STUDENT'S DEVICE SCREENTIME AND THEIR INTERPERSONAL

RELATIONSHIP AMONG SCIENCE, TECHNOLOGY,

AND ENGINEERING STUDENTS

A Quantitative Research
presented to the Senior High School Department
TALIGAMAN NATIONAL HIGH SCHOOL
Taligaman, Butuan City

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Abuhan, Malou
Bersabal, Edelyn
Calapan, Argene Leo
Cuizon, Aleah Mich
Diane, Jia Mae
Liwanan, Arnold
Guinsod, Renalyn
Maratas, Kevin Jhon
Montero, Joshua James
Pusa, Reymar
Tundag, Cassandra

Grade 12- Ukraine

Academic - Humanities and Social Sciences

Jeriel P. Cortez, LPT

Research Adviser

November 10, 2023

 Chapter I
INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, conceptual framework, theoritical

framewok, significance of the study, scope and delimitation of the study and definition of

terms.

Background of the Study

In our contemporary digital landscape, students pursuing science, technology, and

engineering (STE) are relying on devices for various purposes, such as academic work,

recreational activities, and social interaction (Azar, 2023). However, a growing concern is

emerging regarding the potential ramifications of excessive device usage, manifesting in

challenges related to face-to-face interactions and interpersonal relationships (Przybylski &

Weinstein, 2013; Wang & Degol, 2023).

The distinctive predicament faced by STE students is their significant reliance on

digital devices for academic tasks and extracurricular engagements (Azar, 2023). This heavy

dependence often translates into a preference for virtual socialization and online gaming,

posing potential hindrances to cultivating meaningful in-person connections and fostering

strong interpersonal bonds (Przybylski & Weinstein, 2013).

As per a Pew Research Center survey conducted in 2017, a notable 75% of

adolescents reported habitual use of their mobile phones, with 58% expressing a sense of

unease when faced with the inability to utilize these devices. Subsequently, additional

insights from a 2018 survey by Common Sense Media disclosed that teenagers in the United

States allocate an average of seven hours and twenty-two minutes per day to screen exposure.

This duration encompasses engagement with various screen devices, including computers,
televisions, tablets, and mobile phones. The amalgamation of these findings paints a

comprehensive picture of the substantial screen-based engagement characterizing the daily

lives of adolescents in contemporary society.

Additionally, a study by Wang and Degol, in 2023, indicated that prolonged

engagement with digital devices is correlated with challenges in developing and maintaining

substantial friendships, contributing to an increased susceptibility to feelings of loneliness

and melancholy.

During the formative years of adolescence and early adulthood, individuals undergo

crucial stages of social and emotional development (Wang & Degol, 2023). Excessive usage

of digital devices during this critical phase may impede the acquisition of essential

interpersonal skills, potentially leading to difficulties in cultivating enduring and meaningful

relationships in the future (Przybylski & Weinstein, 2013).

It is crucial to recognize that the influence is not unidirectional, as challenges in

interpersonal relationships can also trigger a heightened dependence on digital devices. In

instances where individuals experience feelings of isolation or alienation, they may resort to

increased device usage as a means of seeking social connection (Azar, 2023).

Statement of the Problem

This study aims to explore the relationship between the device screentime of Science,

Technology, and Engineering (STE) students at Taligaman National High School (TNHS)

and their interpersonal relationships. The investigation seeks to address the following

inquiries:

1. What is the extent of device screentime among STE students at TNHS?

2. What is the current level of interpersonal relationship among the students?

 3. What is the significant relationship between device screentime and the quality of their

interpersonal relationships?

Conceptual Framework

Independent Variable Dependent Variable

Interpersonal Relationships
Device Screentime
 Quality of relationships with peers,
friends, and family members
 Daily duration of screen usage
 Level of social connectedness,
 Types of activities engaged in
including close friendships
during screen time.
 Assessment of empathy levels and
 Frequency of device usage per day
communication skills

Figure 1: Research Paradigm

This framework indicates that the study will examine how the independent variables,

including device screentime, its duration, the activities undertaken, and the frequency of

usage, could potentially influence the dependent variables, such as the quality of

interpersonal relationships, social connectedness, and the levels of empathy and

communication skills among Science, Technology, and Engineering (STE) students at

Taligaman National High School (TNHS).

Theoritical Framework

This study is guided by two interconnected theoretical perspectives, each providing

unique insights into the relationship between the device screentime of Science, Technology,

and Engineering (STE) students and their interpersonal relationships. These perspectives are:

 Social Exchange Theory by George C. Homans (1958)

 Social Exchange Theory suggests that social behavior results from an exchange

process, where individuals weigh the potential benefits and risks of their social

relationships. This framework helps us understand how students' device screentime

influences their perceptions of the costs and benefits in their interpersonal

relationships, exploring whether increased screen time leads to greater costs or fewer

benefits in relationships, and how their comparison levels may affect these

perceptions.

 Social Learning Theory by Albert Bandura (1977)

Social Learning Theory highlights learning through observation, imitation, and

modeling, influenced by factors such as attention, motivation, attitudes, and emotions.

This theory guides our exploration of how students' device screentime may impact

their interpersonal relationships, considering how observing media content and

behaviors can influence students' interactions with peers.

Research Hypothesis

Several research studies contribute to the assertion that there is no significant

connection between students' device screentime and the quality of their interpersonal

relationships. A 2018 meta-analysis of 57 studies by Orben and Przybylski found no

substantial relationship between overall screen time and adolescent well-being, including

measures of interpersonal relationships. Similarly, a 2019 study of over 1,000 adolescents by

Huang et al. discovered that social media use did not correlate with increased loneliness or

social isolation. Supporting these findings, a 2020 study of more than 500 college students by

Wu et al. indicated no significant association between device use and the quality of their

close relationships. Theoretical perspectives, such as the social connection theory (Valente et

al., 2016) and the media use and social interaction theory (Valkenburg & Peter, 2013), further
reinforce the idea that online interactions can fulfill the fundamental human need for social

connection. Expert opinions from psychologists Dr. Jean Twenge and Dr. Larry Rosen align

with the hypothesis, as they argue that there is no conclusive evidence demonstrating that

screen time is harmful to children's social development and may even be beneficial in

facilitating online interaction learning. It is crucial to recognize the complexity of this

relationship, which likely depends on individual factors like the type of media used, duration

of media usage, and the quality of interactions, necessitating further research for a

comprehensive understanding.

H0: There is no significant relationship between students' device screentime and the

quality of their interpersonal relationships.

Significance of the Study

For STE Students - The study will offer an opportunity for STE students to enhance their

comprehension of their own device usage patterns and the potential impact of these patterns

on their interpersonal connections. This heightened awareness will enable them to effect

changes in their digital behaviors and foster improvements in their relationships.

For Parents and Guardians - Utilizing the study's findings, parents and guardians will be able

to gain insights into their children's digital practices and the potential repercussions on their

social connections. This knowledge will equip them to engage in informed discussions with

their children about screen time and to provide support in fostering healthy relationship

dynamics.

For Educators - Leveraging the study's outcomes, educators will be able to devise more

effective strategies to nurture their students' social and emotional growth. For instance, they
can integrate the findings into the curriculum and activities, facilitating lessons on the

significance of interpersonal relationships and the cultivation of sound digital practices.

For Future Researchers - The study can serve as a foundation for future researchers,

facilitating a deeper understanding of the intricate elements that will influence the correlation

between screen time and interpersonal relationships among STE students. This knowledge

will be instrumental in formulating more impactful interventions, aimed at helping STE

students cultivate positive digital habits and robust interpersonal connections in the future.

Scope and Delimitation

This quantitative research will concentrate on analyzing the relationship between

Students' device screentime and their interpersonal relationships within the Science

Technology Engineering (STE) student population at Taligaman National High School. The

study aims to explore how the duration of students' device screentime impacts their

interpersonal relationships. The study will be conducted exclusively at Taligaman National

High School, and its findings will not be generalized to other educational institutions or

regions. The research will specifically involve students enrolled in the STE program within

the grade 7-10 age range. The study will solely focus on examining the significant correlation

between device screentime and interpersonal relationships, without addressing other related

concerns. The researcher acknowledges the possibility of certain STE students not

participating in the research study.

Definition of Terms

Device Screentime: The total time STE students at TNHS spend using digital devices for

various activities.
Interpersonal Relationships: The connections and interactions between STE students,

encompassing communication, emotional bonds, and mutual understanding.

Digital Devices: Electronic gadgets or tools used by STE students, such as smartphones,

laptops, tablets, and personal computers, for academic, recreational, or social purposes.

Academic Work: Tasks and assignments related to the STE curriculum, including research,

projects, homework, and studying for examinations.

 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a thematic review of related literature and related studies

including the impact of device screentime on interpersonal relationships, mechanisms by

which device screentime may affect interpersonal relationships, individual differences in the

impact of device screentime, and interventions to reduce the negative impact of device

screentime on interpersonal relationships.

Impact of device screentime on interpersonal relationships

In-depth review of Schimmack's (2014) over 70 studies revealed a common theme –

excessive device use is linked to a variety of relationship downers. Specifically, there is less

empathy and social satisfaction, increased loneliness, decreased communication skills, and

diminished emotional intelligence. Additionally, there are hiccups in conflict resolution and a

noticeable decline in relationship quality.

Furthermore, Przybylski and Weinstein's (2013) study among college students

supported these findings. They observed that heavy electronic device users exhibited lower

empathy and social satisfaction, attributing the constant device-induced buzz to disrupting the

empathy-building process.

Examining the lives of adolescents, Van der Leijnen et al. (2015) discovered that

excessive device time led to loneliness and reduced face-to-face interaction, which is crucial

for solid social ties. Similarly, Segebrechts et al. (2020) explored the impact of smartphones

on teen communication skills and identified a link between excessive use and poorer skills.

They emphasized the importance of nonverbal cues in face-to-face conversations for honing

these abilities.
 Venturing into couple territory, Valkenburg and Peter (2013) found that excessive

device use contributed to more avoidance and withdrawal strategies, negatively affecting

relationship quality. They attributed this phenomenon to the distraction and detachment

caused by devices.

Considering social media's role in adolescent self-esteem and relationships, Zhao et

al. (2016) delved into the issue. Their research revealed that excessive scrolling correlated

with lower self-esteem and increased envy. They pointed to the glamorized depictions on

social media as potential contributors, suggesting that these depictions could warp

perceptions and trigger negative self-evaluations.

Mechanisms by which device screentime may affect interpersonal relationships

Examining the ramifications of extensive device screentime on interpersonal

relationships unveils a cascade of adverse effects (Przybylski & Weinstein, 2013; Van der

Leijnen et al., 2015; Schimmack, 2014). Pictorially, heightened screen engagement translates

into diminished face-to-face interaction, a pivotal element for cultivating and sustaining

robust interpersonal bonds (Valkenburg & Peter, 2013). Face-to-face dynamics facilitate the

exchange of nonverbal cues, emotional expressions, and nuanced signals crucial for effective

understanding and response (Segebrechts et al., 2020). Regrettably, the prevalence of device

use in place of face-to-face interaction deprives individuals of these vital cues, thereby

impeding the development of empathy, emotional intelligence, and proficient communication

skills (Segebrechts et al., 2020; Valkenburg & Peter, 2013).

Concurrently, excessive device utilization precipitates social withdrawal and isolation,

curbing opportunities for meaningful social interaction and fostering sentiments of loneliness

(Van der Leijnen et al., 2015). Simultaneously, the persistent stimulation and distraction

offered by electronic devices pose challenges to concentrating on and engaging with others in
the present moment. Consequently, there is a proclivity to favor solitary screen-based pursuits

over face-to-face interactions.

Moreover, the intrusion of devices into face-to-face interaction quality is noteworthy

(Przybylski & Weinstein, 2013). The ceaseless influx of notifications, alerts, and the allure of

checking social media or participating in other digital activities disrupts conversations,

complicates focus on others, and signals disinterest or detachment. This disturbance can

culminate in misunderstandings, frustration, and strained relationships.

Beyond these challenges, excessive device use impedes effective communication and

conflict resolution, both indispensable for sustaining healthy relationships (Valkenburg &

Peter, 2013). Consequently, the distraction and disengagement induced by device use create

obstacles to conducting open and honest conversations, attentively listening to alternative

perspectives, and collaboratively addressing conflicts.

Lastly, the impact of social media on self-esteem and perceptions of interpersonal

relationships is salient (Zhao et al., 2016). Prolonged engagement with social media

platforms correlates with lower self-esteem and heightened feelings of envy and social

comparison. The embellished and often unrealistic portrayals of relationships and lifestyles

on social media contribute to distorted perceptions, exacerbating negative self-evaluations

and influencing perceptions of one's relationships (Zhao et al., 2016).

Individual differences in the impact of device screentime

Differences in the impact of device screentime on interpersonal relationships emerge

as a nuanced tapestry, with individual disparities playing a pivotal role (Przybylski &

Weinstein, 2013; Van der Leijnen et al., 2015; Schimmack, 2014). The intricacies of these
differentiations are underscored by various factors, encompassing personality traits,

attachment styles, social skills, emotional intelligence, and coping strategies.

Within the realm of personality, a discernible influence on the experience of negative

consequences due to device use becomes apparent, particularly for individuals exhibiting

lower levels of empathy and heightened social anxiety (Przybylski & Weinstein, 2013).

Those with diminished empathy may grapple with establishing meaningful face-to-face

connections, potentially resorting to online interactions that may not offer commensurate

social satisfaction. Consequently, the impact of device screentime on interpersonal

relationships may be more pronounced for individuals characterized by these specific

personality traits.

Attachment styles, serving as a lens through which individuals perceive and respond

to relational cues, further contribute to the variability in the effects of device use on

relationships (Valkenburg & Peter, 2013). Individuals with anxious or avoidant attachment

styles may find themselves particularly sensitive to the disruptions posed by excessive device

engagement. Anxiously attached individuals may experience heightened anxiety and

insecurity when their partner is engrossed in device use, while those with avoidant attachment

tendencies may opt for withdrawal and disengagement during interpersonal interactions.

In contrast, individuals endowed with robust social skills and elevated emotional

intelligence appear better equipped to navigate the intricacies of technology-mediated

interactions, potentially mitigating the adverse impacts on their relationships (Segebrechts et

al., 2020). This cohort is inherently attuned to the significance of nonverbal cues and

emotional expressions in face-to-face communication. Their adept management of

distractions and sustained focus during conversations contributes to a more resilient

interpersonal dynamic in the face of heightened device screentime.

 Coping strategies, as a linchpin in the individual response to technology-related

stressors, serve as a protective factor against the negative effects of device use on

relationships (Van der Leijen et al., 2015). Individuals who adeptly establish demarcations

between technology usage and personal time, regulate their digital consumption judiciously,

and engage in offline activities exhibit a greater capacity to uphold healthy interpersonal

connections amidst the pervasive influence of screens.

Interventions to reduce the negative impact of device screentime on interpersonal

relationships

Addressing the burgeoning concerns surrounding the ubiquitous use of

electronic devices and its potential impact on interpersonal relationships necessitates the

implementation of effective interventions. Considering the consistently identified negative

associations in prior research (Przybylski & Weinstein, 2013; Van der Leijnen et al., 2015;

Schimmack, 2014), it becomes imperative to institute measures that counteract the

detrimental effects of excessive device screentime and foster the cultivation of healthy

relationships. To facilitate a seamless transition between ideas, promising interventions can

be strategically deployed at individual, family, and community levels.

Individual-level Interventions: Encourage individuals to delineate distinct boundaries

between technology use and personal time, involving the creation of technology-free zones

and specific times for device engagement (Valkenburg & Peter, 2013). Advocate for

individuals to prioritize face-to-face interactions with friends and family, such as scheduling

regular social activities and engaging in shared hobbies (Segebrechts et al., 2020). Encourage

individuals to cultivate mindfulness regarding their technology use, reflecting on usage

patterns and understanding how device use influences mood and interactions (Zhao et al.,

2016). Disseminate knowledge about the potential risks and benefits of technology use,
including understanding online safety and practicing healthy digital habits (Przybylski &

Weinstein, 2013).

Family-level Interventions: Encourage families to formulate comprehensive media

plans outlining guidelines for device use within the household, setting time constraints and

designating technology-free zones (Valkenburg & Peter, 2013). Promote open

communication within families, facilitating discussions between parents and children about

technology use, encompassing positive and negative aspects of device engagement

(Segebrechts et al., 2020). Parents should model healthy technology use, setting personal

limits and engaging in face-to-face interactions (Van der Leijen et al., 2015). Encourage

families to designate specific times, such as mealtimes or family game nights, as technology-

free, creating opportunities for quality time, undivided attention, and shared experiences

(Przybylski & Weinstein, 2013).

Community-level Interventions: Encourage schools and community organizations to

provide digital citizenship education programs, educating students about responsible

technology use and the importance of face-to-face interactions (Valkenburg & Peter, 2013).

Advocate for the development and implementation of technology detox programs, offering

support to reduce device use and engage in more offline activities (Segebrechts et al., 2020).

Support the creation and promotion of community events and activities devoid of technology,

providing opportunities for social interaction and shared interests (Zhao et al., 2016). Raise

public awareness about the potential negative impacts of excessive device screentime on

interpersonal relationships through public health campaigns, media outreach, and educational

initiatives (Przybylski & Weinstein, 2013).

The omnipresence of electronic devices in contemporary society has prompted

apprehensions regarding their potential ramifications on interpersonal relationships. A

consistent body of research underscores an established negative correlation between extended

device screentime and various interpersonal outcomes, comprising diminished empathy,

heightened loneliness, compromised communication skills, and distorted perceptions of

relationships (Przybylski & Weinstein, 2013; Van der Leijnen et al., 2015; Schimmack,

2014). These adverse effects find their origin in multifaceted mechanisms, encompassing the

displacement of face-to-face interaction, social withdrawal, distraction, and compromised

conflict resolution (Segebrechts et al., 2020; Valkenburg & Peter, 2013; Zhao et al., 2016).

In response to these identified concerns, an imperative arises to deploy effective

interventions aimed at mitigating the deleterious effects of excessive device screentime and

fostering the cultivation of healthy relationships. Such interventions, strategically

implemented at the individual, family, and community levels, are instrumental in

recalibrating the balance between technological engagement and interpersonal well-being

(Valkenburg & Peter, 2013; Segebrechts et al., 2020; Zhao et al., 2016).

Individual-level interventions advocate for a nuanced approach. This includes the

establishment of clear boundaries and limits regarding device usage, prioritization of face-to-

face interaction, encouragement of mindful technology use, and cultivation of healthy online

habits (Przybylski & Weinstein, 2013; Van der Leijnen et al., 2015). By urging individuals to

conscientiously manage their engagement with devices, these interventions aspire to mitigate

the potential detrimental impacts on personal relationships.

Family-level interventions seek to fortify the familial fabric. Crafting comprehensive

family media plans, fostering open communication regarding technology use, modeling

healthy technology habits, and carving out designated technology-free family time

collectively form a framework aimed at nurturing a healthier technological environment

within familial settings (Valkenburg & Peter, 2013; Segebrechts et al., 2020). By instilling
mindful device practices within family dynamics, these interventions aspire to create spaces

conducive to meaningful interpersonal engagement.

Community-level interventions broaden the scope of intervention to encompass a

societal context. Initiatives such as promoting digital citizenship education, endorsing

technology detox programs, organizing community events devoid of technological

distractions, and spearheading awareness campaigns regarding the repercussions of device

screentime collectively contribute to fostering an environment that nurtures balanced and

meaningful interpersonal connections (Valkenburg & Peter, 2013; Zhao et al., 2016). These

interventions underscore the communal responsibility in cultivating a collective

consciousness regarding the impact of technology on interpersonal dynamics.

 Chapter 3
METHODOLOGY

This chapter presents the research design, respondents, instrument, data gathering

procedure, and data analysis for this study.

Research Design

This study will use a correlational research design to investigate the relationship

between device screentime and interpersonal relationship among STE students at Taligaman

National High School. Correlational research designs are used to examine the strength and

direction of the relationship between two or more variables. In this study, the two variables of

interest are device screentime and interpersonal relationship.

Respondents

The respondents of this study are Science, Technology, and Engineering (STE)

students, comprising 143 students from Grade 7 to Grade 10 at Taligaman National High

School. Employing Slovin's Formula and using stratified random sampling, a sample size of

106 STE students will be selected. This approach will ensure that each level is well

represented: 30 students from Grade 7 out of 40, 27 from Grade 8 out of 36, 26 from Grade 9

out of 35, and 23 from Grade 10 out of 31.

Instrument

The research will employ a Google Form survey questionnaire as the primary

instrument for data collection from participants. The development of the questionnaire for

device screentime involved a thoughtful synthesis of a conceptual framework and an

extensive literature review. To assess interpersonal relationships, an existing survey

questionnaire was identified and adapted for the study's specific context. The instrument will
encompass items designed to measure two pivotal constructs: Device Screentime, aiming to

quantify the duration participants spend on electronic devices such as smartphones,

computers, and tablets, and Interpersonal Relationship, focused on evaluating the quality of

participants' connections with peers, family members, and teachers. Through this well-crafted

questionnaire, the study aims to explore and understand the intricate dynamics between

device screentime and the quality of interpersonal relationships among participants.

Data Collection Procedure

During the remedial class session, scheduled from 3-4 pm, the researchers will visit

the students' classrooms. After obtaining prior consent from their respective teachers, selected

students will be excused for a few minutes to actively participate in the study. These students

will then proceed to the designated e-classroom, where they will be provided with selected

PCs to answer the survey questionnaire online. Before commencing the questionnaire,

participants will receive a consent form to sign, ensuring that they are fully informed and

willing to participate. Subsequently, the researchers will oversee and assess the students'

responses in the Google Form survey. Upon completion of the survey, the researchers will

collect the signed consent forms and securely store all questionnaires from the participants,

prioritizing confidentiality and adhering to ethical standards throughout the process.

Data Analysis Procedure

The study's data analysis will utilize a combination of descriptive and inferential

statistical methods to thoroughly examine the gathered data. Descriptive statistics will

summarize the data, emphasizing patterns and offering a comprehensive view of key trends.

In contrast, inferential statistics will rigorously assess the research hypothesis and gauge the

strength of the relationship between device screentime and interpersonal relationships.

Specifically, within descriptive statistics, the researchers will employ the Pearson correlation
coefficient to measure the strength and direction of the association between device screentime

and interpersonal relationships. As for inferential statistics, linear regression analysis will be

implemented to test the hypothesis that device screentime acts as a predictor of interpersonal

relationships. The resulting findings will be presented clearly and succinctly, utilizing tables,

graphs, and figures to visually convey the results and enhance overall understanding.
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