EFFECT OF PERSONAL USAGE OF DIGITAL DEVICES ON THE ACADEMIC

PERFORMANCE OF FIRST-YEAR STUDENTS

A Thesis Proposal
Presented to the College of Education
Isabela State University
City of Ilagan, Isabela

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education
Major in Mathematics

By:
JASTINE P. DOMINGO
KAILA CAMILLE B. ESTRELLON
MA. CRISTINA D. GUIYAB
RICA JEAN B. MALTIZO
RONIE M. GUMARANG

January 2023
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The 21st century is frequently seen as a technological period. Today, technology

has a major impact on our lives and is regarded as the cornerstone of economic

expansion. In the current environment, a technology-deficient economy cannot expand

due to how much easier and faster technology has made everyone’s work. Every field

that exists can be affected by technology, and education is one of them.

Digital devices, including cellular phones, laptops, and computers, have

undeniably impacted many people's daily lives particularly, students. Technology

devices have been the number one tool that most people used nowadays; to check for

updates, read news, send emails, communicate worldwide, and gather information.

Digital devices are now essential in the modern world since mankind cannot survive

without them. There are numerous advantages to using digital devices. However, many

people are still unclear about how these technology devices impact lives, especially their

positive and negative effects on students' learning.

Consequently, the Republic Act No. 10533 otherwise known as the Enhance

Basic Education Act of 2013 has key features which are to equip every graduate with the

following skills: Information, media, and technology skills, learning and innovation

skills, effective communication skills, and life and career skills. The reliance and

dependence on such innovation, which merely makes life an easy, smooth journey is

completely unavoidable these days even in schools, universities, and colleges.

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Indeed, digital tools when used effectively in the classroom can improve lessons,

students’ engagement, and can promote personalized learning. Additionally, it aids in the

development of essential 21st-century skills. Furthermore, Information and

Communication Technology (ICT) influences modern learning behavior and knowledge

acquisition systems (Abbas, 2014). Certainly, ICT made learning more interactive,

simple, convenient, and effective in conveying knowledge.

However, the positive impact of technology comes the negative impacts. Digital

devices are considered to be swords with double edges. According to the 2022 Mobile

User Statistics, there are 6.648 billion cellular phone users worldwide, accounting for

83.32% of the world's population, with teenagers being the most frequent users,

particularly college students who are early adopters of this technology (Abbas, 2014).

Teenagers found their technological devices, particularly their handy cellphones and

tablets, as extensions of themselves. As they woke up in the morning and even when they

are in school, still cellphones are inevitable for they use them to take photographs and

navigate the internet. And as they go to bed, they still consume an average of two to three

hours playing online games and connecting on their social media sites; updating their

status, and posting photographs about their day and experiences. Students spend almost

all of their time in front of screens, which can have an impact on their health, behavior,

and even academic performance. Too much exposure to digital devices can affect the

health of their users. The radiation from the screens of the devices causes visual problems

and regular headaches which can contribute to poor vision and loss of focus during class

discussions. Consequently, students’ performance declines, and a change in behavior is

evident.
 3

Furthermore, teachers have observed how addicted students are to their personal

digital devices. During the vacant time, students have used their devices in playing online

games such as Player Unknown’s Battlegrounds (PUBG) and Mobile Legends to name a

few while others are browsing their social media sites. With the students’ excessive use

of their technological devices and too much engagement in social media and online

games, other students became more violent, distracted, inattentive and they lose focus

and interest in their academics.

Hence, regarding the positive and negative impacts of using technology devices

towards learning, the informal interview was carried out by the researchers for freshman

students taking up Bachelor of Secondary Education at Isabela State University - Ilagan

Campus. The freshmen stated that they used digital devices to learn, create, share and

collaborate beyond the classroom. It helps them in their research papers and other

research activities, especially during the COVID-19 pandemic where they need the

support of digital devices to learn and understand the lessons. Using digital devices helps

students to become more productive and produce well-done output. However, some

students have said that the impact of digital devices on one’s academic performance was

dependent on how the students utilize this technology in their everyday lives. With aid of

this knowledge, the researchers will carry out this study, which intends to investigate the

students’ personal usage of personal digital devices, their advantages and disadvantages,

specifically its effect on the student’s academic performance, and how teachers should

utilize and manage these tools to help students responsibly use these digital devices

inside and outside the classroom.

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Statement of the Problem

The study focuses on the investigation and analysis of the effect of personal usage

of digital devices on the academic performance of first-year students.

Specifically, it shall seek to answer the following questions:

1. What is the demographic profile of the students in terms of:

a. age

b. sex

c. monthly income of parents

d. digital devices used by the students:

 Smartphone/Mobile Phone

 Tablet

 Laptop

 Desktop

 Ipad

2. What is the students’ pattern of using personal digital devices?

3. Is there a significant difference between the students’ pattern of using personal

digital devices when grouped according to profile?

4. What is the level of academic performance of the students in Mathematics in the

Modern World?

5. What is the students’ perception of the effect of using personal digital devices on

academic performance?
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6. Is there a significant difference between the students’ perception of the effect of

using personal digital devices on academic performance when grouped according

to profile?

7. Is there a significant relationship between the students’ perception of their

personal usage of digital devices and academic performance?

Research Hypothesis

There is no significant difference between the students’ pattern of using personal

digital devices when grouped according to profile.

There is no significant difference between the students’ perception of the effect of

using personal digital devices on academic performance when grouped according to

profile.

There is no significant relationship between the students’ perception of the use of

personal digital devices and academic performance.

Theoretical Framework

This study is anchored by the Unified Theory of Acceptance and Use of

Technology (UTAUT) by Venkatesh et al. (2003). UTAUT outlines four crucial elements

including performance expectations, effort expectations, social influence, and facilitating

conditions—as well as four moderators—age, gender, experience, and voluntariness.

According to Marikyan & Papapgiannidis (2021) as per UTAUT theoretical model,

behavioral intention determines how people utilize technology. The four-factor namely

Performance expectancy has been defined as the “level to which an individual believes

that employing the system will allow him/her to gain advances in work engagement.”
 6

Effort expectancy has been defined as the “level of convenience in utilizing the system.”

Social influence has been defined by Venkatesh et al. (2003) as the “level to which an

individual thinks that he/she needs to utilize the system since the significant other thinks

that he or she should utilize the system.” And the facilitating conditions which have been

defined as the “extent to which a person accepts that a system’s technical infrastructure

and organizational capabilities are there to support” (Venkatesh et al. 2003) are factors

that have been associated with the predicting behavioral intent to use technology and

actual technology. Thus, according to UTAUT, behavioral intent and facilitating

variables govern technology use, whereas behavioral intention and effort expectancy

were conceptualized and discovered to affect behavioral intent to use technology.

Research Paradigm

This study aims to determine the first-year’s personal usage of digital devices and

its implications on their academic performance. The research paradigm of the study is

presented below which shows the relationship between the independent and dependent

variables.
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INDEPENDENT VARIABLE DEPENDENT VARIABLE

General Profile of BSEd First-year

S.Y 2022-2023 in terms of:

1. Demographic
 age
 sex

 monthly income of parents

 digital devices used by the

students:

 Smartphone/Mobile
Phone Academic Performance of First Year
 Tablet
Students
 Laptop
 Desktop
 Ipad
2. Students’ pattern of using

personal digital devices.

3. Students’ perception of the

effect of using personal digital

devices.
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Figure 1. Research Paradigm

The paradigm shows the relationship between Independent Variables and

Dependent Variables. The independent variable includes the demographic profile of the

students, students’ pattern of using personal digital devices and their perception of the

effect of personal usage of digital devices which serves as the focus of the investigation.

The dependent variable shows the effect of first-year’s personal usage of digital devices

on their academic performance.

Significance of the Study

This research aims to provide crucial information and knowledge regarding the

chosen topic from the respondents, recent studies or theses, and related sites needed for

the expected importance to the individuals as follows:

Curriculum Planner. The results will serve as a guide for curriculum planners in

designing a curriculum that will focus on teaching students how to utilize their personal

digital devices effectively toward academic achievement and to design a curriculum that

focuses on teaching the students different applications and software that can help them in

a particular subject such as Malmath and GeoGebra for mathematics.

Institutions and Administrators. Through the results of the study, administrators may

promote and apply different management techniques to promote positive utilization of

students’ personal digital devices inside the classroom.

Community. The findings will spread awareness in the community of how digital

devices can serve as tools to help or harm students, especially their academic

performance.
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Teachers. The given data would guide the teachers to have a better understanding of the

topic, identify the effect of digital devices on student’s academic performance, and for

them to provide improvements in classroom management techniques.

Parents. The parents will understand how the usage of digital devices would affect their

child’s academic performance. The given data would help them formulate preventive

measures and actions to give the right guidance to help their child’s development.

Students. This study will help the students to provide knowledge and information about

this topic. At the end of this study, students will know the effect of their usage of digital

devices on their academic performance and will make them reflect on their actions on

how to use digital devices effectively.

Researchers. This study will improve their knowledge and ability with regard to the

impact of personal digital device usage on the academic performance of students. This

study will guide and navigate them in discovering credible and reliable data for further

understanding of the topic.

Future Researchers. This will serve as a basis for a wider scope of similar studies. This

study will add knowledge that other researchers can use as reference material for future

studies on relevant topics.

Scope and Delimitation of the Study

This study will focus on the effect of students’ personal usage of digital devices on

the academic performance of Bachelor of Secondary Education first-year students. It will

be conducted in Isabela State University-Ilagan Campus, School Year 2022-2023.

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Respondents will be ninety-nine (99) Bachelor of Secondary Education freshman

students of Isabela State University-Ilagan Campus.

Definition of Terms

Academic Performance - The performance or grade of first-year students of ISU-Ilagan

Campus in their Mathematics in the Modern World subject.

First-Year Students - The first-year students taking up Bachelor of Secondary

Education at Isabela State University-Ilagan Campus.

ICT (Information and Communication Technology) - Information and

Communication Technology comprises different tools used by the first-year students of

ISU-Ilagan Campus for communication and gathering information.

Mathematics in the Modern World (GEC 3) - A general mathematics course enrolled

by all first-year students of Isabela State University-Ilagan Campus for the First Semester

School Year 2022-2023.

Pattern - How students regularly use their personal digital devices.

Perception - How students perceive their use of their personal digital devices.

Personal Digital Devices - These are the tools and gadgets that have been used by the

first-year students of ISU-Ilagan Campus such as smartphones, tablets, laptops, and

desktops.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which are found

to be relevant to the present investigation.

Related Literature

Digital devices are very prominent and inevitable in this digital age. Today, there

are myriad digital devices that have been introduced such as mobile phones, tablets,

laptops, netbooks, and desktops just to name a few. These digital devices have been used

to deal with life’s daily challenges. Technology has an impact on almost every aspect of

21st-century life, from transportation efficiency and safety to food and healthcare access,

socialization, and productivity. The internet's power has made it easier to form global

communities and share ideas and resources. Overuse of some technology, on the other

hand, has been linked to a decline in mental health, increased social division, and privacy

concerns (Goodman, 2022; Turner 2022).

Moreover, there are benefits of digital devices that have been identified such as 1)

Social connectivity— even if you are in another part of the world, digital technology

allows you to stay in touch with friends, family, and work remotely. You can

communicate using words, video, audio, and other media. 2) Communication Speeds—

since the early days of dial-up, internet speeds have increased exponentially. 3) Versatile

Working— Digital technology has altered the nature of work. Many jobs can now be

completed without difficulty from hundreds or even thousands of miles away. 4)

Entertainment— since the beginning of the internet revolution, the entire entertainment
 12

industry and the way people entertain themselves have been radically transformed. Many

people find enjoyment in online social media or computer games. 5) News— a growing

number of people get their news online, either through a website or through social media

People have more news sources than ever before, and the majority of it is available 24

hours a day, seven days a week. Lastly, 6) Learning Opportunities— anyone with internet

access now has access to a large portion of the world's knowledge through the web.

Lessons and courses are now available virtually online. Because of advancements in

communication, you can now easily communicate with the majority of the world's

population and learn directly from sources. For instance, if you are attempting to

comprehend foreign events or learning a new language. Digital technology can also make

it easier for people with disabilities to use and often provides them with equal access

(Goodman, 2022).

As a result of the power, convenience, and role of digital devices in human daily

living, anyone, regardless of age, gender, or social status, can use and access these digital

devices. According to UNICEF (2017), the most connected age group is young people

(ages 15 to 24) they are the group with 71% of people online globally, compared to 48%

of the overall population. Children and adolescents under the age of 18 account for

approximately one-third of internet users all over the world. Children are using the

internet at earlier ages, according to a growing body of studies. Children under the age of

15 are sometimes just as likely to use the internet as people over the age of 25.

In addition, based on a recent study conducted by Jama Pediatrics, teens spend

nearly eight hours per day in front of a screen. This excludes online learning and includes

time spent gaming, texting, scrolling through social media feeds, video chatting,
 13

browsing the internet, and watching or streaming movies, videos, or television

shows (Catana, 2022). Similarly, according to a recent study conducted by Brussels-

based marketing and advertising consultant Sortlist, Filipinos spend nearly half of the

year online, with more than a third of that time spent on social media platforms.

According to the data, Filipinos use the internet for 10 hours and 56 minutes per day, or

166 days per year. Four hours and fifteen minutes per day, or 65 days per year, are spent

on social media. Truly, smartphones are fueling a "bedroom culture," with many

children's online access becoming more personal, private, and unsupervised.

Indeed, digital devices play a crucial role in daily living, especially in students’

education. According to UNICEF (2017), as children grow, so does digitalization's ability

to shape their life experiences, providing seemingly limitless opportunities to learn and

socialize, to be counted, and to be heard. Connectivity can help some of the world's most

marginalized children realize their full potential and break intergenerational cycles of

poverty. Children are benefiting from digital technologies in terms of learning and

education, particularly in remote areas and during humanitarian crises. Digital

technologies also enable children to gain access to information about issues affecting

their communities and to play a role in resolving them.

When the Covid-19 pandemic hit the world in 2020, schools were closed and

students' education was moved to their homes. As a result, many countries faced the

challenge of an unexpected and accelerated shift to online learning. This is an important

time to think about technology, pedagogy, and education. Teachers were able to teach

students at a distance thanks to tools that enabled both synchronous and asynchronous

communication with whole classes, groups, and individual children or young people;
 14

access to learning materials; and interactive and collaborative activities (Starkey et al.,

2021).

Lim (2021) stated that the technical world has advanced significantly in recent

years. The utilization of the most up-to-date tools in the classroom is crucial for teachers

to engage pupils in learning as more and more people become involved in digital media.

It takes creativity and the introduction of fresh concepts to pique students' interest in what

they are studying and involve them in the learning process. Because of the significance of

instructional technology in the modern educational landscape, its usage by teachers has

become crucial. Therefore, the use of educational technology has become important for

today's learners because it offers them an opportunity to learn at a much faster pace than

they would if they were not using such tools and programs.

Various benefits that come with using educational technology mentioned by Lim

are as follows: 1. It offers a wider choice of materials that can be accessed easily—

Today's vast array of educational technology provides students with a wide range of

options from to select the best ones for their learning requirements. This assists them in

developing the necessary skills and knowledge to become competent professionals in

their chosen fields. 2. Helps improve learners' communication skills and performance in

school and workplace settings—Learners who can communicate more effectively through

technological means will perform better academically as well as in work settings because

communication skills are critical when it comes to effectively conveying your message.

3. Provides a fun and engaging learning experience for students—Today's students must

not only learn, but they must also have fun while doing so. Educational technology

allows students to have fun while learning, which helps them stay motivated and excited
 15

about their studies. 4. Allows learners to access the internet from anywhere at any time—

The internet has become such an indispensable part of our lives that it is difficult to find

anyone who does not use it on a daily basis. In today's world, students must be able to

access the internet from anywhere at any time in order to complete their assignments and

research without having to travel all over the place or wait for a specific time when they

can do so.

Also, learners benefit from educational technology in this regard because it allows

them to connect to the internet even when they are in a classroom, at school, or at home.

5. Helps learners learn new skills and acquire new knowledge—Learning new skills and

knowledge are two very important aspects of life that students should be able to enjoy.

Learners can acquire these skills and expand their knowledge through various online

programs by utilizing educational technology. These programs provide students with the

opportunity to learn about a variety of topics that are both interesting and relevant to their

respective fields of work or study. 6. Allows students to improve themselves both

mentally and physically—The advantages of using educational technology also include

working to improve learners' mental and physical health. Students can improve their

academic performance and physical health by using these tools, which help them improve

their learning and cognitive skills and 7. Helps learners stay up to date with new

technological advancements—Students who can keep up with the latest technological

advances will be able to expand their knowledge of various fields and develop new skills

that they can use in the future.

In addition, through digital technology, students have virtually unlimited access

to the most recent versions of books and manuals, as well as a wider range of content, via
 16

the Internet. Insightful, shareable videos like the TED Ed series, as well as useful

software like Evernote and Slack, extend collaborative learning beyond the

classroom. Gamification makes learning more enjoyable for students. Apps and web-

based software, such as Kahoot, are both free and simple to set up. Virtual reality (VR)

enhances learning by making it more interactive and immersive. Instead of simply

reading about the Great Wall of China, a student can put on a pair of VR goggles and tour

the historic site. Students conducting research today have greater access to a broader

range of resources thanks to the Internet. They can get the information they need in

seconds. They can now devote less time to the time-consuming search process and more

time to absorbing and learning from the actual content. Big data opens up the exciting

possibility of customizing education for each student's educational needs and capabilities

(Garcia, 2018).

Along with, Puno (2015) asserts that students today can obtain any type of

information they require as quickly as they desire. Google can find multiple sources of

information by using the internet. Cell phones, iPhones, iPods, laptop computers, and

other electronic devices are useful for keeping students up to date on current events in the

real world. Teachers can benefit from technological advancements as well; it gives them

more time and helps them find a unique way to teach their students. Technology has

made it easier for teachers to share and impart knowledge to students, as well as making

the learning and teaching process more enjoyable. Furthermore, technology enables

teachers to create useful instructional materials, modules, creative visual aids, and the

like, all of which are important components of the teaching-learning process.

 17

Furthermore, according to Gevorgyan (2022), technology can help students learn

more effectively. Online resources, for example, can provide students with more

information than a textbook. Besides, computers can help students improve their writing

skills by allowing them to edit their work and receive feedback from teachers and peers.

Online tools can also be used to create presentations, do research, and collaborate with

other students. Similarly, Lynch (2020) asserts that technological devices assist students

and cater to their diverse learning styles. For example, YouTube is a very popular free

application that contains a wide range of videos that cater to any learning style of

children.

However, with the positive impact of technology comes the negative impacts.

Digital devices are considered to be swords with double edges. Based on the 2022 Mobile

User Statistics, there are a total of 6.648 billion users of cellular phones all over the

world, equal to 83.32% of the world’s population, and teenagers were considered to be

the stage who use cellular phones most often. Teenagers found their technological

devices most particularly their handy cellphones and tablets as extensions of themselves.

The overuse of technology through gadgets like smartphones, iPods, and video games

may interfere with student’s attendance, ability, interest in learning, and health (Gillespie,

2018).

In addition, Puno (2015) argues that when teachers allow students to use cell

phones and other high-tech devices in the classroom, they become extremely distracted

from what is being taught. Instead of learning ideas and concepts, they simply repeat

information. Students who do this do not actually learn the material. Overuse of

technology in some classrooms can lead to a variety of issues. If teachers use computers
 18

to teach the majority of the time, it is possible that students' needs are not being met.

Technology devices can be either a good help or detrimental in the teaching-learning

process depending on how teachers and students utilize these tools.

Also, technology use and ownership between social classes show a gap. Lack of

equipment in underdeveloped nations makes it difficult for students to compete in the

global market and find well-paying professions. There is a "digital divide" between

people from different social backgrounds even in wealthy nations. And within the poorer

nations, this disparity is much more pronounced. There is still time to lessen the bad

consequences and "harness the good" even if the use and continuous incorporation of

technology have significantly altered culture as well as how pupils learn and teachers

educate. This could be accomplished by encouraging human interaction, communication,

and collaboration, sharing and comparing works and projects to better connect learners

all over the world, and encouraging "tech-savvy students" to create interactive content to

supplement their learning. The obsession with technology requires supervision and

reflection; otherwise, it can lead to several other problems, some of which are severe.

(Krins, 2022).

Adhikari (n.d.) also argues that some of the drawbacks of electronic devices are:

1) Young kids might not cooperate if they are not allowed to play with their electronics.

2) Children who spend too much time on electronic devices may spend less time outside

and have fewer social interactions. 3) It could cause a lack of interest in daily activities

and poor concentration during academics. 4) A sedentary lifestyle, poor eating habits, and

excessive gadget use are all risks. And 5) Playing violent video games can have a bad

impact on how your youngster behaves. Technology may make it easier for students to
 19

access all of the learning resources and information they require, but it also kills their

creativity. Students become lazy as a result of the availability of limitless information

because they do not see the need to conduct proper research.

Moreover, in order to keep up with their classes, more students are using tablets,

laptops, and smartphones in class. This is due to the widespread use of these devices as

teaching tools in schools. These devices include highly addictive social media platforms

such as Facebook, Instagram, and Snapchat. Instead of focusing on their studies, students

are often more interested in updating their status and checking the status of their friends.

The distraction provided by new technology widens the gap between students and

teachers. Students have unlimited access to information on the internet, but there is no

guarantee that the information they are accessing are correct. Many websites contained

unverified information copied and pasted from various sources. When students are

researching a particular topic, this information always serves to mislead them.

Misinformation can have a negative impact on a student's academic development

(Davies, 2020).

Furthermore, exposing students to technology devices caused 1) aggression. In

general, we see children imitating what they see or hear. TVs, mobile phones, and laptop

computers display a variety of entertainment shows as well as violent content. Children's

interaction with social media and gadgets sharply increases their aggression. With the

increased use of electronic devices, innocent children can become victims of their own

actions. 2) Sleep disorders—Students are so addicted to their smartphones and laptops

that they spend the entire night playing games, surfing, chatting, and so on. Furthermore,

the rays emitted by screens cause vision loss. It can cause retinal damage and result in
 20

temporary vision loss. 3)Leads to obesity— Young children are uninterested in playing

outdoor games because they are glued to their phones and tablets. In addition, kids tend

to eat a lot of junk food without being aware of how much they are eating. 4) Cause

hearing problems—Children and teenagers frequently use mobile phones and tablets

while wearing high-volume earphones and headphones. This will harm their ears and

may cause them to go deaf. 5) Dries up the eyes—All electronic devices emit harmful

light rays. Continuously staring at electronic devices for an extended period of time may

result in visual impairment. The liquid in the eyes may dry up, causing vision problems.

6) Increase chances of cancer—Radiation from electronic devices is a cancer-causing

agent that can cause cancer. Cancers such as leukemia, skin, thyroid, breast, and stomach

cancer can have a large impact on children. 7)Activates back pain—Back pain is one of

the most serious health problems caused by gadget use. Children are unaware of this, but

it has an effect on them gradually. Children have a tendency to stay in one place for an

extended period of time while using electronic devices, which causes back pain (Monica,

2021).

Furthermore, Tanael (n.d.) a teacher in the Philippines observed that technology

has an alarming effect when it is used incorrectly or excessively. Some students are

unable to concentrate in class because they are texting, playing cellphone games, or

simply listening to downloaded music. It is true that some students skip classes in order

to visit the nearest internet café. In addition, some students use incorrect grammar when

writing compositions. This is because they use misspelled words, also known as

"JEJEMON" words. As a result, some students unconsciously retain misspelled words in

their minds and eventually use them in writing sentences, paragraphs, or compositions. It
 21

also cannot be denied that some students use cellphones and computers as a medium for

cyberbullying, which can have an impact on the mental health of other students.

Related Studies

Raja & Nagasubramani (2018) stated that people all over the world are now living

in a very different world because of technology; It has changed many aspects of life and

redefined what it means to live. Technology unquestionably has a significant impact on

all aspects of life. Technology allows for the automation of numerous manual chores. A

lot of difficult and important activities can also be completed more easily and effectively

with the aid of contemporary technology. Living has changed, and for the better, as a

result of the application of technology.

Indeed, technology use and its purposes have increased numerous times.

Smartphones, for instance, have introduced a new variety of ways for knowledge seekers

and students to fulfill their goals (Gowthami & Kumar, 2016). Which made the total

number of smartphone users in the world boost up to 6.92 billion, representing 86.41% of

the global population in 2023. In total, 7.33 billion people own a smart or feature phone,

accounting for 91.53% of the world's population.

Truly, smartphones are now an integral part of everyone's lives. "People all over

the world have adopted this new and exciting technology as one of the most important

required facilities in their daily lives," according to the report (Fawareh & Jusoh, 2017).

Globally, the proliferation of smartphones and related devices has greatly transformed

teaching and learning in developed countries, with developing countries not being an

exception (Tagoe, 2014).

 22

According to Fawareh and Jusoh (2017), having a smartphone is equivalent to

having a tiny computer in your pocket. It is obvious that the power of a smartphone is not

limited to making and receiving phone calls. To name a few, there are amazing features

for browsing, checking health status, sending and receiving emails, watching videos,

listening to music, chatting, sharing photos, videos, and other documents. It's no surprise

that the rise of smartphones has resulted in an exponential increase in social media usage.

According to Masiu and Chukwuere (2018), smartphones have grown in popularity in the

twenty-first century due to exciting features such as accessing emails, biometrics, social

media platforms, and many more.

Currently, the use of smartphones plays phenomenal roles in terms of teaching

and learning. Students, for example, can access lecture materials on their smartphones,

quickly access information online to meet their information needs via learning

management systems, access academic databases, and a website, to name a few. This was

evident in the works of Masiu & Chukwuere (2018) where it was stated that "The

smartphone has also made students' lives easier, as they can access their school

information on the gadget through electronic learning (e-learning), and mobile learning

(m-learning)." In addition, according to ICF International (2015), there is conclusive

evidence that, when used effectively, digital equipment, tools, and resources can

accelerate and deepen learning in science and mathematics for primary and secondary

school students. There is some evidence that this holds true for some aspects of literacy,

particularly writing and comprehension. Digital technologies appear to be an appropriate

means of improving basic literacy and numeracy skills, particularly in primary settings.
 23

Similarly, Khan, Ameen & Rafique claims that today's mobile technology, such

as smartphones, tablets, and e-book readers, are significantly influencing university

students' life both on and off campus. The current study examined the effects of utilizing

personal digital assistants (PDDs) on college students' academic performance. According

to research, most students often use smartphones with touch screens and internet access,

and social media applications for academic purposes. Similarly, according to the research

of Mahmood et al. (2014), students can use their smartphones to access the internet, send

and receive text messages from their social circle, check emails, and even video chat with

their friends and family. They also discovered that students use social media sites and

apps, online libraries, and portals from their smartphones, which aids in their learning

process.

Furthermore, Jung (2014) discovered that one of the usefulness of smartphones is

the ability to enable users to study anywhere and at any time, making learning more

appealing, in a study conducted at North-West University (NWU) in South Africa on

determinants impacting learners' satisfaction and performance with smartphones. Ifeanyi

and Chukwuere (2018) used a quantitative methodology with 375 sample size and a

questionnaire to investigate the impact of smartphone use on the academic performance

of undergraduate students in South Africa. According to the study, smartphones enable

students to communicate with their classmates as well as their course masters/tutors.

Students also use smartphones to share facts, illustrations, and concepts with their peers.

According to the same study, smartphones aid students' learning activities in a variety of

ways, including downloading study materials, recording live lectures, accessing lecture

slides at a convenient time, assisting in research work, and completing assignments.

 24

Similarly, Mohtar Hassan, Hassan, and Osman reported on smartphone usage

among Malaysian students in their works (2013). According to the findings of the study,

smartphones have become a requirement for university students in Malaysia. Students

used their smartphones to share notes among classmates, record lectures, assist in taking

pictures of assignments for future reference, and share exam results on Facebook. In the

same vein, Tunca (2016) conducted research on smartphones as distance education tools.

The study discovered that smartphones were extremely useful to students, allowing them

to take lecture notes, surf the internet, and capture concepts in real time for later use.

Along with this, Yesilyurt et. al (2014) asserts that students who use personal

computers and the internet are acquiring conceptual knowledge and self-learning skills

and the development of these skills can have a favorable impact on students' academic

progress and retention. According to the findings of the study, having access to a home

computer and an internet connection helps students succeed. The device has been found

to have varying effects on students. Students use the devices for both communication and

information gathering, demonstrating that the positive influence outweighs the negative.

The study conducted by Clarke (2016) used a mixed methods design to

investigate the relationship between different types and frequencies of laptop usage and

student achievement, as well as the barriers and opportunities that limit or promote laptop

use by students and teachers. The study discovered that using a laptop for homework and

outside-of-class learning is significantly associated with high reading achievement.

However, activities such as social networking, gaming, and contributing to an online

database result in low reading achievement.

 25

Likewise, Mango (2015) study looked into student engagement when using iPads

in two college-level foreign language classes. The results showed that students not only

liked using the iPads, but also thought they helped them learn. Students also believed that

the devices improved their participation and collaboration in class. These findings are

significant because, the more students are engaged with their learning, the more likely

they are to succeed in college, as there is a link between engagement and students'

academic achievements and persistence in college.

Moreover, Chua and Luyan (2019) examined the effects and benefits of social

media use on students and they discovered that students who used their devices to access

social media are found to be strongly related to the values of young adults. The top three

social media sites used by students are Facebook/Messenger, Twitter, and Instagram. The

majority of student respondents strongly agreed that their day is incomplete if they do not

open their social media accounts, but social media has an overall positive impact on

students. In terms of the benefits they get from social media, the overall mean, implies

that the majority of respondents get excellent benefits from using social media. There is a

significant impact on students' values as young adults, particularly in academic purposes

and real-life lessons.

Furthermore, Khan et al. (2021) examined the effect of using personal digital

devices on the academic performance of university students. According to the study, the

majority of students used smartphones (with touch screens, internet access, and social

media apps) for study purposes. In this digital age, it is not surprising that university

students use smartphones to help them study. Wrigglesworth (2020) also discovered that

the use of smartphones in classrooms by students was increasing in this highly IT-
 26

oriented society. These findings are also consistent with the findings of Alhasanat (2020),

who discovered that students used mobile phones for study purposes, which had a

positive impact on their learning. Firmansyah et al. (2020) also depicted that the use of

smartphones by students was increasing and becoming a part of their study due to the

ease of access to technological resources (websites, online resources, etc.) and the

internet.

The study of Balbaguio (2014) proved and demonstrated that students understood

how to be responsible and educated themselves about the negative effects of various

devices. It could be deduced that when electronic gadgets are used in an educational

setting, they can serve as a foundation for good, strong, progressive, and effective

students in the classroom. Based on the study's findings, senior high school students in

the Sara district of Iloilo frequently use electronic devices in their academic endeavors.

They believe that using electronic devices is very beneficial to their personal and

academic development. Thus, electronic devices are very effective in developing

students' knowledge, skills, and attitude toward their academic performance in school. In

addition, according to Micael (2020), technology has a negative impact on students, but

with its assistance, they are able to maintain their grades and learn new things. Siago et

al. (2019) said that technology had a positive impact on students' academic performance

which also increased their interest and participation in discussions, activities, and project

creation. Similarly, Menorca et al. (2017) say, gadgets have a moderately positive impact

on learning because of their features that allow students to do more things.

Bayanova, et al. (2019) explored the relationship between students’ performance

with their use of gadgets in the classroom and found that students’ usage of gadgets
 27

inside the classroom has a positive impact on academic performance for the technological

devices helped students to receive and share information easily, prepare for classes,

record a lecture, and access supplementary books online because gadgets offer a plethora

of new features aimed at improving the learning process and making it more enjoyable.

Truly the use of information technology in education creates new opportunities for

educational quality improvement while increasing its intensity. Similarly, Chuadhry, et

al. (2022) studied the effects of gadgets on students’ academic performance and the data

revealed that electronic gadgets have a significant impact on the academic performance

of secondary school students. Furthermore, it was shown as a result that modern gadgets

greatly improve the performance of educational standards. It was also determined that

electronic devices aid in the solution of mathematical problems. It is also clear from the

findings that gadgets help to relieve stress and are the best source of entertainment for

students.

Conversely, in the study conducted by Marpuah et al. (2021), the results of the

questionnaires distributed to the respondents, it can be concluded that modern technology

such as smartphones, laptops, and others are very important for university students. The

use of this modern technology, however, has both positive and negative consequences.

One of the positive effects of the use of modern technology on the development of

education is that with the availability of technology such as smartphones, students can

quickly find the information they need by using smartphones, saving time to find reading

material as previously students had to go to the library to find reference material. Among

the negative effects of modern technology on educational development is that students

spend a lot of time on their smartphones playing video games, surfing social media, and
 28

other activities. With this trend, students spend more time on their devices causing them

to frequently sleep late at night and neglect their studies.

In addition, there are also negative effects of gadgets resulting from using social

media excessively during classes such as peeping answers online, cause of students’

distractions, and causing negative effects on student’s health (Bayanova, 2019 &

Chuadhry, et al.,2022). Among the negative effects of modern technology on educational

development is that students spend a lot of time on their smartphones playing video

games, surfing social media, and other activities. If this trend continues, students will

neglect their studies and spend more available time playing video games. Furthermore,

among the negative consequences are. Students frequently sleep late as a result of modern

technology such as smartphones; if this is not curtailed, students will be unable to focus

in the classroom as a result of sleeping late because they frequently surf social media

until late at night (Marpuah et al., 2021).

Moreover, Kates et al. (2018) used a meta-analysis technique to investigate the

relationships between mobile phone use and student educational achievement.

Surprisingly, meta-analysis results revealed that mobile phone use had a minor negative

effect on educational outcomes. Felisoni and Godoi (2018) investigated the relationship

between actual average daily smartphone usage and academic performance. They

discovered that spending more time on smartphones resulted in lower academic

performance (lower GPAs, distraction in classrooms, etc.). Similarly, Giunchiglia et al.

(2018) confirmed a negative relationship between smartphone use and academic

performance by analyzing the logs of students' social media apps on their smartphones.

The findings highlighted the probability of students at high risk of smartphone addiction
 29

achieving exceptional academic performance, particularly when we observe the use of

social media apps while studying or attending lessons. It has the potential to divert

students' attention away from academic success, with ramifications for society's

productivity level.

Shah et al. (2016) investigated medical students' academic use of smartphones

and medical applications (apps) at a private medical college. According to the study, the

majority of smartphone users use medical apps, but the majority of students do not use

medical text e-books on their phones instead, medical students primarily used

smartphones for communication rather than as a tool to improve their medical

knowledge. The majority of students were unaware of the medical apps and did not use

their phones for academic purposes. In addition, using a survey questionnaire, Riaz

(2016) reported on the use of computer and mobile application technologies among 235

undergraduate students at Punjab University's College of Information Technology. The

findings revealed that students used computer applications and technology for

entertainment and to coordinate with one another via social media rather than for

information gathering.

Furthermore, the study by Hedge et al. (2019) which is sought to identify the

negative impact of gadgets on school-aged children. The study included 520 participants,

and it was discovered that 71% and 32% of children aged 13-15 years and 6-12 years,

respectively, used electronic gadgets on a regular basis, with 68% (13-15 years) and 26%

(6-12 years) having irregular bedtimes. Assessment of academic performance revealed

that 13% (6-12 years) had a decline in academics, 9% had difficulty concentrating during

class, and the rest remained unaffected, whereas 35% (13-15 years) had a drop in grades
 30

and 27% had difficulty concentrating during class or at home while studying.

Furthermore, children aged 6 to 12 preferred outdoor activities, whereas children aged 13

to 15 preferred indoor games/using electronic gadgets for entertainment.

Similarly, heavy smartphone use was linked to dropping out of college. Failure

leads to additional unhealthy behaviors such as drinking and smoking. Students may now

access a range of social and electronic media from practically anywhere and at any time

thanks to modern smartphones. This will result in a significant loss of valuable time and

financial resources. Because of these students most smartphone users, particularly

students, will engage in popular activities such as gaming, watching series, surfing the

internet, and browsing social media sites. Students are the primary market segment and

large consumers of smartphones. All of these activities consume a significant amount of

time from these students, causing them to lose concentration and focus on their

academics (Faculty of Modern Language and Communication Universiti Putra Malaysia

43400 UPM Serdang Selangor Darul Ehsan, Malaysia and Mothar, 2013). Likewise,

according to Aman et al. (2015), 97% of students had smartphones, and 81% of students

reported a change in their routine after receiving a cell phone, such as their sleeping

routine, games, exercise, and other hobbies. Students' academic performance was also

harmed as a result of phone distraction. The study found that excessive phone usage had a

negative impact on students' classroom performance.

Furthermore, Rabiu et al. (2016) discovered that mobile phone usage had a

significant influence on academic performance among male and female secondary school

students in the study. Besides, Jackson L, et al. opened that mobile phone usage is

negatively impacting students’ academic performance, implementing those students who

 31

are using mobile phones more are having poor GPAs. This study found that the total time

spent on electronic gadgets is significantly associated with the academic performance of

the students. In addition, prolonged mobile gaming has been linked to poor academic

performance and lower GPAs. The same findings show that smartphone social media

networking has a detrimental association with academic performance. This association

has been discovered in the world's largest population, including North America, Asia, and

Europe (Hossain, 2019).

Furthermore, numerous studies demonstrated that excessive smartphone use by

students in the classroom during lectures disconnects students from learning in the

classroom, which has a negative influence on students' academic performance (Abbas,

2014). Another study conducted in the United States found that pupils who use fewer

smartphones tend to outperform those who just use their smartphones for short periods of

time. Similarly, a study shows an adverse association between smartphone usage and

academic achievement among university students (Junco, 2012). According to the

researcher's findings, despite the advantages and supporting aspects of smartphones in the

study process, students generally used smartphones for social media tools and programs

such as Facebook, Twitter, and Instagram to socialize with their friends and family rather

than for educational purposes. Students' education and learning processes were harmed as

a result of their excessive use of smartphones for socializing. Several other studies on the

behavior of students with smartphones in the classrooms have revealed that most students

used their smartphones devices within the classrooms during lectures, distracting their

attention from the class learning, and most of the time they don't even know the contents

of the lecture delivered by the lecturer. And this study, which is based on both theoretical
 32

and empirical evidence, reveals that students using smartphones during lectures split or

divert their attention, causing them to miss important points and key details presented in

class, negatively affecting their academic performance (Lee, 2014). Similarly, Ali et al.

(2014) investigated cell phone usage patterns among south Punjab students and

discovered that students used cell phones for social interactions, sharing, liking, disliking,

and relationship building. According to the review, the majority of studies focused on the

use of cell phones.

The finding of the studies above is directly related to the study which examines

the effect of personal usage of digital devices on the academic performance of first-year

students. The findings of the preceding studies demonstrated how beneficial and

detrimental technological devices are for students. Through these, researchers got

valuable insights from the techniques, interpretations, and conclusions of the proceeding

investigations which assisted the researchers in giving information for the study.
 Chapter 3

METHODOLOGY AND RESEARCH DESIGN

This chapter presents the research design, research locale and respondents,

sampling and sampling technique, data gathering procedure, and statistical technique on

the Effect of Personal Usage of Digital Devices on the Academic Performance of First-

Year Students.

Research Design

This study is a quantitative study that adapted a non-experimental, descriptive

correlational research design. In research studies, descriptive correlational design is used

to provide static pictures of situations as well as to establish the relationship between

different variables (McBurney & White, 2009). The design will allow the researchers to

describe, determine and measure the relationship between the personal usage of digital

devices and the students’ academic performance.

Research Locale and Respondents of the Study

This was conducted at the College of Education Department of Isabela State

University-Ilagan Campus (ISU-I), Calamagui 2nd, City of Ilagan. Isabela State

University- Ilagan Campus is situated in Ilagan City, the Corn Capital of the Philippines.

Also, ISU-Ilagan is a public institution that offers college programs particularly Bachelor

of Secondary Education which the researchers were currently enrolled. The setting is a

perfect location for the study since the respondents of the study were first-year students

with a 99 population, taking-up Bachelor of Secondary Education during the School Year

2022-2023.
 34

Table 1. Distribution of Respondents

SECTION NUMBER OF STUDENTS PERCENTAGE

Section A 49 49.5

Section B 50 50.5

TOTAL 99 100

Research Instrument

In order for the researchers to obtain the data needed for the study, they adapted

and modified the descriptive survey questionnaire developed by Khan et al. (2021) in

their study entitled Impact of Personal Digital Devices Usage on Academic Performance

of University Students in Pakistan as the major research instrument for data gathering on

the effect of personal usage of technological devices on the first-year students’ academic

performance.

The survey questionnaire consists of two parts. Part I included the respondents’

personal information intended to elicit crucial data about their demographic profile such

as their sex, age, monthly income of parents, and the digital devices used by the students.

Part II consisted of a set of questions that sought to elicit the patterns of using

personal digital devices and the students’ perception of the effect of using personal digital

devices on their academic performance.

 35

Data Gathering Procedure

A letter of request was crafted by the researchers to conduct the study at the

College of Education Department of Isabela State University Ilagan Campus (ISU-I) and

requested authorization from the office of the Dean. They distributed informed consent to

the respondents and explained the value of their responses to the study. Afterward, the

researchers distributed the questionnaires to the freshman students. After the

questionnaires were distributed, the researchers will define a few terminologies used in

the study to ensure a total understanding of the respondents. The completed surveys were

compiled, examined, tabulated, and tested using the appropriate statistical treatment to

interpret the data gathered.

Statistical Tool and Treatment

To analyze and interpret the data that were collected, the following statistical

tools were employed:

Frequency Count and Percentage Distributions. These were used to determine the

result of the frequency counts and percentage distribution of the demographic profile of

the respondents.

Weighted Mean. This was used to determine the devices that most students were using,

the students’ perception of the effect of using personal digital devices, and the academic

performance of the students in Mathematics in the Modern World.

Pearson-Product-Moment Correlation Analysis or Pearson-r. This was used to

determine the relationship between the students’ perception of their personal usage of

digital devices and their academic performance.

 36

Analysis of Variance. This was used to determine the significant difference between the

students’ pattern of using personal digital devices when grouped according to profile and

the significant difference between students’ perception of the effect of using personal

digital devices on academic performance when grouped according to profile.

Data Analysis

To determine the types of personal devices used by the students and the pattern of

using digital devices, the following scale was utilized.

Scale Score Range Descriptive Interpretation

5 4.20 – 5.00 Always

4 3.40 – 4.19 Often

3 2.60 – 3.39 Sometimes

2 1.80 – 2.59 Seldom

1 1 – 1.79 Never

To determine the students’ perception of the effect of PDDs on their academic

performance, the following scale was utilized;

Scale Score Range Descriptive Interpretation

5 4.20 – 5 Strongly Agree

4 3.40 – 4.19 Agree
3 2.60 – 3.39 Neutral
2 1.80 – 2.59 Disagree
1 1 – 1.79 Strongly Disagree

To identify the students’ academic performance, the following scale was used;
 37

Grading Scale Numerical Value Description

1.0 98-100 Excellent
1.25 95-97 Very Satisfactory
1.50 92-94 Satisfactory

1.75 89-91 Fairly Satisfactory

2.0 86-88 Good
2.25 83-85 Fairly Good
2.50 80-82 Fair
2.75 77-79 Below Fair
3.0 75-76 Passed
5.0 Below 75 Failed

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 38

This chapter presents the results, analysis, and interpretation of data gathered

from the responses of the participants on the distributed questionnaire. These are

presented in tabular form following the sequence of the specific research problem

regarding the Effects of Personal Usage of Digital Devices on the Academic Performance

of First-Year Students.

1. Demographic Profile of the Respondents

Table 1. Frequency and Percentage Distributions of the Profile of the

respondents in terms of Age, Sex, Family’s Monthly Income and Digital

Device/s Used.

Profile Frequency Percentage

17 1 1.0
18 43 43.4
19 47 47.5
20 5 5.1
21 0 0.0
22 1 1.0
23 2 2.0
TOTAL 99 100.0

Sex Frequency Percentage

Male 22 22.2
Female 77 77.8
Total 99 100.0

Family’s Monthly Income Frequency Percentage

Rich – At least ₱219, 141.00 and up 2 2.0
 39

High Income (but not rich) – 0 0.0

between ₱131, 485.00 – ₱219,
141.00
Upper Middle Income – between 1 1.0
₱76, 670.00 – ₱131, 485.00
Middle Class – between ₱43, 6 6.1
829.00 – ₱76, 670.0
Lower Middle Class – between 11 11.1
₱21, 195.00 – ₱43, 829.00
Lower Income (but not poor) – 30 30.3
between ₱9,521.00 – ₱21, 195.00
Poor –Below ₱9,520.00 49 49.5
Total 99 100

Digital Device/s Used Frequency Percentage

Smartphones 75 75.8
Desktops 0 0
Laptops 2 2.0
iPod 0 0
At least 2 gadgets (smartphone, 22 22.2
desktop, laptop, or iPod)
Total 99 100

The table shows the demographic profile of the respondents in terms of age, sex,

family’s monthly income, and digital device/s used.

As to the age of the respondents, of the 99 respondents, the majority of the

respondents are between 18 to 19 years old as 43 or 43.4% of the respondents were aged

18 and 47 or 47.5% of the respondents were aged 19. There is also a small group of

respondents who are 20 years old, with only 5 respondents falling into this age category.

In addition, only a few respondents are younger or older than this age range. One

respondent is 17 years old, which suggests that the survey may have been targeted toward

individuals at least 18 years old. Furthermore, there are only 3 respondents who are 22 or
 40

23 years old, which indicated that the majority of the respondents are relatively young.

The result shows that most of the students are parallel to their year level.

Also, in terms of sex, the majority of the respondents are females, with 77 out of

99 respondents. In contrast, only 22 respondents identified as male. This means that there

are more female participants in the study as compared to males. This result is similar to

the study of Khan et al (2021) where their study has 240 respondents with 159 or 66

percent female and 81 or 34 percent male.

Moreover, it can also be gleaned in the table that as for monthly family income,

the majority of the respondents come from ‘poor’ households, with 49 out of 99

respondents falling into this category. This is followed by the lower income (but not

poor) with 30 or 30.3%, then followed by the lower-middle class, which includes 11

participants.

The middle-class group, which includes 6 respondents, and the upper-middle-

class group, which includes 1 respondent, have a relatively smaller representation in the

sample. Only 2 respondents are classified as "rich". These results suggest that a

significant proportion of first-year college students at ISU Ilagan come from low-income

households. This could have implications for their ability to access educational resources

and support services, as well as their overall college experience and academic

performance.

The data suggests a significant portion of respondents fall within the lower

income categories (Lower Middle Class, Lower Income, and Poor), comprising nearly 91
 41

percent of the sample. This could indicate a potential income disparity or a biased sample

that includes a higher representation of individuals from lower-income backgrounds.

Furthermore, in terms of the types of digital device/s used, the table shows that 75

students (75.8% ) of the total, use smartphones as their digital device of choice. It shows

that smartphones are the most popular devices among the group. It was followed by

individuals who use a combination of at least two digital devices from the given options

(smartphone, desktop, laptop, or iPod). It includes those who use both a smartphone and a

laptop, a smartphone and a desktop, etc. The table shows that 22 individuals, representing

22.2% of the total, fall into this category. However, only 2 individuals, accounting for 2%

of the total, use laptops. Laptops are less commonly used compared to smartphones.

In summary, smartphones are the most popular digital device, with three-quarters

of the group using them. Laptops have a relatively lower usage rate, with only two

individuals reporting their usage. Desktops and iPods are not used by anyone in the

group. However, a significant portion (22.2%) of the individuals reported using at least

two digital devices, indicating a preference for multiple devices among a subset of the

group.

(SHOULD BE REMOVE)

TABLE 2 Student’s Pattern of Using Digital Devices

Digital Device Used Mean Quantitative Qualitative

Value Description

Smart Phone/Mobile Phone 4.77 Always

Tablet 3.04 Sometimes

Laptop 2.02 Never

 42

Desktop 1.75 Never

Ipad 1.42 Never

Average

Table 2 displays the mean and mode of the devices used by the students. The

majority of the 99 respondents are always using smartphones/mobile phones as

compared to other devices such as tablets, laptops, desktops, and iPad with a mean

of 4.77. Also, the students sometimes used tablets with a mean of 3.0 and the

majority of them never used laptops, desktops, or iPad with a mean of 2.02, 1.75,

and 1.42 respectively.

Based on the provided data, we can analyze and interpret the students’

pattern of using personal digital devices as follows: smartphones/mobile phones

have a 4.77 mean which indicates that the students use these devices frequently or

almost all the time. This suggests a high level of dependency on smartphones for

various activities including academic and non-academic purposes. The tablet has a

3.04 mean which shows that students use tablets moderately or occasionally. This

suggests that while tablets are not used as frequently as smartphones, they still play

a significant role in the students’ digital device usage patterns. Laptop has a 2.02

mean which indicates that students do not use laptops for personal purposes. This

suggests that laptops may not be commonly used by students outside of academic

settings or that they may prefer other devices for personal activities. While desktop

has a 1.75 mean which reveals that students do not use desktop computers for

personal purposes. This suggests that desktops may not be popular or accessible
 43

among students, or they prefer more portable devices like smartphones and tablets.

lastly, iPad has 1.42 mean which indicates that students do not use iPads for

personal purposes. This suggests that iPads are not commonly used among students,

or they may not find them as useful or appealing compared to other devices.

This result is similar to the study conducted by Khan, et al (2021), where

most of the respondents reported that they very often use smartphones having a

touch screen, internet access & social media apps i.e., Facebook, WhatsApp, skype,

etc.

In addition, Masiu and Chukwuere (2018), smartphones have grown in

popularity in the twenty-first century due to exciting features such as accessing

emails, biometrics, social media platforms, and many more.

Furthermore, Wrigglesworth (2020) found that the trend to use smartphones

among students in the classrooms was ever-increasing in this highly IT-oriented

society. These findings are also similar to the results of Alhasanat (2020) who found

that students used mobile phones for their study purpose as it impacted positively

on their learning. Firmansyah et al. (2020) also depicted that the use of smartphones

by students was increasing and becoming a part of their study due to the ease of

access to technological resources (websites, online resources, etc.) and the internet.

Overall, the students’ pattern of using digital devices shows a high reliance

on smartphones/mobile phones, followed by moderate usage of tablets. Laptops,

desktops, and iPads have minimal to no personal usage among the students. These

findings highlight the need to understand how smartphone and tablet usage, which
 44

are prevalent among students, may impact their academic performance and overall

well-being.

Table 3. Patterns of Using Personal Digital Devices.

Indicators Mean Standard Description

Deviation
To use social networking to collaborate with 4.43 0.76 Always
classmates.
To use instant messaging or group messaging on 4.72 0.51 Always
social media (Facebook Messenger, WhatsApp,
etc.) to collaborate with fellows.

To share digital files/documents with other 4.35 0.81 Always

students.
To access courses information (e.g. lecture 4.61 0.62 Always
notes, activities, PowerPoint slides, video clips)

Use the mobile phone to access the University 4.40 0.79 Always
website.
To create and present multimedia presentations. 4.22 0.84 Always

To use instant messaging or group messaging on 4.56 0.69 Always

social media (Facebook Messenger, WhatsApp,
etc.) to collaborate with teachers and/or staffs.

To receive alerts from University by SMS. 3.94 1.13 Often

To receive pre-class discussion questions via 3.67 1.32 Often

SMS.
To receive grades via SMS. 3.27 1.53 Sometimes
To use web conferencing for group discussion. 4.10 0.90 Often

To attend Skype meetings with friends. 2.98 1.39 Sometimes

To write blogs/wikis 2.77 1.37 Sometimes
Average 4.00 0.60 Often
 45

Table 3 exhibits the waited mean and qualitative description of the students’

pattern of using personal digital devices.

The mean score of 4.43 indicates using social networking platforms for

collaboration with classmates is highly prevalent among students. The relatively low

standard deviation of 0.76 suggests that this practice is consistently adopted by most

students. In the use of instant messaging or group messaging on social media to

collaborate with fellows, the mean score of 4.72 suggests that this is even more

widespread compared to social networking. The low standard deviation of 0.51 indicates

a high level of consistency among students in adopting this practice.

Additionally, sharing digital files or documents with other students is also a

common practice among students, as indicated by the mean score of 4.35. The standard

deviation of 0.81 suggests some variability in the frequency of this practice among

students.

Similarly, accessing course information, such as lecture notes, activities, and

multimedia materials, is highly prevalent among students (mean of 4.61). The standard

deviation of 0.62 indicates a relatively consistent pattern of usage across students.

Moreover, using mobile phones to access the university website is a popular

method among students, as indicated by the mean score of 4.40. The standard deviation

of 0.79 suggests some variation in the frequency of this practice among students.

At the same time, the mean score of 4.22 suggests that creating and presenting

multimedia presentations is a relatively common practice among students. However, the

 46

higher standard deviation of 0.84 indicates some variability in usage across the student

population.

Students also utilize instant messaging or group messaging on social media to

collaborate with teachers and staff (mean of 4.56). The standard deviation of 0.69

suggests a relatively consistent pattern of usage among students.

In contrast, the table includes indicators related to receiving alerts, discussion

questions, and grades via SMS, attending web conferences, Skype meetings, and writing

blogs/wikis. These indicators show lower mean scores and higher standard deviations,

indicating that these practices are less commonly adopted by students and have more

variation in their usage patterns.

Overall, the average mean score for all indicators is 4.00, indicating that

technology is often used for collaboration and communication among students. The low

standard deviation of 0.60 for the average suggests a relatively consistent pattern of

technology usage among students in various contexts which is similar to the findings of

Masiu and Chukwuere (2018) which says that "The smartphone has also made students'

lives easier, as they can access their school information on the gadget through electronic

learning (e-learning), and mobile learning (m-learning)."

In addition, according to ICF International (2015) , there is conclusive evidence

that, when used effectively, digital equipment, tools, and resources can accelerate and

deepen learning in science and mathematics for primary and secondary school students.

There is some evidence that this holds true for some aspects of literacy, particularly

writing, and comprehension. Digital technologies appear to be an appropriate means of

improving basic literacy and numeracy skills, particularly in primary settings.

 47

Furthermore, Khan, Ameen & Rafique claims that today's mobile technology,

such as smartphones, tablets, and e-book readers, are significantly influencing university

students' life both on and off campus. According to research, most students often use

smartphones with touch screens, internet access, and social media applications for

academic purposes.

Similarly, according to the research of Mahmood et al. (2014), students can use

their smartphones to access the internet, send and receive text messages from their social

circle, check emails, and even video chat with their friends and family. They also

discovered that students use social media sites and apps, online libraries, and portals from

their smartphones, which aids in their learning process.

Table 4. The significant difference between the students’ pattern of using personal

digital devices when grouped according to profile.

Profile F r Decision Remarks

Age 1.14 0.43 Accept H0 Not Significant
Sex 2.69 0.10 Accept H0 Not Significant
Income 0.94 0.46 Accept H0 Not Significant

The result of the significant difference between the students’ patterns of using

personal digital devices when grouped according to profile is presented in Table 4.

The p-value of 0.43 suggests that there is no significant difference in the students’

pattern of using personal digital devices when grouped according to age. Therefore, age
 48

does not appear to have a significant influence on the pattern of using digital devices

among students.

In addition, the p-value of 0.10 suggests that there is no significant difference in

the students’ pattern of using personal digital devices when grouped according to sex.

Therefore, gender does not appear to have a significant influence on the pattern of using

digital devices among students.

Furthermore, the p-value of 0.46 suggests that there is no significant difference in

the students’ pattern of using personal digital devices when grouped according to income.

Therefore, income does not appear to have a significant influence on the pattern of using

personal digital devices among students.

Overall, the analysis indicates that when considering the students’ profiles,

including age, sex, and monthly income, there is no significant difference in their pattern

of using personal digital devices. This means that these demographic factors do not seem

to play a major role in shaping the pattern of using personal digital devices among

students in this study. This negates the findings of Khan et al (2021) who used an

independent sample t-test and found that there is a significant difference between male

and female respondents on the usage pattern of Apple iPod (a small electronic device for

playing and storing digital audio and video files) (r = .017). The usage of Apple iPod was

higher among male students as compared to females.

 49

Table 5. Frequency and Percentage Distributions of the Academic Performance of

the Respondents.

Academic Qualitative Description Frequency Percent

Performance
1.25 Excellent 1 1
1.50 Very Satisfactory 8 8.1
1.75 Satisfactory 24 24.2
2.00 Fairly Satisfactory 39 39.4
2.25 Good 25 25.3
2.50 Fairly Good 2 2.00
Total 99 100

Table 5 presents the frequency and percentage of the level of academic

performance of the students in Mathematics in the Modern World. The table presents six

qualitative descriptions of academic performance, ranging from “Excellent’ to “Fairly

Good.”

The highest frequency and percentage are observed in the “Fairly Satisfactory”

category, with 39 students, according to 39.4% of the total sample. The “Satisfactory”

category follows closely with 24.2% of the students falling into this range, represented by

24 students. The “Good” category has the next highest frequency with 25 students,

accounting for 25.3% of the sample. The “Very Satisfactory” category has eight students,

representing 8.1% of the total sample. The “Fairly Good" category has two students

which represent 2% of the sample. While only one student, representing 1% of the

sample, falls into the “Excellent” category.

 50

From the provided data, we can observe that the majority of the students fall

within the “Fairly Satisfactory” and “Satisfactory categories. These results suggest that a

significant portion of the student group performed at an average level academically.

Additionally, the “Good” category indicates that a considerable number of

students achieved above-average performance. However, the categories of “Very

Satisfactory,” “Fairly Good,” and “Excellent” have relatively smaller frequencies,

indicating that fewer students reached higher levels of academic performance.

Table 6. The students’ perception of the effect of using personal digital devices on

academic performance.

Indicators Mean Standard Description

Deviation

Help me learn alternative approaches to enhance 3.79 1.062 Agree

learning.

Allow me to understand the learning difficulties 3.67 1.079 Agree

faced in class.

Help me in better comprehension of the subjects. 3.71 1.042 Agree

Help me complete an assigned task. 3.75 1.053 Agree

Help me take-notes precisely. 3.64 0.974 Agree

Use of PDDs improve my learning process. 3.34 1.042 Agree

 51

Help me in developing my critical thinking 3.52 1.024 Agree

abilities.

Enhance the quality of my classroom 3.52 1.073 Agree

participation and discussion.

Help me perform relatively better than others in 3.22 0.921 Neutral

class.

Using PDDs has changed my notes-taking 3.20 0.915 Neutral

behavior.

Using PDDs in classroom positively affects my 3.25 1.014 Neutral

classroom performance.

Cellphones distracts my attention in class. 3.41 1.204 Agree

Excessive use of PDDs delays my class 3.19 1.085 Neutral

projects/assignments.

Use of PDDs affect negatively my classroom 3.04 1.019 Neutral

participation.

PDDs has negative impact on my eyes. 3.45 1.109 Agree

Disturb my sleep patterns. 3.48 1.073 Agree

Using computers or laptops in classroom lowers 2.73 0.977 Neutral

overall exam grades.

Help me improve my grammar. 3.57 1.153 Agree

Support me to improve my vocabulary. 3.55 1.154 Agree

Help me to improve my pronunciation. 3.62 1.131 Agree

Enhances the opportunity of reading anytime. 3.57 1.153 Agree

 52

Help me clearing my concepts. 3.47 1.003 Agree

Help me improve my CGPA/Grades 3.34 1.002 Agree

Help me in finding the scholarships. 3.60 1.106 Agree

Help me find an opportunity regarding any 3.46 1.033 Agree

extracurricular activities.

Help me enhance my self-confidence. 3.45 0.993 Agree

Facilitates me to improve my writing skills. 3.34 1.071 Agree

Overall 3.44 0.69 Agree

Table 6 shows the student’s perception of the effect of using personal digital

devices on academic performance. Most indicators have means ranging from 3.19 to

3.79, indicating that, on average, respondents agree or have a neutral stance toward these

statements.

The highest mean ratings (above 3.5) revealed that students agree that using

PDDs helps them learn alternative approaches to enhance learning, help them in better

comprehension of the subjects, complete their assigned tasks, help them take-notes

precisely, develop their critical thinking abilities, enhance the quality of their classroom

participation, improve their grammar, support them to improve their vocabulary, help

them to improve their pronunciation, enhance their opportunities of reading anytime, help

them clear concepts, helps them improve their CGPA/Grades, help them find

scholarships, help them find opportunities regarding any extracurricular activities, help

them enhance their self-confidence, and facilitates them to improve their writing skills.
 53

Generally, this suggests that students have a positive perception of PDDs and their

potential benefits for learning and academic performance.

The mean of around 3.2 revealed that students have the neutral view that PDDs

help them perform relatively better than others in the class, changed their note-taking

behavior, positively affect their classroom performance, excessive use of PDDs delays

their class projects/assignments, negatively affects their classroom participation, has a

negative impact on their eyes, disturb their sleep patterns, and using computers and

laptops in the classroom lowers overall exam grades. This suggests that students have

mixed perceptions or a lack of consensus regarding the influence of PDDs on these

aspects.

The below 3.2 mean suggests that students have a tendency to agree that PDDs,

particularly smartphones, can be distracting during class. The overall mean of 3.44 shows

that the students’ perception indicates a generally positive view of the effects of using

personal digital devices on their academic performance. While there are neutral and

negative aspects identified, the majority of the indicators show agreement with the

positive effects of the usage of personal digital devices on various aspects of academic

performance.

Similarly, Jung (2014) discovered that one of the usefulness of smartphones is the

ability to enable users to study anywhere and at any time, making learning more

appealing, in a study conducted at North-West University (NWU) in South Africa on

determinants impacting learners' satisfaction and performance with smartphones.

In addition, Ifeanyi and Chukwuere (2018) used a quantitative methodology with

375 sample size and a questionnaire to investigate the impact of smartphone use on the
 54

academic performance of undergraduate students in South Africa. According to the study,

smartphones enable students to communicate with their classmates as well as their course

masters/tutors. Students also use smartphones to share facts, illustrations, and concepts

with their peers. According to the same study, smartphones aid students' learning

activities in a variety of ways, including downloading study materials, recording live

lectures, accessing lecture slides at a convenient time, assisting in research work, and

completing assignments.

Moreover, Mohtar Hassan, Hassan, and Osman reported on smartphone usage

among Malaysian students in their works (2013). According to the findings of the study,

smartphones have become a requirement for university students in Malaysia. Students

used their smartphones to share notes among classmates, record lectures, assist in taking

pictures of assignments for future reference, and share exam results on Facebook. In the

same vein, Tunca (2016) conducted research on smartphones as distance education tools.

The study discovered that smartphones were extremely useful to students, allowing them

to take lecture notes, surf the internet, and capture concepts in real time for later use.

Conversely, there are also negative effects of gadgets resulting from using social

media excessively during classes such as peeping answers online, cause of students’

distractions, and causing negative effects on students’ health (Bayanova, 2019 &

Chuadhry, et al.,2022). Among the negative effects of modern technology on educational

development is that students spend a lot of time on their smartphones playing video

games, surfing social media, and other activities. If this trend continues, students will

neglect their studies and spend more available time playing video games.
 55

Furthermore, among the negative consequences are. Students frequently sleep late

as a result of modern technology such as smartphones; if this is not curtailed, students

will be unable to focus in the classroom as a result of sleeping late because they

frequently surf social media until late at night (Marpuah et al., 2021).

Similarly, Giunchiglia et al. (2018) confirmed a negative relationship between

smartphone use and academic performance by analyzing the logs of students' social

media apps on their smartphones. The findings highlighted the probability of students at

high risk of smartphone addiction achieving exceptional academic performance,

particularly when we observe the use of social media apps while studying or attending

lessons. It has the potential to divert students' attention away from academic success, with

ramifications for society's productivity level.

Table 7. The significant difference between the students’ perception of the effect of
using personal digital devices on academic performance when grouped according to
profile.
Profile F p Decision Difference

Age 0.57 0.72 Accept H0 Not Significant

Sex 3.88 0.05 Reject H0 Significant

Income 0.26 0.93 Accept H0 Not Significant

Based on the analysis of the data, there was no significant difference in the

students' perception of the effect of using personal digital devices on academic

performance when grouped according to age (F = 0.57, p = 0.72) and monthly family
 56

income (F = 0.26, p = 0.93), as indicated by the F-values and p-values. However, there

was a significant difference in perception between male and female students, as indicated

by the F-value = 3.88 and p-value = 0.05.

The F-value of 0.57 and p-value of 0.72 suggest that there is no significant

difference in the students’ perception of the effect of using personal digital devices on

academic performance when grouped according to age. Therefore, age does not appear to

have a significant influence on their perception.

The F-value of 0.26 and p-value of 0.93 suggests that there is no significant

difference in the students’ perception of the effect of using personal digital devices on

academic performance when grouped according to monthly income. Therefore, monthly

income does not appear to have a significant influence on their perception.

On the other hand, the F-value of 3.88 and p-value of 0.05 indicate that there us a

significant difference in the students’ perception of the effect of using personal digital

devices on academic performance when grouped according to sex. Therefore, sex appears

to have a significant influence on their perception.

Overall, the analysis indicates that when considering the students’ profiles, there

is a significant difference in their perception of the effects of using personal digital

devices on academic performance when grouped according to sex. However, age and

monthly income do not show a significant difference in their perception. This implies that

sex may play a role in shaping students’ perception of the effect of personal digital device

usage on academic performance, while age and income may not have a significant

influence on their perception.

 57

This is consistent with some previous research, which has found that there may be

gender differences in the way individuals use digital devices for academic purposes and

in the impact of digital device use on academic performance. Similarly, the study

conducted by Kibona & Mgaya (2015) found that female students (57%) from RUCU use

smartphones more than male students. Also, the study by Khan et al (2021) found a

significant difference between male and female respondents when it comes to the usage

of their personal devices particularly their pattern in using their Apple iPod where the

usage of iPod was higher among male students as compared to female.

However, it is important to note that the lack of significant differences in

perception according to age and monthly family income does not necessarily mean that

these factors are not relevant to the relationship between personal digital device use and

academic performance. Other studies have found that factors such as socioeconomic

status, academic background, and technological proficiency may play a role in the

relationship between digital device use and academic performance.

Table 8. The significant relationship between the students’ perception of their

personal usage of digital devices and academic performance.

Analysis F df p Relationship

Pearson Chi-Square 19.602 20 0.48 Not significant

Likelihood Ratio 21.839 20 0.35 Not significant

Linear-by-Linear 0.198 1 0.66 significant

Association

Based on the analysis of the data, there was no significant relationship

found between the students' perception of their personal usage of digital devices
 58

and academic performance, as indicated by the Pearson Chi-square test with a chi-

square value of 19.602 and a p-value of 0.48.

This finding is consistent with some previous studies that have found no

significant relationship between personal digital device use and academic

performance among college students (e.g., Alzahrani et al., 2018; Rosen et al.,

2013). However, other studies have found mixed results, with some indicating a

negative impact of personal digital device use on academic performance (e.g.,

Junco & Cotten, 2012; Kirschner & Karpinski, 2010) and others indicating a

positive impact (e.g., Wang et al., 2015; Hembrooke & Gay, 2003).

There are several possible reasons for these mixed findings. One is that the

impact of personal digital device use on academic performance may depend on

how the devices are used and for what purposes. For example, using digital

devices for academic tasks such as note-taking and research may have a different

impact than using them for non-academic tasks such as social media and

entertainment.

Another possibility is that the impact of personal digital device use on academic

performance may be mediated by other factors, such as motivation, self-

regulation, and study habits (e.g., Lepp et al., 2015).

Chapter 5

Summary, Conclusion, and Recommendation

 59

This chapter presents the summary of findings, conclusion, and recommendations

of the study entitled “Effect of Personal Usage of Digital Devices on the Academic

Performance of First-Year Students.”

Summary

The study looked into the effect of personal usage of digital devices on the

academic performance of first-year students of Isabela State University-Ilagan Campus.

The data were gathered through a survey questionnaire.

The study used a descriptive-correlational research design. The study used the

descriptive-correlational research design. To treat data used in the study, descriptive and

inferential statistics were employed. Weighted mean, frequency and percentage

distribution, to describe the respondents’ profile, determine the devices that most students

were using, the students’ perception of the effect of using personal digital devices, and

the academic performance of the students in the Mathematics in the Modern World.

While Pearson-r correlation was used to determine the relationship between the students’

perception of their personal usage of digital devices and their academic performance.

Findings

1) Majority of the respondents were between 18 (43) to 19 (47) years old, females

belonging to low-income households.

2) As for the types of personal digital devices used by the students, it was revealed,

that smartphones are the most popular digital device, with three-quarters of the

group using them. on the other hand, no participants are using iPods or desktops.

While laptops have been used by only 2 participants. Additionally, only 22

 60

participants reported using at least two gadgets, which may have included a mix

of cellphones, desktops, laptops, or iPods.

3) With regard to the student’s pattern of using digital devices, it was revealed that

the respondents agreed and always do most of the indicators. The overall average

mean for all indicators is 4.00, indicating that students generally engage with

these digital tools and communication platforms often. The low standard

deviations suggest that the responses are relatively consistent across the surveyed

population.

4) Based on the findings of the study, there is no significant difference between the

students’ pattern of using personal digital devices when grouped according to

profile.

5) As for the academic performance of the students, the majority of the participants

fall within the range of "Fairly Satisfactory" to "Good" academic performance.

The highest frequency is observed in the category of "Fairly Satisfactory," with

39.4% of the participants falling into this group. Following that, the category of

"Good" accounts for 25.3% of the participants. Additionally, the "Very

Satisfactory," "Satisfactory," and "Fairly Good," have frequencies ranging from

2% to 24.2% while only 1% “Excellent” has the lowest frequency of 1%.

6) The research findings indicate a general agreement among participants regarding

the positive impact of technology, particularly PDDs, on various aspects of

learning and academic performance. However, there are some neutral perceptions

and concerns about the potential drawbacks and distractions associated with

technology use in the classroom.

 61

7) Based on the analysis of findings, there was no significant difference in the

students’ perception of the effect of using personal digital devices on academic

performance when grouped according to age and monthly family income.

However, there was a significant difference in perception between male and

female students.

8) The finding of the study reveals that there was no significant relationship found

between students’ perception of their personal usage of digital devices and

academic performance.

Conclusions

Based on the findings of the study, it was concluded that the most frequently used

devices by the first-year students of Isabela State University-Ilagan Campus were

smartphones followed by tablets while other devices such as laptops, desktops, and iPods

were never been used. The respondents used PDDs for social media (Facebook

Messenger, WhatsApp, etc.) to collaborate with peers, and share ideas with regard to

their academic needs. The study shows that the use of PDDs helps students to learn

alternative approaches to enhance learning, help them to better understand the subject,

help them to complete assigned tasks, improve their learning, grammar, vocabulary,

pronunciation, and writing skills, develop critical thinking skills, thereby improving their

performance in the classroom. However, there are also negative effects of using PDDs

that diverted students’ focus and distracted them in their classroom participation.
 62

Recommendations

Based on the foregoing findings and conclusions, this study recommends that:

1. Institutions should provide awareness programs and educational initiatives to help

students understand the potential impact of excessive personal usage of digital

devices on their academic performance. This can include workshops, seminars, or

online resources that emphasize the importance of managing digital device usage

effectively.

2. Encourage students to develop effective time management skills and self-

regulation strategies to balance their personal usage of digital devices with their

academic responsibilities. This can include specific time limits for recreational

use of devices and creating structured study schedules.

3. Encourage students to take regular breaks from their digital devices, such as

implementing a “digital detox” period or engaging in offline activities to reduce

dependency and maintain a healthy balance between screen time and other

activities.

4. To use personal digital devices effectively, teachers must develop and disseminate

clear guidelines for the appropriate use of personal digital devices within

educational settings. This can include policies on device usage during lecture or

examinations to minimize distractions and enhance focus on academic activities.

 63

5. To maximize the positive effect of the use of digital devices on the academic

performance of students, teachers should introduce websites and applications

(Canva, Grammarly, GeoGebra, etc.) through their activities so that students

know useful websites and applications that they use for their studies.

6. In order to monitor students’ usage of their personal digital devices, it is

recommended that teachers and parents should establish good communication and

relationship in order for both teachers and parents to monitor and help the

students to use their devices effectively.

7. Promote digital literacy skills among students to help them make informed

decisions about using digital devices for academic purposes. Teach them

strategies for self-regulation, such as setting boundaries for screen time, managing

distractions, and using digital tools effectively for learning.

8. Encourage further research on the topic to deepen understanding of the

relationship between personal usage of digital devices and academic performance.

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