Republic of the Philippines

NABUA NATIONAL HIGH SCHOOL

Senior High School
S/Y 2018 - 2019

ACKNOWLEDGEMENT

There are numbers of people who have assisted, motivated and helped
us

in fulfilling this accomplishment of our study and to each of them we would like
to extend a heartfelt thank you.

First we wish to express our sincere gratitude to our guide Mrs.

Marietta P. Bonanza for his patient guidance, support and helping us through
the research

Process, for sharing her knowledge and expertise in giving their remarks,
recommendations and suggestions to make this study improve. We like to
thanks our friends for helping and motivating us and my beloved parents for
their support, strength, help and everything else. Above all, to our Almighty
God because through Him, everything has been possible.

- The Researchers
 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

Chapter 1

INTRODUCTION

This chapter serves as an introductory chapter. It contains the

Background of the Study, Statement of the Problem, Scope and Delimitation,
Significance of the Study and Definition of Terms.

Background of the Study

In today’s generation, technology has affected and changed the way

people live. Technology has made people’s lives more proficient and at ease.
There is hardly anyone who has not been changed by the advances in
technology and computers of today’s society. In today’s civilization,
transportation, communication, and education have been greatly developed
from new technological advancements. Many people have lesser stress in their
lives because there are new useful hi-tech inventions created each day to help
them do things quicker and easier. Some of these helpful technologies are cell
phones, computers, and the Internet.

Technology also has negative effects in the lives of the user, and in
his/her or her immediate friends and family members. It affects the individuals’
personal health, family, social, financial, and academic life. Over using gadgets
negatively affects the mind of an individual. The individual loses focus as he/she
only concentrates on using gadgets or technology. He/she tends to forget other
aspect of life that is important, concentration reduces and the individual cannot
focus on other issues for long enough.

The use of technology in schools has opened up a new path of effective

learning. Technology plays a great role in developing everyone’s future and
professional career. Technology is becoming a major part of the world today. It
has developed and become more central to learning.
 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

The researchers want to know the impact of gadgets in students’

learning. It is along this rationale that this study will be conducted.

Statement of the Problem

This study determined the impact of gadgets in learning to Senior High

School students during the 2nd semester, S.Y. 2018-2019.

Specifically, it answered the following sub-problems:

1. What is the students’ frequency of use on the following gadgets in

learning?
a. cellphones;
b. computers; and
c. tablets.
2. What is the impact of the use of gadgets in learning as perceived by the
students?
3. Is there a significant relationship between the frequency of use and
impact of gadgets?

Hypothesis

1. There is no significant relationship between the frequency of use of

gadgets and the impact of gadgets.

Scope and Delimitation

This study mainly focused on the impact of gadgets in learning among

students in Grade 11 General Academic Strand (GAS) of Nabua National High
School, S.Y. 2018-2019. It was delimited to the two sections of the 11 GAS
classes namely 11-GAS-1 and 11-GAS-2

Significance of the Study

 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

This study determined the impact of gadgets in students’ learning in

Nabua National High School. This was significant to the following:

Students. They will know the benefits of using gadgets in learning and
help them study effectively.

Teachers. This will give awareness to teachers to allow students to use

gadgets more freely and also to guide them in using the gadgets.

School Administrator. This study may be included in school policy. Re:

The use of technology in the classroom.

Future Researchers. This study may help future researchers on their

own research. They may widen the scope of their own study or improve this
research study.

Definition of Terms

To make the study easier to understand, the following terms are defined
operationally and/ or lexically:

Gadget. This refers to an often small mechanical or electronic device

with a practical use but often thought of as a novelty. In this study, gadgets refer
to cellphones, tablets and laptops which are used by the respondents in
learning.

Impact. This refers to the effect of gadgets on the respondents in their

learning.

Frequency of use. This refers to the number of times or how often the
gadgets are used by the respondents in learning.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

This chapter contains the literature and studies related to the impact of
gadgets in learning.

Related Literature

Gadgets

A gadget is a small tool or device with a specific useful purpose and

function. Gadgets tend to be more unusual or cleverly designed than normal
technology. In today’s life, tasks are maximized with the use of modern gadgets.
It is easier to accomplish daily tasks and people are also able to do work with
efficiency. One cannot even dare to imagine life without smart phones, cell
phones, laptops, tablets, iPods and so on (Tech Crates, 2012). Today’s gadgets
are one of the ways to make life more comfortable and easier. Shy (2010) says
that no one can deny the fact that gadgets have not only simplified the lives of
people but also made them more comfortable and luxurious. Indeed, these
gadgets really made a huge impact in people’s lives and became part of it.

Gadgets used in Learning

According to Gammuac (2013), today’s classrooms are equipped with

the latest technology to enhance instruction. Smartphone use in the classroom
is still somewhat controversial, but the Calgary Board of Education actually
encourages it as a learning tool. In an interview with CTV, Queen’s University
National Scholar and Associate Professor Sidneyeve Matrix compared the
situation to when calculators were first used by students in the classroom. “We
had a whole new level of computational skill, and now we’re going to have a
whole new level of mobile digital skills when we turn to mobile learning on the
handhelds.”

Technology users are moving towards being more mobile, and teachers
and students are a significant part of that trend. On 2013, Lenovo, the world’s
top PC vendor reported that they sold more smartphones and tablets than PCs
for the first time ever. Calgary-based SMART Technologies’ SMART Boards
 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

are popular with both teachers and students. Teachers can project
presentations onto the SMART Boards and they can write, touch and interact
with their content. Document cameras are also a fun way for teachers to show
students new and interesting ways of looking at objects. Whether they are
zooming in on the smaller details of a 3D object, or observing science
experiments, students can share an equal view of the lesson – without crowding
the teacher’s desk. Whether a student is listening to his own music while
studying, or a teacher is playing an audio book to her students, mp3 players
are an increasingly common sight in schools. Both teachers and students can
make full use of mp3 players in their school activities (Gammuac, 2013).

Related Studies

New media technologies and a number of important studies were

conducted in the 2000’s on the impact of children’s intellectual development,
and various aspects of using such technologies. Many researches were
conducted aimed to organize understanding the change that took place by
using these technologies, and to explore the conversion in children’s behavior
and focused to discover-what extent children feel aggression, and how they
react by using these modern technologies e.g. video games, mobile phones
with various applications embedded using via Internet with Wi-Fi connections
video games consoles and internet.

Providing computers to schools increases the technology skills of

teachers and students in both the developed and the developing world. Laptop
programs increase students' engagement with academic work and school,
improve technology skills, and have positive effects on students' writing.
Research in many nations suggests that laptop programs will be most
successful as part of comprehensive initiatives that also address changes in
education goals, curricula, teacher training, and assessment (Zucker & Light
2009).

An analysis of effective technology use for at-risk students found that

simply replacing teachers with computer-based instruction typically yields no
 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

learning benefits. Rather, blending leads to higher engagement and learning

gains (Darling-Hammond et al., 2014).

Gross (2009) described in his article that people are very frequent in use
of media and modern technologies in communication at home or at work and
feel hard to survive in the absence of modern means of communications. With
the advent rapid new technologies; digital societies are shaping all across and
people are relying mainly on these resources from information, education, and
entertainment to social interaction.

The same are shaping social attitude in dealing with each other. The
reformed digital cultures and multi resources of communications have severe
effects on human beings especially on children; who have the immediate
capacity of learning. Technologies usability among youngsters and adolescent
such as TV, Internet, mobile phones are common particularly in developed
countries (Gross, 2009).

Technology enhanced learning (TEL) aims to design, develop and test

socio-technical innovations that will support and enhance learning practices of
both individuals and organizations. It is therefore an application domain that
generally covers technologies that support all forms of teaching and learning
activities. Since information retrieval (in terms of searching for relevant learning
resources to support teachers or learners) is a pivotal activity in TEL, the
deployment of recommender systems has attracted increased interest. This
chapter attempts to provide an introduction to recommender systems for TEL
settings, as well as to highlight their particularities compared to recommender
systems for other application domains (Koper et al., 2010).

One study that was conducted to determine whether Wiki technology

would improve students’ writing skills in a college English as a foreign language
writing class showed benefits to using Wiki technology. Students were invited
to join a Wiki page where they would write and 5 post passages and then read
and respond to the passages of their fellow classmates. Students participating
in the study reported that their receiving immediate feedback from the instructor
 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

was a benefit of using this form of technology. Students in the study also
reported learning vocabulary, spelling, and sentence structure by reading the
work of their classmates (Lin & Yang, 2011).

Another study found that integrating technology and peer-led

discussions of literature can produce increased student engagement and
motivation. Technology used in these small group discussions of literature
includes wikis, online literature circles, and online book clubs. With these
technologies, students were able to connect with readers from other schools,
states, and even other countries. This type of technology is an assessable and
motivational way to expose students to other ideas and cultures. These online
literature discussions have the ability to create a sense of community and foster
positive social interaction (Coffey, 2012).

The use of technology in education has significantly aided students in

performing their school-related tasks. Clegg and Bailey (2008) assert that with
the utilization of mobile devices such as laptops and tablet computers, the
learning process for the students become more fun and conducive due to the
user-interactivity and appealing visuals present in these learning tools.
Additionally, a vast collection of learning games and applications exist for these
mobile devices, and as a matter of fact, there are about 96,000 educational
applications available (App Store Metrics, 2013). The data collected by Apps in
Education (2012) confirmed that the subject areas covered by these
applications include Mathematics, Sciences, Grammar and Spelling and Arts
and Humanities (Clegg & Bailey, 2008).

In the Philippines, President Benigno Aquino announced during the

launch of the country’s K-12 curriculum that the government eyes the use of
tablet computers in public schools in lieu of traditional textbooks (Enterprise
Innovation, 2012). Furthermore, there exist various programs by the
government, non-government organizations and private corporations in the
Philippines that aim to provide one laptop computer per child. With the presence
of laptops in the classrooms, students become more engaged and involved in
school-related activities (Oquias, 2011).
 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

Theoretical Framework

This study is anchored on the Distributed Cognition Theory. In

Distributed Cognition Theory, the student is afforded more power. In other
words it is a student-centered approach to learning where the learners
participate in a systematically designed learning environment that supports
interaction amongst its participants (Bell & Winn, 2000). This theory promotes
learning in a community of learners or a system where interaction takes place.
It is through this interaction where cognition occurs. Distributed Cognition
requires sharing of cognitive activity among the parts and participants of this
system, which can be other people or tools such as devices, technologies or
media. These participants distribute their cognition among other learners and
physical or digital tools by externally representing their knowledge. At times, by
using these tools, a little bit of the information might stick with the user, this is
known as cognitive residue. It is through interaction with other members and
tools that progresses learning. Therefore communication among all participants
is paramount in importance (Bell & Winn, 2000).

The role of technology within this theory is an invaluable part of the system
in which the learners are interacting. This interaction can either help to distribute
their knowledge, off-load certain amounts of cognitive work making the
cognitive load less and or help to scaffold new capabilities (Bell & Winn, 2000).
For example, using camera to take a photo allows more time to learn instead
of writing it on a notebook. Also, in this theory, technology (gadgets) can be
used to help extend human capabilities. For example, calculator can be used
to solve math problem quickly instead of solving it manually. These gadgets
help students to make their learning more efficient. Another example of this is
taken from a case study that was conducted using robotics to produce solving
problem skills. In this case study, students were placed into small collaborative
groups and were asked to construct a robot, using Lego Mindstorm for schools
kits, which would perform various tasks. The groups were introduced to a tool
known as a flowchart. They used these flowcharts to map the programming
 Republic of the Philippines
NABUA NATIONAL HIGH SCHOOL
Senior High School
S/Y 2018 - 2019

instructions they would give the robot to complete the given task. This allowed
them to off-load some of the cognitive work to the flowchart and then through
its use, they were able to solve harder problems (Chambers et al., 2007).

This learning theory supports the very skills needed by the 21st century.
Learners who are placed into a learning environment based on this theory
would be using their “knowledge and skills—by thinking critically, applying
knowledge to new situations, analyzing information, comprehending new ideas,
communicating, collaborating, solving problems, making decisions” (Honey et
al., 2003).

Conceptual Framework

The researchers used Independent Variable- Dependent Variable

paradigm format, wherein the frequency of use of gadgets is the independent
variable because it will affect the corresponding dependent variable which is
the impact of gadgets.

Research Paradigm

Independent Variable Dependent Variable

Frequency of Use of Gadgets Impact of Gadgets in Learning