INVESTIGATING THE PERCEPTIONS OF THE GRADE 12 STUDENTS ON

THE USE OF GADGETS IN LEARNING FOR THE S.Y. 2023-2024

In Partial Fulfillment

Of the Requirements For Practical Research II

Researchers:

Shiercane Brent F. Albaran

Juveylyn J. Lerio

Isagani L. Salazar Jr.

Lesjem P. Deguit

John Paul S. Devero

 Acknowledgement

We would like to thank you to our Almighty God, that guided us, support us, and always

by our side through ups and downs. Thank you for giving us unconditional love and guidance for

the success of our research.

We would like to express our gratitude to our adviser Sir Helner D. Taghap for

providing guidance, and feedback to our research without him this research would be

meaningless.

We would like to express our gratitude to our School Head Sir Romie G. Benolaria PhD

for accepting and support to the implementation of our research.

We also like to thank you Ma’am Marisol Dayupay for flawless feedbacks and

constructive criticism throughout this research without her our research would not be successful

To Sir Bryan Miko Cadiz MAEd Admin our Practical Research II thank you for the

guidance, feedbacks, and constructive criticism which improve the quality of our research.

To our respondents thank you for being part of our research without them this research

would not be successful. We completely appreciated their cooperation and contributions which

are important to our research.

 Table of Contents

Title Page ---------------------------------------- i

Acknowledgement ---------------------------------------- ii

Table of Contents ---------------------------------------- iii

List of Figures ---------------------------------------- iv

Chapter I: The Problem and Its Scope

A. Introduction ---------------------------------------- 1

B. Theoretical Background of the Study ---------------------------------------- 3

C. Review of Related Literature ---------------------------------------- 5

D. Conceptual Framework of the Study ---------------------------------------- 19

E. Statement of the Problem ---------------------------------------- 20

F. Statement of the Null Hypothesis ---------------------------------------- 20

G. Significance of the Study ---------------------------------------- 21

H. Scope and Limitations of the Study ---------------------------------------- 21

a. Scope of the Study

b. Limitations of the Study

I. Methodology ---------------------------------------- 21

J. References ---------------------------------------- 25

K. Appendixes ---------------------------------------- 30

a. Questionnaire

b. Curriculum Vitae

c. Approval Letters
List of Figures
Figure 1: Diagram of the Theory of Reasoned Action -------------------- 4
Figure 2: Diagram of the connection between variable -------------------- 19
Introduction

Technology has impacted and transformed how people live in the modern day. People’s

lives are now easier and more productive thanks to technology. Hardly nobody can claim that

today’s society has not attired by the advancements in computers and technology. Thanks to

recent technical developments education, communication, and transportation have all advanced

significantly in today’s society. New and valuable high-tech advancements are made every day

to make tasks easier and faster, many individuals live stressful lives. Computer, the internet, and

smartphones are a few of these useful technological advancements. Overuse of technology

negatively affects mental health, leading to distraction, forgetfulness, and difficulty staying

focused on other tasks. (Menorca et al. 2017).

Technology has the potential to be a useful instrument in giving individuals access to the

essential educational services when it is available and usable. Despite the advantages of

technology

There are some negative effect that affected the student learning. The lackluster results of the

Philippines in the 2022 programme for international student assessment (PISA) have been linked

to high gadget dependency and subpar educational standards. Student in the country, spending an

average of the hours daily on gadgets and leisure activities placed, placed 76 th among 81 nations.

while there is a known connection between using gadgets for learning and academic success,

Filipino teenagers are facing challenges in math, reading, and science. (BNN Correspondents,

2023)

Despite the existing research on investigating the perception of Grade 12 students on the

use of gadgets in learning for the school year 2023-2024, the research gap might involve the

absence og in-depth quantitative research that explores the nuanced experiences, beliefs , and

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attitudes of these student towards the integration of technology in their learning environment.

Specifically, existing literature may lack detailed quantitative insights into how grade 12 student

perceive the effectiveness of gadgets in supporting their learning, challenges they encounter,

their preferences for specific types of gadgets or digital tools, and their suggestion for improving

technology integration in education. (Akram and Fayyaz, 2022)

The intention of this research understanding is to investigate how grade 12 student view

the use of gadgets in S.Y 2023-2024. The purpose is to determine their perception, exposures,

and choices concerning the application of gadgets in educational aspects. Moreover, using a

large amount of data, this study will attempt to identify any relationship, trends and correlation

present to give an understanding of how effective the use of gadgets is, the turn offs through the

process, and the possibilities they present in a learning facility. This research is critical to

students, teachers, and curriculum developments.

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Theoretical Background of the Study

The Theory of Reasoned Action (TRA) is a social psychology theory developed by

Martin Fishbein and Icek Ajzen in 1967. It suggests that individuals make rational decisions

about their behavior based on their attitudes and subjective norms. (Nickerson, 2023)

In the context of gadget use, the Theory of Reasoned Action can be applied to understand

why individuals choose to use gadgets such as smartphones, tablets, or laptops.

Attitudes toward Gadget Use: According to TRA, an individual's behavior is influenced

by their attitude toward that behavior. Attitudes toward gadget use may be formed based on

various factors such as personal experiences, perceived usefulness, enjoyment, and convenience.

Subjective norms refer to the perceived social pressure to perform or not perform a

behavior. In the context of gadget use, subjective norms may be influenced by the opinions,

expectations, and behaviors of friends, family, colleagues, and society at large. If an individual

perceives that others approve of or expect them to use gadgets frequently, they may be more

inclined to do so to conform to social expectations.

Intention to Use Gadgets: TRA suggests that attitudes toward the behavior and

subjective norms combine to influence an individual's intention to engage in that behavior. In the

case of gadget use, if an individual holds a positive attitude toward gadgets and perceives social

pressure to use them, they are more likely to intend to use gadgets regularly.

Actual Gadget Use: The Theory of Reasoned Action predicts that the stronger an

individual's intention to perform a behavior, the more likely they are to engage in that behavior.

Therefore, individuals with a strong intention to use gadgets are more likely to actually use them

in their daily lives.

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Attitudes Subjective Norms

Intention to use
Gadgets

Actual use of Gadgets

Figure 1: Diagram of the Theory of Reasoned Action

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Review of Related Literature

The integration of technology in education has revolutionized the way students learn and

engage with educational materials. This literature review aims to explore the perception of

students in using gadgets for learning and to identify the factors that influence their attitudes

towards technology-enabled learning.

Firstly, the study "Understanding Smartphone use Behavior among Distance Education

Students in Completing their Coursework in English: A Mixed-Method Approach" by

Nagaletchimee Annamalai and Jeya Amantha Kumar discusses Students utilize smartphones for

academic purposes to facilitate interaction, collaboration, content creation, listening, reading,

viewing, and web browsing. These activities enable personalized learning experiences in

completing coursework. Moreover, the shift from a pedagogical to a heutagogical approach is

evident in the learning process. In essence, distance learning students leverage smartphones to

maximize learning opportunities. Understanding the ways in which distance education students

utilize smartphones is crucial for providing effective support during teaching and learning

endeavors. (Annamalai & Kumar, 2020)

A study by Fayyaz and Akram (2022) aimed to investigate how students view

smartphones as a tool to improve their knowledge in health sciences and whether this technology

could help them achieve their academic objectives. A total of 222 undergraduate health sciences

students were selected for this descriptive cross-sectional study through convenience sampling.

Delone and Mclean's information systems (IS) success model was utilized to establish variables

for five IS success constructs. The findings revealed that the majority of participants were female

(70.27%) and that students utilized smartphones for various purposes, with accessing learning

materials (weighted average = 4.58), text messaging services (weighted average = 4.48), and

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internet-based messaging services (weighted average = 4.36) being the most common activities.

Students' perceptions of smartphone use in education mainly focused on educational purposes

and comprehension of lectures/concepts. The integration of smartphones as an educational tool

impacted students' views on system quality, information quality, system relevance, utility, and

satisfaction. Moreover the study revealed a considerable variation in the average daily

smartphone usage among students. These findings hold great importance for the educational

system, considering that smartphones have now become an indispensable component of the

educational journey for health sciences students.

A study by Ubaidillah et al. (2022) examined the comprehension of students regarding

the utilization of technology in the learning process at the University Malaysia Sarawak

(UNIMAS) through the application of the Technology Acceptance Model (TAM). Additionally,

this study serves as an exploratory investigation into the influence of TAM on students'

perception. To gather valuable insights on the integration of technology in the educational

system at UNIMAS, an online questionnaire was distributed, resulting in a collection of

responses from 113 participants. The study's results indicate a direct correlation between

students' perception of technology's ease of use and their actual usage of technology. It was

found that respondents generally exhibit a satisfactory level of technology utilization.

Additionally, the findings recommend that policymakers prioritize the development of user-

friendly and beneficial technology, such as through training programs and the provision of

mobile-friendly applications, to enhance students' learning experiences in higher education

settings.

Masadeh (2021) conducted a research on 42 university undergraduates enrolled in the

mathematics and English language departments at Najran University during the first semester of

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the academic year 2020/2021. The research findings indicated that students expressed positive

attitudes towards the usefulness and ease of use of smartphones, as well as the barriers associated

with their use. However, their opinions on the impact of smartphone usage on their learning were

ambiguous. The majority of participants remained neutral, unable to definitively determine

whether smartphones had a positive or negative effect on their learning. Based on these

outcomes, the study emphasized the importance of integrating smartphone technology in

education, provided that both teachers and students are aware of potential barriers and negative

consequences. The author also concluded that Smartphone technology integration in education

holds significant value; however, it is imperative to recognize and tackle the obstacles and

adverse consequences linked to its utilization. In the realm of learning, students commonly view

smartphones as beneficial and user-friendly.

A study by Falade et al. (2021) employed a survey approach to examine the perceptions

of postgraduate students in Kwara State regarding the use of mobile technologies for learning.

The population for this study consisted of all postgraduate students in Kwara State. The results

revealed that postgraduate students held a favorable view regarding the effectiveness and

convenience of using mobile technologies for learning. There was no notable disparity in how

postgraduate students perceived the use of mobile technologies for learning based on their

gender or field of study. The study ultimately determined that the implementation of suitable

mobile technologies can improve the learning experience for postgraduate students. As a result,

it is recommended that postgraduate students, regardless of their gender, embrace the use of

mobile technology for learning purposes.

A study by Diadi et al. (2023) aimed to explore the social interaction activities of students

through gadgets and in real-life situations. Furthermore, the study investigates the social

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interaction patterns and experiences of students at SMA IT Plus Bina Bangsa Sejahtera Bogor, a

high school that initially banned the use of smartphones during classes but later revised their

policy before the Covid-19 outbreak. A descriptive qualitative method was utilized, involving

observation, documentation, and interviews with 30 randomly selected participants. The research

was carried out over a two-month period, from January to February 2023, at SMA IT Plus Bina

Bangsa Sejahtera Bogor. The findings indicate that interactions facilitated by gadgets include

cooperation, accommodation, assimilation, acculturation, competition, and opposition. It was

noted that students spent prolonged hours using gadgets, highlighting their importance in their

daily lives. Misunderstandings sometimes arise from interpreting text messages sent via gadgets.

Nevertheless, the differences in communication between virtual and face-to-face interactions

were minimal, as both methods effectively resolved issues.

A research by Novarita (2021) investigated the perception of students regarding the

utilization of mobile technology for learning at Baturaja University. This research employed a

qualitative descriptive research design. The author surveyed 78 students from the English

Education Study Program as the population, selecting 65 students as the sample through

purposive sampling. Data collection was done via a questionnaire on students' perceptions.

Subsequently, the author utilized descriptive statistics analysis with SPSS to analyze the data in

terms of percentage and frequency distributions. The results revealed that a significant majority

of university students perceived mobile technology as both useful and easy to use for learning

English. The majority of students agreed that mobile technology was beneficial and user-friendly

for learning English. The findings suggested that students highly agreed on the usefulness and

ease of use of mobile technology for accessing English learning materials.

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 A study by Hassan and Yousaf (2021) a sample of 20 students from the Department of

English at the University of Okara was randomly selected. Data was collected using a 5-point

Likert scale questionnaire, entered into Microsoft Excel 2013, and analyzed descriptively. The

findings revealed that students were generally comfortable using smartphones for learning,

enjoying the experience and feeling that it enhanced their skills and knowledge beyond the

traditional classroom setting. Additionally, students reported using social media platforms for

educational purposes and felt both mentally and physically at ease and engaged while learning on

their smartphones. This study provides evidence that smartphone usage positively impacts

students' learning outcomes.

A research by Sumadi and Dewi (2022) aims to investigate the students' perception of the

effectiveness of mobile learning in improving their writing skills, specifically in terms of

information retrieval and fluency. Unlike traditional methods, mobile learning has not received

much attention in this area. The participants of this study were students from the English faculty

of Dong Nai Technology University, who were at least in their second year and had prior

experience in writing courses. The data for this study was collected through a random

questionnaire distributed to the students. The results of the survey indicated that the students

found mobile learning enjoyable and beneficial in terms of accessing information. Additionally,

the research also highlighted that the Mobile-Assisted Language Learning (MALL) system

provided opportunities for writing learners to enhance their accuracy and fluency in generating

written texts.

A study by Petranek and Gallegos (2023) aimed to investigate the perceptions of students

and instructors regarding student learning and engagement when utilizing mobile technology. In

general, students had a neutral perception of their learning and engagement, whereas instructors

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reported more positive perceptions in both areas. The advantages of mobile technology were

found to be interactivity, convenience, note-taking, and collaboration. On the other hand, the

disadvantages included distraction, technology compatibility, and note-taking. Although there is

potential for incorporating iPads into the classroom, careful consideration should be given to the

implementation of mobile technology in the curriculum.

A study by Jaelani and Rahmah (2019) aims at investigating students’ perceptions toward

the use of mobile learning (m-learning) in learning English and of the effects itself. This study

uses qualitative as a framework for analyzing and collecting the data. The data were obtained

from questionnaire and interview. The data were analyzed through transcribing, coding and

interpreting. This study reveals that the majority of students have positive perceptions on the use

of m-learning; students may easily access useful material by using mobile devices; m-learning

help students increase flexibility of learning inside and outside classroom because they can easily

get learning materials anywhere and anytime. Most of the students perceive that the use of m-

learning can improve their English skills and enable them to independent learning.

A research by Surur et al. (2022) aims to explore the correlation between students'

motivation to learn and the frequency of gadget use, as well as the impact of gadget use on

students' learning outcomes. This study adopts a quantitative methodology, utilizing numerical

data. Questionnaires and documentation serve as the primary research instruments. Data

collected through questionnaires will be analyzed using a specific application, while

documentation will support the research processes. The findings of this study reveal a significant

link between gadget use and students' learning motivation. This motivation is substantiated

through questionnaires administered to students, who act as respondents, and subsequently tested

for correlation. The hope is that by understanding the results of this study, the use of gadgets can

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be more purposeful and structured, thereby enhancing student engagement in the learning

process.

An article by Ge et al. (2021) aims to emphasize the viewpoints of students regarding

learning with portable devices in order to provide guidance on the use of portable technology in

the Canadian school system moving forward. In order to gather student perspectives, a research

team conducted a survey of 704 students in Grades 6 to 9, focusing on their use of iPads in the

classroom during a 1:1 technology initiative. While students expressed enthusiasm about the

presence of portable technology, they also expressed mixed feelings about its use as a learning

tool. The key themes that emerged from their responses can be categorized into three areas:

engagement, inclusivity, and learning. Students provided insights into the academic, social, and

physical barriers that arise as a result of using this technology. In the ensuing discussion, we

highlight the lessons learned, particularly in the realm of self-regulation, and offer

recommendations on how to effectively harness the potential of this versatile learning tool while

minimizing any disruptions that may arise when it is not used deliberately and with care.

A research by Le (2021) primary objective of this research is to explore how students

perceive the effectiveness of mobile learning in improving their writing skills, particularly in

terms of information retrieval and fluency, which has not been emphasized in traditional

educational settings. The study involved students from the English department at Dong Nai

Technology University who were at least second-year students and had prior experience in

writing courses. Data collection through questionnaires was carried out randomly by the

students. The findings of the survey suggest that students appreciate mobile learning as it aids

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them in accessing information more efficiently. Additionally, the study highlights that the

Mobile-Assisted Language Learning (MALL) system offers writing learners opportunities to

enhance their text generation skills in terms of accuracy and fluency.

A research by Chelvarayan et al. (2020) investigates the variables that influence students'

perceptions of mobile learning. Various studies indicate that university professors are integrating

mobile learning into their teaching practices to facilitate academic learning and enhance

connectivity and collaboration both in and out of the classroom. The theoretical frameworks

guiding this study include the Technology Acceptance Model (TAM) and the Unified Theory of

Acceptance and Use of Technology (UTAUT). A total of 200 participants from a private

university in Malaysia took part in the study, selected through convenience sampling. The

respondents completed the questionnaire using Google Forms and traditional paper and pencil

methods. The questionnaire included questions designed using a nominal scale and a Five-point

Likert scale. Data analysis techniques employed in this study encompass Descriptive Analysis,

Reliability Analysis, and Multiple Regression Analysis. The data and information gathered in

this study hold immense value and significance for students, supervisors, academics, researchers,

educational institutions, and the government. They provide us with valuable insights into the

factors that shape students' perception of mobile learning. However, it is important to

acknowledge the limitations of this research. It does not represent the entire student population in

tertiary education in Malaysia, and it only examines four variables: performance expectancy,

effort expectancy, social influence, and quality of service. There are numerous possibilities for

future research, where one can explore other influential factors such as pervasive technology

usage, the tech-savviness of future generations, convenience, and more.

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 A research by Nikolopoulou (2018) aimed to explore the opinions of secondary school

students regarding the usage of mobile devices and their acceptance of mobile learning. A survey

was conducted among 530 students aged 12-18 years in Greece. The findings of the study

revealed that the majority of students use their mobile phones on a daily basis. Approximately

83% of the participants access the internet multiple times a day using a mobile device. Moreover,

65% of the students consider themselves proficient in using mobile devices, with 11%

considering themselves experts. The students expressed positive attitudes towards mobile

learning. It was observed that as the grade level or age group increased, the frequency of

accessing the internet via mobile devices also increased. Additionally, students who had been

using mobile devices for a longer period of time exhibited more positive perceptions. The

implications of these findings for educational policymakers, teachers, and students are discussed.

The research conducted by Ahmad et al. (2021) is of a descriptive qualitative nature. The

methods employed for data collection include observation, interviews, and documentation. The

total number of participants involved in the study is 9, comprising of 1 teacher, 4 students, and 4

parents. The findings reveal that the utilization of gadgets among elementary school students at

SDN 2 Momunu has both positive and negative effects. On the positive side, gadgets facilitate

easy access to various learning resources, enhance students' intellectual capabilities, and boost

their self-confidence. However, the negative consequences include decreased concentration,

laziness, and health issues. Consequently, it is recommended that parents and schools prioritize

and enforce stricter guidelines regarding gadget usage, ensuring that children are aware of the

limitations associated with their usage.

A research made by Citra et al. (2023) the objective of this research is to assess the

influence of gadget usage on eye health and strategies to mitigate it. The study utilized a cross-

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sectional research design with a purposive sample of 48 students from Universitas Widya

Husada Semarang (UWHS) in Semarang City, Indonesia. Data collection involved surveying

students engaged in online learning through smartphones, laptops, and desktop computers. The

most significant impact was observed in decreased visual acuity (76.7%), while the least impact

was on perceptual speed (37.5%). Approximately half of the students experienced negative

effects, with only a few reporting severe consequences. To address the risks associated with

gadget use, measures such as regulating the duration of gadget usage for educational purposes

are implemented.

A research by Ashifa et al. (2022) its primary objective of this research is to present a

comprehensive analysis of the Impact of Gadget Utilization on Social Behavior and Academic

Performance in Social Studies Education at the elementary level. The research methodology

employed in this study is descriptive qualitative. This descriptive analysis is grounded on the

findings from pertinent data and literature sources that have been gathered. Social studies are

fundamental subjects introduced in elementary education, focusing on human relationships

within society. The findings of this study indicate that the incorporation of gadgets in education

can aid in information retrieval and enhance social skills when utilized appropriately. Gadgets

offer engaging features that boost students' motivation to learn, consequently influencing their

academic performance. Nonetheless, gadgets also pose negative consequences such as addiction

and hindering effective interaction and communication. Strategies to mitigate these negative

effects include utilizing gadgets for educational purposes, setting time limits, implementing

rewards and consequences, and fostering collaboration between teachers and parents.

A research made by Restela and Putri (2023) delves into the realm of gadgets, which

represent a technological advancement in communication, serving specific functions and

14
objectives in enhancing the educational process within schools. Gadgets offer a multitude of

advantages, particularly in their capacity to serve as educational tools for elementary school

students. One key benefit of gadgets lies in their expansive storage capabilities, coupled with

their portability, allowing for easy access to learning materials on the go. In comparison to

traditional books, gadgets can store a vast array of reading materials and educational videos in

digital formats. Furthermore, gadgets offer a more compact alternative to conventional learning

tools, occupying minimal space. The primary aim of this study is to ascertain whether the

integration of gadget-based media fosters an effective learning environment for elementary

school students. Employing a qualitative research methodology with a literature review

approach, the findings reveal that students utilize gadgets to streamline access to educational

content, including learning videos and presentation slides. By leveraging gadgets, students

exhibit heightened engagement in the learning process, as the content is presented in diverse and

interactive formats, making learning more engaging and enjoyable.

Marpuah (2021) conducted a research the primary aim of the research was to analyze the

impacts, both positive and negative, of gadgets on the academic progress of students at the

University. Furthermore, the investigator recommends strategies to assist students in mitigating

the adverse effects of excessive gadget usage. This research was executed through a quantitative

approach utilizing 'google form' with a sample size of 50 respondents from the first-year Moral

Studies students at Universiti Tun Hussein Onn Malaysia. The findings indicate that gadgets

have positive effects by aiding students in accessing information related to their studies and

facilitating the completion of assignments. Additionally, the utilization of gadgets and modern

technology can enhance the quality of students' work. Conversely, the negative consequence of

excessive use of modern technology is that students tend to spend excessive time on activities

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such as playing video games and browsing social media on their smartphones. To combat these

negative impacts, it is recommended that students effectively manage their time by prioritizing

academic tasks over leisure activities like video games and social media.

A study by Aratusa (2022) its aim is to examine students' perspectives on the utilization

of Mobile Assisted Language Learning (MALL) in pronunciation learning, as well as to analyze

the challenges encountered by students in relation to the use of MALL for pronunciation.

Moreover, a mixed method design was employed in conducting this research. The participants

consisted of 15 students enrolled in the English Education Study Program at Tadulako

University. To gather the necessary data, the researcher utilized questionnaires and conducted

interviews with the students. The questionnaires consisted of statements with five response

options, while the interviews were semi-structured and comprised of 10 items. Subsequently,

upon analyzing the collected data, it was determined that the overall perception of the students

towards the use of MALL in pronunciation learning is positive. They believe that MALL is

effective and beneficial for improving their pronunciation skills. Additionally, the students

highlighted one major issue they face in relation to MALL usage, which is internet connectivity.

However, based on the students' explanations, it can be inferred that there are three additional

problems that pose difficulties for them, namely the performance of their phones, the potential

for being redirected, and their familiarity with using mobile phones for educational purposes.

Sholekah et al. (2022) conducted a study the objective of this study is to assess the impact

of electronic devices on the academic performance of fourth-grade elementary school students.

This research adopts a quantitative approach with an ex post facto research design. The sampling

method employed in this research is random cluster sampling, with a total population of 859

students and a sample size of 141 students. Questionnaires and tests were utilized as research

16
instruments, with validity and reliability tests conducted on the instruments. Data analysis

included normality testing, linearity testing, and hypothesis testing using regression analysis, f-

test, t-test, and coefficient of determination. The findings of the study revealed a significant

23.5% influence of electronic devices on student academic performance, with a correlation

coefficient of 0.491. This suggests that the combined impact of parental involvement, student

motivation, and electronic device usage on student academic performance is substantial and

noteworthy.

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Conceptual Framework of the Study

The conceptual framework for this study aims to provide a theoretical lens through which

to understand the perceptions of students regarding the use of gadgets in their learning processes.

The presentation starts with the use of gadgets represents the degree to which students utilize

gadgets such as smartphones, tablets, or laptops for educational purposes served as the primary

independent variable. The students’ profile served as the secondary independent variable.

Perceived ease of use and Perceived usefulness served as the mediating variables since it

mediates the relationship between variables. Prior Experiences with Gadgets and Educational

Context served as the moderating variables since it affects perception of using gadgets in

learning. The perceptions of Gadget Usage in Learning will be the dependent variable. Falade et

al. (2021)

The researchers hypothesized that there might be connection the independent variable

and dependent variable.

The diagram below illustrates the connection between variables mentioned above.

Mediating Variable
 Perceived ease of use
 Perceived usefulness

Primary Independent Variable

Use of gadgets
Perception of gadget usage
Secondary Independent Variable in learning

Dependent Variable
Students’ Profile

 Prior Experiences
 Educational Context
Moderating Variable
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Figure 2: Diagram of the connections between variables
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Statement of the Problem

The study aims to identify the perception of the Grade 12 students on the use of gadgets

in learning.

Specifically the researchers seeks to answer the following questions.

1. What is the name, age, sex, and birthdate of the respondents?

2. What is the students frequency of use on the following gadgets in learning?

a. Smartphones

b. Computers

c. Tablets

d. Laptop

3. Does gadgets makes students engage in learning?

4. How do Grade 12 students perceive the role of gadgets in their learning?

5. Does the frequent use of gadgets can affect the students’ overall performance?

Statement of the Null Hypothesis

1. There is no significant relationship between Grade 12 students' profiles (such as age,

gender, socioeconomic status, and academic performance) and their perception of the

usefulness of gadgets in learning.

2. There is no significant relationship between the frequent use of gadgets and students’

academic performance.

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Significance of the Study

This study is significant for the following individuals and groups of people:

Students are the primary beneficiaries as the study aims to understand their perceptions

of using gadgets in learning. By gaining insights into students' attitudes, preferences, and

challenges regarding technology-mediated learning environments, educators can tailor

instructional strategies to better meet students' needs, preferences, and learning styles.

Teachers can enhance their teaching methods by incorporating gadgets, understanding

students' perspectives, and creating interactive, collaborative, and critical thinking-focused

educational experiences.

Parent. The study provides valuable insights for parents on their children's attitudes

towards technology-mediated learning environments, enabling them to support academic

success, promote digital literacy, and advocate for effective educational policies.

Community. As part of the community, the researchers would also make remarkable

contribution to the community. Hence, the community would also benefit with the study.

Other researchers. Other researchers may also conduct further studies on the relevance

of the Impacts of social media on students. This study may be used as a springboard.

Scope and Limitation

The study examines Grade 12 students' perceptions of gadgets in learning for 2023-2024.

It examines attitudes, benefits, challenges, usage patterns, learning outcomes, and strategies.

However, limitations include sample representativeness, self-reporting bias, and generalizability.

Additionally, the study's scope may be constrained by factors such as time, resources, and

access to participants.

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Methodology

I. Introduction

The methodology utilized in this study is outlined in this chapter. It includes discussions

on research designs, approach, population, sample and sampling procedures, as well as details on

data collection. Additionally, explanations are given on the validation of instruments and the

analysis of data.

II. Research Design

The researchers employed a descriptive correlational design it is used to address the

question of how things are related. It is a type of quantitative research design that focuses on

describing and examining the relationships between variables without manipulating them.

Descriptive research designs are used to answer the question of "What is x?" and correlational

research designs are used to answer the question of "How are things related?" Surveys and

observational methods are commonly used to gather data for descriptive and correlational

research. Surveys are efficient for gathering large amounts of information about individuals'

experiences, beliefs, and attitudes. (Miksza et al., 2023)

III. Research Approach

This research follows a quantitative approach. This approach allows for the concurrent

analysis of quantitative data. According to Sreekumar (2024) they are used to observe events that

affect a particular group of individuals, which is the sample population. In this type of research,

diverse numerical data are collected through various methods and then statistically analyzed to

aggregate the data, compare them, or show relationships among the data. Quantitative research

methods broadly include questionnaires, structured observations, and experiments. In this study

the respondents gave their perceptions and experiences of using gadgets in learning based on a

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Likert-type scale provided in the questionnaire to enable quantitative interpretation. The

quantitative data was then analyzed.

IV. Area of study

The research population consisted of Grade 12 students in Ayungon National High

School located at Tampocon I, Ayungon, Negros Oriental. The students were given printed

questionnaires provided by the researchers.

V. Study Population

A population is the totality of the objects under the investigation. It is a set of all cases of

interest. With respect to this study, the target population was 40 students at selected strands in

Ayungon National High School. Table 1 below shows the strands.

VI. Sampling Design and Procedure

In this study, the sample was made up of 40 respondents from different strands in

Ayungon National High School. The researcher specifically targeted Ayungon National High

School due to time, personnel and financial constraints. The researcher utilized a simple random

sampling method to ensure that all potential respondents had an equal opportunity to participate

in the study. Only individuals who were willing and confident in their ability to provide the

necessary data were selected. Throughout the sampling process, the researcher considered

various student groups in order to fulfill the study's objectives. This was accomplished by

assessing and making judgments based on the outward appearance of the potential respondents.

Table 1: Number of expected respondents in each strands

NO. STRANDS RESPONDENTS NO.

1
Humanities and Social Science (HUMMS) 5
2
Accountancy and Business Management (ABM) 5

23
 3
Information and Communication Technology (ICT) 5
4
Shielded Metal Arc Welding (SMAW) 5
5
Electrical Installation and Maintenance (EIM) 5
6
Caregiving 5

TOTAL 30

VII. Data Collection Methods and Instruments

In conducting the study, the researcher is applying primary data collection techniques.

These techniques were employed by the researchers to understand the relationship between the

use of gadgets in learning and academic performance.

VIII. Primary Data

Primary data are information collected specifically for the purpose of investigation under

study. The researchers administers online surveys in collecting data.

IX. Data Analysis

In this study, the required information gathered was analyzed using quantitative data

analysis techniques. Data was edited, entered into a data analysis software application, cleaned

and coded, ready for analysis.

24
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28
Appendixes
Questionnaires:

Investigating the Perception of the Grade 12 Students on the Use of Gadgets in

Learning for the S.Y. 2023-2024

Introduction

This questionnaire is intended to collect data about the perception of the Grade 12

students on the use of gadgets in learning

PART I: Preferred Gadget

Instruction:

Please indicate your preferred gadget by checking the choices on the table below

Question Computer Smartphone Tablet Laptop

1. What gadget did you use most when
you have an activity or an
assignment?

PART II: Survey Questions

Instruction:

Please indicate your level of agreement with each statement by checking the appropriate

response on a scale from 1 to 5, where:

1 - Strongly Disagree

2 - Disagree

3 - Neutral

4 - Agree

29
5 - Strongly Agree

Questions 1 2 3 4 5
General Perception
1. Gadgets (e.g., smartphones, tablets,
laptops, computers) enhance my
learning experience.
2. I feel more motivated to engage in
learning activities when gadgets are
incorporated into the curriculum.
3. Gadgets helps me to better understand
complex topics and subjects (e.g.,
Science and Math)
Practical Aspects
1. I find it easy to access educational
resources and materials through
gadgets.
2. Gadgets improved my academic
performance and learning capabilities.
Challenges and Regulation
1. I encounter technical difficulties or
limitations when using gadgets for
learning (e.g., poor internet connection,
incompatible).
2. I feel distracted when using gadgets
during learning activities
3. I believe that the use of gadgets should
be more strictly regulated in the
classroom.
Overall Perception
1. Overall, I perceive gadgets as
valuable tools for learning in the
classroom.
2. Overall, I perceive gadgets as
valuable tools for improving my
academic performance.

30
March, 26, 2024

HELNER D. TAGHAP
Adviser of Grade 12 ICT-CSS
Ayungon NHS-Senior High School

Dear Mr. Taghap,

Greetings in peace!

In partial fulfillment of our requirements for our subject Practical Research I, we grade 12
students of section Taghap namely: Shiercane Brent Albaran, Juveylyn Lerio, Isagani L. Salazar
Jr., Lesjem P. Deguit, and John Paul S. Devero would like to ask for permission to conduct a
research study entitled “Investigating the perception of the Grade 12 Students on the Use of
Gadegts in Learning S.Y. 2023-2024”. And we would like your students to be our respondents.

We are hoping for your positive response to this humble matter. Your approval to conduct this
study is greatly appreciated.

Respectfully yours,

SHIERCANE BRENT ALBARAN

Group 1 Leader

Noted by:

BRYAN MIKO CADIZ, MAEd Admin

Practical Research I Teacher

Approved by:

HELNER D. TAGHAP
Adviser of Grade 12 ICT-CSS
31
March, 26, 2024

ROMIE G. BENOLARIA PhD

Senior High School Head
Ayungon NHS-Senior High School

Dear Dr. Benolaria,

Greetings in peace!

In partial fulfillment of our requirements for our subject Practical Research I, we grade 12
students of section Taghap namely: Shiercane Brent Albaran, Juveylyn Lerio, Isagani L. Salazar
Jr., Lesjem P. Deguit, and John Paul S. Devero would like to ask for permission to conduct a
research study entitled “Investigating the perception of the Grade 12 Students on the Use of
Gadegts in Learning S.Y. 2023-2024”. And we would like your students to be our respondents.

We are hoping for your positive response to this humble matter. Your approval to conduct this
study is greatly appreciated.

Respectfully yours,

SHIERCANE BRENT ALBARAN

Group 1 Leader

Noted by:

BRYAN MIKO CADIZ, MAEd Admin

Practical Research I Teacher

Approved by:

ROMIE G. BENOLARIA PhD

Senior High School Head

32