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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Technology is intervention by design: the use of practical and intellectual

resources to develop products and systems (technological outcomes) that expand human

possibilities by addressing needs and realizing opportunities. Adaptation and innovation

are at the heart of technological practice. Quality outcomes result from thinking and

practices that are informed, critical, and creative. Technology makes enterprising use of

its own knowledge and skills, together with those of other disciplines. Graphics and other

forms of visual representation offer important tools for exploration and communication.

Technology is never static. It is influenced by and in turn impacts on the cultural, ethical,

environmental, political, and economic conditions of the day. (Ian Fettes, 2015)

Gadgets are now in indispensable in life of many people. For the past few years

carrying a miniature computer (smartphone) in a pocket has become a commonplace.

Technology helps in the advancement of the human race forward and makes doing

mundane things more efficient and repeatable. It helped create the information

revolution. With those technological advances, devices have evolved to be so powerful

and smart that if feels like having a super computer on one’s hand.

Children are the one widely using gadgets. According to Mohd Fadzil (2016)

children nowadays have been adopted by the culture of technology dependency

regardless the process of monitoring by parents. In 2013 Daily mail reported that 29%

percent of toddlers can easily use the gadgets and remaining 70% can master their
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gadgets through their primary age. Centers for Disease Control and Prevention (CDC)

reports that children ages 8 to 10 spend an average of 6 hours per day in front of a screen,

kids age 11 to 14 spend an average of 9 hours per day in front of a screen, and youth ages

15 to 18 spend an average of 7.5 hours per day in front of a screen.

There are many benefits for the children in using gadgets because it helps them to

learn their fundamental skills like listening, reading and it is also used on entertainment

purposes for the children. However, there are also problems that gadget also emits, the

screen time that have impacts on the well-being of the children. For everyday use

children are being addicted to the gadgets of their own that too much screen time

produces problems connected to their health.

As stated in the study of (Stiglic et al, 2019) there are considerable evidence that

higher levels of screen time are associated with the variety of health harms for children,

some strong evidences are through physical and the way and quality of lifestyle.

The World Health Organization suggested that young children should have no

more than one hour of screen time a day and set a limit for those aged between two and

five-years-old. WHO also recommends that babies and toddlers avoid any screen time,

including watching the television or sitting still playing games on gadgets until the age of

two.

The parents of the children take a full accountability on guiding their child. It is

up to them set up a limit of using mobile devices in order for them not to encounter health

problems concerning about the screen time, rather they must also engage their children on

more physical activities in order to develop his or her body composition.

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Therefore, this research focused on the effects of screen time on children through

their behavioral, emotional and physical aspects and performances.

Statement of the Problem

This study on screen time among selected parents of primary pupils in Camiling

Catholic School, Inc. sought to answer the following questions:

1. How may the selection be described in terms of:

1.1 age;

1.2 gender;

1.3 occupation;

1.4 number of children; and

1.5 contact time with the child?

2. How conscious are the selection on child’s screen time in terms of:

2.1 impact of gadget exposure of the child; and

2.2 time of gadget exposure of the child?

3. How may the problems met by the selection as the result of screen time

exposure of the child be described in terms of:

3.1 obesity;

3.2 sleeping;

3.3 behavior;

3.4 educational; and

3.5 violence?
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4. What do the selection practice to nurture the child’s health and well-being as

the child gets exposed to gadgets?

Objectives of the Study

This study aimed to:

1. To describe the selection in terms of age, gender, occupation, number of

children, and contact time with the child.

2. To determine how conscious are the selection on child’s screen time in terms of

gadget exposure of the child and time of gadget exposure of the child.

3. To identify the problems met by the selection as the result of screen time

exposure of the child in terms of obesity, sleeping, behavior, educational, and violence.

4. To determine the ways of the selection in nurturing the child’s health and well-

being as the child gets exposed to gadgets.

Significance of the Study

This study sought to inform about the effects of screen time to the pupils of

Camiling Catholic School Inc. Furthermore, this study will serve as a guide to the future

researchers that will also tackle this study.

To the Parents. The findings of this research may serve as a foundation for the

parents in order for them to guide their children properly in using gadgets.

To the Teachers. This study will help them to gain additional information about

using gadget and the danger of screen time in order for them to educate their pupils how

to reduce the usage of it.

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To the Pupils. This study will also show the pupils the harmful effects of the

screen time and how to prevent the damage of it.

To the Future Researchers. This study will help them by using as a reference

on their research and give them additional information that they can be use on their study.

Definition of Terms

The following terms were defined conceptually and operationally to provide a

better understanding on the said study:

Behavior Problem.  It is symptomatic expression of emotional or interpersonal

maladjustment especially in children. (Merriam-Webster) In this study, behavioral

problems which the children are more likely to have an emotional and attention

problems due to screen time.

Contact Time. It is the length of time in the state of close association or

communication. (Riverso Dictionary) In this study, this is the amount of time that parents

give to their children.

Educational Problems. It is the areas which they find difficult and the way these

difficulties can be addressed are often different to the approaches commonly applied by

schools and are specific to these children. (ColorDict Dictionary) In this study, it pertains

to the hindrance in studying due to engaged in gadgets.

Gadgets. It is a small mechanical or electronic device or tool, especially an

igneous or novel one. (Merriam-Webster) In this study, it means that these are the cellular

phones, tablet, ipads, etc., that is use by children.

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Health. It is a person’s mental or physical condition. (Merriam-Webster) In this

study, this is the common factor considered on why there is a limit on using gadgets.

Obesity. It is a condition characterized by the excessive accumulation and

storage of fat in the body. (Merriam-Webster) In this study, it is the risk of being

overweight due to too much engaging in sedentary activity such as watching

television, using gadgets and playing video games.

Screen Time. It is the time amount of time spent watching television, playing

video game, or using an electronic device with a screen. (Merriam-Webster) In this study,

it refers the amount of time children through their electronic devices.

Sleep Problems. It involves problems with the quality, timing, and amount of

sleep, which cause problems with functioning and distress during the daytime.

(American Psychiatric Association) In this study, sleep problems pertain to difficulties

in sleeping cause by the light emitted from the screens that interferes with the sleep

cycle in the brain.  

Violence. It is a behavior involving physical force intended to hurt, damage, or

kill someone or something. (Merriam-Webster) In this study, violence pertains to the

acquired behavior that is imitated by the children to the video, games, and movies that

they are active with.

Well-Being. It is the state of being happy, healthy or successful. (Merriam-

Webster) In this study, it means that this is the affected aspect caused by the screen time
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains related literature and studies, both local and foreign, which

are found to have a direct bearing on the research problem at hand. It also provides

explanation and logical connection between previous researches and present work.

Related Literature

A. Foreign

According to Madigan (2019), one of the dominant ideas in the screen time

literature is "the displacement hypothesis." This is just the idea that if kids are spending

time in front of screens, it means other activities are being displaced from their day. If

that audience member's kid is playing Minecraft, he can't be out in the woodshop learning

to make mahogany fishing lures with his dad. Or whatever. I don't know anything about

fishing. The point is that given how central digital devices are to the way we work, play,

socialize, and communicate, there isn't a monolithic thing called "screen time" that

displaces other, more beneficial activities. In fact, we might expect that kids would be at

a disadvantage in several ways if they didn't get to engage in a certain amount of screen

time. So, as an alternative to the displacement hypothesis, we might take up the

"Goldilocks hypothesis" that the relationship between mental wellbeing is curvilinear.

In addition, Oreo (2019) stated that therefore Common-Sense Media, teens today

are spending an average of nine hours a day online, while kids from ages eight to 12 are

spending an average of six.  Due to an array of negative effects on health and sleep, The
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American Academy of Pediatrics (AAP) released a report recommending that children

have two hours or less of sedentary screen time daily. This excessive passive screen use

may also be negatively affecting our children’s imaginations. However, there is a very

fine line between passive screen time, defined as when a child passively consumes digital

content with no thought, creativity or interaction required to progress, and active screen

time, which involves cognitive thought and/or physical engagement. Many parents and

teachers may be surprised to learn how many consequences there are when we let our

kids spend too much time using screens passively and why it’s so vital for us to change

how kids are using their computers and phones. As our children find themselves

increasingly surrounded by digital devices, it’s easier than ever for them to experience the

negative side effects of passive screen use. Several studies in recent years have shown

that too much passive screen time is making kids moody, stressed and lazy.

Furthermore, Tangermann (2018) states that children are growing up in a world

dominated by iPads, iPhones, computer screens, and TVs and now, new research suggests

that it’s literally affecting their brain structure. The National Institute of Health (NIH)

found that brain scans of some 4,500 children showed “different patterns” depending on

how much screen time they were exposed to per day. The National Institute of Health

(NIH) study examined brain scans of 11,000 nine- and ten-year-old children, over a

period of ten years, to find out what all that screen time does to children’s brains.

researchers have already found patterns in the scans among children who spend more

than seven hours of their day glued to screens. Those brain scans show a thinning of the

cortex — the outer layer of neural tissue responsible for processing information from

each of the five senses. The National Institute of Health (NIH) researchers have found
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that kids who are exposed for more than two hours to screens scored “got lower scores on

thinking and language tests,” (Dowling, 2018).

Moreover, Robert Desimone, a member of Dana Alliance for Brain Initiatives

(DABI), statements about effects of media are correlation. They look at the brain

structure in kids who spend more time playing computer games than other kids. While

researchers have successfully performed controlled experiments using music and reading

interventions to investigate brain changes, computer games can be more difficult to get

institutional review boards (IRBs). Even if they can get IRB approval, researchers still

must convince the parents to permit their children to participate. According to the World

Health Organization and many independent clinical scientists, human beings can be

addicted to screens. “Gaming disorder” was introduced into the 11th revision of the

International Classification of Diseases, in 2018. Other prominent researchers have

argued that digital addiction is a myth. However, as clinicians it is their ethical obligation

to take parents’ and children’s concerns seriously when they present at the clinic with

worries about problematic media use. The issue of being addicted to screens is

complicated. First, the term “addiction” is loaded and is off-putting for some. There are

also many sources of screens (smartphone, tablet, laptop, and television), many types of

media (social media, TV shows, games) and many ways to use them (active or passive,

solitary or social). Addiction is also an extreme form of dependence and the term should

not be used lightly. A comprehensive understanding of an individual’s context, behaviors

and the consequences of their actions is needed. Research into what makes some people

more susceptible to addictions shows there are many possible pathways, including

genetic and socio-relational factors such as stress. It is important to remember, however,

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that an increased risk for addiction does not mean that one is destined to become

addicted. Many individual, social and environmental factors can protect an individual

from developing an addiction as said by (Sukel, 2017).

In addition, energy expenditure during active video game play is comparable to

moderate-intensity walking. Thus, for children who spend considerable time playing

electronic screen games for entertainment, physically active games seem to be a safe, fun,

and valuable means of promoting energy expenditure as stated by (Graf, 2009). The

advances in technology mean today's parents are the first generation who have to figure

out how to limit screen time for children. While digital devices can provide endless hours

of entertainment and they can offer educational content, unlimited screen time can be

harmful.

B. Local

According to Crisostomo (2019), children aged two to four should not be allowed

more than one hour watching electronic screens, while those less than one-year-old

should not be shown to gadgets at all, new guidelines by the World Health Organization

(WHO) noted. “Children under five must spend less time sitting and watching screens or

restrained in prams and seats, get better quality sleep and have more time for active play

if they are to grow up healthy,” the World Health Organization (WHO) guidelines added.

The new guidelines on physical activity, inactive behavior and sleep for children under

five were developed by a World Health Organization (WHO) panel of experts. They

evaluated the effects on children of lack of sleep, time spent sitting and watching screens

or restrained in chairs and strollers. They also reviewed evidence of the benefits of
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increased activity levels. WHO program manager for surveillance and population-based

prevention of noncommunicable diseases Fiona Bull noted that improving physical

activity, reducing sedentary time and ensuring quality sleep in young children will

improve their physical and mental health and wellbeing.

Moreover, Bondoc (2019) stated that screen time was associated with quality

sleep and activity for kids less than age five. Children under five must spend less time

sitting and watching screens. The World Health Organization said of viewing gadgets,

playing videogames, and watching television no more than one hour a day was

recommended for the under-five age group and reading and storytelling with the

caregiver was preferred. Philippine doctors too have warned about SDD. SDD has been

described as an addiction, linked to previously identified Internet Addiction Disorder. A

health undersecretary noted a high prevalence of myopia (nearsightedness) and dry eyes

resulting from long screen time. Children engaged with the glow of screens close-up are

not capable to develop distance vision and tend to blink less.

Along with Orben (2019), a researcher at the Oxford University, found little

evidence for extensive negative associations between digital-screen engagement and

adolescent well-being. Understanding the link between screen use and adolescent well-

being, it still routinely fails to supply stakeholders and the public with high-quality,

transparent and objective investigations into growing concerns about digital technologies.

The improved measurements of screen time found little precise evidence that screen time

decreases adolescent well-being, even if the use of digital technology occurs directly

before bedtime. Technologies are embedded in our social and professional lives, research

concerning digital screen use and its effects on adolescent well-being are under
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increasing study. The research found that adolescents’ total screen time per day had little

impact on their mental health, both on weekends and weekdays. It also found that the use

of digital screens two hours, one hour or 30 minutes before bedtime did not have clear

associations with decreases in adolescent.

In addition, Tooth (2019) stated that children are spending almost an hour per day

in front of a screen before they turn one. Children under two should not be spending any

time in front of a screen. The study found that for children around three years of age, the

average time spent on digital devices was 94 minutes per weekday. Screen time

represents a missed opportunity where children could be practicing and mastering a

developmental skill. There is increasing concern about the amount of time children and

adolescents are spending in recreational screen time. It is very easy to use screen time

with children because there are so many child-friendly apps and games developed for

young children and parents. But there is also increasing controversy of harmful screen

time including risks such as reduced sleep, low physical fitness and anxiety. We also

looked at the impact of recreational screen time on social and emotional as well as

cognitive and language development, well-being and educational attainment.

Furthermore, National Council for Children’s Television (NCCT) states that

around 2015, many Filipino children, below 18 years old, spend 3 hours on watching

television daily. This number increases into 6 hours during weekends which if you

compare it to the prescribed daily exposure (1 to 2 hours), it is way too much. According

also to the same study, most of these TV programs are not really suited to children and

are not helpful to their growth even if many of these shows do not include violence and

other offensive scenes.

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Related Studies

A. Foreign

According to Morin (2019), children nowadays have grown up with a vast array

of electronic devices at their fingertips. They rely on smartphones, tablets, and internet.

Parents are the first generation whom has the authority to control and figure out how to

limit screen time for children, but unfortunately parents are struggling too and getting too

much screen time that is seen by children and tend to follow, discipline and learning

starts at home.

Furthermore, Rueb (2019) states that there are a new set of guidelines, the World

Health Organization (WHO) said that infants under 1 year old should not be exposed to

electronic screens and that children between the ages of 2 and 4 should not have more

than one hour of “sedentary screen time” each day. Children under 5 should also get more

exercise and sleep in order to develop better habits that will stave off obesity and diseases

in adolescence and adulthood, the guidelines said. World Health Organization states that

the number of obese people worldwide has nearly tripled since 1974. Instances of

childhood obesity, once considered a scourge of wealthy nations, are increasing

dramatically in low- and middle-income countries, especially those in Africa and Asia.

The organization said that the failure to meet existing physical activity sanctions is

responsible for more than five million deaths globally each year across all age groups.

In addition, the study of World Health Organization (WHO) states that the usage

of television, computers, and other screens among toddlers precisely 12 months and three

years in the United States and most Canadian preschoolers between the ages of two and

three are exceeding and inappropriate. From the All Our Families study at the University
 14

of Calgary, the study found that a child’s overuse of screens was consistently associated

with the mother’s disproportionate screen use, especially mothers who stays and take care

of their child at home. (LaMotte, 2019)

Moreover, Kara (2018) states that there are several of studies looking for ways of

limiting the use of media tools by children and raising the awareness of their families in

this regard. Therefore, Aydeniz (2012) suggested about media-child relations including

the effect of media on children and the correct use of media tools. This study shows that

families should take the age of their child into account while deciding the time he/she

will spend on media such as ages before 2 which should be protected against screen

media and 1 hour limited time to most 3-7-year olds. They should consider and shorten

the time they spend in front of the screen and spend more time with their children. Screen

free environment should start at home.

Furthermore, a study of young children participating in the Women, Infants, and

Children (WIC) program in New York State found that 82% of one-year olds and 95% of

two-year olds watched television and videos on a typical weekday. The average amount

of screen time increased with age, one-year-olds spent an average of 10 hours per week

watching TV or videos, while two-year-old spent approximately 15 hours per week. In

addition to that, the total sample of 2-year-olds in this study, 43% watched more than 2

hours in a typical weekday. Screen time on children’s health and development might

cause harm and negative and instances of short-term memory skills, academic

achievement in subjects specifically Mathematics and English, and language

development. (Duch et al., 2013)

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B. Local

In the study of Osorio (2019), parents are involved in children’s media

consumption and the influence of their parental mediation is related to the child’s

classroom performance. This study aimed to identify the contents of the media consumed

by the children specifically to the schedule and amount of exposure in screen for viewing

and online gaming. Grade 1 to 3 pupils watch TV on an average time of less than an hour

during weekdays and less than two hours during weekends, while Grade 4 to 6 watches

TV for an average of three hours during weekends and almost six hours during weekends.

Along with Baccay (2018), the increase of screen time of the children may cause

malnutrition. Moreover, the National Nutrition Council (NNC) advises the parents to

regulate the screen time exposure of their children as it affects their nutritional status.
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Paradigm of the Study

Figure 1. Simulacrum

Figure 1 shows the child locked by the gadget and by her side is her parent pulling

him out in the presence of the gadget. The locked up is represented by the gadget

addiction and too much screen time of the child and the parent representing the coping

mechanism which is seen beside her. She is pulling her child to do some physical

activities and do socialization for the betterment and to nurture his holistic self.
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Chapter 3

METHODOLOGY

This chapter discusses the methods and procedures that is used in conducting this

study. It includes the Research Design, Selection of the Study, Sampling Technique, Data

Gathering Instrument and Data Gathering Procedure.

Research Design

This study on screen time among selected parents of primary pupils in Camiling

Catholic School, Inc. is a qualitative research. It uses descriptive research design to

analyze information expressed and gathered through the selection. Descriptive research

design as defined by explorable.com is a scientific method which involves observing and

describing the behavior of a subject without influencing it in any way. It is a valid

method for researching specific subjects and as a precursor to more quantitative

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

situation or phenomenon

Selections of the Study

There are ten (10) parents of the primary pupils who were the selection of this

study. These parents provided the needed substantial information for the completion of

this research.
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Scope and Delimitation

This study focuses on screen time among selected parents of primary pupils in

Camiling Catholic School, Inc. School Year 2019 - 2020. It covers ten parents who have

knowledge on screen time and eventually undergone interview.

Sampling Design

Purposive sampling is used in this study. It is a non-probability sample that is

selected based on characteristics of a population and the objective of the study. A

maximum variation/heterogeneous purposive sample is specifically utilized. It is one

which is selected to provide a diverse range of cases relevant to a particular phenomenon

or event. The purpose of this kind of sample design is to provide as much insight as

possible into the event or phenomenon under examination. 

Data Gathering Instrument

An interview guide is used in this study. It can be helpful to researchers who are

conducting semi-structured in-depth qualitative interviews. An interview guide approach

involves you in developing five or six neutral, open-ended interview questions, each of

which is focused on one aspect of your topic. Qualitative interviews offer a means of

collecting in-depth information about your topic so you will want to limit the number of

questions you pose in order to enable your participant to have time to talk about the topic

at length, without feeling rushed (Knight, 2013).

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Data Gathering Procedure

The researchers sought an advice to their content adviser on the process of

conducting the study. After making pertinent letters and accomplishing and undergoing

evaluation of the interview guide, the researchers made their final list of selection.

They then proceed to conduct the study through face-to-face interview to the

convenient time of the selection. Data is tabulated, analyzed and interpreted.

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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discusses the presentation, analysis, and interpretation of data

gathered by the researchers based on what they have met and gathered in the interview

they’ve conducted. It contains the demographic profile and screen time descriptions of

the selected parents of primary pupils in Camiling Catholic School.

Table 1.1
Demographic Profile of the Selection in terms of Age
THEME CATEGORIES STATEMENT
41
57
32
Early adulthood 44
Maturity 39
42
Middle Age 38
26
27
37

Table 1.1 shows the age of the selected parents are in early adulthood and middle

age. The selection ranges their age from 26 to 57 years old wherein they have the right to

guide their children in using gadgets

Table 1.2 shows that most of the selections who accompanied their child during

lunch break at Camiling Catholic School, Inc. were females and from all the selection,

there is only one male parent.

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Table 1.2
Demographic Profile of the Selection in terms of Gender
THEME CATEGORIES STATEMENT
Female
Female
Femininity Female
Female
Sexuality Male
Masculinity Female
Female
Female
Female
Female

Table 1.3
Demographic Profile of the Selection in terms of Occupation
THEME CATEGORIES STATEMENTS
Government Employee
Housewife
Unemployed Housewife
Housewife
Line of Work Blue Collar Quarry Operator
USANA
White Collar Housewife
Housewife
Housewife
Housewife

Table 1.3 shows the line of work and job of the parents, it was classified into

unemployed, blue-collar, and white-collar job. Most of the female selections are

housewife and there is only 2 female who work as Government Employee and USANA

while the male selection work as a Quarry Operator.

Table 1.4 shows the number of children that ranges from 1-6 children per family.

The selection has more than 1 and less that 6 children as they classified as small and big

family. Some of the selections has only 1 child and the rest of it have 1-6 children.
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Table 1.4
Demographic Profile of the Selection in terms of Number of Children
THEME CATEGORIES STATEMENTS
2
6
Small Family 3
4
Quantity 1
1
Big Family 2
1
3
2

Table 1.5
Demographic Profile of the Selection in terms of Contact time with Children
THEME CATEGORIES STATEMENT
“Every night, kasi ako may trabaho naman ako
sa umaga at may pasok din siya kaya tuwing
gabi lang kami nagkakaroon ng oras sa isa’t
isa.”
Every day “Halos araw-araw.”
“Araw-araw”
“Maghapon naman except lang pag may pasok
Attachment pero pag weekend maghapon naman.”
“Araw-araw naman kami magkasama.”
Every night “Everyday, because he is the only child.”
“Every day naman tapos andito ako sa school
‘pag lunch.”
“Maghapon o araw-araw kami magkasama.”
“Everyday”
“Everyday”

Table 1.5 shows the contact time of the selections with their children. It concludes

that the selections have great contact time with their children accompanying them up

every day. One selection has contact time with their children during night because during

day they have also work to do and also their children has to go to school as well and one
 23

selection has the full day of bonding time during weekend and also because one selection

has only one child.

Table 2.1
Selection’s Consciousness about Their Child’s Screen Time
in terms of Impact of Exposure to the Child
THEME CATEGORIES STATEMENT
“Difficulties sa pagsaway dahil nagagaya nito
sa iba.”
“Siya ay nagiging masayahin.”
“Minsan nawawalan siya ng time sa aming
pamilya niya pati narin sa kainan pero masasabi
kong marami din siyang natututunan.”
“Ang nararanasan naming ay umiikli ang
pasensya niya sa bagay-bagay, mainitin ang ulo
Advantages kumbaga.”
“Masyadong nasosobrahan ang paggamit sa
gadget niya.”
Effects “Napababayaan niya ang kaniyang pagkain ‘pag
may hawak hawak na gadget, maaaring masira
o lumabo ang kaniyang mata dahil sa bata pa
Disadvantages siya.”
“Nakakabobo”
“Mas mabilis makaintindi at maturuan ang
bata.”
“May advantage sa mga learning videos at
disadvantage naman ay wala silang nagagawa.”
“Mahirap silang icontrol at pigilan sa paggamit
ng gadgets pero wala naman silang magawa
minsan kasi kinukuha naming gadgets nila.”

Table 2.1 shows the gadget exposure of the child and it also revealed the

difficulties met by the selections in limiting and controlling their child. Some of the

selection said that there are some disadvantages and advantages happened in a child’s

exposure to gadgets.

It conforms to the study of Morin, (2019) parents are the first generation whom

has the authority to control and figure out how to limit screen time for children, but
 24

unfortunately parents are struggling too and getting too much screen time that is seen by

children and tend to follow, discipline and learning starts at home.

Table 2.2
Selection’s Consciousness about Their Child’s Screen Time
In terms of Length of Time of Exposure
THEME CATEGORIES STATEMENT
“2 hours”
“Mga kalahating oras.”
“Mga isang oras at kalahating oras.”
“2 hours lang siya naggagadget, 2 hours lang
sa hapon tapos sa gabi 1 oras lang sa TV.”
Short-time “30 minutes lang, ‘di ko masyado
pinapagamit ng cellphone yan.”
Time Duration “30 minutes o depende sa percent ng
cellphone.”
Long-time “Every 1-hour, alternate pero may limitations
padin.”
“3 oras ko lamang pinapahawak at
pinapagamit ang cellphone niya araw-araw.”
“10 to 12 hours”
“2 to 3 hours”

Table 2.2 revealed that the selections are setting time limits to the child’s gadget

exposure. Most of the children use their gadgets every day. Most of the selections range

the time of their child of gadget usage from time of 30 minutes until 2 hours, one

selection depends the time limit of her children through the percentage of their gadget.

One selection set an alternate time in using of her child’s gadget she does it every 1 hour.

As stated in the study of Kara along with Aydeniz, (2018), it shows that families

should take the age of their child into account while deciding the time he/she will spend

on media such as ages before 2 which should be protected against screen media and 1

hour limited time to most 3-7-year old.

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Table 3.1 shows that there are no children that are affected with too much

increase of weight or obesity. Selections said that their child became forgetful on things

she commanded and sometimes slow movers but when it comes to his physical

appearance the selection’s child is fit. Even though their child uses their gadget it does

not affect they are conscious on their health.

This table opposes from the study of Rueb, (2019) which states that instances of

childhood obesity, once considered a scourge of wealthy nations, are increasing in low

and middle-income countries.

Table 3.1
Problems Met by the Selections as a Result of Screen Time in terms of Obesity
THEME CATEGORY STATEMENTS
“Siya ay nagiging bugnutin kapag may mga bagay-bagay
akong ipinapagawa sa kanya pero sa pangangatawan niya
ay malakas parin naman.”
“Mabagal siyang kumilos pero malakas ang
pangangatawan kaya lagi kong napapagalitan.”
“Magaling siyang kumain pero walang nagbabago.”
“Hindi nababawasan o nadadagdagan manlang ang
kaniyang bigat.”
“Halos kaharap na niya buong araw at pag-uwi galing sa
school ang kaniyang gadget pero walang nagbabago sa
Obesity Physically Fit katawan niya.”
“Napakatamad at kain ng kanin pero di naman siya
tumataba.”
“Walang pagbabago, ganon parin siya.”
“Sa paggamit niya ng gadgets, kahit papaano hindi niya
napapabayaan ang kaniyang katawan.”
“Siya ay napakagaling kumain lalo na pag wala siyang
ibang ginagawa kundi maggadget pero siya ay mahilig
maglaro o bike sa labas ng bahay kaya maayos ang
kaniyang pangangatawan.”
“Maayos at walang problema sa kaniyang katawan.”
 26

Table 3.2
Problems Met by the Selections as a result of Screen Time in terms of Sleeping
THEME CATEGORY STATEMENTS
“Wala namang nagbago sa pagtulog niya, kung anong
oras siya natutulog dati ganon parin hanggang ngayon.”
“yung oras ng pagtulog niya nabago pero yung way kung
paano siya matulog natutulog, hindi.”
“Walang nagbago sa kaniyang pagtulog.”
“mas napaaga ang pagtulog niya dahil sa panonood ng
paborito niyang pinapanood.”
“Simula noong gumamit siya ng gadget napansin ko na
lagging na niya itong hinahanap, pero pag sinabi kong
Sleeping
Neutral oras na para matulog, sumusunod naman siya sa akin.”
Behavior
“Walang nagbago pag sinabi kong matulog na sumusunod
naman siya.”
“Sa paggamit niya ng gadget, siya na ang nagkukusa na
matulog ng maaga.”
“The way kung paano siya matulog, mahimbing padin
walang nagabago.”
“Hindi naaapektuhan ang pagtulog sa paggamit ng
gadget.”
“Wala namang nagbago sa kaniyang pagtulog”

Table 3.2 reveals that the sleeping behaviors of the children are not affected by

their screen time and gadget exposure. The selections don’t get any problems in making

their children go to sleep every night. Selection states that the time her child goes to sleep

when she does not have gadget is still the same as today. Some selections easy command

their child on going to sleep. One selection said that his child always finds his gadget

during night time but when he said that his must go to sleep the child easily follows it.

Table 3.3 revealed that the children’s exposure to gadgets can make them adapt

bad habits and lead to false impression both verbal and physical. Some selections

answered that they adapt some combat sport and do it and reality and from watching

Cardo from Ang Probinsyano. Some selections said that their childs do not have change

in their behavior because they are adopting educational videos and they are like to imitate

their siblings act instead.

 27

As stated by the National Council for Children’s Television (NCCT), (2015) most

of these TV programs are not really suited to children and are not helpful to their growth

even if many of these shows do not include violence and other offensive scenes.

Table 3.3
Problems Met by the Selections as a result of Screen Time
in terms of Behavior
THEMES CATEGORIES STATEMENTS
“Nagagaya nito ang pagsasalita ng pinapanood niya.”
“Gaya ng napapanood niya sa YouTube, minsan may
disadvantages. Gaya na lamang ng panonood niya ng
movies na pang R18, naaaral niyang makipaglaban.”
Verbal “Wala naman.”
“Wala, mas ginagaya niya yung sa mga kuya niya kaysa sa
mga napapanuod niya.”
“Oo, nananakit siya kasi nakikita niya kay Cardo.”
“No dahil nagaguide ko naman siya at sinasabi ko yung
Attitude mga maaaring dulot ng labis na paggamit ng gadgets.”
“Parang kwinekwneto yung nilalaro, like minecrafts at
building making.”
“Wala naming violence kasi mas madalas siya manood ng
mga educational videos tas yun ang naaadapt niya.”
Physical “Meron, katulad ng pakikipagwrestling niya sa kaniyang
kapatid.”
“Advantage naman siya kasi siya ay mas naging confident
sa pagsalita sa harap ng tao parang sa mga napapanood
niya.”

Table 3.4 shows the situation that has been meet by the selections in their child’s

educational performance. Most of the selections of the selections experienced some

conflict in connection with the education such as when the selections child is rushing his

school works just to use their gadgets. But with those conflict there are also benefits like

when gadget made their school works easy.

Selection’s children sometimes forget to their school works because they used to

focus on using their gadget. Selections said to their children that they must finished their

homework. Educational videos helps their children in accomplishing their tasks.

 28

Table 3.4
Problems Met by the Selections as a result of Screen Time
in terms of Education
THEME CATEGORIES STATEMENT
“Minamadalian niyang magbasa kahit wala siyang
naintindihan para lang makagamit ng cellphone.”
“Kapag may assignment siyang kailangang gawin,
mas inuuna niya na gumamit ng gadgets.”
“Nakatutulong ang gadgets kapag gumagawa siya
ng kaniyang projects dahil mas madaling
maghanap sa internet.”
“Mas napapadaling na gumawa siya ng school
Lack of Focus works kapag may gadget siyang ginagamit.”
“Minsan nakakalimutan niyang gumawa ng
kaniyang assignment dahil sa paggamit niya ng
Educational cellphone.”
performance “Sinasabi ko sa kanya na tapusin niya muna ang
assignments bago gumamit ng gadgets para
Distraction matapos niya agad ang paggawa nito.”
“May napapanood siya na nakatutulong sa
kaniyang pag-aaral gaya ng panonood ng
educational movies.”
“Sa paggamit niya ng cellphone, mas natutugunan
niya ito ng pansin kaysa sa pag-aaral.”
“Hindi niya magawa ng maayos ang kaniyang
assignment kakaisip ng gadgets.”
“Basta may cellphone siyang hawak mas madali
ang paggawa nito ng assignments.”

Table 3.5 shows the problems met by the selections in terms of violence wherein

there are some selections who experienced their child being short tempered and sometime

adapting from the combat sports they watch. But most of the selections does not

experienced violence towards their children.

 29

Table 3.5
Problems Met by the Selections as a result of Screen Time in terms of Violence
THEME CATEGORIES STATEMENTS
“Nagiging mainitin yung ulo niya.”
Limitation “Wala naman, hindi siya nagiging bayolente.”
“Wala, mabait siyang bata.”
“Minsan sinisimangutan niya kami”
“Hindi naman siya nagiging violent.”
Actions Disobedience
“Minsan nagdadabog siya sa amin.”
“Hindi niya naman po kami pinapakitaan ng ganun.”
“Wala, mabubuti nga kadalasan nakukuha niya.”
Consistency “Meron, yung sa wrestling nagagaya niya mga yun.”
“Wala naman ako nakikita sa kanyang violence kasi
natatakoit siya sa amin.”

Table 4
Selections Practice to Nurture Child’s Health and
Well-being in Exposure to Gadgets
THEMES CATEGORIES STATEMENT
“Pinagbabawalan pero ‘di naman sinusunod kaya
tinatago.”
“It’s better na magkaroon ng limitation para iwas
sa maling posibilidad.”
“Para sa akin, masasabi ko na imbis na magkulong
siya sa bahay at tumutok sa kaniyang gadgets, mas
Physical Activities better na mamasyal at magbakasyon kami upang
mapalawak ang kaniyang social interaction.”
“Setting time limit, hindi lahat nasusunod dapat
kami parin ang nasusunod.”
Social Interactions “Dapat mag-aral muna bago maggadget, nagseset
Solution ng time limit.”
“Nagbabike siya pag wala siya magawa sa bahay
kapalit ng paggamit niya ng gadget niya, ito ang
Setting Time kaniyang hobby tuwing hapon.”
Limits “Pag may mga tanong sila, sinasagot namin then
yung time limit talaga sa paggamit ng gadgets.”
“May time na tinitignan ko ang search history niya
para makita ang kaniyang disiplina.”
“Tinatakot sila kung anong pwedeng mangyari sa
kanila tulad ng paglabo ng mata nila.”
“Tamang guidance ang kailangan at syempre time
limit sa gadgets.”
 30

Table 4 shows the solution and ways of the selection on how they discipline and

guide their child in their exposure to gadgets. Most of the selections preferred to set time

limit and confiscate the gadgets during study time and bedtime. Some also said that they

let their child choose other hobbies like biking and travelling to other places with the

family to also improve social interaction.

It conforms to the study of Stiglic (2019), parents of the children take a full

accountability on guiding their child. it is up to them set up a limit of using mobile

devices in order for them not to encounter health problems concerning about screen time,

rather they must also engage their children on more physical activities in order to develop

his or her body composition.

 31

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions derived from the

relevant information and recommendation of the researchers on this study.

Summary of Findings

This study focuses on screen time of the primary students of Camiling Catholic

School, Inc. and selected parents became the selection. Researchers used a face to face

interview in conducting the study. The researchers gave a questionnaire serves as

interview guide. After the data gathering the researcher used a repertory grid in which

statements then summarize into themes. The result of the interview shown the time of

selection's child in using or when his/her child is exposed to gadget, the disadvantages

and advantages of using gadget and how the selection cope up with the problems met.

The parents of the primary students are the one who are regulating the use of their

son or daughter's gadgets because they have a lot of contact time with their children.

Some of the selection limit a short time usage for their children from 30 mins up to 2

hours and some selection let their children used up their gadgets even for a long time.

Using gadget and screen time of the children brought benefits to them as they engaged

into as selections child becomes happy when he is using his gadget and the children will

increase intellectual capability in watching educational video. In addition, one selection’s

child easily catches up information as he uses his gadget. As they encounter positive

effects, they have also encountered problems such as the negligence of food, being
 32

hardheaded of the child. Furthermore, there are also characteristics that children imitate

on the gadget that they are using. Most of the selection cope up with the problem by

setting time limit on their child from using their gadget and hide their gadgets because the

selections child is insisting to use it. Moreover, one selection refrains her child from

using gadget while studying. Some selections engaged their child to physical activities to

develops his other skill and guiding them to the possible complication of too much screen

time.

Conclusions

Based on the results from the selections, the researchers concluded that:

1. Selections were already on their early adulthood and middle ages and most of

them were females. Most of the selections were housewife with the small family of 1-3

children and only few have 4-6 children. Majority of the selections have great contact

time with their children accompanying them up everyday.

2. Majority of the selections allows their children to use their gadgets for a short

duration of time of 30 minutes up to 2 hours. Selections have a positive outlook on their

children’s exposure of screen time because their children can be easily taught.

3. Majority of the selections encounter problems in terms of education when they

rush school works just to use their gadgets, in violence and behavior majority of the

selections does not encounter such because they can manage to guide their children.

Majority of the selections does not encounter problems in terms of sleeping and obesity

because they are setting a time limit on gadget usage and they are still physically fit.
 33

4. The selections cope with the problems they met in screen time such as change

in behavior, violence, education, sleeping behavior and obesity of their children by

guiding their child in using gadgets and engaging their child in more physical activities.

Recommendations

In line with the results and conclusions, the following are recommended:

For the pupils, that must be aware at the risk that computer technology may

bring against them if they use it in a negative way. They should be engaged more in

physical activities in exchange for the time they had wasted to have a healthier life.

For the parents, that they should guide their children more in using their gadgets

and they should prioritize their children’s education.

For the teachers, that they should educate more their pupils in proper using and

effect of gadget exposure through screen time.

For the future researchers, that they should have to conduct the study wider

coverage and more detailed information for everyone.

 34

BIBLIOGRAPHY

Madigan, J. (2019). How Much Screen Time Is Bad for Kids

Retrieved from:
https://www.forbes.com/sites/jamiemadigan/2019/08/05/new-research-how-
much-screen-time-is-bad-for-kids/#282614724d30

Tangermann, V. (2018). Screen Time Is Literally Changing Children’s Brains

Retrieved from:
https://futurism.com/neoscope/new-research-screen-time-changing-childrens-
brains

Oreo, S. (2019). The Surprising, Researched-Backed Benefits of Active Screen Time

Retrieved from:
https://www.edsurge.com/news/2019-03-01-the-surprising-research-backed-
benefits-of-active-screen-time

Diana, L. (2009). Is Your Child Addicted To Screens

Retrieved from:
https://theconversation.com/is-your-child-addicted-to-screens-heres-what-you-
can-do-about-it-118316

Robert, D. (2018). The Truth About Research on Screen Time

Retrieved from:
https://www.dana.org/article/the-truth-about-research-on-screen-time/

Crisostomo, S. (2019). Who Wants Less Screen Time for Kids

Retrieved from:
https://www.philstar.com/headlines/2019/04/28/1913161/who-wants-less-screen-
time-kids

Bondoc, (2019). Excessive Screen Time: How Bad for Children

Retrieved from:
https://www.philstar.com/opinion/2019/05/29/1921700/z7AOqmCRErUSsrCH.99

Orben, (2019). Study Finds Screen Time-Even Before Bed-Has Little Impact on
Teen Well-Being
Retrieved from:
https://www.oii.ox.ac.uk/news/releases/study-finds-screen-time-even-before-bed-
has-little-impact-on-teen-well-being/
 35

National Council for Children’s Television, (2015). Effects of Television on Filipino

Children
Retrieved from:
https://www.trending.ph/2019/03/effects-of-television-on-filipino-children/

Leigh, T. (2019). Expert Say Kids Under 2 Must Have “Zero Screen Time”
Retrieved from:
https://www.pna.gov.ph/articles/1075884

Kara, (2018). A Case Study on Reducing Children’s Screen Time: The Project of
Screen Free Week
Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1173988.pdf

Duch, (2013). Screen time use in children under 3 years old: a systematic review of
correlates
Retrieved from:
https://link.springer.com/article/10.1186/1479-5868-10-102

Rueb, E. (2019). W.H.O. Says Limited or No Screen Time for Children Under 5
Retrieved from:
https://www.nytimes.com/2019/04/24/health/screen-time-kids.html

Saker, A. (2019). Too Much Screen Time Changes Children’s Brain, Study Finds
Retrieved from:
https://www.usatoday.com/story/life/parenting/2019/11/04/too-much-screen-time-
changes-brains-says-cincinnati-childrens-study/4156063002/

Morin, A. (2019). The Harmful Effects of Too Much Screen Time for Kids
Retrieved from:
https://www.verywellfamily.com/the-negative-effects-of-too-much-screen-time-
1094877e

Thomas, N. (2018). Limiting Children’s Screen Time Linked to Better Cognition

Retrieved from:
https://edition.cnn.com/

LaMotte, S. (2019). Explosive Growth in Screen Use by Toddlers

Retrieved from:
 36

https://edition.cnn.com/2019/11/25/health/baby-toddler-screen-time-wellness/
index.html

Thatte, R. (2018). Gadget Addiction

Retrieved from:
https://scet.berkeley.edu/reports/gadget-addiction/

Abdullah and Salleh, (2016). The Level of Tolerance Sanctioning Children Using by
Parents Lead to Nomophobia: Early Age Gadget Exposure
Retrieved from:
https://www.researchgate.net/publication/

Sundus, J. (2018). The Impact of Using Gadgets on Children

Retrieved from:
https://www.longdom.org/open-access/the-impact-of-using-gadgets-on-children-
2167-1044-1000296.pdf

Stiglic and Viner, (2019). Effects of Screen Time on The Health and Well-Being of
Children and Adolescents: A Systematic Review of Reviews
Retrieved from:
https://bmjopen.bmj.com/content/9/1/e023191
 37

APPENDICES
 38

APPENDIX A

Letter to the Content Adviser

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Assistant Principal
Camiling Catholic School, Inc.

Sir,

The undersigned researchers are currently conducting a study on “Screen Time among
Selected Parents of Primary Pupils in Camiling Catholic School, Inc.” and to assure
the quality output, it is advisable that each group must have an adviser.

In view thereof, may we knock to your generous heart to have with us as our Content
Adviser. We believe that your knowledge, experience and expertise would have a great
impact to the success of this endeavor.

We look forward to your favorable approval.

Thank you for being a blessing to us.

Respectfully yours,

RON MICHAEL R. CRUZ FRANCIS KIM F. MALONG

RINALIZA A. MARTIN MARC ELLIS R. OBISPO

REYEA F. SADIO CAMILLE JOYCE C. TIAMZON

(Researchers)

Noted by:

KRISTELLE JOY L. SALAZAR, LPT

Subject Teacher
Practical Research 1

Approved:

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Content Adviser
 39

APPENDIX B

Letter for Language Critique

MS. MARISOL AQUINO, LPT

Junior Highschool Teacher
Camiling Catholic School, Inc.

Madam,

The undersigned researchers are currently conducting a study on “Screen Time among
Selected Parents of Primary Pupils in Camiling Catholic School, Inc.” and to assure
the quality output, it is advisable that each group must have a language critique.

In view thereof, may we knock to your generous heart to have with us as our Language
Critique. We believe that your knowledge, experience and expertise would have a great
impact to the success of this endeavor.

We look forward to your favorable approval.

Thank you for being a blessing to us.

Respectfully yours,

RON MICHAEL R. CRUZ FRANCIS KIM F. MALONG

RINALIZA A. MARTIN MARC ELLIS R. OBISPO

REYEA F. SADIO CAMILLE JOYCE C. TIAMZON

(Researchers)

Noted by:

KRISTELLE JOY L. SALAZAR, LPT

Subject Teacher
Practical Research 1

Approved:

MS. MARISOL AQUINO, LPT

Language Critique
40
 41

APPENDIX C

Sample Interview Guide

Name (optional): ____________________________

Age: _____ Gender: _____
Occupation: _________ Number of Children: _____
Age of Child/ren: _____

1. What was the age of your child when he/she have his/her gadget?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How much is your contact time with your children?

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How many is the member of your family, can you still guide your children in
using gadget?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. How much did your children spend time with his/her gadget?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What can you say to the exposure of your child to the gadgets?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6. Do you notice some differences on his/her behavior while she/he is on his/her

gadget?
__________________________________________________________________
 42

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. Are the instances that using her/his gadgets interferes with his/her educational
performance?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

8. Does your child possess some characteristics that he/she acquire from using
gadget?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

9. What are the ways that you use to guide your child from gadget exposure?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 43

BIOGRAPHICAL
SKETCH
 44

The Researcher, Ron Michael River Cruz, was born

on the 13th day of the month of January, at Camiling,

Tarlac. He was the eldest son of Mr. Ronald Ramos Cruz

and Mrs. Menchie Rivera Cruz. The researcher’s family is

currently residing at #38 Palimbo Caarosipan Camiling,

Tarlac.

He finished his elementary education at Camiling Central Elementary School. He

enrolled at Camiling Catholic School, Inc. to continue his Secondary Education. During

that time, he was one of the members of Drum and Lyre Corps, Altar Server Ministry and

DVC, as one of the Altar Server he is very religious, and he wants to serve the Lord as

Lord serves the world. He also receives an outstanding award in Drum and Lyre Corps

for serving the music in 4 years. And he continues his Senior High School at the same

school. He is taking up Science, Technology, Engineering and Mathematics academic

track because of his chosen course.

Someday, he wants to become a Civil Engineer to help his parents and pay all the

sacrifices and hardworking for being a parent that his family gave to him. He wants to

make his parents be happy and proud and to see the sacrifices that they did to their child.

RON MICHAEL R. CRUZ

(Researcher)
 45

On the first day of July year 2003. The researcher

Francis Kim Ferrer Malong was born. She is the only

daughter of Mr. and Mrs. Malong. The family currently

resides at Poblacion H, Camiling, Tarlac.

The researcher started her primary education at

Camiling Colleges Elementary Training Department.

She went to Camiling Colleges, Inc. to start her junior high school education. She is

currently enrolled as a Grade 11 senior high school student at the Camiling Catholic

School, Inc.

The researcher loves sports. During her spare time, she loves playing chess,

watching movies and reading novels. The researcher wants to become a successful doctor

someday. She holds onto the saying that “To be the best, you must be able to handle the

worst.” Where life is inherently not easy but keep going.

FRANCIS KIM F. MALONG

(Researcher)
 46

The researcher, Rinaliza Antonio Martin was

born on the 24th day of July in the year 2003. She is the

5th and youngest child of Mr. and Mrs. Elpideo A. Martin

and Rosalina A. Martin. The family is currently residing

at Brgy. Manupeg Camiling, Tarlac.

She finished her primary education at Birbira

Elementary School, and she completed her junior high school in Birbira high School. The

researcher is currently enrolled as a Grade 11 senior high school at the Camiling Catholic

School under the strand of STEM.

She loves watching movies and dramas, she also loves reading novels online. She

is a sporty person. The researcher wants to become a successful nurse in the near future.

She believes in the saying “Do not let what you cannot do interfere with what you can

do” by John Wooden, because we do the things that we can’t handle.

RINALIZA A. MARTIN
(Researcher)
 47

The researcher, Marc Ellis Roux Obispo, was

born on the 21st day of the month of September the year

of 2002, at Bancay 1st, Camiling, Tarlac. He is the eldest

among the two children of Mr. Ellison C. Obispo and

Mary-an R. Obispo. The researcher together with his

family is currently residing at Purok 3, Bancay 1st,

Camiling, Tarlac.

He started his studies at Camiling Catholic School, Inc. since his preparatory until

he completes his junior high school education. He is a former student athlete representing

his school in badminton. He obtains many learnings and experience through the years of

staying at Camiling Catholic School, Inc. that eventually molds him. He wanted to

become a marine transportation officer because that is one of his way to return the

gratitude to his parents from all their sacrifices.

MARC ELLIS R. OBISPO

(Researcher)
 48

The researcher, Reyea Fernandez Sadio was born

on the 16th of August in the year 2003. She is 3rd and

youngest among the three children of Mr. Reynaldo

Sicangco Sadio and Mrs. Cecilia Fernandez Sadio. The

family is currently residing at Kipping Village,

Cacamilingan Norte, Camiling, Tarlac.

She finished her primary education in Camiling Catholic School, Inc. and she also

completed her Junior High School in the same school. The researcher is currently

enrolled as a Grade 11 student of Senior High School in Camiling Catholic School, Inc.

under the strand of Science, Technology, Engineering, and Mathematics.

She loves watching movies and series but also reading stories and novels online.

The researcher wants to be a successful nurse in the future. She believes that if we have

patience and hard work, we can achieve our goals in life.

REYEA F. SADIO
(Researcher)

The researcher, Camille Joyce Concepcion Tiamzon was born on the 12 th day of

April in the year 2002. She is the youngest child of Mr. and Mrs. Miguel G. Tiamzon and
 49

Letty C. Tiamzon. She is presently residing at Brgy. Tuec, Camiling, Tarlac.

She finished her elementary life at Camiling Colleges Elementary Training

Department, as Salutatorian. She completed Junior High School year with high honors in

Camiling Catholic School, Inc. and she continue her Senior High School year in the same

school. As she finishes her study, she wants to become a successful Doctor.

CAMILLE JOYCE C. TIAMZON

(Researcher)