“THE IMPACT OF ELECTRONIC GADGETS ON THE STUDY HABITS OF

SENIOR HIGH SCHOOL AT ARELLANO UNIVERSITY –

JOSE RIZAL CAMPUS”

A study presented to:

Senior High School Department
Arellano University
Jose Rizal High School
Malabon City

In Partial Fulfilment
of the requirements for
RESEARCH PROJECT

Researchers
Leader: CALUGAY, JANELLA MAE H.
Members:
ABEL, KHIMLHESTER
ARADA, JAN ELLEN
CORTEZ, JOMARI
DELACRUZ, KRYSTEL
FRANCISCO, JESSICA YVES
HIPOLITO, JASFER
JANDA, RAYNOLD
LAO, CHRISTINE
LUMBA, ROSEMARIE
PEROLINA, ALCENT
VALDEZ, KYLEDESIREE

Research Adviser
TORRES, EDGAR D.
 Table of Contents

Page Number

Acknowledgement………………………………………………. 1
Abstract…………………………………………………………… 2
Introduction
Background of the Study………………………………. 3
Statement of the Problem……………………………… 5
Significance of the Study………………………………. 6
Scope and Delimitation…………………………………. 7
Definition of Terms………………………………………. 8
Methodology
Research Design…………………………………………. 9
Research Instrument……………………………………. 9
Research Paradigm……………………………………… 9
Treatment of Data………………………………………... 10
Results and Discussion…………………………………………. 11
Conclusion…………………………………………………………. 18
Recommendation…………………………………………………. 19
References………………………………………………….………. 20
Appendix A…………………………………………………………. 21
Appendix B…………………………………………………………. 24
Curriculum Vitae ………………………………………………….. 25
 ACKNOWLEDGEMENT

The researchers acknowledge with sincerest gratitude the following

persons who shared generously their immeasurable support, ideas,

encouragement and profound guidance in making this research possible:

Mrs. Ma. Aileen D. Cruz, Senior High School Principal for her concern

and support to make the researcher move on with this study;

Mr. Edgar D. Torres, our research subject teacher for his

encouragement, generous wisdom and countless guidance to make this study a

fulfilled one;

To the Grade 12 Senior High School Students the respondents of this

study, for their participation and honest answering of the questionnaire that was

used for the data of this study;

Above all, to the Almighty God, who made these impossible things to

become possible and for His gracious gift of strength, wisdom and guidance.
 ABSTRACT

The research entitled “ The Impact of Electronic Gadgets on the study

habits of Senior High School Students at the Arellano University – Jose Rizal

Campus”. Electronic gadgets are important to us, students. Communication

wisely, a student can communicate with someone through electronic gadgets

despite being long distance, using gadgets is essential for an easy connection

towards each other and this includes academic related information. The main

reason for this study is to be knowledgeable about the purpose of using gadgets

in study habits of senior high school students in Arellano University.

The researcher distributed 50 online survey questionnaires using simple

random sample method. Based on the result, majority of the students use mobile

phones and majority of them spend more than 5 hours a day using it. This goes

to show the importance of using electronic gadgets of students and its effect to

their study habits. These gadgets and the internet serves a huge impact on

students academic performance.

Keywords: ELECTRONIC GADGETS, STUDY HABITS, ACADEMIC

 INTRODUCTION

Background of the Study

Nowadays, electronic gadgets were initially marketed as a means of

communication. However, using electronic gadgets has become an integral part

of our daily lives. Although this can't deny that there are numerous functions and

benefits of using the internet and technology through gadgets, users must admit

that it is silently destroying the efficacy of community socialization.

According to Sung Y., Chang K., Liu T. (2016), mobile devices such as

laptops, personal digital assistants, and mobile phones have become a learning

tool with great potential in both classrooms and outdoor learning. Electronic

devices have become ingrained in our daily lives. Computer, laptop, mobile

phone, and television use has expanded beyond the workplace, and it is now a

major source of information, the most important issue, fun, and entertainment for

everyone. The use of electronic gadgets is integrated into the lives of most

children, teenagers, and even adults, either in a balanced healthy manner or out

of balance.

Based from the study of Mathew G., Nalliveettil, Alenazi T. (2016),

researchers around the world are investigating the educational value and

effectiveness of incorporating cutting-edge electronic devices into teaching-

learning activities in the classroom. Despite the availability of cutting-edge

electronic devices such as iPods, tablets, and smartwatches, researchers are

more interested in the educational value of mobile phones for teaching and

learning. However, students who are constantly using their cell phones or other
electronics are often less engaged in the classroom, to the point where

classroom discussions become shallow and the level of learning is considerably

reduced. In fact, it has become all too common where even teaching practices

have started to involve YouTube videos or interactive online activities. This

further normalizes electronic use, leading to worse habits over time.

Though electronic devices have the potential to cause more harm than

good, people can use technology to our advantage by instilling good habits in

ourselves and their children. As long as users maintain good self-control, our

gadgets can help each other succeed in our studies, which could lead to even

greater success in all of everyones careers.

Statement of the Problem

The researchers aim to know the impact of electronic gadgets on the study

habits of the students. Specifically, the researcher seeks to answer the following

questions:

1. Demographic Profile of the Respondents, in terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Strand

2. How many hour/s every students’ spend on daily basis using electronic

gadgets for their studies?

3. What kind of electronic gadget have you used more?

A. Computer

B. Mobile Phone

C. Laptop

D. Television

4. How does using electronic gadgets affect every students in terms of :

A. Positive Impact

B. Negative Impact

5. How may the respondents use electronic gadgets to improve study habits?

Significance of the Study

This study determined the impact of the electronic gadgets on the study habits

at Arellano University – Jose Rizal Campus. This was significant to the following

beneficiaries:

Students: This research benefits students to learn about how they use

gadgets and advance technology for learning as well as the challenges that

comes with it.

Parents: This research may help to address parents concern about

electronic gadgets and whether it is being beneficial or hindrance to their child’s

study.
 Teachers: The result of this research may help teachers to understand

and have a more deeper understanding about the importance and impact of

electronic gadgets to the study habits of their students.

Future Researchers: This research may be beneficial for future

researchers on their own research study. They may widen the scope or their own

study or improve this research study.

Scope and Delimitations

The study aims to gain knowledge on the impact of using electronic

gadgets as material things that they can used for their online learning. The study

will include fifty (50) respondents of Senior High School students enrolled during

the academic period 2020-2021.

Definition of Terms

1. Accompanying - provided or occuring at the same time as something else

2. Efficacious - something inanimate or abstract, successful in producing a

desired or intended result

3. Entrenched - an attitude, habit, or belief, firmly established and difficult or

unlikely to change

4. Inflict - something unpleasant or painful to be suffered by someone or

something

5. Negate - deny the existence, evidence, or truth

6. Stimulation - encouragement of something to make it develop or become

more active
 METHODOLOGY

Research Design

The researchers employed the Simple Random Sample method online

survey design. In the Simple Random Sample method, each individual chosen

entirely by chance and each member of the population has an equal chance or

probability of being selected.

Research Instrument

The main instrument used in this research was the online survey

questionnaire. The questionnaire contained items that solicit responses from the

respondents about the topic. It used a four scale Likert system with 4.Strongly

agree (SA) 3.Agree (A) 2.Disagree (D) 1. Strongly disagree (SD).

Research Paradigm

Conceptual Framework

INPUT PROCESS OUTPUT

1. The profile of the students in Implementation of

terms of: The data will be
1.1 Age control time system
1.2 Gender gathered
1.3 Grade level
for using electronic
1.4 Strand chronologically

2. How many hour/s ever gadgets and to give

through:
students’ spend a daily basis
using electronic gadgets for their interpretation about
studies? -Data Gathering
3.What kind of electronic gadgets how much using of it
have you used more? through
can make a negative
4.How does using electronic  Questionnaire
gadgets can affect every students effect for the
in terms of :
-Presentation,
students.
5.How may the students’
respondents using electronic Analysis and
gadgets to improve the study
habits? Interpretation of Data
Treatment of Data

To analyze the accumulated information, the researchers have the

accompanying statistical methods:

1. Percentage:

Where: %= percentage

f= frequency

n= total number of respondents

2. Weighted Mean:

Wm=
∑f
n

Where:

Wm = weighted mean

∑F = summation of total number of responses

N = total number of respondents

 RESULTS AND DISCUSSION

This chapter presents the data collected from the respondents

through the checklist questionnaire distributed by the researchers. The data

we’re interpreted in tabular form is in-depth analysi

TABLE 1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

TABLE 1.1 AGE

Age Frequency Percentage Rank

18 years old 27 54% 1
17 years old 14 28% 2
19 years old 6 12% 3
20 years old 2 4% 4
15 years old 1 2% 5
Total: 50 100%

Table 1.1 shows the distributions of the respondents according to age.

The total frequency of Age 18 years old has a frequency of 27 or Fifty-Four

(54%) percent, Rank 1. Age 17 years old has a frequency of 14 or Twenty- Eight

(28%) percent, Rank 2. The next one is the total frequency of Age 19 years old

have a total frequency of 6 or Twelve (12%) percent, Rank 3. While the Age of 20

years old has a total frequency of 2 or Four (4%) percent, Rank 4 and the Age 15

years old have a total frequency of 1 or Two (2) percent, Rank 5. The total

frequency that we have is 50 or One-Hundred (100%) percent. The data implied

that most of the respondents were 18 years old.

TABLE 1.2 GENDER

Gender Frequency Percentage Rank

 Male 25 50% 1

Female 25 50% 1
Total: 50 100%
Table 1.2 shows the distributions of the respondents according to

gender. Its shows that both male and female are ranked 1 with 25 or fifty (50%)

percent of the respondent. The total is (50) respondents that are the equivalent of

the one-hundred (100%) percent. The data revealed that there are equal male

and female respondents.

TABLE 1.3 GRADE LEVEL

Grade Level Frequency Percentage Rank

Grade 12 50 100% 1
Grade 11 0 0% 2
Total: 50 100%

Table 1.3 shows the distributions of the respondents according to grade

level. Ranked 1 “Grade 12” with the total frequency of 50 or one-hundred (100%)

percentage. Meanwhile, Grade 11 Students ranked 2 with the frequency of 0 or

Zero (0%) percentage. This data revealed that most of the respondents are rade

12 students.

TABLE 1.4 STRAND

Strand Frequency Percentage Rank

HUMSS 29 58% 1
STEM 9 18% 2
 ABM 5 10% 3
HE 5 10% 3
GAS 1 2% 4
ICT 1 2% 4
Total: 50 100%

Table 1.4 shows the distributions of the respondents according to strand.

Ranked 1 “HUMSS” with the frequency of 29 or fifty-eight (58%) percent. Ranked

2 “STEM” with the frequency of 9 or eighteen (18%) percent. Ranked 3 “ABM”

and “HE” with the frequency of 5 or ten (10%) percent. Ranked 4 “GAS” and

“ICT” with the frequency of 1 or four (4%) percent of the total respondents. The

data implied that most of the respondents are from Humanities and Social

Sciences (HUMSS) Strand.

TABLE 2. HOURS SPENT IN USING ELECTONIC GADGETS IN STUDIES

Hours Spent In Using Electronic Frequency Percentage Rank
Gadgets In Studies

More than 5 hours a day 33 66% 1

3-5 hours a day 9 18% 2
3 hours a day 7 14% 3
Less than an hour a day 1 2% 4
Total: 50 100%
 Table. 2 presents the hours spent in using electronic gadgets in studies.
Ranked 1 “More than 5 hours a day” with the frequency of 33 or sixty-six (66%)
percent. Ranked 2 “3-5 hours a day” with the frequency of 9 or eighteen (18%)
percent. Ranked 3 “3 hours a day” with the frequency of 7 or fourteen (14%)
percent. Ranked 4 “Less than an hour a day” with the frequency of 1 or two (2%)
percent of the total respondents. The data implied that more than 5 hours a day
they spent using electronic gadgets in studies.
TABLE 3. MOST USED KIND OF ELECTRONIC GADGETS
Most Used Kind Of Electronic Frequency Percentage Rank
Gadgets

Mobile Phone 47 94% 1

Laptop 2 4% 2
Television 1 2% 3
Computer 0 0% 4
Others 0 0% 4
Total: 50 100%
Table. 3 shows the most used kind of electronic gadgets. Ranked 1

“Mobile Phone” has a total frequency of 47 or ninety-four (94%) percent. Ranked

2 “Laptop” has a total frequency of 2 or four (4%) percent. Ranked 3 “Television”

has a total frequency of 1 or two (2%) percent. Lastly, ranked 4 “Computer” and

“Others” has a frequency of 0 or zero (0%) percent of the total respondents. The

data implied that the most used kind of electronic gadget is Mobile Phone.

TABLE 4. IMPACT OF USING ELECTRONIC GADGETS ON THE STUDY

HABITS

TABLE 4.1 POSITIVE IMPACT

Positive Impact Weighted Verbal Rank

Mean Interpretation
Even if a parent or relative is some 3.44 AGREE 1
distance from the student, with a gadget he or she
 can effectively communicate with them as though
they were in the same room together.
Gadgets can make it easier for students to 3.40 NEUTRAL 2
connect with their peers. In this manner they can
exchange ideas or opinions about their education.
Having access to gadgets can increase the 3.18 NEUTRAL 3
student's knowledge about newly developed
technology.
More stimulated and eager to learn when 3.32 NEUTRAL 4
they can interact with the hands-on learning tools
that educational technology provides
Using a gadget, a student is able to consult 3.32 NEUTRAL 4
material that is outside the scope of the teacher's
curriculum. This can broaden the student's
horizons.
Using electronic gadgets students can 2.98 NEUTRAL 5
retain and learn more information
lessons or activities on tablets or laptops 2.64 NEUTRAL 6
give students the opportunity to read directions,
process information, and complete their work at
their own pace.

Table 4.1 shows the positive impact of using gadget to the students.

Ranked 1 “Even if a parent or relatives is some distance from the student, with a

gadget he or she can effectively communicate with them as though they were in

the same room together" with the weighted mean of 3.44 or Agree. Ranked 2

"Gadgets can make it easier for students to connect with their peers in this

manner they can exchange ideas or opinions about their education" with the

weighted mean of 3.4 or Neutral. Ranked 3 "Having access to gadgets can

increase the students knowledge about newly developed technology" with the
weighted mean of 3.18 or Neutral. Ranked 4 "More stimulated and eager to learn

when they can interact with the hands on learning tools that educational

technology provides" with the weighted mean of 3.32 or Neutral. Ranked 4 again

is the "Using a gadget, a students is able to consult material that is outside the

scope at the teachers curriculum" with the weighted mean of 3.32 or Neutral.

Ranked 5 "Using electronic gadgets student can retain and learn more

information" with the weighted mean of 2.98 or Neutral.4 shows the positive

impact of using gadget to the students. Ranked 6 “Lesson or activities on tablets

or laptops give students the opportunity to read directions, process information,

and complete their work at their own place” with the weighted mean of 2.64 or

Neutral. These findings of the study showed that the majority of the respondents

chose electronic gadgets can effectively communicate with parents or relatives

as though they were in the same room, for easier to communicate with each

other.

TABLE 4.2 NEGATIVE IMPACT

 Weighted Verbal
Negative Impact Rank
Mean Interpretation
Due to increasing use of gadgets ,the students are
less productive in doing assignments, projects, and 3.46 AGREE 1
other school matters.
Often times these gadgets are used to communicate
3.04 NEUTRAL 2
with peers in ways that don't relate to school work.
Using gadgets leads to academic dishonesty
2.94 NEUTRAL 3
(Cheating, Plagiarism, etc.)
Use of gadgets can negatively affect a student's
2.88 NEUTRAL 4
behavior in ways that he or she is not even aware of.
Using a gadget like a smartphone can open the
student up to variety of applications and games that 2.74 NEUTRAL 5
are not school related and become a distraction.
By staring at the small screen on a smartphone all
2.26 DISAGREE 6
day long a student's vision can become impaired

Table 4.2 shows the negative impact of using electronic gadgets to the
students. Ranked 1, “Due to increasing use of Gadgets, the students are less
productive in doing assignments, projects and other school matters” with the
weighted mean of 3.46 or Agree. Ranked 2, “Often times these gadgets are used to
communicate with peers in ways that don’t relate to school work with the weighted
mean of 3.04 or neutral. Ranked 3, “Using gadgets leads to academic dishonesty
(Cheating, Plagiarism, etc.)” with the weighted mean of 2.94 or neutral. Ranked 4,
“Use of Gadgets can negatively affect a students behavior in ways that he or she is
not even aware of.” With the weighted mean of 2.88 or neutral. Ranked 5, “Using a
Gadgets like a smartphone can open the student up to variety of applications and
games that are not school related and become a distraction” with the weighted mean
of 2.74 or neutral. Ranked 6, “ By the staring at the small screen on a smartphone all
day long a students vision can become impaired” with the weighted mean of 2.26 or
disagree. These findings of the study showed that due to the increasing use of
gadgets, the students are less productive in doing assignments, projects, and other
school matters as the most negative impact of using electronic gadgets.
 TABLE 5. WAYS TO IMPROVE STUDY HABITS USING ELECTRONIC

GADGETS

Ways To Improve Study Habits Using Weighted Verbal Rank

Electronic Gadgets Mean Interpretation
The parent should set a parental guidance 3.72 AGREE 1
Enriching activities like read aloud 3.66 AGREE 2
sessions, sports sessions, board games,
art and craft time, etc.

Set rules and boundaries in using 3.58 AGREE 3

electronic gadgets.
Time limits on the use of gadgets and 3.48 AGREE 4
other electronic devices should be
restricted
Used electronic gadgets strictly in study 3.46 AGREE 5
and research
Table. 5 shows the ways to improve study habits using electronic gadgets.

Ranked 1, with verbal interpretation of agree, with weighted mean of 3.72 were “the

parents should set a parental guidance”. Ranked 2, with verbal interpretation of

agree, with weighted mean of 3.66 were about “enriching activities like read aloud

sessions, sport sessions, board games, art and craft time etc.” Ranked 3, with verbal

interpretation of agree, with weighted mean of 3.58 is “set rules and boundaries in

using electronic gadgets”. Ranked 4, with verbal interpretation of agree, with

weighted mean of 3.48 is about “time limits on the use of gadgets and other electric

devices should be restricted”. Ranked 5 with verbal interpretation of agree, with

weighted mean of 3.46 is about the “used electronic gadgets strictly in study and

research”. These findings of the study showed that the parent should set a parental

guidance as the best way to improve study habits using electronic gadgets.

CONCLUSIONS
Based on the significant findings of this study the following conclusions were

drawn:

1. The majority of the respondents are 18 years old both male and female.

Most of students are from Grade 12 HUMSS strand.

2. The majority of the respondents spent 5 hours a day of using electronic

gadgets in their studies.

3. The most common type of electronic device used by the majority of

respondents is a mobile phone.

4. The majority of respondents recognize electronic gadgets' ability to

effectively communicate with parents or relatives as if they were in the

same room, as a positive effect of electronic gadgets in their studies.

While, the negative effect of using electronic gadgets is that students are

less productive in doing assignments, projects, and other school matters

as a result of their increased use of gadgets.

5. Parental guidance should be developed as the best way to improve study

habits when using electronic devices.

RECOMMENDATIONS
The following recommendations are hereby presented:

1. STUDENTS- should use electronic devices responsibly in their studies,

particularly when completing assignments, projects, and other school-

related tasks. However, use it to your advantage when searching for and

learning new academic discussions.

2. PARENTS- must teach their children to limit or control their use of

electronic devices in school. Proper parental supervision is required when

using electronic devices on their children.

3. TEACHERS- should allow students to use their gadgets in appropriate

situations to help them learn more about their studies, while also setting

limits to ensure that students do not abuse the freedom that has been

granted.

4. FUTURE RESEARCHERS- should understand the benefits and

drawbacks of using electronic devices to help them with their research

tasks and activities.

REFERENCES
 Noratikan Othman, Muhammad Khairuz Suhaidi Bin Kelana and Thandar

Soe Sumaiyah Jamaludin (2020), Impact of Electronic Gadgets uses with

Academic Performance among Secondary School Students

 Mira Adila Mat Saruji, Noor Hafizah Hassan, and Sulfeeza Md Drus

(2017),

Impact of ICT and electronic gadget among young children in education: A

conceptual model

 Yao-Ting Sung, Kuo-En Chang, and Tzu-Chien Liu (2016), The effects of

integrating mobile devices with teaching and learning on students’ learning

performance

 Deni Sutisna, Arif Widodo, Nursaptini Nursaptini., et.al (2020), An analysis

of the use of smartphone in students’ interaction at senior high school

 APPENDIX A
Survey - Questionnaire
Arellano University
Jose Rizal Campus
Gov. Pascual Ave. Malabon City
921-27-44
Senior High School Department

Name (Optional):___________________________ Gender:_________

Grade Level & Strand _______________________ Age: ___________

“ THE IMPACT OF ELECTRONIC GADGETS ON THE STUDY HABITS OF

SENIOR HIGH SCHOOL STUDENTS AT ARELLANO UNIVERSITY- JOSE
RIZAL CAMPUS”

Direction: Read and Understand the statement below then put a check (√) on the
box.

1. How many hour/s do you spend on daily basis using electronic gadgets for
the studies?
 Less than an hour a day
 1-3 hours a day
 3-5 hours a day
 More than 5 hours a day
2. What kind of electronic gadgets have you used more?
 Computer
 Mobile Phone
 Laptop
 Television
 Others (Please Specify) _________
3. How does using electronic gadgets affect every students ?
 1 2 3 4 5
POSITIVE IMPACT Strongly Disagree Neutral Agree Stron
Agr
Disagree
Using electronic gadgets students can
retain and learn more information
More stimulated and eager to learn when
they can interact with the hands-on
learning tools that educational technology
provides
 Lessons or activities on tablets or
laptops give students the opportunity to
read directions, process information, and
complete their work at their own pace. 
Gadgets can make it easier for students
to connect with their peers. In this
manner they can exchange ideas or
opinions about their education.
Even if a parent or relative is some
distance from the student, with a gadget
he or she can effectively communicate
with them as though they were in the
same room together.
 Using a gadget, a student is able to
consult material that is outside the scope
of the teacher's curriculum. This can
broaden the student's horizons
Having access to gadgets can increase
the student’s knowledge about newly
developed technology.
 1 2 3 4 5

NEGATIVE IMPACT Strongly Disagree Neutral Agree Stron

Disagree Agr

Using a gadget like a smartphone can

open the student up to variety of
applications and games that are not
school related and become a distraction.
By staring at the small screen on a
smartphone all day long a student's
vision can become impaired.
Often times these gadgets are used to
communicate with peers in ways that
don’t relate to school work. 
 Use of gadgets can negatively affect a
student’s behavior in ways that he or she
is not even aware of.
Using gadgets leads to academic
dishonesty (Cheating, Plagiarism, etc.)

Due to increasing use of gadgets ,the

students are less productive in doing
assignments, projects, and other school
matters.

4. How to prevent the negative impact and maintain positive impact of using
gadgets on study habits?

Ways to prevent the negative impact 1 2 3 4 5

 Strongly Disagre Neutral Agre Strongly
and maintain positive impact of using
Disagre e e
gadgets on study habits Agree
e
Enriching activities like read aloud
sessions, sports sessions, board games,
art and craft time, etc.
Set rules and boundaries in using
electronic gadgets
Used electronic gadgets strictly in study
and research
Time limits on the use of gadgets and
other electronic devices should be
restricted
The parent should set a parental
guidance

APPENDIX B
Tally Sheet
WEIGHTED VERBAL
POSITIVE IMPACT RANKING
MEAN INTERPRETATION
Even if a parent or relative 3.44 AGREE 1
……
Gadgets can make it easier 3.40 NEUTRAL 2
……
Having access to gadgets 3.18 NEUTRAL 3
………
More stimulated and eager to 3.32 NEUTRAL 4
learn…
Using gadgets students able 3.32 NEUTRAL 5
to …
Using electronic gadgets 2.98 NEUTRAL 6
……
Lessons or activities on 2.64 NEUTRAL 7
tablets…
WEIGHTED VERBAL
NEGATIVE IMPACT RANKING
MEAN INTERPRETATION
Due to increasing used of 3.46 AGREE 1
gadgets….
Often time this gadgets are 3.06 NEUTRAL 2
used..
Using gadgets leads to 2.94 NEUTRAL 3
academic…
Use of gadgets can 2.88 NEUTRAL 4
negatively affect……
Using gadgets like a 2.74 NEUTRAL 5
smartphone….
By staring at the small 2.26 DISAGREE 6
screen…..
WAYS TO IMPROVE WEIGHTED VERBAL RANKING
STUDY HABITS USING MEAN INTERPRETATION
ELECTRONIC GADGETS
The parent should set 3.72 AGREE 1
parental…
Enriching activities like read 3.66 AGREE 2
and….
Set rules and boundaries in 3.58 AGREE 3
using….
Time limits on the use of …… 3.48 AGREE 4
Used electronic gadgets 3.46 AGREE 5
strictly…
Ways to prevent the negative 3.38 NEUTRAL 6
impact…..