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Chapter 1
THE PROBLEM AND RELATED LITIRATURE

Introduction
To accomplish this study, the researcher seek for some information that can

help prove the content of the study, and to be able to solve this, the group

researched for solutions that can help the researcher to solve this kind of situation,

which may also help them to show the goal of their study to the student who are

addicted in using digital devices.

The digital devices (e.g. mobile phone, tablet, notebook, etc.) and social

media (e.g. Facebook, YouTube, Blogs, Twitter, LinkedIn, etc.) have become

increasingly popular in recent years. Most common digital devices is mobile phone.

Nowadays, the majority of the mobile phones are called as „smartphone‟ as they

have more advanced computing power and connectivity than a contemporary mobile

phone (Shiang-Yen, &Alwi, 2012). It has become popular in a short time among the

younger generations (Hakoyama&Hakoyama, 2011). “70% of the world’s population

own at least one mobile phone. Based on statistics, children in United States now

are more likely to own a mobile phone than a book, with 85% of kids owning a phone

as to only 73% owing books” (Osman et al., 2012). The smartphone enables to

communicate with families and friends in case of emergency, to make connection for

international trade, and contributing in their socialization process. Social media, a

virtual platform, was started to be after digital technology became common (Boyd

&Ellison, 2008). This platform provides people to make new connections and to

strengthen friendly relations with other Timm&Duven (2008) reported that there are

over 200 different social media sites.

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The statistical data showed that there are now more than 500 million

people with Facebook membership and the majority of these people are members of

other social networking sites besides approximately 250 million of these

memberships visit Facebook site in each day at least one time. Therefore social

media has largely effected on the society. Nowadays the majority of adolescent sex

change views, share feelings, personal information, pictures and videos on social

media (Wang, Chen, &Liang, 2011). Bryant, Sanders-Jackson, & Smallwood (2006)

revealed that many adolescents who had the difficulty of expressing their feelings

and thoughts preferred technological communication to face to face communication.

It is undeniably questionable that using digital devices provide them

something that no one can give. According to some researches it is beneficial. It

enables the mind of the students to be more active, especially those puzzle-based

games. Furthermore, it helps the students to come up with decisions in tight

situations, especially those adventure games that keep the players to be alert, active

and strategic.

Students learning take place unexpectedly, but the inappropriate usage of

playing online games also leads in some problems such as being distracted in

school. Further, it is where the attention of the child were divided that even their

health and social life is unknowingly affected.

The path of technology integration in education is lined with disruptions on

one side and opportunities on the other. Technology teams work to bring useful

technology into teaching, all with good intentions, only to encounter unwanted side

effects such as distraction and disruption in the classroom. The challenges loom

large in classrooms with wireless connections, especially when universities give

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students ubiquitous Internet access and sometimes even the devices for such

access.

Mobile phones, for instance, are considered distracting because of problems

with ringing during class, cheating, or multitasking, 1 and the camera that comes with

many phones can raise privacy issues as well. Similar complaints might also be

made about laptops in the classroom. Laptops occasionally make sounds if students

have forgotten to turn off the volume, and the laptop screens can become walls

between students and professors. Students performing multiple tasks (instant

messaging, Facebook updating, and so forth) are also blamed for distracting other

students from concentrating on the lectures or classroom discussions.

The significant of this study are the students they will help to their lives to

realize what would be the effect of using digital devices in non-related purpose in the

school as a student they deserve to know everything. And also the Teachers, it will

contribute some information to the teacher why student device to non-related

purpose and for related purpose study want to make realize each reader. And also

the Parents, this study will make parents realize what will affect o what will do the

device the life of their children. And also the Future Researchers, it can help to them

to have references and also it can help to enhance and make their research better.

And also Future Readers, it can help them to gather some knowledge and

information all about using digital devices inside the classroom during class hour.

Also the study can do so many things it can help to each people to avoid and limit

the cause of destruction to the student.

Related Review Literature

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In recent years, smartphones have become the most popular and ubiquitous

tool for adolescents to access the internet in developed countries. However, the

pervasiveness of this device, even in the most relevant moments of the day, has

raised some concerns about its confinement capabilities. In this paper we test the

hypothesis that smartphone pervasiveness in adolescents’ daily life represents a

new source of digital and social inequality on the entire high-school student

population of Valle D’Aosta region, in Northern Italy (N=4,675). By means of a

mediation analysis, we show how smartphone pervasiveness mediates the

relationship existing between students’ social origins, measured though their parents’

educational level, and school performance, thus contributing to deepening the

academic polarisation between high- and low-performing students.

According to Harper, (2008) although the use of tech-gadgets and services

has many positive impacts, they are short lived. In long run it has negative impacts

on the individuals. The digital activities make the youth strong in technical skills but

make them weak in real life practical skills. It takes the young mass away from the

reality helping them to live in their imaginary world. Due to the time spent on the

devices the youth are refrained from some outdoor activities with friends and family.

The indulgence in violent games may create more violence in their mind. The more

they use the gadgets, the more they are crazy about it which may distract them from

study. During the time of playing games when they can’t achieve the set target, it

may raise their anxious level higher. After all addiction to the devices may develop

unhealthy lifestyle, poor time management and poor eating habits among the youth.

Following studies highlight some of the negative effects of the tech-devices and

services.
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Unstructured Laptop use

Kay and Lauricella (2011) established that unstructured laptop use is a poor

alternative to incorporating laptops into the classroom by comparing on and off task

laptop use in both structured and unstructured classroom contexts. Similarly, Fried

(2008) conducted a correlation study of a general psychology class delivered in a

traditional lecture format in which students were free to use their laptops in an

unstructured manner. He then compared laptop users to non-laptop users in terms of

distractibility and learning outcomes. The study found that students using laptops

were more distracted than those who did not, and that users also scored lower on

measures of self -reported lecture understanding. The study also found that students

using laptops in an unstructured setting received lower overall course grades even

when factors previously identified as correlated to grades were controlled for, e.g.,

attendance. Moreover, an experimental study conducted on an upper-year

communications course yielded similar results (Hembrooke & Gay, 2003). They

found that students in the unstructured laptop condition performed significantly worse

on tests of recognition and recall after a traditionally delivered lecture than the non-

laptop control group. In all three studies, the use of an unstructured laptop format

was associated with lower performance than either a structured (Kay & Lauricella,

2011) or laptop-free format (Fried, 2008; Hembrooke & Gay, 2003).

Some studies focus on both the positive and negative consequences of use of

the tech-devices and services and provide a balanced approach regarding the use of

the same. Technology is an integral part of our everyday life as people are

dependent on it from all over the world for communication, organization and

employment etc. One cannot stay away from technology even for a day. Not even a
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single day goes without a cell phone in hand or without laptop and net surfing.

Although technology being at its best there are basic problems that follow us

everywhere and generally it has drawbacks in the areas of health, public safety and

education (Saez, 2010).

Kay and Lauricella (2011) found student participation and interest in courses

increased through the use of technology when the device was used to accomplish

specific tasks integrated fluidly into a lecture or learning activity. However, they also

found that unstructured laptop use was correlated with increased off-task use of

technology and reduced on-task use. They defined unstructured laptop use as

student-directed use of laptop computers in lectures where the professor largely

ignores the use of such technology while delivering course content (often in a

traditional lecture- style format) as if laptops were not present in the classroom. In

this scenario, individual students are given the freedom to determine for themselves

what constitutes appropriate and inappropriate laptop use without the imposition of

constraints.

Using device time/frequency

Ip et al. (2008) analyzed the relationships between digital using frequency and

academic performance among 713 students. The study found that frequent gamers,

who spend more than 2 hours per using digital devices, performed less well than

infrequent gamers. Hellström et al. (2012) examined the relationship between

gaming time, motives to play, and negative consequences because of playing

Massively multiplayer online role-playing games (MMORPGs). They recruited 7,757

Swedish adolescents and had them completed a questionnaire and found that time

spent on gaming was related to negative consequences, e.g., “less sleep due to
 7

gaming.” Ventura et al. (2012) constructed an online survey with 252 undergraduate

students and a positive indication was found between video gameplay and academic

performance. That is, students who spent 11-50 hours playing video games had

significantly higher GPAs than students who spent 0-10 hours playing video games.

Digital Platform and Genre

Ventura et al. (2012) investigated the relationship between digital gameplay,

game genre preference, personality, and GPA with 319 university students. Both

positive and negative relations were found between video game genre preference

and academic performance. For example, two significant negative correlations to

GPA are social media and shooter types of game. In addition, Ip et al. (2008) found

that the number of genres played is associated with academic performance in

examinations. That is, gamers who play four or more game genres generally perform

less well in examinations. The electronic devices or systems used to play video

games are called video game platforms. The well-known gaming platforms include

personal computers, consoles, e.g., Nintendo’s Wii, Sony’s PlayStation, and

Microsoft’s Xbox, and even mobile devices, e.g., Android-based and iOS devices.

Appel (2012) conducted a study to examine the association between adolescents’

computer and Internet activities and computer literacy, knowledge and skills to

complete tasks with a computer technology. Two hundred participants were recruited

at secondary schools in Austria and hierarchical regression analyses were

conducted. The study found that an increase in video game playing on a personal

computer was associated with higher scores on computer knowledge.

Digital Addiction

Aside from digital addiction the research conducted by Zhang (2007) and
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Zhuo (2007) the physical symptoms of Internet and digital game addiction were

cervical, neurasthenia and insomnia. Cervical spondylosis is a spinal injury caused

by having the same sitting position for hours while using digital device. On the other

hand, Neurasthenia is a psychological disorder marked especially by easy fatigability

and often by lack of motivation, feelings of inadequacy, and psychosomatic

symptoms. It results from when student engage in hours and hours of using digital

device with no virtually sleep intervals in between. This causes sleep sensitivity and

disorders which induce addicted student to wake up several times during the night

and as such this leads them suffering from insomnia which can cause mental anxiety

and eventually result in nervous breakdowns and general tiredness. Also, the

physical consequences of digital devices addiction includes the Carpel tunnel

syndrome in which the main nerve between the forearm and hand is squeezed or

pressed. Normally begins with migraine headaches in a small spot and slowly

spreads and giving you more pain that can cause to vomit. Sleep disturbance which

includes insomnia, narcolepsy and etc. The student stays on one position for a long

period of time backache occurs. Lack of movement that can cause stiffness and

soreness, worse, it can cause chronic back problems. Eating irregularities, the

addicted student cannot exert time to eat or they will eat improperly. The physical

consequences of a student depend on the physical condition or status of the student.

Yet the rigidness of the physical consequences is frequently parallel to the level of

addiction but this is not the constant instance. (CRaton, J.2009).

However, Schmidt &VAnderwater, 2008, p.63 there is a negative impact to the

student who used digital devices in any kinds of digital games especially to the

students. As what is noted in a 2008 study on media attention and cognitive abilities,

“content appears to be crucial”. If the content being consumed is positive, then

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positive results can be expected. If the content is negative, then negative results can

be expected. Therefore, it also depends on how the student handles the impacts of

digital games on his/her studies also it might affect his daily life in school but rather

by that it can cause to the student being able to adopt the social world (Miqdad,M.

n.d.)

Self-Control

In other study done by Eun Joo Kim, Kee Namkoong, (2008), they want to

investigate the connection between digital devices addiction and self- control,

aggression and narcissistic personality traits, which are known as psychological

characteristics link to “ at- risk” population for digital device addiction. They find out

that aggression and narcissistic personality traits are positively correlated with digital

device addiction whereas self- control is negatively correlated with digital device

addiction. In addition, a multiple regression analysis revealed that the extent of digital

device addiction could be predicted base on the person narcissistic personality traits,

aggression, self-control, interpersonal relationship and occupation. However, only

20% of the variance and behavioural consequences was explained by the model.

Base on their study, they suggest that certain psychological characteristics such as

aggression, self-control, and narcissistic personality traits may predispose some

individual to become addicted to digital device. Some researchers claim that

teenagers choose digital device as a way or method to cope with daily problem and

stress.

In research done to understand the Generation Online in 2009 by Sydney

Jones and Susannah Fox (2009) cited by Ku et al. They explained that generation Y

is a young adults generally 18-32 years old who grew up in the Information Age and
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they also be dubbed as the ‘Net Generation’. But, while these “digital natives” may

be savvier with their gadgets and more keen on new uses of technology, their elders

in Generation X, the Baby Boomers and older generations tend to dominate internet

use in other areas. In their research they claimed that the most groups of age to use

the internet for entertainment and for communicating with friends and family is the

teens and generation Y. They are more likely to seek entertainment through online

videos, online games and many more. These groups of age are also more likely than

older users to read other people’s blogs and to write their own, as they like to use

social networking sites and to create profiles on those sites. Younger internet users

are often to use personal blogs to update friends on their lives, and they use social

network to keep track of and communicate with friends. From the survey they make,

they conclude that teen internet users’ favourite online activity is online playing which

is 78% of 12- 17 years old internet users play games online, compared with 73% of

online teens who use email, the second most popular activity for this age group.

Online teens are also significantly more likely to play games than any other

generation, including Generation Y, only half (50%) of whom play online games. This

research shows that most of the internet user nowadays spends their time online

with playing online video game.

Educational Technology

In Mobile devices, educational technology, senior high school, public school,

Manila Philippines as mobile devices become more affordable, sustainable and

portable, they have become kinds of personal ecosystem to people in the 21st

century, and they bring unprecedented educational opportunities to students of all

socio-economic levels. This research explored the potential use of mobile devices in

selected public senior high schools in the City of Manila, Philippines. A total of 152
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students from a couple of schools have participated in this study. It was found that

the majority of the participants have some form of mobile devices and internet

access as they were used for a variety of learning activities outside the classroom

settings. However, substantial digital inequalities also exist among public schools in

the City of Manila. Overall, the findings indicate that mobile devices have shown

potential to be adopted in existing public senior high schools, and there is a need to

update policy and curricula to respond to the mobile era. Wan Jin, Sabio (2016)

The recent increase in the use of digital devices such as laptop computers,

iPads and web-enabled cell phones has generated concern about how technologies

affect student performance. Combining observation, survey, and interview data, this

research assesses the effects of technology use for student attitudes and learning.

Data were gathered in eight introductory science courses at one large public

university in 2010-2011. Results show a significant negative correlation between in-

class cell phone use and overall course grades, corresponding to a drop of 0.36 ±

0.08 on a 4-point scale where 4.0 = A. These findings are consistent with recent

research suggesting students cannot multi-task nearly as effectively as they think

they can. While 75% of students reported regular cell phone use, observation data

suggests undergraduates typically under-report the frequency of in-class digital

device use. Ophir, E., Nass, C. and A.D. Wagner. 2009. "Cognitive Control in Media

Multi-Taskers.”

Dawson, and Ritzhaupt’s (2011) work underscores how laptops were seen as

a tool to facilitate change in teaching practices, which in turn impacted student

achievement. Their study also identified two other factors for a positive 1:1

implementation, systematic support and professional development. This suggests

that varying degrees of implementation levels for these three factors could potentially
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impact future studies. In order to reduce the impact of these factors on this study, the

researcher took steps to ensure that support was available for the devices used and

they were working each day as planned. Additional steps were taken to ensure that

the teacher was adequately prepared to use the technology, including guidance and

training for using the devices and software required to create the digital plant

portfolios. Unfortunately, one element that was identified by Cavanaugh, Dawson,

and Ritzhaupt’s (2011) study that could affect research regarding 1:1

implementations is the impact of student comfort with technology. This is a potential

limitation with many 1:1 studies and has been identified by other researchers as

impactful on student computer usage (Anderson & Williams, 2012; Tu, & Chung,

2012). 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.

Recently, ICT has been widely used in classrooms for teaching and learning

purposes. Therefore, it is important to investigate how these technological

developments affect students’ performance at school. The data for this study comes

from the 2009 administration of The Programme for International Student

Assessment (PISA), an internationally standardized assessment administered to15-

year-old students (9th grades) in schools. The sample includes 4996 students in

Turkey. Hierarchical linear modeling was used for analyzing the effects of ICT in

student and school levels by using ICT-related variables such as technology scores

and ICT availability at home, etc. The results indicated that students’ familiarity with

ICT and their exposure to technology helped to explain math and science

achievement gaps between individuals and schools. ICT is an important factor that

should be taken into consideration when designing classroom environments. Delen,

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Bulut (2005)

As Bebell and Kay (2010) pointed out, their study created as many questions

as it did find answers. The study demonstrated a correlation between increased

digital device usage and learning outcomes. It also suggested that a number of

factors influenced student learning and instructional practices when implementing

digital devices 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. The central question, and ultimate measure for many

educators, is: What is the impact on student achievement? It is the researcher’s

belief that the MCAS gives future researchers reason to look at how the digital

device is being used, as opposed to just the accessibility of that technology. It goes

without saying that digital device must be accessible in order to be widely utilized;

however, it would seem that the most direct correlation between student

achievement and technology use is more closely related to how the technology

transforms the student learning experience.

In a similar study, Grimes, and Warschauer (2010) found that student laptop

use had a small positive effect on student performance. Their study used a

quasiexperimental design involving three schools with various levels of 1:1 laptop

integration to see if participation in 1:1 programs can be used to predict changes in

English and Language Arts scores. One school did not implement 1:1 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 a 1:1 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
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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.

Suhr et al.’s research (2010) once again underscores the importance of

designing and implementing accurate assessment methods for student performance

measurements. The students that used a laptop for their writing are creating, 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 1:1 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 leaf samples. After reviewing the findings of Suhr et al.’s (2010) work,

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 devices.

Motivation

This paper aims to investigate how a digital learning approach influences

science learning, achievement and motivation, through a context‐aware digital

learning environment, and explains the effects on motivation and student learning. A
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series of digital learning activities, based on DDLS (Digital Device Learning System),

was developed and implemented in an elementary school science curriculum to

improve student motivation and to help students engage more actively in their

learning activities. The responses to our questionnaire indicate that students valued

the outdoor learning activities made possible by the use of a smartphone and its

functions. Pre‐ and post‐test results demonstrated that incorporating mobile and

digital technology into a botanical learning process could achieve a better learning

performance and a higher degree of motivation than either non‐digital learning or

traditional instruction. Further, they revealed a positive relationship between learning

achievement and motivation. The correlation coefficient for ARCS dimensions and

post‐test shows that the ARCS‐A (attention) is greater than ARCS‐R, ARCS‐C and

ARCS‐S. This means that the attention (ARCS‐A) of this system is an important

dimension in this research. The results could provide parents, teachers and

educational organizations with the necessary data to make more relevant

educational decision.

Because today’s children have grown up with a different digital landscape

than their teachers(Jukes, 2008), they, most likely, are inspired and motivated by

different technology. Today’s digital actives speak a different language than their

teachers do (Prensky, 2001). For these reasons, students of the 21st century may

retain more information if it comes to them through a digital medium. In a more digital

world, online teaching tools are better for a student’s memory (Miller, 2009). Not only

online tools, but digital tools in general are better for a student’s memory. SMART

boards, digital “clickers,” and computers all spur interest in a child and are more

likely to motivate a student to perform at his or her highest level (Miller). Online tools

that promote content creation among students, such as videos, audio podcasts, and
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web pages, are more effective strategies than traditional methods (Miller).

Theoretical Framework

This study was guided by Connectivism A Learning Theory for the Digital Age

by George Siemens (2013). Connectivism should not be confused with

constructivism. George Siemens advances a theory of learning that is consistent with

the needs of the twenty first century. His theory takes into account trends in learning,

the use of technology and networks, and the diminishing half-life of knowledge. It

combines relevant elements of many learning theories, social structures, and

technology to create a powerful theoretical construct for learning in the digital age.

According to Siemens (2013) The field of education has been slow to

recognize both the impact of new learning tools and the environmental changes in

what it means to learn. Connectivism provides insight into learning skills and tasks

needed for learners to flourish in a digital era.

Conceptual Framework

This study aimed to gather information relating to the Digital devices and

academic performance in Grade 12 Animation students in Northlink Technological

College

The illustration present on figure 1 shows the conceptual frame work of the

study.
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Independent Variables Dependent Variables

Digital Devices
 Using device
time/frequency
Academic
 Digital platform and
genre Performance
 Self-control
 Motivation

Figure 1

Statement of the Problem

This research aims to investigate the effects of digital devices in their

academic performance of Grade 11 and Grade 12 ICT students on Academic

Performance. It analyses the possible positive and negative effects of using

digital devices to academic performance of each animation students and aim

to raise an awareness of usage.

Particularly, it is directed towards answering the following questions:

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

1.1 gender; and

1.2 year level?

2. What is the impact of digital devices of the respondents in terms of:

2.1 using device time/frequency;

2.2 digital platform and genre;

2.3 self-control; and

2.4 motivation?

3. What is the academic performance of the respondents?

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4. Is there a significant relationship between digital devices and academic

performance of students?

Null Hypothesis

1. There is no significant relationship between digital devices and academic

performance.

Chapter 2
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Methods

This chapter discusses the research methodology that drove the research

study. It states the research questions, instruments used to collect data and how the

data was analysed. The purpose of this study was to examine the relationship

between using of digital devices for related and non-related purposes .There was a

primary question that guided the research study. The question attempted to

determine how designed dimensions of influence impacted by digital devices.

Research Design

The study adopted descriptive and as the research designs in determining the

influence of digital devices in grade 12 Animation, By observing the students in their

classroom viewing their performance.

According to Marshall & Rossman (2010) a researcher can adopt three

different kinds of research methods The researcher in this case should adopt the

descriptive research method. Ritchie et al. (2013) opened that by using the

descriptive method the researcher will be able to observe a large mass of target

population and make required conclusions about the variables. The researcher by

using descriptive research can effectively design a pre-structured questionnaire with

both open ended and closed ended questions. The information collected from the

responses of can be statistically presented in this type of research method for the

easy interpretation of the report users. Since the researcher is trying to analyze the

customer opinion, attitude, behaviour and satisfaction level in relation to services and

products hence the researcher should effectively use the descriptive method in order

to statically analyse the data instead of the exploratory methods. The multiple choice

questions used in the descriptive method gives the respondent the attributes from
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which they need to choose and enables the researcher to connect the choice of the

respondent with the choice of the researcher for the project. The use of descriptive

design enables the researcher to measure the results rather than exploring the

results.

Respondents

The respondents of the research are in the Grade 12 Animation from Northlink

Technological College in New Pandan, Panabo City. There are thirty six (36)

respondent from Grade 11 and Grade 12 ICT student in Ntc.

Table 1: Distribution of Respondents

Respondent Number of Respondent Percentage

Grade 12 22 61.11%
Grade 11 14 38.88

Total 36 100%

The researcher way in selecting a respondent that is purposive. A purposive

sample is a non-probability sample that is selected based on characteristics of a

population and the objective of the study. Purposive sampling is also known as

judgmental, selective, or subjective sampling. This type of sampling can be very

useful in situations when you need to reach a targeted sample quickly, and where

sampling for proportionality is not the main concern. There are seven types of

purposive samples, each appropriate to a different research objective.

Research Instruments
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One questionnaire developed containing the same set of motivational

strategies for students. The question aimed to know how students use digital devices

in school and how student affect their academic performance how student react to

the addiction of digital devices and the questioner has 4 factors using digital devices

time/frequency, digital platform and genre, Self-control, Motivation this factors can

identify the students addiction and the students’ performance in school grounds. Also

this questioner has four (4) legend 1 – Strongly Agree 2 –Agree 3 – Disagree 4 –

Strongly Disagree, to understand how digital device affect the academic

performance of students.

Chapter 3
Result and Discussion
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This chapter present the analysis and further discussion of the result of the

study. Shows in this section are the students using digital devices and the

relationship between academic performance.

Table 1. Demographic Profile Gender

The table show the percentage of each respondent, Male and Female

respondent of selected Grade 11 and Grade 12 ICT student in Northlink

Technological College.

Respondent Percentage
Female 38.88%
Male 61.11%
Total 100%

Table 2. Demographic Profile Year Level

The table show the percentage year level of respondent in Grade 11 and 12

students in Northlink Technological College.

Respondent Percentage
Grade 11 33.33%
Grade 12 66.66%
Total 100%

Table 3. Digital Devices time/frequency

The table shows the level of using digital devices time/frequency selected
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students of Grade 11 and Grade 12 ICT student in Northlink Technological College.

Descriptive Statistics

Mean Std. Deviation N

DDTF
2.8333 .49800 36

AP
87.2778 2.96273 36

Their competence in digital devices time/frequency has a mean of 2.8333, it

means that the students demonstrates a good competence in using digital devices.

Hellström et al. (2012) examined the relationship between gaming time,

motives to play, and negative consequences because of playing massively

multiplayer online role-playing games (MMORPGs). They recruited 7,757 Swedish

adolescents and had them completed a questionnaire and found that time spent on

gaming was related to negative consequences, e.g., “less sleep due to gaming.

Table 4. Digital Platform and Genre

The table shows the level of Digital Platform and Genre selected student of

Grade 11 and Grade 12 ICT students in Northlink Technological College.

Descriptive Statistics

Mean Std. Deviation N

DPG
2.7377 .58503 36

AP
87.2778 2.96273 36
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Their competence in Digital Platform and Genre has a mean of 2.7377, it

means that the student demonstrates a good competence in using digital devices.

Appel (2012) conducted a study to examine the association between

adolescents’ computer and Internet activities and computer literacy, knowledge and

skills to complete tasks with a computer technology.

Table 5. Self-Control

The table shows the level of Self-Control selected student of Grade 11 and

Grade 12 ICT students in Northlink Technological College.

Descriptive Statistics

Mean Std. Deviation N

SC
2.7111 .57060 36

AP
87.1944 2.98395 36

Their competence in Self-Control has a mean of 2.7377, it means that the

student demonstrates a good competence in using digital devices. Eun Joo Kim, Kee

Namkoong, (2008), they want to investigate the connection between digital devices

addiction and self- control, aggression and narcissistic personality traits, which are

known as psychological characteristics link to “at- risk” population for digital device

addiction. They find out that aggression and narcissistic personality traits are

positively correlated with digital device addiction whereas self- control is negatively

correlated with digital device addiction. In addition, a multiple regression analysis

revealed that the extent of digital device addiction could be predicted base on the
 25

person narcissistic personality traits, aggression, self-control, interpersonal

relationship and occupation. However, only 20% of the variance and behavioral

consequences was explained by the model. Some researchers claim that teenagers

choose digital device as a way or method to cope with daily problem and stress.

Table 6. Motivation

The table shows the level of Motivation selected student of Grade 11 and

Grade 12 ICT students in Northlink Technological College.

Descriptive Statistics

Mean Std. Deviation N

M
2.3657 .63348 36

AP
87.1944 2.98395 36

Correlations

DDTF AP

DDTF Pearson Correlation 1 -.150

Sig. (2-tailed) .383

N 36 36

AP Pearson Correlation -.150 1

Sig. (2-tailed) .383

N 36 36
Their competence in motivation has a mean of 2.3657, it means that the

student demonstrates a good competence in using digital devices. It is supported by

(Miller, 2009) For these reasons, students of the 21st century may retain more
 26

information if it comes to them through a digital medium. In a more digital world,

online teaching tools are better for a student’s memory. Not only online tools, but

digital tools in general are better for a student’s memory. SMART boards, digital

“clickers,” and computers all spur interest in a child and are more likely to motivate a

student to perform at his or her highest level. Online tools that promote content

creation among students, such as videos, audio podcasts, and web pages, are more

effective strategies than traditional methods.

Table 7 Relationship between Digital Devices time/frequency and

Academic Performance.

In table 7, the result shows that the relationship between students digital

time/frequency and student academic performance. Each student had their own

preferred learning.

The Digital Devices time/frequency got .383 while the academic performance

got .383. The result implies that the digital time/frequency is significant to academic

performance of the student, which mean that the digital time/frequency affect the

academic performance of the grade 11 and grade 12 student in Northlink

Technological College.
 27

Correlations

DPG AP

DPG Pearson Correlation 1 -.166

Sig. (2-tailed) .335

N 36 36

AP Pearson Correlation -.166 1

Sig. (2-tailed) .335

N 36 36
The result to declining the null hypothesis which state that the digital

time/frequency and academic performance of the grade 11 and grade 12 ICT student

is not significant.

Table 8. Relationship between Digital Platform and Genre and Academic

Performance

In table 8, the result shows that the relationship between student’s digital

platform and genre and student academic performance. Each student had their own

preferred learning.

The Digital Devices platform and genre got .335 while the academic

performance got .335. The result implies that the digital platform and genre is not

significant to academic performance of the student, which mean that the digital

platform and genre does not affect the academic performance of the grade 11 and

grade 12 student in Northlink Technological College.

This result to accepting the null hypothesis which states that there is no

significant relationship between digital platform and genre and academic

performance of Grade 11 and grade 12 ICT student in Northlink Technological

 28

College.

Table 9. Relationship between Motivation and Academic Performance.

Correlations

M AP

M Pearson Correlation 1 -.029

Sig. (2-tailed) .868

N 36 36

AP Pearson Correlation -.029 1

Sig. (2-tailed) .868

N 36 36

In table 9, the result shows that the relationship between Motivation and

student academic performance. Each student had their own preferred learning.

The Motivation got .868 while the academic performance got .868. The result

implies that the motivation is not significant to academic performance of the student,

which mean that the motivation does not affect the academic performance of the

grade 11 and grade 12 ICT student in Northlink Technological College.

This result to accepting the null hypothesis which states that there is no

significant relationship between motivation and academic performance of Grade 11

and grade 12 ICT students.

Correlations

SC AP

S Pearson Correlation 1 .014

C
Sig. (2-tailed) .936

N 36 36

A Pearson Correlation .014 1

P
Sig. (2-tailed) .936

N 36 36
 29

Table 10. Relationship between Self-control and Academic Performance

In table 10, the result shows that the relationship between self-control and

student academic performance. Each student had their own preferred learning.

The Motivation got .868 while the academic performance got .868. The result

implies that the self-control is not significant to academic performance of the student,

which mean that the motivation does not affect the academic performance of the

grade 11 and grade 12 ICT student in Northlink Technological College.

This result to accepting the null hypothesis which states that there is no

significant relationship between self-control and academic performance of Grade 11

and grade 12 ICT students.

Chapter 4

SUMMARY, CONCLUISION AND RECOMMENDATION

Presented in this chapter are the summary, conclusion and recommendation

of the study. The researcher used the descriptive-correlational method. The subjects

of the study were grade 11 and grade 12 ICT student in Northlink Technological

College New Pandan Panabo City.

Summary

This study was conducted to find out the relationship between digital devices

and academic performance. They study used the descriptive-correlational method

 30

research design. This involve the Grade 11 and Grade 12 ICT student from Northlink

Technological College. It made use of a researcher made questioner and adopt

survey questioner. This study aims to find out; (a) Did the digital devices help the

Grade 11 and grade 12 learners; (b) Identify the effect of digital devices to the Grade

11 and grade 12 student academic performance.

Findings

The findings of the study were recapitulated as follows:

1. There are (4) four category in using digital devices the Digital time/frequency,

Digital platform, Motivation, Self-control.

2. In Digital time/frequency, the grade 11 and grade 12 ICT student demonstrate a

good result in academic performance.

3. In Digital Platform Genre, the grade 11 and grade 12 ICT student demonstrate a

good result in academic performance.

4. In Motivation, the grade 11 and grade 12 ICT student demonstrate a good result in

academic performance.

5. In Self-control, the grade 11 and grade 12 ICT student demonstrate a good result

in academic performance.

6. Between Digital Time/Frequency there is a significant relationship.

7. Between Digital Platform, Motivation, Self-control there is no significant

relationship.

Conclusion

Based on the findings, the study makes the following conclusion.

1. The students possess a high level in terms of digital devices

2. The student can achieve a high academic, when it is in self-control and

 31

motivation

3. Both the Digital time/frequency and digital platform is nothing to do with the

academic performance of the student.

Recommendation

1. The Teachers should teach the student to control their self while using digital

devices.

2. Digital devices also helped student so it is necessary to achieve high grades.

 32

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