DIGITAL CONSUMPTION OF JUNIOR AND SENIOR HIGH

SCHOOL LEARNERS: ITS USE FOR ACADEMIC

AND NON-ACADEMIC ACTIVITIES

Ronah Delle V. Lingaton

Mark Bryan S. Campuso
Jeralvin F. Buyan
Ciaren V. Gamalo
Isabel A. Buyan

March 2023
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

Digital consumption refers to the use of digital

technology, including devices and online platforms, to

access and consume digital content such as videos, music,

games, and social media. It includes activities such as

browsing the internet, watching videos, playing games,

sending and receiving messages, and sharing content on

social media platforms (Nielsen, 2016). With the rapid rate

of screen time on youths now, it’s vital to have optimal

lead, higher social impact, and more responsible in their

digital lives.

Hootsuite Global Survey in 2021 showed that across the

7.83 billion population in the world, 59.5% of them are

internet users aged 16 to 64 and spend an average daily time

to 6 hours using the internet on all media and devices.

However, the survey also showed that the Philippines is at

the top of the list of daily time spent using the internet

on any device, with nearly 11 hours spent each day.

Moreover, high school students today have grown up in a

digital age and are among the most active users of digital

technology. According to the Philippine Daily Inquirer (PDI)

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report in 2021, they found out that 79% of enrolled school-

age Filipino students had a smartphone, about 13% got a

desktop or laptop, 5% bought a television, and 3% earned a

tablet. It divulges that high school students today use

digital technology in various ways, both for academic and

non-academic activities.

Furthermore, in several fields worldwide, Information

and Communication Technology (ICT), has been an integral

part of the teaching and learning process for high school

students (Amponsah, 2022). Digital devices and apps are used

to access educational resources and learning purposes. Also,

social media too is a popular activity among high school

students; as reported by the Philippine Statistics Authority

(PSA) in 2019, Filipino students 10 to 30 years old used the

internet more frequently for social media (86.8%) than for

research work and e-mail (81.4%). This was observed in urban

and rural areas, between sexes, and among age groups.

Given the scenarios mentioned above, the researchers

planned the following goals: asses the digital consumption

of Junior and Senior High students of Bugsoc High School in

the SY 2022-2023. Furthermore, it seeks to identify the

average daily use of these students in their technology

devices in terms of their usefulness for academic and non-

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academic purposes, whether in the use of the internet or

offline.

Literature Background

There is something addictive and enthralling about the

world where everything is digital. Billions of people

throughout the length of the day are continuously engrossed

in the consumption of the internet, social media, mobile

applications, and other digital communication technologies.

Digital consumption can be defined as the use of digital

technology to access and consume content, products, and

services via the internet and other digital channels (Lee &

Ma, 2012). This concept is particularly relevant in today’s

society, where more and more people are relying on digital

devices to fulfill their needs and desires.

There are a wide variety of gadgets that are commonly

used for digital consumption, including smartphones,

tablets, laptops, desktop computers, smartwatches, and smart

TVs (Kim & Ko, 2021). Digital consumption involves a range

of activities, such as watching videos, listening to music,

browsing social media, shopping online, playing games, and

accessing news and information (Hargittai, 2019).

According to Data Reportal 2023, rapid growth in mobile

use is also helping to fuel the increasing digital adoption

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and activity. Their latest data reveal that more than two-

thirds of the world’s total population now uses a mobile

phone, reaching 5.44 billion in January 2023. The number of

cellular connections associated with smartphones continues

to increase, and the latest figures indicate that

smartphones now account for roughly 4 in 5 of the mobile

phones in use around the world today. A total of 5.16

billion people around the world use the internet at the

start of 2023, which is equivalent to 64.4 percent of the

world’s total population. Internet users continue to grow

too, with the latest data indicating that the world’s

connected population grew by close to 100 million users in

the 12 months to January 2023. At just under 2 percent, this

year-on-year growth rate is quite a bit slower than the

growth rates we saw during the middle of the last decade.

Data from Global System for Mobile Communications

Association (GSMA) Intelligence shows that there were 168.3

million cellular mobile connections in the Philippines at

the start of 2023. However, note that many people around the

world make use of more than one mobile connection – for

example, they might have one connection for personal use,

and another one for work – so it’s not unusual for mobile

connection figures to significantly exceed figures for the

total population. GSMA Intelligence’s numbers indicate that

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mobile connections in the Philippines were equivalent

to 144.5 percent of the total population in January 2023. It

is also indicated that there were 85.16 million internet

users in the Philippines at the start of 2023 when internet

penetration stood at 73.1 percent and the most commonly used

apps are Facebook, YouTube, Instagram, TikTok, LinkedIn,

Snapchat, and Twitter. Moreover, according to the Philippine

National Youth Commission (2020), students are the most

frequent digital users in the country.

Digital media online has become an important tool for

students and can offer several benefits for their learning

experiences. One of the most significant benefits of digital

media is the accessibility and flexibility it offers,

allowing students to access learning materials and

participate in classes from anywhere, at any time (Al-

Busaidi, 2020). Digital media can also provide engaging and

interactive learning experiences, through the use of

multimedia resources such as videos, simulations, and games.

These can be particularly effective in helping students to

visualize complex concepts and ideas (Minocha, 2012).

Additionally, digital media can support collaborative

learning and knowledge-sharing, through the use of online

discussion forums, social media platforms, and other online

tools (Rogers & Johnson, 2017). Overall, digital media

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online can offer several benefits to students, including

increased access and flexibility, engaging and interactive

learning experiences, and support for collaborative learning

and knowledge-sharing.

Meanwhile, digital media offline, such as electronic

books, mobile apps, and other digital tools can also be

beneficial to students. One of the main benefits of digital

media offline is that it allows students to access

educational materials and resources even when they do not

have internet connectivity (Huang, et.al, 2017). This is

particularly important in areas where connectivity is

limited or unreliable, as it can ensure that students have

access to educational resources and materials at all times.

Digital media offline can also provide students with

opportunities for self-directed learning and exploration,

through the use of educational apps, simulations, and other

interactive tools (Wu et.al, 2017). Overall, digital media

offline can provide several significant benefits to

students, including increased access to educational

resources, and support for personalized learning and

exploration.

While digital media can offer many benefits to

students, it can also present several challenges and issues

that can affect their well-being and learning experiences.

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One of the primary concerns related to digital consumption

among students is the potential for addiction and overuse.

Excessive use of digital media has been linked to negative

impacts on mental health, including anxiety, depression, and

poor sleep quality (Liu et al., 2021). Another issue related

to digital consumption is the potential for distraction and

reduces attention spans. Frequent use of digital media can

lead to a lack of focus and reduced ability to concentrate

on academic tasks, which can affect learning outcomes (Rosen

et.al, 2013). A related issue is the potential for social

isolation and reduced face-to-face interaction. Increased

use of digital media has been linked to reduced social

engagement and decreased opportunities for in-person

communication and interaction, which can affect social and

emotional well-being (Twenge & Camphell, 2019). Overall,

while digital consumption can offer to students, it is

important to be aware of the potential issues and challenges

that it can present, and to take steps to mitigate these

risks.

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 Data gathered from the
respondents in Grade 9
and Grade 10 Junior
High School students
and Senior High School
students

Profile of the
respondents:
*Age;
*Gender;
*Grade Level;
*Gadgets Used

Digital Consumption for Digital Consumption for

Academic Activities Non-Academic Activities

Digital Consumption of Junior

and Senior High School Learners:
Its Use for Academic and Non-
Academic Activities

Figure 1. Conceptual Framework

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 THE PROBLEM

Statement of the Problem

This study aims to explore the digital consumption of

the Junior and Senior High School students of Bugsoc High

School for the Academic Year 2022-2023 in terms of their

usage for Academic and Non-Academic activities.

Specifically, it aims to answer the following sub-

questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Grade level; and

1.4 Gadgets used?

2. What is the digital consumption profile of the

respondents in the aspect of:

2.1 Platforms used;

2.2 Hours spent for Academic activities;

2.3 Hours spent for Non-Academic activities;

2.4 Perceived use for Academic activities; and

2.5 Perceived use for Non-Academic activities?

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 3. Is there a significant difference between the digital

consumption of male and female students in terms of:

3.1 Use for Academic activities; and

3.2 Use for Non-Academic activities?

4. Is there a significant difference between the digital

consumption use of the students to Academic activities

and Non-Academic activities?

Null Hypotheses

1. There is no significant difference between the

digital consumption of male and female students in

terms of use for Academic and Non-Academic

activities.

2. There is no significant difference between the

digital consumption use of the students to Academic

and Non-Academic activities.

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Significance of the Study

This study was conducted to have an understanding and

insights on the Digital Consumption of the Junior and Senior

High School students in terms of their uses in academic and

non-academic activities. This would also provide valuable

information on the students’ current digital activity and

the relevance to their academic and non-academic activities.

The overall information gathered would assess the

respondents if they should respond to the changing landscape

of technology.

Furthermore, this study would benefit the following:

Administration. It provides information on the

students’ digital consumption and give them an idea to come

up with a resolution to reduce the consumption of digital

that can be implemented in such a school.

Students. It will aid in educating them about their

digital consumption in terms of their uses in academic and

non-academic activities. It will as well encourage them to

analyze and critically manipulate their daily digital usage.

Teachers. The data findings in this study will inform

the teachers of the digital consumption of their students in

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academic purposes and non-academic purposes and how could

this be useful for their learning in school.

Parents. The study outcomes will help parents on

knowing the digital consumption of their offspring and it

will also beneficial in providing the correct guidance to

their offspring’s digital usage.

Future Researchers. The next person who will also make

a thesis in the near future. This brings an idea to the

future researchers who would conduct studies relating to

this field.

RESEARCH METHODOLOGY

Research Design

This study employed a descriptive design to determine

an adequate understanding and findings on the students’

digital consumption in terms of their uses in academic and

non-academic activities. As defined by McCombes (2019), a

descriptive research design aims to describe a population,

situation, or phenomenon accurately and systematically. It

can answer what, where, when and how questions, but not why

questions. It also employs a wide variety of research

methods to investigate one or more variables.

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Environment and Participants

The locale of the study is Bugsoc High School, Sierra

Bullones District, and DepEd-Division of Bohol. One of the

four public secondary schools in the District of Sierra

Bullones, Bohol. It is situated in the rural area, five

kilometers from the Población. It is categorized as a medium

school, with a total number of 454 students.

The research participants are forty (40) junior high

school students: 20 males and 20 females; and forty (40)

senior high school students: 20 males and 20 females, for

the Academic Year 2022-2023. The researchers utilized

complete enumeration since all population members serve as

respondents. These students are taking up General Academic

Strand- one of the core Senior High School Track, and the

major subjects in Junior High School which the use of

digital media is a necessity.

Research Instrument

There are two sources of data in this study ;(1)

collecting the personal data of the respondents including

their digital consumption profile, (2) a survey

questionnaire that contains evaluative questions and the

respondents will check the corresponding level of degree of

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indicators on their digital consumption. The questionnaire

is one of the most common instruments for data gathering. It

is intended to contain information about condition or

practices of which the respondents are presumed to have

knowledge.

The questionnaire was divided into two section A and B.

Section A seeks to answer respondent’s personal data such as

age, grade level, gender, and gadgets used. Section B was

the question proper. It included the following factors that

correspond to their digital consumption in online and

offline activities for academic and non-academic purposes.

The three factors are student’s daily average digital usage

online for academic purposes, length of daily exposure to

digital usage online for non-academic purposes and lastly,

how addicted they are to their gadgets. The corresponding

levels of degrees were Strongly Disagree, Disagree, Agree

and Strongly Agree. The assessment questionnaire is inspired

by the study of Gomez (2012) and de Guzman, Jr. (2017).

Data Collection Procedure

With due respect to higher authority, asking permission

to the School Principal and advisers will be done to

formally conduct the study. Point out the reasons and key

factors that lead the proponents to address the problem.

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Once the consent is granted, the researchers will conduct

the survey. Then, choose respondents who have personal

gadget.

The questionnaires will be distributed to the Grade 9,

10, 11, and 12 students as permitted by their respective

advisers. The results were collated in tables for purposes

of analysis and interpretation and statistically treated to

test the hypotheses.

Statistical Treatment

The gathered data were interpreted and served as bases

in analyzing the results:

1. To obtain the percentage, the formula has been used:

F
P= x 100
N
Where:

P= Percentage

F= Frequency

N= Number of Respondents

2. To obtain the weighted mean, the formula has been used:

FxW
WM=
N
Where:

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 WM = Weighted Mean

F = Frequency

W = weight

N= Number of Respondents

After computing the weighted mean, the results were then

interpreted using the following scale:

Scale Descriptive Value Interpretation

3.26-4.00 SA Strongly Agree

2.51-3.25 A Agree

1.76-2.50 D Disagree

1.00-1.75 SD Strongly Disagree

3. To determine the difference in the proportion of

students who uses digital tools for academic purposes

and to who uses digital tools for non-academic

purposes, t-test difference between two-means-

independent samples was used.

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 DEFINITION OF TERMS

The following operational terms were defined to

facilitate understanding and interpretation to clarify the

content of this study:

Digital Consumption. Refer to the use of digital

technology such as smartphones, computers, and internet, for

various activities such as communication, entertainment,

shopping, and information gathering.

Online. Refer to the state of being connected to the

internet or being accessible through the internet.

Digital Consumption in Online Activities for Academic.

Refer to the students that uses internet that able to access

a vast amount of information and resources online for their

academic purposes.

Digital Consumption in Online Activities for Non-

Academic. Refer to the students that uses internet that are

not about for their studies but for entertainment only.

Offline. Refer to the activities that are not available

or accessible through the internet or not relying to the

internet for access.

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 Digital Consumption in Offline Activities for Academic.

Refer to the integration of digital tools and devices into

digital academic practices and settings without the use of

internet.

Respondents. Refer to the Junior and Senior High School

students in Bugsoc High School in Academic Year 2022-2023

who use gadgets for academic learning and non-academic

learning.

Survey Questionnaire. A list of items that needs to be

verified or check. It allows you to critic on outcome based

on standards given.

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 RESEARCH INSTRUMENT

QUESTIONNAIRE

Direction: Please answer the questionnaire by selecting or

putting check to your most accurate response to each

question. Please be serious in answering and if possible

don’t leave a question unanswered. Your answer will be

treated with the utmost confidentiality.

PART I: Personal Data

Name: ____________________________ Age: _______

Sex: ____ Male ____ Female

Grade Level: ____________

Gadgets Used: ______ Laptop _______ Computer

______ Mobile Phone _______ Tablet

______ Others

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PART II: Digital Consumption Profile

Direction: Please put a (✔) on the blank.

1. What platforms you usually used, Are you on....

❖ Online Academic Tools

Google ___________

YouTube ___________

Photomath ___________

Brainly ___________

Adobe Creative ___________

Canva ___________

EdX ___________

Grammarly ___________

Quora ___________

Pinterest ___________

Others __________

❖ Offline Academic Tools

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Merriam-Webster Dictionary ___________

Filipino-English Dictionary ___________

Filipino-English Translator ___________

Scientific Calculator ____________

Kinemaster ____________

WPS Office ____________

Wordscapes ____________

4PICS 1Word ____________

EReader Prestigio ____________

Others ____________

❖ Online Non-Academic Tools

Facebook ____________

Instagram ____________

Tiktok ____________

Spotify ____________

Shopee ____________

Lazada ____________

Mobile Legends: Bang Bang ____________

Viu: Korean & Asian Content ____________

Bilibili ____________

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 IQIYI-Drama, Anime ____________

OmeTv ____________

Wattpad ____________

PUBG

(PlayerUnknown’s Battlegrounds- Mobile Game) ____________

COC (Clash of Clans- Mobile Game) ____________

Netflix ____________

Others ____________

2. How many hours do you spend on these platforms for

Academic purposes in a day?

Less than 1 Hour ____________

1-2 Hours ____________

2-3 Hours ____________

3-4 Hours ____________

More than 4 Hours ____________

3. How much hours do you spend on these platforms for Non-

Academic Activities in a day?

Less than 1 Hour ____________

1-2 Hours ____________

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2-3 Hours ____________

3-4 Hours ____________

More than 4 Hours ____________ v

Table 1. Perceived Digital Consumption in terms of

Academic Activities in Online Use

Strongly Agree Disagree Strongly

Indicators Agree Disagree
(4) (3) (2) (1)
1. I do homework on
my phone or any
gadget I have.
2. I search the
internet for
information for
schoolwork.
3. I participate on
online communities
or forums related
to the subject I
want to learn
(Messenger,
Facebook, etc.)
4. I use online tools
(Messenger,
Facebook, etc.) to
contact other
students about
schoolwork or
group projects.
5. I use online tools
(Messenger,
Facebook, etc.) to
find out what has
been covered in
class during non-
attendance.
6. I use online tools
(Messenger,
Facebook, etc.) to
exchange lecture
notes.
7. I use these online
tools (Facebook,
Messenger) to find

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 out about
activities
organized by my
school.
8. I use these online
tools to find
out informational
articles that
could improve my
studies.
9. I use these online
tools to contract
or consult my
teachers on the
topic of study.
10. I use these
online tools for
tutorials to
improve creativity
and skills.

Table 2. Perceived Digital Consumption in terms of

Academic Activities in Offline Use

Strongly Agree Disagree Strongly

Indicators Agree Disagree
(4) (3) (2) (1)
1. I use my app
dictionary to find
meaning to
unfamiliar words.
2. I use my app
dictionary to
learn and
understand
complicated words.
3. I use my app
translator to
translate words
and phrases
handily.
4. I use my app
calculator to
easily calculate
math problems.

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5. I use my app video
editor to edit my
video projects.
6. I use my WPS
Office app to view
files and
documents.
7. I use my WPS
Office app to
encode and make
documents.
8. I use my WPS
Office app to note
important
documents for
school.
9. I use my Wordscape
app to know more
words and broaden
my vocabulary.
10. I use my 4Pics
1Word app as my
brain teaser game.

Table 3.Percieved Digital Consumption in terms of Non-

Academic Activities

Strongly Agree Disagree Strongly

Indicators Agree Disagree
(4) (3) (2) (1)
1. I use my cellphone
or gadget to
communicate my
friends.
2. I use my phone as
a free time
activity.
3. I fell happy
whenever I use to
browse in my
phone.
4. I use my phone to
watch my favorite
movies for leisure
time.
5. I use my phone to
enjoy music
anytime.

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 6. I use online tools
to make friends.
7. I use online tools
to find out about
current affairs,
or issues.
8. I use online tools
apps for games to
make me happy.
9. I use online tools
to look for a
partner or date.
10. I cannot live
without using my
phone in a day.

Thank you for sharing your thoughts with us. We are grateful
for sharing your time and effort. Have a great day!
-Researchers

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