Effects On Academic Performance of Gadgets Utilization As Perceived by Grade 12 Students

EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS UTILIZATION AS
PERCEIVED BY GRADE 12 STUDENTS IN MANITO NATIONAL HIGH

SCHOOL, SCHOOL YEAR 2022-2023
Republic of the Philippines

Department of Education
Region-V(Bicol)
Division of Albay
MANITO NATIONAL HIGH SCHOOL
Manito, Albay
A Completed Research
Presented to Manito National High School
Senior High School Department
In Partial Fulfillment of the Requirements

in Inquiries, Investigations, and Immersions
Presented by:
12-BLOCK J (General Academic Strand)
Group 4
MA. SUZETTE A. RAMOS CRISTINA MARIE D. TALLE

CHRISTINE L. AYALA JOHN MANUEL D. PESCADERO
KIM DREW D. VASQUEZ
June 2023
Second Semester, S.Y 2022-2023
i
Region V (Bicol)
Division of Albay
Manito National High School
SENIOR HIGH SCHOOL
Balading, Manito, Albay
CERTIFICATION
This is to certify that all the suggestions, comments, and recommendations of the panel of oral
examiner had been integrated in the research entitled, EFFECTS ON ACADEMIC PERFORMANCE
OF GADGETS UTILIZATION AS PERCEIVED BY GRADE 12 STUDENTS IN MANITO
NATIONAL HIGH SCHOOL, SCHOOL YEAR 2022-2023, prepared and submitted by Group No. 04
of Grade 12-Block J GAS as partial fulfillment of the requirements in Inquiries, Investigations, and
Immersion.
Certified True & Correct:
SALLY T. DADEA ANA JEAN DAPA Member

Member
JULIUS CAESAR P. AVERILLA
Chairman
MICHAEL JOE A. BUCAY ANTONIO A. BENITEZ JR.

Editor Statistician
Recommending Approval:
VIRGINIA B. DAGTA
Research Adviser
OIC- Assistant Principal (Acad)
Approved:
EDUARDO L. LLANERA JR.

OIC/SS Principal I
ii
Region V (Bicol)
Division of Albay
SENIOR HIGH SCHOOL
RESULT OF ORAL EXAMINATION

Results of the Oral Examination for Group No. 04 of 12-Block J GAS, candidates for graduation in the K
to 12 Basic Education Program, General Academic Strand
Research Title: EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS UTILIZATION AS

Place: AUDIO VISUAL ROOM
Date: JUNE 5, 2023
Time: 1:00 pm
PANEL OF ORAL EXAMINERS ACTION TAKEN
JULIUS CEASAR P. AVERILLA _______________

Chairman
SALLY T. DADEA _______________

Member
ANA JEAN A. DAPA _______________ Member
MICHAEL JOE A. BUCAY _______________ Editor
ANTONIO A. BENITEZ JR. _______________ Statistician

Region V (Bicol)
Division of Albay
iii
SENIOR HIGH SCHOOL
APPROVAL SHEET
Upon recommendation of the panel of oral examiner, this research entitled EFFECTS ON
ACADEMIC PERFORMANCE OF GADGETS UTILIZATION AS PERCEIVED BY GRADE 12
STUDENTS IN MANITO NATIONAL HIGH SCHOOL, SCHOOL YEAR 2022-2023, prepared and
submitted by Group No. 04 of Grade 12-Block J GAS is hereby approved as partial fulfillment of the
requirements in Inquiries, Investigations, and Immersions.
________________ Date
VIRGINIA B. DAGTA
Research Adviser
OIC-Assistant Principal (SHS)
Approved:

OIC /SS Principal I
ACKNOWLEDGEMENT
iv
We, the researchers would like to express our heartfelt appreciations to the people who helped us
along the way of accomplishing this research paper.
First and foremost, we would like to extend our sincerest gratitude to our research adviser Mrs.
Virginia B. Dagta for granting us the opportunity to conduct this research, for her continuous support,
guidance and never-ending patience in pursuing and making this research possible. She always has time
to assist us despite her busy schedules. She shared an immense knowledge that helped us in conducting
the conducting research.
To our dear research committee composed of Mr. Julius Caesar P. Averilla, Ms. Sally T. Dadea,
Ms. Ana Jean A. Dapa, Mr. Michael Joe A. Bucay and Mr. Antonio Benitez Jr. for sharing their ideas and
their suggestions for the improvement of the study. Without their expertise and guidance, the study would
not have been completed successfully.
To our respondents, for their worthy support, cooperation, and time in providing information that
helped us in completing this research.
To our parents and relatives for their love, care, guidance, and financial support. We are forever
grateful of their moral and financial support which made this study possible.
To our dear friends and classmate for their warm support and assistance that also contributed to
the success of this endeavor; and
Above all our greatest thanks to our God Almighty, for his unwavering love, knowledge strength
and support. Without his divine intercession we will not surpass all the obstacles we have encountered,
and we shall continue to entrust to him all our future endeavors.
The Researchers
Group 4 Block J
General Academic Strand
ABSTRACT
TITLE: EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS

UTILIZATION AS PERCEIVED BY GRADE 12 STUDENTS IN MANITO
v
NATIONAL HIGH SCHOOL, SCHOOL YEAR 2022-2023
RESEARCHERS: MA. SUZETTE A. RAMOS
CHRISTINE L. AYALA
KIM DREW D. VASQUEZ
CRISTINA MARIE D. TALLE
JOHN MANUEL D. PESCADERO
TYPE OF DOCUMENT: Unpublished Senior High School Thesis
SCHOOL: Manito National High School
The study aimed to determine the effects on academic performance of gadget utilization as
perceived by the Grade 12 students in Manito National High School during the School Year 2022-2023.
Specifically, the study sought answer to the following sub-problems: (1) What is the profile of the
respondents along: (a) Age, (b) Section/Block and (c) Address, (2) What is the average time spent on
gadget utilization of the respondents along: (a) Educational Purpose, (b) Entertainment Purpose, (c)
Communication Purpose, (3) What are the effects of gadget utilization in academic performance as
perceived by the respondents? (4) What activity may be proposed to address the identified problem?
Furthermore, the study is a combined qualitative – quantitative research using descriptive normative
research design. It made use of 3 instruments such as (a) survey-questionnaire on the profile of the
respondents, (b) survey-questionnaire on the average time spent on gadget utilization along three
purposes, and (c) survey-questionnaire on the effects of gadget utilization in academic performance as
perceived by the respondents.
Based on the data gathered and analyzed, it was found out that that the majority of the
respondents were 18 years old, proportionally sampled from the six sections and mostly residing in Buyo,
It-Ba, and Pawa. Moreover, the average time spent on gadget utilization among Grade 12 students
differed across educational, entertainment, and communication purposes, with the majority spending less
than 3 hours on their gadgets for educational and communication purposes, and 4-5 hours for
entertainment purposes. Furthermore, there were three primary negative effects of gadget utilization as
perceived by the students such as the tendency to procrastinate and waste time on non-academic activities
vi
with a mean score of 3.78; experience physical discomfort such as eye strain, neck pain, or headaches
with a mean of 3.75 and may interfering with sleep schedule having a mean of 3.66. Thus, the “Game On
for Academic Performance: A 5-Day Gamified Workshop for Grade 12 Students to Leverage Gadgets and
Mitigate Detrimental Effects” is a proposed activity to help the Grade 12 students improve their academic
performance by harnessing the potential benefits of the gadgets while mitigating its detrimental effects.
Based on the analysis, interpretation, and conclusions of the study, several recommendations are
strongly suggested. Grade 12 students should strike a balance between educational and non-educational
gadget usage to prevent procrastination and enhance academic performance. It is important for parents to
encourage responsible gadget usage, setting limits on screen time, especially outside of school hours, and
monitoring their children's activities. Teachers can enhance learning experiences by incorporating
educational content on gadgets and utilizing online resources aligned with the curriculum. The Senior
High School Department should consider integrating workshops on responsible gadget use into the
curriculum to educate students on effective and responsible gadget usage. The Manito National High
School Administration can establish guidelines and policies regarding gadget use during school hours. For
future research, it is recommended to conduct similar studies addressing identified flaws, and explore
specific patterns of gadget usage, such as duration and content, to gain a deeper understanding of their
impact on academic performance and provide targeted interventions and recommendations for
improvement.
Table of Contents
Title Page i
Certification ii
Results of Oral Examination iii
Approval Sheet iv
vii
Acknowledgement v
Abstract vi
Table of Contents viii
List of Figures x
List of Tables xiii
CHAPTER 1. THE PROBLEM
Introduction 1
Statement of the Problem 4
Scope and Delimitation 5
Significance of the Study 6
CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 9
Related Studies 14
Synthesis of the State-of-the Art 18
Gap to be Bridged by the Study 20
Theoretical Framework 20
Conceptual Framework 24
Definition of Terms 27
CHAPTER 3. RESEARCH DESIGN AND METHODOLOGY

Research Method 29
Sources of Data 30
Instruments Used 30
Respondents 31
Data Gathering Procedure 31
Statistical Treatment 32
CHAPTER 4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
viii
Profile of the Respondents 35
Average time spent on Gadget Utilization along Three Purposes 39
Effects of Gadget Utilization in Academic Performance 41
as Perceived by the Respondents
Proposed Activity 44
CHAPTER 5. SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary 58
Findings 59
Conclusions 60
Recommendations 61
Bibliography 63
APPENDICES
Appendix A Approved Letters 69
Appendix B Juror’s Validation Tool 74
Appendix C Data Gathering Instruments 75
Appendix D Documentation 81
Curriculum Vitae 82
LIST OF FIGURES
Figure No. Title Page
1 Theoretical Paradigm 21
2 Conceptual Paradigm 24
ix
LIST OF TABLES
Table No. Title Page
1 Profile of the Respondents in terms of Age 36

2 Profile of the respondents in terms of section 37
3 Profile of the respondents in terms of Address 38
x
4 Average time spent on Gadget Utilization 39
along Three Purposes
5 Positive Effects of Gadget Utilization 41
on Academic Performance
6 Negative Effects of Gadget Utilization 43
on Academic Performance
7 Timetable of the activities in the gamified 49
workshop
8 Working Committees and their Roles/Tasks 51
9 Consolidated Responses from the Instruments 79
xi
1
Chapter 1
The Problem
Introduction
In recent years, there has been a significant increase in the use of gadgets among students,
particularly in the educational sector. With the advancement of technology and the availability of
gadgets, it has become increasingly common for students to spend a significant amount of time
using gadgets such as smartphones, tablets, and laptops. While these gadgets have revolutionized
the way students learn and communicate, they also provide access to a wide range of
entertainment and social media platforms.
The Department of Education (DepEd) recognizes the importance of technology in
education and the need to ensure that the use of gadgets in the classroom is regulated. The
Republic Act 10533, also known as the Enhanced Basic Education Act of 2013, emphasizes the
importance of providing quality basic education for all Filipino learners. It recognizes the role of
technology in enhancing the quality of education and improving the teaching and learning
process. However, the law also highlights the need to ensure balanced technology use which does
not impede the learners' academic performance.
In line with this, the Department of Education (DepEd) has issued various policies and
memoranda regarding the use of gadgets in basic education. DepEd Order No. 8, series of 2013 or
the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program,
emphasizes the importance of assessing students' performance in various aspects, including the
use of technology in learning. Moreover, the DepEd recognizes the need to promote the
responsible use of gadgets among students. In 2018, DepEd issued a memorandum entitled
"Guidelines on the Use of Electronic Gadgets among Students," which provides guidance on the
safe and responsible use of gadgets for students. The memorandum emphasizes the need to
2
balance gadget use with other activities and to ensure that student's gadget use is age-appropriate,
safe, and healthy.
Numerous studies have examined the effects of using electronic gadgets on students'
academic performance, with some showing positive results and others highlighting negative
effects on academic performance. For example, Bhenke et al. (2005) found that the use of gadgets
like tablet PCs had a highly significant direct benefit on student academic performance,
especially for those who might otherwise perform poorly. Similarly, Articulo et al. (2020)
reported that using electronic gadgets in an educational manner could help students become good,
strong, progressive, and effective learners.
From a psychological perspective, experts have conducted research that highlights the
positive effects of gadget use on academic performance. Psychologist Dr. Jane Wang and her
colleagues conducted a study that showed how educational apps and digital resources accessed
through gadgets can enhance students' engagement, motivation, and overall academic
achievement (Wang et al., 2020). Additionally, Dr. Patricia Greenfield, a developmental
psychologist, found that the use of digital media and gadgets can enhance critical thinking skills,
information literacy, and creative problem-solving abilities in students (Greenfield, 2018). These
findings suggest that when used appropriately, gadgets can have a positive impact on students'
academic performance and cognitive development.
However, in this contemporary generation, the use of gadgets by students is becoming a
growing concern for parents and educators. While gadgets can provide educational benefits such
as access to information, educational apps, and online resources, their excessive use may have
negative effects on students' academic performance. Research has shown that excessive gadget
use can cause distractions, which can lead to poor academic performance, reduced learning, and
decreased retention of information. Moreover, the use of social media and gaming platforms can
3
lead to addiction, anxiety, and stress, which can further affect students' academic performance.
Some studies have demonstrated that excessive gadget use can have negative effects,
including poor academic performance and negative impacts on students' physical and mental
health. Othman et al. (2020) found that the total time spent on electronic gadgets was
significantly associated with students' academic performance, with students who spent more time
on gadget use having a high level of dependency on gadgets and poor academic achievement.
Additionally, the study by Rashid et al. (2021) showed that the more frequently adolescents use
gadgets, the more they are at risk of physical and mental health complications such as headaches,
sleeping disorders, and depression, which can also affect their academic performance.
From a psychological perspective, experts have expressed concerns about the potential
effects of excessive gadget use on academic performance and mental health. Psychologist Dr.
Kimberly Young, founder of the Center for Internet Addiction, warns that excessive use of
gadgets and digital media can lead to decreased productivity, poor time management, and
increased distractions, which can negatively impact academic performance (Young, 2018).
Furthermore, a study conducted by Dr. Larry Rosen, a research psychologist specializing
in the effects of technology on society, found that excessive gadget use can contribute to attention
difficulties, reduced cognitive abilities, and impaired learning (Rosen, 2019). He emphasizes the
importance of establishing healthy technology boundaries to maintain a balance between gadget
use and academic activities.
Despite the existing research on gadget use and its effects on academic performance,
there is a lack of research specifically addressing this issue at Manito National High School,
especially among Grade 12 students. Therefore, this study aims to fill this gap in the literature by
examining the effects of gadget utilization on academic performance as perceived by selected
Grade 12 students during the School Year 2022-2023. The study adopts a combined qualitative-
4
quantitative method and utilizes a descriptive normative research design.
By conducting this study, it is aimed to shed light on both the beneficial and detrimental
aspects of gadget utilization on academic performance among Grade 12 students in Manito
National High School during the School Year 2022-2023. The findings will provide valuable
insights into how gadget use affects students' academic performance positively, such as through
improved access to information, educational apps, and online resources. Additionally, the study
will identify any negative effects, such as distractions and reduced learning due to excessive
gadget use. By understanding both sides of the equation, this research will contribute to
promoting responsible gadget use among students, enabling them to strike a balance between
their academic commitments and gadget-related activities. Ultimately, it is expected that the
study will help students manage their time effectively and optimize their academic performance
while utilizing gadgets in a healthy and productive manner.
Statement of the Problem
The study aimed to determine the effects on academic performance of gadget utilization
as perceived by the Grade 12 students in Manito National High School during the School Year
2022-2023. Specifically, the study sought answer to the following questions:
1. What is the profile of the respondents along:
a. Age
b. Section/Block
c. Address
2. What is the average time spent on gadget utilization of the respondents along:
a. Educational Purpose
5
b. Entertainment Purpose
c. Communication Purpose
3. What are the effects of gadget utilization in academic performance as perceived by the
respondents?
4. What activity may be proposed to address the identified problem?
Scope and Delimitation
The study aimed to determine the effects on academic performance of gadget utilization
as perceived by the selected Grade 12 students in Manito National High School during the School
Year 2022-2023. Specifically, it dealt with: a) the profile of the respondents along their age,
section/block, and address; b) the average time spent on gadget utilization of the respondents
along educational purpose, entertainment purpose, communication purpose; c) the effects of
gadget utilization on academic performance as perceived by the respondents; and d) the activity
that could be proposed to address the identified problem. It was conducted at Manito National
High School during the school year 2022-2023 to the selected Grade 12 students. Moreover, it
employed the descriptive-normative survey research design. To gather the needed data, research
instruments such as survey questionnaires were used. Statistical computations such as frequency
count, mean score, average mean, and percentage were also used to analyze and interpret the data
gathered.
On the other hand, the study was limited to 166 respondents, employing the simple
random sampling method due to an insufficiency of resources and the timing of its
implementation. In terms of research focus, it did not include the grade 7–11 students since they
might have been at a different stage of academic and cognitive development compared to grade
12 students. According to Dr. Jean Piaget, a renowned developmental psychologist, individuals

6
progress through distinct stages of development, characterized by changes in their thinking
patterns and abilities. Grade 7–11 students are typically situated in the formal operational stage of
cognitive development, marked by abstract thinking and hypothetical reasoning (Piaget, 1972). In
contrast, grade 12 students are generally transitioning into the post-formal operational stage,
characterized by more sophisticated and complex thinking, including increased decision-making
capabilities and the ability to reflect on their own thoughts (Labouvie-Vief, 1984). Considering
these developmental differences, it is important to focus the study specifically on grade 12
students. Their advanced cognitive abilities and imminent transition to higher education or the
workforce make them a suitable target population for investigating the effects of gadget
utilization on academic performance and decision-making processes.
Furthermore, Dr. Pamela Rutledge, a media psychologist, emphasizes that adolescents'
cognitive abilities and information processing skills continue to develop throughout high school
(Rutledge, 2020). As grade 12 students are in their final year of high school, they have likely
gained more experience in utilizing gadgets and have honed their skills in managing digital media
and educational resources.
Significance of the Study
The present study was deemed beneficial to the following beneficiaries:
Grade 12 Students. The study can benefit Grade 12 students by providing them with
concrete proof and data on the effects of gadget utilization on their academic performance.
Armed with this knowledge, students can make informed decisions about their gadget use,
leading to a more balanced and productive approach to their studies. The study can also offer
specific recommendations on effective time management techniques, enabling students to allocate
their time wisely between academic tasks and gadget use, ultimately improving their overall
academic performance and reducing distractions.

7
Parents. The study's findings can greatly benefit parents by offering empirical evidence
of how gadgets can affect their children's academic performance. Parents can establish clear
guidelines and boundaries for gadget use at home, ensuring that their children strike a healthy
balance between gadgets and academics. By applying responsible gadget use practices, parents
can support their children in maximizing their learning potential, fostering a conducive study
environment, and encouraging academic success.
Teachers. The study can provide valuable insights to teachers regarding the effects of
gadget utilization on their student academic performance. With this knowledge at their disposal,
teachers can adapt their teaching methods and classroom strategies to minimize gadget-related
distractions and enhance student engagement. They can design lessons that incorporate gadgets in
a purposeful and controlled manner, leveraging the benefits of gadgets while mitigating the
negative effects on learning. This can ultimately lead to improved classroom dynamics and
student performance.
Senior High School Department. The study can benefit the Senior High School
Department by offering a comprehensive understanding of how gadgets affect the academic
performance of Grade 12 students. With this understanding, the department can develop targeted
interventions and support systems to address the challenges posed by excessive gadget use. By
implementing programs that promote responsible gadget use, the department can create an
environment that fosters academic excellence and supports the overall development of the
students.
MNHS Administration. The findings of the study can serve as a foundation for the
MNHS administration to formulate evidence-based policies and guidelines regarding gadget use
among Grade 12 students. These policies can emphasize responsible gadget use, establish clear
boundaries, and provide support mechanisms for students. By implementing such guidelines, the
8
administration can create a school culture that prioritizes academic performance while promoting
healthy gadget use habits. Additionally, the study can inform the administration's decision-
making processes when allocating resources to address any negative impacts of excessive gadget
use on academic performance.
Future Researchers. The study's findings can contribute to the existing body of
knowledge on the topic, providing future researchers with a solid foundation for further
investigations. Researchers can build upon the study's results, exploring additional factors or
variables related to gadget utilization and academic performance. This ongoing research can lead
to the development of more nuanced theories, interventions, and strategies aimed at optimizing
gadget use in educational settings. Ultimately, the study can inspire a broader research agenda
focused on enhancing student learning outcomes in the digital age.

9
Chapter 2
Review of Related Literature and Studies
This chapter presents a review of related literature and studies on the effects of gadget
utilization on the academic performance of students. The related literature provides the researcher
with a substantial background on the relationship and effects, or impact, of gadgets on academic
performance, while the review of studies provides the empirical findings that enriched the data
analysis of the study. The related literature and studies established the relevance of the present
study.
This chapter also covers the synthesis of the state-of-the-art, the gap bridged by the study,
the theoretical and conceptual framework, and the definition of terms to validate the direction and
substance of the study.
Related Literature
Gadgets have become a popular learning tool that offers benefits to students in the
learning process. They motivate students to learn and actively participate in their classes and help
them complete their school tasks in a shorter period. However, excessive use of gadgets
negatively affects students' academic performance. Several studies, both foreign and local,
support the effect of using gadgets on school performance.
Foreign. According to Smythe (2019), gadgets have enormous advantages in the
classroom as they enhance the learning experience for both students and teachers. While some
professors prefer to ban gadgets, they provide students with opportunities to learn in different
ways and explore the world outside their classroom. Educational technology enthusiasts believe
10
that the use of gadgets will improve the quality and effectiveness of education by arousing
students' interest and meeting their learning needs.
The cited literature of Smythe (2019) on the advantages of gadgets in the classroom and
how they enhance the learning experience of students and teachers is related to the present study
as it investigates the effects of gadget utilization on academic performance. The study's findings
on the benefits of gadgets for education may support the premise of the present study.
Similarly, in a study conducted by Chen and Lee (2020), it was found that the time spent
on using electronic devices, including smartphones, tablets, and laptops, had a positive effect on
the academic performance of college students. The study surveyed 1,022 college students and
found that those who spent more time on electronic devices for educational purposes had higher
GPAs and were more likely to achieve academic success. The researchers suggested that the use
of electronic devices may enhance students' learning experiences by providing them with access
to a wide range of information, allowing them to communicate with teachers and peers, and
enabling them to collaborate on projects.
The cited literature of Chen and Lee (2020) on the positive effect of electronic devices on
academic performance is related to the present study as it investigates the average time spent on
gadget utilization for educational purposes and its effect on academic performance. The study's
findings may provide a potential area for exploration in the present study on the factors that affect
academic performance.
In contrast, Parillo (2018) states that students who constantly use their cell phones or
electronics are often less engaged in the classroom, leading to shallow classroom discussions and
reduced learning levels. Furthermore, Felisoni and Godoi (2018) explain that although gadgets
provide an effective learning tool, mobile phones have a negative effect on students' grades as
they distract them from learning lessons. Learners tend to overestimate their ability to multitask,
11
which can negatively impact academic performance, especially when mobile phones are used in
class.
Parillo's (2018) and Felisoni and Godoi's (2018) studies on the negative effects of
excessive gadget use on academic performance are related to the present study as they investigate
the impact of gadget utilization on academic performance. The studies' findings provided insights
into the potential risks of excessive gadget use.
Similarly, Sunday, Adesope, and Maarhuis (2021) found that smartphone addiction
negatively affects students' academic performance. When students neglect their daily practices,
engage in excessive smartphone use, or excessively text on their phones, they tend to develop a
behavioral addiction to smartphone use, resulting in a decline in academic performance.
Sunday, Adesope, and Maarhuis's (2021) study on the negative effects of smartphone
addiction on academic performance is related to the present study as it investigates the effects of
gadget utilization on academic performance, including the impact of excessive gadget use on
academic performance. The study's findings on the negative effects of smartphone addiction on
academic performance provided information to the present study on the potential risks of
excessive gadget use.
Overall, while gadgets offer several benefits in education, excessive use of them can have
negative effects on students' academic performance. It is essential to strike a balance between the
use of gadgets and traditional teaching practices to enhance students' learning experience
Local. The use of technology in the classroom has been widely adopted in the
Philippines, as it has shown improvements in students' academic performance. In an article by
The Philippine Star on July 12, 2014, it was stated that the use of computers, internet, and mobile
devices in the classroom has helped students become more independent and improve their critical
thinking, communication, collaboration, and engagement in learning. Moreover, it has prepared

12
them for future jobs that require digital literacy.
The Philippine Star (2014) reported that the use of technology in the classroom has
shown improvements in students' academic performance. This finding is related to the present
study as it suggests that technology can be a useful tool in enhancing the learning experience of
students.
Sabio and Jin (2018) found that the use of mobile devices, such as cellphones, in school
helps with learning, and as mobile devices become more affordable, sustainable, and portable,
they have become personal ecosystems of people in the 21st century. The majority of the
participants in their study indicated that mobile devices have shown potential to be adopted in
existing public senior high schools, which means that mobile devices can help students finish
their work more easily as they have access to the internet. However, the use of mobile devices in
schools should be guided by policies that ensure they are used for educational purposes and do
not distract students from learning.This study is related to the present study as it highlights the
potential of mobile devices to support students' learning and the importance of having policies in
place to ensure their appropriate use.
However, while mobile devices such as smartphones can be useful for accessing
information and finishing school work, there are also potential negative effects on students'
academic performance. Capulong (2018) points out that students can become too dependent on
gadgets and neglect other aspects of their lives, such as social relationships and physical activity.
In addition, students may spend more time using gadgets for entertainment rather than studying,
which can negatively affect their learning habits and academic performance (Contillo et al.,
2019).
Capulong (2018) noted that while gadgets such as smartphones can be useful for
accessing information and finishing school work, they can also negatively affect students'
13
academic performance if they become too dependent on them. This finding is related to the
present study as it highlights the importance of promoting a balanced use of technology and
recognizing the potential negative effects of gadget dependence on academic performance.
It is important to recognize that addiction to gadgets can have similar symptoms to drug
addiction, as noted by Pulido (2019) in The Manila Times. This addiction can lead to distractions
during class and poor academic performance. To mitigate this, it is suggested that schools
prohibit the use of mobile devices during class to encourage active listening and note-taking. This
finding is related to the present study as it underscores the potential negative effects of gadget
addiction on students' academic performance and the need for schools to implement measures to
mitigate this problem.
It is for these reasons that the researchers’ present study dealt in determining the effects
on academic performance of gadgets utilization as perceived by Grade 12 students in Manito
National High School. Specifically, the study seeks to determine the average time spent on
gadgets utilization along educational, entertainment, and communication purposes, the factors
that affects academic performance and the effects of gadget utilization in academic performance.
The importance of gadgets in education has been emphasized in previous studies by Smythe,
Chen and Lee, Jin and Sabio, and The Philippine Star. They have highlighted the potential of
gadgets such as mobile phones, laptops, and computers to enhance learning experiences and
academic performance. However, Parillo, Felisoni and Godoi, Sunday, Adesope and Maarhuis,
Dios, Contillo et al., and Pulido have also cautioned against excessive gadget use, which can lead
to addiction and have a negative impact on overall academic performance. It is important to
examine these potential effects in order to better understand the role that gadgets play in the
education of students.
Related Studies
14
A number of studies and researches that have bearing on the present study had been
reviewed and presented below since all of them have dealt with the gadget utilization and its
effects and relationship towards the academic performance of students.
Foreign. Cotton (2014) investigated the effect of technology on student achievement in
rural high schools. The study used a mixed-methods research design and surveyed 276 students
from three rural high schools in the United States. The findings showed that the use of
technology, including laptops, smartphones, and tablets, positively affected student achievement
in reading and writing, but had no significant effect on math achievement. Additionally, the study
found that students who used technology for educational purposes reported higher levels of
engagement and motivation in their learning.
The cited study is related to the present study in terms of topic, as both studies investigate
the effects of gadget utilization on academic performance. The significant findings of the cited
study showed that technology use positively affected student achievement in reading and writing,
and increased engagement and motivation in learning. These findings are relevant to the present
study, as they suggest that gadget utilization can have both positive and negative effects on
academic performance, depending on the purpose and frequency of use.
Othman, Kelana, and Jamaludin (2020) determine the association of electronic gadget use
with academic performance. Through a descriptive, cross-sectional study design, there were 233
students (124 males and 109 females). 112 out of 233 respondents spent more than 6 hours on
electronic gadgets. 31 respondents spent at least 2 to 3.99 hours, 38 respondents spent time
between 0 and 1.99 hours, and 52 respondents spent 4 to 5.99 hours of their daily lives on
electronic gadgets. The result showed that most of the respondents had poor academic
achievement due to their long-term usage of gadgets. The result also showed that the time spent
using gadgets can affect the students’ academic performance. The results of this research
15
provided significant information about how the time spent using gadgets is associated with the
academic performance of the students.
The cross-sectional and ex post facto study of Gonzalvo (2020) was about the impact of
video game usage on adolescents’ academic performance. The results showed that students spend
an average of 47.23 minutes a day playing video games. In his compelling findings, it was shown
that the students who spend more time playing video games during weekends are those who fail
more subjects, while those who spend less time on it get the best grades. Therefore, his study
concluded that there is an inverse relationship between academic performance and time spent
playing video games—the longer the time spent playing gadgets, the poorer the academic
performance.
The studies of Othman, Kelena, Jamaludin (2020), and Gonzalvo (2020) focused on
determining the average time spent using gadgets and its impact on and relationship with the
academic performance of the students. Seemingly, their study has a positive bearing on the
present study, since the researchers will seek out to answer the specific research problem which is
the average time spent by the Grade 12 students in using their gadgets and its effect on their
school performance.
The empirical study of Arefin et al. (2017) identified the factors that affect the level of
smartphone addiction and its impact on the overall academic performance of the students. Results
revealed that factors like increased impatience and daily-life disturbances were significantly
related to academic performance. Their study identified that the regular academic performance of
the students was hampered by the extensive use of smartphones.
The studies of Sunday, Adesope, and Maarhuis (2021) and Arefin et al. (2017) focused
on the behavior of the students towards gadget usage and its inverse effect with regards to their
16
academic performance. Their findings encouraged the present researchers to determine if the
behavior of the Grade 12 students affected their time spent using gadgets.
Local. Based on the premises revealed in the research conducted by Articulo et al.
(2020), it showed that in using electronic gadgets in an educational manner, gadgets could be a
foundation for good, strong, progressive, and effective students in the class. According to them,
the seniors in high school are highly educated in manipulating gadgets since they know how to
educate themselves with regards to the ill effects of the various gadgets. They are also responsible
for using it. The results showed that using electronic gadgets is effective in developing the
knowledge, skills, and attitude of students toward their academic performance in school.
Likewise, the study of Conquilla et al. (2021) investigated the impact of social media
usage on students’ academic performance amidst the new normal of education, specifically
during the COVID-19 pandemic. Based on their statistical findings, the level of social media
usage in terms of academics, entertainment, and communication is high. Most of their
respondents are using social media for academic purposes. The respondents also use wisely their
allotted time on social media. The study by Conquilla et al. (2021) concluded that social media
usage has a positive effect on students’ academic performance.
The studies of Articulo et al. (2020) and Conquilla et al. (2021) focused on the
significance of gadgets if they are used in an educational manner. Both of their studies revealed
that the students at the senior level are more likely to be wise and responsible in their gadget
usage. Thus, by analyzing their studies, the current researchers would like to determine if the
Grade 12 students of Manito National High School use their gadgets for educational purposes and
if they are wise enough in using them.

17
Gabiota et al. (2017) assessed the positive and negative effects of gadgets on the
academic performance of the students. The population included the randomly selected students
from Grade 7 through Grade 12, with a total of 115 students chosen through a quantitative
experimental research design. The established findings of their study indicated that the positive
effects of gadgets on the students’ academic performance were that they greatly helped the
students' studies, resulting in high grades, and that they were more productive because of the
gadgets they used. On the other hand, the opposing effects of gadgets are that they can make a
student addicted to them, and they will have difficulty performing well in school.
Like the cited study by Gabiota et al. (2017), the present study also focused on the
positive and negative effects of the time spent using gadgets on the school performance of the
Grade 12 students.
The study by Catalla et al. (2019) was about addiction to gadgets and its negative impact
on students’ academic performance. They prepared an intervention to help the students improve
their performance and overcome their addiction to gadgets. They also create a timetable to fix the
schedule of using gadgets and doing schoolwork. The study showed positive results with regards
to the intervention they did. It was also stated that this helped the students focus on their studies
and perform well in school. Catalla et al. (2019) conclude that minimizing the time spent on
gadgets will give the students a stronger connection to school and increase their productivity.
The study of Catalla et al. (2019) is seemingly related to the present study since the
researchers’ aim is likewise to determine the improvement in the school performance of the
students and to help them in time management for study and the use of gadgets through the use of
the project proposal template.

18
However, the results of the study by Antigo and de Guzman (2021) stated that there is no
significant relationship between the extent of the effect on the level of usage of electronic gadgets
and the academic performance of the students. They concluded that the usage of gadgets by the
students cannot be attributed to their improved or poor academic performance as well as study
habits. Improved or poor academic performance may be attributed to other factors such as
teaching pedagogies, teachers’ competencies, instructional resources, the school environment,
and many others.
The study of Antigo and de Guzman (2021) is somehow related to the present study since
their study focused on determining the relationship between gadget usage and academic
performance. Hence, with the significant findings of Antigo and de Guzman, the present
researchers are encouraged to determine if gadget usage is a factor that affects the school
performance of the Grade 12 students.
Synthesis of the State-of-the-Art
Gadgets serve various purposes, encompassing education, communication, and
entertainment. Regardless of their intended purposes, these devices have both positive and
negative effects on students' academic performance. Therefore, a comprehensive review of
relevant studies focused on investigating the relationship between gadgets and their impact on
students' academic performance.
Prominent researchers such as Smythe (2019), Chen and Lee (2020), Jin and Sabio
(2018), and The Philippine Star (2014) emphasize the importance of gadgets in education and
their role in enhancing students' learning experiences and academic performance.
Conversely, Parillo (2018), Felisoni and Godoi (2018), Sunday, Adesope, and Maarhuis
(2021), Capulong (2018), Contillo et al. (2019), and Pulido (2019) argue that excessive usage of
19
gadgets has a detrimental effect on students' overall academic performance. They contend that
students' excessive time spent on gadgets hampers their learning process and can lead to gadget
addiction.
Studies by Cotton (2014), Articulo et al. (2020), and Conquilla et al. (2021) demonstrate
that gadgets can positively influence academic performance when used for educational purposes.
Additionally, Articulo et al. (2020) and Conquilla et al. (2021) find that senior-level students tend
to exhibit more responsible gadget usage.
Other studies, such as those conducted by Othman, Kelena, and Jamaludin (2020) and
Gonzalvo (2020), focus on determining the average time spent using gadgets and its relationship
with students' academic performance. Gabiota et al. (2017) assess both the positive and negative
effects of gadgets on academic performance. Researchers like Sunday, Adesope, and Maarhuis
(2021), Arefin et al. (2017), and Catalla et al. (2019) investigate the behavioral aspects of
students' gadget usage and its impact on academic performance. Notably, Catalla et al. (2019)
propose an intervention to help students improve their performance and overcome gadget
addiction.
On the contrary, Antigo and de Guzman (2021) find no significant relationship between
excessive gadget use and academic performance. They argue that other factors such as teaching
pedagogies, teachers' competencies, instructional resources, and the school environment might
play more significant roles in determining students' academic performance.
Based on the comprehensive review of related literature and studies cited, it is evident
that the present research is both valid and relevant. The findings can serve as a valuable guide for
future researchers in the Manito District. Consequently, this study aims to investigate the
perceived effects of gadget utilization on academic performance among Grade 12 students at
Manito National High School, following the approach taken by previous researchers.
20
Gap Bridged by the Study
Analysis of the related literature and studies shows that gadgets had an effect on
academic performance. The related studies reviewed revealed the effects and significant
relationship between gadgets and academic performance. However, research about the behavior
of the students towards gadget usage and its inverse effect on their academic performance was
seldom conducted. Of all the studies surveyed by the present researchers, only one study dealt
with a negligible relationship between academic performance and the level of effects on the use
of electronic gadgets.
Moreover, by careful comparison of the related literature and studies, it was shown that
many researchers had dealt with the effects and relationship between gadgets and their effect and
impact on academic performance. However, no research had been conducted here in Manito
National High School about the effect of gadget utilization on the academic performance of the
students, particularly the Grade 12 students.
This was the gap bridged by the present study. The researcher aimed to determine the
effects on academic performance of gadget utilization as perceived by the selected Grade 12
students in Manito National High School during the School Year 2022-2023.
Theoretical Framework
The study was anchored on three theories such as Self-Regulation Theory, Attention
Control Theory and Cognitive Load Theory.
Specifically, Self-Regulation Theory stated that individuals have the ability to regulate
their own behavior, thoughts, and emotions in order to achieve their goals (Zimmerman, 2000).
The theory suggests that self-regulation is a key factor in academic success, as students who are
21
able to regulate their own behavior are more likely to engage in productive academic activities,
such as studying, completing assignments, and attending classes.
In relation to the study, the regulation of behavior emphasized in Self-Regulation Theory
suggests that students who are able to regulate their use of gadgets may be more likely to engage
in productive academic activities, which can improve their academic performance. Conversely,
students who struggle to regulate their use of gadgets may be more likely to engage in
unproductive activities, such as social media use or gaming, which can detract from their
Moreover, Attention Control Theory postulated that attention is a limited resource that
can be allocated to different tasks and activities (Eysenck & Derakshan, 2011). According to the
theory, individuals who are able to control their attentional resources are more likely to be
successful in academic and other activities that require focused attention.
The Attentional Control Theory suggests that students who are able to control their
attentional resources may be better able to balance their gadget along with their responsibilities in
school. Conversely, students who struggle with attentional control may find it difficult to limit
their gadget use, which can interfere with their ability to focus on school tasks.
Finally, Cognitive Load Theory asserted that working memory, which is the part of the
brain responsible for processing information, has a limited capacity (Sweller, Ayres, & Kalyuga,
2011). According to this theory, when individuals are presented with information that exceeds
their working memory capacity, they may experience cognitive overload, which can interfere
with their ability to learn and retain information.
In this regard, the Cognitive Load Theory suggests that students who spend a significant
amount of time on gadgets may be more likely to experience cognitive overload, particularly if
they are using gadgets for non-educational purposes during times when they should be focusing
22
on schoolwork. This can interfere with their ability to learn and retain information, which can
ultimately affect their academic performance. On the other hand, students who are able to limit
their gadget use and focus on academic tasks may be less likely to experience cognitive overload,
which can improve their ability to learn and retain information, and ultimately improve their
school performance.
Hence, combining the significant concepts from the three theories it can be said that
improvement of school performance occur effectively if a student know how to regulate their
behavior, thoughts, and emotions in order to achieve their goals, students ability to focus on their
attentional resources while filtering out distractions and the limit of presenting too much
information which manifested in the students’ ability to learn and retain information. In relation
to the present study, students who can regulate their use of gadgets may be more likely to engage
in productive academic activities, able to control and balance their gadget use with their
responsibilities in school and students who are able to limit their gadget use and focus on school
tasks can definitely achieve an outstanding academic performance. The paradigm of the
theoretical framework is shown in Figure 1.

23
Regulation of Attention Control High working

behavior memory
Perceived effects to Academic

Performance
Improvement of academic
performance
24
Figure 1. The Theoretical Paradigm
Conceptual Framework
The overuse of gadgets by students has become a significant challenge for teachers and is
negatively affecting their academic performance. Gadgets have the potential to improve learning
outcomes and academic performance, but excessive usage leads to distraction and lack of
engagement in classroom activities. The problem lies in students using gadgets mainly for
entertainment and communication purposes instead of utilizing them for educational purposes. To
address this issue, there is a need to raise students' awareness of the negative effects of excessive
gadget use on their academic performance.
One potential solution is to promote appropriate gadget usage among students to optimize
their learning outcomes. By utilizing gadgets for educational purposes, students can become more
engaged and motivated in their learning activities. As highlighted by Articulo et al., effective
gadget use can lead to improved academic performance. Teachers and parents play a crucial role
in guiding students on the appropriate usage of gadgets to improve their academic performance.
25
The Attention Control Theory (ACT) proposed by Eysenck and Derakshan (2011)
suggests that individuals have limited cognitive resources that are allocated to performing tasks.
This theory emphasizes the importance of attentional control, which refers to the ability to
selectively attend to relevant information and filter out distractions. According to the ACT,
students with high attentional control are able to efficiently allocate their cognitive resources,
while individuals with low attentional control may experience difficulties in focusing their
attention and performing tasks effectively. This theory provides a framework for understanding
how excessive gadget use, which can lead to cognitive overload, may have negative effects on
attentional control and subsequently affect academic performance.
The present study will gather data on the profile of Grade 12 students in terms of age,
block/section, and address. The study will also collect data on the average time spent on gadget
utilization for educational, entertainment, and communication purposes, along with the factors
that affect academic performance as perceived by the respondents. The study will analyze the
effect gadget use on academic performance, considering the Attention Control Theory, and
examine how the amount of time spent using gadgets affects attentional control and academic
performance. The process involves instrument validation, data gathering, collection, processing,
and analysis. As a result of this study, will be a proposed activity that aims to address the
identified problem of excessive gadget use affecting academic performance. Based on the
findings, the researchers will propose an activity that will focus on improving students' attentional
control and self-regulation skills to enhance their academic performance. The proposed activity
will consider the specific needs and circumstances of Grade 12 students in the sample.
The paradigm of the conceptual framework is presented in Figure 2.

26
INPUT PROCESS OUTPUT

 Profile of respondents in Validation of
terms of: instruments
a. Age
b. Block/section
c. Address Data Gathering
 Average time spent on
gadget utilization along: Proposed
a. Educational Purpose Data Collection Activity to
b. Entertainment and Processing Address
Purpose the
c. Communication Identified
Purpose Data Analysis Problem
 Factors that affect and
academic performance as Interpretation
perceived by the
respondents
 Effect of gadget
utilization on academic
performance
Figure 2. The Conceptual Paradigm

27
Definition of Terms
To facilitate a clearer understanding of the study, the following terms were conceptually
and operationally defined.
Communication Purpose. It refers to the reason or objective behind a particular
communication or message, such as to inform, persuade, or entertain
(https://courses.lumenlearning.com). In relation to the study, it refers to the use of gadgets for
sending and receiving information such as through text messaging, calling, or using social media
platforms for communication purposes.
Educational Purpose. It refers to the primary goal of education, which is to help
students acquire knowledge, skills, and values that will enable them to lead productive and
fulfilling lives (https://www.nea.org). With respect to the study, it refers to the use of gadgets for
school-related activities such as research, PowerPoint presentations, or accessing educational
resources.
Effects. It refers to a change which is a result or consequence of an action or other cause.
(https://languages.oup.com). Whereas, in relation to the study, it refers to the consequences or
influence of time spent using gadgets on the school performance of Grade 12 students.
Entertainment Purpose. Entertainment purpose refers to the aim of a particular media
or activity to provide amusement or enjoyment to the audience
(https://courses.lumenlearning.com). In terms of the present study, it is the use of gadgets for
leisure and recreational activities such as playing games, watching videos or listening to music.
Gadgets. a small mechanical or electronic device or tool, especially an ingenious or
novel one (https://languages.oup.com). In relation to the study, it refers to electronic devices that
28
are usually used by the Grade 12 students. It can be smartphones, laptops, and other handheld
devices.
Gadget Use. Gadget use refers to the utilization of electronic devices or technological
tools designed to perform specific functions, such as smartphones, laptops, or tablets
(https://www.techopedia.com). With respect to the study, it refers to the amount of time Grade 12
students spend using gadgets for various purposes.
Grade 12 Students. Grade 12 students refer to high school students in their final year
of secondary education, typically aged 17-19 years old (https://www.edweek.org). Whereas in
relation to the study, it refers to the respondents of the study, who are in their final year of high
school education.
Intervention. It refers to an action taken to improve or help a situation
(https://www.oxfordlearnersdictionaries.com). In terms of the present study, it refers to the
proposed strategies or project designed to help students in time management for study and use of
gadget to improve school performance.
Academic Performance. Academic performance refers to the level of achievement,
skills, and knowledge demonstrated by a student in various academic tasks, such as tests,
assignments, projects, and other forms of assessment. (https://nces.ed.gov). In relation to the
study, it refers to the level of academic achievement of Grade 12 students as measured by their
grades in various academic subjects.
Time Spent in Using Gadgets. Time spent in using gadgets refers to the amount of
time an individual spends utilizing electronic devices, such as smartphones, computers, or tablets,
for various activities (https://www.psychologytoday.com) . Whereas in relation to the study, it
refers to the total amount of time Grade 12 students spend using gadgets for educational,
entertainment, and communication purposes both in school and at home.

29
Chapter 3
Research Design and Methodology
This chapter includes a discussion of the research methods, research design, sources of
data, respondents of the study, data gathering procedures to be undertaken by the researchers,
instruments to be used in data gathering, and statistical tools to be used in the analysis and
interpretation of data.
Research Method and Design
This study is a combined qualitative-quantitative method and descriptive normative research
design techniques. Combined qualitative-quantitative method is defined as research approach that
"integrates both qualitative and quantitative data collection and analysis procedures" (Creswell
and Plano Clark, 2007). This type of research method allows researchers to gather a wide range of
data on a topic of interest, and to triangulate these data in order to increase the validity and
reliability of the findings. The use of both qualitative and quantitative methods can provide a
more comprehensive understanding of the topic, and allows researchers to explore both the
numerical data and the more in-depth experiences and perspectives of those involved in the study.
Whereas, the descriptive normative research design is primarily used for describing and
understanding the current state of a phenomenon, identifying patterns and trends, and making
comparisons to established norms or standards. The descriptive normative research design was
deemed appropriate for the study because it allowed us to gather quantitative data on the average
time spent using gadgets as well as qualitative data on the effects it on the academic performance
of the Grade 12 students. This research design helped the researchers gain a nuanced and
comprehensive understanding of the current situation under the researchers' present study and
30
compared the collected data to establish norms, which was crucial for identifying deviation from
these norms. Moreover, this helped the researchers make recommendations for a possible
intervention and solution.
Sources of Data
The needed data were drawn from the following:
Primary Sources. The respondents of the study, specifically the Grade 12 students of
Manito National High School, were considered as first-hand sources of data for the study. Their
direct response to the survey questionnaire provided by the researchers were used to determine
the effects of gadget utilization on their academic performance.
Secondary Sources. The researchers utilized the data coming from different researches
with a connection to this problem as the secondary sources of data for the study.
Instruments Used
In gathering the data, the researchers used 3 instruments such as (a) survey-questionnaire
on the profile of the respondents, (b) survey-questionnaire on the average time spent on gadget
utilization along three purposes, and (c) survey-questionnaire on the effects of gadget utilization
in academic performance as perceived by the respondents.
The respondents filled out their information in the profile. Next, they checked the
following indicators for each purpose of gadgets based on the following choices: less than 3
hours, 4-5 hours, 6-7 hours, 8-9 hours, and more than 10 hours. Lastly, they also assessed the
following indicators based on their perception of the effects of gadget utilization on academic
performance. The choices for each item were as follows: 5 – Strongly Agree (SA); 4 – Agree (A);
3 – Neutral (N); 2 – Disagree (DA); and 1 – Strongly Disagree (SDA). These choices were
marked according to the respondents' responses. The last part of the survey questionnaire
31
contained questions that were answered by the respondents, providing supporting data for this
study.
Respondents of the Study
The respondents of the study were the Grade 12 students of Manito National High
School, who were selected through simple random sampling. Simple Random Sampling is a basic
probability sampling design in which the chance of selection is the same for every member of the
population (Faltado et al., 2017). Simple random sampling was done by using a list of all the
Grade 12 students in every section currently enrolled in the present school year, and then samples
were randomly selected with an equal number of chances in each section. They were selected as
respondents because they were more likely to have more experience with and knowledge about
gadgets than the younger students.
Data Gathering Procedure
To ensure the accuracy and reliability of the data gathered for the study, the researchers
followed a systematic process for data collection. The first step was to validate the instruments
used in the study. This involved reviewing and verifying the effectiveness of the survey
questionnaire. Second, the researchers sought permission from the school principal, school
registrar, and advisers of Grade 12 students to conduct the study. If the request was granted, the
survey questionnaire was administered to the selected respondents. Third, the researchers
retrieved the completed questionnaires and processed the data. They checked for completeness
and accuracy of the gathered data. Finally, the researchers conducted data analysis and
interpretation using statistical techniques such as frequency count, mean score, and average mean.
The results were compared to established norms, and recommendations for possible interventions
or solutions were made based on the interpretation of the data. By following this comprehensive
32
process of data gathering, the researchers ensured that the results of the study were accurate and
reliable.
Statistical Treatment of Data
To answer the specific problems in this study, the researcher made use of statistical tools
such as frequency count, mean score, and average mean to analyze the data gathered from the
instruments used in the study.
Frequency count. A frequency count is a statistical method used to calculate how many
people fit into a certain category or the number of times a characteristic occurs
(https://www.uoguelph.ca/). This formula was used to answer research questions related to the
profile of the respondents and the average time they spent on their gadgets along different
purposes.
Mean Score. A mean score is a statistical method used to determine the average of a set
of scores (Field, 2017). This formula was used to determine the effects of gadget utilization on
academic performance. The formula used for mean score is:
X̄ =
∑X
N
Where:
X̄ = mean score
∑ X = sum of the scores

33
N = number of respondents
Average Mean. An average mean is a statistical method used to determine the overall
mean or average of a set of means (Salkind, 2010). This formula can be used interchangeably
with the mean score. The formula used for average mean is:
AM =
∑ X̄
n
Where:
AM =¿Average Mean
∑ X̄=¿ ¿ sum of the means

n=¿ number of means
Percentage. A percentage is a relative value indicating hundredth parts of any quantity
(https://www.britannica.com). This formula was used to determine the percentage value of the
variables in the profile of the respondents and the average time spent on gadget utilization. The
formula used for percentage is:
V
P= × 100
N
Where:
P=¿Percentage
∑ X̄=¿ ¿ Numerical value

N=¿ number of respondents
34
The following scale was used to describe the students' responses on the survey
questionnaire to determine the effect of gadgets on their academic performance. Additionally, it
was also used for interpreting the gathered data.
Equivalent Option Verbal Interpretation
4.50-5.00 5 Strongly Agree
3.50-4.49 4 Agree
2.50-3.49 3 Neutral
1.50-2.49 2 Disagree
1.00-1.49 Strongly Disagree

1
35
Chapter 4
Presentation, Analysis, and Interpretation of Data
This chapter presents the results, the analysis and interpretation of data gathered from the
answers to the research instruments distributed to the respondents followed by the discussion of
the research findings. The said data were presented in tabular form in accordance with the
specific questions posited on the statement of the problem.
Questionnaires were given to Grade 12 students of Manito National High School
(HUMSS, GAS & TVL), with a total of 166 students as respondents of this study. After giving
the consent from indicating their willingness to participate in the study, these students completed
their questionnaires.
Profile of the Respondents
Profile of the respondents refers to the demographic data points of the individuals who
respond to a survey or questionnaire (Glaser, 2012). According to Darwin (2015), the
demographic profile of respondents can include information such as gender, age, household
income, ethnicity, highest educational qualification attained, years of working experience, and the
type of industry they are in.
In this particular study, the profile of the respondents includes their age, section/block,
36
and address. According to Barbour (2020), age is an important factor to consider as it influences
the frequency and purpose of gadget utilization, as well as its effect on academic performance. By
profiling the age of the respondents, this study can better understand the specific challenges and
opportunities that arise from technology use among Grade 12 students, as they are in a critical
transition phase towards adulthood. Next, the section/block of the respondents is important for
examining the social dynamics associated with gadget utilization and academic performance.
Furthermore, Subrahmanyam et al. (2019) and Valkenburg & Peter (2011) pointed out in their
studies that peer influence and interactions significantly impact technology use behaviors and
outcomes. Profiling the respondents' section/block enables the study to examine the potential
influence of classmates and peers on gadget utilization patterns, thereby enriching the
understanding of how social dynamics shape academic performance outcomes. Lastly, Reisdorf
& Rosé (2016) stated that the respondents' addresses provide context about their geographical
location, which can affect access to resources and technological facilities. Profiling the addresses
of the respondents helps identify potential disparities in gadget utilization and academic
performance across different areas, enabling the study to explore the impact of contextual factors
on students' academic outcomes.
Table 1. Profile of the Respondents in terms of Age
Age Frequency Percentage Rank

17 37 22.29% 2
18 85 51.20% 1
19 25 15.06% 3
20 & Above 19 11.06% 4
Total 166 100%
Table 1 presents the profile of the respondents, which includes one hundred sixty-six
(166) Grade 12 students from Manito National High School. The age range of the respondents
37
spans from 17 to 20 years old and above. The majority of respondents, comprising 85 individuals
or 51.20%, are 18 years old. The second-largest age group consists of 37 respondents (22.29%)
who are 17 years old. Additionally, there are 19 individuals (11.06%) who are 20 years old or
above, representing the smallest portion of the population.
Hence, this highlights that the respondents were within the expected age range for their
grade level while there was also some whose age are along 19, 20 and above which can be
considered as overage in terms of the grade level due to several factors such as grade level
retention, late enrollment, and balik-aral (returning to school).
Table 2. Profile of the respondents in terms of section
Section Frequency Percentage Rank

Block I GAS 33 19.88% 1
Block J HUMSS & GAS 30 18.07% 2
Block K 20 12.05% 5
Block L 29 17.47% 3
Block M 30 18.07% 2
Block N 24 14.46% 4
Total 166 100%
The grade level and section distribution of the respondents, as shown in Table 2, reflects
the Grade 12 student population from various blocks/sections in Manito National High School. In
order to ensure a representative sample from the accessible majority within the locale, the study
did not restrict the respondents to a single block/section. Among the 166 participants, Block I
GAS had the highest number of respondents with 33 students, accounting for 19.88% of the total
sample size. Block J GAS and Block M EIM had an equal number of respondents, with 30
students each, constituting 18.07% of the sample. Block L followed closely with 29 respondents
(17.47%). Block N had 24 respondents (14.46%), and Block K had the lowest number of
38
respondents, with 20 students (12.05%). The sample size for each block/section was determined
using the Slovin's Formula, ensuring appropriate representation.
This implies the diversity of the respondents across different blocks/sections within the
school. By including participants from multiple sections, the study can capture a broader
perspective and account for potential variations in gadget utilization and its perceived effects on
academic performance among Grade 12 students. Additionally, the use of the Slovin's Formula
helps maintain an adequate sample size for each block/section, ensuring statistical reliability and
accuracy in the study findings.
Table 3. Profile of the respondents in terms of Address
Address (Barangay) Frequency Percentage Rank

Balabagon 2 1.20% 9
Balasbas 15 9.04% 4
Bamban 5 3.01% 8
Buyo 41 24.70% 1
Cabit 1 0.60% 10
Cawayan 1 0.60% 10
Cawit 10 6.02% 5
Holugan 5 3% 7
It-ba 36 21.70% 2
Malobago 2 1.20% 9
Manumbalay 6 3.61% 6
Nagotgot 2 1.20% 9
Pawa 34 20.50% 3
Tinapian 6 3.61% 6
Total 166 100%
Based on the presented table, a significant proportion of the respondents resided in Buyo,
comprising 41 individuals (24.70%) of the total sample size. The second-largest group consisted
39
of 36 respondents (21.70%) from It-Ba, followed closely by 34 respondents (20.50%) from Pawa.
Additionally, 15 respondents (9.04%) lived in Balasbas, while 6 respondents (3.61%) hailed from
both Manumbalay and Tinapian. Bamban and Holugan each had 5 respondents (3%), while
Balabagon, Malobago, and Nagotgot accounted for 2 respondents (1.20%). Finally, the
respondents from Cabit and Cawayan were the least represented, with only 1 respondent (0.60%)
from each area.
The distribution of respondents across different residential areas provides information
into the geographic diversity of the sample. The higher number of respondents from Buyo, It-Ba,
and Pawa suggests that these locations have a larger concentration of Grade 12 students attending
Manito National High School. Conversely, the smaller representation from areas such as Cabit
and Cawayan indicates a lower population of Grade 12 students in these location.
Average time spent on Gadget Utilization along the Three Purposes
Gadget utilization refers to the use of small mechanical or electronic devices with
practical uses (Collins Dictionary, n.d). Tambunan, and Batubara (2020) stated in their study that
gadgets can be used for various purposes, such as facilitating remote communication with other
people, providing media information, and supporting the learning process.
In the present study, determining the average time spent on gadget utilization among
Grade 12 students is essential to understanding their engagement with electronic devices for
educational, entertainment, and communication purposes. By examining the time allocated to
each of these purposes, the study can identify potential variations in gadget utilization patterns
and shed light on how these patterns may influence academic performance. Moreover,
understanding the average time spent on gadget utilization is crucial for addressing the identified
problem of the study.

40
Table 4. Average time spent on Gadget Utilization along Three Purposes
Frequency
Use of Gadget More than Less than
8-9 hours 6-7 hours 4-5 hours
10hours 3hours
1. Educational purposes 7 12 20 58 69
2.Entertainment purposes 19 27 35 49 36
3.Communication purposes 10 17 26 51 62
Total Frequency 36 56 81 158 167
Table 4 presents the data on the amount of time respondents spent using gadgets for
educational, entertainment, and communication purposes. In terms of educational purposes, a
small percentage of respondents, 7 out of 166 (4.22%), reported spending more than 10 hours,
while 12 respondents (7.23%) spent 8-9 hours, 20 respondents (12.05%) spent 6-7 hours, 58
respondents (34.94%) spent 4-5 hours, and 69 respondents (41.57%) spent less than 3 hours. For
entertainment purposes, 19 out of 166 (11.14%) reported spending more than 10 hours, 27
respondents (16.27%) spent 8-9 hours, 35 respondents (21.08%) spent 6-7 hours, 49 respondents
(29.52%) spent 4-5 hours, and 36 respondents (21.69%) spent less than 3 hours. Regarding
communication purposes, 10 respondents (6.02%) spent more than 10 hours, 17 respondents
(10.24%) spent 8-9 hours, 26 respondents (15.66%) spent 6-7 hours, 51 respondents (30.72%)
spent 4-5 hours, and 62 respondents (37.35%) spent less than 3 hours.
These findings indicate that a significant portion of the respondents predominantly use
their gadgets for less than 3 hours for educational and communication purposes. According to the
responses of the Grade 12 students in the survey questionnaire, they stated that they have a poor
internet connection in their current address, which limits their gadget usage to a shorter period of
time. It suggests that the availability and quality of internet connectivity can vary depending on
the area, resulting in differential access to online educational resources and communication
41
platforms. This also implies that geographical location greatly affects the amount of time they
spend on their gadgets.
Conversely, the majority of respondents spend approximately 4-5 hours on gadgets for
entertainment purposes. It is noteworthy that respondents generally allocate more time to
entertainment purposes compared to educational and communication purposes. This suggests a
higher preference for leisure and recreational activities when utilizing gadgets.
Effects of Gadget Utilization in Academic Performance as Perceived by the
Respondents
The effects of gadget utilization on academic performance, as perceived by the
respondents in a study, refer to the perceived effect that the use of electronic devices has on
various aspects of students' academic achievements. This measure captures the subjective
experiences and beliefs of the respondents regarding how their gadget utilization influences their
learning outcomes, study habits, and overall academic performance. Previous studies have shown
that electronic gadgets can have both positive and negative effects on academic performance. In
the compelling findings of Menorca et al. (2017), The use of gadgets has a moderately positive
impact on learning, which is indicative of good academic performance but it also has a slightly
negative impact because students are most likely to be distracted by it. Conversely, according to
the findings of Jennifer (2012), high school students who had excessively use their gadgets had a
poor academic performance.
In accordance with the present study, determining the effects of gadget utilization on
academic performance holds significant relevance and urgency. As Grade 12 students navigate
their final year of high school, the effect of gadget usage on their academic performance becomes
particularly critical.
Table 5. Positive Effects of Gadget Utilization on Academic Performance

42
Indicators Mean Descriptive

Score Interpretation
1. I find it easier to access online resources and study materials. 4.13 Agree
2. I am able to stay organized and keep track of my assignments, 3.80 Agree

deadlines, and schedules.
3. I can communicate easily with my classmates and teacher. 4.17 Agree
4. I can take advantage of educational apps and software that 3.84 Agree
enhance my learning experience.
5. I can easily collaborate with my classmates to work on group 3.86 Agree
projects and assignments.
6. I can access online writing and research tools that help me to 3.92 Agree
write and cite academic papers effectively.
7. I can take notes more efficiently and effectively. 3.76 Agree
8. I can access multimedia resources such as videos and 3.77 Agree
interactive simulations that illustrate complex concepts.
9. I can work on assignments and projects from anywhere at any 3.70 Agree
time.
10. I am able to stay up-to-date with important announcements 4.21 Agree
and notification from my school.
Average Mean 3.92 Agree
In Table 5, it is evident that the indicators of gadget utilization reveal Grade 12 students
at Manito National High School have a positive perception of its effect on their academic
performance, with an average mean score of 3.92. Specifically, the students unanimously agreed
on all ten indicators, with indicator 1 scoring a mean of 4.13, indicator 2 at 3.80, indicator 3 at
4.17, indicator 4 at 3.84, indicator 5 at 3.86, indicator 6 at 3.92, indicator 7 at 3.76, indicator 8 at
3.77, indicator 9 at 3.70, and indicator 10 at 4.21.
These results strongly imply that utilizing gadgets in an educational manner has a
positive effect on the academic performance of Grade 12 students. The agreement among the
students on all indicators indicates a collective belief that incorporating gadgets into their learning
processes enhances their academic achievements. According to the responses of the Grade 12
43
students in the survey questionnaire, they stated that gadgets can improve their academic
performance. They highlighted that gadgets enable easy access to online resources, such as
educational articles, and facilitate the completion of school tasks in a shorter period of time. This
suggests that gadget utilization, when used appropriately and for educational purposes, can
contribute positively to the students' overall academic performance. These findings highlight the
significance of promoting responsible and purposeful gadget use among Grade 12 students, as it
can potentially lead to improved academic outcomes.
Table 6. Negative Effects of Gadget Utilization on Academic Performance

Statements Mean Score Descriptive Rank
Interpretation
11. I tend to procrastinate and waste time on 3.78 Agree 1
non-academic activities such as social media,
games, or entertainment.
12. I may become distracted by notifications and 3.58 Agree 4.5
messages, which can disrupt my concentration
and lead to decreased productivity.
13. It may interfere with my sleep schedule, 3.66 Agree 3
which can negatively affect my ability to focus
and learn effectively.
14. I may become too reliant on gadgets and 3.58 Agree 4.5
neglect other important study habits such as
reading textbooks, attending lectures, or
engaging in active discussions with peers.
15. I may be exposed to distraction from online 3.55 Agree 6.5
sources that are not related to my academic
goals.
16. I may experience physical discomfort such 3.75 Agree 2
as eye strain, neck pain, or headaches. This can
negatively affect my overall well-being and lead
to poor academic performance.
17. I may become addicted to technology and 3.42 Neutral 8
experience symptoms of withdrawal when not
using it. This can lead to decreased motivation
and a lack of interest in academic pursuits.
18. I may be at risk of cyberbullying, online 3.04 Neutral 10
harassment, or exposure to inappropriate
content. This can negatively affect my mental
44
health and overall academic performance.

19. I may be at risk of plagiarism if I rely too 3.11 Neutral 9
heavily on online sources without properly
citing them.
20. I may be at risk of losing valuable social 3.55 Agree 6.5
skills and face-to-face communication abilities.
This can negatively affect my academic
performance, particularly in group projects or
presentations that require effective
communication skills.
Average Mean 3.50 Agree
Table 6 presents the negative indicators of gadget utilization, indicating that Grade 12
students also acknowledge its negative effects on their academic performance, with an average
mean score of 3.50. Specifically, the students agreed on seven indicators, including indicator 1
with a mean score of 3.78, indicator 2 at 3.58, indicator 3 at 3.66, indicator 4 at 3.58, indicator 5
at 3.55, indicator 6 at 3.75, and indicator 10 at 3.55. However, three out of the ten indicators
showed a neutral effect, with indicator 7 scoring a mean of 3.42, indicator 8 at 3.04, and indicator
9 at 3.11.
These findings indicate that if gadgets are not used responsibly and effectively, it may
have detrimental effects on the academic performance of Grade 12 students. Additionally,
according to the responses of the Grade 12 students in the survey questionnaire, majority of them
stated that they experienced a decline in their academic performance due to excessive gadget use.
Proposed Activity to Address the Identified Problem
The "Game On for Academic Performance: A 5-Day Gamified Workshop for Grade 12
Students to Leverage Gadgets and Mitigate Detrimental Effects" is the proposed activity of Group
No. 4, 12-Block J GAS that presents an innovative and engaging solution to address the identified
problem among Grade 12 students at Manito National High School. Acknowledging that students
believe using gadgets in an educational manner positively affects their academic performance
45
while also recognizing the associated negative effects, this 5-day gamified workshop aims to
empower Grade 12 students to effectively leverage gadgets and mitigate any detrimental effects.
By providing them with the necessary knowledge, skills, and strategies, this workshop strives to
create a balanced and responsible approach towards gadget utilization, fostering improved
academic performance and overall digital well-being. Through interactive sessions, gamified
activities, and collaborative learning experiences, the "Game On for Academic Performance"
workshop will equip Grade 12 students with the tools to maximize the benefits of gadgets while
minimizing the potential drawbacks, ultimately shaping them into resilient and successful
learners in the digital age.

46
47
A Project Proposal to Conduct Student Development Activity
I. Project Title : Game On for Academic Performance: A 5-Day Gamified Workshop for
Grade 12 Students to Leverage Gadgets and Mitigate Detrimental Effects
II. Proponents : Group No. 4, 12-Block J General Academic Strand
Ma. Suzette A. Ramos Cristina Marie D. Talle
Christine L. Ayala John Manuel R. Pescadero
Kim Drew D. Vasquez
III. Target Year of Implementation: June 2023
IV. Implementing Agent : Manito National High School
V. Participants : Grade 12 Students
VI. Rationale
Gadgets play a significant role in the lives of Grade 12 students. While gadgets offer numerous
benefits, they can also have detrimental effects on academic performance if not used responsibly
and effectively. To address this issue, the proposed project, "Game On for Academic
Performance: A 5-Day Gamified Workshop for Grade 12 Students to Leverage Gadgets and
Mitigate Detrimental Effects," aims to provide students with the knowledge, skills, and strategies
to optimize their gadget usage for educational purpose while minimizing the negative effects. By
incorporating gamification, competitions, and prizes, we intend to create an engaging and
exciting workshop that captures the interest of Grade 12 students, motivating them to enhance
their academic performance by optimizing educational uses of gadgets rather than mere focusing
on entertainment purposes. This proposed activity is in accordance with DepEd issued a
memorandum entitled "Guidelines on the Use of Electronic Gadgets among Students," which
provides guidance on the safe and responsible use of gadgets for students. The memorandum
emphasizes the need to balance gadget use with other activities and to ensure that student's gadget
use is age-appropriate, safe, and healthy. Maximizing the educational use of gadgets is a more
48
responsible manner of gadget use.
VII. Objectives
Terminal Objective:
To provide students with an avenue to gain knowledge and understanding of the
educational uses of gadgets, detrimental effects of excessive unregulated gadget use as well as
promote digital wellness and responsible gadget use.
Enabling Objectives:
1. Educate Grade 12 students about the potential benefits and pitfalls of gadget utilization on their
2. Equip students with effective strategies for leveraging gadgets to enhance their learning, time
management, and study skills.
3. Promote digital wellness and responsible gadget usage among Grade 12 students.
4. Provide a gamified workshop experience that fosters engagement, competition, and
collaboration among participants.
5. Mitigate the detrimental effects of excessive gadget usage and promote balance in students'
academic and personal lives.
VIII. Project Description:
In relation to the research study results of Group 4, 12-Block J GAS, which highlighted
the positive and negative effects of gadgets utilization on the academic performance of the grade
12 students, this project aims to address this concern through a gamified workshop. The 5-day
gamified workshop will be a dynamic and interactive learning experience for Grade 12 students.
Each day will be structured to incorporate engaging activities, interactive discussions, and hands-
on exercises. The workshop will cover various topics, including digital wellness, time
management, effective study techniques, and responsible gadget usage. Participants will learn
how to harness the power of gadgets to improve their academic performance while avoiding
49
distractions and maintaining a healthy balance. Throughout the workshop, students will actively
participate in gamified challenges, competitions, and team-based activities, earning points and
rewards along the way. Prizes and recognition will be awarded to individuals and teams who
demonstrate exceptional performance and engagement. By the end of the workshop, students will
have gained practical skills and strategies to leverage their gadgets effectively for academic
success.
Breakdown of the workshop structure and activities
Day 1: Gadget Showdown Kick-off
 Icebreaker activity with a gadget-themed trivia game to energize and engage participants.
 Introduction to the workshop's gamified structure and the concept of earning points
throughout the week.
 Presentation on the effect of gadgets on academic performance, highlighting both the
positive and negative aspects.
 Group discussion and sharing of personal experiences related to gadget usage and
academic challenges.
 Team-building activity: Divide participants into teams for friendly competition
throughout the workshop.
Day 2: Digital Challenge Quest
 Introduction to the Digital Challenge Quest, a day-long competition to test participants'
knowledge and skills in leveraging gadgets for academic success.
 Engaging quiz rounds focusing on digital wellness, time management, and study skills
with digital tools.
 Collaborative problem-solving activities where teams work together to complete
academic tasks using gadgets.

50
 Team scores and leaderboard updates to maintain excitement and foster healthy
competition.
Day 3: Distraction-Free Race
 Distraction-Free Race: A timed challenge where teams compete to complete academic
tasks with the fewest distractions from gadgets.
 Participants will learn and practice strategies for minimizing distractions, such as
implementing notification management techniques and creating distraction-free study
environments.
 Points awarded based on task completion time and the level of distraction avoidance.
 Prizes awarded to the team with the highest scores and the best demonstration of
distraction management techniques.
Day 4: Mindful Gadgets Adventure
 Mindful Gadgets Adventure: A series of challenges and activities focused on practicing
mindfulness and utilizing gadgets in a purposeful and focused manner.
 Mindfulness exercises integrated with gadget usage, encouraging participants to be fully
present and engaged while leveraging digital resources.
 Points awarded for completing mindfulness activities and demonstrating mindful gadget
use.
 Special recognition and prizes for the team that exhibits the highest level of mindfulness
throughout the day.
Day 5: Digital Balance Showcase and Awards Ceremony
 Digital Balance Showcase: Participants present their personalized digital balance plans,
showcasing strategies and goals for responsible gadget use.
 Each team highlights their achievements, showcasing how they have leveraged gadgets to
enhance academic performance while mitigating detrimental effects.

51
 Judging panel assesses the digital balance plans and team presentations, awarding points
based on creativity, feasibility, and effectiveness.
Schedule and Timeline
Table 7. Timetable of the activities in the gamified workshop

Day 1: Gadget Showdown Kick-off
Time Activity
8:30 am-9:15 am Icebreaker activity
9:15 am-9:45 pm Introduction to the workshop's gamified structure
9:45 am-11:30 am Presentation on the effects of gadgets on academic performance
11:30 am-12:30 pm LUNCH
12:30 pm-2:15 pm Group discussion and sharing of personal experiences
2:15 pm-3:00 pm Team-building activity and team formation
3:00 pm-3:15 pm SNACKS
Day 2: Digital Challenge Quest
Time Activity
8:30 am-9:00 am Introduction to the Digital Challenge Quest
9:00 am-11:30 am Engaging quiz rounds on digital wellness, time management, and
study skills
11:30 am-12:30 pm LUNCH
12:30 pm-2:30 pm Collaborative problem-solving activities
2:30 pm-2:45 pm Team scores and leaderboard updates
Day 3: Distraction-Free Race
Time Activity
8:30 am-9:00 am Introduction to the Distraction-Free Race
9:00 am-11:30 am Discussion on the strategies for minimizing distractions and
maximizing focus
11:30 am-12:30 pm LUNCH
12:30 pm-2:30 pm Distraction-Free Race challenge
2:30 pm-2:45 pm Points calculation and leaderboard updates
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Day 4: Mindful Gadgets Adventure
Time Activity
8:30 am-9:00 am Introduction to Mindful Gadgets Adventure
9:00 am-11:30 am Mindfulness exercises integrated with gadget usage
11:30 am-12:30 pm LUNCH
12:30 pm-2:30 pm Mindful Gadgets Adventure challenges
2:30 pm-2:45 pm Points calculation and leaderboard updates
Day 5: Digital Balance Showcase and Awards Ceremony

Time Activity
8:30 am-9:30 am Preparation for Digital Balance Showcase
9:30 am-11:30 am Participants finalize and refine their digital balance plans
11:30 am-12:30 pm Afternoon Session:
12:30 pm-2:30 pm Digital Balance Showcase presentations
2:30 pm-3:00 pm Judging panel assessments
3:00 pm-3:30 pm Awards ceremony and closing remarks
IX. Expected Outcome
The anticipated outcomes of the workshop are as follows:
 Increased awareness among Grade 12 students about the effect of gadget utilization on
 Enhanced knowledge and application of effective gadget usage strategies, resulting in
improved study habits and time management skills.
 Heightened sense of digital wellness, leading to a more balanced approach to gadget
usage and reduced distractions.

53
 Improved academic performance and grades as students leverage their gadgets more
efficiently and purposefully.
 Strengthened collaboration, teamwork, and communication skills through the gamified
challenges and competitions.
 Increased motivation and engagement among Grade 12 students, fostering a positive
attitude towards learning and personal growth.
X. Working Committee
Table 8. Working Committees their Roles/Tasks

Committee Terms of Reference Person/s Involved
Workshop Coordinator Oversee the overall planning, Ma. Suzette A. Ramos
organization, and execution of
the workshop. and
Facilitators Ensure the successful
implementation of the workshop
and achievement of its
Logistics Coordinators objectives.
Manage the logistical aspects, John Manuel Pescadero
such as venue arrangements, Cristina Marie Talle
equipment, and resource
coordination.
Evaluation Conduct assessments and gathers Ma. Suzette A. Ramos
feedback from participants to Christine L. Ayala Kim
measure the workshop's Drew Vasquez
effectiveness and make
improvements for future
iterations.
Actively involved in the Selected Grade 12 teachers
workshop as facilitators and
Teachers subject matter experts. They
contribute their expertise in
educational strategies, gadget
utilization, and academic
performance to deliver engaging
sessions and guide participants
effectively.
54
Invited experts, such as Invited External resource

academic professionals, industry speakers
Resource Speakers practitioners, and technology
specialists, serve as resource
speakers during specific
sessions. They share their
knowledge, experiences, and
best practices related to gadget
utilization and academic
performance.
Programs, Certificates and Prepare and facilitate the Christine L. Ayala Kim
Attendance program flow. Drew Vasquez
Prepare the certificates for the
participants and guest speakers.
Prepare attendance sheet and
facilitate signing in the
attendance sheets.
Completion Report and Prepare the narrative completion Ma. Suzette A. Ramos
Documentation report with photo-
documentations.
Prepare liquidation report of the
activity.
Take pictures of the day-to-day
activities.
XI. Success Indicators
The following success indicators shall be utilized to document and support effectiveness of
the proposed activity:
 Narrative and Financial Report
 Pictorial
 Attendance Sheet
 Certificates
 Results of the Evaluation Sheets

55
By implementing the "Game On for Academic Performance" workshop, the aim is to
empower Grade 12 students with the necessary knowledge, skills, and mindset to effectively
leverage gadgets while mitigating any negative effect on their academic performance. The
gamified approach, interactive sessions, and competitions will create an engaging and immersive
learning experience, ensuring active participation and maximum benefit for all participants.
Prepared by:
MA. SUZETTE A. RAMOS

Main Proponent
CHRISTINE L. AYALA KIM DREW D. VASQUEZ CHRISTINE MARIE TALLE

Co-Proponent Co- Proponent Co-Proponent
VIRGINIA B. DAGTA
OIC-Assistant Principal (SHS)
Approved:

OIC/SS Principal I
56

Region V (Bicol)
Division of Albay
SENIOR HIGH SCHOOL
BUDGET PROPOSAL
SCHOOL-BASED WORKSHOP
A. SOURCES OF FUNDS: Financial Contribution of the Proponents

50 pesos Registration Fee
Office of the Finance Staff
B. ESTIMATED EXPENSES:
Workshop Materials:
Printing of handouts, worksheets, and activity materials: Php 2,000 Stationery
supplies (pens, markers, sticky notes, etc.): Php 500
Gamification Elements: Prizes and rewards for

competition winners: Php 5,000 Trophies or
medals for outstanding participants: Php 2,000 Certificates of
participation for all attendees: Php 500
Refreshments and Snacks:

Daily snacks and beverages for 100 participants (5 days): Php 10,000
Invited 3 Resource Speakers:

Token of appreciation for each speaker: Php 1,000 x 3 speakers= Php 3,000
Stipend for each speaker: Php 2,000 x 3 speakers= Php 6,000
Total Estimated Cost: Php 29,000
Prepared by:
Ma. Suzette A. Ramos

Group 4 12-Block J GAS Leader
57
Evaluation Sheet
Name: __________________________________ Position/Designation: ___________________
Direction: Please indicate whether you agree or disagree on the extent by which the seminar
has been effective along each indicator using a check ( / ) under appropriate
column.
SD-Strongly Disagree D-Disagree U-Uncertain A-Agree SA-Strongly Agree
# Indicators SD D U A SA
A. WORKSHOP OBJECTIVE
1. Objectives of the workshop were clearly presented.
2. Objectives of the workshop were attained.
B. ACCOMODATION AND PROGRAM MANAGEMENT
1. Venue was clean, orderly, well-lighted, and conducive.
2. Program/Activities in the gamified workshop were clearly
presented to the participants.
3. Copies of the workshop were readily available for quick
reference of the participants.
4. Facilitators, support staff and committee in-charge were
efficient and responsive to the participants needs.
5. Preliminary activities were successfully conducted as
planned.
6. Officers of the day have efficiently manage their tasks and
duties.
C. DELIVERY OF CONTENTS
1. Topics/Contents were delivered as planned each day.
2. Topics/Contents were relevant and timely.
3. Delivery of content was time-bound.
D. FACILITATORS/SPEAKERS
1. Facilitators/speakers were able to attain the workshop
objectives.
2. Facilitators/speakers manifested mastery of the topics.
3 Facilitators/speakers processed questions and responses.
4. Facilitators/speakers maintained positive environment.
5. Facilitators/speakers observed proper attire.
E. PROVISION OF SUPPORT MATERIALS
1. Materials were apparent in the program.
2. Sound system, projectors and power point presentations
were available.
F. MANAGEMENT OF WORKSHOP
1. Resources were properly utilized during workshops.
2. Management of workshops were maximized by the
facilitators.
3. Output presentations were completed and meaningfully
showed transfer of learning from the workshop.
G. PARTICIPANTS
1. Participants were attentive during lectures.
2. Participants were active and participative during
58
workshops.
3. Participants were responsive and competitive during
workshops.
4. Participants were creative and imaginative in doing their
tasks.
5. Participants were observant of time-on-task management.
H. FOOD SERVICES
1. Snacks and lunch were served on time.
2. Snacks and lunch were nutritious.
3. Committee in-charge were nice and approachable.
GENERAL COMMENTS AND SUGGESTIONS:

59
Implications
The implementation of the "Game On for Academic Performance" workshop holds
significant implications for Grade 12 students at Manito National High School. By actively
engaging in this 5-day gamified workshop, students will have the opportunity to explore and
leverage the potential of gadgets in their academic performance. The workshop's emphasis on
responsible gadget use and mitigating detrimental effects will foster a sense of digital well-being
among students, enabling them to strike a balance between educational utilization and potential
distractions. Furthermore, the immersive and interactive nature of the workshop will promote
student engagement, critical thinking, and problem-solving skills. As students participate in
gamified activities, competitions, and collaborative challenges, they will develop teamwork,
communication, and leadership abilities. Ultimately, the implications of this workshop extend
beyond academic performance, as students will acquire essential digital literacy skills, cultivate
responsible gadget use habits, and enhance their overall well-being in the digital age. The
workshop's positive outcomes will not only benefit the participating Grade 12 students but also
influence the wider school community by fostering a culture of effective gadget utilization and
academic excellence.
Recommendations
Based on the objectives and expected outcomes of the "Game On for Academic
Performance" workshop, several recommendations emerge to further support the effective
utilization of gadgets and mitigate their detrimental effects among Grade 12 students. First, it is
recommended that the workshop be integrated into the school curriculum on an annual basis to
ensure sustained impact and reach a wider student population. Additionally, providing ongoing
training and support to teachers and school staff regarding responsible gadget use and digital
literacy will enable them to reinforce the workshop's principles and practices in the classroom. To
enhance long-term sustainability, it is advisable to establish a student-led committee or club

60
focused on promoting responsible gadget use, organizing follow-up activities, and fostering peer
support. Moreover, collaboration with parents and guardians should be encouraged through
informative sessions, workshops, or digital parenting resources to establish a cohesive approach
between home and school environments. Finally, it is recommended to conduct regular
evaluations and assessments to measure the workshop's effectiveness and make necessary
adjustments for future iterations. By implementing these recommendations, the workshop's
impact can be maximized, fostering a generation of Grade 12 students who effectively leverage
gadgets for academic excellence while mitigating any potential negative effects.
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Chapter 5
Summary, Findings, Conclusions and Recommendations
This chapter is a presentation of the summary, findings, conclusions and the
recommendations regarding the effects on academic performance of gadget utilization as
perceived by the Grade 12 students.
Summary
The study entitled, Effects on Academic Performance of Gadgets Utilization as Perceived
by Grade 12 Students in Manito National High School, School Year 2022-2023 aimed to
determine the effects on academic performance of gadgets utilization as perceived by Grade 12
students. It was conducted to answer the following questions:
1. What is the profile of the respondents along:
a. Age
b. Section/Block
c. Address
2. What is the average time spent on gadget utilization of the respondents along:
a. Educational purpose
b. Entertainment purpose
c. Communication purpose
3. What are the effects of gadgets utilization in academic performance as perceived by the
respondents?
4. What activity may be proposed to address the identified problem?

62
The study used qualitative-quantitative method employing descriptive normative research
design. Qualitative research is a method of inquiry employed in many different academic
disciplines, including in the social sciences and natural science. Quantitative research is an
objective, systematic empirical investigation of observable phenomena with computational
techniques. This research followed a combined method. This was used in determining the effects
on academic performance of gadgets utilization
Researcher made questionnaire-checklist that focused on the gadgets utilization in order
to determine its effect on academic performance of selected grade 12 students.
The researcher followed these data gathering procedures. First, they coordinated with the
senior high school registrar and the Grade 12 curriculum chairman to formally ask permission to
have the list of the students per block. Second, the researchers conducted an orientation and
explain the purpose of conducting the survey to the respondents. Third, the survey-questionnaire
were administered to selected students of grade 12 is needed to be accomplished. Fourth, is the
organization, categorization, treatment, analysis; and interpretation of the data collected. Finally,
writing the final draft of the study.
Findings
Based on the data gathered, analyzed, and interpreted the significant findings of this
study are as follows:
1. The respondents’ profile in terms of age, section and address are as follows:
a. The respondents’ age is along 17, 18, 19, and 20 years old and above where 17 years
old has a frequency of 37, 18 with a frequency of 85, 19 with a frequency of 25 and 20
& above has a frequency of 19 which shows that majority of them are at the age of 18.
b. The respondents’ who belong to Block I are 33, Block J are 30, Block K are 20; Block
L are 29, Block M are 30 and Block N are 24 respectively.

63
c. The respondents have varied addresses but majority came from Buyo with a
frequency of 41 or 24.70%; followed by It-Ba with f=36 or 21.78%; Pawa with f=34
or 20.50% and Balasbas with f=15 or 9.04%
2. The average time spent on gadgets utilization of the respondents along educational purposes
is less than 3 hours; entertainment purposes is 4-5 hours, and communication purposes is
also less than 3 hours.
3. The top three perceived effects of gadget utilization to academic performance of the
respondents are as follows:
a. I tend to procrastinate and waste time on non-academic activities such as social
media, games, or entertainment with a mean score of 3.78 which means Agree;
b. I may experience physical discomfort such as eye strain, neck pain, or headaches.
This can negatively affect my overall well-being and lead to poor academic
performance with a mean score of 3.75 which means Agree; and
c. It may interfere with my sleep schedule, which can negatively affect my ability to
focus and learn effectively with a mean score of 3.66 which means agree.
4. The “Game On for Academic Performance: A 5-Day Gamified Workshop for Grade 12
Students to Leverage Gadgets and Mitigate Detrimental Effects” is a proposed activity to
help the Grade 12 students improve their academic performance by harnessing the
potential benefits of the gadgets while mitigating its detrimental effects.
Conclusions
In the line with the foregoing findings of the study, the researchers hereby concluded
that:
1. The profile of the respondents revealed that majority of them are 18 years of age,
proportionally sampled from the six sections of Grade 12, and most of them are residents
64
of Barangay Buyo, It-Ba, and Pawa which implies that they are within the age
requirement for their grade level, proportionally sampled from the entire target
population and accessible to the school.
2. The average time spent on gadget utilization among Grade 12 students differed across
educational, entertainment, and communication purposes, with the majority spending less
than 3 hours on their gadgets for educational and communication purposes, and 4-5 hours
for entertainment purposes which implies that less time is dedicated for educational
purposes.
3. The Grade 12 students perceived that their academic performance is affected negatively
by gadget use because they tend to procrastinate and waste time on non-academic
activities such as social media, games, or entertainment; experience physical discomfort
such as eye strain, neck pain, or headaches and experience interfered sleep schedule
which can affect ability to focus and learn effectively.
4. The project entitled, “Game On for Academic Performance: A 5-Day Gamified
Workshop for Grade 12 Students to Leverage Gadgets and Mitigate Detrimental Effects”
should be implemented to improve the academic performance of the respondents.
Recommendations
With all of the foregoing findings and conclusions of this study, the following
recommendations were formulated:
1. The Grade 12 students should manage their time effectively and set limits on gadget
usage, ensuring a balanced approach that prioritizes educational purposes while
moderating entertainment and communication usage.

65
2. Parents should be actively involved in monitoring and guiding their children's gadget
usage, promoting responsible and purposeful utilization while fostering open
communication about the potential benefits and negative effects.
3. Teachers can incorporate gadget utilization into educational activities, designing
engaging and interactive lessons that harness the positive effects of gadgets on
academic performance while addressing the potential negative effects.
4. Senior High School Department should consider implementing guidelines or policies
that promote responsible gadget usage among students, emphasizing the importance
of balanced utilization for educational purposes and providing support mechanisms
for students who may need guidance.
5. The Manito National High School Administration should explore ways to integrate
technology-enhanced learning strategies into the curriculum, providing necessary
resources and training opportunities for teachers and students to maximize the
positive impact of gadget utilization on academic performance.
6. Future researchers can build upon this study by conducting further investigations into
the long-term effects of gadget utilization on Grade 12 students' academic
performance, considering factors such as different subject areas, socioeconomic
backgrounds, and cultural contexts to gain a comprehensive understanding of the
topic.
66
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71
APPENDICES
72
Appendix A
Approved Letters

Region V - Bicol
SCHOOLS DIVISION OFFICE OF ALBAY
March 02, 2023

OIC/SS Principal I Manito
National High School
Sir:
Greetings!
May we ask permission to conduct a proposal defense on March 9, 2023 at 8:00-9:00 am,
which will be attended by the panel of evaluators namely the research adviser, chairman, panel
members 1 and 2, editor and statistician. Our research study is entitled "TIME SPENT IN USING
GADGETS AND ITS EFFECT TO SCHOOL PERFORMANCE OF GRADE 12 STUDENTS
IN MANITO NATIONAL HIGH SCHOOL, SCHOOL YEAR 2022-2023".
We believe that this research can provide valuable insights into the effects of the amount
of time spent in gadget use on school performance among Grade 12 students, and we are
confident that the proposal defense will help us improve our research and prepare us for the actual
study.
We wholeheartedly anticipate for your favorable approval.
Thank you.
Very truly yours,
Group No. 4 Leader GRADE
12-BLOCK J GAS
Noted:
73
VIRGINIA B. DAGTA Research

Adviser
APRROVED:
OIC/SS Principal I

Region V - Bicol
March 02, 2023

EDUARDO L. LLANERAJR. OIC/SS Principal
ATTENTION: NERESA B. TOLEDO
In-charge of AVR and Projector
Madam:
Greetings!
May we ask permission to utilize the audio-visual room and to borrow a multimedia projector
and sound system facilities for our research proposal defense on March 9, 2023, at 8:00–9:00 am,
which will be attended by the panel of evaluators, namely the research adviser, chairman, panel
members 1 and 2, editor, and statistician.
Rest assured that the equipment to be borrowed and the facilities in the audio-visual room
will be returned in good condition after the defense.
We wholeheartedly anticipate for your favorable response and approval.
Thank you.
Very truly yours,
Group No. 4 Leader GRADE
12-BLOCK J GAS
Noted:
VIRGINIA B. DAGTA Research
Adviser
Received:
74
NERESA B. TOLEDO AVR and

Projector In-charge
APRROVED:
OIC/SS Principal I

Region V - Bicol
May 03, 2023

________________________
________________________
________________________
Sir/Madam:
Greetings!
A research study entitled, EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS

UTILIZATION AS PERCEIVED BY GRADE 12 STUDENTS IN MANITO NATIONAL HIGH
SCHOOL, SCHOOL YEAR 2022-2023, is being conducted by Group 4 of 12-Block J GAS
herein represented by the undersigned as the Group Leader.
In this connection, to ensure validity and reliability of the data gathering instrument to be
used in the study, may we seek your favorable help as an evaluator who can help check the
correctness of the survey-questionnaire enclosed herewith.
The researchers believe that your insightful suggestions and recommendations will really
improve our work.
Anticipating with thanks and sincere acknowledgment.
Thank You!
Very truly yours,

75

Group No. 4 Leader
Noted:
VIRGINIA B. DAGTA
Research Teacher, MT-2

Region V - Bicol
May 03, 2023
THE SCHOOL PRINCIPAL

Manito, Albay
ATTENTION: ANA JEAN A. DAPA

Curriculum Chairman, Grade 12
Madam:
Greetings!
A research study entitled, EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS

UTILIZATION AS PERCEIVED BY GRADE 12 STUDENTS IN MANITO NATIONAL HIGH
SCHOOL, SCHOOL YEAR 2022-2023, is being conducted by Group 4 of 12-Block J GAS
herein represented by the undersigned as the Group Leader.
In this connection, may they request permission from your good office to conduct data
collection by administering the Survey- Questionnaire to the student- respondents and secure
important data of the respondents from their class advisers and in-charge of students’ records.
The researchers believe that the results of this study will contribute to the improvement of
school and the students.
May this request merit your kind approval.
Thank You!
Very truly yours,

Noted: Group No. 4 Leader
76
VIRGINIA B. DAGTA
Research Adviser, MT-2 Approved:

OIC/SS Principal I

Region V - Bicol
May 03, 2023
Dear Respondents,
Good Day!
The Group 4 of 12-Block J GAS are conducting a research study entitled EFFECTS ON
ACADEMIC PERFORMANCE OF GADGETS UTILIZATION AS PERCEIVED BY GRADE
12 STUDENTS IN MANITO NATIONAL HIGH SCHOOL, SCHOOL YEAR 2022-2023. In
this connection, a survey-questionnaire on the specific indicators describing the use of gadgets
and the factors that affects academic performance will be used. Attached herewith is the
questionnaire that you will be asked to respond to. This, then is request for your invaluable
assistance.
Your honest answers will be greatly appreciated.
Thank you very much for your wholehearted support and cooperation.
Respectfully yours,

Group No. 4 Leader
77
GRADE 12-BLOCK J GAS
Noted:
VIRGINIA B. DAGTA
Research Adviser
Appendix B
Accomplished Validation Tool

Region V - Bicol
JUROR’S VALIDATION FORM
Name of Evaluator: ______________________________________________________

Position Title: ____________________________ Designation: ___________________
1. Are the items/questions/statements in the questionnaire congruent with the statement of

the problem?
2. Are the items/questions/statements leading to the expected answer to the problem

statements?
3. Are the items/questions/statements really relevant to the research topic?
COMMENTS:
SUGGESTIONS:
78
RECOMMENDATIONS:
___________________________________
Signature Over Printed Name of Teacher
Appendix C
Data Gathering Instrument

Region V - Bicol
EFFECTS ON ACADEMIC PERFORMANCE OF GADGET UTILIZATION AS

SURVEY QUESTIONNAIRE
I. Respondent’s Profile
Respondent No. ____________ Grade, Block, & Strand: ________________________________
Gender: ___ Male ___ Female ___ Others (please specify) _______________________
Age: _____ Address: ___________________________________________________
Dear Respondents:
The research instrument hereto administered shall be used by the researchers in their
study about the effect on academic performance of gadget utilization. Hence, your utmost
cooperation and truthful response to the questions given hereto is requested.
Kindly check ( / ) the appropriate column provided for you based on your own perception
of the statements given in the table. A five-point scale is used in this survey questionnaire.
II. Gadget Utilization

1. What is the average time spent on your gadget utilization along educational,
entertainment, and communication purpose? Please check the number of hours per day,
as applicable.
79
More 8 – 9 6–7 4–5 Less

Uses of Gadgets than hours hour hours than
10 s 3
hour hours
s
Educational Purposes such as:
Answering assignments, Researching, preparing
presentations, solving mathematical problems,
and Doing school works and activities
Entertainment Purposes such as:
Surfing on social media, watching videos and
vlogs, watching movies, playing online games,
and Reading online novels and stories
Communication Purpose such as:
Video calls, Texting, Online chatting, Voice calls
and Online Communication Apps (e.g.
messenger, google meet, and zoom)
III. Effects of gadget utilization on academic performance

2. What are the effects of gadget utilization in your academic performance? Please check
the appropriate column if you have experienced each of the statements given. A five-
point scale used here is represented by the legend below:
Legend:
5 – Strongly Agree (SA) 4 – Agree (A) 3 – Neutral (N)
2 – Disagree (DA) 1 – Strongly Disagree (SDA)

SA(5) A (4) N (3) DA(2) SDA(1)
When I use my gadgets…
I find it easier to access online resources and study
materials.
I am able to stay organized and keep track of my
assignments, deadlines, and schedules.
I can communicate easily with my classmates and
teachers.
I can take advantage of educational apps and software that
enhance my learning experience.
I can easily collaborate with my classmates to work on
group projects and assignments.
I can access online writing and research tools that help me
to write and cite academic papers effectively.
I can take notes more efficiently and effectively.
80
I can access multimedia resources such as videos and

interactive simulations that illustrate complex concepts.
I can work on assignments and projects from anywhere at
any time.
I am able to stay up-to-date with important
announcements and notifications from my school.
SA(5) A (4) N(3) DA(2) SDA(1)

When I use my gadgets…
I tend to procrastinate and waste time on non-academic
activities such as social media, games, or entertainment.
I may become distracted by notifications and messages,
which can disrupt my concentration and lead to decreased
productivity.
It may interfere with my sleep schedule, which can
negatively impact my ability to focus and learn
effectively.
I may become too reliant on technology and neglect other
important study habits such as reading textbooks,
attending lectures, or engaging in active discussions with
peers.
I may be exposed to distractions from online sources that
are not related to my academic goals.
I may experience physical discomfort such as eye strain,
neck pain, or headaches. This can negatively affect my
overall well-being and lead to a decline in academic
performance.
I may become addicted to technology and experience
symptoms of withdrawal when not using it. This can lead
to decreased motivation and a lack of interest in academic
pursuits.
I may be at risk of cyberbullying, online harassment, or
exposure to inappropriate content. This can negatively
impact my mental health and overall academic
performance.
I may be at risk of plagiarism if I rely too heavily on
online sources without properly citing them.
I may be at risk of losing valuable social skills and face-
to-face communication abilities. This can negatively
impact my academic performance, particularly in group
projects or presentations that require effective
communication skills.
81
Thank you very much!!!
THE RESEARCHERS
Appendix D
Documentation
Proposal Defense
During our proposal defense held on March 13, 2023, from 8:00 to 9:30 AM at the audio-
visual room, we had the privilege of presenting our research to a
distinguished panel of examiners. Led by our research adviser, Ma’am
Virginia Dagta, the panel comprised of Chairman Sir Julius Caesar
Averilla, panel members Ma’am Ana Jean Dapa and Ma’am Sally
Data Gathering
82
The data gathering process, conducted from May 15 to May 17, 2023, involved surveying
Grade 12 students at Manito National High School. The researchers distributed survey
questionnaires to the respondents and provided guidance to ensure accurate and consistent
responses.
CURRICULUM VITAE
PERSONAL DATA
Name: Ma. Suzette A. Ramos
Address: Purok 2, Manumbalay

Manito,Albay
Date of birth: October 5, 2004
Place of birth: Tabaco City
Nationality: Filipino
Religion: Roman Catholic
EDUCATIONAL PROFILE Inclusive Dates
Pre-School:
Kids’ Multiple
Intelligence School
2010-2011
Elementary:
83
St. Agnes Academy 2011-2013
Manumbalay Elementary School 2013-2015
Manito Central School 2015- 2017
Junior High School:
Tabaco National High School 2017-2020
Manito National High School 2020-2021
Senior High School:
Classroom Designation: Business Manager
CURRICULUM VITAE
A. PERSONAL DATA
Name: Christine Lincuna Ayala
Address: P-3 Sitio Catungawan Brgy.

Cawit Manito, Albay
Date of birth: November 25, 1996
Place of birth: Panginay, Bulacan

84
Elementary:
Sto. Nino Elementary School 2004-2009
Junior High School:
Sto. Nino Integrated School 2009-2013
Senior High School:
Classroom Designation: Attendance Monitor
CURRICULUM VITAE
A. PERSONAL DATA
Name: Kim Drew D. Vasquez
Address: Purok 1 J-sañez Street

It-Ba Manito, Albay
Date of Birth: September 23, 2005
Place of Birth: Quezon City
Religion: Islam

85
Elementary:
Manito Central School 2011-2017
Junior High School:
Senior High School:
Classroom designation: None
CURRICULUM VITAE
A. PERSONAL DATA
Name: Cristina Marie D. Talle
Address: Purok 9 It-Ba Manito, Albay
Date of Birth: October 20, 2005
Place of Birth: Manito Municipal Hospital

86
Elementary:
Manito Central School 2011-2017
Junior High School:
Senior High School:
Manito National High School: 2021-2023
Classroom designation: None
CURRICULUM VITAE
A. PERSONAL DATA
Name: John Manuel R. Pescadero
Address: Purok 4 Parong Pawa Manito, Albay
Date of Birth: September 8, 2004
Place of Birth: Quezon City

87
Elementary:
Caybiga Elementary School 2010-2017
Junior High School:
Caybiga High School 2017-2021
Senior High School:
Classroom/school designation: None

Effects On Academic Performance of Gadgets Utilization As Perceived by Grade 12 Students

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Effects On Academic Performance of Gadgets Utilization As Perceived by Grade 12 Students

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EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS UTILIZATION AS

PERCEIVED BY GRADE 12 STUDENTS IN MANITO NATIONAL HIGH

Republic of the Philippines

In Partial Fulfillment of the Requirements

MA. SUZETTE A. RAMOS CRISTINA MARIE D. TALLE

Certified True & Correct:

SALLY T. DADEA ANA JEAN DAPA Member

MICHAEL JOE A. BUCAY ANTONIO A. BENITEZ JR.

EDUARDO L. LLANERA JR.

RESULT OF ORAL EXAMINATION

Research Title: EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS UTILIZATION AS

PANEL OF ORAL EXAMINERS ACTION TAKEN

JULIUS CEASAR P. AVERILLA _______________

SALLY T. DADEA _______________

ANA JEAN A. DAPA _______________ Member

MICHAEL JOE A. BUCAY _______________ Editor

ANTONIO A. BENITEZ JR. _______________ Statistician

EDUARDO L. LLANERA JR.

along the way of accomplishing this research paper.

the conducting research.

not have been completed successfully.

helped us in completing this research.

the success of this endeavor; and

and we shall continue to entrust to him all our future endeavors.

TITLE: EFFECTS ON ACADEMIC PERFORMANCE OF GADGETS

TYPE OF DOCUMENT: Unpublished Senior High School Thesis

SCHOOL: Manito National High School

perceived by the respondents.

CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDIES

CHAPTER 3. RESEARCH DESIGN AND METHODOLOGY

CHAPTER 4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

CHAPTER 5. SUMMARY, FINDINGS, CONCLUSIONS AND

Figure No. Title Page

Table No. Title Page

1 Profile of the Respondents in terms of Age 36

entertainment and social media platforms.

The Department of Education (DepEd) recognizes the importance of technology in

not impede the learners' academic performance.

safe, and healthy.

strong, progressive, and effective learners.

achievement (Wang et al., 2020). Additionally, Dr. Patricia Greenfield, a developmental

academic performance and cognitive development.

However, in this contemporary generation, the use of gadgets by students is becoming a

Furthermore, a study conducted by Dr. Larry Rosen, a research psychologist specializing

importance of establishing healthy technology boundaries to maintain a balance between gadget

use and academic activities.

examining the effects of gadget utilization on academic performance as perceived by selected

quantitative method and utilizes a descriptive normative research design.

aspects of gadget utilization on academic performance among Grade 12 students in Manito

while utilizing gadgets in a healthy and productive manner.

Statement of the Problem

2022-2023. Specifically, the study sought answer to the following questions:

1. What is the profile of the respondents along:

4. What activity may be proposed to address the identified problem?

Scope and Delimitation

along educational purpose, entertainment purpose, communication purpose; c) the effects of

12 students. According to Dr. Jean Piaget, a renowned developmental psychologist, individuals

progress through distinct stages of development, characterized by changes in their thinking