CHAPTER 1

THE PROBLEM AND ITS BACKROUND

Introduction

In recent years, technology has become a significant part of daily life, especially for students. Gadgets

such as smartphones, tablets, laptops, and gaming devices have transformed how adolescents

communicate, learn, and entertain themselves. These devices offer undeniable benefits, including access

to educational resources, instant communication, and recreational activities. However, excessive use of

gadgets has led to growing concerns about its negative effects on students’ academic performance,

physical health, social development, and emotional well-being.

Adolescence is a critical stage in life characterized by rapid physical, emotional, and mental

development. It is during this time that students begin to establish habits and behaviors that can impact

their future well-being. With the widespread availability of gadgets, many students are becoming

increasingly dependent on these devices for entertainment, social interaction, and even educational

purposes. However, when gadget use becomes excessive, it can lead to harmful effects such as reduced

focus on academic tasks, lack of physical activity, and social isolation.

At Lumbangan National High School, the rise of gadget dependency has become a growing concern

among teachers, parents, and administrators. Teachers report that students struggle to concentrate during

lessons, fail to submit assignments on time, and show declining levels of classroom participation. Outside

of academics, parents have observed changes in students’ physical and emotional health, including

disrupted sleep patterns, irritability, and sedentary lifestyles. The prevalence of gadget use during

non-school hours also contributes to limited face-to-face interactions, leading to social isolation and

communication difficulties.
 The need to address the impact of gadget use on students is urgent. While technology is an essential

part of modern education and society, balance and moderation are key to preventing its negative

consequences. This study aims to explore and identify the negative effects of gadget use on Grade 10

students at Lumbangan National High School, focusing on academic performance, physical health, social

interactions, and emotional well-being. By understanding these effects, the study seeks to provide insights

and recommendations that can help students develop healthier technology habits, promoting a more

balanced and productive lifestyle.

Backround of the study

The rapid advancement of technology has made gadgets such as smartphones, laptops, and tablets

more accessible and affordable. According to a study by the World Health Organization (2023),

adolescents aged 12–18 spend an average of 6–8 hours per day using gadgets for activities such as social

media, gaming, and online content consumption. While these devices offer opportunities for learning,

connectivity, and entertainment, their misuse has led to several adverse effects, including poor academic

performance, physical inactivity, and mental health issues.

Globally, studies have highlighted the harmful effects of excessive gadget use on students. A study by

Twenge and Campbell (2018) found that prolonged screen time contributes to declining attention spans,

reduced academic performance, and social isolation. Similarly, research conducted by Przybylski and

Weinstein (2017) shows that gadget overuse negatively affects sleep quality, leading to fatigue and

decreased cognitive functioning during school hours. These findings emphasize that while gadgets are

valuable tools, their excessive use can disrupt students’ ability to succeed academically, socially, and

physically.

In the Philippine context, gadget use among adolescents has become increasingly prevalent due to

advancements in technology and the widespread availability of affordable devices. Filipino students often
use gadgets for both educational purposes and recreation, with many spending long hours on online

games, social media, and video streaming platforms. At Lumbangan National High School, the situation

reflects global trends, as teachers and parents have expressed concerns about students' declining academic

engagement and overall well-being due to gadget dependency.

Students who spend excessive time on gadgets may face difficulties in balancing their responsibilities,

such as schoolwork, physical activity, and family interactions. Teachers have observed a lack of focus

during lessons, poor performance on tests and projects, and increased absenteeism. Furthermore, parents

report that students experience sleep disturbances, eye strain, and reduced time for physical or outdoor

activities. These issues are compounded by emotional and mental health concerns, such as stress,

irritability, and social withdrawal.

This study seeks to examine the specific negative effects of gadget use on Grade 10 students at

Lumbangan National High School. By identifying these effects, the study aims to raise awareness among

students, parents, and teachers about the importance of balanced technology use. Furthermore, it seeks to

recommend interventions that can minimize the harmful impacts of gadgets, enabling students to achieve

academic success and maintain healthy physical, social, and emotional development.

Statement of the problem

1. How often does students use their phone?

2.whay do they have a phone? /Whats the purpose of having a phone for them?

3.what app/platform do they usually use the most?

4.what are the negative effects of using gadgets on their academic performance and other things?

5.do they have a way to prevent those negative effects and what are they?

Hypothesis
 This study hypothesizes that the use of gadgets has a significant impact on the lives of Grade 10

students at Lumbangan National High School. While it is expected that excessive gadget use has negative

effects, particularly on academic performance, physical health, and social interactions, it is also

acknowledged that gadgets can have positive effects when used appropriately. For instance, gadgets can

serve as tools for learning and collaboration, providing access to educational resources and facilitating

communication among students and teachers. However, when their use becomes excessive or unregulated,

the negative effects—such as reduced focus, procrastination, and dependence—tend to outweigh the

benefits. Thus, this study aims to examine both the harmful and beneficial aspects of gadget use,

emphasizing the need for balance and moderation.

Scope and Limitation of the study

This study focuses on Grade 10 students at Lumbangan National High School during the academic

year 2024–2025. It examines the negative effects of gadget use on various aspects of students' lives,

including their academic performance, physical health, social interactions, and emotional well-being. The

research seeks to identify both the harmful and beneficial effects of gadgets, with particular attention to

how excessive use influences students' daily activities and responsibilities.

The study is limited to Grade 10 students only, as this group represents adolescents in a critical stage

of development where they are more likely to adopt habits that impact their education and personal lives.

Other grade levels at Lumbangan National High School are not included in this research, as the findings

are specific to the experiences and behaviors of Grade 10 students.

Furthermore, the study relies on self-reported data gathered through surveys and interviews. While

this approach provides valuable insights, it may introduce biases, as students might overestimate or

underestimate their gadget use and its effects. Additionally, the study is contextualized within the unique

environment and culture of Lumbangan National High School, which may limit the generalizability of its
findings to other schools or settings. Despite these limitations, the study aims to offer actionable

recommendations for managing gadget use and minimizing its negative impacts on students.

Significance of the study

This study is valuable to several stakeholders:

Students: The study will help students recognize the negative effects of excessive gadget use and

encourage them to adopt healthier habits to achieve a balance between academics, technology use, and

physical activities.

Teachers: Teachers will gain insights into how gadget dependency affects students' academic

performance, allowing them to develop strategies to improve classroom focus and participation.

Parents: Parents will understand the importance of monitoring their children’s gadget use and providing

guidance to promote a balanced lifestyle.

School Administrators: The study will offer recommendations for school programs and policies that

address gadget overuse and promote responsible technology use among students.

Future Researchers: This research will serve as a foundation for future studies on the effects of

technology use in Philippine educational settings, enabling further exploration of strategies to address

similar issues.

Definition of terms

Gadgets: Refers to electronic devices such as smartphones, tablets, laptops, and gaming consoles

commonly used for communication, education, and entertainment.

 Academic Performance: The measurable outcomes of a student's learning achievements, including

grades, test scores, and class participation.

Physical Health: The overall state of the students’ physical well-being, including fitness levels, sleep

quality, and health issues like eye strain or fatigue caused by prolonged gadget use.

Social Interaction: Refers to face-to-face communication and relationships among peers, teachers, and

family members, which may be disrupted by excessive gadget use.

Emotional Well-being: The mental and emotional health of students, including stress levels, mood

stability, and overall mental state.

Excessive Use: Refers to the prolonged or inappropriate use of gadgets that interferes with daily

responsibilities, such as studying or physical activity.

 Chapter 2
REVIEW OF RELATED LITERATURE

This chapter delves into the existing studies and literature on gadget use and its effects on

adolescents. It focuses on four major areas: academic performance, physical health, social interactions,

and emotional well-being. The chapter also incorporates the Philippine context to highlight the relevance

of this study to Grade 10 students at Lumbangan National High School.

The Negative Effects of Gadget Use on Academic Performance

The integration of gadgets into education has brought both opportunities and

challenges for students. On one hand, gadgets serve as tools for accessing

information and enabling collaborative learning. Platforms like Google Classroom

and educational websites allow students to complete assignments, conduct

research, and communicate with teachers and peers. These resources have been

particularly beneficial for developing digital literacy, which is an essential skill in

today’s technology-driven world. However, the benefits of gadgets largely depend

on how they are used. Excessive and inappropriate use of gadgets often disrupts

academic engagement and negatively affects students' performance in school.

Many studies have highlighted the academic drawbacks of unregulated gadget

use. According to Junco (2012), students who spend excessive time on recreational
activities such as gaming and social media exhibit lower grades, incomplete

assignments, and diminished focus in class. This is largely due to the distractions

posed by gadgets, as they divert attention away from educational priorities. At

Lumbangan National High School, teachers have observed a decline in classroom

participation among students who frequently use gadgets during non-school hours.

These students often arrive in class distracted or tired, which affects their ability to

grasp lessons or complete tasks effectively. Additionally, Twenge et al. (2018) note

that excessive gadget use reduces time allocated for studying and self-directed

learning, leading to gaps in knowledge and understanding.

While gadgets can also enhance learning by providing access to diverse

resources and tools, their misuse continues to outweigh their benefits in many

cases. Students often struggle with balancing their time between academics and

leisure activities on gadgets. As a result, they procrastinate, rush to complete

assignments, or fail to prepare adequately for tests and presentations. This dual

nature of gadget use—offering both advantages and disadvantages—emphasizes

the importance of promoting responsible usage among students. For Grade 10

learners, striking a balance between academic and recreational use is crucial to

optimizing the benefits of gadgets without compromising their academic success.

The Impact of Excessive Gadget Use on Physical Health

Excessive gadget use has been closely linked to a range of physical health

concerns, especially among adolescents. The most immediate and noticeable issue

is digital eye strain, which occurs after prolonged exposure to screens. This

condition is characterized by symptoms such as blurred vision, dry eyes, and

headaches. According to the World Health Organization (2023), adolescents who

spend more than six hours a day on gadgets are at high risk of developing eye

strain and other vision problems. At Lumbangan National High School, some

students report experiencing discomfort and fatigue after extended periods of using

their devices for both schoolwork and recreation.

Another major consequence of gadget overuse is the adoption of a sedentary

lifestyle. Students who spend long hours sitting and using gadgets often miss

opportunities for physical activities, such as sports, outdoor games, or exercise.

This lack of movement increases the risk of obesity, poor posture, and

musculoskeletal issues. Parents at Lumbangan National High School have

expressed concerns that their children now prefer staying indoors and using

gadgets instead of engaging in recreational activities or household chores. The

sedentary habits encouraged by gadget dependency not only diminish students'

physical fitness but also affect their energy levels and overall health.

Moreover, excessive gadget use disrupts students' sleep patterns, further

impacting their physical well-being. The blue light emitted by screens interferes

with the production of melatonin, a hormone essential for regulating sleep. Cain

and Gradisar (2010) reveal that adolescents who use gadgets before bedtime

experience difficulty falling asleep, shorter sleep durations, and lower sleep quality.

For Grade 10 students, insufficient sleep leads to fatigue, reduced concentration,

and impaired memory retention, creating a cycle of poor health and academic

underperformance. Addressing these health issues requires interventions that

encourage balanced screen time and promote regular physical activity.

The Social Consequences of Frequent Gadget Use

Adolescence is a formative period for building interpersonal skills, but frequent

gadget use can hinder face-to-face communication and social engagement. Gadgets

are often viewed as substitutes for real-world interactions, as students increasingly

rely on digital communication for socializing. Przybylski and Weinstein (2017)

argue that adolescents who spend excessive time on gadgets for virtual interactions

may develop difficulties in initiating and maintaining meaningful relationships.

This trend is especially concerning in educational settings, where collaboration and

teamwork are essential for social and academic growth.

At Lumbangan National High School, teachers have observed that some

students struggle to actively participate in group projects or class discussions due

to their reliance on gadgets. These students often appear disengaged or hesitant to

interact with peers, preferring the anonymity and perceived safety of online

communication. Additionally, the rise of cyberbullying has further complicated the

social implications of gadget use. Patchin and Hinduja (2020) emphasize that

adolescents who experience online harassment often withdraw from social

activities, fearing judgment or ridicule from their peers. In such cases, gadgets

become a source of anxiety rather than a tool for connection.

Despite these challenges, gadgets also offer opportunities for fostering social

connections when used responsibly. They allow students to stay in touch with

distant friends and family, collaborate on academic tasks, and join interest-based

online communities. However, unregulated use often leads to an overreliance on

digital interactions at the expense of face-to-face communication. Encouraging

students to balance their online and offline interactions is crucial for developing

healthy social skills and fostering meaningful relationships.

The Effects of Gadget Overuse on Emotional and Mental Well-Being

The emotional and mental well-being of adolescents is particularly vulnerable

to the effects of excessive gadget use. Social media, in particular, has been

identified as a significant factor contributing to emotional distress. Twenge et al.

(2018) found that adolescents who spend more time on social media platforms are

more likely to experience feelings of inadequacy, loneliness, and low self-esteem.

This is often attributed to the phenomenon of social comparison, where students

measure their worth against the curated lives of their peers online.

At Lumbangan National High School, students have reported feeling stressed

and overwhelmed by the demands of maintaining an online presence. The constant

stream of notifications, likes, and comments can create a pressure to conform to

unrealistic standards, leading to emotional fatigue. Furthermore, some students turn

to gadgets as a coping mechanism for stress, using them to escape academic

challenges or personal problems. While this provides temporary relief, it often

exacerbates their emotional struggles in the long term.

 Despite these risks, gadgets also have the potential to support emotional

well-being when used in moderation. Entertainment platforms, communication

apps, and self-help resources can provide students with relaxation, motivation, and

support during difficult times. However, promoting responsible gadget use and

encouraging mindfulness are essential steps in reducing dependency and fostering

resilience. By addressing these emotional challenges, students can develop

healthier relationships with their devices and improve their mental health.

Interventions to Minimize the Negative Effects of Gadget Use

Addressing the negative effects of gadget use requires a collaborative effort

among schools, families, and communities. Schools can play a pivotal role by

implementing programs that teach students how to use gadgets responsibly. At

Lumbangan National High School, initiatives such as digital literacy workshops

and time management seminars could help students balance their academic, social,

and recreational activities. Guidance counselors can also provide individualized

support through regular check-ins and stress management sessions, empowering

students to develop healthier habits.

Parental involvement is equally important in mitigating gadget dependency.

Mendoza and Espina (2021) emphasize the need for parents to set boundaries on
gadget use, such as limiting screen time during meals or before bedtime.

Encouraging outdoor activities, family bonding moments, and open

communication can help students shift their focus away from gadgets and toward

meaningful interactions. By modeling responsible gadget use themselves, parents

can reinforce positive behaviors and create a supportive environment for their

children.

Community initiatives, such as youth programs and sports activities, can

further provide alternatives to gadget-based entertainment. These programs

encourage students to engage in physical, social, and creative pursuits, reducing

their reliance on digital devices. Together, these interventions aim to create a

balanced approach to technology use, ensuring that students can enjoy the benefits

of gadgets while minimizing their negative impacts.

Theoretical framework

This study is anchored in the Cognitive Load Theory (Sweller, 1988), which

explains how the human brain processes and retains information. According to this

theory, the mind has a limited capacity for processing information at any given

time. When too much information is presented simultaneously or when

unnecessary distractions are introduced, cognitive overload occurs, making it

difficult for individuals to focus, learn, and retain knowledge effectively.

In the context of this study, the use of gadgets by Grade 10 students at

Lumbangan National High School is analyzed through the lens of Cognitive Load

Theory. Gadgets, while offering valuable tools for learning, also introduce

distractions like notifications, social media, and gaming. These distractions

contribute to extraneous cognitive load—unnecessary mental effort that competes

with meaningful learning. For example, a student attempting to complete

schoolwork on a gadget may struggle to focus due to the constant allure of

non-academic apps or social platforms.

Moreover, the theory helps explain how prolonged use of gadgets, especially for

multitasking purposes, can reduce students' ability to process and retain

information. Instead of focusing on their academic tasks, students’ cognitive

resources may be consumed by irrelevant activities, leading to decreased academic

performance.

By applying Cognitive Load Theory, this study seeks to understand how

excessive gadget use creates cognitive challenges for students and explores ways to
reduce these distractions. This perspective provides a foundation for identifying

interventions that can help students manage their gadget use and optimize their

cognitive resources for learning.

Conceptual framework

This framework illustrates how the use of computers at home and school

impacts the retention ability of Grade 10 students at Lumbangan National High

School, with consideration of duration and other influencing factors. It emphasizes

the interplay between students' exposure to technology and their ability to retain

academic content.

At the top of the framework are computers, representing the primary tool under

investigation. These computers are categorized into two settings: home and school.

The differentiation between these environments is crucial, as they shape how

students interact with technology for educational and non-educational purposes.

The framework highlights duration as a key factor, indicating the amount of time

students spend using computers in either environment. Prolonged or inadequate

exposure can either enhance or hinder learning outcomes.

Lastly, the framework acknowledges that other factors also play a role in

retention ability, including the teacher, the learning environment, and the topic

being taught. These factors interact with students’ computer use, shaping their

overall academic performance.

 This framework provides a structured approach to examining the effects of

technology on students’ learning, emphasizing the need to balance computer use

with effective teaching strategies and conducive learning environments.

 CHAPTER 3
RESEARCH METHODS AND PROCEDURES

This chapter presents the methods and procedures used in conducting the study.

It includes the research design, the locale of the study, the respondents, the research

instruments, the construction and validation of the instrument, data gathering

procedures, and the statistical treatment of data.

Research Design

The study employed a descriptive research design. This design was chosen to

gather data on the effects of gadget use on Grade 10 students at Lumbangan

National High School, specifically focusing on its negative impacts on their

academic performance, physical health, social interactions, and emotional

well-being. By utilizing a survey method, the study aimed to describe the

frequency and patterns of gadget use among the students and their perceived

effects.

Locale of the Study

 The study was conducted at Lumbangan National High School, located in the

area where the researchers and respondents are both studying. The school was

chosen as the setting for the research due to its accessibility and relevance to the

study. It provides an ideal environment to examine the effects of gadgets on

students within a familiar and relatable context.

Respondents of the Study

The respondents of the study were Grade 10 students from Lumbangan

National High School. They were selected based on their willingness to participate

in the research voluntarily. By focusing on this grade level, the researchers aimed

to collect data that reflects the gadget use patterns and experiences of adolescents

nearing the end of their high school journey.

Research Instrument

The primary instrument used in this study was a survey form consisting of 50

questions/items. Each question was designed to assess the respondents’ frequency

of gadget use and its perceived effects on their academic performance, physical

health, social life, and emotional well-being.

The survey provided respondents with four response options:

Always,Sometimes,Rarely,Never

Respondents were instructed to place a checkmark next to the option that best

represented their experiences or habits for each item. The survey form was

designed to be straightforward and easy to understand to ensure accurate responses.

Construction and Validation of the Instrument

The survey form was carefully constructed by the researchers, who are also

Grade 10 students at Lumbangan National High School. This insider perspective

allowed the researchers to create items that were relatable and reflective of the

students’ actual experiences. The validity of the instrument was ensured through

consultation with their research adviser and by basing the questions on common

issues related to gadget use observed among students

Ethical Considerations

The ethical considerations for this study are as follows:

1. Informed Consent
 Participation in the survey is voluntary, and students will be given an informed

consent form explaining the purpose of the study, what the survey involves, and

how their data will be used. Consent will be taken from the individual students

before they begin the survey.

2. Confidentiality

All responses will remain anonymous. Personal information such as names or

identifying details will not be collected or recorded. Only aggregated data will be

analyzed and reported in the results.

3. Respect for Responses

The researchers will ensure that students’ answers are treated with respect and

understanding. Any personal or sensitive responses regarding coping mechanisms

will be handled with care, and the information will only be used for the purpose of

the study.

Data Gathering Procedure

The data collection began with securing permission from the school

administration to distribute the survey forms to Grade 10 students. Once

permission was granted, the survey forms were distributed to the willing

participants during class hours. Before answering, the respondents were briefed on
the purpose of the study and assured that their responses would be treated

confidentially. After completing the survey, the forms were collected and organized

for analysis.

Statistical Treatment of Data

To analyze the data, the researchers tallied the responses for each survey item.

For example, if 5 students selected “Always” for Question No. 1, this count was

recorded. Similarly, the frequencies for “Sometimes,” “Rarely,” and “Never” were

calculated. This method provided a clear picture of the overall trends and patterns

in the responses, making it possible to determine the most common effects of

gadget use on the respondents.

The results were then summarized in tables to show the distribution of

responses for each question. These tables formed the basis for interpreting the

findings and drawing conclusions about the impact of gadgets on Grade 10

students.