CHAPTER 1

THE PROBLEM

Introduction

This chapter presents the background of the study, theoretical framework,

conceptual framework, statements of the problem, hypothesis, scope and

limitations, significance of the study and definition of terms.

Background of the Study

Teenagers of modern times are different creatures than teens of the past.

Technology has taken over their lives. It is mainly because of the environment

they are in and the power and strength of media and peer influence. Teenagers

no longer need to connect face to face because it’s so much easier to text. Teens

have more access to technology which is a reason from being different.

Excessive use of electronic gadgets can disrupt the brain of adolescents to

an excessive degree. Overuse of the smartphone which is commoner in females

and young adults, is associated with anxiety, depression, stress, and low self-

esteem. The average screening time of television in 49 % children was more

than 2 hours per day and more than 4 hours during weekend days or on Holiday,

an average spending time with mobile phone was an hour and a half a day and

the minimum us of computer was 2-hours per day.

A gadget is an important device and has become a necessity for human

beings around the world. Tal and Torous (2017) said the rapid development of

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modern technology in the era of technological gadget has led to the revolution of

modern media by the present generation Z (Gen Z). Previously, the use of

gadgets was very limited to professionals but nowadays, the use of these

gadgets is not uncommon especially among Gen Z. More and more gadget users

are able to own these devices because they are widely available and are

commonly sold at affordable prices.

In addition to that, physiologist Jean Twenge state that the generation

born between 1995 and 2012 “iGens” for their ubiquitous use of the iPhone, their

valuing of individualism, their economic context of income inequality, their

inclusiveness, and more. IGens have poorer emotional health thanks to new

media. Twenge finds that new media is making teens more lonely, anxious, and

depressed, and is undermining their social skills and even their sleep.

iGens grew up with cell phones, had an Instagram page before they started

high school, and do not remember a time before the Internet,” writes Twenge.

They spend five to six hours a day texting, chatting, gaming, web surfing,

streaming and sharing videos, and hanging out online.

Thupayagale-Tshwene Age et al. (2014) state that people who are more

frequent in using gadgets for the purpose of emotional support are likely inclined

towards gadget addiction. On the other hand, gadget addiction has the tendency

to impel a person to be compulsive, characterized by an obsession to use the

gadget. This distracts the ability of the person to live a normal life (Mat Sharif &

Omar, 2013).

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 According to VandenBos & American Psychological Association (2015),

mental health is a fundamental field that describes emotional disturbance and

disorientation that affects the functions of life.

According to Gupta et al. (2013) a common symptom identified in the use

of gadget is the inability to control the use of gadget, conceal the use of gadget

and prolong use of the gadget on an ongoing basis without considering the

effects of such behavior. The use of gadgets among youth has experienced an

increase from time to time causing symptoms of anxiety, depression and stress.

Theoretical Framework

The Self-Determination Theory of motivation (SDT), and more specifically,

the Basic Psychological Needs Theory (BPNT) posit that autonomy, competence,

and relatedness are the primary supports for wellbeing and optimal functioning

(Center for Self-Determination Theory, n.d.) If anyone of these is faulty, then the

person’s wellbeing decreases. Intrinsic motivation increases through the

satisfaction of having these needs met.

The Broaden and Build Theory of Positive Emotions (Fredrickson, 1998,

2000) changed the discussion around emotions. Many of the psychological

theories and research before this dealt with negative affect. These are emotions

like anger, fear, sadness, guilt, and shame (Stringer, 2013).

Fredrickson argued that negative emotions create a sort of tunnel vision.

Positive affect widens one’s perspective. Positive emotions like awe, joy, and

gratitude expand one’s experience within the environment. The theory doesn’t

3
advocate ignoring negative emotions. Instead, it discusses the ramifications of

continuing to ignore positive ones..

The focus of the PERMA theory of wellbeing (Seligman, 2011) is helping

people to thrive. It promotes building skills that allow one to flourish (Positive

Psychology Center, n.d.). Many contemporary theories attempt to help a person

reduce suffering. The PERMA theory of wellbeing states that wellbeing consists

of five elements:

 Positive emotion - These emotions increase our hedonic happiness.

 Engagement - Thisis the flow that Mihaly Csikszentmihalyi discussed.

Being engrossed in one’s pursuit is the reward.

 Relationships - Support is critical to our survival and emotional wellbeing.

 Meaning - Serving or working in a capacity that contributes to something

larger than ourselves gives us a sense of purpose and meaning.

 Achievement

We enjoy pursuing accomplishments for the sake of doing so.

Each of these contributes in varying degrees to a person’s ability to flourish.

Positive psychology therapists and coaches often use this as a backdrop for their

sessions.

4
.
Basic
Psychologic
al Needs
Theory
(BPNT)

Self- The Eeffect of Broaden

Determinatio Gadget Usage and Build
n Theory of on the Mental Theory of
motivation Health of Positive
(SDT Grade 10 Emotions
Students

PERMA
theory

Figure 1: Theoretical Paradigm

5
Conceptual Framework

The researcher used the Input, Process and Output (IPO) wherein:

The input contains the demographic profile of the respondents, present the

name, section, age, and gender, the mental health of students in terms of

depression and sleep quality, and the significance relationship between the

usage of gadgets that can affect the mental health of grade 10 students.

The process contain the data gathering procedure, the researcher need to do

and the process on how to get the finding that is based on the data gathered.

The output contains The Effect of Gadget Usage on the Mental Health of

Grade 10 Students.

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 INPUT PROCESS OUTPUT

What are the

demographic
profile in terms
of:
a. Name
b. Section
c. Gender
d. Age Assessment, The Effect of
How does the data gathering
mental health of and analysis of Gadget Usage
students in terms the responses of
the respondents on the Mental
of:
about The
a. Depression Eeffect of Gadget Health of Grade
Usage on the
b. Sleep quality 10 Students.
Mental Health of
Is there a Grade 10
significant Students
relationship
between the
usage of
gadgets that
affect the mental
health of a
Grade 10
students?

Figure 2: Conceptual Paradigm

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Statement of the Problem

This study aims to find out the effect of gadget usage on the mental health

of the Grade 10 students in Masarawag National High School. Specifically, this

study will be able to attain the answers to the following questions:

1. What are the demographic profile of the respondents in terms of:

a. Name

b. Section

c. Gender

d. Age

2. How does the mental health of students in terms of:

a. Depression

b. Sleep quality

3. Is there a significant relationship between the usage of gadgets that can

affect the mental health of a Grade 12 HUMSS student?

Hypothesis

Ho: There is no significant relationship between the frequency of the

gadgets and the effect on the students’ mental health?

Ha: There is a significant relationship between the frequency of use of

gadgets and the Effect on the students’ mental health?

Scope and the Delimitation of the Study

This study will mainly focus on the effects of gadget usage on the mental

health of Grade 10 student’s at Masarawag National High School in this year

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2022-2023. It was delimited to the 5 sections of the grade 10 classes. By

conducting a survey, the researchers can determine if there is a significant

relationship between the effects of gadgets on Grade 10 Students and on their

mental health.

Significance of the Study

This certain study which predominantly targets to gadget usage on the

mental health of the Grade 10 students in Masarawag National High School. It

will give a new insight to the following:

Student : This study will assist students in limiting their usage of electronic

devices. And help them in avoiding mental health issues.

Parents: This study will serve as guide to the parents to be more aware of the

bad things gadgets can cost to their children. And can help them prevent mental

health problems.

Teacher: This study will assist teachers become more aware of what is going on

with their students. They can also assist their students in avoiding mental health

problems.

Future Researchers: This study will be useful to future scholars conducting

their own research. They may decide to expand the scope of their own research

or improve this research study.

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Definition of Terms

Gadget: It as an often small mechanical or electronic device with a practical use

but often thought of as a novelty.

Impact – It is the effect of gadgets on the respondents in their Mental Health.

Students – It is someone who used the Gadgets.

Mental Health – It is the health that’s affected by using this gadget.

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 Notes

Gupta et Al. (2013). Evaluation of Sustainability Performance of Product

Design Element Concepts Using Analytic Hierarchy Process. In Applied

Mechanics and Materials (Vol. 315, pp. 799-808). Trans Tech Publications, Ltd.

https://doi.org/10.4028/www.scientific.net/amm.315.799

Jean Twenge. An Educational Study on Gadget Addiction and Mental

Health among Gen Z. Creative Education, 12, 1469-1484. Doi:

10.4236/ce.2021.127112. T. J. P. Decano, “Willingness of students to use tablets

as a learning tool,” 2013 IEEE 63 rd Annual Conference International Council for

Education Media (ICEM), 2013, pp. 1-9, doi: 10.1109/CICEM 2013.6820202

Tal, A., & Torous, J. (2017. August 8). The Digital Mental Health

Revolution: Opportunities and Risks. PsycNet. Retrieved August 8, 2017, from

https://psycnet.apa.org/fulltext/2017-39812-001.

Thapayagale et al (2014). Racial/ethnic matching of clients and

therapists in mental health services: A meta-analytic review of preferences,

perceptions, and outcomes. Journal of Counseling Psychology, 58(4), 537-554.

https://doi.org/10.1037/a0025266

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies and synthesis of the

state of the art is found in this chapter.

Related Literature

Local

Range et al. (2013) state that gadget dependency is an unregulated

behavioral problem and the inability of the user to use the gadget moderately.

The extensive use may result in a stunted and non-functional daily life of the

person. On the other hand, gadget addiction has the tendency to impel a person

to be compulsive, characterized by an obsession to use the gadget.

Moises et al. (2013) has stated that in the selection of a gadget, it provides

an avenue for identifying the advantages and disadvantages of the gadget’s

usage, how it works in everyday life, how effective it is in searching, delivering

and sharing of information and how users are able to control its usage. Thus, the

use of gadget among Gen Z users is a strategy that helps this generation

towards being high-tech savvy in the digital and techno gadget era.

According to Shy (2010) no one can deny that gadgets have not only

simplified people’s lives but also made them more comfortable and luxurious.

Indeed, these devices had a significant influence on people’s lives and were an

integral part of them.

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 Hanse et al. (2017) state that users who attempt to control and reduce the

frequency of using the gadgets are found to suffer from mental problems. Gadget

users who fail to control the excessive use of gadget suffer from symptoms such

as restlessness, tiredness, feeling angry and extremely emotional especially

gadget users who fail or unsuccessful in surfing the Internet

According to Vandez et. al (2015), mental health is a fundamental field that

describes emotional disturbance and disorientation that affects the functions of

life.

Foreign

A gadget is a tiny instrument or item that has a specific purpose and

function. Gadgets are more unique or ingeniously created than standard

technology. In today's world, chores are streamlined via the use of cutting-edge

technology. It is simpler to do everyday duties, and individuals can work more

efficiently. One cannot even dare to imagine life without smartphones, cell

phones, laptops, tablets, iPods and so on (Tech Crates, 2012).

Addiction to the internet has a harmful influence on mental health. Internet

addiction has a favorable association with psychiatric illnesses such as

depression, bipolar disorder. Obsessive-compulsive disorder, attention deficit

disorder, and so on. As a result, the addictive nature of internet use should

necessitate professional intervention (Young, 1998).

Turner (2015) states that users who use gadgets are the most effective

explorer in digital information. This is because the convenient strategy in

13
searching for information helps users improve their search and sharing

information methods.

Generation-Z, or the current generation is psychologically hooked to social

media platforms such as Facebook, Twitter, and Instagram Addiction creates

intra- psychic

problems such as intolerance and relapse in adolescents (Cabral, 2011).

Students are experiencing depressed symptoms as a result of their

involvement in online gaming and shopping. Programs must be implemented in

order to detect and reduce these behaviors among them (Cotton, 2001).

Related Studies

Local

According to the study conducted by Amanda BB et al (2005), the students

who use cellphones excessively put their sleep at risk and are more vulnerable to

problems like mood swings and personality changes. This further leads to lack of

concentration and poor academic performance.

Lucas, Duret and Hands (2020) have compared learning in regard to

student behaviour, learning environment and individual characteristics following

Social Cognitive Theory (SCT) to explore multitasking in a lecture theatre and

academic performance of first-year students from three different disciplines. The

social and cognitive interactions

14
which took place through exposure to the use of digital devices supporting

(non-)academic learning activities in a lecture theatre have been studied from the

perspectives of student academic performance and their personal characteristics

(e.g., self-efficacy, student perceptions of course employability use, test anxiety,

and surface strategy). This study argued that there was no difference between

academic performance and device usage in a lecture theatre amongst first-year

undergraduate students from the same discipline. However, there was a

difference between the three disciplines which was mainly related to student

characteristics, curriculum design and the teaching delivery process.

Foreign

The study by Haque et al. (2016) states that with the availability of various

applications on this technological device, it enables users to socialize,

communicate, take pictures, record videos and some other sophisticated

applications making it easy for users to perform an activity.

One study that was conducted to determine whether Wiki technology would

improve students’ writing skills in a college English as a foreign language writing

class showed benefits to using Wiki technology. Students were invited to join a

Wiki page where they would write and 5 post passages and then read and

respond to the passages of their fellow classmates. Students participating in the

study reported that their receiving immediate feedback from the instructor was a

benefit of using this form of technology. Students in the study also reported

Learning vocabulary, spelling, and sentence structure by reading the work of

their Classmates (Lin & Yang, 2011).

15
 The use of technology in education has significantly aided students in

performing their school-related tasks. Clegg and Bailey (2008) assert that with

the utilization of mobile devices such as laptops and tablet computers, the

learning process for the students become more fun and conducive due to the

user-interactivity and appealing visuals present in these learning tools.

Additionally, a vast collection of learning games and applications exist for these

mobile devices, and as a matter of fact, there are about 96,000 educational

applications available (App Store Metrics, 2013).

Another study found that integrating technology and peer-led discussions

of literature can produce increased student engagement and motivation.

Technology used in these small group discussions of literature includes wikis,

Online literature circles, and online book clubs. With these technologies, students

Were able to connect with readers from other schools, states, and even other

countries. This type of technology is an assessable and motivational way to

expose students to other ideas and cultures. These online literature discussions

have the ability to create a sense of community and foster positive social

interaction (Coffey, 2012).

Ethan et al. (2017) study revealed that Gen Z users spent 16 hours per day

on average using a gadget. This implies the users cannot live without their

electronic gadget. This is the feeling and resentment of gadget users whenever

they have left their device at home or lose it. Many shortcomings need to be

improved to achieve a more controlled level in use of the gadget.

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Synthesis of the State of the Art

The literature provided discusses various aspects of gadget usage and its

impact on mental health, particularly in the context of students. The first passage

highlights the potential negative consequences of excessive gadget usage, such

as dependency and addiction, which can lead to a non-functional daily life and

compulsive behavior. The second passage emphasizes the importance of

selecting gadgets that suit one’s needs and how they can be used effectively.

The third passage recognizes the positive influence gadgets have on people’s

lives and their integration into daily life. The fourth passage raises concern about

the negative effects of excessive gadget use on mental health, particularly

among those who attempt to control or reduce their usage. The fifth passage

defines mental health as an essential field that describes emotional disturbance

and disorientation that can impact the functions of life. The sixth passage

highlights the addictive nature of the internet and its association with psychiatric

illnesses. The seventh passage describes how gadgets help users in searching

and sharing information. The eighth passage draws attention to the psychological

addiction to social media platforms among Generation Z and how it creates intra-

psychic problems in adolescents. Finally, the last passage discusses how

students may experience depressive symptoms due to their involvement in online

gaming and shopping and how programs should be implemented to detect and

reduce these behaviors. Overall, this literature suggests that while gadgets can

be useful, excessive use can have negative consequences on mental health. It is

essential to strike a balance between the benefits and harms of gadget usage,

17
particularly among students. It is also important to consider the potential

addictive nature of gadgets and the internet and to seek professional intervention

when necessary.

The studies mentioned in the passage explore various aspects of gadget

usage in education, including the impact on academic performance, learning

behavior, writing skills, and engagement. While some studies point out the

benefits of gadget usage in education, such as improved learning outcomes,

enhanced interactivity, and increased motivation, others highlight the negative

consequences of excessive gadget usage, such as sleep disturbance, mood

swings, and lack of concentration. Although these studies do not directly focus on

the mental health of students, they provide insights into the relationship between

gadget usage and various academic and psychological factors that can affect

mental health. For example, the study by Amanda BB et al. (2005) suggests that

excessive gadget usage can disrupt sleep patterns, which can lead to mood

swings and personality changes. Similarly, the study by Lucas, Duret, and Hands

(2020) reveals that the impact of gadget usage on academic performance

depends on various individual and contextual factors, such as self-efficacy,

curriculum design, and teaching delivery. Therefore, it is essential to consider the

broader context of gadget usage in education and its potential impact on mental

health. While gadgets can provide valuable learning opportunities and enhance

engagement, their excessive usage can also lead to negative outcomes.

Therefore, educators and parents need to be aware of the potential risks and

18
benefits of gadget usage and create a balance that promotes both academic

success and mental health.

19
 Notes

Coffey, G. (2012). Literacy and Technology: Integrating Technology with

Small Group, Peer-led Discussions of Literature. International Electronic Journal

of Elementary Education, 4(2), 395-405.

Elhai, J. D., Levine, J. C., Dvorak, R. D., & Hall, B. J. (2017). Non-Social

Features of Smartphone Use Are Most Related to Depression, Anxiety and

Problematic Smartphone Use. Computers in Human Behavior, 69,

75-82.https://doi.org/10.1016/j.chb.2016.12.023

Hanse, N. M., Kassim, E. S., Maon, S. N., Atiqah, N., Demong, R.,

Naziha, S., & Kholed, S. (2017). Technology, Social Network, Physiology and

Psychology as Risks Factors to Mobile Phone Addiction. Pertanika Journal of

Social Science and Humanities, 25S, 341-349.

Haque, A. T. M. E., Sugathan, S., Ali, O., Islam, Z., & Haque, M. (2016).

Use of Electronic Devices by the Medical Students of Unikl-Rcmp, Malaysia, and

Its Influence on Academic Performances. National Journal of Physiology,

Pharmacy and Pharmacology, 6,

38-45.https://doi.org/10.5455/njppp.2015.5.2709201577

Limniou, M.; Mansfield, R.; Petichakis, C. Students’ Views for a Research-

Intensive School Curriculum in Psychology: Research-Teaching Nexus. Creat.

Educ. 2019, 10, 796–813

20
 Lin, W., & Yang, S. (2011). Exploring students’ perceptions of integrating

Wiki technology and peer feedback into English writing courses. English

Teaching: Practice and Critique, 10(2), 88-103.

Moises N. M., Abu Hassan, M. B., Hassan, M. S., & Osman, M. N. (2013).

The Importance of Smartphone’s Usage among Malaysian Undergraduates.

Journal of Humanities and Social Science, 14,

112-118.https://doi.org/10.9790/1959-143112118

Range, B., Malay, G., Kaustav, C., & Kumar, M. S. (2013). Gadget

Addiction, Technostress & Internet Addiction: Upcoming Challenges. Bengal

Journal of Private Psychiatry, No. 2, 1-36.

Vandenbos, G. R., & American Psychological Association (APA) (2015).

APA Dictionary of Psychology.https://doi.org/10.1037/14646-000.

21
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methodology of this research such as the

method used; population, sample size and sampling technique; description of

respondents; research instrument; data gathering procedure and statistical

treatment of the data are also included in this chapter.

Research Method

To conduct this research, the researcher used qualitative research design in

case study. Gay, Mills, and Airasian (2006:399) explained that “qualitative

research is the collection, analysis, and interpretation of comprehensive narrative

and visual data in order to gain insight into a particular phenomenon of interest”.

Thus, in a qualitative research, the researcher collect, analyze, and interpret data

descriptively in order to capture the particular phenomenon of interest.

Population

The target population in this study involved all students from the grade 10 a

total population of 150 students.

Sampling Technique and Sample Size

This study use probability sampling technique to ensures that every member

of the population has an equal chance of being selected for the sample. The

sample size in this study is large since it generally increases the power and

generalizability of the study but can also increase the cost and complexity of data

22
collection and analysis. The sample size is calculated using statistical methods

that take into account the variability of the data, the desired level of precision,

and the expected effect size.

Description of the Respondents

The respondents of this study are the grade 10 students in Masarawag

National High School.

Research Instrument

The main tool that will be used in gathering the data for this research is the

researcher-made instrument. The instrumentation used in this research is a

survey. The researcher prepared a survey questionnaire. The questionnaire

consists of five 2 questions which includes several inquiries about reading

comprehension. It will be given to one hundred fifty (150) respondents. The

instrumentation used will give way and support in retrieving data for the research.

Data Gathering Procedure

The first step to be use is to ask permission from the teacher of Grade 10 to

conduct the survey. The researcher will administer the questionnaire to the

respondents, conduct test and analyze the pertinent records to get the necessary

data, retrieve the questionnaire from the class, collate and classify the

questionnaire to examine and compare carefully to note points and verify the

order, necessary for the completeness of the study.

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Statistical Treatment

Researcher organized and tabulated before she validated the data

gathered though the use of survey questionnaire. For this study, the researcher

used the Likert Scale in order to statistically analyze and critically understand the

meaningful interpretation of the gathered data.

In analyzing the data gathered, the researcher used a simple percentage

and frequency method using the following formula:

P= F/N x 100%

Where: P is the total percentage,

F is the total frequency; and

N is the total number of respondents.

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