Tea Sizt Oks

DOÑA ROSARIO HIGH SCHOOL
P. Urduja St., Dona Rosario Subd., Novaliches, Quezon City

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Chapter 1
Effects of Gadget Usage on the Study Habits of Selected Grade 9
Students
Introduction
Change is the constant thing in this world. It is inevitable. It occurs into
everything, even if it is small or humongous. The changes have
consequences either good or bad. An example of these is Technology. The
word technology comes from the Greek word “techne” and “logos.”Logos
means word, the utterance by which inward thought is expressed, a
saying, or an expression. Technology is a body of knowledge devoted to
creating tools, processing actions and the extracting of materials. The term
‘Technology” is wide, and everyone has their way of understanding its
meaning. We use technology to accomplish various tasks in our daily lives,
in brief; we can describe technology as products and processes used to
simplify our daily lives. We use technology to extend our abilities, making
people the most crucial part of any technological system (Ramsey, 2013).
In the connection with the advancement of technology, there is what we
can call “gadgets.” A gadget is a small machine that has particular usage.
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It has been rampant nowadays. People used this for many purposes, such
as tools for their daily transactions and connections, for pastimes, for
hobbies and more. Most of the people who used this were the millennials
who cannot afford a day without using gadgets. Numerous gadgets had
been invented through the help of technology, there were computers,
tablets, laptops and mostly the cellphones. For today’s generation,
students are obsessed in it. They generally want to buy the latest release
of gadgets just to contented and be ‘in’. As a result, they always involve
gadgets in their everyday lives, as well as in their studies. But instead of
using it as an instrument for their academics, students use them for
entertainment and gaming purposes. They rarely open their books and do
school works as using gadgets, specifically, social media has been taking
up most of their time. Technology, which is itself shaped by society,
actively shapes society by influencing the way in which people behave, the
way in which social roles, relations and institutions are constructed, and
the manner in which culture manifests itself (Brey, 2018).
Technology is booming rapidly from year to year, and the younger
generations are the ones caught in this rapid change. Due to that, this
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research was conducted to determine the impact of gadgets on the
academic performance of Grade 9 students.
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Statement of the Problem
This study aimed to determine the effects of gadget usage on the study
habits of selected Grade 9 students.
Specifically, the study sought answer to the following questions:
1. How were the respondents described in terms of:
1.1 sex;
1.2 average of 1st quarter grades; and
1.3 average of 2nd quarter grades?
2. How may the respondents' usage of gadgets be described as to:
2.1 type of gadget;
2.2 hours of usage;
2.3 purpose for usage; and
2.4 time of usage?
3. What study habits do the respondents have?
4. How did the use of gadgets affect the respondents' study habits?
5. What recommendations may be given to make gadget usage beneficial
to the respondents' study habits?
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Scope and Limitation of the Study
The researchers intend to emphasize the effects of gadgets in the
study habit of the selected Grade 9 students of Doña Rosario High School
during the S.Y. 2018-2019
Assumptions
This study is based on the following assumptions:
1. All data/information obtained were valid and authentic.

2. The profiles of the respondents differ in sex and the average of 1 st
and 2nd quarter grades.

3. The effect of gadgets on one’s study habit.
4. The recommendations given to make gadgets beneficial to the
respondents study habits.
Significance of the Study
This study dealt with the effects of gadget usage on the study habits
of selected students. Certain benefits were derived from this which
rebounded to the following individuals and groups:
GOVERNMENT for this will help the government to eliminate the
vile effects of gadgets among students through excogitating different
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applications or programs that would captivate the students into learning
and proper use of gadgets at the same time.
TEACHERS for this study will facilitate educators in giving advices
to students regarding the appropriate usage of gadgets. This will also help
them understand how gadgets affect ones study habit.
STUDENTS for this will provide student’s knowledge on how
gadgets affect their studies and how they should be more responsible on
using them. This study will also set information that they can use in order
to have proper guidance in using gadgets while achieving their goals.
PARENTS for this study will provide knowledge and will set as their
reminder that they should be responsible in monitoring their child
especially in their education and proper use of gadgets.
COMMUNITY for this will help community to be aware of the
possible aftermath of over using gadgets.
USERS for this would teach students who are using devices to limit
their time on different entertainment sections and instead use gadgets as
an instrument for learning.
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Definition of Terms
For better understanding the following terms were conceptually and
operationally defined.
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Aftermath. This refers to the the consequences or effects of a
significant event.
Captivate. This means to attract and hold the attention of someone
by being interesting or pretty.
Excogitating. This means to invent or plan something.
Humongous. This refers to something big.
Inevitable. This refers to the incapable of being avoided or
evaded.
Millennial. This refers to the people born in the 1980s, 1990s, or
early 2000s.
Modification. This refers to a change in something.
Rampant. This means growing quickly and in a way that is difficult
to control.
Vile. This means very bad or unpleasant.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
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This chapter presents the related literature and studies concerning
the effect of gadgets after the thorough and in-depth search done by the
researchers. The literature shows different researches about the effects of
modern technology to one while the related studies include other forms of
investigation similar to this study. This will also present the conceptual
framework and paradigm to fully understand the research to be done and
the definition of terms for better comprehension of the study.
LITERATURE refers to the books and writings published on a
particular subject. It is also the selection and annotation of available
documents (both published and unpublished), which contain information,
ideas, data and evidence related to the topic that a person proposes to
research on. These materials are usually printed and found in books,
encyclopedias, professional journals, magazines, newspapers and other
publications.
Modern technology is the advanced technology that is useful in
many ways. The modern technology today is important in our life now
because we use it in our daily life. Technology is the development of basic
skills, methods, and processes. We use technology for the better purposes
it helps people to make their task easy and effective. Technology work in
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our daily life to have an access to everything we need through the use of
modern technology like the internet.
Advanced technology keeps improving and the demand for it is still
increasing. Technology has always been advancing throughout the years.
It has made a big impact on people especially lifestyle.
Capula (2018), a teacher in Fausto Gonzales Sioco Memorial School,
stated in her article that dealing with the modern gadgets occupied a
major position in their daily lives. Though they were invented to make life
better for us in the first place. It is an undeniable fact that many of the
gadgets have negative effects and influence upon the quality of pupils’
performance in many ways. The modern gadgets have a great impact on
the learners’ academic performance. In the year where electronic gadgets
are not yet invented like computers, students are not yet engage in
activities using technologies. Learners rely on books and visits library
facilities to study, read their notes and review their lessons. And now that
the gadgets are available to all pupils, learners achieved low academic
grades.
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Manila Times (2015) reported excessive use of mobile phones
caused students to fare poorly in elementary, junior high and high school,
not only because it makes them lose their concentration due to a lack of
sleep, but also because it apparently compromises what they have studied,
researchers say. Students who spend several hours each day staring into
mobile phones or smartphones tend to change their sleeping habits and
stay up late to use the devices, education ministry research published.
Another works by Xinhua (2014) Filipinos are using their mobile phones
not only to communicate but also as mobile computers as well, according
to a recent market study issued. TNS, a global customised research
company, said in its report that Filipino consumers are not just using cell
phones to call and texting messages and photos, but also as a means to
have “internet-on-the-go” allowing users to be always online. 38,000
respondents in Metro Manila percent, 75 of the respondents surveyed used
mobile phones to take photos or videos; 45 percent to browse the
internet; 44 percent to access their social networking sites; and 37 percent
to check their emails. “Based on the findings of the study, the increase in
various mobile activities explain the growing trend of Wi-Fi accessibility in
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public areas,” said the TNS Philippines Managing Director Gary de
Ocampo.
Many students become addicted to these sites and digital gadgets
and these results into many distractions while they are trying to study or
prepare for a test. This has a negative impact on their academic
performance. They start getting low grades in school due to the lack of
studying and reduction in writing skills (Simardeepvath, 2013).
According to Muduli, J.R. (2014), the dependency of people on these
technological gadgets and services provided by these has reached at such
level that, without these, they can’t think a step forward in the direction of
their growth. The degree of dependency is leading to addiction of the
tech-devices and services.
Kids know technology better than most adults. It has become the
easiest way they learn, because it is such an integral part of their life.
Engaging with technology in the classroom has not only helped them learn
better, but they also acquire multi-tasking skills. At this day in age, they
hardly know how to learn without it. This knowledge is important, because
they would be way behind in the real world without it (Wantulok, 2015).
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Technology has made our youth the most vulnerable group among
today’s population, because of their accessibility and addiction to newer
gadgets, which are cheap and easily available. Society has always been
worrying about the term ‘Drug Addiction’ of our youth but ‘Gadget
Addiction’ is a more critical area of concern in the present era and is a
threat to the social infrastructure in the future. Addiction is an irrepressible
urge which is accompanied by loss of control leading to lower emotional
intelligence indirectly deteriorating the academic and professional
performance as well as hampering their family life leading to life
threatening problems in future (Kumar & Sherkhane, 2018).
However, even in the case of such promising apps, we still have to
put in time, effort and thought if we want to learn. Herbert Simon, a
pioneer of cognitive psychology, wrote that “although we have a
reasonable basis for hope that we may find ways to make learning
processes more efficient, we should not expect to produce the miracle of
effortless learning”. The immense computing power we possess definitely
has the potential to make learning easier – but only if we acknowledge it
will never make it effortless (Christodoulou, 2015).
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Letting children use gadgets excessively could give them call "screen
dependency," experts from the National Center for Mental Health (NCMH)
warned. In a report, Dr. Mark Anthony Pascual of the NCMH warned
parents that long-term exposure to gadgets results in "over-stimulation"
and "sensory overload" among children. "They may have problems
managing their stress and regulating their mood in the long run," Pascual
told GMA News (2018).
Overall, internet usage in the Philippines remains on a growth
trajectory with seven million users added over last year. Internet
penetration now stands at around 63 percent out of 105.7 million Filipinos.
Moreover, more than half of the population, or 61 million, access the
internet using a mobile device, a report from Inquirer net (2019) shows.
STUDIES refer to the inquiries or investigations already conducted
to which the present proposed study is related or has some bearing or
similarity. They are usually unpublished materials such as manuscripts,
thesis, and dissertations.
Today’s classrooms are equipped with the latest technology to
enhance instruction. Technology users are moving towards being more
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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 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).
Issue of unintended consequences of use of technology in class
room is important because unintended consequences can cause disruption
in class room and negate the institutional policies regarding strategic
direction and intervention in teaching and learning process. Current
literature on the use of e-learning for teaching focuses on factors which
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increases the effectiveness of e-learning but there is very little research on
unintended consequences of e-learning, particularly in regard to
developing countries. The present research seeks to fill in this gap in the
research. This research investigates the consequences of the use of
technology during classroom activities in higher education institutions of
Philippines when the students are expected to do class work and attend to
their work in the college. These questions were studied using a survey
method of research. The students sample consisted of 221 students from
different state colleges and universities in Caraga region of Philippines.
Students' perceptions on positive and negative consequences were
observed. The most observed positive consequences were instant
messaging through chatting, lesson enquiry about assignments, sending
and receiving e-mails, research through surfing the net including data
gathering by downloading files and sharing cultural experiences with
others through internet. Among the negative consequences listed by
students were accessing social websites like face book, twitter etc. during
class work, playing games, playing music, answering and returning calls
and downloading and using copyrighted material. It is further observed
that incidence of positive and negative consequences vary with the use of
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technology. The ranking of positive and negative consequences differ in all
the three cases of use of technology - computer with internet, laptop with
internet and mobile with internet. From the frequency analysis of positive,
negative and net consequences of use of technology in class room it is
observed that students are most likely to have negative consequences
using mobile with internet. It is concluded that most students in state
colleges and universities in Caraga region in the Philippines are likely to
use technology in classroom for the purpose of positive consequences
supporting the view that use of technology helps in enhancing learning
related activities in classroom (Gorra & Bhati, 2016).
However, in the present era the introduction of modern
technological gadgets has captured the attention of global population. The
dependency of people on these technological gadgets and services
provided by these has reached at such level that, without these, they can’t
think a step forward in the direction of their growth. The degree of
dependency is leading to addiction of the tech-devices and services. Youth
is the most vulnerable group among the population to be addicted to
technology. In the year where electronic gadgets are not yet invented like
computers, students are not yet engage in activities using technologies.
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Students rely on books and visit library facilities to study, read their notes
and review their school lesson. During those years, despite the lack of
computers and hi-tech gadgets students still achieve high and good grade
sand the students are still focused on their students. They strive hard just
to attain higher and better grades in their education (Muduli, 2013).
According to Darling-Hammond (2014) an analysis of effective
technology use for at-risk students found that simply replacing teachers
with computer-based instruction typically yields no learning benefits.
Rather, blending leads to higher engagement and learning gains (Menorca,
Idos, Manangan & Patacsil 2017).
Educational Technology or E-learning in the field of education is the
trend that is already adopted as an aid to classroom delivery. It is rapidly
emerging as a predominant paradigm in the delivery of education in the
society and has been observed that the use of e-learning is the best way
to transfer knowledge from the teacher to students. There are evidences
that the e-learning has now become an essential component in the
delivery of many higher education courses and has been instrumental in
supporting and facilitating teaching and learning. Research shows that
there are issues and challenges that threaten the adoption and
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sustainability of e-learning especially in rural communities. The importance
of this is that the performance of a teacher will be based on the
performance of the students that has captured the lesson delivered in the
classroom. This performance is weighted according to the grade of the
student in the class. Therefore the use of e-learning would have an impact
on the performance of students (Sobejana, 2016).
The Philippine government has been committed to bring the
educational system into a modernized status, in particular, on basic
education, in its effort to make each and every student at par with other
students of neighbouring developed countries. This is because in today’s
knowledge economy, the capability to utilize and produce information and
to transform it into knowledge and vast array of goods and services is
deem essential to social development and growth of the economy. Along
with this effort are the continuous curricular changes and amendments,
reorientation, teacher training and investment in school facilities and
infrastructures, one of which is geared towards the vision of equipping
each public school with the modern computer and other information and
communication ICT related gadgets and instructional materials. The
Department of Education (DepEd) has initiated in 1996 a computerization
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program with the goal of preparing Filipino students for employment and
competitive career by teaching them to master the new forms of
technology being used in the workplace. Philippine education experts have
long realized that public schools do not just want to teach students how to
use technological tools, computers and other high-tech learning gadgets.
They also would like to harness and enhance the power of technology
towards developing the entire teaching-learning process, specifically in its
bid to make each and every public school student empowered in this
highly globalized and integrated world economy. However, despite the
eagerness and the efforts of the government to bring the education
system into the advanced technology era, integrating ICTs into the
learning teaching equation is not that simple and easy as it seems, and
certainly there are more wide and broad prerequisites of achieving and
attaining classroom technological advancement. Teachers, being the
immediate medium of transferring knowledge and information to students
would be a great consideration in this study, for in their hands depend the
attainment of the Philippine education system’s vision on the
modernization of Basic Education. Challenged by new and innovative
approaches, it may be painful to some teachers to lost grip from traditional
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teaching practices and strategies. In the other way, it may bring
awareness and confidence to other teachers who tend to open their minds
and hearts in embracing the demands of the advancing technology trends
particularly on the attainment of quality education through innovative
instruction. (Mariano, 2013)
The introduction of modern technological gadgets has captured the
attention of global population. The dependency of people on these
technological gadgets and services provided by these has reached at such
level that, without these, they can’t think a step forward in the direction of
their growth. The degree of dependency is leading to addiction of the
tech-devices and services. (Muduli, 2013)
Technology has been found to have its negative impact on academic
performance on most of children. There are many technological gadgets to
which children are addicted. They waste their valuable time on these silly
gadgets without worrying about the studies. This is resulting in their poor
academic performance. This is one of the biggest problems created by
growing technology. Kahari (2013) stressed that cell phone is a very
important tool for study as most of the respondents used their phones for
study purposes. Cellphones are increasingly one of the most popular
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information access devices and what stands out from the study is the high
use of interactive, multi user functions which can at times be disruptive or
beneficial during study. In essence, the study revealed that cell phones are
beneficial for learning that learners have a tendency to abuse them.
The presence of cell phones presents a host of options and challenges for
today’s students. Cellular phone is undeniably convenient and helpful tools
for study. However, it can be a hurtful source of distraction depending on
the attitude and use pattern of a student.
Similarly, Coughlan (2015) emphasized that students are always
busy sending and receiving messages while studying. As a result, they got
lower score in the test and were less effective at tasks such as note taking.
This generation of “voracious texters” might be affected by so many online
distractions. When students did not use mobiles, they were better at being
able to recall information. With the exam season under way, there are
family arguments about whether teenagers really can learn at the same
time as using several online gadgets. In addition he said, how well young
people could carry out a task, such as watching a lecture on a video and
then taking notes and answering questions, while facing a series of
interruptions on their internet connected mobile phones. Mobiles and
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portable devices are now such a pervasive part of young people’s lives,
how much students could really study at the same time as interacting
online.
Technology has always flourished for the gain of mankind. The
major achievements of technology have left man spell-bound and every
part of the world today is enjoying the comforts provided by technology.
Thanks to technology, all the countries are interlinked and we are now
living in a global village. Modern technology has greatly improved people's
lives through different fields such as medicine, work, education and
industry, especially education. However, we cannot say that technology is
all good in itself. It is a two-edged sword and we have to see to what
extent it has really helped improved people's standard of living. There are
many possible effects on using it. And it depends only on the way the
users used it. They have to know how to use it for their benefit and should
not abuse its use. It should be properly used rather than rely on it totally
(Lolong, 2013).
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Conceptual Paradigm
In the era of great innovations, where all there is to do turns out to
be simple, everything that one desire becomes real and all that is required
turns into our own in a bit, since there are a ton of media gadgets these
days. It might be for the betterment but the harmful effects of technology
to everyone, specifically to the students, cannot be denied.
Gadget usage has been dominant nowadays, that even students
have their fair share of its marketability causing them to be also involved
in its dilemma. The researchers aim to know the effects brought by these
to them through this study. In which involves the I-P-O or the Input-
Process-Output.
The input consist the profile of the respondents wherein the details
and problems encountered by them are seen.
The process consists of survey questionnaire, gathering of data,
statistic analysis and analysis of the effect of gadget usage on one’s study
habit.
The output consist the positive and negative impact of excessive
usage of gadgets on students.
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Theoretical Framework
Technology plays vital role in our daily lives. These include electronic
games, home computers, handheld devices, and different type of gadgets.
Gadgets are popular in children and as likely in elders. In this norm we
can’t keep our children out of this. The effect of these gadgets has been
tremendous, world is growing rapidly due to internet use it is often
debated that whether the impact that it has made on the youth is a
positive or negative one (Tsitsika & and Janikian, 2013). Almost every day,
a new gadget or media device is introduced to the world. Specifically,
these gadgets are mostly used by students to aid them in their scholastic
purposes or just mere leisure usage at home.
This paper presents the impact of gadgets on children in positive
and negative manner. Research has been conducted in how gadgets
impact on cognitive and motor skills of children. It also describes the ways
for parents how they can monitor their children by limiting their time of
gadget uses. As the gadgets are increasing day by day, it is leading to the
technology addiction among children. The paper concludes with
recommendations for further study of better understanding of more
problems in children by growing impact of computers.
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Chapter 3
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RESEARCH DESIGN AND METHODOLOGY
This chapter presents the design and procedures undertaken during
the conduct of the study. It presents the method used in the study, the
respondents, the source of materials, instruments used, validation of the
instruments, data gathering procedures and statistical treatment of data.
Research Design
In this study, researchers used descriptive method of research to
gather information about the present existing conditions needed in the
chosen field of study. Descriptive method was applied and used
throughout survey investigation wherein the researchers used frequencies,
average and statistical calculations to determine, describe and analyze the
respondents study habits in relation to gadget usage.
According to Wikipedia, Descriptive research is used to describe
characteristics of a population or phenomenon being studied. It does not
answer questions about how/when/why the characteristics occurred.
Rather it addresses the "what" question (e.g. what are the characteristics
of the population being studied). The characteristics used to describe the
situation or population are usually some kind of categorical scheme also
known as descriptive categories. Descriptive research generally precedes

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explanatory research. For example, over time the periodic table’s
description of the elements allowed scientists to explain chemical reaction
and make sound prediction when elements were combined. Hence,
descriptive research cannot describe what caused a situation. Thus,
descriptive research cannot be used as the basis of a causal relationship,
where one variable affects another.
Sampling Technique
Random sampling was used in this study to determine the effects of
gadgets on the Grade 9 students of Doña Rosario High School. Simple
random sampling is the basic sampling technique wherein a selected group
of subjects (a sample) were chosen for study from a larger group (a
population). Each individual is chosen entirely by chance and each member
of the population has an equal chance of being included in the sample.
Respondents of the Study
The respondents will involve Fifty (50) Grade 9 students from
random selection, enrolled during the school year 2018-2019 at Doña
Rosario High School. They were all asked to answer the test questions
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freely so that the researchers could determine the effects that had taken
place.
Research Instruments
The survey questionnaires are the main instrument that will be used
in the data gathering process. This will be the researchers’ way to
determine the relationship between gadget usage to their study habits.
Questionnaires, as defined by Merriam Webster’s Dictionary, is a
set of questions to obtain statistically useful or personal information from
individuals. This was given to respondents in a form of survey, assisted by
researchers to collect the information or data needed.
Construction of Instruments
The researchers made an instrument through reading articles,
books, journals and thesis proposals related to the research topic. They
gathered some ideas, comments, and suggestions for any necessary
corrections to ensure further improvement. The researchers excluded
irrelevant questions and changed difficult terminologies into simpler ones
in order to ensure better understanding.
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Validation of the Instruments
The validation of the instruments took place through the approval of
the research adviser. The said validation involved collecting and analysing
of data to assess the accuracy of an instrument. Pilot testing was also
done to guarantee that the respondents will be able to clearly understand
everything placed in the questionnaires.
Administration of Instruments
Permission was asked from the class instructor if a survey can be
conducted. Once approved, the instruments were distributed to the
selected students. They were given enough time to fill up the
questionnaires. Another way in the administration of the questionnaire was
through the student’s vacant time.
Statistical Treatment of Data
Percentage is a display of data that specifies the percentage of
observations that exist for each data point or grouping of data points. It is
a particularly useful method of expressing the relative frequency of survey
responses and other data. It is also used to determine the findings,
analysis and interpretation based on percentage using formula:
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P – F/N × 10
Where:
P – stands for Percentage
F – stands for Responsive Frequency
N – stands for total no. of respondents
Frequency is a tabular representation of a survey data set used to
organize and summarize the data. Specifically, it is a list of either
qualitative or quantitative values that a variable takes in a data set and the
associated number of times each value occurs.
Weighted Mean refers to a statistical method that is similar to an
arithmetic mean, where an average is calculated by taking into account
not only the frequencies of the values of a variable but also some other
factors such as their variance. It is very common in statistics, especially
when studying populations.
Weighted mean is also known as weighted average. The
respondents used this method to establish the frequency and weights of
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respondents’ answer to the given questionnaires to be divided by the total
number of respondents. Using the formula:
WM=F×W
N
LikertScale, named for Rensis Likert (pronounced "lick-urt") who
published a seminal report describing its use, possibly is the most widely
employed form of attitude measurement in survey research. Similar to
nearly all psychometric scale measures, the Likert scale consists of multiple
items that typically are summed or averaged to produce a more reliable
measure than could be obtained by use of a single item.
Likert developed the principle of measuring attitudes by asking
people to respond to a series of statements about a topic, in terms of the
extent to which they agree with them, and so tapping into the cognitive
and affective components of attitudes.
A Likert-type scale assumes that the strength/intensity of experience
is linear, i.e. on a continuum from strongly agree to strongly disagree, and
makes the assumption that attitudes can be measured. Respondents may
be offered a choice of five to seven or even nine pre-coded responses with
the neutral point being neither agree nor disagree.
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In its final form, the Likert Scale is a five (or seven) point scale
which is used to allow the individual to express how much they agree or
disagree with a particular statement.
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deliberates the data analysis and findings obtained
from the distributed questionnaire. This study was designed to arbitrate
the effects of gadget usage to the grade 9 students’ study habit.
Table 1
Respondents as to Sex
Sex F % Rank
Female 27 54 1
Male 23 46 2
Total: 50 100
Table 1 shows the frequency and percentage distribution of the
respondents as to sex.
The table above flaunts that 27 or 54% of the respondents are
female while 23 or 46% are male. It is a common thinking that girls use
gadgets more due to social media while boys only use gadgets for games.
Table 2
Respondents as to Average of 1st Quarter grades
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Average of 1st F % Rank
quarter grades
74- below 1 2 5
75-79 10 20 3
80-84 19 38 1
85-89 17 34 2
90-95 3 6 4
95-above 0 0 6
Total: 50 100
Table 2 shows the frequency and percentage distribution of
the respondents as to average of first quarter grades.
The table shown specifies that 19 or 38% students have
the average of 80-84 while 17or 34% students has 85-89.
Table 3
Respondents as to Average of 2nd Quarter grades
Average of 2nd F % Rank
quarter grades
74- below 0 0 4.5
75-79 13 26 2
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80-84 15 30 1.5
85-89 15 30 1.5
90-95 7 14 3
95-above 0 0 4.5
Total: 50 100
Table 3 shows the frequency and percentage distribution of
the respondents’ second quarter grades.
The table above visualises that 15 or 30% of the respondents
has 85-89 as their average, while the same number of respondents has
the average of 80-84 is 30%.
Their first and second quarter grades show that the
respondents improved over time.
Table 4
Respondents as to Type of Gadget
Type of Gadget F % Rank

Phone 47 94 1
Tablet 7 14 2.5
Laptop 6 12 3
Computer 7 14 2.5
Other 0 0 4
Multiple Responses
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Table 4 displays the frequency and percentage distribution of
the respondents as to type of gadgets used.
The table shows that the usage of phone with 47 or 94%
subjugated the result while computers collected into 7 or 14%, laptop with
6 or 12% and tablet with 7or 14% as well.
In an article produced by Lifehacker (2014), it was validated
that phones are more versatile than computers and are more accessible
and handy.
Table 5
Respondents as to Hours of Usage
Hours of Usage F % Rank

1-2 5 10 4.5
3-4 15 30 1
5-6 6 12 3
7-8 3 6 5
9-10 11 22 2
11-12 5 10 4.5
Whole day 5 10 4.5
Table 5 exhibits the frequency and distribution of the
respondents as to their hours of usage of gadgets.
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The table shows that 15 or 13% of the respondents use
gadgets for 3-4 hours, 11 or 22% uses for 9-10 hours, 6 or 12% uses for
5-6 hours, 5 or 10% uses gadgets for 1-2,and whole day 11-12 while only
3 or 6% uses for 7-8 hours.
It corroborates the research conducted by MarketWatch (2018)
that articulates how children spends three hours and 48 minutes of the
day on smart phones, computers and tablets.
Table 6
Respondents as to Purpose of Usage
Purpose of Usage F % Rank

To communicate with friends and 43 86 1
classmates.
To search for homework and activities. 41 82 2
To access information from online books, 31 62 3
websites and articles.
To learn more about a certain topic. 25 50 5
To provide assignment such as 27 54 4
powerpoints, words, excels and etc.
To speed up school works 21 42 7
To advance study on self study. 19 38 8
To get information and samples regarding a 24 48 6.5
subject.
To watch videos for educational purpose 24 48 6.5
To take online exams. 11 22 9
Multiple Responses
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Table 6 displays the frequency and distribution of the
respondents as to their purpose of using gadgets.
The table shows how 43 or 86% of the students choose
communication as a main reason for gadget usage. Seconded by the
usage of it to research for home works and activities. This denotes how
the usage of gadgets can be a tool or aid for one’s education and study
habit
Table 7
Respondents as to Time of Usage
Time of Usage f % Rank

I use gadgets during break time. 26 52 2
I use gadgets when my teacher I not yet 22 44 4.5
around.
I use gadgets during class hours. 1 2 8
I only use gadgets at home. 25 50 3.5
I use gadgets every morning. 22 44 4.5
I use gadgets every night. 25 50 3.5
I use gadgets whole day. 10 20 6
I use gadgets if needed. 23 46 5
I seldomly use gadgets. 2 4 7
I use gadgets when I have nothing to do. 32 64 1
Multiple Responses
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Table 7 shows the frequency and distribution of the
respondents as to their time of gadget usage.
The table above enunciates that 32 or 64% students use
gadgets when they have nothing to do, followed by ‘Using gadgets during
break time’ with 26 or 52%.
This signifies that the respondents crave for gadgets when
they have nothing to do or play with, making it a past time and using it for
entertainment purposes.
Table 8
Respondents as to their Study Habits
Students’ Study Habits wm Rank Interpretation

Studying at night before going to 2.34 8 2
sleep.
Studying during my vacant time. 2.56 6 2
I study when there is upcoming 2.84 3 3
exam or activity.
Studying while listening to music. 2.76 4 4
Studying while watching 2.48 7 2
educational videos.
Studying during class hours. 2.92 2 4
Studying before preparing for 6.2 9 3
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school.
Studying if there’s no one around. 2.5 10 2
Studying in a quiet place. 2.96 1 3
Studying after taking a nap. 2.58 5 3
Legend:
4 - Always 2 - Sometimes
3 - Often 1 – Never
Table 8 shows the study habits of the respondents.
The data on rank 1 with the weighted mean of 2.96 that is
interpreted as ‘Often’ is the indicator “Studying in a quiet place”.
On rank 2, 2.92 weighted mean and interpreted as ‘Always’ is
the indicator “Studying during class hours”.
While on rank 3, which has the weighted mean of 2.84 and is
interpreted as ‘often’ is the indicator ‘I study when there is an upcoming
exam or activity”.
This implies that students are more likely to study in a tranquil
place. And tend to be more efficient under pressure.
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Table 9
Respondents as to effects of Gadgets on their Study Habits
Effects of Gadgets on Study wm Rank Interpretation
Habits
It made me more creative. 3.08 3 3
I can easily search information 2.96 5 4
anywhere.
It helped increase my sense and 3.32 1 4
imagination better.
I became more familiar in using 3.02 4 4
computer for PowerPoint and etc.

I enjoy learning more. 3.14 2 4
It made may studying easier. 2.94 6 4
It started to take most of my time. 2.84 7 3
I am more likely to procrastinate. 2.44 10 2
I am having difficulties in 2.62 9 3
concentrating in my studies or in
doing my home works.

I started depending in plagiarism 2.68 8 3
when it comes to activity and
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assignment.
Legend:
4 - Highly Agree 2 - Slightly Agree
3 - Agree 1 - Disagree
Table 9 gleaned above shows how the usage of gadgets
affects one’s study habit.
Dominating the first rank which has the weighted mean of
3.32 and is interpreted as ‘Highly Agree’ is the indicator “It helped increase
my imagination better”.
Seconded by rank 2 with the weighted mean 3.14 interpreted
as ‘Highly Agree’ is the indicator “I enjoy learning more”.
Followed by rank 3, 3.08 weighted mean, interpreted as
‘Agree’ is the indicator “It made me more creative”.
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This infers that the usage of gadgets in connection with study
habits enhances the right hemisphere of the brain or the one that
performs tasks that has to do with creativity and arts.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter shows the outline of discoveries gained from the
dissected and translated information, the ends shaped and proposals
made.
Summary of Findings
The following summary of findings is sequenced based on the
aforementioned problems in Chapter 1, namely:
1. How were the respondents described in terms of:

1.1 sex;
1.2 average of 1st quarter grades; and
1.3 average of 2nd quarter grades?
2. How may the respondents’ usage of gadgets be described as to:
2.1 type of gadget;
2.2 hours of usage;
2.3 purpose for usage; and
2.4 time of usage?
3. How did the use of gadgets affect the respondents’ study habits?
4. What recommendations may be given to make gadget usage
beneficial to the respondents’ study habits?
Major Findings
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As to major findings of the study, the following were noted:
1. Demographic Profile of the Respondents

1.1 Twenty-seven or 54% are female and twenty-three
or 46% are male.

1.2 Nineteen or 38% of the respondents as to average
of first quarter grades was 85-89.

1.3 Fifteen or 30% of the respondents has an average of
85-89 while the same number of respondents has an
average of 80-84 as to second quarter grades.

2. Description of Gadgets
2.1 Forty-seven or 94% of the respondents are using
phone. Tablet and computer has the same number
of users with 7 or 14%.

2.2 Fifteen or 13% of the respondents uses gadgets for
3-4 hours.
2.3 Forty-three or 86% of the students choose
‘communication’ as a main reason for gadget usage
while ‘to research for home works and activities’ is
the second reason.

2.4 Thirty-two or 64% students use gadgets ‘when they
have nothing to do’, followed by twenty-six or 52%
students choosing ‘during free time’.

3. Description of Study Habits
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On rank 1 is “Studying in a quiet place” with a
weighted mean of 2.96, interpreted as Often.

On rank 2 is “Studying during class hours” with a
weighted mean of 2.92 and interpreted as Always.

And on rank 3, the indicator is “I study when
there is an upcoming exam or activity” with a weighted
mean of 2.84 and interpreted as Often.
4. Effects of Gadgets as to Students’ Study Habits
On the 1st rank with a weighted mean of 3.32 is
“It helped increase my imagination better”, interpreted
as Highly Agree.
While on the 2nd rank is “I enjoy learning more”
interpreted as Highly Agree and with a weighted mean
of 3.14.
And on the 3rd rank interpreted as Agree is “It
made me more creative” with a weighted mean of 3.08.
Conclusions
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From the summary of findings, the researchers formulated the
following conclusions:
1. Females tend to use gadgets more.

2. 19 or 38% students have the average of 80-84.
3. 15 or 30% respondents have the average of 85-89 and 80-84
which indicates that they have improved over the grading period.
4. Majority of the respondents use phone.
5. Students use gadgets for 3-4 hours which is the average
consumption for children.

6. Most of the respondents uses gadget in order to communicate.
7. Majority of the respondents use gadgets during their free time.
8. The situation and place of where to study has an impact on the
respondents study habit.

9. The usage of gadget helped increase the respondents’
imagination and creativity. It also made them enjoy learning
more.
Recommendations
In the rundown of findings and sequiturs. The following
recommendations were given:
1. The respondents should still spend time outdoor and less on
widgets regardless of its pros.

2. Students should turn gadgets into a tool that would help them in
studying instead of making it a distraction with their academics.
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Tel. No. 949-87-26
3. Students’ improvement should have recognition to keep gadgets
as an academic tool.
4. Strict monitoring of parents and teachers with the use of phones
and educating them how to use it responsibly would be a great
help for the students.

5. Parents should monitor their children when using gadgets to
ensure that it is used for sensible and academic purposes.

6. The respondents should seek more purpose into using gadgets,
such as turning it into an accessory to help them with their study.

7. Gadget usage can serve as a past time however it should not
take up most of one’s time. The students should still have
discipline and limitations upon using techies.

8. The school should provide a place wherein students can study
peacefully without any distractions, as it can help them learn
better.
9. Technology companies should devise more applications and
features that would serve as an abetment to the students that
would capture their interest into learning and encourage them to
study.
References
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Tel. No. 949-87-26
Capula (2018). “Effects of Gadget in Student’ Performance” Sun.Star
Pampanga. Retrieved from https://www.pressreader.com. (September 7,
2018).
Christodoulou (2015). “Gadgets have their place in education, but they’re
no substitute for knowledge.” Retrieved from
http://www.microslurps.com/2015/01/gadgets-have-their-place-in-
education-but-theyre-no-substitute-for-knowledge/. (January 5, 2015).
Coughlan (2015) “Gadgets thesis CHAPTER” Janeth Dico. Retrieved from
https://www.academia.edu/22412192/Gadgets_thesis_CHAPTER
Gammuac (2013). “Classroom Gadgets – Using Technology to Enhance
Learning.”Retrieved from: http://calgaryherald.com/technology/classroom-
gadgets-using-technology-to-enhance-learning. (February 17, 2017).
Gorra & Bhati (2016). “Students' perception on use of technology in the
classroom at higher education institutions in Philippines.” Retrieved from
https://ro.uow.edu.au/buspapers/874/.
51
Tel. No. 949-87-26
Inquirer net (2018). “PH is world leader in social media usage” Philippine
Daily Inquirer. Retrieved from https://business.inquirer.net/246015/ph-
world-leader-social-media-usage. (February 15, 2018).
Kahari (2013). “Gadgets thesis CHAPTER” Janeth Dico. Retrieved from
https://www.academia.edu/22412192/Gadgets_thesis_CHAPTER.
Kumar & Sherkhan (2018). “Assessment of gadgets addiction and its
impact on health among undergraduates.” Retrieved from
https://www.researchgate.net/publication/326565877_Assessment_of_gad
gets_addiction_and_its_impact_on_health_among_undergraduates. (July
2018).
Muduli, J.R. (2014). “Addiction to technological gadgets and its impact on

health and lifestyle: a study on college students.” Retrieved from
http://ethesis.nitrkl.ac.in/5544/. (July 18, 2014).
Muduli (2013). “Addiction to Technological Gadgets and Its Impact on
Health and Lifestyle: A Study on College Students” Department of
Humanities and Social Sciences National Institute of Technology, Rourkela
India. Retrieved from http://ethesis.nitrkl.ac.in/5544/1/e-thesis_19.pdf.
Manila Times (2015). “Overuse of mobile gadgets hampers students’ ability

to study and sleep.” Retrieved from http://www.manilatimes.net/overuse-
of-mobile-gadgets-hampers-students-ability-to-study-and-sleep/181132/.
(May 05, 2015).
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Mariano (2013). “THESIS on the use of computer technology in secondary

schools” Retrieved from
https://www.academia.edu/20339329/THESIS_on_the_use_of_computer_t
echnology_in_secondary_schools.
Menorca, Idos, Manangan & Patacsil (2017). “The Impact Of Gadgets

In Learningamong Grade 11 Students.” Retrieved from
https://www.academia.edu/35178120/THE_IMPACT_OF_GADGETS_IN_LE
ARNING_AMONG_GRADE_11_STUDENTS. (November 2017).
Pascual (2018). “Too much gadget use harmful to kids, expert warns”GMA
News. Retrieved from
https://www.gmanetwork.com/news/lifestyle/healthandwell
ness/644491/too-much-gadget-use-harmful-to-kids-expert-
warns/story/. (February 23, 2018).

Simardeepvath (2013). “The Effects of Gadgets in the Study Habits of SHS
Students of Mabini Collages.” Retrieved from
https://prezi.com/j0rjjirlhwlb/the-effects-of-gadgets/.
Sobejana (2016). “Educational technology and academic performance of
students in basic English in selected higher education institutions in Davao
del Sur” University of Mindanao. Retrieved from
http://umindanao.edu.ph/journal/wp-
content/uploads/2017/01/1_Educational-technology-and-academic-
performance-of-students-in-basic1.pdf. (January 15, 2016).
53
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Vega (2013). “Technology Integration Research Review.” Retrieved from
https://www.google.com/amp/s/amp.edutopia.org/technology-integration-
research-learing-outcomes. (February 5, 2013).
Wantulok (2015). “How Important is Technology in Education? Pine Cove’s
Top 10 Reason” Retrieved from https://marketing.pinecc.com/blog/the-
importance-of-technology-in-education-pine-coves-top-10-reasons.
(February 12, 2015).
Xinhua (2014). “More Filipinos use cellphones as ‘mobile computer’: study”

Philippine Star. Retrieved from
https://www.philstar.com/headlines/2013/07/02/961059/more-filipinos-
use-cellphones-mobile-computers-study. (July 2, 2013).
54
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ZOE NICOLA M. VERZO
#9D St. Lukes St. San Paulo Subd. Brgy. Nagkaisang Nayon.
Novaliches, Q.C.
Email Address : zeyenvrz@gmail.com
Mobile Number: 09263930545
PERSONAL INFORMATION
Date of Birth : November 6, 2002
Nationality : Filipino
Age : 16
Height : 5`0”
Weight : 105 lbs.
Civil Status : Single
Religion : Roman Catholic
Language/Dialect Spoken : English and Tagalog
EDUCATIONAL ATTAINMENT
Secondary : Dona Rosario High School
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Tel. No. 949-87-26
Novaliches, Quezon City
June 2015 - Present
Elementary : Dona Rosario Elemetary School
December 2013 – 2015
56
Tel. No. 949-87-26
ARABELLA D. ESCOL
#28 Carinosa St. Villa Verde Homes. Brgy. Sta. Monica.
Email Address: arabellaescol@gmail.com
Date of Birth : July 05, 2003
Age : 15
Height : 4`11”
Weight : 108 lbs.
57
Tel. No. 949-87-26
June 2015 - Present
Elementary : Villa Verde Elementary School
June 2010 – 2015
58
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JOHN MARK C. LECCIONES
#61 Pasacola dulo. Dormitory, Novaliches, Quezon City
Email Addres: johnmarklecciones@gmail.com
Mobile Number:
Date of Birth : September 17, 2002
Age : 16
Height : 5`2”
Weight : 105 lbs.
59
Tel. No. 949-87-26
June 2015 - Present
Elementary : Odelco Elemetary School
Brgy. San Bartolome, Quezon City
June 2010 – 2015
60
Tel. No. 949-87-26
JONAISAH A. SANGCOPAN
#21 VSTH, Ramirez Subd. Brgy. Nova Proper Quezon, City
Email Address: jamaica.sangcopan.9@gmail.com
Date of Birth : January 29, 2003
Age : 16
Height : 5`3”
Weight : 110 lbs.
Religion : Islam
Language/ Dialect Spoken : English and Tagalog
61
Tel. No. 949-87-26
June 2015 - Present
June 2010 – 2015
62
Tel. No. 949-87-26
MHEA B. OPIANA
#20 Enriquez Comp. P Dela Cruz St. Nagkaisang Nayon
Novaliches, Q.C.
Email Address: mheaopiana@gmail.com
Date of Birth : May 12, 2002
Age : 15
Height : 5`0”
Weight : 108 lbs.
63
Tel. No. 949-87-26
June 2015 - Present
Elementary : Masarawag Elementary School
Guinobatan, Albay , Bicol
June 2010 – 2015
64
Tel. No. 949-87-26
LYBBIE E. TABINAS
#11 Area A Pasacola St. Nagkaisang Nayon Novaliches, Q.C.
Email Address: tabinaslybbie@gmail.com
Date of Birth : August 07, 2002
Age : 16
Height : 5`0”
Weight : 88 lbs.
June 2015 - Present
65
Tel. No. 949-87-26
June 2010 – 2015
66

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DOÑA ROSARIO HIGH SCHOOL

P. Urduja St., Dona Rosario Subd., Novaliches, Quezon City

Effects of Gadget Usage on the Study Habits of Selected Grade 9

Change is the constant thing in this world. It is inevitable. It occurs into

everything, even if it is small or humongous. The changes have

consequences either good or bad. An example of these is Technology. The

means word, the utterance by which inward thought is expressed, a

saying, or an expression. Technology is a body of knowledge devoted to

‘Technology” is wide, and everyone has their way of understanding its

meaning. We use technology to accomplish various tasks in our daily lives,

in brief; we can describe technology as products and processes used to

In the connection with the advancement of technology, there is what we

been invented through the help of technology, there were computers,

tablets, laptops and mostly the cellphones. For today’s generation,

of gadgets just to contented and be ‘in’. As a result, they always involve

gadgets in their everyday lives, as well as in their studies. But instead of

using it as an instrument for their academics, students use them for

up most of their time. Technology, which is itself shaped by society,

the manner in which culture manifests itself (Brey, 2018).

Technology is booming rapidly from year to year, and the younger

research was conducted to determine the impact of gadgets on the

academic performance of Grade 9 students.

Statement of the Problem

habits of selected Grade 9 students.

Specifically, the study sought answer to the following questions:

1. How were the respondents described in terms of:

1.2 average of 1st quarter grades; and

1.3 average of 2nd quarter grades?

2. How may the respondents' usage of gadgets be described as to:

2.1 type of gadget;

2.2 hours of usage;

2.3 purpose for usage; and

2.4 time of usage?

3. What study habits do the respondents have?

5. What recommendations may be given to make gadget usage beneficial

to the respondents' study habits?

Scope and Limitation of the Study

The researchers intend to emphasize the effects of gadgets in the

during the S.Y. 2018-2019

This study is based on the following assumptions:

1. All data/information obtained were valid and authentic.

and 2nd quarter grades.

respondents study habits.

Significance of the Study

of selected students. Certain benefits were derived from this which

rebounded to the following individuals and groups:

GOVERNMENT for this will help the government to eliminate the

vile effects of gadgets among students through excogitating different

applications or programs that would captivate the students into learning

and proper use of gadgets at the same time.

TEACHERS for this study will facilitate educators in giving advices

them understand how gadgets affect ones study habit.

STUDENTS for this will provide student’s knowledge on how

to have proper guidance in using gadgets while achieving their goals.

reminder that they should be responsible in monitoring their child

especially in their education and proper use of gadgets.

COMMUNITY for this will help community to be aware of the

possible aftermath of over using gadgets.

their time on different entertainment sections and instead use gadgets as

an instrument for learning.

For better understanding the following terms were conceptually and

Aftermath. This refers to the the consequences or effects of a

Captivate. This means to attract and hold the attention of someone