THE USE OF GADGETS IN THE ACADEMIC PERFORMANCE AND SELF-

EFFICACY OF STEM A- AURORA

LUIS KERBY L. TAN

JAN ALBERT A. NAVARRO
DEAN MELESON G. SALARDA

IN PARTIAL FULLFILMENT OF THE REQUIREMENTS IN

INQUIRES, INVESTIGATION AND IMMERSION

JUNE 2021
 BIBLIOGRAPHICAL SKETCH

Mr. Luis Kerby L. Tan was born on May 25, 2003 at San Jose, Quezon, Bukidnon and
he is the second son of Mr. and Mrs. Christopher Tan. He spent his elementary years at San
Jose Elementary School and graduated on March 2015. He is currently in Grade 12 Senior
High School at Quezon National High School under the strand of Science, Engineering,
Technology and Mathematics (STEM).

Mr. Jan Albert A. Navarro was born on January 8, 2002 at Maramag Provincial
Hospital. He is the second child of Mr. and Mrs. Albert Navarro. He finished his elementary
education at San Jose Elementary School and graduated on March 2015. He is currently in
Grade 12 Senior High School at Quezon National High School under the strand of Science,
Engineering, Technology and Mathematics (STEM).

Mr. Dean Meleson G. Salarda was born on January 25, 2003 at Bongcas Holy Child
Hospital, Maramag, Bukidnon. He is the eldest son of Mr. and Mrs. Ann Salarda. He finished
his elementary education at St. Therese Learning School and graduated on March 2015. He is
currently in Grade 12 Senior High School at Quezon National High School under the strand
of Science, Engineering, Technology and Mathematics (STEM).

LUIS KERBY L. TAN

JAN ALBERT A. NAVARRO

DEAN MELESON G. SALARDA

i
 DEDICATION

This study effort is dedicated to our family. Thank you so much to our

loving parents, who never failed to inspire and counsel us, as well as to all of

our siblings, who have never left our side and are really precious.

This study is also dedicated to our friends who have helped us all

through the procedure. We will always be grateful for their help and everything

they have done for us.

We dedicate this work of art to you wholeheartedly.

Abet ,Tan , Dean

ii
 ACKNOWLEDGEMENT

The researchers would like to express their profound gratitude to the following

individual for making this study possible and guiding us through it.

Without Ma'am Charmaine Yonson, our research adviser, who generously shared her

skills, knowledge, and support, this article would not have been feasible.

For sharing their knowledge among our many research studies, until Grade 12 STEM

- AURORA (SY: 2020-2021). When we are down, for assisting, motivating, and lending a

hand.

For their unwavering love, prayers, guidance, moral, and financial support to the

researcher's parents. For their patience, thoughtfulness, and role as advisors during the entire

research process.

And, most importantly, to our ALL-POWERFUL FATHER GOD, who supplies

everything, especially the source of knowledge, wisdom, and strength that allows us to write

this paper. THANK YOU!

iii
 ABSTRACT

Luis Kerby L. Tan, Jan Albert A. Navarro, Dean Meleson G. Salarda. Quezon

National High School. June 2021. The Use of Gadgets in the Academic Performance

and Self- Efficacy of Senior High Students

Research Adviser: Ms. Charmaine P. Yonson

The Use of Gadgets in the Academic Performance and Self- Efficacy of Senior

High Students specifically aimed to: (1) to determine the level of academic

performance of senior high school students before and after the use of gadgets, (2) to

determine the level of senior high school students’ self-efficacy before and after the use

of gadgets, (3) to verify if there is significant difference in the academic performance

of stem-a students before and after the use of gadgets, (4) to verify if there is significant

difference in the self-efficacy of stem- a student before and after the use of gadgets.

The study utilized the descriptive design. This research study was conducted on the

last week of April, this year at Quezon National High School, located at Blgy. 7, Poblacion,

Quezon, Bukidnon. The participants of the study were the students of Grade 12 – Stem A

consists of 30 students. The descriptive statistics such as mean, standard deviation will be

used to determine the level of academic performance before and after the use of gadgets and

to determine the level of students self- efficacy before and after the use of gadgets in terms of

grade point average.

Results reveal that both (Academic Performance and Self-Efficacy’s) grade point

average (GPA) and the mean before the use of gadgets is significantly higher compared to the

grade point average (GPA) and the mean obtained after the use of gadgets. The researchers’

concluded that students performed significantly better before the use of gadgets than after the

use of gadgets based on their grade point average and means. The study recommends to
conduct research survey using structured questionnaire in order to know the respondents’

thoughts and perspective.

Keywords: Gadgets, Academic Performance, Self-Efficacy

iv
 TABLE OF CONTENTS

Page
INTRODUCTION
Background of the Study 1
Statement of the Problem 2
Objectives of the Study 2
Significance of the Study 3
Scope and Delimitation of the Study 4
Definition of Terms 4

THEORETICAL FRAMEWORK
Review of Related Literature and Studies 5
Academic Performance 5
Self-Efficacy 6
Conceptual Framework 7
Research Paradigm 8
Hypothesis of the Study 9

METHODOLOGY
Research Design 10
Locale of the Study 10
Participants of the Study 11
Data Collection 11
Research Procedure 11
Research Instrumentation 12
Statistical Treatment 12

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Academic Performance before and after the use of Gadgets 13
Self-Efficacy before and after the use of Gadgets 14
Analysis of Academic Performance before and after the use of Gadgets 15
Analysis of Students’ Self- Efficacy before and after the use of Gadgets 16

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary 17
Conclusion 19
Recommendation 20

REFERENCES 21

v
 1

INTRODUCTION

Background of the study

Gadgets has been part of our lives. Nowadays, people always use gadgets for games,

and for communication. Gadgets is a big help when it comes in communication but it can be

also a distraction especially to student who is going to be addicted in using it. Students can't

be focus on their studies because of it. According to Sundus (2018), 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. Research has been conducted in how gadgets

impact on 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.

Self-efficacy is the identity of an individual that focuses on being productive and

effective in the tasks assigned to him/her. It deals with the execution of an action that

depends on a specific situation and environment that an individual chooses to

prioritize. Furthermore, such factors that affect self-efficacy, these are the abilities,

attitude, and personality of an individual. According to Balami (2016) , he studied the

relationship between self-efficacy and the distance learner students’ academic

performance; results showed that learners' self-efficacy has no significant relationship

with their academic performance.

 2

Statement of the Problem

In this study the researcher aims to determine and to find out how gadgets affect

academic performance and self-efficacy of stem- a students.

Specifically, it sought to answer the following questions:

1. What is the level of academic performance of stem- a students before and after the

use of gadgets?

2. What is the level of stem- a students’ self-efficacy before and after the use of

gadgets?

3. Is there a significant difference in the academic performance of stem- a students

before and after the use of gadgets?

4. Is there a significant difference in the stem- a students’ self-efficacy before and

after the use of gadgets?

Objectives of the Study

This study the researcher aims to determine and to find out how gadgets affect

academic performance and self-efficacy of stem- a students.

Specifically it seeks to;

1. Determine the level of academic performance of stem- a students before and after the

use of gadgets.

2. Determine the level of stem- a students’ self-efficacy before and after the use of

gadgets.
 3

3. To verify if there is significant difference in the academic performance of stem- a

students before and after the use of gadgets.

4. To verify if there is significant difference in the self-efficacy of stem- a students

before and after the use of gadgets.

Significance of the study

This study is beneficial to the following persons:

Students. The direct recipients of this research are the students who currently use

gadgets as a tool to education. This will help them to be guided positively of using it.

Teachers. This research will inform the teachers the benefits of using gadgets among

the students and assess the students in using it as one way to learn.

Parents. This study will serve as a basis for the parents for them to know what are the

benefits that gadgets can give to their children in learning and manifesting their skills.

School Administrators. This will serve as the basis for the owner of the school to start

technological advancements in the classroom to improve the quality of education.

 4

Scope and Delimitation

The study focused on the use of gadgets to students’ academic performance and self-

efficacy. Specifically, the grade 12 Stem- A students of Quezon National High School, a

selected grade 12 Stem- A students are to be asked and reviewed to determine the effect of

gadgets in their academic performance and self-efficacy.

Definition of Terms

Self-efficacy is a person’s belief in his or her ability to succeed in a particular

situation.

Academic Performance is the measurement of student achievement across

various academic subjects. Teachers and education officials typically

measure achievement using classroom performance, graduation rates and results from

standardized tests.

Gadgets is a small machine or device which does something useful. You sometimes

refer to something as a gadget when you are suggesting that it is complicated and

unnecessary.
 5

THEORETICAL FRAMEWORK

This chapter presents the theoretical framework of the study. It is subdivided into four

section namely the review of related literature and studies, conceptual framework, research

paradigm, and hypothesis of the study.

Review of Related Literature and Studies

Academic Performance
According to Wikipedia (2013), academic performance is the outcome of

education; it is the extent to which a student, teacher or institution has achieved their

educational goals. Thus performance is characterised by performance on tests associated

with coursework and the performance of students on other types of examinations

(Kyoshaba, 2009).

Various studies have been carried out on the factors that affect students’ academic

performance or achievement in schools, colleges and universities. Some of the factors

identified and reported to have affected the academic performance of students in these different

settings are: student effort, previous or prior educational performance, self-motivation, the

social-economic status of the students’ parents, the students’ age, number of hours of study per

day, admission points, different entry qualifications, tuition trends and the students’ area of

residence (rural or urban) (Farooq, Chaudry, Shafiq & Berhanu, 2011; Ali, Haider, Munir,

Khan & Ahmed, 2013).

Academic performance is important for an institution for the good outcomes that lead

to the job performance in the future (Kuncel et al, 2005). According to (Hijazi & Naqvi,

2006) the academic performance is not affected by age, gender, and place of residence but

they also said those who live near to university can perform much better than others who live

far from university.

 6

Self- Efficacy
The construct of self-efficacy was introduced by Bandura (1977)with the publication

of the article Self-efficacy: Toward a unifying theory of behavioral change, and the book

Social Learning Theory. Social learning theory views human action or behavior as being

determined by interplay of the situation, the persons behavior, his cognitions and emotions.

One of Bandura’s interests is concerned with ways in which individuals regulate their own

motivation, thought patterns, affective states and behavior through beliefs of personal and

collective efficacy. He stresses the effect of one’s perceived abilities on one’s behavior.

Bandura (1997) defines self-efficacy as referring to self-perceptions or beliefs of

capability to learn or perform tasks at designated levels. The other authors have attempted to

define self-efficacy, but they all paraphrase to refer to Bandura’s definition. McCombs (2001)

cites

Bandura (1991), explaining self-efficacy judgments in reference to the learner’s

judgment of his or her competency for successful task completion. Schunk (2001)

acknowledged that self-efficacy is a construct in Bandura’s theory of human functioning and

defined it as ―beliefs about one’s capabilities to learn or perform behaviors at designated

levels.
 7

Conceptual Framework

Lack of learner interaction causes failure and ultimately drop-out in online courses,

according to research, and a lack of learner connectedness was identified as an internal

component contributing to learner drop-out in online courses (Zielinski, 2000). Learners may

not continue in blended learning if they are disengaged and acquire emotions of loneliness

during their mixed learning experiences, according to the study. Interactions between

students and teachers can help make blended learning more effective, as their absence causes

students to withdraw (Astleitner, 2000). Furthermore, it is indistinguishable from the

following theories: Heinich, Molenda, Russell, and Smaldino work on effective instructional

technology; Piccoli, Ahmad, and Ives work on learning management quality; Morris and Lim

work on instructional factors impacting blended learning outcomes; Park and Choi work on

blended learning effectiveness. When these theories are combined, they argue that learning

occurs in blended learning as a result of the quality and effectiveness of instructional

materials, and that learning occurs when these 11 instructional resources are effective. The

study of Heinich, Molenda, Russell, and Smaldino is based on the students' academic

performance in blended learning because the study is all about how effective instructional

technology or materials are in blended learning. They have demonstrated the importance of

studying learner characteristics for efficient instructional technology use, as well as the fact

that user attributes have an impact on behavioral intention to use technology, according to

them. Learner traits that relate to learner performance outcomes have been studied. In an

online learning setting, they have dealt with emotional intelligence, resilience, personality

type, and success (as cited by Berenson, Boyles, & Weaver, 2008).
 8

Research Paradigm

Independent Variable Dependent Variable

Academic Performance and

Use of Gadgets Self-Efficacy of Senior
High Students

Figure 1: Schematic diagram showing the relationship between the independent and
dependent variables.
 9

Hypothesis of the Study

The study tested the following hypothesis at 0.05 level of significance:

Ho1. There is no significant difference in academic performance of senior high school

student before and after the use of gadgets

Ho2. There is no significant difference in the senior high school students’ self-

efficacy before and after the use of gadgets.

 10

METHODOLOGY

This chapter present the general methods of research to be used in this study. The

research design, the locale of the study, the participants of the study, the research procedure,

the gathering of data and the instrumentation to be used in gathering the data.

Research Design

This study will employ the use of the descriptive style of research to determine the

current state of the use of gadgets in the academic performance and self-efficacy of stem- a

students. Descriptive research aims to accurately and systematically describe a population,

situation or phenomenon. It can answer what, when, where, when and how questions, but not

why questions Shona McCombes (2020).

Locale of the Study

This study will be conducted at Quezon National High School, Mibando, Quezon

Bukidnon. The researchers choose to conduct the study in Quezon National High School

because they will able to get a lot of significant information, different ideas, and distinct

opinions from real experiences of the Stem students that are needed for the study.
 11

Participants of the Study

The participants of the study will be the students from Grade 12 STEM- A of Quezon

National High School in the Division of Bukidnon. It consist of 30 students, composed of 10

females and 20 males which will be from Science, Technology, Engineering, and

Mathematics (STEM- A) in the said school.

Data Collection

In this section will state the sequence on how the researchers will gather the data. At

first the researcher constructs a title and was validated to the teacher, it was also stated the

general problem and specific problem to be answered through the results of the study. The

researcher made use of descriptive method .The Researcher will make a letter to request the

principal to conduct the study to the Grade 12- Stem A in Quezon National High School.

After the instrument was validated and the letter was approved, the researcher will now

survey the Grade 12 Stem- A students. After the survey, the researcher will ensure the total

number of the students and conduct an assessment. After the assessment was conducted, the

researcher will tabulate the data and analyze.

Research Procedure

Stratified random sampling technique will use in this study, the researchers select 30

students from Grade 12 Science, Technology, Engineering, and Mathematics (STEM) of

Quezon National High School.

 12

Research Instruments

The instrument use is survey questionnaire and interviews to gather the needed data.

The draft of the questionnaire is drawn out base on our reading. Review of Related literature

relevant to the study. For instance statement of the describing the situation or issue pertaining

is toned down to accommodate the knowledge preparedness of the respondent.

Statistical Technique Used

The following are the statistical tool which will be utilized to process the gathered data.

The descriptive statistics such as mean, standard deviation and frequency will be used

to determine the level of academic performance of senior high school students before the use

of gadgets in terms of grade point average.

To determine the significant difference in the academic performance of senior high

school students before and after the use of gadgets, paired t-test will be used. Paired t-test is

used when we are interested in the difference between two variables for the same subject,

often the two variables are separated by time. The researchers’ obtained the statistical

difference between the senior high students grade point average before the use of gadgets and

the grade point average after the use of gadgets.

 13

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered from the

students’ academic performance and self - efficacy in the use of gadgets .The presentation of

the results is organized based on the order of the objectives of the study. The discussion

focused on (1) the level of academic performance of senior high school students before and

after the use of gadgets in terms of pretest score(2) the level of senior high school students’

self-efficacy before and after the use of gadgets in terms of post- test score (3) significant

difference in the academic performance of senior high school student before and after the use

of gadgets (4) significant difference in the senior high school students’ self-efficacy before

and after the use of gadgets.

Academic Performance before and after the use of Gadgets

GPA is the most common factor used by administrators to evaluate progression in

academic environment (Tyrell, et al., 2000). Many factors could serve as barriers to students’

attainment and maintenance of high grade point average (GPA).

Table 1. Level of academic performance of stem- a students before and after the use
of gadgets in terms of pre test score.

GPA Before After Qualitative Interpretation

F % F %
90 % - 100% 10 33.33 0 0 Outstanding
86% - 89% 15 50 5 16.67 Very Satisfactory
80% - 85% 5 16.67 15 50 Satisfactory
75% - 79% 0 0 10 33.33 Fairly Satisfactory
65% - 75% 0 0 0 0 Didn’t meet expectation
 14

These results shows that ten out of thirty (33.33%) students of stem- a academic

performance before the use of gadgets ranges 90 -100. Five students (females) had the

average grade of 93%. Four students (males) had the average grade of 91%. One student

(male) had the average grade of 95%. Fifteen out of thirty (50%) students ranges 86 -89. Five

students (females) had the average grade of 89%. Ten students (males) had the average grade

of 86%. Five out of thirty (16.67%) students ranges 80- 85. Five students (males) had the

average grade of 84%.

After the use of gadgets 5 out of thirty (16.67%) students ranges 86 -89. 5 students

(females) had the average grade of 86%. Fifteen out of thirty (50%) students ranges 80 -85.

Twelve students (9 males and 3 females) had the average grade of 83%. Three students

(males) had the average grade of 82%. Ten out of thirty (33.33%) students ranges 75 -79.

Seven students (2 females and 5 males) had the average grade of 79%. Three students (males)

had the average grade of 78%.

Results reveal that the grade point average (GPA) before the use of gadgets is (𝜇

=88.3, SD=3.39). Its qualitative description is very satisfactory.

Results reveal that the grade point average (GPA) after the use of gadgets is (𝜇

=81.96, SD=1.44). Its qualitative description is satisfactory.

Affat (1990) stated that there are many approaches which operate in an integrated

manner to deal with curriculum and enrich the educational process, stimulate learner's mind

in a way that helps in being attentive to the instructions process, focus, comprehension and

recalling.
 15

Self-Efficacy before and after the use of Gadgets

Table 2. Level of stem- a students’ self-efficacy before and after the use of gadgets in
terms of pre test score.

GPA Before After Qualitative Interpretation

F % F %
90% - 100% 10 33.33 0 0 Mastery Experiences
86% - 89% 20 66.67 10 33.33 Vicarious Experiences
80% - 85% 0 0 20 66.67 Social Persuasion
75% - 79% 0 0 0 0 Emotional States

These results shows that ten out of thirty (33.33%) students of Stem- a self- efficacy

before the use of gadgets ranges 90 -100. Five students (4 males and 1 female) had the

average grade of 95%. Five students (2 males and 3 females) had the average grade of 93%.

Twenty out of thirty (66.67%) students ranges 86 -89. Ten students (9 males and 1 female)

had the average grade of 88%. Ten students (5 females and 5 males) had the average grade of

86%.

After the use of gadgets ten out of thirty (33.33%) students of Stem- a self- efficacy

after the use of gadgets ranges 86- 89. Eight students (6 females and 2 males) had the average

grade of 87%. Two students (1 male and 1 female) had the average grade of 86%. Twenty out

of thirty (33.33%) students ranges 80- 85. Fifteen students (14 males and 1 female) had the

average grade of 83%. Five students (3 males and 2 females) had the average grade of 81%.

Results reveal that the grade point average (GPA) before the use of gadgets is (𝜇

=89.33, SD=2.01). Its qualitative description is vicarious experience.

 16

Results reveal that the grade point average (GPA) after the use of gadgets is (𝜇

=83.93, SD=0.79). Its qualitative description is social persuasion.

Analysis of Academic Performance before and after the use of Gadgets

Results reveal that the grade point average (GPA) before the use of gadgets is (𝜇 =

88.3, SD=3.39) was significantly higher compared to the grade point average (GPA) after the

use of gadgets is (𝜇 =81.96, SD=1.44). With the results, it can be argued after using too much

of gadgets may have an effect on students’ academic performance.

Table 3.Difference in the students' academic performance before and after the use of gadgets.

N Mean SD
Before the use of gadgets 30 88.3 3.39
After the use of gadgets 30 81.96 1.44

Analysis of Students’ Self- Efficacy before and after the use of Gadgets

Results reveal that the grade point average (GPA) before the use of gadgets is (𝜇

=89.33, SD=2.01) was significantly higher compared to the grade point average (GPA) after

the use of gadgets is (𝜇 =83.93, SD=0.79). With the results, it can be argued after using too

much of gadgets may have an effect on students’ self- efficacy.

Table 4.Difference in the students' self -efficacy before and after the use of gadgets.

N Mean SD
Before the use of gadgets 30 89.33 2.01
After the use of gadgets 30 83.93 0.79
 17

SUMMARY, CONCLUSION AND RECCOMENDATION

This section is subdivided into three sections. The first section contributes to an

overall summary of the study followed by the conclusions, then the recommendations for

future research.

Summary

This study specifically aimed to determine the level of academic performance of

senior high school students before and after the use of gadgets, to determine the level of

senior high school students’ self-efficacy before and after the use of gadgets, to verify if there

is significant difference in the academic performance of senior high school students before

and after the use of gadgets and to verify if there is significant difference in the self-efficacy

of senior high school student before and after the use of gadgets.

The study utilized the descriptive design. This research study was conducted on the

last week of April, this year at Quezon National High School, located at Blgy. 7, Poblacion,

Quezon, Bukidnon. The participants of the study were the students of Grade 12 – Stem A

consists of 30 students. The descriptive statistics such as mean, standard deviation will be

used to determine the level of academic performance before and after the use of gadgets and

to determine the level of students self- efficacy before and after the use of gadgets in terms of

grade point average.

The first objective before the use of gadgets signifies the results that ten out of thirty

students of Stem- a academic performance ranges 90 -100. Fifteen out of thirty students

ranges 86 -89. Five out of thirty students ranges 80 -85. Results reveal that the grade point

average (GPA) before the use of gadgets is (𝜇 =88.3, SD=3.39). Its qualitative description is

very satisfactory.
 18

After the use of gadgets the results shows that five out of thirty ranges 86- 89. Fifteen

out of thirty ranges 80 -85. Ten out of thirty ranges 75 -79. Results reveal that the grade

point average (GPA) after the use of gadgets is (𝜇 =81.96, SD=1.44). Its qualitative

description is satisfactory.

The second objective before the use of gadgets signifies the results that ten out of

thirty students of Stem- a self- efficacy ranges 90 -100. Twenty out of thirty students ranges

86 -89. Results reveal that the grade point average (GPA) before the use of gadgets is (𝜇

=89.33, SD=2.01). Its qualitative description is mastery experience.

After the use of gadgets the results shows that ten out of thirty ranges 86 -89. Twenty

out of thirty ranges 80 -85. Results reveal that the grade point average (GPA) after the use of

gadgets is (𝜇 =83.93, SD=0.79). Its qualitative description is vicarious experience.

The third objective is to verify if there is significant difference in the academic

performance of senior high school students before and after the use of gadgets. Results reveal

that the grade point average (GPA) before the use of gadgets is (𝜇 = 88.3, SD=3.39) was

significantly higher compared to the grade point average (GPA) after the use of gadgets is (𝜇

=81.96, SD=1.44). With the results, it can be argued after using too much of gadgets may

have an effect on students’ academic performance.

The last objective is to verify if there is significant difference in the self-efficacy of

senior high school student before and after the use of gadgets. Results reveal that the grade

point average (GPA) before the use of gadgets is (𝜇 =89.33, SD=2.01) was significantly

higher compared to the grade point average (GPA) after the use of gadgets is (𝜇 =83.93,

SD=0.79). With the results, it can be argued after using too much of gadgets may have an

effect on students’ self- efficacy.

 19

Conclusions

With the results obtained by the researchers, the following are the conclusions of the

four specific objectives of the study.

It was found out that the level of academic performance before the use of gadgets is

significantly higher than after the use of gadgets. The researchers concluded that students

exceeded expectation considering that their qualitative description before the use of gadgets

is very satisfactory and after the use of gadgets is satisfactory, meaning goals and targets

were achieved above established standards before the use of gadgets and met expectations

and the annual goals after the use of gadgets in terms of GPA basis.

It was found out that the level of self- efficacy before the use of gadgets is

significantly higher than after the use of gadgets. The researchers concluded that students

exceeded expectation considering that their qualitative description before the use of gadgets

is mastery experience and after the use of gadgets is vicarious experience, meaning goals and

targets were achieved above established standards before the use of gadgets and met

expectations and the annual goals after the use of gadgets in terms of GPA basis.

In the third objective, Hypothesis of the study were rejected. Therefore, the

researchers concluded that there is a significant difference of the academic performance of

students before and after the use of gadgets considering that the mean before the use of

gadgets was significantly higher than the mean after the use of gadgets.

In the last objective, Hypothesis of the study were rejected. Therefore, the researchers

concluded that there is a significant difference of the students self- efficacy of students before

and after the use of gadgets considering that the mean before the use of gadgets was

significantly higher than the mean after the use of gadgets.

 20

Recommendations

Based on the summary, findings, and conclusion of the study, the following

recommendations are given.

During face-to-face lectures, the researchers advised using a structured questionnaire

to conduct a research survey in order to learn about the respondents' opinions and viewpoints.

Second, the researchers suggest conducting a research survey using a structured

questionnaire to learn about the respondents' ideas and viewpoints after/during the modular

technique. Also, offering resources and publications that delve deeper into a variety of topics

and aid in the module approach's implementation. This is required in order to have an impact

on the achievement of the kids.

To meet the study's requirements, future research should focus on broadening the

technique in order to acquire more accurate and reliable results.

 21

References

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School Students. Journal of Global Research in Education and Social Science. 13(6):

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Sundus, M (2018). The Impact of using Gadgets on Children. Journal of Depression and

Anxiety. y 7: 296. Department of Computer Science, Lahore Garrison University,

Lahore.

Amasuomo, J.O.M.(2014). Academic Performance of Students Admitted with Different

Entry Certificates to the Nigerian Certificate in Education Programme at the Federal

College of Education (Technical), Omuko. Journal of Technology and Science

Education. Departament of Vocatonal/Industrial Educaton, Faculty of Educaton,

Niger Delta University. Nigeria.

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