THE EFFECT OF USING GADGET ON STUDENTS ACADEMIC

PERFORMANCE IN AMSNHS

A Research Paper is Presented to the faculty of:

ALAM MUDJA SAI NATIONAL HIGH SCHOOL

In Partial Fulfillment of the Requirements in the:

Practical Research

By:

Jean A. Sonor

Kerwin C. Hadjal

Christian Eric L. Papud

 Chapter 1

THE PROBLEM AND IT'S SCOPE

Introduction

Using technology is convenient and efficient. It aids us to live life more conveniently by

allowing us to do more in less effort. Technology is the making, modification, usage and knowledge

of tools, machines, techniques and method of organization (Liddel, Scott, James & McKenzie,

1940). Nowadays, electronical gadgets are very essential to our society, mostly at students. That

aims to have a better quality of education to help themselves to be more successful in their

academic performances. Despite all the importance of gadgets, each student think that gadget is

making their activities easy and lessen the task that they need to attain before the day ends. Also,

gadgets can make the community connected and updated throughout each other. Gadgets made

every students life enjoyable.

But over using them tends to change its usefulness to distraction. Using gadgets has risk that

student’s user can encounter it, like students may become dependent on gadgets. It may negatively

affect their academic performance, relationship with parents, peer and emotional health. Also,

students may spend too much time playing games or using social network than making assignment

and others academic doing. With the internet and computer availability, technology becomes

increasingly indispensable in the field of communication education (Keane, 2012). Moreover,

Keane (2012) elucidated that aiming in this great tool in a classroom can generate the real life-based

skills that will expand, enrich, enhance, and broaden the understanding and learning of the target

concepts of the present day’s curriculum. Gadget, if used intensively, pose health risks. They can

negatively impact eyesight or posture.

 In using gadgets there are many educational that can help students to better acquire

knowledge or foster their creativity. Technology has altered and transformed people’s live, making

them more efficient and comfortable. Many individuals are less stressed since new beneficial hi-

tech products are made every day to help them do things faster and simpler. Cell phones, PCs,

laptops, tablets, and the internet are examples of useful technology. Hence, according to Swett

(2012) the above requirement indicates that in the not too distant future more and more educational

institutions are going to not embrace but require the use of mobile technologies. In a study of

Yoursuf (2007) contained within the article, revealed that a significant majority (90%) of the

respondents of a survey agreed that mobile learning being flexible is available anytime and

anywhere and that (78%), of respondents supported the statement that quicker feedback in distance

learning is possible through mobile learning. The global adoption of technology has been the

landmark or the education scene of the last few years (Albirni, 2006) and (Harvey 1983). With all

the foregoing premises, the researchers opted to find out the effect technology like electronic

gadgets on the academic performance of the senior high school students.

Theoretical Framework

Similarly, Hong et al. (2012) discovered that texting and phoning using gadgets were

positively connected to a self-reported measure of academic difficulties. Furthermore, modest levels

of internet use have been linked to better academic achievements according to (Chen and Peng,

2008). The goal of this study is to educate, enlighten, and provide resources that will help and

encourage the readers, to what the research and recent information reveals about the correlation of

educational theory and effect of using gadget in the academic performance of students. Theory of

occasional, as explained by (Tinker 2001) moves the students to the computer lab scenario, which is

often associated with computer use, it always refers back to the wise thinking.

Chen and Tzeng (2010) discovered that information searching was connected with improved

academic achievements among heavy internet users, but video game playing was associated with

lower levels of academic performance. Mobile phone has gained immeasurable ground in the lives

of students all over the world. Mobile phone is a common sight today in our schools as you see

students going to school/class with some of the most expensive and sophisticated mobile phones,

tablets and iPad that has all the applications, facilities and software that can connect them to the

internet and all forms of social media platforms, other websites and so on, where they chat, access,

stream, download, upload, exchange and apply different kinds of media contents, which most often,

are pornographic in nature according to (Olofuniyi, Fashiku, & Owombo 2012).

 Conceptual Framework

THE EFFECT OF USING GADGETS ON STUDENTS

ACADEMIC PERFORMANCE

(IV)

SENIOR HIGH SCHOOL STUDENTS

(MV)

ALAM MUDJA SAI NATIONAL HIGH SCHOOL

(DV)

Figure 1: The Paradigm showing the relationship between the effect of using gadgets on the

academic performance of the Senior High School Students.

Statement of the Problem

This study aims to analyze or determine the effect of using gadget on student’s academic
performance in school. And it intended to find out how important of using gadget.

Specifically, this study purported to answer the following questions:

1.) What is the profile of the respondents as to?

1.1) Age

a.) 16 - 18 years old

b.) 19 - 21 years old

1.2) Gender

a.) Male

b.) Female

c.) Gay

1.3) Status

a.) Single

b.) Married

c.) Unmarried

2.) What is the effect of using gadget on the academic performance of the Senior High School

Students.

3.) Suggestion that may be formulated to improve the performance of the students.

4.) Is there significant relationship between the effect of using gadget and the level of

proficiency on the use of gadgets on the academic performance of the Senior High School Students.

Hypothesis

Ho: There is no significant difference between the effect of using gadget on the academic

performance of the Senior High Students.

Scope and Delimitation

The focused of this study is to identify the effect of using gadget to the students’ academic

performance. This study only on the selected students in AMSNHS. The selected students came

from Senior High School Students of AMSNHS.

Significance of the Problem

The findings of the study help determine the effect of using gadgets to the academic

performance of students, impact to their study habit and the usefulness of electronic gadgets to their

academic performance. Thus, study may be value of the following:

Principals. This is beneficial for them to impose and implement the use of gadgets on the learning

strategies of the school and to impose disciplinary action for student who do not use it properly.

According to (Walcott 2017) each school is expected to promote positive school culture and climate

that provides students with a supportive environment in which to grow both socially and

academically.

Teachers. The findings could reflect implications of the why and how in the light of the current

trends and practices of education through the use of gadgets thereby challenge them to apply and

exercise the use of gadget in their teaching strategies to make their discussion easier and others.

Parents. The result would be beneficial for them to be supportive on the use of gadgets for the

acceptable, effectiveness of the academic performance of a student.

Students. This study is important to keep them aware of their responsibilities while using their

favorite gadgets. They need also to be reminded on the negative effect of these gadget when use

excessively.

Researchers. This research gave them a lot of information on how to manage of using gadgets.
Definition of Terms

Conceptual and operational terms used in this study should be unlocked to provide readers with

essential understanding and common interpretation of the terminologies presented and discussed for

consideration: effectiveness means successful.

Effectiveness refers to the potential and qualification of gadgets when used to upgrade the

academic performance of the students.

Gadgets refers to the utilizing devises constructed by the methods or principles of electronics.

Students refer to a scholar, learner especially one who attends a school.

Sex refers to a specification of male and a female.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents relevant information and research findings related to the study.

Related Literature

Technology plays an important role in our lives today. It serves a variety of purposes and

means different people. As stated by Muir-Herzig (2008), technology has revolutionized the field of

education. The importance of technology in schools cannot be ignored. In fact, with the onset of

gadgets in education, it has become easier for teachers to impart knowledge and for students to

acquire it. The use of technology has made the process of teaching and learning enjoyable.

In line with this, Hooft (2006) found gadgets as important resources which make teaching

more relevant and meaningful thereby improving student’s literacy and numeracy skills. In support

with this, Attewell (2004) reported how gadget use encourage both independent and collaborative

learning experiences and, in the process, raises self-esteem and self-confidence. Similarly,

Kukulska-Hulme and Traxler (2007) believed that gadgets are a form of multiple literacy which

provides a bridge between the real-life texts of the community and formal learning thereby

providing a multimodal literary approach to learning.

Kahari (2013) stressed that cellphone is very important tool for study as most of the

respondents used their phones for study purposes. Cellphone are increasingly one of the most

popular information access devices and what stands out from the study is the high use of interactive,

multi user functions which can at times be disrupted or beneficial during study.
Related Studies

Although cellphones are likely to be present in college student’s hands while in class

studying, research on their relevance to academic achievement is sparse. In an early investigation of

the problem, Sanchez-Martinez and Otero (2009) identified intense mobile phone users in a large

sample of Spanish high school students using a combination of self-reported monthly cellphone

costs and frequency of usage data. In the study, heavy mobile phone usage was linked to school

failure as well as other harmful behaviors including smoking and excessive alcohol consumption.

Jacobsen and Forste (2011), for example, discovered a negative associated between phoning,

texting, and self-reported grade point average (GPA) among us university students.

In particular, the researcher who follow mobile learning theory believe that mobile learning

contributes to students learning in two ways (Valk et al. 2010). Another study by Khan (2017)

found that the use of gadgets, particularly smartphones, was associated with decreased academic

performance among students. On the other hands a study by Nseobot et al. (2020) found that the use

of gadgets, such as laptops and tablets, was associated with improved academic performance among

college students.
 Chapter 3

RESEARCH METHODOLOGY

Under this section, this chapter contained detailed discussion on research methodology of the study

which embraces the research design, research respondents, and environment of the study research

instruments, instrument validation, data gathering procedures, and statistical treatment of data.

Research Design

This study utilized the descriptive-survey method of research the method used is appropriate

to the present study since the method of research which focuses on the descriptive data. In order to

have an overview of the effect of using gadget on student’s academic performance on senior high

school students, a quantitative approach through giving of questionnaire to the respondents was

used.

As descriptive stud, the researcher gathered information data to give emphasize to the issue

of effect of using gadget on student’s academic performance. It described the area of interest

adequate. In line with quantitative method, a questionnaire is presented and serves as the instrument

of the study.

Research Respondent

The respondents of the study were the senior high school students of ALAM Mudja Sai

National High School. The students in senior high were chosen as the main respondents. There are

thirty-eight (38) sample size in senior high students. This method of sampling was used to

determine the effectivity rate of each gadgets user students.

Research Environment
 The Alam Mudja Sai National High School is composed of one campus. This school

delivers a higher quality education that prepares every student’s as they step to their quest for

academic excellence and skilled professional in the future. It offers best learning that suits to

demand of the students and the community in delivering the quality of education. With the help of

the teachers of ALAM Mudja Sai National High School, students learned orderly and capably.

Alam Mudja Sai National High School is located at Milidan Baliguian Zamboanga del Norte,

Region IX. Figure 2, next page, shows the school map of Alam Mudja Sai National High School.

Research Instrument

Questionnaire was the main instrument used on the study. For the instrument of the study,

the proponents adapted and modified a survey questionnaire. The survey questionnaire has three

parts. The first part, includes the basic demographic profiles of the students. The second part, dealt

with the academic performance of the students. The last part, covered the suggestions that maybe

formulated to improve academic performance.

Instrument Validation

After the construction of the questionnaire, it was presented first to the Practical Research

adviser to check the format and substance. Second, to the English Expert for comments and

suggestions then to the statistician for further correction on the statistical tool to be used. Once the

validation was approved, the questionnaire was tried to non-respondents of the study establish

reliability and validity of questionnaire. Revision was made to incorporate corrections to establish

the substance of instrument.

Data Gathering Procedure

After the instrument was validated, the researchers sought the adviser's approval to

commence the study. Once, it was approved, a letter of request was sent to School Head and

advisers of senior high students. The researchers have a direct contact with the respondents and

personally administered the research instruments. Also, the discussion of the importance of the
study and accomplished the distribution of the instrument properly. The respondents have free time

to answer the given form and to avoid them to provide unnecessary answer.

Statistical Treatment of Data

After all the data are being gathered, the researchers tally all the answers of the respondents.

To quantify and interpret the data obtained, the following statistical tools were used: Frequency

Counts, Percentage, Weighted Mean, Four-Point Liker's Scale, and correlation. All the information

gathered after answering the questionnaires were computed and interpreted using the formulas:

1. Frequency and Percentage Distribution

All the data are interpreted after getting the number of students who answers the given

questionnaires by the researcher and getting the percentage of the result.

Percentage was used to determine the magnitude of the respondents.

Formula:

∑f
P= x 100
N

Wherein:

P= percentage

N= total number of respondents

∑f = total number of students who answer the question

2.Weighted Mean

This formula is used to determine the total numbers of answer per item over the total the

number of respondents and to determine the ratio between the weight times frequency. The result is

interpreted using the Four-Point Liker's Scale. The formulas and their uses are indicated below:
 Formula:

∑ fx
x=
N

Wherein:

x=¿ Weighted Mean

∑ ƒX= the summation of f and x; wherein f is the frequency of the answers

while x is the equivalent of every answer which is based on the given legend.

N= total number of answers in every item.

3. Average weighted Mean

This formula is used to show the total number of indications presented in the study.

Formula:

∑x
AWM =
N

Wherein:

AWM = Average Weighted Mean

∑ x = Average number of the result

N = Number of indications