EFFECTS OF ELECTRONIC GADGETS IN THE ACADEMIC PERFOMANCE
OF SENIOR HIGH SCHOOL STUDENTS
LOWIE B. BALBAGUIO
School Research Coordinator/ Senior High School Coordinator
Ardemil National High School
Ardemil, Sara, Iloilo, Philippines
KENNETH RON R. ARTICULO. MARY MAY P. BANTILLO, NOLI JOHN C.
MAGABOLO, ELLA P. BORRES, MARLON CAPUSLANAN, RENALEEN D.
JABAGAT, JERSON M. PANES, MARY ROSE P. PANES. VINCENT IAN B.
MUYCO
Ardemil National High School
Ardemil, Sara, Iloilo, Philippines
ABSTRACT
Technology has played a vital role in educational innovations, providing both teachers and
learners options and flexibility in their teaching and learning practice. This descriptive
research was designed to find out the effect of electronic gadgets on the academic
performance of senior high school (SHS) learners, study habit and level of proficiency in
the use of electronic gadgets. This was conducted at four small implementers of SHS in the
municipality of Sara, Iloilo. Eighty (80) randomly selected SHS responded on
questionnaire-checklist. Mean, Pearson-r and t-test were used to analyze data. Results of
the study showed that the effect of electronic gadgets on academic performance of SHS
learners was very effective, level of proficiency on use of electronic gadgets was highly
proficient, study habit of SHS learners was very good. There were no significant
differences in effect of electronic gadgets on the academic performance, level of
proficiency on the use of electronic gadgets and study habit of SHS. There was no
significant relationships between the effect of electronic gadgets, level of proficiency in
the use of electronic gadgets and study habit on the academic performance. Learners are
aware on effects, yet responsive and educated about ill effects of gadgets. Educational use
of gadgets develops a foundation of good/strong/progressive and effective citizens in the
future. Electronic gadgets are beneficial in the schools. Therefore, the principals/school
heads should allow learners and teachers use gadgets in class. However, constant reminder
should be instigated in the various negative effects of these gadgets.
Keywords: Academic Performance, Educational Innovations, Electronic Gadgets, Senior
High School Learners, Study Habit, Teaching and Learning Practice.
Electronic copy available at: https://ssrn.com/abstract=3736606
Chapter 1
INTRODUCTION
Background of the Study
Technology has played a vital role in educational innovations, providing both
teachers and students with more options and flexibility in their teaching and learning
practice. With the internet and computer technology availability, technology becomes
increasingly indispensable in the field of communication education (Keane, 2012). In
today’s school, multimedia software, content-based CD-ROM’S online resources and
many other technologies provide students and teachers with many research tools, limitless
wealth of information (Eunjoo and Rusell, 2002). Therefore, it is designed to provide with
the roods to where to acquire the specific skills and become acquainted and independent to
the effects of electronic gadgets especially to the secondary senior high school students in
the Municipality of Sara.
Today’s schools continue to be challenged by the increased visibility, roles, and
cost of instructional technology tools. Considering current trends in education, a modern
classroom would not be complete without computers, software, internet connections,
projectors and a variety of other high-tech devices. 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. Technology integration in the classroom has become an
important aspect of successful teaching. It has triggered many researchers to investigate
different aspects of such integration (Kortlik and Redmann, 2005; Bauer and Kenton, 2005;
Judson, 2006; Zhao, 2007; Anderson and Maninger 2007; Abbott and Klett, 2007; and
Wood and Ashfield, 2008). This is because it allows students to learn more in less time and
allows schools to focus on global learning environments if used in an effective and
appropriate manner. It could be also an effective teaching tool when use to engage all
students in the learning process. During the last few years, technology has been adopted in
many areas such as business, entertainment, government, and education.
The global adoption of technology has been the landmark on the education scene
of the last few years (Albirini, 2006) and (Harvey 1983). Furthermore, he envisages that
the effectiveness of the use of computers in education may be an important factor in
determining which countries will succeed in the future.
With all the foregoing premises, the researchers opted to find out the effect of
technology like electronic gadgets on the academic performance of the senior high school
students in the municipality of Sara.
Theoretical and Conceptual Framework
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 integration of these mobile technologies in the
academic performance of students.
Everywhere in education, from the small rural K-12 school district to the large
metropolitan college of higher education, mobile technology is being considered,
implemented, and then looked at again for further implementation. The number of new and
Electronic copy available at: https://ssrn.com/abstract=3736606
current mobile wireless technologies implemented for the direct impact of student learning
is staggering. Universities in the United States reveal that 90 percent of public universities
and 80 percent of private universities have some level of mobile wireless technology
(Swett, 2012). 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.
Interest in mobile technology integration continues to be fueled by the motion that
these mobile devices have the ability to have the greatest amount of impact on student
achievement at the lowest cost while still keeping the stringent focus on the tried and true
educated learning theories and pedagogies. Mobile technology integration has become a
focus area of technology for education because they enable a transition from the traditional.
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
old adage of taking the kids down the hall to use the pencil reference, to the frequent and
integrated use of mobile technology.
Early studies suggest that teachers and students respond to mobile technologies
favorably. For example, 90 percent of teachers in a study of 100 palm equipped classrooms
reported that handhelds were effective instructional tools with the potential impact student
learning positively in cross curricular topics and instructional activities.
In a study of Yousuf (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.
In constructivist learning theory, there mobile technologies are more efficient when
utilized and has an impact in future development of learning. It is expected that in the near
future teachers, students and the entire community will have the ability to utilize mobile
technology in most major areas. This allows them to experiment and learn. Mobile wireless
technology devices will have access at school district and university libraries, lecture halls,
cafeterias, and research centers. Research shows that 17 academic institutions were studied
and that 57 percent of library areas were covered with wireless technology for the sole
purpose of support mobile technology in 2001, and the figure increased to percent in 2003
(Boggs, 2002). This information reveals that mobile technology infrastructure is expanding
and reaching out into the classroom.
In consonance with the earlier principles the researchers are confident and certain
of having the ability to assess the effect of electronic gadgets with regards to the academic
performance of senior high school students in the municipality of Sara.
In this study, the researchers adapted the paradigm of independent, intervening and
dependent variable as shown in figure 1.
The paradigm is showing the relationships between the effect on the use of
electronic gadgets, academic performance of students, and study habit, age, sex, grade
level, and length of years of exposure as variables.
Independent variables consisted the age, sex, grade level, and length of years of
exposure on gadgets.
Intervening variables consisted of the level of proficiency in the use of electronic
gadgets and study habit of the students.
The dependent variable was the academic performance of SHS students.
Electronic copy available at: https://ssrn.com/abstract=3736606
Figure 1. Research Paradigm
Independent Variables
Intervening Variables
Age
Sex
Grade Level
Length of years of
Exposure
Level of proficiency
on the use of
electronic gadgets
Dependent Variable
Academic
performance of SHS
students
Study habit
Figure 1: The Paradigm showing the relationship between the effect of electronic gadgets
on the academic performance of the Senior High School Students when they are
taken as an entire group and classified according to age, grade level, sex, and
length of years of exposure with an intervening variable such as the level of
proficiency in the use of electronic gadgets and study habit.
Statement of the Problem
The researchers intended to find out the effect of electronic gadgets on the level of
academic
performance of senior high school students in the municipality of Sara.
Specifically, this study sought to answer the following questions:
1. What is the effect of electronic gadgets on the academic performance of the
senior high school students in the municipality of Sara when taken as an entire group and
classified according to age, sex, grade level and length of years of exposure?
2. What is the level of proficiency on the use of electronic gadgets of the senior
high school students in the municipality of Sara when taken as an entire group and
classified according to age, sex, grade level, and length of years of exposure?
3. What is the level of study habit on the use of electronic gadgets of the senior
high school students in the municipality of Sara when taken as an entire group and
classified according to age, sex, grade level, and length of years of exposure?
4. Is there significant difference on the effect of electronic gadgets on the
academic performance of the senior high school students in the municipality of Sara when
classified as to age, sex, grade level, and length of years of exposure?
5. Is there significant difference on the level of proficiency in the use of electronic
gadgets on the academic performance of the senior high school students in the municipality
of Sara when classified as to age, sex, grade level, and length of years of exposure?
6. Is there significant relationship between the effect of electronic gadgets and the
level of proficiency on the use of electronic gadgets on the academic performance of the
senior high school students in the municipality of Sara?
Electronic copy available at: https://ssrn.com/abstract=3736606
7. Is there significant relationship between study habit on the effect of electronic
gadgets and the level of proficiency on the use of electronic gadgets on the academic
performance of the senior high school students in the municipality of Sara?
Hypotheses
1. There is no significant difference in the effect of electronic gadgets on the
academic performance of the senior high school students in the municipality of Sara when
taken as an entire group and classified as to age, sex, grade level, and length of years of
exposure.
2. There is no significant difference on the level of proficiency in the use of
electronic gadgets on the academic performance of the senior high school students in the
municipality of Sara when taken as an entire group and classified as to age, sex, grade level,
and length of years of exposure.
3. There is no significant difference on the study habit in the use of electronic
gadgets on the academic performance of the senior high school students in the municipality
of Sara when taken as an entire group and classified as to age, sex, grade level, and length
of years of exposure.
4. There is no significant relationship between the effect of electronic gadgets and
the level of proficiency in the use of electronic gadgets on the academic performance of
the senior high school students in the municipality of Sara.
Significance of the Study
The findings of this study help determine the effect of electronic gadgets to the
academic performance of students, impact to their study habit and the usefulness of
electronic gadgets to their academic performance. Likewise, this study is deeming
significant to the following.
Principals. This is beneficial for them to impose and implement the use of
electronic gadgets on the learning strategies of the school and to impose disciplinary action
for students 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. Schools are
expected to take a proactive vote in nurturing student’s pro-social behavior by providing
them with a range of positive behavioral support as meaningful opportunities for social and
emotional learning.
Teachers. The findings could reflect implications of the why and the how in the
light of the current trends and practices of education through the use of electronic gadgets
thereby challenge them to apply and exercise the use of electronic gadgets in their teaching
strategies to make their discussion easier, faster and enjoyable to the students.
Parents. The result would be beneficial for them to be supportive on the use of
electronic gadgets for the acceptable effectiveness of the academic performance of
students. However, they would also be reminded of their important roles to spend much
time in reminding and guiding their children on the negative effects of these essential
gadgets when used excessively and improperly.
Electronic copy available at: https://ssrn.com/abstract=3736606
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 effects of these
gadgets when used excessively.
Scope and Limitations
This study was limited to the senior high school (SHS) students in the municipality
of Sara, Iloilo who were officially enrolled in the school year 2017 – 2018.
Variables in this research were the level of proficiency in the use of electronic
gadgets on the academic performance of students, academic performance of students, study
habit, age, grade, level, sex and length of years of exposure.
The subjects were the Grade 12 students of the small implementers of senior high
school students in the municipality of Sara, Iloilo.
The instrument used to gather the data was the researchers-made questionnaire
which was rigidly scrutinized by the strict and meticulous jurors to come up with valid and
reliable results.
Their responses were scaled as to respondents’ awareness on the effectiveness of
electronic gadgets, effect on the study habit of students and impact to their academic
performance.
The researchers conducted this study between the months of November 2017 and
February 2018.
Definition of Terms
Conceptual and operational terms used in this study should be unlocked to
provide readers with essential understanding and common interpretations of the
terminologies presented and discussed for consideration:
Effectiveness means successful, impact especially in producing a strong or
favorable impression on people (201,1;35;48PM:(http://www.merriam,
website.com/dictionary/effectiveness January 24, 2018, 1:24:24PM).
Effectiveness, as used in this study, refers to the potential and qualification of
electronic gadgets when used to upgrade the academic performance of the students.
Electronic Gadgets refers to the utilizing devises constructed by the methods or
principles of electronics; it is also a small tool or a machine that has a particular function
(https://en.wikipdia.org/wiki/gadget).
Electronic gadgets, as used in this study, refers to tool computers such as smart
phones, tablets, desktop computers, laptop computers, iPod, and other related machines
that are used for research or academic purposes.
Students refer to a scholar, learner especially one who attends a school.
(http://www.merriam.com/dictionary/electronic Retrieved on January 24, 41:48P).
Students, as used in this study, refer to the group of people who are officially
enrolled as Grade 11 or 12 in the school year 2017-2018 in the small school
implementers and were used as the respondents of this study.
Sex is a state of being a male or female.
(http://www.merriam.com/dictionary/electronic retrieved on January 24, 41:48P)
Sex, as used in this study, refers to a specification of male and a female.
Grade level is subdivision of formal learning typically covering early childhood
education, primary education, secondary education and tertiary or higher education.
Electronic copy available at: https://ssrn.com/abstract=3736606
https://readerreadchariotte. org/grow-your-reader/what-does-grade-level-mean/ retrieved
on January 25, 12:39 PM
Grade level, as used in the study, refers to a classification of the educational
attainment of the respondents.
Chapter 2
REVIEW OF RELATED LITERATURE
Foreign literature revealed that technology aids student expression and presents
what they have learned. They can use software to make presentations and projects. This
makes them more interested in the subject and leads to better retention of information. With
technology aids, students will found it easy to remember notes in a creative presentation of
the information they have viewed. It is not wrong to say that application of technology has
made a student’s life easy. It is only easier for them to carry a mobile phone or smart phone
than carrying big fat books to school. Furthermore, iPod is less bulky than pile of notebooks
or an eBook reader much lighter than a book.
Due to the rapid expansiveness of technology in learning, it has become a viable
and inexpensive option. Almost three quarters of Americans or 73 percent believes that
investing in innovation and advance technology sciences in education is key to the
country’s long-term success (Harris, 2009). Based on Freeman Dyson (2008) technology
is a teaching aid. Computers offer an interactive audio–visual medium: PowerPoint
presentations and animation software can be used to present information in interactive way.
Owing to the audio-visual effects, this way of teaching invites greater interest from
students. The method is equally helpful for teachers.
Projectors and screens facilitate simultaneous viewing of information by a large
number of students. Addressing systems using microphones and speakers make it possible
for teachers to reach a larger number of students simultaneously. These teaching aids have
led to improvements in student attendance and their attentiveness in class interactive media
has proven to be useful in increasing student’s concentration levels. It only means that
through using those technological devices, the students may revolutionize the field of
education.
The importance of technology in schools cannot be ignored. In fact with the onset
of computers 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. (Herzig, 2008). However, it is important to realize that failure to present
multimedia technology in an appropriate form can lead to negative results. The perception
of display on a multimedia application is of significant importance in terms of transfer
learning. Although, too much multimedia stimulation can interfere with the deeper
cognitive processing that is critical to learning.
E-Reader devices like the IPod are in our current Society. The ability to gather
textual information with a single touch on a screen makes e- reader devices highly valued.
The pad has the advantages of the book without its drawbacks- the bulk, the limitations on
how much text can be made to fit into a single volume, and the problem that annotating a
paper book means, in some ways, running it (Ragen, 2008).
Electronic copy available at: https://ssrn.com/abstract=3736606
Mayer, Griffith, Jurkowitz, and Rothman, 2008 according to them technology
devices may affect the learning performance of the students in negative result if they failed
to use property those devices in a right way. Guide for designing interactive teaching for
the world guide web the internet used to exchange information in hyper formats and
dynamic electronic network that permits computers connected anywhere on that network
to exchange information. It is different from worldwide where learning is fostered and
supported (Brooks, 2007). As what Brooks explained, he says that through the use of
technological devices the learning performance of the student’s may be affected.
Most of our youth and students today are fond of going into internet shop to use
computer without knowledge of their parents what they are up to do. They will ask money
from their parents telling that they have something to search in the internet for their project
or assignment although others do so, but there are some who just make it as an alibi so that
they can complement shills with their peers through playing games online like war craft,
battle realms, cross fire, clash of clans, etc. (Khan, 2007). Foreign studies in the field of
Computer- Assisted Language Learning (CALL) designed the term net generation and the
same was clearly defined by Prensky (2010). Net generation members are digital natives
since they spend their entire lives surrounded by and using computers, videogames, digital
music players, video cams, cell phones, and all the other toys and tools of the digital age
which make them different from the other generations.
The edited book by Oxford and Oxford (2009) describes empirical studies art tools,
offering pedagogical ideas, effective strategies and useful suggestion on how these
technologies could be applied to enhance language teaching and learning also. Educational
technology usage in practice teaching can make instruction to be much more interesting
and enjoyable. The changing images and use of special effects among others can reduce
boredom on the part of learners. Further, classroom interaction can be interactive.
Technology can promote student-interaction, student teacher interaction and teacherstudent interaction if pre- instructional planning incorporates interaction (Wainer, 2009).
It is easier to store information that computers enable better and it is a more robust
storage of information which replaced notebooks. Hundred pages of a book can be
compacted into a tiny memory chip. It takes hours to write, but it takes only seconds to
type is a storing data and has become much easier, owing to technology (Prasad and Jones
2008). Moreover, information is easily accessible. The internet is a huge information base.
The web user needs to do is to key in queries to search engines. After that, users are
presented with thousands of search results. There are several websites and web directories
that offer information everything in the world and all this is just a few clicks away. Both
teachers and students can benefit from this.
Technology has eliminated space and time constraints. Online education and
distance learning have given a new dimension to education and higher learning. Even if
students are geographically far away from each other they can be a part of one classroom
though not physically but virtually, they can. Many educational institutes offer online
course which climates time and constraints in acquiring education. Universities’ offer
online educational programs wherein students can internet with their teacher over the
internet access reference material from the university website and earn degree online
(Tritter 2008).
Local literature technology also saves teaching time as they require short time to
present large information. They can be used to imaginative power. As a whole, media
Electronic copy available at: https://ssrn.com/abstract=3736606
ensure the application of classroom-oriented communication techniques. Therefore,
learners should be assisted, encouraged and motivated not only to learn but also to continue
to learn (Demegilio 2009). Based on Demegilio, technology is a factor to the learning of
the student, not only to learn but also to renew something to learn.
On the Journal of Athens Academy (p.-66, 2009), it was emphasized that
educational technology can make student study more interesting and enjoyable. The
changing images and use of special effects among others can reduce boredom on the part
of learners. Furthermore, classroom interaction can be interaction. Technology can also
promote student- student interactive.
Bringing the electronic media into the schools could capitalize on the strong
motivation qualities that these media have for children. Many children who are turned off
by school are not turned off by one of the electronic media quite the opposite. An
educational system that capitalized on this motivation would have a chance of much greater
success. Each medium has its own profile of cognitive advantages and disadvantages and
each medium can be used to enhance the impact can be used to enhance the impact of
others (Chaves, 2008).
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
Research Design
This study used the descriptive approach which is also known as statistical
research that describes data and characterizes about the population and phenomenon being
studied or otherwise known as descriptive research design.
Respondents of the Study
The respondents of this study were the eighty (80) senior high school students of
small implementers of senior high school in the municipality of Sara, Iloilo, who were
officially enrolled as grades 11 and 12 during the school year 2017-2018.
The distribution of respondents per school reveals 20 or 25% students from BJIT;
10 or 12.5% from EKA; 10 or 12.5% from Malapaya National High School; 20 or 25%
from San Juan Academy, Inc; and 20 or 25% from San Luis National High School. A total
of 80 or 100% SHS students were used as the entire respondents of the study.
The table also shows that among 80 respondents, 20 or 25% of them were 17 and
below years old and 60 or 75% of them were above 17 years old.
There were 30 or 37.50% males and 50 or 62.50% females.
As to grade level, 59 or 73.80% were Grade 11 and 21 or 26.30% were Grade 12.
As to length of years of exposure on gadgets, 7 or 8.80% were exposed below 1
years; 9 or 11.30% were exposed more than 1 but below 2 years; 12 or 15.00% were
exposed more than 2 but below 3 years; and 52 or 65.00% were exposed more than 3 but
below 4 years.
The mainstream of the respondents belonged to the females, above 17 and Grade
11 who had been exposed more than 3 but below 4 years.
Electronic copy available at: https://ssrn.com/abstract=3736606
Locale of the Study
This study is confined in the small implementers of senior high school in the
Municipality of Sara, Iloilo.
The small implementers of senior high school were: Benjie Institute of Technology,
Inc., Eucharistic King Academy, Malapaya National High School, San Juan Academy,
Inc., and San Luis National High School.
Sara has politically six small implementers of Senior High Schools they were: (1)
San Juan Academy Inc. was located inside the town Sara;(2) Eucharistic King Academy,
which is located in Yusay Street, Don Antonio, Sara, Iloilo;(3) San Luis National High
School with a distance of 8.7 km from the municipality of Sara; (4) Ardemil National High
School which is located ten(10)km from the town of Sara with a current population of five
hundred (500) students whose parents are farmers in the area; (5) Malapaya National High
School which is 7 km from the town of Sara and the (6) BJIT Institute of Technology.
Research Instrument
A researcher made questionnaire-checklist was constructed to fit the kind of objects
of this research and was divided into three (3) parts. Part I is a structured type intended to
obtain the respondents’ personal and academic profile. The Part II and III on the other hand,
were restricted or a closed-form type questionnaire.
Part II was designed to measure the level of proficiency on the use of electronic
gadgets in engaging the students’ academic lifestyle. It has ten (10) strands of questions
with indicated options: 1-if you are NOT PROFICIENT in using electronic gadgets; 2-if
you are SLIGHTLY PROFICIENT in using electronic gadgets; 3-if you are PROFICIENT
in using electronic gadgets; 4-if you are HIGHLY PROFICIENT in using electronic
gadgets; 5-if you are EXTREMELY PROFICIENT in using electronic gadgets.
Arbitrary scale was used and described as: 4.10 to 5.00- EP (Extremely Proficient);
3.01 to 4.00- HP (Highly Proficient); 2.01 to 3.00- P (Proficient); 1.01 to 2.00- SP (Slightly
Proficient); 0.01 to 1.00- NP (Not Proficient).
Part III was the assessment in the effect of electronic gadgets on the study habit of
senior high school students. It has twenty-three (23) strands of questions with indicated
options: 1- if you perceived an item to be not used regularly hence, NOT AT ALL; 2- if
you perceived an item to be less consideration to enhance study habit hence to AT LEAST
ONCE A WEEK; 3- if you perceived an item to be satisfactorily used in enhancing your
study habit hence to AT LEST TWICE A WEEK; 4- if you perceived an item to be very
satisfactorily used in enhancing your study habit hence AT LEAST FIVE TIMES A
WEEK; 5- if you perceived an item to be perfectly good to be used in enhancing the study
habit hence MORE THAN FIVE TIMES A WEEK.
Arbitrary scale was used and described as: 4.01 to 5.00-E (Excellent); 3.01 to 4.00VG (Very Good); 2.01 to 3.00-G (Good); 1.0 to 2.00-QG (Quite Good); 0.01 to 1.00-NG
(Not Good).
To guarantee validity of this research, there were several trials and examinations
by the three juniors who are proficient in test construction, grammar and language: for the
reliability of the research instrument, Cronbach’s alpha was used in testing.
Electronic copy available at: https://ssrn.com/abstract=3736606
Data Gathering Procedures
After the research made questionnaire-checklist was tested with its internal
consistency, reliability and validity, the researchers chronologically arranged the program
of the distribution and gathering of the data.
Questionnaire- checklist was distributed to the target respondents. The responses were
gathered for processing.
Data were collated, tallied, tabulated, and computed using the appropriate statistical
tools, and electronic statistical processor such as the SPSS version 19.
Statistical Data Analyses
Data for this study were analyzed using descriptive statistics. Percentages, means,
frequency count, Pearson Product-Moment Coefficient of Correlation and standard
deviations for each school and for the total sample were calculated using the SPSS version
19 and were presented in the data table.
Mean. This was used to determine the average on the respondents’ responses on
the effect of electronic gadgets on the academic of the senior high school students among
public and private schools in the municipality of Sara.
Pearson Product-Moment Coefficient of Correlation. This was used to measure
relationship between the level of proficiency on the use of electronic gadgets and academic
performance of senior high school students and relationship between their study habit and
academic performance.
t-test. Was used to test the significant differences in the respondents’ responses on
the level of proficiency on the use of electronic gadgets, level of study habits and academic
performance among the secondary senior high school students in public and private schools
in the municipality of Sara when classified as to age, sex, grade level and length of years
in the senior high school.
Frequency count. This was used to determine the number respondents in the
research and number of responses made by the respondents in the research instrument.
Electronic copy available at: https://ssrn.com/abstract=3736606
Chapter 4
PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA
Descriptive Data Analyses
Table 2. Effects of electronic gadgets on the academic performance of senior high
school students when the students were taken as an entire group and when the
students were classified as to sex, age, grade level and length of years of exposure
Category
Entire Group
Sex
Male
Female
Age
17 and below
Above 17
Length of Years of Exposure
Below 1
More than 1 but below 2
More than 2 but below 3
More than 3 but below 4
Grade Level
Grade 11
Grade 12
F
Mean
SD
Description
80
88.71
4.00
Very Effective
30
50
87.63
89.36
4.36
3.66
Very Effective
Very Effective
20
60
88.75
88.70
3.16
4.27
Very Effective
Very Effective
7
9
12
52
87.00
89.00
88.42
88.96
2.65
2.60
3.70
4.11
Very Effective
Very Effective
Very Effective
Very Effective
59
21
87.53
92.05
3.79
2.40
Very Effective Extremely
Effective
Note: 89.50 and above - Extremely Effective; 84.50 - 9.49 Very Effective; 79.50 – 84.49 Neutrally Effective 74.50 – 79.49 - Moderately Effective; 74.49 and below - Not at all Effective
The effects of electronic gadgets on the academic performance of senior high
school students when the students were taken as an entire group and when students were
classified as to age, sex, and grade level were determined by using means and their
corresponding description.
The result of the study showed that when the students were taken as an entire group,
the effect of electronic gadgets on the academic performance of senior high school students
was “very effective” (M=88.71, SD=4.00).
When the students were classified according to sex, male was “very effective”
(M=87.63, SD=4.36), female was “very effective” (M=89.36, SD=3.66).
When the students were classified according to age, 17 and below was “very
effective” (M=88.75, SD=3.16), above 17 was “very effective” students (M=88.70,
SD=4.27).
When the students were classified according to length of years of exposure, below
1 was “very effective” (M=87.00, SD=2.65), more than 1 but below 2 was “very effective”
(M=89.00, SD=3.60), more than 2 but below 3 was “very effective” (M=88.42, SD=3.70),
more than 3 but below 4 was “very effective” (M=88.96, SD=4.41).
When the students were classified according to grade level, grade 11 was “very
effective” (M=87.53, SD=3.79), grade 12 was “extremely effective” (M=92.05, SD=2.40).
Electronic copy available at: https://ssrn.com/abstract=3736606
Table 3. The level of proficiency on the use of electronic gadgets of senior high school
students when the students were taken as an entire group and when students were
classified as to age, sex, and grade level and length of years of exposure
Category
Entire Group
Sex
Male
Female
Age
17 and below
Above 17
Length of Years of Exposure
Below 1
More than 1 but below 2
More than 2 but below 3
More than 3 but below 4
Grade Level
Grade 11
Grade 12
F
Mean
SD
Description
80
3.57
0.82
Highly Proficient
30
50
3.54
3.59
0.62
0.92
Highly Proficient
Highly Proficient
20
60
3.71
3.53
0.91
0.79
Highly Proficient
Highly proficient
7
9
12
52
3.23
3.32
3.33
3.72
0.53
0.96
0.98
0.77
Highly Proficient
Highly proficient
Highly proficient
Highly proficient
59
21
3.43
3.98
0.86
0.50
Highly proficient
Highly Proficient
Note: 4.01 - 5.00 - Extremely Proficient; 3.01 - 4.00 -Highly Proficient; 2.01 - 3.00 – Proficient;
1.01 - 2.00 - Slightly Proficient; 0.01 - 1.00 - Not Proficient
The result of the study showed that when the students were taken as an entire group,
the effect of electronic gadgets on the academic performance of the senior high school
students was “highly proficient” (M=3.57, SD=0.82).
When they were classified according to sex male was “highly proficient” (M=3.54,
SD=0.62), female was “highly proficient” (M=3.59, SD=0.92).
When they were classified according to age, 17 and below was “highly proficient”
(M=3.71, SD=0.91), above 17 was “highly Proficient” (M=3.53, SD=0.79).
When they were classified according to Length of years of exposure, below 1 was
“highly proficient” (M=3.32, SD=0.53), more than 1 but below 2 was “highly proficient”
(M=3.33, SD=0.96), more than 2 but below 3 was “highly proficient” (M=3.33, SD=0.98),
more than 3 but below 4 was “highly proficient” (M=3.72, SD=0.77).
When they were classified according to grade level, grade 11 was “highly
proficient” (M=3.43, SD=0.86), grade level 12 was “highly proficient” (M=3.98, SD=0.50)
Electronic copy available at: https://ssrn.com/abstract=3736606
Table 4. Study habit of senior high school when the students were taken as an entire
group and when the students were classified as to age, sex, grade level and length of
years of exposure,
Category
Entire Group
Sex
Male
Female
Age
17 and below
Above 17
Length of Years of Exposure
Below 1
More than 1 but below 2
More than 2 but below 3
More than 3 but below 4
Grade Level
Grade 11
Grade 12
F
Mean
80
2.91
0.72
Good
30
50
2.92
2.91
0.66
0.76
Good
Good
20
60
2.87
2.93
0.67
0.74
Good
Good
7
9
12
52
2.72
2.74
2.69
3.02
0.73
0.90
0.56
0.72
Good
Good
Good
Good
59
21
2.79
3.24
0.70
0.68
Good
Very Good
SD
Description
Note: 4.01 - 5.00 - Excellent; 3.01 - 4.00 –Very Good; 2.01 - 3.00 –Good; 1.01 - 2.00 – Quite
Good; 0.01 - 1.00 - Not Good
The result of the study showed that when the students were taken as an entire group,
the study habit of senior high school students was “good” (M=2.91, SD=0.72).
When they were classified as to sex, male was “good” (M=2.92, SD=0.66), female
was “good” (M=2.91, SD=0.76).
When they were classified as to age, 17 and above was “good” (M=2.87, SD=0.67),
above 17 was “good” (M=2.93, SD=0.74).
When they were classified as to length of years of exposure, below 1 was “good”
(M=2.72, SD=0.73), more than one but below 2 was “good” (M=2.74, SD=0.90), more than
2 but below 3 was “good” (M=2.69, SD=0.56), more than 3 but below 4 was “very good”
(M=3.02, SD=0.72).
When they were classified as to grade level, Grade 11 was “good” (M=2.79,
SD=0.70), Grade 12 was “very good” (M=3.24, SD=0.68).
Electronic copy available at: https://ssrn.com/abstract=3736606
Table 5A. Difference in the effect of electronic gadgets on the academic performance
of senior high school students when they were classified according to sex, age, and
grade level
Category
Df
Sex
Male
Female
78
Age
17 and below
above 17
Grade Level
Grade 11
Grade 12
78
Mean
SD
87.63
89.36
t- ratio
p-value
1.90
0.61
0.048
0.962
5.11
0.000
4.36
3.66
88.75
88.70
3.16
4.17
78
87.53
92.05
3.79
2.40
P ˂ .05 Significant at .05 alpha
P > .05 Not Significant at .05 alpha
There was no significant difference in the effect of electronic gadgets on the
academic performance of students when the students were classified as to sex, t (78) =1.90,
p =0.61.
There was no significant difference in the effect of electronic gadgets on the
academic performance of students when the students were classified as to age, t (78)
=0.048, p =0.962.
There was a significant difference in the effect of electronic gadgets on the
academic performance of senior high school students when the students were classified as
to grade level, t (78) =5.11, p =0.000
Therefore, the null hypothesis which states that there are no significant difference
between the effect of electronic gadgets on the academic performance of senior high school
students when they were classified as to sex, age, and grade level is rejected.
Table 5B ANOVA for difference in the effect of electronic gadgets on senior high
school students when the students were classified according to length of years of
exposure
Category
Between Groups
Within Groups
Total
Df
25.548
1238.840
1264.388
SS
MS
3
76
79
8.576
16.301
Fratio
0.522
P ˂ .05 Not Significant at .05 alpha
P > .05 Significant at .05 alpha
Electronic copy available at: https://ssrn.com/abstract=3736606
F-value
0.668
The result of the study showed that there was no significant difference in the effect
of electronic gadgets on the academic performance of senior high school students when the
students were classified as to length of years of exposure, [F (25.548 1238.840) =0.522, p
=0.668].
Table 6A
Difference in the level of proficiency on the use of electronic gadget of senior high
school students when the students were classified according to sex, age, and grade
level
Category
Df
Mean
SD
t- ratio
p-value
Sex
Male
Female
Age
17 and below
above 17
Grade Level
Grade 11
Grade 12
78
3.54
3.59
0.764
0.87
0.389
0.62
0.92
78
3.71
3.53
0.30
0.91
0.79
0.008
78
3.43
3.98
0.86
0.30
2.74
P ˂ .05 Significant at .05 alpha
P > .05 Not Significant at .05 alpha
There were no significant differences in the effect of electronic gadgets on the
academic performance of students when they were classified as to sex, t (78) =0.30, p
=0.764 and age, t (78)-0.87, p =0.389, grade level, t (78) =2.74, p =0.008 and length of
years of exposure [F (3.169, 49.811) =1.612 p =0.008.
There was also no significant difference in the effect of electronic gadgets on the
academic performance of senior high school students when the students were classified as
to grade level, t (78) =2.74, p =0.008.
Therefore, the null hypothesis which states that there is no significant difference
between the effect of electronic gadgets on the academic performance of senior high school
students when they were classified as to sex, age, and grade level is rejected.
Electronic copy available at: https://ssrn.com/abstract=3736606
Table 6B
ANOVA for Level of Proficiency on The Use of Electronic Gadgets of Senior High
School Students when the Students were Classified according to Length of Years of
Exposure
Category
Between Groups
Within Groups
Total
Df
SS
3.169
49.811
52.980
3
76
79
MS
1.056
0.655
F- ratio
F-value
1.612
0.198
P ˂ .05 Significant at .05 alpha
P > .05 Not Significant at .05 alpha
The result of the study showed that there was no significant difference in the level
of proficiency the use of electronic gadgets of senior high school students when the
students were classified as to length of years of exposure, [F (3.169, 49.811) =1.612, p
=0.198].
Table 7A
Difference in study habit of senior high school students when the students were
classified according to sex, age, and grade level
Category
Df
Mean
Age
78
17 and below
2.87
above 17
2.93
Sex
78
Male
2.92
Female
2.90
Grade Level
78
Grade 11
2.79
Grade 12
3.24
P ˂ .05 Significant at .05 alpha
P > .05 Not Significant at .05 alpha
SD
t- ratio
p-value
0.32
0.75
0.12
0.91
0.67
0.74
0.66
0.77
0.013
0.70
0.6
2.53
There was no significant difference on the study habit of senior high school students
when classified as to grade level, t (78) =2.53, p =0.013.
Therefore, the null hypothesis which states that there is significant difference on
the study habit of senior high school students when the students were classified as to sex,
age sex, age, length of years of exposure and grade level.
These results suggested that sex, age, length of years of exposure and grade level
were rejected.
Electronic copy available at: https://ssrn.com/abstract=3736606
Table 7B
ANOVA for study habit of senior high school students when they were classified
according to length of years of exposure
Category
Between Groups
Within Groups
Total
SS
1.668
39.525
41.193
df
3
76
79
MS
0.556
0.520
F- ratio
Sig.
1.069
0.367
P ˂ .05 Significant at .05 alpha
P > .05 Not Significant at .05 alpha
ANOVA was used to determine the significant difference on the study habit of
senior high school students when classified as to length of years of exposure.
The result of the study showed that there was no significant difference in the
study habit of senior high school students when students were classified as to length of
years of exposure, [F (1.668, 39.525) =1.069, p = 0.367].
Table 8
Relationship between the level of proficiency and study habit correlation matrix
Level of Proficiency
Level of
Proficiency
0.03
1
78
Study Habit
p
r
Study Habit
N
p
r
N
Correlation is significant at the 0. 01 level (2. tailed)
0.03
1
78
The relationship between effect of electronic gadgets on the academic performance
of senior high school students, level of proficiency, and study habit was investigated in the
use of Pearson Product-Moment Coefficient of Correlation.
As the result of the study showed that there were significant relationships on the
effect of electronic gadgets on the academic performance of senior high school students
and level of proficiency (r = 0.540, p < 0.000), Moderately high correlation, and study
habit (r =0.391, p < 0.000), moderately low correlation.
Therefore, the null
hypothesis which states that there is no significant difference
on the effect of electronic gadgets on the academic performance of senior high school
students, level of proficiency and study habit was rejected.
Electronic copy available at: https://ssrn.com/abstract=3736606
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This research intended to find out the effect of electronic gadgets on the academic
performance of students, study habit and level of proficiency in the use of electronic
gadgets.
This study intended to answer the following: what is the effect of electronic gadgets
on the academic performance of the senior high school students in the municipality of Sara
when classified according to age, sex, grade level and length of years of exposure; what is
the level of proficiency on the use of electronic gadgets of the senior high school students
in the municipality of Sara when taken as an entire group and classified according to age,
sex, grade level and length of years of exposure; what is the level of study habit of on the
use of electronic gadgets of the senior high school students in the municipality of Sara
when taken as an entire group and classified according to age, sex, grade level, and length
of years of exposure; is there significant difference on the effect of electronic gadgets on
the academic performance of the senior high school students in the municipality of Sara
when classified as to age, sex, grade level, and length of years of exposure; is there
significant difference on the level of proficiency in the use of electronic gadgets on the
academic performance of the senior high school students in the municipality of Sara when
classified as to age, sex, grade level and length of years of exposure; is there significant
relationship between the effect of electronic gadgets and the level of proficiency on the use
of electronic gadgets on the academic performance of the senior high school students in
the municipality of Sara; is there significant relationship between study habit on the effect
of electronic gadgets and the level of proficiency on the use of electronic gadgets on the
academic performance of the senior high school students in the municipality of Sara.
The researchers made inferences and generalization out of the data gathered. The
descriptive statistics was also used for frequencies, average and other statistical
calculations. This research was conducted at the four small implementers of senior high
school in the municipality of Sara, Iloilo.
The respondents of this study were the eighty (80) selected students who were
officially enrolled in the school year 2017-2018. Researcher made questionnaire-checklist
was used to gather the data. t-test was used in finding the differences between the compared
means of variables. The study was conducted between the months of February to March
2018.
The result of the study showed that when the students were taken as an entire group
and when they were classified according to sex, age, and length of years of exposure the
effect of electronic gadgets on the academic performance of senior high school students
was “very effective” except when the students were classified according to grade level
wherein Grade 12 was “extremely effective.”
The result of the study showed that when the students were taken as an entire group
and when they were classified according to sex, age, grade level and length of years of
exposure the level of proficiency in the use of electronic gadgets of the senior high school
students was “highly proficient.”
Electronic copy available at: https://ssrn.com/abstract=3736606
The result of the study showed that when the students were taken as an entire group
and when they were classified according to sex, age, and length of years of exposure the
study habit of senior high school students was “good” except when the students were
classified according to grade level where in Grade 12 was “very good.”
There were no significant differences in the effect of electronic gadgets, academic
performance, level of proficiency and study habit in the use of electronic gadgets of the
senior high school students in the municipality of Sara when classified as to age, sex, grade
level, and length of years of exposure. There was no significant relationship between the
effect of electronic gadgets, academic performance, level of proficiency and study habit in
the use of electronic gadgets of the senior high school students in the municipality of Sara.
Conclusions
Based on the premises revealed in this research study, the following conclusions
were drawn:
The findings of this study on the effectiveness of electronic gadgets proved and
showed that students knew how to be responsible and educated themselves with regards to
the ill effect of the various devices. It could be inferred that in using electronic gadgets in
an educational manner, gadgets could be a foundation of good, strong, progressive and
effective students in the class.
In the context of the level of proficiency on the use of electronic gadgets and study
habit of senior high school students provide the readers a detail of the educational
awareness in using electronic devices. All the respondents regardless of length of years of
exposure in gadgets were “good”. However, Grade 12 students stood out to have a “very
good” academic performance in the class.
Probably, the Grade 12 student believes that electronic gadgets are essential to the
development of their academic routine.
The finding on the effect of electronic gadgets on the academic performance found
out all respondents, regardless of differences in sex, age, grade level, length of years and
exposure were “very effective.” However, Grade 12 students were “extremely effective”
in the awareness of the ill effect of these useful devices.
The preceding findings enforce the conclusion that highest-grade levels are highly
educated in manipulating gadgets.
Furthermore, it can be inferred that using electronic gadgets in the teachings and
learning strategies could help in enhancing and improving the academic routine of the
students as well as teachers. Though, students should be motivated in the various effects
of these essential gadgets to become competitive learners and to be effective student in the
class.
Implications
The results of the study implied that senior high school students in the district of
Sara, Iloilo frequently use electronic gadgets on their academic feat. They believe that
using electronic gadgets is very useful for the development of their personal and academic
improvement. Thus, electronic gadgets are very effective for the development of
knowledge, skills, and attitude of students toward their academic performance in school.
Electronic copy available at: https://ssrn.com/abstract=3736606
Furthermore, the small implementers of senior high school students aging below
and above 17 were good, as regard with the use of electronic gadgets.
The results showed that though males and females had benefited on the use of
electronic gadgets, they believed that electronic gadgets are excellently useful.
Recommendations
The researchers recommend to the principals and head teachers of the school that
technologies and electronic gadgets are very beneficial in the schools. Therefore, the
Principal should allow and let their learners as well as teachers use electronic gadgets in
and every field of discipline. However, they should remind the students and teachers in the
various negative effects of these essential gadgets.
Teachers should apply and exercise to use electronic gadgets in their teaching
strategies to make their discussion more meaningful, productive, faster, easier and
enjoyable.
Parents must be supportive on the use of the electronic gadgets because it is very
effective in the academic performance of students. Although, children need to be reminded
on their limitations to these gadgets, they are also challenged to use and manipulate
electronic gadgets for their academic advancement and to make them acquire unlimited
knowledge about their specific field of discipline. However, they must be aware and be
educated on the ill effect of these electronic gadgets if unrestrictedly abused.
Electronic copy available at: https://ssrn.com/abstract=3736606
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Electronic copy available at: https://ssrn.com/abstract=3736606