Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OF PANGASINAN II
SAN JACINTO NATIONAL HIGH SCHOOL
GUIBEL/CAPAOAY, SAN JACINTO, PANGASINAN
GADGET USAGE: A QUANTITATIVE RESEARCH REGARDING USING
OF GADGET TOWARDS MENTAL HEALTH OF SAN JACINTO
NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL STUDENTS
A Research Submitted
To
FE M. CALACHAN
Research Adviser
In Partial Fulfilment of the Requirements in
PRACTICAL RESEARCH II
Prepared by 12- Science, Technology, Engineering, and Mathematics
Andre Rodney S. Tila
Charlotte Denise P, Abella
Gerald T. Bautista
Matthew Aldrin P. Biagtas
Dricxie Thea Vennize V. Casipit
Louiebeth I. Macaraeg
Student-Researcher
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Copyright © 2023 by:
Andre Rodney S. Tila
Charlotte Denise P. Abella
Gerald T. Bautista
Matthew Aldrin P. Biagtas
Dricxie Thea Vennize V. Casipit
Louiebeth I. Macaraeg
All right reserved.
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DEDICATION
The researcher has sincerely dedicated their study to their teachers who
helped and motivated them throughout the publication of their work. To their
parents who gave them support by being there for them throughout their journey
and served as their encouragement to persevere. Lastly, to Almighty God, who
has served as our strength.
We, the researchers, thank our teachers, friends, classmates, and parents
for teaching and guiding us for every step we are taking in our research study. We
genuinely thank for your directions and expertise that enable us to finish our
research study successfully. We genuinely dedicated all of this for you.
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I
ACKNOWLEDGEMENT
The researchers would like to express their heartfelt gratitude for the help
and contributions of the people who have contributed a lot to the completion of this
research study.
Profound thanks and appreciation are addressed:
To our Glorious and Heavenly Father, Lord God thank you for giving us
enough strength, wisdom and knowledge for us to create this spectacular research
study, and for your boundless guidance and protection in every experimentation
and test we can hardly do. And lastly for your unconditional love you give to us
every day.
To Ma’am. Junilla P. Perez, our principal, who supported the researchers
all throughout the start up to the end.
To Head Teacher III of Science Department, Ma’am. Rosemarie O. Dela
Pena, who supported the researchers all the way from the beginning of the study
up to the end.
To Ma’am Fe M. Calachan, the research adviser of the researchers, who
was helpful in guiding us, supporting, exerting so much effort and giving her full
support and ideas for the improvement of this research study.
To Sir Michael John T. Paco, for motivating and helping the researchers
from the very start up to the end of this study.
To the researchers’ parents, Mr. and Mrs. Roderick Tila, Mr. and Mrs.
Gilberto Abella, Mr. Roberto Agustin, Mrs. Dobeth Macaraeg Agustin, Mr. and
Mrs. Manuel Bautista, Mr. and Mrs. Marlon Biagtas and lastly, Mr. and Mrs.
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II
Edgardi Casipit,
for giving the researchers’ moral, financial, and emotional
support during the conducting of this study and for sacrificing important matters
just to be with us when necessary.
To the researchers’ best friends, friends, and classmates, for giving
their moral support and for always cheering up the researchers when they feel so
down.
To all who had helped us, thank you. This project will never be successful
without you.
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TABLE OF CONTENTS
TITLE
PAGE
DEDICATION…………………………………………………………………….
I
ACKNOWLEDGEMENT…………………………………………………...…… II
TABLE OF CONTENTS………………………………………………………… IV
ABSTRACT………………………………………………………………………
VII
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
A. RATIONALE……………………...…………………………………… 1
B. CONCEPTUAL FRAMEWORK…………………………………….. 3
C. THEORETICAL FRAMEWORK……………………………………. 4
D. STATEMENT OF THE PROBLEM………………………………… 5
E. HYPOTHESIS………………………………………………………
6
F. SIGNIFICANCE OF THE STUDY …………………………………. 6
G. SCOPE AND DELIMITATION……………………………………… 7
H. DEFINITION OF TERMS…………………………………………… 9
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CHAPTER II: REVIEW OF RELATED LITERATURE
RELATED LITERATURE
A. LOCAL LITERATURE……………………………………..10
B. FOREIGN LITERATURE………………………………… 11
RELATED STUDIES
A. LOCAL STUDIES………………………………………… 12
B. FOREIGN STUDIES……………………………………
13
CHAPTER III: RESEARCH METHODOLOGY
A. RESEARCH DESIGN………………………………………….
15
B. LOCALE OF THE STUDY……………………………………..
15
C. RESPONDENTS OF THE STUDY……………………………
16
D. RESEARCH INSTRUMENTATION…………………………….. 16
E. DATA GATHERING PROCEDURE…………………………..
16
F. STATISTICAL TREATMENT OF DATA………………………… 17
CHAPTER IV: PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA…………………………………..
19
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS.......................................................................
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V
BIBLIOGRAPHY…………………………………………………………… 31
APPENDICES………………….……………………………………………. 33
a. APPENDIX A…………………………………………………….. 34
b. APPENDIX B……………………………………………………… 38
c. APPENDIX C……………………………………………………… 39
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ABSTRACT
Currently, people in this era of living are fond of using gadgets such as
cellular phones, tablets, and computers. The more time they spend using their
gadgets, the more unsafe they are. Improper usage of gadgets affects the health
of students -mentally, emotionally, and physically. This study aimed to determine
if there is an effect of the gadget usage to the mental health of the San Jacinto
National High School- Senior High School students in terms of Intellectual and
Psychological.
The study used Stratified- Representative Sampling to choose 50
respondents and used Percentage, Average Weighted Mean, and Pearson-R as
their statistical treatment.
The results shows that the most of the respondents came from the group
of age 16-17 years old with a percentage of 78% while the least number of
respondents came from the age group of 20 years old and above with a percentage
of 2% and 54% of the respondents is Male then the other 46% are Female.
It also shows that the mental health of San Jacinto National High SchoolSenior High School students in terms of intellectual was affected by the gadget
usage (AWM=3.606), but there is neither affected nor not affected in terms of
Psychological Factor.
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VII
When it comes to the intervention of Intellectual and Psychological, both of
the factors are affected with an AWM of 3.696 and 3.802 respectively. Lastly, the
correlation of Intellectual Factors to Intervention and Psychological Factors to
Interventions are both correlated to each other having 0.1638 and 0.1124,
respectively, rejecting the null hypothesis making the gadget usage had a
significant relationship to the Intellectual factor & Intervention and Psychological
Factor & Intervention
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VIII
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter served as an introductory chapter. It contains the Background
of the Study, Theoretical Framework, Conceptual Framework, Statement of the
Problem, Hypothesis of the Study, Scope and Delimitation, Significance of the
Study, and Definition of Terms.
RATIONALE
The use of electronic gadgets, especially mobile phones among youth, has
been a growing global concern such as in the case students from senior high
school students wherein they are phased by an array of effects of gadget use on
their mental health (Asian Journal of Pharmaceutical Research and Health Care,
p.139-145, 2021).
Currently, people in this era of living are fond of using gadgets such as
cellular phones, tablets, and computers. They use these gadgets for playing online
games, updating their social media accounts, communicating with loved ones, and
especially for educational purposes, in this case, students use gadgets at school.
It seems like students cannot live a day without using their gadgets. They are, at
times, no longer aware of their limitation.
The more time they spend using their gadgets, the more unsafe they are.
Improper usage of gadgets affects the health of students -mentally, emotionally,
and physically. In terms of mental health, the cases of students experiencing
various effects of gadget use are increasing as a result of it. The researchers are
seeking to determine the statistical difference between gadgets' positive, negative,
and/or neutral effects of gadget usage on students.
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Students experiencing the mental effects of gadgets are very relevant in
today's generation where all types of technologies are deployed. As observed,
students who overuse gadgets seem most affected. The easy life that technology
promised is utterly a myth due to the wrong decision and actions of people.
Gadget users especially students should set boundaries on their usage of
gadgets. It is to increase the positive and lessen its negative impacts on the mental
health of Senior High School students.
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CONCEPTUAL FRAMEWORK
INPUT
SUPPLIER
Senior High School Students
in San Jacinto National High
School
Identifying the effect &
possible interventions using
of Gadget towards Mental
Health
PROCESS
OUTPUT
Pamphlet about “Gadget
Usage: A Quantitative Research
Regarding Using Of Gadget
Towards Mental Health Of San
Jacinto National High School –
Senior High School Students”
 Construction of the
questionnaire
 Validation of the
questionnaire
 Floating the
questionnaire
 Collection of Data
 Tabulation of data
CUSTOMERS





Students
Parents
Teachers
School Administration
Future researchers
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
 Interpretation
of
data
 Conclusion
 Recommendation
3
THEORETICAL FRAMEWORK
The purpose of this study is to investigate how gadget addiction affects the
amount of stress, anxiety, sadness, and poor sleep among the Senior High School
students. Gadget addiction is a predictor of melancholy, anxiety, stress, and sleep
difficulties, according to (Surat et al., 2021). The results of the research are
anticipated to help various parties, especially teenagers and parents, identify the
factors that can lead to mental health issues and also serve as a guide in helping
this group reduce their dependence on this gadget. The findings of the descriptive
analysis show that the level of addiction, depression, anxiety, and stress among
the trainers is high (pr. 2 & 4).
Additionally, adaptive decision-making is a new theoretical framework that
incorporates theories from the psychology literature to address two particular
issues. First, to more closely match the temporal aspects of lifestyle behaviors and
their accompanying digital data, our framework portrays lifestyle behaviors at two
levels—one of the individual daily decisions (action level) and one of broader
behavioral episodes (J. Med, 2021).
This brings us to the COGNITIVE GADGETS THEORY, which claims that
human function, including mental function, is essentially the result of biological
evolution. Our minds have developed through millennia to the point that we all think
essentially the same way, combining instinctive, instinctual processes ("thinking
fast") and more deliberate, analytical techniques ("thinking slow"). Due to the fact
that thinking quickly needs significantly less mental work than thinking slowly,
evolution has favored the former over the latter. Of course, learning new
information that enhances our cognitive capacities, like learning to read, is
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possible. However, this is demanding and challenging and only works if we
overcome some of the evolutionary roadblocks on our path. Simply put, as Dan
Willingham put it, "our minds are not built to think." Hence, The Cognitive Gadgets
Theory suggests that uniquely human cognitive mechanisms are quick to adapt
and change to meet the demands of new social and physical environments. Rather
than taxing an outdated mind, new technologies—social media, robotics, and
virtual reality—merely serve as the catalyst for the further cultural evolution of the
human mind (Riley, 2021).
STATEMENT OF THE PROBLEM
This study aims to identify the Gadget Usage: A Quantitative Research
Regarding Using of Gadget towards Mental Health of San Jacinto National High
School – Senior High School Students, along with the main problem, this research
would also like to know:
1. Is the profile of the respondents, for identification purposes, in terms of:
a. Age , and
b. Sex?
2. What are the Effect of using gadget to the mental health of the
Respondents, in terms of:
a. Intellectual factor ,and
b. Psychological factor?
3. What are the Intervention regarding using gadget to the mental health
of the Respondents, in terms of:
a. Intellectual factor ,and
b. Psychological factor?
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4. Is there any significant relationship between effect and the intervention
in the Respondent’s Using of Gadget towards their Mental Health?
HYPOTHESIS
𝐻𝑜
-
There is no significant relationship between effect and the
intervention in the Respondent’s Using of Gadget towards their Mental Health.
Objective of the study:
1. To identify the effect of Gadget use to the Respondents mental health
2. To determine the factor in which Intellectual factor deals with the
Capacity of the Respondents learning & Psychological Factor revolves
on Behavioural capacity of the respondents.
3. Determining the significance between effect and the intervention in the
Respondent’s Using of Gadget towards their Mental Health, by leading
them to answer a questionnaire which represents the population.
SIGNIFICANCE OF THE STUDY
The researchers will conduct a study Gadget Usage: A Quantitative
Research Regarding Using of Gadget towards Mental Health of San Jacinto
National High School – Senior High School Students in which revolves to identify
the effect of Gadget use to the Respondents mental health, in which Intellectual
factor deals with the Capacity of the Respondents learning & Psychological Factor
revolves on Behavioural capacity of the respondents. In addition, we will determine
the significance between effect and the intervention in the Respondent’s Using of
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Gadget towards their Mental Health. The findings of the study will be beneficial to
the following:
Students. This study will help the students to understand the effects of gadget
usage on their mental state and be aware of the possible results of their too much
usage of gadgets.
Parents. The result of the study benefits the parents of the students because it
enables them to extend help to their children in balancing their time on using
gadgets. They can educate their children about the effects of gadget usage on
their health, specifically on their mental state.
Teachers. This will be a factor for the teachers to start raising awareness about
the effects of gadget usage on the mental state of students. They can give projects
that do not include gadgets usage to lessen the students’ exposure to them.
School admin. This study can be a signal to school admins to take immediate
action about how they can help their students to be knowledgeable about this
problem. They can hold a seminar or symposium to discuss this matter.
Future Researchers. This research will help future researchers to have a
reference for their chosen problem related to this study. It eliminates their chances
of having a hard time searching for the issue about gadget usage.
SCOPE AND LIMITATION OF THE STUDY
The researchers will conduct the study in the 1st semester of Academic Year
2022-2023. The study on the Gadget Usage: A Quantitative Research Regarding
Using of Gadget towards Mental Health of San Jacinto National High School –
Senior High School Students, this can be applicable to all senior high school
students (Grade 11 & 12).
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Fifty students will be chosen using Stratified - Representative Sampling with
the permission of their class advisers, in which each strand (STEM, ABM, GAS,
HUMSS, and Computer Programming) will have a 10 Representative that will
divide further to 5 in Grade 11 & 5 in grade 12, for the selection of this 5
respondents per Grade level, the researcher will stick to a simple draw-lots.
Certainly, this study aims to find out the Gadget Usage: A Quantitative
Research Regarding Using of Gadget towards Mental Health of San Jacinto
National High School – Senior High School Students. In Addition to that, the
researchers had limited time in conducting this study. Therefore, they are looking
forward to the development of the results and reviews. Furthermore, the
researcher used an assessment questionnaire regarding on the primary indicator
on the factors in mental health, in which:
1. Intellectual Factor - deals with the Capacity of the Respondents learning, we will
only involves the catching of the respondents on the certain topic, applying real
time result & interpreting the knowledge in a physical form.
2. Psychological Factor - revolves on Behavioral capacity of the Respondents in
goes to 2 factors: first, Affective perception of the Respondents such as showing
emotions & second, Determining the Social Interaction of the Respondents in
terms of communication to peers/ friends, family & the school admin/faculty.
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DEFINITION OF TERMS
The researchers have used conceptual definition for this study which gives
clear understanding to the readers. For clarification and appreciation of the present
study, the following terms are defined:
Mental Heath - is a state of mental well-being that enables people to cope with the
stresses of life, realize their abilities, learn well and work well, and contribute to
their community.
Intellectual Factor - The term refers to the individual mental level. Capacity of
Learning of an Individual.
Psychological Factor - The elements of your personality that limit or enhance the
ways that you think.
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CHAPTER II
REVIEW OF RELATED LITERATURE/STUDIES
This chapter presents the review of related literature and studies
underlying the framework of the study.
A. Related Literature
Local Literature
According to Arreola (2020), The COVID-19 pandemic has taken a
significant toll on economies and people of all nations and of all ages, from all
walks of life, across the globe. Social media and virtual meetings, domestically and
across the globe, have become the “new normal” as people strive to keep normalcy
in their lives amid pandemic restrictions. Here in the Philippines, Digital 2020 April
Statshot report by Hootsuite and We Are Social revealed that 64% of Filipino
internet users are spending more time on social media.
The coronavirus disease 2019 (COVID-19) pandemic has subjected the
mental health and well-being of Filipino children under drastic conditions. While
children are more vulnerable to these detriments, there remains the absence of
unified and comprehensive strategies in mitigating the deterioration of the mental
health of Filipino children. Existing interventions focus on more general solutions
that fail to acknowledge the circumstances that a Filipino child is subjected under.
Moreover, these strategies also fail to address the multilayered issues faced by a
lower-middle-income country, such as the Philippines. As the mental well-being of
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Filipino children continues to be neglected, a subsequent and enduring mental
health epidemic can only be expected for years to come (Malolos et al., 2021)
Foreign Literature
Before the COVID-19 pandemic, studies in 2018 and 2019 recommended
limiting the use of gadgets by adolescents to 3-4 hours a day because prolonged
use can interfere with learning and cognition related activities. The use of gadgets
also needs to be limited so that adolescents are more productive in using their
time, and have social interactions with their environment (Beng et al., 2020).
Technology has provided a type of facility in the world that currently makes
the world like a virtual globe. One of the technologies currently used by humans is
gadgets. Generally, children and adolescents nowadays often use gadget
excessively. They use it excessively which may affect their social and emotional
functions (Wahyuni et al., 2019).
Basically, children and adolescents nowadays often use intense gadgets.
They use it excessively which can affect their social and emotional function. The
majority of children and adolescents have smartphones, laptops, game consoles,
tablets, iPod . The use of electronic gadgets has greatly increased in the
contemporary world, particularly among children, as a result of addiction. But
recognition gadget for children can have positive and negative impacts. These are
influenced by several factors such as the frequency, duration, and supervision of
parents. Using gadgets as a basic material for learning in children will have positive
impacts such as increasing children’s creativity and thinking. It can appear with
parents and children, as well firm in providing time limits for children in playing
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gadget. Likewise the opposite, if the supervision of parents is lacking and there is
no firm effort in providing time limits of playing gadget in children, can cause
negative effects. The children may develop to negative characters such as shy,
lacking confident, lonely and stubborn.
According to Ayu et al. (2020), the high number of mobile gadget usage by
parents has increased its usage by the children, resulting positive and negative
effects. One of the negative effects is mental health problems. Therefore, parents
should pay attention to their children's mobile gadget usage and check their
emotional status.
This research aims at investigating the relationship between the mobile
gadget usage based on American Academy of Pediatrics' recommendation and
children's mental health status based on the Mental Health Problem Questionnaire
(KMEE).
B. Related Study
Local Study
According to Cleofas and Rocha(2021), in the context of the nationwide
shift to online learning due to the COVID-19 pandemic and its possible effect on
mental health, this study investigated the relationship between demographic,
gadget and Internet profiles, and disease and consequence related COVID-19
anxiety among Filipino college students.
They suggest that majority of the student respondents had high levels of
disease and consequence related COVID-19 anxiety. Students from poorer
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households, who do not own laptops and desktop computers, and those with
limited Internet connection exhibited higher levels of disease-related COVID-19
anxiety. Younger, poorer, female students who were enrolled in lower year levels,
do not own laptops or tablets, and have limited or borrowed Internet connectivity
demonstrated higher levels of consequence-related COVID-19 anxiety.
Foreign Study
Use of technological gadgets has rapidly been increasing among
adolescents, which may result in health issues and technology addiction (Rashid,
2021).
Problematic smartphone use (PSU) is the development of pathological
dependence at the expense of performing activities of daily living, thus having
negative health and psychological impact on the users (Nasser et al., 2020).
According to Demirci et al. (2015), the usage of smartphones has increased
rapidly in recent years, and this has brought about addiction. The findings of their
study revealed that the Smartphone Addiction Scale scores of females were
significantly higher than those of males. Depression, anxiety, and daytime
dysfunction scores were higher in the high smartphone use group than in the low
smartphone use group. Positive correlations were found between the Smartphone
Addiction Scale scores and depression levels, anxiety levels, and some sleep
quality scores.
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Their study conclude that the results indicate that depression, anxiety, and
sleep quality may be associated with smartphone overuse. Such overuse may lead
to depression and/or anxiety, which can in turn result in sleep problems.
University students with high depression and anxiety scores should be
carefully monitored for smartphone addiction.
There is also another study made by Dr. Swaroop N. et al. (2021) the study
said that, the Mobile Phone Culture is most widely spreading in the present era. It
has become an essential part of modern life and is playing a vital role in decreasing
distance and increasing communication among people. Mobile phone has affected
almost every field of life but its effects on students learning especially at college
level are deep and are multidimensional. With the passage of time, the darker side
of technology is also revealed. Mobile devices have both positive and negative
effects on human health and behavior.
It was observed in their study that many students use mobile phones
excessively and inappropriately. They are giving more preference for mobile phone
usage than their health and academics. As mobile phone usage is highly prevalent
among college students their impact on mental health and academic performance
should be discussed and judicial use recommended.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter represents the method done by the researchers. It contains
the following questions: Research Design, Locale of the Study, Respondents of
the Study, Research Instrumentation, Data Gathering Procedure and Statistical
Treatment of Data.
RESEARCH DESIGN
This study used a Quantitative type of research, specifically descriptive
design. Descriptive Face to face survey questionnaire was used in gathering data.
Descriptive method involves describing, analyzing, and interpreting the condition
or relationship that exists.
LOCALE OF THE STUDY
The study was conducted at the 4th District
of Pangasinan, mainly at the municipality of San
Jacinto, Pangasinan. The respondents answered a
questionnaire in San Jacinto National High School.
The researcher chose this place because it will be
give the needed information in knowing the impact of eating from
the school canteen towards physical health of San Jacinto national
Figure 1: Map of
Pangasinan with
San Jacinto highlighted
high school – senior high school students.
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RESPONDENTS OF THE STUDY
The respondents of this study were fifty randomly selected via Stratified –
Representative Sampling from Grade 11 and Grade 12 students of San Jacinto
National High School. The researcher selected these respondents to give the
information that was used to determine the Gadget Usage: A Quantitative
Research Regarding Using of Gadget towards Mental Health of San Jacinto
National High School – Senior High School Students.
RESEARCH INSTRUMENTATION
Survey through questionnaire was the method used to gather information
as data from the respondents. The questionnaire was composed of two parts: (1)
Personal Profile and (2) Questionnaire. The first part’s purpose was to determine
the personal profile of the respondents while the second part was intended to
determine the Gadget Usage: A Quantitative Research Regarding Using of Gadget
towards Mental Health of San Jacinto National High School – Senior High School
Students.
DATE GATHERING PROCEDURE
The whole study’s duration was the whole 1st semester of the school year
2022-2023. The questionnaire was administered to 50 respondents through
Survey Questionnaire. The researcher had immediately floated the questionnaire
to the respondents after the questionnaire was approved by the researcher’s
Practical Research II & Valid teachers. After getting results, the researcher had
tabulated the data. Statistical treatment was used to analyse the data.
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STATISTICAL TREATMENT OF DATA
Frequency count and percentages was used to describe the personal
profile of the respondents of this study. The frequency represents the response to
an item in the sample size of respondents.
𝑓
Formula: % = (𝑛) ∗ 100
Where:
% = percentage
f = frequency
n = sample size
100 = constant
In determining the Statement of the Problem 2 & 3, the researcher used
the average weighted mean score of the respondents using the formula:
𝐴𝑊𝑀 =
𝑋1 𝑊1 + 𝑋2 𝑊2 + 𝑋3 𝑊3 + 𝑋4 𝑊4 + 𝑋5 𝑊5
𝑇𝑂𝑇𝐴𝐿 𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑅𝐸𝑆𝑃𝑂𝑁𝐷𝐸𝑁𝑇𝑆
Where:
AWM = Average Weighted Mean
X = Frequencies
W = Weight
The rating scale below was used to interpret the results:
SCALE
WEIGHTED MEAN
INTERPRETATION
5
4.21-5.00
Highly Affected
4
3.41-4.20
Affected
3
2.61-3.40
Neutral
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2
1.81-2.60
Unaffected
1
1.00-1.80
Highly Unaffected
Table 3.1 Likert Scale
To determine Statement of the Problem 4, the researcher made use of
Pearson correlation coefficient or pearson r will be used to know the strength of
correlation between the variables and conclude the hypothesis of the study.
Formula: r =
𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
2
2
√[𝑛 ∑ 𝑥 2 −∑ 𝑥) ][𝑛 ∑ 𝑦 2 −(∑ 𝑦) ]
Where:
r = strength of the correlation between variables x and y
n = sample size
∑ = sum of what follows
x = every x-variable value
y = every y-variable value
xy = the product of each x score and the corresponding y score
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION DATA
This chapter presents analysis, and interpret the data. The researchers
analyzed the data with the aid of statistical treatments.
Age of Grade 11 and 12 Students (n=50)
Age
Frequency
Percentage %
16-17 years old
39
78%
18-19 years old
10
20%
20 years old and above
1
2%
Total
50
100%
Table 4.1 shows that the most of the respondents came from the group of age 1617 years old with a percentage of 78% while the least number of respondents came
from the age group of 20 years old and above with a percentage of 2%.
Sex of Grade 11 and 12 Respondents (n=50)
Sex
Frequency
Percentage %
Male
27
54%
Female
23
46%
Total
50
100%
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Table 4.2 shows that the male respondents have a percentage of 54% and the
female respondents have a percentage of 46%.
Intellectual Factor
LIST OF INTELLECTUAL
5
4
3
2
1
MEAN
INTERPRETATION
10
16
20
2
2
3.6
Affected
5
15
21
8
1
3.3
Neutral
14
15
14
4
3
3.66
Affected
13
17
13
5
2
3.68
Affected
8
17
14
6
5
3.34
Neutral
6
12
16
8
8
3
Neutral
7
16
19
6
2
3.4
Neutral
21
14
9
2
4
3.92
Affected
FACTORS
2A1
When I use a Gadget, I become
a proficient logical thinker
2A2
When I use a Gadget, I become
more Reasonable
2A3
When I use a Gadget, I become
more proficient in my Linguistic
skill
2A4
When I use a Gadget, I enhance
my critical thinker
2A5
When I use a Gadget, I become
competent problem solver
2A6
When I use a Gadget, I become
Entwined with Mathematics
2A7
When I use a Gadget, I view
ideas at Abstract level
2A8
When I use a Gadget, It improve
my Communication skill
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2A9
When I use a Gadget, I seek
23
19
6
1
0
4.22
Highly Affected
19
18
7
3
3
3.94
Affected
3.606
Affected
information adequately &
adeptly
2A10
When I use a Gadget, I become
more intellectually flexible
AWM
Table 4.3 shows that the Senior High School students respondents Agreed in the
Effects of Gadget Usage to the Mental Health to the San Jacinto National High
School-Senior High School in terms of Intellectual Factor (AWM= 3.606).
Psychological Factor
LIST OF PSYCHOLOGICAL
5
4
3
2
1
MEAN
INTERPRETATION
16
10
14
8
2
3.6
Affected
10
15
14
8
3
3.42
Affected
8
11
20
7
4
3.24
Neutral
6
20
12
9
3
3.34
Neutral
8
15
13
10
4
3.26
Neutral
FACTORS
2B1 When I use a Gadget, I become
more socially active
2B2 When I use a Gadget, I provide
emotional support both myself
& others
2B3 When I use a Gadget, my selfcontrol improve
2B4 When I use a Gadget, It up lift
my self esteem
2B5 When I use a Gadget, I become
more rational
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2B6 When I use a Gadget, I trust
5
14
15
9
7
3.02
Neutral
10
15
13
8
4
3.38
Neutral
14
17
8
7
4
3.6
Affected
6
14
13
10
7
3.04
Neutral
15
17
7
6
5
3.62
Affected
3.352
Neutral
easily both myself & other
2B7 When I use a Gadget, I become
less negative thinker
2B8 When I use a Gadget, I become
less vitally exhausted
2B9 When I use a Gadget, I become
less downhearted
2B10 When I use a Gadget, I become
less Gloomy
AWM
Table 4.4 shows that the Senior High School students respondents Neither Agreed
nor Disagreed in the Effects of Gadget Usage to the Mental Health of San Jacinto
National High School- Senior High School in terms of Psychological Factors
(AWM= 3.352).
Intellectual Interventions
LIST OF INTELLECTUAL
5
4
3
2
1
MEAN
INTERPRETATION
12
24
9
4
1
3.84
Affected
11
15
13
8
3
3.46
Affected
INTERVENTIONS
3A1 Using my gadget on reading or
identifying logical idea
3A2 I use my gadget to back up my
reasoning
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3A3 I Study different language &
19
14
11
4
2
3.88
Affected
12
17
15
5
1
3.68
Affected
10
13
17
6
4
3.38
Neutral
13
16
10
8
3
3.56
Affected
9
19
15
5
2
3.56
Affected
18
17
8
4
3
3.86
Affected
22
16
8
2
2
4.08
Affected
12
21
8
6
3
3.66
Affected
3.696
Affected
Proper Linguistic skill using my
Gadget
3A4 Gadget usage improve my
critical thinking by means of app
or game
3A5 Using gadget for problem
solving on my daily task
3A6 Using gadget to solve
Mathematical equation &
reference for formulas
3A7 Using gadget & use Abstract
thinking apps
3A8 I use my gadget in improving
Communication via Instant
messaging & interaction
3A9 Using my gadget to check Facts
& data adequately
3A10 Practicing intellectually flexible
via using gadget with certain
app
AWM
Table 4.5 shows that the Senior High School students respondents Agreed in the
Effects of Gadget Usage to the Mental Health to the San Jacinto National High
School-Senior High School in terms of Intellectual Interventions (AWM= 3.696).
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Psychological Interventions
LIST OF PSYCHOLOGICAL
5
4
3
2
1
MEAN
INTERPRETATION
36
7
4
3
0
4.52
Highly Affected
22
19
5
3
1
4.16
Affected
13
16
11
5
5
3.54
Affected
13
16
12
6
3
3.6
Affected
16
17
14
3
0
3.92
Affected
11
15
14
6
4
3.46
Affected
INTERVENTIONS
3B1 Using my gadget in contacting
my friends, family & love ones
3B2 I used my gadget as an
emotional support tool through
messaging, taking pictures &
etc.
3B3 Using gadget I can scroll for
different ways to improve my
self-control
3B4 I use my gadget to improve my
self-confidence via taking
pictures & expressing myself
3B5 I sue my gadget to watch video
in improving my reasoning
3B6 I become trustworthy individual
after using my gadget to search
the way to improve my social
skills
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3B7 I scroll on the web using my
15
18
9
7
1
3.78
Affected
11
18
13
5
3
3.58
Affected
8
17
21
3
1
3.56
Affected
20
13
12
2
3
3.9
Affected
3.802
Affected
gadgets about positive thoughts
3B8 Using my gadget, I feel fresh &
revitalize
3B9 I feel optimistic whenever I use
my Gadget
3B10 I use my gadget in order for me
to talk to someone (Family,
friends & love ones) to open up
my down time
AWM
Table 4.6 shows that the Senior High School students respondents Agreed in the
Effects of Gadget Usage to the Mental Health to the San Jacinto National High
School-Senior High School in terms of Psychological Interventions (AWM= 3.802).
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Intellectual Factor to
Pearson r
Intellectual
Interventions
2A13A1
0.104
2A23A2
0.020
2A33A3
0.171
2A43A4
0.107
2A53A5
0.206
2A63A6
0.027
2A73A7
0.231
2A83A8
0.246
2A93A9
0.296
2A103A10
0.230
TOTAL
0.1638
Table 4.7 shows that there is no
significant relationship
between the effect and the
intervention in the
Respondent’s Using of Gadget
towards their Mental Health in
terms of Intellectual. The study
used 0.05 significant value and
0.288 as critical value. The
result shows that the r value is
lesser than the critical value
(r=0.1638), therefore we failed
to reject the null hypothesis.
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Psychological Factor
Pearson r
to Psychological
Interventions
2B13B1
.245
2B23B2
-.042
2B33B3
.107
2B43B4
-.141
2B53B5
.094
2B63B6
-.091
2B73B7
.018
2B83B8
-.164
2B93B9
.070
2B103B10
.182
TOTAL
0.1124
Table 4.8 shows that there is a
significant relationship
between the effect and the
intervention in the
Respondent’s Using of Gadget
towards their Mental Health in
terms of Psychological. The
study used 0.05 as significant
value and 0.288 as critical
value. The result shows that
the r value is lesser than the
critical value (r=0.1124),
therefore we failed to reject
the null hypothesis.
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Chapter V
Summary, Conclusions and Recommendation
This chapter intends to give findings, presents the conclusion drawn from
unearthing, and the recommendations regarded from the conclusion.
Summary of Findings
With the conduction of the study, the researchers have determined the
effect of gadget usage to the mental health in terms of intellectual factor to the
students of San Jacinto National High School – Senior High School. Specifically,
it was found out based on table 4.1 that the most of the respondents came from
the group of age 16-17 years old with a percentage of 78%. Table 4.2 shows that
the male respondents have a percentage of 54% and the female respondents have
a percentage of 46%. Table 4.3 shows that the Senior High School students
respondents Agreed in the Effects of Gadget Usage to the Mental Health to the
San Jacinto National High School-Senior High School in terms of Intellectual
Factor (AWM= 3.606). Table 4.4 shows that the Senior High School students
respondents Neither Agreed nor Disagreed in the Effects of Gadget Usage to the
Mental Health of San Jacinto National High School- Senior High School in terms
of Psychological Factors (AWM= 3.352). Furthermore, this study also aimed to
know the intervention regarding to the use of gadgets and if there is really a
significant relationship between the effect and intervention of gadget usage to the
respondents.
Conclusion
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The researchers came up with a conclusion according to the results and
findings of the research study, specifically:
1.) Base on the findings, it shows that the Senior High School students
respondents Agreed in the Effects of Gadget Usage to the Mental Health
to the San Jacinto National High School-Senior High School in terms of
Intellectual Interventions (AWM= 3.696).
2.) The survey illustrates that the Senior High School students respondents
Agreed in the Effects of Gadget Usage to the Mental Health to the San
Jacinto National High School-Senior High School in terms of Psychological
Interventions (AWM= 3.802).
3.) The survey shows that there is a significant relationship between the effect
and the intervention in the Respondent’s Using of Gadget towards their
Mental Health in terms of Intellectual. The study used 0.05 as significant
value and 0.288 as critical value. The result shows that the r value is lesser
than the critic value (r=0.1638), therefore we failed to reject the null
hypothesis.
4.) The researchers found out that there is a significant relationship between
the effect and the intervention in the Respondent’s Using of Gadget
towards their Mental Health in terms of Psychological. The study used 0.0.5
as significant value and 0.288 as critical value. The result shows that the r
value is lesser than the critic value (r=0.1124), therefore we failed to reject
the null hypothesis.
Recommendations
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Base on the conclusions drawn, the following recommendations were
presented:
1. Encourage faculty to integrate curriculum focused on mental health,
resilience, and support resources and to develop courses in ways that
promote mental wellness.
2. Open a continuous dialogue with students, staff, faculty, and the wider
community about metal health and well-being, including online forums
for discussion of prevention of mental health issues and promotion of
mental health-care strategies.
3. Use research on best practices and review opportunities for selfassessment and self-management and early intervention through
digital applications.
4. The researchers recommended the future researchers to conduct a
study regarding this topic in another setting to collect new findings
which will be used to validate the existing findings in this study.
BIBLIOGRAPHY
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Ayu M. et al. (2020). Preschoolers' Mental Health Status Based On Their Mobile
Gadget Usage.
https://iopscience.iop.org/article/10.1088/1742-6596/1469/1/012054/meta
Cleofas J. et al. Educ Inf Technol (Dordr). (2021).. Demographic, Gadget And
Internet Profiles As Determinants Of Disease And Consequence Related COVID19 Anxiety Among Filipino College Students
https://pubmed.ncbi.nlm.nih.gov/33841028/
Wahyuni A. et al. (2019) The Relationship Between The Duration Of Playing
Gadget And Mental Emotional State Of Elementary School Students.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Relationship+between+the+Dur
ation+of+Playing+Gadget+and+Mental+Emotional+State+of+Elementary+School+Students&btnG#
d=gs_qabs&t=1675361640660&u=%23p%3Ds56p9Q1wcdAJ
Dr. Swaroop N, Bobba A. (2021) Impact Of Mobile Phone Usage On Psychological
Health Status And Academic Performance Of Under Graduate Students In A
Private Medical College.
https://www.comedjournal.com/articles/206/4-3-11-142.pdf
N Syed Nasser Et Al. (2020) A Survey On Smartphone Dependence And
Psychological Effects Among Undergraduate Students In A Malaysian University.
https://scholar.google.com.ph/scholar?hl=en&as_sdt=0%2C5&as_vis=1&q=A+survey+on+smartph
one+dependence+and+psychological+effects+among+undergraduate+students+in+a+Malaysian+
University.&btnG#d=gs_qabs&t=1675361900544&u=%23p%3Df6zIo9CxSisJ
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
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Demirci K. et al. (2015) Relationship Of Smartphone Use Severity With Sleep
Quality, Depression, And Anxiety In University Students.
https://scholar.google.com.ph/scholar?hl=en&as_sdt=2005&sciodt=0%2C5&cites=9734069891486
478222&scipsc&q=Relationship+of+Smartphone+Use+Severity+with+Sleep+Quality%2C+Depressi
on%2C+and+Anxiety+in+University+Students&btnG#d=gs_qabs&t=1675361960691&u=%23p%3D
o7legctCh0QJ
Daniels J., (2012) Race and racism in Internet Studies: A review and critique.
https://journals.sagepub.com/doi/10.1177/1461444812462849
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APPENDICES
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APPENDIX A
Questionnaire
GADGET USAGE: A QUANTITATIVE RESEARCH
REGARDING USING OF GADGET TOWARDS MENTAL
HEALTH OF SAN JACINTO NATIONAL HIGH SCHOOL –
SENIOR HIGH SCHOOL STUDENTS.
QUESTIONNAIRE
DIRECTION: Answer the following questions honestly, carefully and sincerely.
PART I: PERSONAL PROFILE
Age:  16 - 17 years old
 18 - 19 years old  20 & above years old
Sex:  Male
 Female
PART II – A
WHAT ARE THE EFFECT OF USING GADGET TO THE
INTELLECTUAL FACTORS OF THE RESPONDENTS? Rate the following
factors based on the scale below:
5 – Highly Affected
3 –Neutral
1 – Highly Unaffected
4 – Affected
2 – Slightly Unaffected
LIST OF INTELLECTUAL FACTORS
5
4
3
2
2A1 When I use a Gadget, I become a proficient logical thinker
2A2 When I use a Gadget, I become more Reasonable
2A3 When I use a Gadget, I become more proficient in my
Linguistic skill
2A4 When I use a Gadget, I enhance my critical thinker
2A5 When I use a Gadget, I become competent problem solver
2A6 When I use a Gadget, I become Entwined with Mathematics
2A7 When I use a Gadget, I view ideas at Abstract level
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1
2A8 When I use a Gadget, It improve my Communication skill
2A9 When I use a Gadget, I seek information adequately &
adeptly
2A10 When I use a Gadget, I become more intellectually flexible
PART II – B
WHAT ARE THE EFFECT OF USING GADGET TO THE
PSYCHOLOGICAL FACTORS OF THE RESPONDENTS?
Rate the following factors based on the scale below:
5 – Highly Affected
3 –Neutral
4 – Affected
2 – Slightly Unaffected
LIST OF PSYCHOLOGICAL FACTORS
1 – Unaffected
5
4
3
2
2B1 When I use a Gadget, I become more socially active
2B2 When I use a Gadget, I provide emotional support both
myself & others
2B3 When I use a Gadget, my self-control improve
2B4 When I use a Gadget, It up lift my self esteem
2B5 When I use a Gadget, I become more rational
2B6 When I use a Gadget, I trust easily both myself & other
2B7 When I use a Gadget, I become less negative thinker
2B8 When I use a Gadget, I become less vitally exhausted
2B9 When I use a Gadget, I become less downhearted
2B10 When I use a Gadget, I become less Gloomy
PART III – A
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1
WHAT ARE THE INTERVENTION REGARDING USING GADGET TO
THE INTELLECTUAL FACTORS OF THE RESPONDENTS?
Rate the following factors based on the scale below:
5 – Highly Affected
3 –Neutral
4 – Affected
2 – Slightly Unaffected
LIST OF INTELLECTUAL INTERVENTIONS
1 – Unaffected
5
4
3
2
3A1 Using my gadget on reading or identifying logical idea
3A2 I use my gadget to back up my reasoning
3A3 I Study different language & Proper Linguistic skill using my
Gadget
3A4 Gadget usage improve my critical thinking by means of app
or game
3A5 Using gadget for problem solving on my daily task
3A6 Using gadget to solve Mathematical equation & reference for
formulas
3A7 Using gadget & use Abstract thinking apps
3A8 I use my gadget in improving Communication via Instant
messaging & interaction
3A9 Using my gadget to check Facts & data adequately
3A10 Practicing intellectually flexible via using gadget with certain
app
PART III – B
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1
WHAT ARE THE INTERVENTION REGARDING USING GADGET TO
THE PSYCHOLOGICAL FACTORS OF THE RESPONDENTS?
Rate the following factors based on the scale below:
5 –Highly Affected
3 – Neutral
4 – Affected
2 – Slightly Unaffected
LIST OF PSYCHOLOGICAL INTERVENTIONS
1 – Highly Unaffected
5
4
3
2
3B1 Using my gadget in contacting my friends, family & love
ones
3B2 I used my gadget as an emotional support tool through
messaging, taking pictures & etc.
3B3 Using gadget I can scroll for different ways to improve my
self-control
3B4 I use my gadget to improve my self-confidence via taking
pictures & expressing myself
3B5 I sue my gadget to watch video in improving my reasoning
3B6 I become trustworthy individual after using my gadget to
search the way to improve my social skills
3B7 I scroll on the web using my gadgets about positive thoughts
3B8 Using my gadget, I feel fresh & revitalize
3B9 I feel optimistic whenever I use my Gadget
3B10 I use my gadget in order for me to talk to someone (Family,
friends & love ones) to open up my down time
APPENDIX B
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1
Process
APPENDIX C
CURRICULUM VITAE
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Name: Andre Rodney S. Tila
Gender: Male
Age: 18
Birthday: September 8, 2004
Email add: handreiloutila@gmail.com
Facebook: Andre Tila
Religion: Nazarene
Nationality: Filipino
Address: 1 Camagay St., San Jacinto, Pangasinan
Parents:
Occupation:
Honey S. Tila
Doctor
Roderick R. Tila
Doctor
Educational Background:
Year Graduated
2011-2017
Name of School
Award Recognition
Sun Risers Merryland School, INC.
2017-2021
San Jacinto National High School (JHS)
2021-2023
San Jacinto National High School (SHS)
With Hgh Honors
(SaSCI) School Activities, Seminars and Community, Involvement
Year of Activity
Name of Activity Seminar Community
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Name of Involvement
39
Name: Charlotte Denise P. Abella
Gender: Female
Age: 17
Birthday: October 7, 2005
Email add: akosidenise69@gmail.com
Facebook: Charlotte Denise Parsamento Abella
Religion: Roman Catholic
Nationality: Filipino
Address: Brgy. Bucao, Manaoag, Pangasinan
Parents:
Occupation:
Gilberto S. Abella
Tricycle Driver
Irene P. Abella
House Wife
Educational Background:
Year Graduated
Name of School
Award Recognition
2011-2017
G.S.I.S. Village Elementary School
2017-2021
San Jacinto National High School (JHS)
2021-2023
San Jacinto National High School (SHS)
With Honors
(SaSCI) School Activities, Seminars and Community, Involvement
Year of Activity
Name of Activity Seminar Community
2011-2017
Girl Scout of the Philippines (School)
Member
2018-2020
Girl Scout of the Philippines (School)
Member
2018-2019
2021-2022
M.A.P.E.H. Club
Supreme Student Government
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Name of Involvement
Peace Officer
Grade 11 Representative
40
Name: Gerald T. Bautista
Gender: Male
Age: 18
Birthday: November, 5 2004
Email add: eyyraldbautista@gmail.com
Facebook: Gerald Bautista
Religion: Roman Catholic
Nationality: Filipino
Address: Babasit, Manaoag Pangasinan
Parents:
Occupation
Marietta T. Bautista
House Wife
Manuel C. Bautista
Factory Worker
Educational Background:
Year Graduated
2011-2017
Name of School
Award Recognition
Aurora A. Quezon Elementary School
2017-2021
San Jacinto National High School (JHS)
2021-2023
San Jacinto National High School (SHS)
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
High Honors
41
(SaSCI) School Activities, Seminars and Community, Involvement
Year of Activity
Name of Activity Seminar Community
Name of Involvement
2018-2019
Supreme Student Government
Grade 9 - Representative
2019-2020
Supreme Student Government
Grade 10 - Representative
2020-2021
Supreme Student Government
Grade 11 – Representative
Name: Matthew Aldrin P. Biagtas
Gender: Male
Age: 18
Birthday: November 27, 2004
Email add: biagtasmatthew@gmail.com
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
42
Facebook: Matthew Biagtas
Religion: Roman Catholic
Nationality: Filipino
Address: Brgy. Embarcadero, Mangaldan, Pangasinan
Parents:
Occupation:
Arlyn P. Biagtas
OFW
Marlon B. Biagtas
Jeepney Operator
Educational Background:
Year Graduated
Name of School
2011-2013
The Right Formation Elementary School
2013- 2014
Bethel Christian Learning Center
2014- 2017
Award Recognition
Bernabe Q. Biagtan Elementary School
2020-2021
San Jacinto National High School (JHS)
2021-2023
San Jacinto National High School (SHS)
With Honors
(SaSCI) School Activities, Seminars and Community, Involvement
Year of Activity
Name of Activity Seminar Community
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
Name of Involvement
43
Name: Dricxie Thea Vennize V. Casipit
Gender: Female
Age: 17
Birthday: May 30, 2005
Email add: casipitthea12@gmail.com
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
44
Facebook: Thea Casipit
Religion: Roman Catholic
Nationality: Filipino
Address: Brgy. San Roque, San Jacinto Pangasinan
Parents:
Occupation
Violeta V. Casipit
House Wife
Edgardo M. Casipit
None
Educational Background:
Year Graduated
2011-2017
Name of School
Award Recognition
San Roque Elementary school
2017-2021
San Jacinto National High School (JHS)
2021- 2023
San Jacinto National High School (SHS)
(SaSCI) School Activities, Seminars and Community, Involvement
Year of Activity
Name of Activity Seminar Community
Name of Involvement
Name: Louiebeth I. Macaraeg
Gender: Female
Age: 17
Birthday: November 27, 2005
Birthdate: Brgy. San Roque, San Jacinto, Pangasinan
Email add: louiebethmacaraeg2@gmail.com
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
45
Facebook: Louiebeth Macaraeg
Religion: Roman Catholic
Nationality: Filipino
Address: Brgy. San Roque, San Jacinto, Pangasinan
Parents:
Occupation:
Roberto Agustin
ARMY
Dobeth Macaraeg Agustin
Dentist
Educational Background:
Year Graduated
Name of School
Award Recognition
2011 – 2017
West Central Elementary School
with Honors
2017 – 2021
San Jacinto National High School(JHS) with High Honors
2021 - 2023
San Jacinto National High School(SHS)
(SaSCI) School Activities, Seminars and Community, Involvement
Year of Activity
Name of Activity Seminar Community
2017 – 2018
Girl Scout of the Philippines (School)
Member
2017 – 2018
YMCA Club (School)
Member
2017 – 2018
Division Yes-O Camp
Participant
2016 – 2017
Yes-O(School)
Member
2017 – 2018
ROYSC (School)
Member
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
Name of Involvement
46
2018 – 2019
Yes-O (School)
Member
2019 – 2020
Red Cross (School)
Member
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
47
Address: Guibel/Capaoay, San Jacinto, Pangasinan
Telephone No: (075) 653-0010/600-3641
48