Medical Colleges of Northern Philippines College of Radiologic Technology

MEDICAL COLLEGES OF NORTHERN PHILIPPINES COLLEGE OF RADIOLOGIC TECHNOLOGY
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
The world today where we live belongs to the millennium computer age. So advanced, very complex
and our lives had been capable of dealing with the advancement of technologies. Nowadays, students
are truly obsessed in using different gadgets such as cellular phones, laptops, computers, ipods, and
tablets just to satisfy their desires in terms of entertainment and getting the newest model of the new.
As time passes by, students are capable to use up more time in using gadgets rather than scanning on
their notes or reviewing their lessons. These gadgets have a big impact in destroying and affecting the
study habits and academic performance of a student. In this present generation, gadgets serve as
everyone’s basic need and as what they are saying “We can’t live without gadgets.” We see these
gadgets considered as our everyday needs and have been part of our lifestyle. It has become a way of
life.
Gadgets may help students a lot by doing their activities, assignments or homeworks and projects more
productive and progressive and that gadgets could also be the reason to a downfall of a student. First
he/she could not be able to focus on her/his lessons that result in getting a low or very low score. And
third, he/she may get a red mark on his/her card. Using gadgets will not only affect the academic
performances of students inside their classroom but it will also affect them in many different
ways/aspects. The student starts becoming so stupid, addict, stubborn, drowsy, careless and
dependable.
Without the presence of gadgets, as we look back on the old age, there are more students that can focus
or taking their studies more seriously than today’s modern age. Students in the old times are not
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depen
ding on internet but they are confidently doing their reports and school stuffs alone by believing in the
ability of their
mind to do it. They are able to get high scores, doing great school works and had been honoured. Due
to the upgrades of these gadgets every year, students most likely focus on what entertains them, what
makes them happy than on what can be more helpful to them to gain more knowledge, that they should
know might bring them to the top. Students are usually addicted to social media most particularly
Facebook, Instagram, YouTube and many other social networks. These gadgets can be of help for the
development but can also be a distraction to a student’s academic performance.
The main objective of this study is to determine what are the effects of gadgets on the academic
performance of students in Medical Colleges of Northern Philippines at Alimannao Hills Peñablanca,
Cagayan for the school year 2018- 2019. It will look into the usage of gadgets in learning which are
cellular phones, computers, tablets and etc. and the impact of gadgets in academic performance as will
be perceived by the students. Furthermore, it determines the significant relationship between the use
and the impact of gadgets. Gadgets is an integral part of most students’ lives, so, it is important to know
and understand the impact it will have on the study habit of the students.
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STATEMENT OF THE PROBLEM
Generally, this research paper attempts to determine the effects of electronic gadgets on the
academic performance of Radiologic Technology students.
Specifically, it seeks to answer the following questions:
1.) What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Gadgets owned
2.) Do Radiologic Technology students consider getting low grades as one of the effects of using
electronic gadgets?
3.) Do Radiologic Technology students consider tardiness in going to school as one of the effects
of using electronic gadgets?
4.) Do Radiologic Technology students see problems in mental and emotional health as one of the
effects of using electronic gadgets?
5.) Do Radiologic Technology students find electronic gadgets as a big help in developing
cognitive skills?
6.) Do Radiologic Technology students consider electronic gadgets as a good medium in doing
tasks easier and faster?
7.) Is there a significant effect between electronic gadgets and Radiologic Technology students’
academic performance?
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RESEARCH HYPOTHESIS
There is no significant effect between the use of electronic gadgets and Radiologic Technology
students’ academic performance.
THEORETICAL FRAMEWORK
This study is anchored on the Distributed Cognition Theory. In Distributed Cognition Theory,
the student is afforded more power. In other words it is a student-centered approach to learning where
the learners participate in a systematically designed learning environment that supports interaction
amongst its participants (Bell & Winn, 2000). This theory promotes learning in a community of
learners or a system where interaction takes place. It is through this interaction where cognition occurs.
Distributed Cognition requires sharing of cognitive activity among the parts and participants of this
system, which can be other people or tools such as devices, technologies or media. These participants
distribute their cognition among other learners and physical or digital tools by externally representing
their knowledge. At times, by using these tools, a little bit of the information might stick with the user,
this is known as cognitive residue. It is through interaction with other members and tools that
progresses learning. Therefore communication among all participants is paramount in importance (Bell
& Winn, 2000).
The role of technology within this theory is an invaluable part of the system in which the learners are
interacting. This interaction can either help to distribute their knowledge, off-load certain amounts of
cognitive work making the cognitive load less and or help to scaffold new capabilities (Bell & Winn,
2000). For example, using camera to take a photo allows more time to learn instead of writing it on a
notebook. Also, in this theory, technology (gadgets) can be used to help extend human capabilities. For
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examp
le, calculator can be used to solve math problem quickly instead of solving it manually. These gadgets
help students to make their learning
more efficient. Another example of this is taken from a case study that was conducted using robotics to
produce solving problem skills. In this case study, students were placed into small collaborative groups
and were asked to construct a robot, using Lego Mindstorm for schools kits, which would perform
various tasks. The groups were introduced to a tool known as a flowchart. They used these flowcharts
to map the programming instructions they would give the robot to complete the given task. This
allowed them to off-load some of the cognitive work to the flowchart and then through its use, they
were able to solve harder problems (Chambers et al., 2007).
This learning theory supports the very skills needed by the 21st century. Learners who are
placed into a learning environment based on this theory would be using their “knowledge and skills—
by thinking critically, applying knowledge to new situations, analyzing information, comprehending
new ideas, communicating, collaborating, solving problems, making decisions” (Honey et al., 2003).
CONCEPTUAL FRAMEWORK
Independent Variable Dependent Variable

Electronic Gadgets Academic Performance of
(Computer, laptop, cellular phone) Radiologic Technology Students
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Figure 1 shows hypothesized relation between variables on the effect of electronic gadgets on the
academic performance of Radiologic Technology students.Independent variables are the electronic
gadgets (computer, laptop, cellular phone, netbook, and tablet). These technological devices are the
response variable
which will be observed and PROCESS measured to determine the academic
performance of students, ●Distribution of survey which is the dependent variable).

questionnaires
●Gathering of data
●Selecting respondents
RESEARCH PARADIGM
●Assessment on the effects
of electronic gadgets on
the academic performance
INPUT of students OUTPUT
 List of students ●Analysis and ●Identify effects of
 Profile of the interpretation of data electronicgadgets on the
respondents academic performance of
●Getting information from
 Gadgets used in doing other references
students
tasks ●Introduce to the
 Survey questionnaires students, parents, school
administratorsand the
school itself the effects of
electronic gadgets on the
academic performance of
students
●Provide tool in
gathering student’s
information on what are
the effectsof electronic
gadgets on the academic
performance of Students
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Figure 2 shows the relationship of the paradigm of the study. It involves the Input, Process, and Output.
The input of the study includes the List of the students or respondents that will be the respondents of
this study, profile of the respondents, gadgets used in doing tasks and Survey questionnaires that will
be floated upon conducting this study. The process includes the distribution of survey questionnaires,
gathering of data, selecting respondents, assessment on the effects of electronic gadgets on the
academic performance of students, analysis and interpretation of data and getting information from
other references. The intended output of the study includes: Identify effects of electronic gadgets on the
academic performance of students, Introduce to the students, parents, school administrators and the
school itself the effect of electronic gadgets on the academic performance of students and provide tool
in gathering students’ information on what are the effects of electronic gadgets on the academic
performance of students.
SIGNIFICANCE OF THE STUDY
This study is about the relationship of gadgets on the academic performance of BSRT1- Nevada
students.
This can be of use to the following:
Parents- this will serve as their reminder that they shall not be primarily responsible in providing
limitations in their child especially in their education and proper use of gadgets.
Students- this will help them realize that they shall uphold a good time management in terms of their
education and be responsible in using the gadgets. This study will also set information that can be used
by them in order to have a proper supervision of their gadgets while conquering their goals.
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Government- this will help the government to eliminate the negative impacts of gadgets among
students through formulating different programs that advocates to engage the students in the proper use
of gadgets and learning at the same time.
Researchers of this study- this study will signify as their fulfilment to provide and contribute to the
whole community and to their fellow students. Alongside, their efforts and claims will entice the future
researchers to conduct studies.
Users- this study would help students who are using devices to limit their time to the different
entertainment section that will be acquired on gadgets.
Teachers- this study will facilitate the educators in executing and giving advices to the students
regards with the appropriate utilization gadgets in seeking the knowledge that they need.
Community- this will help the community to be aware of the possible effects that may acquire in over
using of gadgets.
Future researchers- this will encourage future researchers to conduct studies about the technology
advancement especially the devices that hinder the study habits of the students.
DEFINITION OF TERMS
Listed below are terms taken from this proposal, which the researcher believe, have to be defined. This
is necessary to enable the future readers of this thesis to easily understand the contents of this research.
Technology-the practical application of knowledge especially in a particular area.

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Gadget- refers to any device that helps you to do school work and as for entertainment. It allows those
tasks to be performed via cellular phone, PDA, vehicles, laptops, and computer.
Cellular phone- refers to a mobile technology that allows you to communicate with others.
Laptop-refers to a portable computer device that helps student do their schoolwork.
Computer- an electronic machine that can store and work with large amount of informations.
Academic Performance-is the General Weighted Average of a student
Internet- an electronic communications network that connects computer networks and organizational
computer facilities around the world.
Social Media-forms of electronic communication through which users create online communities to
share information, ideas, personal messages, and other contents.
Positive effects of gadgets- refers to the factors that the researcher believes, technological devices
improves and enhance the learning performance of the students.
Negative effects of gadgets- refers to the factors that the researcher believes, technological devices
degrade the learning performance of the students.
SCOPE AND DELIMITATION OF THE STUDY
This study has scope as it covers a wide range of the effects of electronic gadgets on the academic
performance of Radiologic Technology students.
This will be conducted at Alimannao Hills Peñablanca, Cagayan (May __ 2019)
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CHAPTER II
REVIEWOF RELATED LITERATURE AND STUDIES
This chapter presents a review of local and international literature and studies which have relevance to
study.
INTERNATIONAL STUDIES
In the present era the introduction of modern technological gadgets has captured the attention of
global population. The dependency of people on these technological gadgets and services provided by
these has reached at such a level that, without these, they are unable to think a step forward in the
direction of their growth. The degree of dependency is leading to addiction of the tech-devices and
services. Youth is the most vulnerable group among the population to be addicted to technology. The
study was design to examine the use of tech-devices by youth i.e., the time spent with the gadgets,
their Emotional Maturity and Reasoning Ability. Using structured questionnaire, primary data was
collected from 120 undergraduate students from different colleges of Hubli-Dharwad. The gadget use
scale, Singh and Bhargav’s Emotional Maturity scale and David’s Battery of Differential Aptitude:
Reasoning Ability scales were used to gather data. The respondents were categorized into two groups
i.e., More Gadget Users and Less Gadget Users. The ‘t’ test was used for statistical analysis. Findings
of the study showed that More Gadget Users have high emotional maturity and slightly high reasoning
ability. The results are interpreted based on the current theories and implications for future are pointed
out. (Pooja A. Hanakeri 2015)
Electronic gadgets like video games, internet, cellphone and television has become widely and
unrestrictedly used tools. These gadgets have become a central force that fuels the rhythm of daily life.
But for a growing number of adolescents it’s on out of control habit instead of a necessary part of life
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which
affects their academic performance and family interaction. This study was conducted to assess the
influence of electronic gadgets excessive use among adolescents on academic performance and family
interaction in selected schools at Madurai district. A descriptive correlational research design was used.
The instrument used for data collection was a rating scale. Descriptive and inferential statistics were
used to analyze the data. The study findings revealed 48% of the samples were using electronic gadget
excessively, 31% of the samples were using moderately and only 21% of the samples were using
averagely. The study findings shown that 57% of the samples had average academic performance, 33%
of the samples had good academic performance and only 10% of the samples had poor academic
performance. The study findings elicited that 98% of the samples had poor family interaction and only
2% of the samples had moderately adequate family interaction. There is a negative relationship
between electronic gadget excessive use, family interaction and academic performance. There was a
significant association between television and demographic variables like age, standard, place of
residence and hobbies. For video games variables such as age, standard, education of mother and
outdoor activities had significant association. For internet variables such as age, standard, place of
residence and hobbies had a significant association. There is no association between cell phone and
demographic variables. Based on the study findings the investigator prepared a module and pamphlet
with the motive of creating awareness to the adolescents and their parents regarding effects of
electronic gadgets excessive use and how to overcome it. (Mamatha SL 2016)
Today’s youth have unprecedented access to modern technology and use them in expected and
unexpected ways. Youth spend many hours a day using the technology, and the vast majority of them
have access to Internet, cell phones, smart phone, video games and many more. Recent evidence raises
concern about effects on academic performance. This chapter provides an overview of the impact of
modern technology on the educational attainment of adolescents. The purpose was to examine the
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relatio
nship between adolescent usage of computers and academic performance. Within the qualitative
research the case study design was adopted. Interviews and focus group discussions were the primary
tools used to gather data. The study found
out that modern technology impacts learning both positively and negatively. Recommendations were
made for parents, educationists, the media, and policy makers among others, for ways to increase the
benefits and reduce the harm that technology can have for adolescents. (Mohammed Taha Al-Hariri
2015)
Technology is a gift of God. After the gift of life it is perhaps the greatest of God's gifts. It is the
mother of civilizations, of arts and of sciences. Technology has certainly changed the way we live. It
has impacted different facets of life and redefined living. Undoubtedly, technology plays an important
role in every sphere of life. Several manual tasks can be automated, thanks to technology. Also, many
complex and critical processes can be carried out with ease and greater efficiency with the help of
modern technology. Thanks to the application of technology, living has changed and it has changed for
better. Technology has revolutionized 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 all the more enjoyable.( Czaja 2018)
Technology as an intervention tool in mathematics influences student outcomes, motivation to
learn, and attitude about learning. However, no meta-analysis exists that examines all three of these
characteristics combined along with several facets of the interventions. Understanding how motivation
and attitude changes and influences student learning when technology is involved is essential in
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effecti
vely using technology to enhance mathematical achievement. The current study uses a systematic
review process to determine the effects of technology use on student achievement, motivation, and
attitude. Different aspects of the intervention are examined (type of intervention, type of treatment,
duration of the intervention, mathematical content area, and context of the learning environment).
Results from 24 articles (4,522 subjects) indicate a significant overall
impact of technology on student achievement, motivation, and attitudes; however, results vary based on
the different aspect of the intervention examined.( Lindy Crawford 2016)
A gadget is a small tool or device with a specific useful purpose and function. Gadgets tend to
be more unusual or cleverly designed than normal technology. In today’s life, tasks are maximized with
the use of modern gadgets. It is easier to accomplish daily tasks and people are also able to do work
with efficiency. One cannot even dare to imagine life without smart phones, cell phones, laptops,
tablets, iPods and so on. Today’s gadgets are one of the ways to make life more comfortable and easier.
says that no one can deny the fact that gadgets have not only simplified the lives of people but also
made them more comfortable and luxurious. Indeed, these gadgets really made a huge impact in
people’s lives and became part of it.(Shy 2015)
Today’s classrooms are equipped with the latest technology to enhance instruction. Smartphone
use in the classroom is still somewhat controversial, but the Calgary Board of Education actually
encourages it as a learning tool. In an interview with CTV, Queen’s University National Scholar and
Associate Professor Sidneyeve Matrix compared the situation to when calculators were first used by
students in the classroom. “We had a whole new level of computational skill, and now we’re going to
have a whole new level of mobile digital skills when we turn to mobile learning on the
handhelds”.(Gammuac 2016)
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T
echnology users are moving towards being more mobile, and teachers and students are a significant
part of that trend. On 2013, Lenovo, the world’s top PC vendor reported that they sold more
smartphones and tablets than PCs for the first time ever. Calgary-based SMART Technologies’ SMART
Boards are popular with both teachers and students. Teachers can project presentations onto the
SMART Boards and they can write, touch and interact with their content. Document cameras are also
a fun way for teachers to show students new and interesting ways of looking at objects. Whether they
are zooming in on the smaller details of a 3D object, or observing science experiments, students can
share an equal view of the lesson – without crowding the teacher’s desk. Whether a student is
listening to his own music while studying, or a teacher is playing an audio book to her students, mp3
players are an increasingly common sight in schools. Both teachers and students can make full use of
mp3 players in their school activities (Gammuac, 2013).
New media technologies and a number of important studies were conducted in the 2000’s on
the impact of children’s intellectual development, and various aspects of using such technologies.
Many researches were conducted aimed to organize understanding the change that took place by using
these technologies, and to explore the conversion in children’s behavior and focused to discover-what
extent children feel aggression, and how they react by using these modern technologies e.g. video
games, mobile phones with various applications embedded using via Internet with Wi-Fi connections
video games consoles and internet. Providing computers to schools increases the technology skills of
teachers and students in both the developed and the developing world. Laptop programs increase
students' engagement with academic work and school, improve technology skills, and have positive
effects on students' writing. Research in many nations suggests that laptop programs will be most
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succes
sful as part of comprehensive initiatives that also address changes in education goals, curricula, teacher
training, and assessment (Zucker & Light 2009).
Technology enhanced learning (TEL) aims to design, develop and test socio-technical
innovations that will support and enhance learning practices of both individuals and organizations. It is
therefore an application domain that generally covers technologies that support all forms of teaching
and learning activities. Since information retrieval (in terms of searching for relevant learning resources
to support teachers or learners) is a pivotal activity in TEL, the deployment of recommender systems
has attracted increased interest. This chapter attempts to provide an introduction to recommender
systems for TEL settings, as well as to highlight their particularities compared to recommender systems
for other application domains (Koper et al., 2010).
The use of technology in education has significantly aided students in performing their school-
related tasks. Clegg and Bailey (2008) assert that with the utilization of mobile devices such as laptops
and tablet computers, the learning process for the students become more fun and conducive due to the
user-interactivity and appealing visuals present in these learning tools. Additionally, a vast collection of
learning games and applications exist for these mobile devices, and as a matter of fact, there are about
96,000 educational applications available (App Store Metrics, 2013). The data collected by Apps in
Education (2012) confirmed that the subject areas covered by these applications include Mathematics,
Sciences, Grammar and Spelling and Arts and Humanities (Clegg & Bailey, 2008).
Technology plays vital role in our daily lives. These include electronic games, home computers,
handheld devices, and different type of gadgets. Gadgets are popular in children and as likely in elders.
In this norm we can’t keep our children out of this. This paper presents the impact of gadgets on
children in positive and negative manner. Research has been conducted in how gadgets impact on
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cognitive and motor skills of children. It also describes the ways for parents how they can monitor their
children by limiting their time of gadget uses. As the gadgets are increasing day by day, it is leading to
the technology addiction among children. The paper concludes with recommendations for further study
of better understanding of more problems in children by growing impact of computers. (Mainul Haque
2012)
The use of Internet has now become indispensable, and the technology has revolutionized the
medical education and practice worldwide. Currently, medical students and professionals have an
enormous opportunity to keep them always updated with the exponential growth of knowledge because
of potential progression of Internet throughout the world that enables them to become a lifelong
learner. Internet addiction is a widespread phenomenon among students and academicians at
universities in Malaysia. Students use the Internet for recreational purpose and personal and
professional development. The Internet has become an integral part of day-to-day life of the university
students, including medical students. The aim of the present study was to examine the Internet use and
addiction among students of Universiti Sultan Zainal Abidin, Malaysia.This was a cross-sectional study
in which a questionnaire, Internet Addiction Diagnostic Questionnaire, developed by the Center for
Internet Addiction, USA, was used. One hundred forty-ninemedical students of Universiti Sultan
Zainal Abidin participated in this study. Data were analyzed using Statistical Package for the Social
Sciences software.The mean scores were 44.9±14.05 and 41.4±13.05 for male and female participants,
respectively, which indicated that both the genders were suffering from mild Internet addiction.This
study shows almost similar level of Internet usage among medical students irrespective of their
socioeconomic background, with no statistically significant (p>0.05) differences, except among the
years of study (p=0.007). Overall, from the research data and having worked with this cohort very
closely, Universiti Sultan Zainal Abidin medical students can be labeled as wonted and recurring users
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of the Internet. Nevertheless, it is very difficult to define as Internet addicts or pathological users of the
Internet because of small sample size and cross-sectional study.( Nor Iza A Rahman 2013)
Internet addiction (IA) has negative consequences on the mental health and affects daily
activities. This study was conducted with the aim to assess the prevalence of Internet addiction among
dental university students and to determine if there is any relationship of excessive Internet use with
depression and academic performance among students.This was a cross sectional study which included
384 dental students from different academic years. A questionnaire was prepared that collected
information on demographic characteristics, pattern of Internet use, duration of use, and most common
mode of Internet access. Internet addiction was assessed using Youngs Internet Addiction test.
Depression was assessed using Becks depression inventory [BDI-1].The prevalence of Internet
addiction and depression was found to be 6% and 21.5% respectively. The first year students showed
the highest mean Internet addiction (17.42±12.40) score. Chatting was the main purpose for Internet
use. Logistic regression analysis showed that individuals who were depressed (Odds Ratio=6.00, p
value<0.0001*) and scored less than 60% marks (Odds Ratio=6.71, p value<0.0001*) were more likely
to be addicted to Internet.The addiction to internet has negative impact on mental health and academic
performance. These high risk group students should be identified and psychological counseling should
be provided.(Ahmed Gahzi 2015)
Agricultural science teachers are not immune to the need of integrating technology into the
classroom and see their roles expanding to include technology integration .Integrating technology into
the educational process allows the instructor to think outside the classroom and develop new
experiences to meet learning goals .One way that technology can be integrated into the educational
process is through the implementation of computing devices. A number of studies have shown that
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Implementations have had a positive effect on student learning outcomes, though findings are
inconsistent in regards to student achievement. Implementation of devices in an agriscience classroom
has the potential to have a positive impact on student posttest performance due to easier access to
information and increased student motivation. A number of factors influence student learning and
instructional practices when implementing computer technology in the classroom, and it has been
demonstrated that a correlation between increased computer usage and learning outcomes exists.
Though it has been demonstrated that implementations and computer use have an effect on a variety of
student outcomes. In their study, they examined the impact of laptop computing on teaching practices
and student achievement in eleven Florida school districts over one school year. The study collected
data from both urban and rural K-12 schools with no emphasis on content area or grade level. Data
collection from observations, document analysis, interviews and teacher inquiry were used to develop
an account of the 1:1 laptop implementation’s impact. Findings from their study showed the impact of
laptops on student achievement as being inconclusive, due to inconsistent performance results. Though
most of the classes in the study showed positive impacts from laptop use, some classes had negative
results, which were attributed to students not knowing how to use the laptops or being comfortable
using them. Their study also identified two other factors for a positive implementation, systematic
support and professional development. This suggests that varying degrees of implementation levels for
these three factors could potentially impact future studies. Because studies are often short in duration,
typically occurring only over a one to two year period, their findings may be influenced by the novelty
factor of new technology and limitations in user comfort with the technology. ( Joseph Kahinde 2014)
Technology had a significant positive impact on all four of the measured outcomes and was a
positive experience for both students and teachers. This study demonstrates a positive correlation
between increased computer usage and these four outcomes. Though all of the other data collection
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methods indicated positive results, the results from the MCAS standardized test indicated there was not
a very significant correlation between the computer use and student MCAS test scores. Acknowledged
limitations of the MCAS as an assessment tool by stating, "the educational technology literature and
the models themselves suggest that perhaps the MCAS may not be the most sensitive or appropriate
measure of student achievement in the settings.In addition to the MCAS test, a randomized computer
writing test was conducted to measure student achievement. This test showed a substantial increase in
both topic development and the number of words used in student essays, suggesting the computer based
writing test more accurately measured the computer based writing skills of the students. This raises the
question as to why one measure of student achievement can indicate positive changes while another
measure indicates little to no significant changes in student achievement. The study demonstrated a
correlation between increased computer usage and learning outcomes. It also suggested that a number
of factors influenced student learning and instructional practices when implementing computer
technology in the classroom. In particular, teacher training, access to technical support, comfort levels,
teacher pedagogy, and instructional design were influential on their study’s outcomes. Their study used
a quasiexperimental design involving three schools with various levels of laptop integration to see if
participation in programs can be used to predict changes in English and Language Arts scores. One
school did not implement laptop technologies and was used as the control group. The second school
consisted of 1/3 of the participants using assigned laptops, and the third school consisted of all
participants being issued a laptop as part of an implementation. The study was conducted over the
course of two years and followed the same students during that time frame. The findings indicated that
the laptops did have a small positive effect on student performance, though the authors suggest the
traditional format of writing tests, in which students use pencil and paper, may have put students using
laptops for writing at a disadvantage.The students that used a laptop for their writing are creating,
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editing and working in a different format than students that used pen and paper. The laptop is a great
tool for revising content, getting timely feedback, and organizing ideas. Students that are using this tool
to do their work are then handicapped when the tool is removed. The design of this study requires
students to use their tablets to look up plant information and create a digital leaf notebook that they will
use to practice identifying the plants. This is in contrast to the slower traditional methods in which
students would look up pictures of plants in a book and create a leaf notebook using actual plant mobile
device impact on students leaf samples.The researcher determined it would be important to create an
atmosphere in which participation in this study would introduce a helpful tool and not take one away.
In order to accomplish this, students in the control group were told that they would be given an
opportunity to use the mobile devices at the conclusion of the initial four week study period, ensuring
they felt there would be an opportunity for equal access to this technology. This study focused on the
effects that computing had on student performance. However, the inclusion of technology in the
classroom has the potential to transform the educational setting in a variety of ways, including a)
instructional practices, (b) student engagement, and (c) student access. Any of these factors may have
contributed to changes in student performance, and as such, those topics should also be discussed.
Instructional Practices Agricultural science teachers indicated that information technologies with
broader implications, such as the World Wide Web, were more positively viewed; whereas specific
technology applications such as online forms, though positively viewed, received lower attitudinal
scores. The purpose of that study was to determine if a relationship existed between teacher
demographics and their attitudes towards information technology. That study also sought to access the
attitudes of the agricultural science teachers towards technology adoption and at what stage in the
adoption process they conformed to. In order for a teacher to more fully adopt and integrate
technology, he or she must see a relevance to how that technology will affect student performance. This
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suggests the need for instructional practices to integrate technology as part of the learning process, and
not merely replace a worksheet with a digital version. (Dawson, Cavanaugh 2013)
Teaching practices coupled with professional development have been shown to have an
immediate impact on instructional practices explored teaching practices after a laptop implementation
in over four hundred classrooms in more than fifty K-12 schools in Florida. Teachers were initially
observed in the fall of the first year of the 1:1 implementation and a second observation was conducted
in the spring of the same year. Teachers were provided with professional development throughout the
school year in preparation for integrating the laptops into instruction. The observations were designed
to measure school practices, not teacher practices specifically. A district profile was then created based
on the resulting school practices so that districts could be compared and contrasted to help identify
what kinds of technologies and professional development strategies had the most impact. The results of
the study indicated that teaching practices coupled with professional development may have an
immediate impact on instructional practices. The injection of laptop computing and professional
development positively impacted teaching practices in at least three ways including (a) increased
studentcentered teaching, (b) increased tool-based teaching, and (c) increased amounts of meaningful
uses of technology. That study identified a strong correlation between student engagement and student
achievement, where increases in student engagement typically resulted in increases in student
achievement. Contradictory findings to this were attributed to the lack of change in assessment
practices. It indicates that changes in instructional practices resulted in changes in student engagement
and student achievement, two factors that this study explores. Their research emphasizes how stagnant
assessment practices can affect measures of student achievement, further evidence that assessment
methods must be re-evaluated to ensure that they are measuring students on what they are actually
learning. The changes in teaching practices that are sought after from 1:1 implementations focus on
21
using technology to develop critical thinking skills and higher order thinking. However, not all
assessments provide an accurate means for measuring these new skills. An alternative to traditional
assessment methods are web-based learning portfolios .It concluded that the results of a teacher
assessment of student performance using web-based portfolios are reliable when quality rubrics are
created for student learning outcomes. (Chang and Wu 2014)
The use of mobile devices allows teachers new methods of instruction and students new ways
of demonstrating what they have learned. This opens the door to potentially more accurate student
assessment instruments. The web-based learning portfolios are limited by the quality of the rubric used
to evaluate the student’s work. Researchers found that how teachers perceive the role of the computing
device had an impact on instructional and learning outcomes. When the computing devices were seen
as a tool to facilitate change in teaching practices then student achievement was positively impacted.
They also illustrated the need for professional development when implementing technology into
instruction in order to ensure that changes in teaches practices could evolve from the integration of
computers into the classroom.The students and teachers had easy access to computer resources and
wireless Internet access, both at school and home. Teachers were also provided convenient and
efficient professional development, including access to a local university’s resources. Surveys were
administered to students, teachers, and parents in order to collect data on computer use and attitudes.
Students took two surveys, one at the beginning of the year prior to receiving their laptops and the
other at the end of the year, following instruction using the laptops. An interview process was also
conducted on a subset of students and teachers to gauge perspectives on the impact the technology had
on learning. From this data, the researchers concluded that how the computers were being used in
instruction had a greater positive impact than the amount of time spent using computers. Mixed student
achievement results were attributed to the inconsistent integration of computers into the curriculum and
22
a need for better assessment methods for student achievement and work interestingly found that some
parents and teachers were resistant to computer use in instruction. Some parents preferred students to
use books and some teachers worried that students would not retain the ability to read and write with
paper and pencil. Concerns among teachers included a fear of devaluing the traditional ways of
learning that would occur as students replaced books, pen, and paper with laptops and software
applications. Though not impactful on this study, it warrants some consideration as to the impact of
teacher and parent perceptions of supplanting the plant identification practice of using real tangible
plant samples with a digital representation. It provides valuable insight into designing how the devices
will be integrated into instruction during this study. Their findings suggested the quality of computer
integration into instruction is more important than ad hoc access for the sake of using the device. In
order to take advantage of all that computers have to offer in the classroom, as many adoption barriers
as possible must be identified. The fear of some parents and teachers regarding computer use indicates
a lack of a sound and consistent implementation plan. People fear what they don’t know and it is likely
that the fear identified in teachers and parents comes from a lack of understanding how the devices are
going to be used. Specific tasks will need to be developed to ensure that students are using the devices
when it offers a potential advantage over traditional methods.The research highlights what can happen
when computers are thrown into the mix without proper or adequate planning. Based on the
presupposition that complicated processes and uses of technology could muddy the waters in this study
and make it difficult to make conclusions as to how the 1:1 implementation affected student
performance; this study was developed with the intention of easy integration and specific use of the
mobile devices so that they are used as a tool during the learning process. It focused on a high school
mathematics teacher and the outcomes from integrating blogging into his classroom. The participating
teacher in that study was selected because he provided a rare example of a teacher deeply connected
23
with the blogging technology and demonstrated its use in a variety of ways. Data collection methods
included collecting student and teacher blog postings over a 27 day period and a final interview with
the teacher. A qualitative data analysis was then conducted looking for aspects of teacher intent,
classroom use, and perceived value. The results of theresearch indicated blogging can be effective at
increasing student engagement, collaboration and achievement. The researchers warned that their
findings did not suggest blogging would produce the positive results seen but rather success may be
contributed to how the teacher chose to structure the use of blogging in his classroom. Their research
provided a very unique look at a classroom teacher facilitating learning with foremost, a sound
pedagogy, and secondly, a tool that he is comfortable with and accomplishes his classroom goals.
However, their study also suggests that the teacher’s success is not exclusive to the integration of
blogging. Some positive elements that appear to be attributed to classroom blogging include, a student
centered learning environment, enrichment exercises, student reflection, relevance through a real
audience, and students helping each other. Perhaps a similar positive result would have been found if
those elements were introduced into a class sans blogging and a different mechanism was used to
facilitate them. This study also indicates that the teacher’s success is attributable more to his teaching
methods in general and less to classroom blogging in particular. The use of a classroom blog was
merely a tool that a good teacher used to facilitate the learning process. That being said, there is one
finding that provides support for an argument in which student success is linked to classroom blogging
specifically. Blogging capitalizes on the cultural literacies of today’s student. (Li and Zhao 2010)
Computer self-efficacy has a significant influence on computer use and how students use them.
Research suggested that the more comfortable a student is with a computer, the more he or she will use
it. A desire to fit into social norms and parental influence to use computers provides an encouraging
environment for students to use computers and as students use the computers they become more
24
comfortable, increasing their computer self-efficacy. This general computer self-efficacy was found to
play a more important role in student computer use than advanced computer competency. This research
noted that though schools provided access to many traditional computer technologies, very few offered
teachers access to iPods or similar technologies. This is particularly true for devices that teachers would
use during their non-working hours, such as an iPod. Students, in contrast, owned these types of
devices and used them outside of the school environment, indicating that students are early adopters of
the technology. In addition, student access to these devices was substantially greater than teacher
access, with a majority of students owning an iPod or similar device. This suggests a cultural literacy
may exist, in the form of learning through multi-media devices that could be leveraged by teachers to
engage students in the learning process. Cultural literacies are not unique to just devices. Student
blogging has shown that it can allow a teacher to tap into the cultural literacies of today’s student and
provided a unique opportunity for the teacher to capitalize on his students’ interest and knowledge with
online communication. By using blogging, the teacher was able to interface with how students interact
in their personal lives, providing a more familiar communication channel than through the traditional
pen and paper. Implementation provides the basis for students to begin using technology they are
already familiar with as a tool used to enhance their ability to learn. This research found that some
student populations who receive traditional instruction performed better than those that received the
same content through computer assisted instruction. That study found that low achieving students
performed better when using the computer assisted instruction. Increased student engagement, clarity
of presentation, and the ability to more easily review class material was suggested as possible reasons
for the low achieving students increased performance. ( Murphrey 2016)
Technology opens the door to new methods of instruction and inquiry; however, it is necessary
to ensure that the use of technology does not impede the learning process by creating unforeseen
25
barriers. In particular, it is vital that the technology is not just more engaging; it must also be a useful
tool in the learning and assessment process. In sum, this review of literature demonstrates how
entwined student achievement, instructional practices, student engagement, and computer access are
when studying the effects of computing. Each has a demonstrable effect on how an implementation will
affect student performance and therefore, each must be considered when studying the effects of
implementations. The challenge comes with attempting to determine the effect each of these
components has on student performance so that instructors and researchers can gain new
understandings and begin to develop a better “recipe” or model for computing. A more accurate model
for computing will help guide implementation decisions and provide insight into the effects in an
agriscience classroom.( Katakuneri 2009)
LOCAL STUDIES
In the Philippines, President Benigno Aquino announced during the launch of the country’s K-
12 curriculum that the government eyes the use of tablet computers in public schools in lieu of
traditional textbooks (Enterprise Innovation, 2012). Furthermore, there exist various programs by the
government, non-government organizations and private corporations in the Philippines that aim to
provide one laptop computer per child. With the presence of laptops in the classrooms, students
become more engaged and involved in school-related activities (Oquias, 2011).
The role of technology within this theory is an invaluable part of the system in which the
learners are interacting. This interaction can either help to distribute their knowledge, off-load certain
amounts of cognitive work making the cognitive load less and or help to scaffold new capabilities (Bell
& Winn, 2008). For example, using camera to take a photo allows more time to learn instead of writing
it on a notebook. Also, in this theory,

26
technology (gadgets) can be used to help extend human capabilities. For example, calculator can be
used to solve math problem quickly instead of solving it manually. These gadgets help students to
make their learning more efficient. Another example of this is taken from a case study that was
conducted using robotics to produce solving problem skills. In this case study, students were placed
into small collaborative groups and were asked to construct a robot, using Lego Mindstorm for schools
kits, which would perform various tasks. The groups were introduced to a tool known as a flowchart.
They used these flowcharts to map the programming instructions they would give the robot to complete
the given task. This allowed them to off-load some of the cognitive work to the flowchart and then
through its use, they were able to solve harder problems (Chambers et al., 2010).
Written with Dr. Michael Aguirre Clores of the Department of Mathematics and natural
Sciences, College of Arts and Sciences, Ateneo de Naga University, presents case studies in the
interaction between students’ understanding and belief in learning the theory of evolution.
Constructivist theory argues that belief and understanding are separate but interrelated aspects in the
learning process. Results revealed that students’ position about the theory of evolution and patterns of
understanding varied: (a) misconceptions or lack of understanding affecting the belief; (b) cascade of
conceptual change that was complicated by belief; (c) rejection of the theory due to challenged
religious belief and potential to understand evolutionary theory despite resistance to believe in the
theory; (d) remaining skeptical about the theory due to ambivalence that emanated from his conflicting
theological and scientific beliefs and misconception he held about human evolution, and (e) prior
beliefs and concepts that were commensurate to the accepted scientific concepts and beliefs about the
evolution made learning evolution less complicated. We conclude that the Filipino students’ belief
affect their ability to understand the theory of evolution and vice-versa.The strategic nature of learning
requires students to be goal directed. To construct useful representations of knowledge and to acquire
27
the thinking and learning strategies necessary for continued learning success across the life span,
students must generate and pursue personally relevant goals. Initially, students' short-term goals and
learning may be sketchy in an area, but over time their understanding can be refined by filling gaps,
resolving inconsistencies, and deepening their understanding of the subject matter so that they can
reach longer-term goals. Educators can assist learners in creating meaningful learning goals that are
consistent with both personal and educational aspirations and interests.( Soledad Esplanada, 2013).
The Philippines could be the “texting capital of the world”, with reportedly 50 million text
messages sent out every day (Breakthrough, DLSU). Even the crippled Philippine economy got a boost
from text messaging especially its influence to the teens. Text messaging is most popular among teens
and to the college students. Because of its popularity in this age group, it has sprawned a new term the
“GenTxt” or text generation. Part of text messaging appeal to Filipinos probably has to do with the fact
that it feeds a pre-existing cultural urge, namely to rumor monger. Text messaging enables a close-knit
and factional society to share information immediately. The power of text messaging is to disseminate
effect. Thus, there is no reason to think that the flow of disingenuous texts will become less rabid now
in the most volatile of seasons.There is no doubt that modern technology has an effect on the study
habits of students today. The positive side of modern technology is that it makes things easier for
students to research for their homework and projects. However, it is also right to mention that
technologies are also a major distraction for students. It’s up to the parents to teach their child to be
responsible on their mobile phones, to ask them to pay-up when their mobile runs out of money. Or to
get some agreement from the mobile companies that automatically cut- off usage when the child
overuses their allowance for the month. Technology continues to advance at lightning speed
28
and
anyone who doesn’t keep up is in danger of being left behind. As a result, the way students study has
changed significantly. While books still remain a valuable tool, the need to spend hours and hours
sitting in the library has reduced dramatically. Students now have numerous options available to them
when it comes to learning techniques. Furthermore, we cannot deny the fact that technology can be a
major distraction when
studying. Using the internet itself can be distracting because of all the social networking sites and the
games that are available with just one click. Of course there is the usual cellphone, iPod and iPad which
can really distract the students. This will all boil down to the age and the self-discipline of the student. (
Shiela Escuro 2015)
CHAPTER III
RESEARCH METHODOLOGY
This chapter consists of the subjects of the study, sources of data and the procedures followed in
conducting the study.
Research Design
This study employs qualitative research design. Descriptive research was used to obtain information
concerning the effects of electronic gadgets to the academic performance of Radiologic Technology
Students of Medical Colleges of northern Philippines. This research conducted a survey to gather the
perception of the respondents. The selected respondents answered the questionnnaires provided by the
researchers.
Locale of the Study

29
This
research as mandated conducted at Medical Colleges of Northern Philippines, Alimannao Hills
Peñablanca, Cagayan. The researchers distributed their survey paper to the Radiologic Technology
students of the said school.
Respondents and Sampling Procedure
The sample of this study are the students of Radiologic Technology Department. The Random
Sampling Procedures was used to identify the respondents. The samples of the study was taken from
the selected students of the Department of Radiologic Technology.
Data Gathering Procedure
The procedure of data gathering was as follows: upon approval of the herein research, the researchers
gave a letter to their respondents to ask permission to gather data. After the approval, the researchers
administered a questionnaires to the respondents for them to answer. Based from the gathered data
from the survey tool interpretations were derived.
Research Instrument
The survey questionnaires are the main instrument that was used in the data gathering process. It was
divided into three sections study that was conducted using Survey Design because the study intended to
know the effects of gadgets on the academic performance of BSRT1-Nevada students. Questionnaires
was distributed in conducting this study.
Data Analysis Procedure
30
The
data was tabulated, analysed, and interpreted using the descriptive statistics of frequency, percentage
and average in order to be easily identified the differences of their answers.
31
SURVEY QUESTIONNAIRE
Dear Respondents,
Attached beneath is a questionnaire to gather data and/ or information for our research work content:
“ELECTRONIC GADGETS; ITS EFFECTS ON THE ACADEMIC PERFORMANCE OF
RADIOLOGIC TECHNOLOGY STUDENTS”. In this connection, may we solicit your kind
indulgence and consideration by answering every question included in the questionnaire.
Thank you very much for sharing your precious time and effort.
Respectfully yours,
BSRT1- NEVADA
PART I: SOCIO-DEMOGRAPHIC PROFILE
Name (optional):______________________________________________
Age: ______
Gender: _____Male ______Female
Gadgets owned:
Smartphones/Mobile phones: ______
Laptops/Computers: ______
Tablets/Ipad: ______
Mp3/Ipod: ______
Others(Please specify): _____________________________

32
GENERAL WEIGHTED AVERAGE
( ) 96- 100
( ) 91- 95
( ) 86- 90
( ) 81- 85
( ) 76- 80
Direction: Rate the following statements based on the 5 point scale given below
1- Strongly disagree 2- Disagree 3- Can’t say 4- Agree 5- Strongly agree
5 4 3 2 1
1.) I sleep late at night because of using gadgets
2.) I have issues in absenteeism and late
3.) I sleep in my class
4.) I have problem in falling asleep
5.) I experienced being locked in my class due to arriving
late
6.) I often get bored when not using my gadgets
7.) I become dependable because of using gadgets
33
8.) I become careless because of using gadgets
9.) I use gadgets excessively
10.) I use up more time in using gadgets than on studying
11.) I prefer using gadgets than scanning my notes before I
sleep
12.) I prefer accessing on social media applications like
facebook, twitter and instagram than reviewing my lessons
13.) Gadgets help me to learn and discover new things
14.) The increased use of computer based technology can
enhance my performance in class
15.) Gadgets help me improve my knowledge
16.) Gadgets help me more productive and intellectual
17.) Gadgets help me improve in my learning ability
18.) I am more comfortable in doing my assignments or
projects with the presence of gadgets
19.) Gadgets provide me greater access to informations and
more compelling presentations
20.) I understand my lessons better using powerpoint
presentations than traditional presentations
34
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered and analysis and interpretation of the results of the
statistical treatment of the data gathered.
I. Profile of the Respondents
Distribution of Respondents as to Age
This section presents the distribution of respondent’s age and shows the percentage ranging
from the age of 18 to 20.
Table 1. Frequency and Percentage Distribution of First year Radiologic Technology
Students of Medical Colleges of Northern Philippines according to their Age
Age Frequency Percentage
18 10 12%
19 58 69%
20 16 19%
Table 1 shows that out of the 84 respondents, most of them ages 19 with the percentage of 69,
second is 20 years old with the percentage of 19 and 18 years old with the percentage of 12.
35
Distribution of Respondents as to Gender
This section presents the distribution of respondent’s gender and shows the percentage of male
and female.
Table 2. Frequency and Percentage Distribution of First Year Radiologic Technology
Students of Medical Colleges of Northern Philippines based on their gender.
Gender Frequency Percentage
Male 32 38%
Female 52 62%
Table 2 presents the distribution of respondents in terms of gender. According to the table above,
out of 84 respondents, 32 or 38% are male and 52 or 62% are female.
36
Distribution of respondents as to Gadgets ownership
This section presents the distribution of respondent’s gadgets ownership
Table 3.Frequency and Percentage Distribution of First Year Radiologic Technology Students of
Medical Colleges of Northern Philippines based on gadgets ownership
Gadgets owned Frequency Percentage
Smartphones/Mobile 84 100%
Phones
Laptops/Computers 64 76%
Tablets/Ipad 36 43%
Mp3/Ipod 28 33%
Table 3 presents the distribution of respondents in terms of gadgets ownership. According to the
table above, 84 or 100% of the respondents have smartphones or mobile phones, 64 or 76% have
Laptops or computers, 36 or 43% have Tablets/ Ipads and 28 or 33 % have Mp3 or Ipod.
37
Distribution of respondents as to General Average
This section presents the distribution of respondent’s general average.
Table 4. Frequency and Percentage Distribution of First Year Radiologic Technology Students of
Medical Colleges of Northern Philippines according to General Average.
General Weighted Frequency Percentage
Average
96-100 2 2%
91-95 10 12%
86-90 53 63%
81- 85 15 18%
76- 80 4 5%
Table 4 presents the distribution of respondents in terms of general average. According to the
table above, out of 84 respondents, 2 or 2% are 96- 100, 10 or 12% are 91- 95, 53 or 63% are 86-
90, 15 or 18 % are 81- 85 and 4 or 5% are 76- 80.
38
I. Effects of electronic gadgets on the academic performance of Radiologic Technology
Students
Table 5. Tardiness of Students in going to School
Questions Weighted mean Descriptive Value
1. I sleep late at night 4.74 Strongly Agree
because of using gadgets
2. I have issues in 1.99 Disagree
absenteeism and late
3. I sleep in my class 3.83 Agree
4. I have problem in falling 4.26 Strongly Agree
asleep
5.. I experienced being 3.90 Agree
locked in my class due to
arriving late
TOTAL: 3.74 Agree
Table 5 presents the distribution of respondents in terms of Tardiness in going to school.
According to the table above, most of the respondents sleep late at night with the mean of 4.74
39
and Descriptive Value of Strongly Agree, second is having problems in falling asleep with the
average mean of 4. 26 and a Descriptive Value of Strongly Agree, third is have experienced
being locked in class with the mean of 3.90 and Descriptive Value of Agree, fourth is sleeping in
class with the mean of 3.83 and Agree as its Descriptive Value and last is having issues in
absenteeism and late having the lowest mean of 1.99 and a Descriptive Value of Disagree. Their
total mean is 3.74 with a Descriptive Value of Agree.
Table 6. Respondents having problems in Mental and Emotional Health
Questions Weighted Mean Descriptive Value
6. I often get bored when 4.19 Agree
not using my gadgets
7. I become dependable 4.04 Agree
8. I become careless 4.18 Agree
9. I use gadgets 4.18 Agree
excessively
10. I use up more time in 4.24 Agree

using gadgets than on
studying
11. I prefer using gadgets 4.43 Agree
that scanning my notes
before I sleep
40
12. I prefer accessing on 4.40 Agree
social media applications
like facebook, twitter and
instagram than reviewing
my lessons
TOTAL: 4.24 Agree
Table 6 presents the distribution of respondents in terms of having problems in mental and
emotional health. Based on the table above, most of the respondents prefer accessing on social
media with the mean of 4.40 and a Descriptive Value of Agree, second is prefer using gadgets
with the mean of 4.43 and a Descriptive Value of Agree, next is using up more time in using
gadgets with an average mean of 4.24 and Descriptive Value of Agree, fourth is often get bored
when not using gadgets with the mean of 4. 19 with the Descriptive Value of Agree, fifth is
becoming careless and using gadgets excessively having the same mean of 4.18 and a Descriptive
Value of Agree. Their total mean is 4.24 with a Descriptive Value of Agree.
Table 7. Respondents in Developing Cognitive Skills
13. Gadgets help me 4.29 Agree
to learn and discover
41
new things
14. The increase use 4.36 Agree
of computer- based
technology can
enhance my
performance in class
15. Gadgets help me 4.55 Strongly Agree

improve my
knowledge
more productive and
intellectual
improve my learning
ability
TOTAL: 4.04 Agree
Table 7 presents the respondents perception on the development of cognitive skills in using
electronic gadgets. It reveals that students strongly agree that gadgets helps improve their
knowledge (4.55) Moreover, students agree on the following statements; gadgets help improve
their learning ability (4.42) (4.38) (4.36) (4.29) Generally, students agree that gadgets develop
their cognitive skills.
42
Table 8. Respondents in Using Electronic Gadgets as a Medium in Doing Tasks Easier and Faster
18. I am more 4.52 Strongly Agree
comfortable in doing
my assignment or
projects withthe
presence of gadgets
19. Gadgets provide 4.29 Agree
me greater access to
informations
20. I understand my 4.54 Strongly Agree
lessons better using
powerpoint
presentations than
traditional
presentations
TOTAL: 4.45 Strongly Agree
Table 8 presents the distribution of the respondents in terms of using electronic gadgets as a
medium in doing tasks easier and faster. According to the table above, most of the students
understand their lessons better when using powerpoint presentations with the mean of 4.54 and
43
the Descriptive Value of Strongly Agree. Next is, they are more comfortable in doing
assignments or projects with the presence of gadgets with the mean of 4.52 and a Descriptive
Value of Strongly Agree. Third is gadgets provide them greater access to information with the
mean of 4.29 with the Descriptive Value of Agree. The total mean is 4.45 with the Descriptive
Value of Strongly Agree.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents a summary of findings established from the data gathered in the study and it
answers the specific problem in chapter one. It also gives the conclusion and recommendation
derived from the summarize findings.
Summary of Findings
The main purpose of the study was to determine the effects of electronic gadgets to the academic
performance of Radiologic Technology students. It sought to answer the following questions: 1.
What is the profile of the respondents in terms of: Age, Gender, Gadgets owned; 2. Do
Radiologic Technology students consider getting low grades as one of the effects of using
electronic gadgets?; 3. Do Radiologic Technology students consider tardiness in going to school
as one of the effects of using electronic gadgets?; 4. Do Radiologic Technology students see
problems in mental and emotional health as one of the effects of using electronic gadgets?; 5. Do
Radiologic Technology students find electronic gadgets as a big help in developing cognitive
skills?; 6. Do Radiologic Technology students consider electronic gadgets as a good medium in
44
doing tasks easier and faster?; 7.Is there a significant effect between electronic gadgets and
Radiologic Technology students’ academic performance?
The said study was conducted at Medical Colleges of Northern Philippines which included 84
random first year Radiologic Technology Students. This study made use of Qualitative Research
design with questionnaire as the main gathering tool.
Conclusions
Based on the findings of the study the usage of electronic gadgets among the Radiologic
Technology Students has no effect in getting low grades. For this reason, Tardiness of students in
going to school is one of the effects of using electronic gadgets wherein using electronic gadgets
can really lead students to have problems in their mental and emotional health. On the other hand,
Electronic gadgets can really be of help in developing student’s cognitive skills. In addition the
students conclude that the usage of electronic gadgets as a good medium in doing tasks easier and
faster. As a result, researchers found out that there is a significant effect between the electronic
gadgets and the academic performance of Radiologic Technology Students.
45
Recommendations
The researchers would recommend that moderation in using electronic gadgets is the key for a
stable and improving grade. It is dependent to them whether they use it in accordance to their
academic purposes or they abuse it. Less time spent on entertainment is better because these
gadgets entertain you with the education it provides to the students. Learn how to use these
gadgets wisely and maintain a certain boundary for time spent on these electronic gadgets and
time spent for studying. Some suggestions have been given above to help students about setting
up their mind as to limit their exposure to these electronic gadgets. This is difficult to keep them
away but they can limit their time. Researchers encourage students to use it in educational field or
study purposes and that it can help change their lives. Use of electronic gadgets in constructive
way can lead to a healthier and efficient minds.
46
References
Pooja A. Hanakeri (2015). The dependency of people on these technological gadgets and
services. Retrieved from http://www.abell.org/pubsite/ed_onetoone_908.pdf
Mamatha SL (2016). Awareness to the adolescents and their parents regarding effects of
electronic gadgets excessive use and how to overcome it. Retrieved from
http://files.eric.ed.gov/fulltext / EJ995895.pdf
Lindy Crawford (2016). Impact of technology on student achievement, motivation, and attitudes.
Retrieved from http://www.gadoe.org/curriculum.pdf
Mohammed Taha Al-Hariri (2015). The benefits and reduce the harm that technology can have
for adolescents. Retrieved from http://acdemic.edu/LAAp/eportfolio/basics_what.htm
Shy (2015). Gadgets made a huge impact in people’s lives and became part of it. Retrieved from
www.nactateachers.org/attachments/article/275/journal.pdf
Mainul Haque (2012). Problems in children by growing impact of computers. Retrieved from
http://files.eric.ed.gov/fulltext / EJ995895.pdf
Dawson, Cavanaugh (2013). Technology as part of the learning process, and not merely replace a
worksheet with a digital version. Retrieved from http://files.eric.ed.gov/fulltext / EJ995895.pdf
Chang and Wu (2014). Teacher assessment of student performance using web-based portfolios.
Retrieved from http://acdemic.edu/LAAp/eportfolio/basics_what.htm
Enterprise Innovation (2012). The use of tablet computers in public schools in lieu of traditional
textbooks. . Retrieved from http://files.eric.ed.gov/fulltext / EJ995895.pdf
47

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MEDICAL COLLEGES OF NORTHERN PHILIPPINES COLLEGE OF RADIOLOGIC TECHNOLOGY

THE PROBLEM AND ITS BACKGROUND

development but can also be a distraction to a student’s academic performance.

performance of students in Medical Colleges of Northern Philippines at Alimannao Hills Peñablanca,

STATEMENT OF THE PROBLEM

academic performance of Radiologic Technology students.

Specifically, it seeks to answer the following questions:

1.) What is the profile of the respondents in terms of:

1.3 Gadgets owned

of using electronic gadgets?

effects of using electronic gadgets?

tasks easier and faster?

students’ academic performance.

& Winn, 2000).

help students to make their learning

were able to solve harder problems (Chambers et al., 2007).

by thinking critically, applying knowledge to new situations, analyzing information, comprehending

Independent Variable Dependent Variable

(Computer, laptop, cellular phone) Radiologic Technology Students

academic performance of Radiologic Technology students.Independent variables are the electronic

which will be observed and PROCESS measured to determine the academic

performance of students, ●Distribution of survey which is the dependent variable).

SIGNIFICANCE OF THE STUDY

This can be of use to the following:

of gadgets and learning at the same time.

researchers to conduct studies.

entertainment section that will be acquired on gadgets.

Technology-the practical application of knowledge especially in a particular area.

Laptop-refers to a portable computer device that helps student do their schoolwork.

Academic Performance-is the General Weighted Average of a student

computer facilities around the world.

share information, ideas, personal messages, and other contents.

improves and enhance the learning performance of the students.

degrade the learning performance of the students.

SCOPE AND DELIMITATION OF THE STUDY

performance of Radiologic Technology students.

This will be conducted at Alimannao Hills Peñablanca, Cagayan (May __ 2019)

REVIEWOF RELATED LITERATURE AND STUDIES

out. (Pooja A. Hanakeri 2015)

tools used to gather data. The study found

teaching and learning all the more enjoyable.( Czaja 2018)

Technology as an intervention tool in mathematics influences student outcomes, motivation to

Results from 24 articles (4,522 subjects) indicate a significant overall

the different aspect of the intervention examined.( Lindy Crawford 2016)

people’s lives and became part of it.(Shy 2015)

mp3 players in their school activities (Gammuac, 2013).

training, and assessment (Zucker & Light 2009).

for other application domains (Koper et al., 2010).

learner. Internet addiction is a widespread phenomenon among students and academicians at

be provided.(Ahmed Gahzi 2015)

inconsistent in regards to student achievement. Implementation of devices in an agriscience classroom

achievement, where increases in student engagement typically resulted in increases in student

created for student learning outcomes. (Chang and Wu 2014)

for the low achieving students increased performance. ( Murphrey 2016)

agriscience classroom.( Katakuneri 2009)

become more engaged and involved in school-related activities (Oquias, 2011).

it on a notebook. Also, in this theory,

Gender: _Male __Female