1

CHAPTER 1

THE PROBLEM AND ITS SETTING

Background of the Study

Gadgets have a massive role in our society, including educational

innovations providing students and teachers with the information they

need and seek. However, screen time activities, particularly among senior

high school students, are increasing globally, impacting academic

performance. According to Sarla (2019), excessive gadget use can

negatively impact students' social relationships, academic performance,

and self-expression as they struggle to acquire knowledge simultaneously.

Nevertheless, gadgets offer convenient access to vast educational

resources, aiding research and learning.

A gadget is an apparatus that performs a valuable task and made

our lives more convenient and efficient. Based on the study by

Krithigashree (2022), modern gadget advancements have increased our

dependence on essential devices like laptops, smartphones, and

smartwatches, which are crucial in daily routines and aiding individuals

with physical disabilities. Moreover, Bhatti (2022) stated that these

gadgets positively impact learning and academic performance, promoting

positive use and implementing regulations to ban harmful electronic

gadget usage. However, Othman et al. (2020) stated that students spend
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excessive time using gadgets, leading to academic procrastination. Digital

distraction, or "digital distraction," is a growing issue in education, causing

students to lose concentration, procrastinate, and ultimately perform

worse academically. In addition, a study by Acosta (2019) found a

significant correlation between students' reliance on devices and their

academic procrastination, suggesting a significant impact on their

academic performance.

Through a compilation of various studies, this paper seeks to

contribute substantiating evidence and indicate the outcomes regarding

the impact of gadget utilization on the academic performance of HUMSS

Grade 12 students at Pacific Southbay College, Inc.

Statement of the Problem

This study aimed to address the usage of gadgets and their effect

on the academic performance of HUMSS Grade 12 at Pacific Southbay

College, Inc.

Specifically, it sought to answer the following questions:

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

1.1 Age ;

1.2 Sex ; and

1.3 Section?
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2. What is the usage level of gadgets used by the HUMSS Grade

12 students at Pacific Southbay College Inc.?

3. What is the level of academic performance of the HUMSS Grade

12 students at Pacific Southbay College, Inc.?

4. Is there a significant relationship between using gadgets and

academic performance of the HUMSS Grade 12 at Pacific

Southbay College Inc.?

Hypothesis

(Ho): There is no significant relationship between gadget usage and

academic performance of HUMSS Grade 12 of Pacific Southbay College

Inc.

Significance of the Study

The results of this study contributed in understanding the effects of

electronic gadgets on students' academic performance, study habits, and

their importance to academic performance. The following are also

considered to be noteworthy in light of this study.

To the Students. It sheds light on how their use of gadgets relates

to their tendency to procrastinate in academics. This understanding

enables students to make informed decisions regarding their technological

use for educational purposes. It emphasizes the importance of responsible

gadget usage in reducing procrastination and improving academic

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achievements. Furthermore, it guides students in devising practical

approaches to balance gadget use for learning while efficiently managing

their academic responsibilities.

To the School Institutions. This study may help them establish

guidelines on gadget usage, modify policies, impose restrictions, and instill

responsible technology practices in students. It will help create a

supportive learning environment, integrate technology into the curriculum,

and improve the digital education system. They can modify their

approaches to create a supportive learning environment that maximizes

the advantages of technology while minimizing its possible downsides by

examining the data and insights obtained from this study.

To the Parents. This study may help parents understand their

child's gadget usage, enabling them to set appropriate restrictions and

promote a conducive learning environment. It may encourage a balance

between technology use and academic responsibilities, maximizing

academic achievements. Parents can also use this information to

encourage positive conversations about screen time, fostering personal

development and responsible digital citizenship.

To the Teachers. This study may help teachers adapt their

teaching practices to incorporate gadgets in the classroom, fostering

dynamic and engaging learning experiences. It can produce more

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dynamic and engaging relationships in teaching the students. This

approach promotes critical thinking, problem-solving, and active

engagement, equipping students for the modern world and making

learning more accessible and flexible. Using gadgets in classrooms can

help teachers become more effective educators and better prepare their

students for the challenges of the modern world.

To the Community. The study may help promote responsible

gadget use in communities by enabling informed decision-making,

reducing electronic waste, and promoting digital literacy. Additionally, the

study's findings can serve as a basis for educational programs and

workshops to promote digital literacy and responsible online behavior. It

will also inform educational programs, policy implementation, and

understanding the relationship between gadget usage and enabling

evidence-based strategies to improve community well-being.

To the Researchers. The study may help them understand the

implications of students' reliance on gadgets such as smartphones, tablets,

and laptops is crucial. By examining both the positive and negative effects,

researchers can inform educational policies and practices, guiding the

development of guidelines for responsible gadget usage in educational

settings and interventions to support effective device management.

Moreover, given the health concerns associated with excessive gadget

 6

usage, such as eye strain, sleep disturbances, and mental health issues

that can affect academic performance, understanding the relationship

between gadget usage and academic performance can promote healthier

technology habits among students.

To the Future Researchers. This may benefit them in carrying out

their studies because it will serve as an essential source contributing to a

deeper grasp of the study. Furthermore, they might refer to the study in

their literature reviews, contributing to the overall understanding of this

topic. The results can be referenced in scholarly investigations, literature

evaluations, and conversations, expanding the scope and depth of the

conversation on this vital subject.

Scope and Delimitation

The study investigated the relationship between gadget use and

academic achievement among HUMSS Grade 12 students at Pacific

Southbay College Inc. Conducted during the current academic period of

the school year 2023-2024, the study incorporated students in their

ongoing educational journey at Pacific Southbay College, Inc., using the

environment as a backdrop to better understand the dynamics of gadget

usage and academic performance. This study is limited only to the

HUMSS Grade 12 students of Pacific Southbay College, Inc. because,

with their mature age and considerable knowledge, they are suitable for
 7

study on career aspirations and educational transitions. Their accessibility

and different interests are ideal for data collection and making vital

decisions regarding their future.

Definition of Terms

Academic Performance. This referred to measuring student

achievement across various academic subjects (Ballotpedia, 2023). In this

study, this refers to a comprehensive view of HUMSS Grade 12 students

at Pacific Southbay College, Inc.'s abilities and knowledge despite the

amount they spend on gadgets. This will be the basis for how their

utilization of gadgets can affect them academically; it also serves as the

dependent variable in this study.

Gadget. This referred to a small mechanical or electronic device

with a practical use but is often considered a novelty (Merriam-Webster,

2019). In this study, this refers to a factor that affects the academic

activities of HUMSS Grade 12 students at Pacific Southbay College, Inc.,

such as cell phones, tablets, laptops, and personal computers.

Additionally, this serves as the main subject and the independent variable

in this study.

HUMSS Students. This referred to someone studying at a

university or college (Collins, 2023). In this study, this refers to the

HUMSS Grade 12 at Pacific Southbay College, Inc. students who are

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affected by the usage of gadgets. In addition, they are the respondents of

the survey questionnaires made by the researchers.

Procrastination. This referred to the process of postponing a task

or task's completion because it is the force that keeps someone from

completing the tasks set out to complete (Cambridge Dictionary, 2023). In

this study, this refers to the effect of excessive usage of gadgets to the

academic performance of HUMSS Grade 12 students at Pacific Southbay

College, Inc. In line with that, it can cause stress and guilt to the students

and may lead to lower academic performance.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND CONCEPTUAL

FRAMEWORK

This chapter presents a review of related literature that consists of

the articles and previous studies on gadget usage and academic

performance that are relevant and similar to the present study.

Gadgets have evolved significantly throughout time, from ancient

instruments like levers and pulleys to modern digital devices. In the late

nineteenth and early twentieth centuries, the growth of electrical gadgets

such as light bulbs and radios, heralding the digital age with computers

and smartphones. The internet transformed electronics once more,

resulting in smart devices and the Internet of Things. Throughout these

improvements, devices have constantly evolved to satisfy human

requirements, influencing how we live, work, and communication

Background Theories

Gadget Usage

Gadgets have become a big help in day-to-day basis activities.

According to Carmen et al. (2019), using gadgets positively affects

students' academic performance. It assists them in completing their

assignments and projects. It also serves as an alarm clock or reminder for

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all the things and tasks that must be submitted and finished on time. The

learning process for students becomes entertaining due to the use of

interactivity and the creation of visuals in these learning tools.

Moreover, Fauzi (2018) stated that it has become common for

students to carry a mobile gadget to the classroom. It emphasizes the

potential of mobile gadgets as a learning tool for them and has

incorporated them into the learning environment. It has enabled students

to be more dependent on it as it provides them with the information and

knowledge they need.

Srinahyanti (2019) also revealed that gadgets are humans' most

common technology. It is not only used for communication but has also

become a trend in today's societies for lifestyle and learning. These

gadgets provide all information and daily tasks such as shopping, payment,

entertainment, and knowledge. Gadget users are primarily students

varying from different universities and schools. Many academics feel that

the use of gadgets can have an impact on the student's academic

performance.

Academic Performance

Academic performance is affected by numerous factors, such as

lack of focus, low entry grades, family support, and many more. Hence,

Brimon (2021) stated that using gadgets is the most common factor
 11

affecting our academic performance. They tend to misuse their

technological devices, although these gadgets can significantly contribute

to students' academic progress if used correctly. It shows the common

instances that our academic performance has faced nowadays.

Additionally, Brew (2021) stated that illiteracy harms academic

achievement and can lead to school dropout. The factors that affect

students are parental levels of education and income, utilization of

gadgets, and many more. These significantly impact senior high school

students' academic success and performance at school. Students who are

academically above average and are positively exposed to these factors

are more likely to perform well than those who are less exposed to these

factors.

Moreover, Bacani (2023) stated that education has been greatly

influenced by the students as well. Nowadays, they can benefit from the

excess knowledge, engaging learning possibilities, and the flexibility to

learn at their desired pace, all due to the advancement of e-learning

platforms. This platform can simplify intricate ideas and make them

captivating, leading to better understanding and memory retention of the

matter.

Kavun & Varnavskaya (2022) also revealed that academic

performance is more prone to use amusement as a coping method as a

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potential vulnerability, particularly among students grappling with

academic challenges, which is linked to a decline in academic

performance. Students suffering from challenges may seek comfort in

activities that provide momentary relief. However, the brief nature of such

coping techniques may contribute to a long-term loss in academic

performance. However, students with outstanding grades are more likely

to find emotional support linked to greater academic achievement.

Gadgets Usage and Academic Performance

Individuals widely use gadgets as this is the latest means of

communication nowadays. Students, in particular, are much more

engaged in using such tools for gathering knowledge and information as it

has a wide range of data information around the globe. A study by Yeluri

et al. (2021) revealed that gadget usage during bedtime affects students'

academic performance because of lack of sleep and focus during class

hours. This was to assess students regarding their academic performance

and gadget reliance, as these two have a significant relationship. The

widespread adoption of gadgets has affected various aspects of our daily

lives, particularly students' lives.

Moreover, Capulong (2018) stated that these gadgets greatly

influence students' academic performance. Students were not involved in

activities using these modern advancements in the past. They depended

 13

on books and visiting library facilities to study, read their notes, and review

their lessons. All students have access to gadgets, leading to lower

academic grades. This increased accessibility to gadgets has positive and

negative effects on students' academic performance. On one hand, it

provides students with a wealth of information at their fingertips, allowing

them to access resources and conduct research efficiently. Meanwhile,

gadgets may be a significant interruption, with students spending more

time on them than studying. Additionally, the over-reliance on it for

learning can hinder critical thinking and problem-solving skills, as students

may become too dependent on instant answers and solutions provided by

their gadgets.

Additionally, Yunita (2018) stated that mobile phone use is

expanding in most parts of the world, and it has become a phenomenon

that people cannot live without. When compared to other criteria such as

study program, student focus, and gender, mobile phone use has an

impact on academic accomplishment. The frequency of cell phone use

and outstanding students' academic performance will be evaluated.

Gadget usage substantially affects GPA; however, the use of a mobile

phone and its effect on disturbing the student's focus is not.

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Empirical Studies

International Studies

There are various studies about gadget usage affecting students'

academic performance. Based on the international study of Napitupulu et

al. (2023) in England, gadgets positively and significantly impact students'

interest in and learning outcomes during the school year. Moreover, the

researchers found that students who utilized gadgets for educational

purposes showed higher engagement and motivation levels than those

who did not. Additionally, the study revealed that students with access to

educational apps on their smartphones were likelier to actively seek out

additional learning resources and materials outside the classroom. This

indicates that gadgets are valuable for self-directed learning and

independent study. Furthermore, it is observed that the use of gadgets,

particularly smartphones, facilitated collaborative learning among students,

as they could easily share and exchange information and ideas through

various educational apps and platforms.

However, Gana et al. (2021), stated that the cause of lower self-

reported academic performance was associated with the amount of time

spent using gadgets, specifically cell phones. Students from United

Kingdom reported using their cell phones for more than six hours a day

had significantly lower grades than those who used them for less than two
 15

hours a day. In short, gadget usage harms students' ability to focus and

prioritize academic tasks.

In addition, a study by Seme & Gamede (2021) in South Africa,

stated that high school student's academic performances are often

hindered by gadgets, which are seen as tools designed to distract them. It

has become essential to our daily lives, providing efficiency and leisure.

However, this study concludes that, when used irresponsibly, they can

significantly impact students' concentration and productivity. The constant

notifications and tempting applications can easily divert their attention from

studying. Moreover, the addiction to gadgets can lead to a lack of sleep,

as students stay up late using gadgets. This further affects their ability to

focus and retain information during class.

Furthermore, Chuadry et al. (2022) revealed that to examine the

impact of electronic gadgets on the academic achievement of secondary

school students in Pakistan, a comprehensive analysis of the literature

relating to the use of electronic technology was conducted. The societal

conversation included both the advantages and disadvantages of utilizing

gadgets. Some of the advantages highlighted in the literature include

increased access to information, enhanced communication and

collaboration, and improved student engagement and motivation. On the

other hand, the disadvantages mentioned include potential distractions,

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reduced face-to-face interactions, and adverse effects on attention span

and cognitive skills.

Similarly, Patil et al. (2023) stated in their study that the student’s

learning and academic achievement in India could potentially benefit from

advancements in mobile gadgets. The rapid increase in cell phone use

has affected many aspects of our daily lives, particularly for students in

India. Using mobile phones and applications while studying negatively

influences students' academic performance.

Then, Shanmugasundaram et al. (2019) stated in their study that

around 52% of the students in India slept fewer than the required

minimum of 6 hours per day. Almost 58% of those polled reported a

tendency to utilize an electronic device before bed. Up to 67% of those

polled admitted to using an electronic device in the dark. Addiction to

gadgets may result in less and poorer sleep. It is a growing problem that

affects physical, psychological, and social well-being and could lead to

academic failure or hindrance.

Moreover, Mankim (2023) stated that gadgets greatly assist

students in making their tasks more manageable. Nowadays, the poor and

the wealthy have devices. Nevertheless, devices cannot always assist us;

gadgets afflict us. Evaluate pupils' academic achievement in a variety of

ways. Students in United States are not engaging in technological

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activities in the year when electronic gadgets such as computers have yet

to be invented. Learners rely on books and go to libraries to study.

Lastly, Jamaludin (2020) stated that there was a substantial

relationship between the level of dependency, academic achievement,

and overall time spent on electronic gadgets. Most of the students in

Malaysia spent more time on electronic gadgets had a high reliance on the

device, poor academic achievement, and good health status. It has

impacted many students in their community, including their particular

households.

Asian Studies

The use of gadgets has been a rampant issue, and various studies

have proved that. According to the Asian study by Agung et al. (2019) in

Indonesia, gadgets grant students access to many educational resources,

enhancing their learning experience by enabling easy access to online

libraries, research materials, and educational apps. They facilitate active

learning and engagement through interactive features, encouraging the in-

depth exploration of subjects. Moreover, gadgets facilitate communication

and collaboration among students, fostering a sense of community and

teamwork. Gadgets offer many advantages, and responsible usage is

essential to prevent adverse effects on academic performance and overall

well-being.
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In addition, Chan (2021) agreed that they used smartphones at all

hours of the day for no apparent reason and that it fostered emotional

stability. The data revealed that students in Malaysia were barely addicted

to cell phones but did not use them for academic purposes. The findings

of this study are likely to help higher education institutions better

understand smartphone usage patterns among university students and

reduce or regulate academically disruptive smartphone addiction behavior.

However, according to Diadi et al. (2023) in Indonesia,

collaboration, dwellings, integration, adaptation, competitiveness, and

antagonism are all observed in gadget-mediated interaction patterns. Long

periods of gadget use were noted, indicating their importance in students'

lives and academic priorities in Indonesia. Misinterpretation of text

messages sent via mobile devices might result in misunderstandings and

can alter the students' focus. The variations in communication between

virtual and face-to-face contacts were minor since both modalities

efficiently resolved concerns.

Moreover, based on the study of Rashid et al. (2020) in Malaysia,

excessive gadget usage is detrimental to students' learning, potentially

hindering academic performance. The more students rely on mobile

phones, the lower their academic achievements tend to be, indicating a

negative correlation. This dependency can lead to distraction, reduced

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focus during classes, and challenges in absorbing information. Additionally,

constant gadget-checking disrupts their studying routine and

organizational abilities. Furthermore, it affects sleep patterns, resulting in

fatigue and reduced daytime energy levels. The addiction to mobile

phones may also impede time management skills due to extended periods

spent on social media and gaming apps. Overall, overuse of gadgets

adversely affects the students' academic engagement, concentration, and

overall well-being.

Also, Hossain et al. (2019) revealed in their study that mobile

phone usage impacts how they are influenced, specifically showing a

higher inclination towards using social networking platforms. Additionally,

it was observed that students in Bangladesh are consistently entranced by

and drawn to seeking different options, which affects their academic

achievements. Furthermore, the study revealed that excessive mobile

phone usage among younger students can lead to reduced attention

spans and difficulty focusing on tasks.

Similarly, Siahaya et al. (2023) stated that a prominent concern has

emerged due to the escalating prevalence of extreme gadget consumption

among students in Indonesia. This excessive use of devices can lead to

decreased social interaction and poor academic performance. Additionally,

it may contribute to physical and mental health issues such as eye strain,
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sleep disturbances, and increased stress levels. Moreover, this over-

reliance on gadgets can hinder the development of essential life skills,

such as critical thinking and problem-solving abilities, in line with academic

activities.

Additionally, Wang et al. (2022) stated that the results demonstrate

the potential inequality in learning opportunities among students. It is

proven that gadget usage behavior serves as a mediator of academic

performance and impacts it. A decrease in access opportunities to

smartphones may negatively affect learning effectiveness and academic

performance. Students in China who lack access to smartphones may

face challenges in keeping up with their peers regarding academic

progress.

Based on the study of Chan et al. (2019), excessive gadget usage

affects students' academic performance and social interactions. The

constant engagement with virtual platforms hinders face-to-face

communication and the development of critical interpersonal skills.

Moreover, the obsession with the virtual world can lead to a sedentary

lifestyle, as students in Malaysia spend less time engaging in physical

activities. This can have detrimental effects on their overall health and

well-being. Additionally, the constant exposure to the virtual world may

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desensitize students to real-world problems and challenges, making it

difficult for them to adapt and thrive in the offline world.

Moreover, Stevanus et al. (2023) revealed that senior high school

students in Jakarta’s dominant usage of everyday life shows that gadgets

significantly and adversely affect their academic development. Their social

competencies are influenced by using gadgets frequently during their

regular activities. Furthermore, statistics show that using gadgets in their

daily activities heavily influences students' social skills and abilities.

Another study by Mabaroh (2021) revealed that students in

Indonesia were classified as risky gadget dependents. Furthermore, even

though it had no substantial impact on academic achievement, the

student's physical and psychological health suffered as a result of their

gadget addiction. However, based on the findings, it was hoped that the

best management for utilizing gadgets would be implemented to boost

students' accomplishment while avoiding the long-term risk of gadget

addiction.

Joseph (2022) also revealed that this impact on gadget reliance

shows that students in India are becoming more dependent on technology

for numerous elements of their daily routines and school activities. The

altered socialization processes suggest changes in how students engage

and connect with people, favoring virtual contacts over in-person

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interactions. The observed consequences on academic performance

highlight the importance of recognizing and managing student gadget

usage.

Also, Imran et al. (2023) stated that the overuse of smartphones

was discovered to be highly related to physical activity of the students in

Pakistan. On the other hand, excessive smartphone usage was

associated with academic achievement. A strong association between

excessive smartphone usage and decreased physical activity was

discovered. To conclude, there was a correlation between smartphone

use and student academic performance.

Local Studies

Even the local authors have proven that the utilization of gadgets

has affected students academically. Based on the local study of Peteros et

al. (2022), the findings indicated that high school students performed

admirably and regularly used their devices during arithmetic lessons.

However, there was a minimal adverse correlation between gadget usage

and students' math academic performance. Additionally, the use of

gadgets can also contribute to sedentary behavior and a lack of physical

activity, which can negatively impact student's overall health and well-

being. The use of gadgets can have a significant influence on a student's

academic learning. While they offer numerous benefits, such as access to

 23

information, interactive learning experiences, and communication

opportunities, it is crucial to strike a balance and ensure responsible use

to avoid negative consequences.

Moreover, Balbaguio et al. (2020) stated that the educational use of

gadgets builds the groundwork for future citizens who are good, strong,

progressive, and effective. In schools, the utilization of electronic gadgets

is advantageous. These gadgets enhance student engagement and foster

interactive learning experiences. They provide access to many

educational resources and enable personalized learning. Additionally,

gadgets promote digital literacy and prepare students for the technological

advancements they will encounter in their future careers. Moreover, these

gadgets facilitate collaboration among students and enable them to

develop crucial teamwork and communication skills.

Additionally, Capez (2019) revealed that gadgets profoundly impact

students by providing reliable information and convenient access to

knowledge for their studies. They enable students to access educational

resources from anywhere, allowing for self-paced learning. Gadgets offer

interactive learning experiences through educational apps and online

platforms, making learning engaging. Moreover, they facilitate

collaboration among students, enhancing teamwork and communication

skills. Gadgets equip students with essential digital skills crucial for their
 24

future careers in a technology-driven world. In today's digital age, gadgets

have become an integral and efficient part of education, aiding in quick

access to vast information and fostering interactive, collaborative, and

digitally adept learning experiences.

Moreover, according to the study of Garcia et al. (2022), many

students reported high gadget dependency, negatively affecting their

academic performance. Moreover, the study found that learners who

spent more time on gadgets were more likely to experience difficulties in

focusing and retaining information. They rely on their gadgets and neglect

their duties and responsibilities academically, which leads to academic

procrastination that may lower their academic performance.

Moreover, Echave (2023) stated that the main repercussions of

using electronic gadgets on academic performance are reduced

productivity and lower overall grades caused by increased distraction and

a lack of attention. Smartphones are the most commonly utilized devices.

It indicates a clear negative link between using gadgets for non-academic

purposes and academic achievement. However, if students employ their

devices for educational or academic goals, there is a positive connection

between their use of technology and their academic performance. To

enhance the learning experience and actively engage students, educators

should include educational apps, online resources, and interactive

 25

learning platforms in the curriculum. Incorporating these technological

tools will result in improved engagement and interactive learning

opportunities.

Correspondingly, Cruz et al. (2019) stated that some students are

affected by gadget usage, as it distracts them because some learners

don't have a limitation in using these tools, and it can lead to academic

procrastination in some cases. It is often attributed to a lack of self-

imposed limitations in utilizing these gadgets.

Also, based on the study of Magbunag et al. (2023), it can be seen

from the high level of academic achievement that students are performing

very well academically. The research indicates that using gadgets affects

learning behavior and academic performance. However, it is essential to

note that not all students are negatively affected by the use of it. Some

students can effectively balance their smartphone usage with their

academic responsibilities. Additionally, the impact of smartphones on

learning behavior and academic performance may vary depending on the

individual. Educators and parents must guide and support students to help

them develop healthy gadget habits and minimize potential adverse

effects. In conclusion, while using gadgets influences learning behavior

and academic performance, it is not the sole determining factor.

 26

Additionally, Ramirez et al. (2021) stated that the hours spent on

gadgets were associated with decreased self-reported academic

performance caused by lack of sleep. It focuses on gaining a better

knowledge of the mechanisms involved in the influence of technology use

on adolescent sleep routines, as well as potential interventions to mitigate

its impact on academic performance. A comprehensive understanding of

how gadgets impact sleep and academic performance is fundamental. As

students' lives become more entangled with digital gadgets, exploring the

precise elements contributing to sleep disruptions, such as blue light

emitted by displays, social media participation, and constant access to

information and entertainment, is critical.

Lastly, a study by Garcia et al. (2022) stated that excessive phone

use is harmful. It has already impacted student's academic achievement

and performance. It affects their academic performance because they

tend to delay their tasks as they are easily distracted. Furthermore,

excessive phone use has been linked to a drop in academic performance

in students due to the tendency of task postponement produced by

continual interruptions. Students may prioritize phone activities above

academic duties, such as social networking, gaming, or messaging,

resulting in missed deadlines and incomplete assignments. The constant

 27

notifications and attraction of these digital distractions can interfere with

student's capacity to concentrate and engage in their academics efficiently.

Conceptual Framework

Augustine (2020) stated that gadget use has numerous

relationships with academic achievement. The type, frequency, and

duration of gadget usage can all impact the quality of study habits, which

in turn can impact academic success. Time management and distractions

are examples of mediating variables that influence the strength of these

linkages. Furthermore, moderating characteristics such as self-discipline

and digital literacy can either minimize or amplify the impacts of device

usage on academic achievement. This intricate web of connections

highlights the need to research how students' use of technology affects

their academic performance. It underlines the significance of

comprehending the complex processes at work since these findings have

substantial implications for educational policies and treatments to improve

students' academic outcomes in an increasingly competitive environment.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Level of
Gadget Usage
Academic Performance

Figure 1. Conceptual Framework

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CHAPTER 3

METHODOLOGY

This chapter presents the methodology used for collecting the data

for the study. It contains the research design, research locale,

respondents of the study, research instruments, data gathering procedure,

data analysis, sampling design, sampling method and statistical treatment

used for this study.

Research Design

This study utilized a quantitative design, specifically a descriptive-

correlational research design, to determine the effects of gadget usage on

the academic performance of HUMSS Grade 12 students at Pacific

Southbay College, Inc. The descriptive correlational type of research aims

to examine correlations between variables without putting the researcher

in charge of or modifying any of them. This study provided the perceptions

of intricate relationships in the real world, assisting researchers in

formulating hypotheses and forecasts. Additionally, it can offer initial clues

or further evidence in favor of theories concerning causal links (Bhandari,

2023).

Research Locale

This study was conducted in Pacific Southbay College Inc. The

school is located in Barangay Calumpang General Santos City. Its Senior

 29

High School Program offers Humanities and Social Sciences (HUMSS)

and Accountancy and Business Management (ABM) strands under the

academic track. The study was conducted in Pacific Southbay College Inc.

because students are aware of the current issues or trends in society and

Senior High School students are not exempted from this. Most of the

Senior High School students use gadgets for communication and

entertainment during their leisure time but they need a deeper

understanding of the effects of gadget usage on their academic

performance. Figures 2 and 3 below showed the location map of Pacific

Southbay College, Inc.

Figure 2. Map of PSCI Figure 3. Front Gate of PSCI

 30

Respondents of the Study

The respondents of this study are the 75 random students of

HUMSS Grade 12 at Pacific Southbay College, Inc. Senior High School

enrolled for the 2nd term of 1st Semester of School Year 2023- 2024. The

number of respondents is the sample size of the HUMSS Grade 12

students at Pacific Southbay College, Inc. The researchers utilized a

random sampling method in this research.

Sampling Design

S.K. Lwangga and S. Lemmeshow (1991) stated that the size of the

sample necessary depends on various factors such as the study's

objectives, scope, and expected outcomes. For instance, in research

evaluating the efficacy of a drug on a fatal disease like AIDS, where a

single positive result holds significance, sample size might be less

relevant. The type of outcome being studied, whether binary, categorical,

or continuous, also influences sample size determination, with statistical

methods varying accordingly. Once the study objectives are defined,

considerations such as confidence level, precision, and operational

constraints should be made before determining sample size. Practical

guidance for sample size determination, including tables for various study

conditions, is provided, assuming random sampling.

 31

To measure the sample in this research, Lwangga and

Lemmeshow formula will be used as shown below:

�2
1 −�2�( 1− �)
�=
�2

Where:

Z = a value derived from the normal distribution; the z value

depends on how reliable we want our estimates to be; in most studies the

value of z is 1.645 - that is 90% confidence level.

P= an anticipated value of the proportion to be estimated in the

population. Moreover, the value of P can be based on:

a. Values derived from previous studies or record.

b. Values derived from the pretest or pilot phase of the project.

c. An expert’s opinion or an educated guess.

d. Conducting the study in two parts.

d = refers to the margin of error or maximum permissible error ; a

measure of the desired level of precision for the resulting estimates.

So, to obtain the total sample using the formula above the

result is presented as follows:

(1.44)2 (0.1)(1−0.1)
N= (0.05)2

(2.0736)(0.1)(0.9)
N=
0.0025
 32

� = ��. � �� ��

Therefore, from the huge number of population, a total of 75

samples were selected to distribute the questionnaires. A survey

questionnaire was given to the respondents to collect relevant information

for the study. The questionnaires were proportionately distributed to the

respondents.

Sampling Method

Random sampling was used to identify the respondents of the

study. The students utilized a survey questionnaire. Random sampling,

often called probability sampling, involves randomly choosing a sample or

a portion of the population for your study. It helps ensure that the sample

is representative of the entire population, reducing bias and increasing the

generalizability of your findings (Nikolopoulou, 2023). This method is

regarded as "simple" since it is straightforward and uses a random method

(such as tossing a coin or pulling numbers out of a hat) to choose the

sample (Simkus, 2023). Simple random sampling aims to create a

manageable, balanced selection of people who are representative of a

bigger group that would be too difficult to sample (Taylor, 2023).

Research Instruments

The researchers used a survey questionnaire to gather data for this

study. A survey questionnaire is a systematic collection of information to

 33

collect statistical data about a population's characteristics, beliefs, or

behaviors (Preston, 2009). A sizable sample of respondents is asked the

same questions, typically with predetermined response options (Hellevik,

2019). It starts a formal investigation, adds information, verifies previously

gathered information, and aids in validating any prior hypotheses (Bhat,

2023). They prepared a 15-item survey questionnaire adapted and

modified from a validated test by multiple studies for the HUMSS Grade

12 students at Pacific Southbay College Inc. A Likert scale is a rating

system used to evaluate beliefs, attitudes, and actions in a quantifiable

manner. It consists of four or more questions that measure a single

attitude or characteristic when response scores are added together. When

using a Likert scale in a survey, respondents are asked questions or

statements that resemble Likert scales and provide them with a range of

options, typically with five or seven alternative answers to indicate how

much they agree (Scribbr, 2022). The Likert Scale was used to determine

whether the HUMSS Grade 12 always (A), sometimes (S), often (O),

seldom (S), and never (N) to the statement. Shown below is the example

of the used Likert Scale by the group.

Part 1. The demographic profile of the HUMSS Grade 12 students

at Pacific Southbay College, Inc.

 34

Part 2. The usage level of gadgets used by the HUMSS Grade 12

at Pacific Southbay College, Inc.

Verbal
Scale Range Interpretation Description
The respondent always agree with
5 4.21-5.00 Always the given statement.
The respondent sometimes agree
4 3.41- 4.20 Sometimes with the given statement.
The respondent often agree with the
3 2.61- 3.40 Often given statement.
The respondent seldom agree with
2 1.81- 2.60 Seldom the given statement.
The respondent never agree with the
1 1.00- 1.80 Never given statement.

Table 1. Scale and Interpretation on the Level of Gadget Usage

Part 3. The level of academic performance of the HUMSS Grade

12 students at Pacific Southbay College, Inc.

Verbal
Scale Range Interpretation Description
The respondent always agree with
5 4.21-5.00 Always the given statement.
The respondent sometimes agree
4 3.41- 4.20 Sometimes with the given statement.
The respondent often agree with the
3 2.61- 3.40 Often given statement.
The respondent seldom agree with
2 1.81- 2.60 Seldom the given statement.
The respondent never agree with the
1 1.00- 1.80 Never given statement.

Table 2. Scale and Interpretation on the Level of Academic Performance

 35

Part 4. The significant relationship between gadgets and the

academic performance of HUMSS Grade 12 students at Pacific Southbay

College, Inc.

Verbal
Scale Range Interpretation Description
The respondent always agree with
5 4.21-5.00 Always the given statement.
The respondent sometimes agree
4 3.41- 4.20 Sometimes with the given statement.
The respondent often agree with the
3 2.61- 3.40 Often given statement.
The respondent seldom agree with
2 1.81- 2.60 Seldom the given statement.
The respondent never agree with the
1 1.00- 1.80 Never given statement.

Table 3. Scale and Interpretation on the Significant Relationship between

Gadget and Academic Performance

Data Gathering Procedure

The researchers constructed a research questionnaire that was

validated by doctors and master teachers. The doctor and master

teacher’s corrections and suggestions are taken into account. Then, the

researchers sent a letter to the school president and Grade 12 coordinator,

requesting permission to conduct the study. Next, the researchers

conducted the survey to gather data. Then, the researcher’s statistician

tabulates, analyze, and interpret the data obtained from the respondents

using the completed questionnaires.

 36

Data Analysis

The researchers initiated the data collection process by gathering

relevant information from the survey questionnaire. Once collected, the

data was organized and summarized to facilitate further analysis.

Microsoft Excel was utilized as the primary tool for data management due

to its versatility in handling large data sets and providing functionalities for

summarization and visualization. To gain significant insights and draw

reliable conclusions from the data, the researchers sought the assistance

of a professional statistician. The statistician assisted in selecting relevant

statistical tests, interpreting results, and validating assumptions. After

analyzing the data, the researchers concluded everything, including the

results, and provided recommendations based on their findings. The

collaborative effort of data summary in Excel and consultation with a

statistician ensured a thorough and comprehensive approach to data

analysis, hence increasing the legitimacy and validity of the research

findings.

Statistical Treatment

This research used Frequency and Percentage, Weighted Mean

and Ranking, and Pearson R to analyze the gathered data through the

survey questionnaire. Frequency and Percentage are accurate ways of

communicating the survey response frequency and other variables of

 37

information (Lavrakas, 2008). Weighted Mean and Ranking is an average

calculated by assigning weights to several distinct values. It represents the

mean of a set of data (BYJU, 2023). Pearson R is the method most

frequently used to calculate a linear correlation. A number between -1 and

1 is a descriptive statistic that enumerates a data set's features. It outlines

the linear relationship's strength and direction between two quantitative

variables. The scatter plot shows the two variables (Turney, 2023).

Variable
Statement of the Problem Type
Statistical Tool
1. The demographic profile of the
respondents in terms of:
1.1 Age ; Frequency and
1.2 Sex ; and Percentage
1.3 Section
2. The usage level of gadgets used
by the HUMSS Grade 12 students Independent Weighted Mean
at Pacific Southbay College Inc.
3. The level of academic performance
of the HUMSS Grade 12 students Dependent Weighted Mean
at Pacific Southbay College, Inc.
4. The significant relationship of using Pearson’s R
gadgets in the academic Product-
performance of the HUMSS Grade Momentum
12 at Pacific Southbay College Inc. Correlation

Table 4. Statistical Treatment

 38

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the results, analysis, and interpretation of

gathered data from the survey questionnaire. The result are presented in

accordance with the questions postulated on the statement of the problem

of the study.

The result are shown with corresponding tables provided by

explanations and discussions. Analysis and data interpretation are with

the views and experience of fifty (75) survey questionnaire respondents -

fifteen (15) Sirius, fifteen (14) Capella, fifteen (16) Orion, fifteen (15)

Antares and fifteen (15) Spica students in Pacific Southbay College, Inc.

The overall content of the study revolved around the effects of gadget

usage to the academic performance of Humanities and Social Sciences

Grade 12 students.

The first part of this chapter presented the demographic profile of

the HUMSS Grade 12 students in Pacific Southbay College, Inc. through

the data obtained from the survey questionnaire. It is classified based on

age, sex and section.

The second part discussed the usage level of gadgets of the

HUMSS Grade 12 students in Pacific Southbay College, Inc. shown in the

first ten (10) set of survey questionnaires.

 39

Meanwhile, the third part focused on the level of academic

performance of the HUMSS Grade 12 students in Pacific Southbay

College, Inc. shown in the second part of survey questionnaire consisting

five (5) statements.

Lastly, the fourth part discussed the significant relationship of using

gadgets in the academic performance of HUMSS Grade 12 students in

Pacific Southbay College, Inc.

Demographic Profile of the Students

Based on the results obtained from the survey questionnaire, it is

clear that 18-year-old students are more inclined to adapt gadgets,

exhibiting a higher tendency to incorporate modern gadgets into their

routines than older students. This age-dependent pattern indicates that

when electronics become more prevalent, younger generations quickly

accept and integrate them into numerous aspects of their lives. The

study's findings are consistent with broader societal trends, demonstrating

a cultural change in which gadgets are increasingly viewed as vital

instruments for communication, learning, and information access. As both

male and female students follow this digital trend, educational institutions

must provide a tech-friendly environment that meets today's learners'

changing demands and habits (Fauze, 2018).

 40

The widespread use of gadgets among male and female students

has become pervasive, casting uncertainty on academic achievement.

While these gadgets have undeniably changed the educational setting,

over-reliance on them has negatively impacted learners of all genders.

The selected students from multiple HUMSS Grade 12 courses at Pacific

Southbay College, Inc. unanimously emphasize the widespread impact of

gadget use on academic achievement. In their remarks, these students

highlight common concerns about the negative impacts of overreliance on

electronic gadgets, as it has resulted in a significant decline in their

academic performance. The consensus among these respondents

emphasizes the critical need for a complex approach to gadget integration

within the educational framework.

Profile of the Frequency Percentage

Respondents
17 yrs. old 26 34.67%
18 yrs. old 38 50.67%
Age 19 yrs. old 9 12%
20 yrs. old and 2 2.67%
above
Total 75 100%

Table 5. Demographic Profile of the Respondents (Age)

The data presented in Table 5 highlights intriguing trends in gadget

usage among students of varying ages, revealing that 18-year-olds

demonstrate the highest level of engagement, with an average percentage

 41

of 50.67%. It may reflect the critical role that digital gadgets play in their

everyday life, social connections, and academic pursuit. Furthermore, the

following age groups show various levels of gadget usage, with 17-year-

olds trailing closely at 34.67%, indicating a significant but significantly

lower level of involvement. In contrast, 19-year-olds show a 12% decline

in device usage, which could indicate a shift in priorities or interests as

they enter adulthood. Notably, students aged 20 and up have the lowest

degree of device usage 2.67%, indicating a declining reliance on gadgets

among older age groups.

Profile of the Frequency Percentage

Respondents
Female 40 53.33%
Sex Male 35 46.67%
Total 75 100%

Table 6. Demographic Profile of the Respondents (Sex)

The survey questionnaire findings present a nuanced

understanding of gadget usage among students, with 53.33% of females

and 46.67% of males engaging in technology usage, indicating a slightly

higher prevalence among females. This illustrates a trend toward

balanced gadget usage across genders. Historically, there has been a

misconception that males are more oriented toward technology, but this

survey defied that notion, indicating a more equitable ratio. This transition

could be defined to a number of factors, including shifting societal values,

 42

more access to technology, and altering educational systems that promote

equal opportunity for both genders.

Profile of the Frequency Percentage

Respondents
Sirius 15 20%
Orion 16 21. 33%
Antares 15 20%
Section Capella 14 18.67%
Spica 15 20%
Total 75 100%

Table 7. Demographic Profile of the Respondents (Section)

The study encompasses selected students from various sections

within the HUMSS Grade 12 at Pacific Southbay College, Inc. Those

sections are Orion with an average percentage of 21.33%, followed by

Sirius, Spica and Antares with 20%, and lastly, Capella with 18.67%.

These findings not only highlight the various levels of gadget adoption

across academic sections, but also provide useful insights into the factors

that influence gadget usage trends in educational settings.

The data obtained from the findings emphasizes an age-dependent

tendency, with 18-year-olds showing a larger inclination to include gadgets

in their routines. The widespread use of gadgets raises concerns about

academic performance, as cell phones and other devices interrupt the

learning environment, resulting in shorter attention spans and bad study

habits (Yunita, 2018). Both male and female students utilize gadgets in
 43

equal measure, demanding a balanced approach to addressing difficulties

and ensuring that the benefits of digital tools are not at risk of academic

achievement, highlighting the need for subtle solutions to incorporate

gadgets into educational settings effectively.

Usage Level of Gadgets Used by the HUMSS Grade 12 Students at

Pacific Southbay College, Inc.

Students' pervasive use of gadgets has substantially altered their

daily routines, with a massive proportion of time spent on electronic

gadgets. Because of the immersive nature of gadgets such as

smartphones, tablets, and laptops, screen time now accounts for many

students' waking hours ( Cruz et al., 2019). This overreliance on gadgets

has interrupted vital habits such as sleep schedules, meal times, and

physical activity.

The constant access to gadgets has also changed interpersonal

dynamics since face-to-face encounters are frequently replaced by virtual

engagements, affecting the development of social skills and personal

connections. Furthermore, the addictive nature of particular apps and

online material worsens the problem, encouraging dependency and

hindering the development of a healthy daily routine. This intricate impact

emphasizes the importance of creating a balanced connection with

 44

gadgets so that students can efficiently manage their daily lives while

enjoying the benefits of gadgets.

To analyze the effects of gadget usage on the academic

performance of HUMSS Grade 12 students, the researchers used the

gathered data from the survey questionnaire, as shown in the tables below

Gadget Usage WM Description

1. I spend more than 5-8 hours on my electronic 4.67 Always
gadgets.
2. I frequently check my gadgets for new messages 4.48 Always
or notifications.
3. I use multiple apps or devices simultaneously
(e.g., texting while watching TV). 4.35 Always
4. I use my gadgets during late hours of the night. 4.39 Always
5. I have set specific limits on my gadget usage to
ensure I have time for another activities. 4.31 Always
6. I spend a significant amount of time daily using 4.21 Always
gadgets.
7. I receive frequent notification on my gadget. 4.33 Always
8. I use features like screen time tracking or digital 3.88 Sometimes
well-being tools.
9. I often engage in activities like streaming videos
listening to music or playing games online. 4.40 Always
10. I use gadget while having meal. 4.35 Always
Average Weighted Mean 4.34 Always

Legend: 4.21- 5.00 Always 1.81- 2.60 Seldom

3.41- 4.20 Sometimes 1.00- 1.80 Never
2.61- 3.40 Often

Table 8. Weighted Mean Results of Gadget Usage Indicator

Table 8 presented the weighted mean findings of gadget usage

indicator from the accumulated response of the HUMSS Grade 12

 45

students at Pacific Southbay College, Inc. Question 1 has a weighted

mean of 4.67 from the students, indicating that they always spend more

than 5-8 hours on gadgets. Then, question 2 has a weighted mean of 4.48

from the students, indicating that they always check their gadgets for new

messages or notifications. Moreover, question 3 has a weighted mean of

4.35 from the students of HUMSS Grade 12, indicating that they always

use multiple apps or devices simultaneously ( e.g., texting while watching

TV). Additionally, question 4 has a weighted mean of 4.39 from the

students, indicating that they always use gadgets late hours of the night.

Furthermore, question 5 has a weighted mean of 4.31 from the

students, indicating that they always set specific limits on their gadget

usage to ensure they have time for another activities. Moreover, question

6 has a weighted mean of 4.21 from the students, indicating that they

always spend a significant amount of time daily using gadgets. In addition,

question 7 has a weighted mean of 4.33 from the students, indicating that

they always received notifications in their gadgets. Also, question 8 has a

weighted mean of 3.88 from the students, indicating that sometimes they

use features like screen time tracking or digital well-being tools.

Additionally, question 9 has a weighted mean of 4.40 from the

students, indicating that they always often engage in activities like

streaming videos listening to music or playing games online. And,

 46

question 10 has a weighted mean of 4.35 from the students, indicating

that they always use gadget while having meal.

According to the findings, an average weighted mean

of 4.34 indicates that students always integrate gadgets into their daily

routines. This emphasizes how much gadgets are integrated into their

daily lives. Furthermore, the study revealed a significant tendency among

students to incorporate gadgets into several aspects of their activities

efficiently. It offered an additional understanding of the extent and

significance of gadget engagement in modern learning environments

(Carmen et al., 2019). The weighted average of 4.312 indicated a solid

and consistent usage level, which calls for more research into the

particular contexts and objectives underlying this widespread use of

gadgets. With the data obtained from the findings of the gadget usage

indicator, it can be interpreted that using gadgets has affected our daily

activities and routines.

Level of Academic Performance of the HUMSS Grade 12 Students at

Pacific Southbay College, Inc.

In modern times, the impact of gadgets on academic achievement

remains a valid concern. While these gadgets provide incredible access to

information, distractions and procrastination often hinder their use,

disrupting the learning process. The relationship between electronics and

 47

academic performance requires a balanced approach to ensure

successful learning, considering both benefits and potential issues.

Striking a balance between leveraging gadgets' benefits and limiting their

harmful effects is critical for maximizing the educational experience in an

age of constant digital resources.

The widespread usage of gadgets among students harms

academic performance, which is becoming more apparent. One prevalent

result is a drop in test scores, as students frequently become interested in

the virtual world rather than focusing on essential study materials.

Excessive use of gadgets also adds to a lack of good time management

skills, encouraging procrastination in academic activities. Frequent

affiliation to gadgets impairs concentration, resulting in a loss of focus

during critical learning times. This lack of focus affects not only in-class

performance, but also assignments and homework. Furthermore, it has

been related to tardiness, as students become distracted by virtual

engagements, forcing them to arrive late to school.

 48

Academic Performance WM Description

1. Gadget usage distracts me from completing my
homework or assignments on time. 4.19 Sometimes
2. I believe that gadget usage negatively affect my
test scores. 3.96 Sometimes
3. Using gadgets affect my ability to focus and
concentrate during class. 4 Sometimes
4. Sometimes, I find myself arriving late to class or
absent due to the factors related to gadget usage. 4.17 Sometimes
5. I often procrastinate on my academic
responsibilities due to the time I spend on gadget for 4.21 Always
leisure.
Average Weighted Mean 4.11 Sometimes

Legend: 4.21- 5.00 Always 1.81- 2.60 Seldom

3.41- 4.20 Sometimes 1.00- 1.80 Never
2.61- 3.40 Often

Table 9. Weighted Mean Results of Academic Performance Indicator

Table 9 presented the weighted mean findings of academic

performance indicator from the accumulated response of the HUMSS

Grade 12 students at Pacific Southbay College, Inc. Question 1 has a

weighted mean of 4.19, indicating that sometimes gadgets distracts

students from completing their homework or assignments on time. In

addition, question 2 has a weighted mean of 3.96, indicating that the

students sometimes believe that gadget usage negatively affect their test

scores. Moreover, question 3 has a weighted mean of 4, indicating that

using gadgets sometimes affect their ability to focus and concentrate

during class. Furthermore, question 4 has a weighted mean of 4.17 from

the students, indicating that sometimes they find their selves arriving late
 49

to class due to that factors related to gadget usage. And, question 5 has a

weighted mean of 4.21 from the students, indicating that they always

procrastinate on their academic responsibilities due to the time they spend

on gadget for leisure.

From the data analysis, it can be explained that despite providing

crucial access to information, gadgets frequently introduce distractions

and promote procrastination, so a balanced approach is needed for

effective learning (Bacani, 2023). The widespread use of gadgets among

students has been found to harm academic performance, resulting in

poorer test scores, difficulty managing time, and reduced concentration.

The weighted mean findings from HUMSS Grade 12 students at Pacific

Southbay College, Inc. which is 4.11, highlighting the students'

perspectives on the challenges caused by gadgets, such as delayed

assignment completion, adverse effects on test scores, compromised

focus during class, late arrivals, and occasional procrastination. This

needs intentional measures to ensure appropriate gadget use while

improving, not detracting from, the educational experience in general.

 50

Significant Relationship of using Gadgets in the Academic Performa

nce of the HUMSS Grade 12 at Pacific Southbay College, Inc.

The widespread use of gadgets by students has shaped many

aspects of learning and has emerged as an essential aspect of modern

education. Even though these technological tools make it easier to

communicate and provide access to information never before possible,

there is still much disagreement about how they will affect students'

academic performance (Brimon, 2021). Students become distracted from

their academic obligations by becoming absorbed in their laptops, tablets,

or smartphones.

The average weighted mean of gadget usage and academic

performance indicator. The data is non parametric thus spearmans rank

correlation is applied. The result is -0.91347546346268, it implies that

there is strong negative correlation. Hence, the higher the time in

gadget usage, the lower the academic performance.

In light of the obtained data, it explained that students' major focus,

their academic tasks, are severely impacted. Although gadgets put an

abundance of knowledge at students' fingertips, there is also plenty of

opportunity for distractions (Seme & Gamede, 2021). Gadgets have a

negative impact on time management and study habits, with the online

distractions interfering with the concentration and focus required for

 51

effective learning. Instant satisfaction from gadgets also contributes to

procrastination, which results in rushed work or even neglect. This needs

an insight that demonstrates a clear negative link between extended

gadget use and lower academic performance, emphasizing the

importance of a balanced and thoughtful approach of using gadgets in

education.

Test Hypothesis

The null hypothesis is “There is no significant relationship between

gadget usage and academic performance of HUMSS Grade 12 of Pacific

Southbay College Inc.” The annova test result of the p-value is 4.87E-46,

therefore, there is enough evidence to reject the null hypothesis and

consider the alternative hypothesis.

Hypothesis Criterion Result Remark Decision

Ho: There is no If p- 4.87E- Statistically Reject Null
significant relationship value is 46 significant Hypothesis
between gadget ≤0.05
usage and academic =Reject
performance of Ho
HUMSS Grade 12 of
Pacific Southbay
College Inc.

Table 10. Hypotheses Testing

 52

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter contains a brief summary of a study that examined the

impact of gadget use on the academic performance of Grade 12 HUMSS

students at Pacific Southbay College, Inc. It contains the findings and

recommendations, highlighting the various implications with regard to

technological participation on educational achievements.

Findings

In light of the comprehensive investigation, the study has revealed

the following findings:

1. 18-year-old students are more likely to use modern gadgets than

older peers, indicating societal acceptance. The data highlighted

concerns about excessive gadget use's negative impact on

academic performance, with both male and female students using

them equally. This implied that students, particularly 18-year-olds,

use gadgets frequently, regardless of gender, indicating a

widespread trend within this age group.

2. Students' routines have been significantly altered by the

widespread use of gadgets, with a substantial amount of time

dedicated to gadgets such as smartphones, tablets, and laptops.

Over-reliance on gadgets has disrupted vital habits like sleep,

 53

meals, and physical activity while transforming interpersonal

dynamics by replacing face-to-face interactions with virtual

engagements. The addictive nature of certain apps further

complicates the issue, highlighting the need for a balanced

approach to gadget use to mitigate its impact on students' daily

lives and routines.

3. The impact of gadgets on academic performance in modern

times is concerning because of the distractions and procrastination

they inject into the learning process. Despite offering access to a

wealth of knowledge, excessive usage of gadgets has been related

to a drop in exam scores and delaying some tasks as students

sometimes choose the virtual world above essential study materials.

Students, tempted by the appeal of digital devices, frequently

postpone duties, lowering the quality of projects and homework.

Students' routines have been significantly altered by the

widespread use of gadgets, with a substantial amount of time

dedicated to gadgets such as smartphones, tablets, and

laptops. Over-reliance on gadgets has disrupted vital habits like

sleep, meals, and physical activity while transforming interpersonal

dynamics by replacing face-to-face interactions with virtual

engagements. The addictive nature of certain apps further

 54

complicates the issue, highlighting the need for a balanced

approach to gadget use to mitigate its impact on students' daily

lives and routines.

4. Gadgets have affected education by providing instant access to

a variety of materials. However, their integration brings distractions,

distorting the line between educational pursuits and recreational

use. This conflict affects students' concentration and academic

performance. Students' focus on gadgets frequently diverts their

attention from academic commitments, affecting time management

and study habits. Distractions such as online gaming and social

media attract students to devote study time to non-academic

activities, resulting in procrastination and rushed tasks, which may

influence class participation.

Conclusion

Based on the findings of the study, the following conclusions were

drawn:

1. Students aged 18 years, both male and female, coming from

various sections of HUMSS Grade 12 students in Pacific Southbay

College, Inc., are using gadgets equally daily.

2. The widespread usage of gadgets among students considerably

impacts their daily routines, as the obsession with digital devices

 55

frequently leads to broad engagement, influencing critical areas

such as time management and study habits.

3. Students' excessive use of gadgets constantly leads to

procrastination, late-night activities, and tardiness, all of which

majorly affect their academic assignments and attendance.

4. A significant relationship exists between gadget usage and

student’s academic performance as they increasingly integrate

gadgets into their lives. There is an apparent connection with

decreased academic performance, underlining the importance of a

balanced approach to gadgets used in educational settings.

Recommendation

In the light of the findings and conclusions, the following may be

recommended:

1. The researchers may recommend organizing time management

seminars to help students balance their gadget usage with

academic and personal responsibilities. Students who learn to

allocate time properly achieve a better balance between their digital

interests, academic commitments, and personal well-being. This

recommendation addresses a fundamental part of the ethical usage

of gadgets while also providing students with a skill that will help

them in many aspects of their lives.

 56

2. The researchers may recommend implementing a monthly digital

detox challenge in which students voluntarily commit to decreasing

gadget usage for a specified period of time. Adding entertainment

and incentives for successful participation encourages students to

manage their screen time actively. It not only solves the problem at

hand, but it also promotes a sense of accomplishment and self-

control. It can raise awareness and promote healthy practices

among students.

3. The researchers may recommend introducing time-blocking

strategies weekly to help students allocate specific periods for

academic tasks, reducing the likelihood of procrastination and late-

night cramming. This strategy aids in the creation of an organized

schedule, making it easier for students to manage their time

effectively and avoid procrastination. Students can stay focused

and avoid late-night activities by breaking down larger tasks into

smaller, more manageable parts. This advice focuses on

procrastination and time management, encouraging a better-

planned and successful approach to academic duties.

4. The researchers may recommend conducting gadget literacy

workshops focusing on digital wellness and educating students on

the impact of excessive gadget use on academic performance.

 57

Provide strategies for maintaining a healthy balance. By raising

awareness and giving practical techniques, this recommendation

equips students with the tools they need to make educated

decisions about their screen time. It goes beyond fundamental

limits and promotes a conscious and balanced approach to digital

use, allowing them to emphasize academic success while also

embracing gadgets responsibly.

 58

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