Republic of the Philippines
NOTRE DAME OF MIDSAYAP COLLEGE
SENIOR HIGH SCHOOL
Quezon Ave., Poblacion 5, Midsayap, Cotabato
Effects of Gadgets to the Study Habits of the Grade 12 TVL Students of Notre Dame of
Midsayap College – Senior High School Department
______________________________________________________________________________
Camponion, Mark Angelou B.
Dimasu-ay, Christian Rey C.
Tabaosares, Crisley John F.
Villarubia, Allan Joshua S.
Cardoza, James Ronald B.
Cagang, Mark Angelo O.
Magpale, Dovie Kaye M.
Ortega, Romel M.
Sato, Ernest John
Radam, Joey D.
A Research Presented to the Senior High School Deparment, Notre Dame of Midsayap College,
Midsayap, Cotabato.
June 2021
Chapter I
Introduction
Background of the Study
Previous research on technology have led to the presence of different meanings and
principles of technology due to the complex nature of technology. The discussion of the concept
of technology is important in having a clear understanding of the essence of technology and
exploring what it means. Previous research has shown that defining the concept of technology is
challenging (Reddy & Zoa, 1990). According to Hughes (2004), “Technology is messy and
complex. It is difficult to define and to understand. In its variety, it is full of contradictions, laden
with human folly, saved by occasional benign deeds, and rich with unintended consequences.” (p.
1) “Defining technology in its complexity,” he continued, “is as difficult as grasping the essence
of politics.” (p. 2). The technical advances, inventions, and engineering applications used within
societies to perform specific tasks have both gained and hampered ancient and modern human
civilizations. Technological advances have been important for societies to survive and develop,
while human societies' culture, values, and expectations have influenced how those cultures have
developed, benefited from, and been hindered by technology (Wardynski, D., 2019).
Nowadays, it is unusual to find a student who does not have access to some form of
technology. There has been a lot of discussion about how important it is for the students to have
digital citizenship and 21st-century skills (Williams, M., 2019). Educational technology does not,
by itself, result in successful teaching and learning. It also needs a leader (the educator) and a goal
(related to the curriculum). It does, however, necessitate some effort and techniques in order to
successfully incorporate it into a student`s course content. Technology, on the other hand, can be
turned from a distraction to an effective teaching tool when used with intention (Himmelsbach,
V., 2019).
Many students who own an electronic device spend the majority of their time on it. As a
result, both academic performance and health status are harmed because they are too reliant on
electronic devices (Othman et al. 2020). Initially, electronic devices were sold as a means of
communication. While there are many functions and advantages of using the internet and
technology through gadgets, one must acknowledge that it is silently undermining the efficacy of
group socialization. According to research conducted by Ramane D. & Kottapalle S., children aged
8 to 19 now spend an average of 10 hours and 45 minutes a day on the internet, equating to 75
hours and 15 minutes per week. Laurisa et al. discovered that children aged 8 to 18 spend an
average of 7 ½ hours a day with media, such as television, computers, and mobile phones.
The pervasive use of technology has a positive influence on society in a number of ways,
including in the field of education. Students today have access to not only computers to assist them
with their schoolwork, but also to research tools, and teachers use technology to increase the effect
of their lessons (McCoy W., 2019).
The reason we conducted this research is this generation is becoming more and more reliant
towards gadgets and technology especially students and the youth. We want to figure out the
effects of gadgets towards the study habits of Grade 12 TVL Students.
Statement of the Problem
The purpose of this study is to determine the positive and negative effects of gadgets on
Grade 12 study habits. The purpose of this study is to answer the following questions:
1. What is the demographic profile of the respondents in terms of their:
1.1 Sex
2. What are the positive and negative effects of gadgets to the study habits of the Grade 12
TVL students?
3. Is there a significant difference in the effects of gadgets to the study habits of Grade 12
TVL students based on gender?
Scope and Limitation
This study focuses on the effects of gadgets to the academic performance of Grade 12 students.
The collection of data will be conducted to the Grade 12 TVL-Cookery and Automotive students
of The Notre Dame of Midsayap College A.Y. 2020-2021. The study would be done through the
use of online survey questionnaire. By the researcher`s strategies, they will be able to know the
effects of gadgets to the study habits of Grade 12 TVL students.
Significance of the Study
This study gives benefits to the teachers, students and future researchers.
Teachers. This study may give the teachers some insights on how to properly and successfully
implement the use of gadgets in the classroom. It may give some ideas on how to deal with the
positive and negative effects of gadgets in Grade 12 TVL students` study habits.
Students. This study may enlighten the students on the effects of them using gadgets within and
outside the classroom. It will serve as a guide in how to gadget use and maximize and reach the
potential of the use of gadgets in the classroom.
Future Researchers. Results of the study may serve as a basis for future researchers to guide their
own research.
Definition of Terms

Effects – a change which is a result or consequence of an action or other cause.

Gadgets – a small, mechanical or electronic device or tool, especially an ingenious
or novel one.

Study habits – are the behaviors used when preparing for tests or learning academic
material.

Grade 12 – TVL Students – TVL stands for Technical-Vocational-Livelihood, and
the TVL track is one of the two tracks offered in senior high school; the other one is
the Academic track.

NDMC – SHS – senior high school or SHS refers to the last two years of the K to
12 program that has been implemented by the Department of Education here in the
Philippines since 2012 – namely, grades 11 and 12.
Review of Related Literature
In this chapter, we will discuss studies that may be related to the research entitled: Effects
of Gadgets to the Study Habits of the Grade 12 TVL Students of Notre Dame of Midsayap College
– Senior High School Department. It is important to be familiar with a number of similar concepts
to fully understand the impact of gadgets on the study habits of students.
Effective Implementation of Technology
According to Canough (2013), technology is omnipresent, affecting almost every aspect of
people`s lives, cultures, homes, and when it comes to incorporating technology into classroom
learning, most schools lag behind. Many schools are only beginning to explore the true potential
that teaching and learning technology can offer. When properly used, technology will help students
develop the skills they need in a dynamic, highly technical, knowledge-based economy to succeed.
In a different computer class, incorporating technology into classroom learning means more than
teaching computer skills and software programs. Where the use of technology is routine and
straightforward and where technology promotes curricular objectives, successful technology
integration is achieved.
Educational technology does not in and of itself, result in successful teaching and learning. A
guide (the teacher) and a target (related to the curriculum) are still needed. To incorporate it
successfully into your course content takes some effort and strategies. Technology can be turned
from a distraction to an efficient teaching tool when used with purpose (Himmelsbach V., 2019).
People all over the world rely on devices for a number of reasons, including communication,
science, and work. As the world has changed, more gadgets have been introduced, and more people
have become dependent on them. On the one hand, technology has a profoundly positive influence
on the people, but it also has negative implications. (Rana, 2019).
People can see how technology has become an important part of today's world. It
unquestionably plays an important role in the day to day life of people. Technology has advanced
at a rapid rate, with new gadgets appearing on a regular basis. Almost everyone is using mobile
devices at all ages, from young to elderly. It may be on televisions, smartphones, computers,
tablets, and other devices. If we start listing each new gadget that enters the market, the list
becomes very long. In many cases, technology has replaced human life, like studying (Kopykitab,
2020).
Advantages of using Technologies and Gadgets
Digital gadgets are essential for modern students today. They prevent from carrying dozens
of books on your backpack and make life extra simple. On a tablet, one can bring thousands of
beneficial literature and, at the same time, keep your back from heavy loads (Visnji, 2020).
It is important to acknowledge that students are already interested and engaged in using
technology, this creates many amazing opportunities for schools and teachers to benefit from
integrating some forms of technology in the classroom and to make teaching and learning more
effective. Here are some potential benefits of using technology in the classroom according to
Webanywhere (2016).
1. Improves engagement
When technology is integrated into lessons, students are expected to be more interested in the
subjects they are studying. Technology provides different opportunities to make learning more fun
and enjoyable in terms of teaching same things in new ways. For instance, delivering teaching
through gaming, taking students on virtual field trips and using other online learning resources.
What is more, technology can encourage a more active participation in the learning process which
can be hard to achieve through a traditional lecture environment.
2. Improves knowledge retention
Students who are engaged and interested in things they are studying, are expected to have a
better knowledge retention. As mentioned before, technology can help to encourage active
participation in the classroom which also is a very important factor for increased knowledge
retention. Different forms of technology can be used to experiment with and decide what works
best for students in terms of retaining their knowledge.
3. Encourages individual learning
No one learns in the same way because of different learning styles and different abilities.
Technology provides great opportunities for making learning more effective for everyone with
different needs. For example, students can learn at their own speed, review difficult concepts or
skip ahead if they need to. What is more, technology can provide more opportunities for struggling
or disabled students. Access to the internet gives students access to a broad range of resources to
conduct research in different ways, which in turn can increase the engagement.
4. Encourages collaboration
Students can practice collaboration skills by getting involved in different online activities. For
instance, working on different projects by collaborating with others on forums or by sharing
documents on their virtual learning environments. Technology can encourage collaboration with
the students in the same classroom, same schools and even with other classrooms around the world.
5. Students can learn useful life skills through technology
By using technology in the classroom, both teachers and students can develop skills essential
for the 21st century. Students can gain the skills they will need to be successful in the future.
Modern learning is about collaborating with others, solving complex problems, critical thinking,
developing different forms of communication and leadership skills, and improving motivation and
productivity. What is more, can help develop practical skills, including creating presentations,
learning to differentiate reliable sources on the internet, maintaining proper online etiquette, and
writing emails. These are very important skills that can be developed in the classroom.
Setbacks in the Implementation of Technology
Even though technological advancement has obvious advantages in terms of education, there
are still negative effects of technology on students. While technology can support learning outside
of school, the report found its record inside school is mixed. Giving students access to e-books,
tablets, computers and laptops inside the classroom was associated with significantly lower
educational performance (O`brien C., 2018).
As the proliferation of technology in the classroom continues to accelerate, schools that have
not yet implemented some of the latest and greatest devices such as iPads in the classroom are
starting to really feel the pressure to. Mobile devices can make perfect learning tools and open up
unlimited possibilities for educators and students alike, but it is not all daisies and roses.
Sometimes the initial infatuation with the shiny new technology turns into love-hate relationship
as problems and issues arise.
Here are a few potential issues of bringing technology in the classroom according to Mareco
D. (2014).
1. Students Using Social Media
Of course teachers fear their students will be playing around on social media instead of using
their devices for educational purposes. Today`s kids spend quite a bit of time on Facebook, Twitter,
SnapChat, Instagram, etc. to prevent this issue, when preparing your network, make sure to include
a next generation firewall that provides application filtering.
2. Network Overload
When you put mobile devices in the hands of all students, teachers, and staff, your network can
easily become overloaded if it was not appropriately designed to handle all those wireless devices.
Many schools current wireless network infrastructures just are not designed to handle the amount
of activity and the number of devices that are sucking up bandwidth. Getting a wireless site survey
is vital for any new major classroom technology integration like iPads or BYOD.
3. Cheating
At one time a student had to pull a paper written “cheat sheet” out of their pockets to have the
ability to cheat. It certainly seems easier that they can now cleverly pull up a “cheat sheet” on their
device. The good news is, with the ever evolving change in technology, software companies are
developing ways to alleviate the cheating problem by, for example, allowing teachers and
administrators` access to students` screens while in the classroom.
4. Gaming
There are a ton of free gaming apps out there and people love them, especially kids. These
addicting games can be quite the distraction and take away the productivity in the classroom.
Again, like with number one, application filtering can fix this issue.
5. Damaged Devices (Outdated Gadgets)
If you have kids or you have just been around them, you know there is a risk of damage when
handing them new devices. An expert`s advice here is to give the students a quick tutorial in how
to properly take care of whatever device/s your school chooses. Also make sure they are equipped
with durable covers/cases. Lastly, if insurance is an option, you better take it, because most devices
are quite costly to replace.
As with anything, there are risks with bringing new technology in the classroom. These
drawbacks actually pale in comparison to the world of possibilities classroom technology can
bring. These potential issues can be avoided by proper planning.
Technology, particularly the use of Social Media, is about collaborating, networking, sharing
and generating knowledge and content, all of those features are of great value in the context of
higher education but still, it was considered to be a deteriorating agent in academics by some
people (Branzuela et. al, 2016).
Theoretical Framework
Technological determinism
-is a reductionist theory that holds that the development of a society`s social structure and
cultural values is determined by its technology. Thortein Veblen (1875-1929), an American
sociologist and economist, is credited with coining the term. It is the belief that technology has a
significant impact on people`s lives. This concept is prominent in popular imagination and political
rhetoric, such as the notion that the internet is revolutionizing the economy and society.
Theory of Academic Performance
-the belief that individual students` psychological characteristics, as well as their immediate
psychological environments, influence educational outcomes (cognitive, behavioral, and
attitudinal) (Reynolds & Walberg, 1992).
Conceptual Framework
This study will focus on the positive and negative effects of gadgets on students` study habits.
Independent Variable
Effects of gadgets.
Dependent Variable
Study habits of Grade 12 TVL
students.
Figure 1. Relationship of the Independent and Dependent Variables of the study.
Many devices have grown in popularity across generations, with the majority of people now
owning cell phones, laptop computers, and desktop computers. Younger adults are leading the way
in increased mobility, preferring laptops to desktop computers and using cell phones for a variety
of purposes such as internet, email, music, games and video (Zickuhr, K., 2011).
The introduction of modern technological gadgets in the modern era has captured the
attention of the global population. People`s reliance on technological gadgets and services
provided by these has reached a point where they cannot imagine taking a step forward in the
direction of their growth without them. The degree of dependency is causing addiction to
technological devices and services. Youth are the most vulnerable segment of the population when
it comes to technology addiction (Mudul, JR., 2014).
Hypothesis
Null Hypothesis
Ho1. Using of Gadgets has no effects on the study habits of the Grade 12 TVL Students.
Ho2. There is no significant difference in the effects of gadgets to the Grade 12 TVL students based
on the gender.
Alternative Hypothesis
Ho1. Using of gadgets has effects on the study habits of the Grade 12 TVL students.
Ho2. There is significant difference in the effects of gadgets to the Grade 12 TVL students based
on gender.
Chapter II
Methodology
Research Design
A descriptive research design was used in this study. This study used an online survey
questionnaire to produce the needed results of the researchers. To help coordinate the gathered
data for the study, the researchers used Likert Scale questions.
Locale and Respondents of the Study
This study will be conducted at Notre Dame of Midsayap College as the location during the
first and second semester of School Year 2020-2021. The researchers aim to survey 30 students of
Grade 12 TVL-Cookery and Automotive of The Notre Dame of Midsayap College.
Data Sampling Method
In selecting respondents, a Stratified Sampling Technique was used. To ensure a fair and
equitable representation of the variables for the analysis. In this method, the population is first
divided into subgroups (or strata) who all share a similar characteristic. It is used when we might
reasonably expect the measurement of interest to vary between subgroups, and we want to ensure
representation from all the subgroups, the population was divided. The Grade 12-TVL Cookery,
will be the first subgroup and the Grade 12 TVL-Automotive will be the second group. 30 students
will be selected using the fish bowl technique consisting 15 students from Grade 12-Cookery and
15 students from Grade 12-Automotive. The analysis will be conducted in the proponents' homes,
and the research questions will be sent to the respondents via messenger or e-mail account for them
to answer and evaluate. Given the current situation, where face-to-face contact is not
recommended, it is a secure and efficient way to perform this research.
Data Gathering Procedure
Once the researcher has decided on the design of the research questionnaire and the
systematic procedure to be followed, the data collection process immediately commenced.
First, the researcher prepared a letter of request addressed to the principal along with the
approval of the different advisers of the students. The letter of request asked for the permission of
the advisers to allow the researcher to conduct the survey. Second, the adviser instructed the
researcher to push through and commence the survey. 30 respondents were gathered and
participated effectively. A brief implementation of the questionnaire was presented before giving
the respondents a general idea of the specific issue in which they were participating. 30 responses
were eventually received, but no obligation existed as they had the flexibility to comply or not.
Third, after gathering all 30 answered questionnaires, it was immediately submitted to the
statistician for the approved statistical programs and analysis.
Statistical Analysis
This study utilized descriptive statistics such as frequency and percentage distribution in
answering research problem. The response of the respondents in Effects of Gadgets to the Study
Habits of the Grade 12 students in this S.Y. 2020-2021 were enumerated and described. The data
were presented in narrative form.
Chapter III
Results
Statistical Treatment of Data
Table 1. Demographic Profile (Frequency and Percentage Distribution)
1. What is the demographic profile of the respondents in terms of their sex?
Profile of the Respondents
f
%
20
10
30
66.7
33.3
100
Sex
Male
Female
Total
It is shown in table 1 the category of sex, there are 30 respondents, 66.7 percent are male
and 33.3 percent are female. Generally, the respondents are from TVL-12.
Table 2. Assessments of the Respondents on the positive and negative effects of gadgets to the
study habits of the Grade 12-TVL.
2. What are the positive and negative effects of gadgets to the study habits of the Grade 12 TVL
students?
Particular
1. I use gadgets in the classroom because it is an
Mean
3.16
Sd
0.98
Description
Neutral
3.43
0.85
Agree
3.6
0.93
Agree
2.7
1.14
Neutral
3.73
1.04
Agree
2.63
3.33
1.03
0.88
Neutral
Neutral
3.23
0.67
Neutral
2.16
0.94
Disagree
2.96
0.96
Neutral
3.19
0.94
Neutral
interesting way to learn.
2. I use gadgets in the classroom because it is
easier and convenient.
3. I can answer my requirements more effectively
using gadgets.
4.
I
can
focus
when
attending
meetings/discussions using gadgets.
5. I encourage myself not to cheat when using
gadgets inside the classroom.
6. I don`t recognize gadgets as a part of learning.
7. I get distracted when incorporating gadgets into
our classroom.
8. I find it difficult to incorporate gadgets into our
class.
9. I take up too much time when implementing
gadgets in the classroom.
10. I get confused when using gadgets in the
classroom.
Overall
DEFINITION OF
WORDS:
Strongly Agree
No.
Rating:
5
4.21 - 5.00
Agree
4
3.41 - 4.20
Neutral
3
2.61 - 3.40
Disagree
2
1.81 - 2.60
Strongly Disagree
1
1.00 - 1.80
Table 2 shows the overall mean score of 3.19, describes as neutral. This implies that the
respondents are neutral to the positive and negative effects of gadgets in their study habits.
Findings reveal that item 5 yielded the highest ratings. It states, “I encourage myself not
to cheat when using gadgets inside the classroom” with a mean of 3.73 with an SD of 1.04.
The item 9 which states “I take up too much time when implementing gadgets in the
classroom” has the lowest rating with a mean of 2.16 and with an SD of 0.94.
3. Is there a significant difference in the effects of gadgets to the study habits of Grade 12 TVL
students based on gender?
Sex
Male
Female
N
15
34
P-value
0.547
NS = not significant at 0.05 level
S = significant at 0.05 level
Findings reveal a p-value of 0.547 which conclude that there is no significant difference
between the groups.
Chapter IV
Discussion
Demographic Profile of the Respondents
Data on sex reveals the majority of the responders are male. Findings suggest that in this
study, male respondents are conscious of the effects of gadgets to their study habits as opposed to
female respondents.
Effects of Gadgets to Students` Study Habits
On table 2, the greatest mean is 3.19 which suggests that the respondents are indifferent to
the impacts of gadgets on their study habits. This supports the study Himmelsbach, V., 2019 which
states that educational technology does not, by itself, result in successful teaching and learning. It
also needs a leader (the educator) and a goal (related to the curriculum). It does, however,
necessitate some effort and techniques in order to successfully incorporate it into a student`s course
content. Technology, on the other hand, can be turned from a distraction to an effective teaching
tool when used with intention.
Summary of Major Findings
The following are the major findings of the study:
I.
Demographic Profile
There are 30 respondents from Grade 12 TVL-Cookery, ICT, and Automotive. 20 of
which are male and 10 are female.
II.
Positive and Negative Effects of Gadgets to Students` Study Habits
The respondents are neutral to the Positive and Negative Effects of Gadgets to
Students` Study Habits. Even though there is a clear advantage of bringing gadgets into the
classroom, we still can’t deny the fact that it has its down-sides as well.
Conclusions
Based on the observation and point of view of the proponents gathered from the respondents,
the students of TVL 12 are neutral to the Positive and Negative Effects of Gadgets to Students`
Study Habits as it is proven in the results and findings of the survey.
Limitations of the Study
To our knowledge, this is the first attempt in documenting the impact of gadgets on study
habits of the students due to COVID 19 epidemic on a sample of Senior High School TVL students
at the Notre Dame of Midsayap College via online survey technique in the middle of the pandemic.
However, several limitations should be highlighted. First, the sample studied is from one private
school, and conclusions may not be extended to all senior high school students. Second, as the
survey is done online, the respondents may have not replied honestly and the findings have limited
relevance because they are based on self- reported data through the questionnaires. Lastly, the
sample size of our interview survey was very small compared with normal survey-only studies and
the researchers only utilized the TVL strand and thus the results cannot be represented to all the
Senior High School students.
Recommendations
Based on the findings and conclusions presented, the following recommendations are suggested:
A. In the case of a Probable Course of Action
Based on the findings which states that the students are neutral to the effects of gadgets to
their study habits, the researchers recommend that the students practice discipline so that they
will be able to utilize the use of gadgets into the classroom. The researchers also suggest that the
teachers guide their students in handling their gadgets so they will not be distracted.
B. For further study
Future researchers should use a considerably bigger sample size to reach a more universal
conclusion, according to the researchers. To get a more accurate outcome, the researchers
suggested adding other demographic profiles, such as grade level.
I. Effects of gadgets in students` study habits.
Directions. Please answer each questions by checking (/) the appropriate box using the
following scale:
1 - Strongly Disagree
2 – Disagree
3 - Neutral
4 – Agree
1
1.
I use gadgets in the classroom because it is an
interesting way to learn.
2.
I use gadgets in the classroom because it is easier and
convenient.
3.
I can answer my requirements more effectively using
gadgets.
4.
I can focus when attending meetings/discussions using
gadgets.
5.
I encourage myself not to cheat when using gadgets
inside the classroom.
6.
I don`t recognize gadgets as a part of learning.
7.
I get distracted when incorporating gadgets into our
classroom.
8.
I find it difficult to incorporate gadgets into our class.
9.
I take up too much time when implementing gadgets
in the classroom.
10.
I get confused when using gadgets in the classroom.
5 – Strongly Agree
2
3
4
5
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