.

THEORETICAL FRAMEWORK

The researchers choose the theory of behaviorism in education or

behavioral learning because they based on the idea that all behaviors are

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acquired through conditioning. Studying the learning habits of grade 11

students, and most of all, it contains the behavior of people and what
their learning habits are.

According to nu.edu (2023), behaviorism in education, or behavioral

learning theory, is a branch of psychology that centers on how individuals
acquire knowledge through their interactions with the environment. It is
rooted in the concept that all behaviors are learned through processes of
conditioning, which involve reinforcement and punishment. According to
this theory, learning is defined as a discernible change in behavior
resulting from one’s experiences. “Behaviorism is an area of psychological
study that focuses on observing and analyzing how controlled
environmental changes affect behavior” (Brau, B., Fox, N., & Robinson, E.,
2018). The goal of behaviorism, as stated by Graham (2000), is to
promote the scientific study of behavior.

CONCEPTUAL FRAMEWORK

The study indicates that the impact of gadgets on learning habits varies
from person to person. Some students can effectively adapt to these
technologies, utilizing them to improve their learning habits and

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productivity. Others may encounter difficulties in managing distractions

and maintaining efficient study habits within a digital learning
environment.

As the utilization of gadgets in education continues to expand, it

becomes imperative for educators, institutions, and policymakers to strike
a balance between harnessing the advantages of educational technology
and addressing its associated challenges. This involves the promotion of
digital literacy, the design of engaging and effective learning experiences,
and the assurance that all students possess the necessary tools and
resources for successful learning in a technology-driven world.

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Analytical or logical behaviorism represents a philosophical theory

concerning the semantics and meaning of mental terms and concepts. It
posits that the notion of a mental state or condition corresponds to a
behavioral disposition or a set of behavioral tendencies, observable in how
individuals behave in specific contexts. When attributing beliefs or other
mental states to individuals, this perspective does not suggest the
existence of particular internal states but characterizes individuals based
on their potential behaviors in given situations or environmental
interactions. Notable proponents of analytical behaviorism include Gilbert
Ryle (1900–76) and Ludwig Wittgenstein (1889–51), albeit with some
interpretational controversies in Wittgenstein’s case. More recently,
philosopher psychologist U. T. Place (1924–2000) advocated a variant of
analytical behaviorism, focusing on intentional or representational states
of mind, such as beliefs. Daniel Dennett’s work on the ascription of
conscious states through “heterophenomenology” also offers a version of
analytical behaviorism.

Psychological behaviorism, on the other hand, is a research program

within psychology aimed at explaining human and animal behavior in
terms of external physical stimuli, responses, learning histories, and, for
specific behaviors, reinforcements. Key figures associated with
psychological behaviorism include Ivan Pavlov (1849–1936), Edward
Thorndike (1874– 1949), and John B. Watson. B. F. Skinner’s work on

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schedules of reinforcement represents the most comprehensive and

influential expression of this perspective.

Behaviorism can be categorized differently in various nomenclatures,

with some classifying it as methodological, analytical, and radical. In a
loose or attitudinal sense, a person may be considered a behaviorist if
they insist on confirming hypotheses about psychological events based on
behavioral criteria, as noted by philosopher Wilfred Sellars (1912–89).

The researchers argue that implementing behaviorism-focused

awareness programs in every community is crucial to help individuals
preserve and understand the significance of their behavioral patterns in
daily life.

INPUT
1. What is the socio-demographic profile of the respondents in terms of:

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1.1 Age
1.2 Sex
1.3 SHS strand

2. What is the effect of gadget usage in the learning habit of the

students?

1. What is the implication of using gadgets on the learning habits of

the students

PROCESS
Using questionnaire, analysis, presentation and interpretation of data.

The Importance of understanding the implications of gadget usage is

essential. This approach acknowledged the impact of technology on the
lives of individuals in various settings.

STATEMENT OF THE PROBLEM:

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This study aims to know the Correlation between the time duration of
using gadgets and the learning habits of Grade 11 Senior High School
Students of Holy Child Academy.

Specifically, it will seek to answer the following questions:

2. What is the socio-demographic profile of the respondents in terms of:

2.1 Age
2.2 Sex
2.3 SHS strand

3. What is the effect of gadget usage in the learning habit of the

students?

4. What is the implication of using gadgets on the learning habits of

the students?

NULL HYPOTHESIS

There is no significant relationship between the profile of the

respondents and the time duration of using gadgets and learning
habits.

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SIGNIFICANCE OF THE STUDY

Students: The students should be able to understand the impact of

gadget usage on learning, can enhance their time management skills,
improve academic performance by reducing distractions, encourage
personal growth by promoting responsible gadget use, and equip them
with valuable research skills applicable to various academic and
professional pursuits.

Teachers: The findings of this study can assist teachers in understanding

how gadget usage affects the learning habits of Grade 11 students. With
this knowledge, educators can develop strategies to enhance student
engagement, focus, and overall academic performance.

Parents: This study can serve as a guide for parents in monitoring and
regulating their children’s gadget usage. By understanding the correlation
between gadget use and learning habits, parents can encourage healthy
technology habits and provide suitable guidance to support their child’s
academic progress.

School: The study’s findings can be used by the school administration to

develop policies and guidelines regarding gadget usage during school

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hours. It can also help design interventions and educational programs that
promote responsible gadget use among students while optimizing their
learning experience.

Community: The study will benefit the community members, such as

local authorities and organizations, so that they can use the findings to
raise awareness about the potential effects of excessive gadget use on
students’ learning habits. This can contribute to community-wide efforts to
promote healthy technology habits and support students’ academic
success.

Future Researchers: This study on the correlation of using gadgets and

learning habits can serve as a useful reference to demonstrate how the
use of gadgets of the students can be improved in the future. By
examining the advantages and disadvantages of this study, future
researchers can gain a better understanding of how to limit the use of
gadgets and how they can manage it. Furthermore, this study can serve
as a foundation for future research on similar topics.

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SCOPE AND DELIMITATION

This study aims to examine the correlation between the time

duration of using gadgets and the learning habits of Grade 11 Senior High
School Students of Holy Child Academy Year (2023-2024). The study will
use a survey questionnaire as the primary data collection tool. The
questionnaire will include questions related to the students’ gadget usage
and learning habits. The sample size will be determined using a random
sampling technique, and the study will aim to gather responses from all of
Grade 11 students.
The study will also only focus on the correlation between gadget
usage and learning habits and will not investigate other factors that may
affect the students’ academic performance.

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DEFINITION OF TERMS

Electronic gadgets – refers to the devices, such smartphones, tablets,

and laptops. Electronic devices were the focus of this study.

Mobile phone or Cell phone – is a device that can place and receive
phone calls using a radio link while the user is moving around a large
geographic area. Other services besides calling that it can offer include text
messaging, music streaming, email, internet access, infrared, Bluetooth,
business applications, gaming, and photography, among others. The first
mobile phone was originally introduced in 1973, and it became
commercially available in 1983 (Heeks, 2008).

Computer or Laptop – is a multipurpose device that can be programmed

to perform a limited number of logical and thematic processes. A computer
can answer multiple types of problems at once because the order of
operations may be easily modified. A laptop is a type of computer that can
be folded and transported with ease because of its tiny size and battery-
powered energy supply. British Designer Bill Maggridge created the first
laptop in 1979. 1989 was a very prosperous year for manufacturers of mo.

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Today, laptops are typically used for programming, data storage,

entertainment (music, films), internet access, etc.

Smart Phone – is a category of mobile phone with more sophisticated

networking and computing capabilities than a feature phone and is
powered by a mobile operating system.

Academic Performance – refers to the intellectual achievement or

exceptional deeds or acts developed by school subjects that are typically
noted by marks or grades of the students. Academic performance is the
knowledge attained or skills developed in the school subjects that are
designated by the test scores or by marks assigned by the teachers or by
both (Carter V. Good, 1985).

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CHAPTER 2

METHODS OF RESEARCH

This chapter presents the methods and processes used in the conduct of
the study, future researchers the research design, respondents, sampling
technique, instruments used with its construction, validation of data,
administration of the questionnaire, statistical treatment of the data and
the basis of the interpretation of the study.

RESEARCH DESIGN

The researchers aimed to examine the correlation between the

time duration of using gadgets and the learning habits of Grade 11 senior
high school students at Holy Child Academy. In this study, the researchers
used the correlational method of research. Boucaud (2017), explained
correlational research design as the relationship between two variables.
Correlations can be strong or weak as well as positive or negative. In this
study the researchers found out if there is a significant relationship
between the profile of the respondents and how gadgets impact their

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learning habits and their academic performance

RESPONDENTS

In this study, the researchers surveyed ninety-nine (99) students at

Holy Child Academy who are in different strands due to not having specific
strands. The researchers focus on the time duration of using gadgets to
see if it disturbs or changes the learning habits of students.

SAMPLING TECHNIQUE

To enhance the study's effectiveness and minimize the margin of error,

the researchers employed stratified sampling techniques. This probability
sampling method involves dividing the target population into distinct
groups or strata based on characteristics relevant to the research
question. Within each stratum, the elements share similar characteristics,
ensuring that the sample accurately represents the entire population. This
approach enabled the researchers to draw more precise and generalizable
conclusions about the study's findings (Parson, 2017).

INSTRUMENT USED

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The researchers made use of questionnaire in gathering data.

QUESTIONNAIRE

The researchers used questionnaire that provides a script for presenting a

standard set of questions and response options. The purpose of
questionnaire is to Examine the Correlation Between the Time Duration of
Using Gadgets and the Learning Habits. It consists of the different parts
for specific purposes.

Part l: Personal information of the respondents with includes: Age, Sex,

SHS strand.

Part ll. What is the effect of gadget usage in the learning habit of the
students.

Part lll. What is the implication of using gadgets on the learning habits of
the students.

CONSTRUCTION OF THE INSTRUMENT

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The researchers read books, research paper, theses and surfed data in
internet so as to ripen concepts, framework, variables and indicators of the
study which became the bases in the construction of questionnaire. They
made a draft and showed it to their research adviser.

ADMINISTRARION AND RETRIEVAL OF THE INSTRUMENT

After considering the results of the pre-tested instrument, the researchers

prepared the final draft of the questionnaire then asked for the approval of
their thesis adviser to distribute the questionnaire to the chosen
respondents. Administration and retrieval was personally done by the
researchers to ensure 100% return of the tool. The researchers distributed
it to the respondents and waited outside. The questionnaire were collected
as soon as the respondents were finished.

STATISTICAL TREATMENT OF THE DATA

The researchers manually tabulated and processed the data after

reconciling acquired data to get the specific way of analyzing and
interpreting the results. In treating the gathered data, the following
instruments were applied:

1.Frequency and Percentage Distribution

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This was used to relate a part of a whole in the total responses. This is a

numerical especially on frequency distribution.

Formula:

P = f/n x 100

Where:
P = percentage
f = frequency
N = no. respondents

2. Weighted Mean

To compute the awareness of the respondents on the Cultural beliefs and

practices, the weighted mean was applied.

The collected data were categorized and were given corresponding

weights. The weight was multiplied by the number of replies in each
category to be added and then divided from the sum of the product.
Formula:
WM= fw/N
Where:
WM = weighted mean

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fw = sum of the products of the frequency

N = no. of respondents

3. Four point Likert Scale

To qualify the responses on the rating scale, a likert scale method of

measuring the attitude was used. Likert scale provides a great way of
measuring attitudes, knowledge, perception, values, and behavioral
changes. Similarly, this scale involves a series of statement that survey
respondents may choose from, in order to rate their responses to
evaluative questions (Mahmutovic, 2014).

Each statement has four responses classified under the level of frequency
with weights 1, 2, 3, and 4.
The corresponding point assigned by estimating each weighted average
with the following equivalent verbal description:
Numerical interpretation Verbal interpretation
3.25 – 4.00 4 SDA- Strongly Disagree
2.25 – 3.24 3 DA- Disagree
1.75 – 2.24 2 A- Agree
1.00 –1.74 1 SA- Strongly Agree

4. Ranking. This was used to determine the arrangement of responses

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for given variable to degree of the importance as perceived by the

respondents. The equivalent point assigned to each item indicated the

extent of the existence of condition as perceived by the respondents was

determined by estimating each weighted average which become the

verbal descript.

5. Chi- square Test. This was used to

test the statistical relationship that exist

between two categorical variables that

were used in the study.

Formula:

Where:

X2 = chi square computed value

C = degrees of freedom

=Summation of data

= observed value

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= expected value

i = “ith” position in the contingency table

CHAPTER 3

RESULTS

In this chapter, the researchers present the analysis, interpretation and

results of the study through the survey questionnaire. These data are
presented in a tabular form with corresponding in-depth analysis based on
the answers from questionnaire

1. Profile of the Respondents

Table 1
Age of the Respondents

Age F (%) Rank

15 6 6.06 3

16 62 62.62 1

17 28 28.28 2

18 3 3.03 4

TOTAL 99 100%

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Table 1 presents the frequency, percentage and rank distribution of the

respondents as to age.

As seen in table 1, rank 1 with 62 or 62.62 percent to the age of 16, rank
2 with 28 or 28.28 percent with an age of 17 and rank 3 got 6 or 6.06
percent with an age of 15.

As noted at age 16, the highest percentage of responses came from Grade
11 senior high school students, in addition to 16 years old, who are more
likely to be active in gadgets. However, rank 4 with 3.03 percent are more
less likely active in using gadget.

Table 2
Sex of the Respondents

Sex F (%)

Male 52 52%

Female 47 47%

TOTAL 99 100%

Table 2 shows the frequency and percentage distribution of the

respondents as to a sex. Based on the Table, 52 or 52 percent of the

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respondents were male while female respondents are only 47 or 47

percent.

This shows that there were more male respondents than female and based
on the researcher observation most of the male are more active when it
comes on the time duration of gadgets usage. On the other hand, there
were also some female respondents that give their thoughts regarding on
the gadget usage of the students. This resulted that female spends lesser
time in the usage of gadgets since in today's generation of the Filipinos
men is usually the one who is more interested in gadgets usage.

TABLE 3
Strands of the Respondents

Strands F (%) Rank

ABM & GAS 29 29.29 1

STEM 1 24 24.24 2

STEM 2 23 23.23 2.5

HUMMS 23 23.23 2.5

TOTAL 99

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Table 3 presents the frequency, percentage and rank distribution of the

respondents as to strand.
As seen in table 1, rank 1 with 29 or 29.29 percent of the strand ABM &
GAS, rank 2 with 24 or 24.24 percent of Stem 1 and rank 3 has a tie
percent which is 23 or 23.23percent.
As noted, the Strand ABM&GAS got the highest percentage of response. It
can be concluded that many of the ABM&GAS Strand is know how to
manage the Time Duration of Using Gadgets.
Table 3 shows the frequency and percentage distribution of the
respondents as to a strand. A total of 99 responses were analyzed. There
are 29 or 29.29 percent of the strand ABM&GAS students, rank 2 with 24
or 24.24 percent of STEM 1 STUDENTS and rank 3 has a tie percent which
is 23 or 23.23 percent which is STEM 2 and HUMSS. They were
encouraged to answer the survey questionnaire for us to assess the
impacts of gadgets usage to their learning habits, determine how they
would manage their time using gadgets, and test if there is a significant
relationship between the gadget usage to their academic performance.

TABLE 4
Examining the Correlation Between Time Duration 0f Using
Gadgets and Learning Habits in Terms of Time Duration of Gadget
Usage

Time Duration of Gadget Usage Mean Descriptive Rank

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Interpretation

1. I often lose track of time when 3.06 A 2

using my gadgets for entertainment.
2. My daily gadget usage typically 2.67 A 5
ranges from 2 to 4 hours
3. I find it challenging to limit my 2.77 A 4
gadget usage to a reasonable
duration.
4. I've noticed that my productivity 3.04 A 3
increases when I restrict my gadget
usage to specific time slots.
5. My weekends often involve 3.07 A 1
extended gadget use, sometimes for 6
hours or more.

Table 4 shows the weighted mean, rank, and respondents interpretation of

the correlation between time duration of using gadgets and learning habits
in terms of time duration of gadget usage.

As seen on the table, Rank 1: "My weekends often involve extended

gadget use, sometimes for 6 hours or more." has a weighted mean of 3.07
with the description of agree.

Rank 2, "I often lose track of time when using my gadgets for

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entertainment," has a weighted mean of 3.06 with the description of

agree.

Rank 3, "I've noticed that my productivity increases when I restrict my

gadget usage to specific time slots," has a weighted mean of 3.04 with the
description of agree.

The researchers found out that there is a correlation between the

duration of time spent using gadgets and learning habits. In terms of the
duration of gadget usage, the respondents often use their gadgets on
weekends and spend 6 hours. And respondents often lose track of their
time if they use gadgets for entertainment, and they're likely to be more
productive when they restrict their gadgets.

TABLE 5
Examining the Correlation Between Time Duration of Gadgets and
Learning Habits in Terms of Learning Habits

Learning Habits Mean Descriptive Rank

Interpretation

1. I use gadgets to access information 3.40 SA 1

and resources for my studies.

2. I use gadgets to create and share 3.25 SA 2

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learning materials

3. I use gadgets to connect with other 3.22 A 3

learners and educators

4. I use gadgets to connect with other 3.15 A 4

learners and educators

5. I use gadgets to track my learning 3 A 5

progress.

Table 5 shows the weighted mean, rank, and respondents interpretation of

the correlation between time duration of gadgets and learning habits in
terms of learning habits.

As seen on the table, Rank 1, "I use gadgets to access information and
resources for my studies," has a weighted mean of 3.40 with a description
of strongly agreeing.

Rank 2: " I use gadgets to create and share learning materials." has a
weighted mean of 3.25 with a description of strongly agreeing.

Rank 3: "I use gadgets to connect with other learners and educators" has
a weighted mean of 3.22 with a description of agree.

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The researchers found a correlation between the time duration of gadgets

and learning habits. In terms of learning habits, respondent interpretations
are more likely to share their learning materials, and they sometimes use
gadgets for information and to connect with other students.

TABLE 6
Relationship Between Examining the Correlation Between Time
Duration of Gadgets and Learning Habits and Impact Of Gadget
Usage in Learning Habits

Impact of Gadget Usage on Mean Descriptive Rank

Learning Habits Interpretation

1. I find that gadget use can be a 2.79 A 4

distraction from my studies.

2. I sometimes find myself 2.04 DA 5

multitasking when I am using
gadgets, which can
impair my learning.

3. I am concerned about the impact of 3 A 3

gadget use on my sleep.

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4. I am aware of the potential for 3.19 A 1

gadget addiction.

5. I am trying to be more mindful of 3.11 A 2

my gadget use.

Table 6 shows the weighted mean, rank, and respondents interpretation of

the correlation between time duration of gadgets and learning habits and
the impact of gadget usage on learning habits.

As seen on the table, rank 1, " I am aware of the potential for gadget
addiction," has a weighted mean of 3.19 with a descriptive interpretation
of agree.

Rank 2: "I am trying to be more mindful of my gadget use." has a

weighted mean of 3.11 with a descriptive interpretation of agree.

Rank 3, "I am concerned about the impact of gadget use on my sleep,"

has a weighted mean of 3 with a descriptive interpretation of agree.

This means that when it comes to the correlation between the time
duration of gadgets and learning habits and the impacts of gadget usage
on learning habits, it is more likely that the respondents aware of the
gadgets are addicted and can affect their sleep hours, and some

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respondents are mindful when using their gadget.

TABLE 7
Relationship Between General Gadget Usage and Examining the
Correlation Between Time Duration of Gadget and Learning
Habits

General Gadget Usage Mean Descriptive Rank

Interpretation

1. I am aware of the ubiquity of 3 A 5

gadgets in modern society.

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2. I use gadgets for a variety of 3.49 SA 1

purposes, including communication,
entertainment, and education.

3. I believe that gadgets can have 3.32 SA 2

both positive and negative impacts on
individuals and society

4. I am committed to using gadgets 3.05 A 4

responsibly.

5. I am always learning more about 3.15 A 3

the potential risks and benefits of
gadget use

This means that when it comes to the correlation between the time
duration of gadgets and learning habits and the impacts of gadget usage
on learning habits, it is more likely that the respondents aware of the
gadgets are addicted and can affect their sleep hours, and some
respondents are mindful when using their gadget.

As seen on the table, in rank 1, "I use gadgets for a variety of purposes,
including communication, entertainment, and education." has a weighted
meaning of 3.49 with descriptive information of strongly agree.

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Rank 2, "I believe that gadgets can have both positive and negative
impacts on individuals and society," has a weighted mean of 3.32 with a
descriptive interpretation of strongly agree.

Rank 3, "I am always learning more about the potential risks and benefits
of gadget use," has a weighted mean of 3.15 with a descriptive
interpretation of agree.

The researchers found out in Table 7 that many of the respondents use
their gadgets for communication, education, and entertainment. They are
also aware that there are positive and negative effects of using gadgets,
and there are potential risks.

Chapter 4

DISCUSSION

This chapter presents the summary of findings conclusions, and

recommendation which answer the statement of the problem posted in

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Chapter 1. After conducting their study, the researchers experienced a lot

of stress as it was their first time undertaking such research. Despite the
initial difficulties, they put in their best effort to complete the study in
order to achieve a good grade. Throughout the process, they learned a
great deal and were able to improve themselves. Through teamwork,
patience, and hard work, they successfully completed the research. The
findings of the study revealed that students still display irresponsible
behavior when it comes to gadget usage. As a recommendation, the
researchers suggested that students should limit their time spent on
gadgets and utilize them in a more efficient.

STATEMENT OF THE PROBLEM

This study aims to know the Correlation between the time duration
of using gadgets and the learning habits of Grade 11 Senior High School
Students of Holy Child Academy.

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Specifically, it will seek to answer the following questions:

1. What is the socio-demographic profile of the respondents in terms

of:

1.1 Age
1.2 Sex
1.3 SHS strand

2. What is the effect of gadget usage in the learning habit of the

students?

3. What is the implication of using gadgets on the learning habits of the

students?

SUMMARY OF FINDINGS

After a careful presentation, analysis, and interpretation of the data the

following findings were obtained:

1. Profile of the Respondents

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1.1 sixty-two (62) or 62. 62 percent of the respondents belong to the 16

years old.

1.2 fifty-two (52) or 52 percent of the respondents are male and forty-
seven (47) or 47 percent are female.

1.3 In the strand, twenty-nine (29) or 29.29 percent of the respondents

came from strand of ABM and GAS, twenty-four (24) or 24.24 percent
came from stem 1, twenty-three (23) or 23.23 percent came from the both
strand of stem 2 and HUMSS.

2. Effect of gadget usage in the learning habit of the students,

The first three (3) in rank are:

2.1 TIME DURATION OF GADGET USAGE

2.1 "My weekends often involve extended gadget use, sometimes for 6
hours or more" with weighted mean of 3.07 or agree.

2.2 "I often lose track of time when using my gadgets for entertainment"
with weighted mean of 3.06 or agree.

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2.3 "I've noticed that my productivity increases when I restrict my gadget

usage to specific time slots" with weighted mean of 3.04 or agree.

2.2 LEARNING HABITS

2.1 "I use gadgets to access information and resources for my studies"
with weighted mean of 3.40 or with the description of Strongly Agree.

2.2 "I use gadgets to create and share learning materials" with weighted
mean of 3.25 or with the description of Strongly Agree.

2.3 "I use gadgets to connect with other learners and educators" with
weighted mean of 3.22 or agree.

2.3 IMPACT OF GADGETS USAGE ON LEARNING HABITS

2.1 "I am aware of the potential for gadget addiction" with weighted mean
of 3.19 or agree.

2.2 "I am trying to be more mindful of my gadget use" with weighted

mean of 3.11 or agree.

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2.3 "I am concerned about the impact of gadget use on my sleep" with
weighted mean of 3 or agree.

2.4 GENERAL GADGET USAGE

2.1 "I use gadgets for a variety of purposes, including communication,

entertainment, and education" with weighted mean of 3.49 or with the
description of Strongly Agree.

2.2 "I believe that gadgets can have both positive and negative impacts on
individuals and society" with weighted mean of 3.32 or with the description
of Strongly Agree.

2.3 "I am always learning more about the potential risks and benefits of
gadget use" with weighted mean of 3.15 or agree.

3. The implication of using gadgets on the learning habits of the

students.

3.1 As revealed on the table, there is no significant relationship between

the time duration of using gadgets and learning habits.

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CONCLUSION

In the light of the forgoing findings, the following conclusions were

formulated.

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1. Most of the respondents are male, and the majority of the students are
16 years old. The respondents are still in senior high school. Additionally,
most of the respondents are from Novaliches, Quezon City. The responses
were gathered from the students of Holy Child Academy.

2. The Correlation Between the Time Duration of Using Gadgets and the
Learning Habits of the respondents are focused into three categories. The
first is in terms of Time Duration of Gadgets Usage, most of them agreed
in "My daily gadget usage typically ranges from 2 to 4 hours." In terms of
Learning Habits, most of them strongly agreed in "I use gadgets to access
information and resources for my studies." In terms of the Impacts of
Gadgets Usage in Learning Habits, most of them agreed in "I am aware of
the potential for gadget addiction." In terms of General Gadgets Usage,
most of them strongly agreed in "I use gadgets for a variety of purposes,
including communication, entertainment and education."

3. There is statistically no significant relationship between the profile of

the respondents and the correlation between the time duration of using
gadgets and the learning.

RECCOMENDATION

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Based from the gathered findings and the conclusion, the researchers
offer the following recommendation:
Students should practice mindful and moderate use of gadgets,
balancing academic needs with recreational activities and explore
educational apps and online resources to enhance learning experiences
during gadget use.
Teachers may provide diverse learning platforms, both digital and
traditional, catering to various learning preferences and establish open
communication channels with students to understand their challenges and
concerns related to gadget use.
Parents should Establish open communication with children about their
gadget use, understanding its role in both education and leisure and serve
as positive role models by demonstrating responsible gadget use and
maintaining a healthy balance in your own life.
School may implement monitoring mechanisms to track students'
gadget use within the school environment and establish clear
guidelines for appropriate use during school hours. The school can
also introduce wellness programs that emphasize the importance of
a holistic approach to education, considering the physical and
mental well-being of students in the context of gadget use.
Community may conduct workshops or seminars within the
community to share information on responsible gadget use and its

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implications for students' academic performance and establish

support networks within the community where parents can share
experiences and strategies for managing children's gadget use
effectively.
Future Researchers Should explore and develop intervention
strategies that can help mitigate negative effects and enhance
positive outcomes related to gadget use and conduct in-depth
studies to explore nuanced factors influencing the correlation
between gadget use and learning habits.

REFERENCES

ONLINE RESOURCES

Arlinda Sari Wahyuni(2019)

The Relationship between the Duration of Playing Gadget and Mental
Emotional State of Elementary School Students. retrive from,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6352463/

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Fadilla Aprianti(2022)The Impact of Gadgets on Student Learning

Outcomes: A Case Study in Indonesia Junior High. School Students
retrived from, https://jurnal.peneliti.net/index.php/IJEIT/article/view/3140

Jim Collison(2017),The Impact of Gadgets on Student Research Skills and

Habits. retrieved from, https://theaverageguy.tv/2023/04/04/the-impact-
of-gadgets-on-student-research-skills-and-habits

Lowie B Balbaguio (2021),Effects of Electronic Gadgets in the Academic

Performance of Senior High School Students.Retrived from,
www.studocu.com/ph/document/misamis-university/bachelor-of-science-
in-civil-engineering/effects-of-electronic-gadgets-in-the-academic-
perfomance-of-senior-high-school-students/26235935

Maria Limniuo(2021)The Effect of Digital Device Usage on Student

Academic Performance: A Case Study.retrived from,
https://www.mdpi.com/2227-7102/11/3/121

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CURRICULUM VITAE

Name: SIAPNO, JAN FRANCIS ANDREW B.

Personal Information

Address: #035 Pasacola B Brgy. Nagkaisang

Nayon Novaliches Q.C
Date of Birth: January 31, 2006
Place of Birth:
Citizenship: Filipino
Religion: Catholic
Gender: Male
Age: 17

Educational Attainment

SHS: Holy Child Academy

JHS: Doña Rosario High School
Elementary: Doña Rosario Elementary School

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Name: IPORAC, RENZON A.

Personal Information

Address: #37 Doña Rosario Subdivision Brgy.

Nova Proper Novaliches Q.C
Date of Birth: October 20, 2005
Place of Birth: Bernardino Quezon City
Citizenship: Filipino
Religion: Catholic
Gender: Male
Age: 18

Educational Attainment

SHS: Holy Child Academy

JHS: Doña Rosario High School
ELEMENTARY: Doña Rosario Elementary School

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Name: GUARIN, MA. JOLINA MAE C.

Personal Information

Address: #17 Florence Ville Brgy. Nagkaisang Nayon Novaliches Quezon

City
Date of Birth: October 27, 2005
Place of Birth: Novaliches General Hospital
Citizenship: Filipino
Religion: Catholic
Gender: Female
Age: 18

Educational Attainment

SHS: Holy Child Academy

JHS: Doña Rosario High School
ELEMENTARY: Nagkaisang Nayon Elementary School

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Name: NAAG, ANDREA NADELINE J.

PERSONAL INFROMATION

Address: #64 Idang Street Sitio Aguardiente

Barangay Santa Monica Novaliches Quezon City
Date of Birth: Filipino
Place of Birth: St. Luke's Medical Center E. Rodrigues Ave.
Citizenship: Filipino
Religion: Roman Catholic
Gender: Female
Age: 17

Educational Attainment

SHS: Holy Child Academy

JHS: San Bartolome High School
Elementary: St. Patrick School of Novaliches

Name: SAN DIEGO, JOSH IVAN

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Personal Information

Address: Blk22 Lot17 Benjamin St Greenfields Novaliches Qc

Date of Birth: March 24,2006
Place of Birth: Quezon City
Citizenship: Filipino
Religion: Roman Catholic
Gender: Male
Age:17

Educational Attainment

SHS: Holy Child Academy

JHS: Nyongani School Incorporated
Elementary: Grace Montessori School of Novaliches

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