Department of Education

Republic of the Philippines
Department of Education
REGION III
Division of Pampanga
SAN MATIAS NATIONAL HIGH SCHOOL
INVESTIGATING THE RELATIONSHIP BETWEEN THE GADGETS TO THE

LEARNING EXPERIENCE OF THE GRADE 12 TVL STUDENTS IN SAN MATIAS
NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
A Senior High School Research
Presented to
San Matias National High School – Senior High School Department
San Matias, Sto. Tomas, Pampanga
In Partial Fulfillment
Of the Requirements for the Subject
PRACTICAL RESEARCH II
S.Y. 2023-2024
Balboa, Melwin R.
Castro, Ivan M.
Galura, Allen Paul D.
Marquez, Charles T.
Sibaria, Glend G.
Sison, Jeffrey G.
Ventura, Kristian V.
September 2023
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APPROVAL SHEET
This research entitled “Investigating the Relationship Between the Gadgets to the
Learning Experience of the Grade 12 TVL Students in San Matias National High
School – Senior High School” prepared and submitted by Melwin Balboa, Ivan Castro,
Allen Galura, Charles Marquez, Glend Sibaria, Jeffrey Sison, Kristian Ventura in partial
fulfillment of the requirements for the subject Practical Research 2 S.Y. 2023 – 2024 has
been examined and recommended for acceptance and approval for Research Colloquium.
ORAL EXAMINATION COMMITTEE
Approved by the Committee on Oral Examination with a grade of ________ .
_______________________ _______________________
Member Member
_______________________
Chairman
Accepted and approved in partial fulfillment of the requirement for the
subject Practical Research 2.
MRS. JOANNA CHRISTIAN MANALANG

Practical Research II Teacher
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Abstract
The purpose of this study is to ascertain how the grade 12 TVL students at San Matias
National High School - Senior High School use their gadgets to enhance their learning. A
validated questionnaire was used to perform this study with 106 seniors in high school. Data
indicating that senior high school students are aware of the potential effects of gadgets on
their academic performance and learning experience was obtained from the 106 students who
were selected. The purpose of the study is to ascertain how they value what they have learned
from their experiences and what their thoughts are regarding the role that gadgets play in
their educational process.
Acknowledgement
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Our completion of this Research Paper could not have been accomplished without the
assistance and support of these people, though we may not be able to mention all of their
names, but we want to express our appreciation for the following:
We would like to express our special gratitude to our research teacher Mrs. Joanna
Christian Manalang, for her valuable guidance throughout the Research project. Her support
and guidance had helps us to write each part of our paper thoroughly and correctly.
We would like to thank Mr. Cornele L. Tayag, our school Principal, for allowing us to
conduct this research paper.
We appreciate all the efforts of our dearest teachers in San Matias National High School –
Senior High School who supported, believed, and also gave us encouraging words.
We are thankful for our parents, who supported us in doing the paper. They played a big
part of the study because of their reviews and suggestions during the making of the
study, they also helped us in finding easier and more convenient ways.
Dedication
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As the researchers, we deeply dedicated our work to our beloved parents and
guardians who supported us from the very beginning of our career in order for us to finish
this research.
To our research teacher, Mrs. Joanna Christian Manalang, who gave us all the
knowledge about creating this paper. She’s also the one who guide and teaches us about the
proper way on conducting a research.
To the future researchers, who can use our work for their research in order to
strengthen their works and knowledge about this topic.
Table of Content
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Title Page ….…………………………………………………………….…………………….1
Approval Sheet …………………………………. .…………….…. …..……………………. 2
Abstract ...……………………………………………………………………...……………...3
Acknowledgement……………………………………………………………………………..4
Dedication……………………………………………………………………………………..5
Table of Content …………………………………………………….........…………………...6
Chapter I: The Problem and Its Background
I. Introduction ……………………………………....……….…….………………………7
II. Conceptual Framework …………………………………….……………………… .9
III. Statement of the Problem…………………………………………………………….10
IV. Significance of the Study ……………………………………….…………………...11
V. Scope and Delimitation….…………………………………….……………………...12
VI. Definition of Terms…………………………………….……….…………………... 12
Chapter II: Review of Related Literature
VI. Review of Related Literature.…………………….……….…………………... 13
Chapter III: Methodology
I. Research Design ………………………………....……….…….……………………18
II. Population and Sample …………………………..………….………………………18
III. Respondents of the Study…………………………………………..………………20
IV. Research Instruments ……………………………………….…………………...21
V. Data-Gathering Procedures….……………………………….……………………...21
Chapter IV: Presentation, Analysis, and Interpretation of Data………………………………22
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Chapter V: Summary of Findings, Conclusion, and Recommendations
I. Findings ……………….……………………....……….…….………………………38
II. Conclusion …………………………..………….………………….……………… 46
III. Recommendation……………………………………………….………………….47
IV. Bibliography ………………………..………………….………….……………...48
Appendix A ………………………..………………….………….……………………52
Appendix B ………………………..………………….………….…………………….54
Appendix C ………………………..………………….………….…………………….55
Appendix D ………………………..………………….………….…………………….56
Appendix E ………………….……………………….……….………….……………..58
Appendix F …………………..………………………….…….………….…………….59
Appendix G ………………………..………………….……….………….…………….66
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
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In the present era, the utilization of gadgets has dramatically increased. Technology
has become an integral part of people's lives across all age groups, including children, adults,
and, notably, students.
Initially, electronic devices were promoted as means of communication (Othmanet al.,
2020). Today, technology serves as the primary tool not only in administration but also in
trade and business, education, and the health sector (Zain et al., 2022). According to Marpuah
(2021), the majority of student technology use is often done online via laptops, tablets, PCs,
and mobile phones. The use of social media and other contemporary technologies by students
is generally a recent phenomena that has been linked to learning. A pandemic followed by a
widespread social restriction policy is what led to the phenomenon of gadget addiction. Due
to this, kids play gadgets more frequently, which leads to device addictions that have an
impact on how they behave in social situations (Widodo & Wartoyo, 2020).
The ubiquity of electronic devices in our daily lives is undeniable, and this reliance
has become particularly pronounced among higher education students who shifted to online
learning during the COVID-19 pandemic. While the emphasis should ideally be on
educational use, research has pointed out that students have developed an addiction to these
gadgets, primarily for accessing entertainment applications. Surveys reveal that both male
and female students are equally susceptible to this high-risk addiction. Alarmingly, this
addiction has been found to detrimentally impact students' physical and psychological well-
being, although it does not appear to significantly affect their academic performance
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(Mabaroh & Sugianti, 2021). As shown in the study of Rashid et al. (2021), students who
spend too much time on screens or get too little sleep may be less productive in their classes.
The excessive use of electronics can cause youngsters to become dependent on them
and, if they use them without sufficient parental supervision, can result in addiction (Zain et
al., 2022). This widespread dependence on technology raises concerns about its impact on
students' learning experiences. While gadgets can undoubtedly facilitate students' access to
information, details, and knowledge from the internet, it is essential to acknowledge that the
utilization of such technology carries inherent adverse implications for students' academic
pursuits. Everyone must acclimate to technology since it cannot be avoided. Despite the
implementation of various rules for not taking out their phones during class, many still
choose to stay and use their phones secretly behind their teacher’s back.
Additionally, the experiences and relationship of gadgets to the student’s learning
experience have not been studied from a different perspective. This study will focus on
investigating the relationship between the gadgets to the learning experience of the grade 12
TVL students in San Matias National High School – Senior High School. This paper will also
serve as a guide for grade 12 students of San Matias National High School – Senior High
School on how to cope their addiction to gadgets and technologies. As well as, learning the
truth if the gadgets actually has a positive or negative effect on the learner’s study.
Conceptual Framework
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The figure below was prepared to show variables and processes that were used in this
study. The input for this research study is to determine the significant relationship between
the gadgets to the learning experience of the grade 12 TVL students in San Matias National
High School – Senior High School. The process was done through Research Questionnaire,
Data Collection/Data Gathering, and Data Analysis.
The IPO model, also referred to as the input-process-output model, is used in this research. It
will serve as the study's general framework and direction.
INPUT PROCESS OUTPUT
 Determine the  Research  Distinguished the

significant Questionnaire significant
relationship  Data relationship
between gadgets Collection/Data gadgets to the
to the learning Gathering learning
experience of  Data Analysis experience of
grade 12 TVL grade 12 TVL
students. students.
Statement of the Problem
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The researchers intend to evaluate the relationship between the senior high school
students and gadgets to their leaning experience. Specifically, they aim to answer the
following questions:
1. How may the demographic profile of the respondents be describes in terms of:
1.1 Sex
1.2 Age
1.3 Socio-economic level
1.4 Usage of Gadgets
2. How may the learning experience of the respondents be describe in terms of:
2.1 effectiveness
2.2 skills and knowledge
2.3 report card grade
3. Is there a significant relationship between gadgets and learning experience of senior high
school students?
Significance of the Study
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This study focuses on how gadgets have a significant relationship to the learning
experience of the Grade 12 TVL students in San Matias National High School – Senior High
School.
Students. It will provide a valid information about the effects of gadgets to their learning. It
will also help them on how to handle their behavior on using technologies for their projects.
Teachers. It will provide a clear guide on how will they handle their students over their
homeworks and projects with the use of gadgets. Alongside it, this will help them to create
effective strategies in their everyday teaching.
Policymakers. The results and interpretation of this study will encourage policymakers to
provide more support for formal education and programs for students. It will push them to
adjust the educational system, in which the learning experience of the students will be
enhanced by implementing the use of gadgets and technologies. The research findings will
offer policymakers valuable insights to enhance the students' capabilities, which may lead to
improved learning experience.
Future Researchers. The finding of this study can be useful for future purposes. The data
findings will prove that the usage of gadgets will either have a positive or negative impact on
the students' learning experience.
Scope and Delimitation
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This study covers the investigation of relationship between the Grade 12 TVL
students in San Matias National High School - Senior High School and their learning
experience using different types of gadgets. The conduct of this study is within the 1st
Semester of the School Year 2023-2024 in San Matias National High School - Senior High
School, it can be individuals or groups from grade 12 TVL track, ages 17 and above.
Definition of Terms
Academic Learning - the gathering of knowledge or abilities through instruction, study, or
experience.
Gadgets - a little mechanical or electronic instrument or device, especially one that is clever
or innovative.
Achievement - a successful action that is usually the result of effort, bravery, or talent.
Distraction - something that keeps someone from giving something else their complete
focus.
Student - a student at a university or other educational institution.
Schoolwork - work that students are given by their teachers in class.
CHAPTER II
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REVIEW OF RELATED LITERATURE
In the study of Wahyuni et al. (2019), early recognition technology for kids can have
both positive and harmful effects. These are affected by a number of variables, including
parental monitoring, frequency, and duration. Children's creativity and critical thinking skills
will increase if technology is used as a primary learning tool. It may occur when parents and
kids are rigid about setting time limitations for kids to use technology. A lack of parental
monitoring and a determined effort to set time limitations for children's gadget use can have
the opposite impact, which is detrimental. The kids could grow into unfavorable personalities
such being timid, unconfident, lonesome, and stubborn.
According to the study of Marpuah (2021c), students who are enrolled in university
courses need modern technologies like cellphones, computers, and others very much.
However, there are both advantages and disadvantages to using this modern technology. One
of the benefits of using contemporary technology in education is that students can now
quickly find the information they require by using smartphones, saving time on finding
reading materials because they previously had to visit the library to find reference materials.
Additionally, the development of modern technology will facilitate communication between
university students and their dispersed families. One of the negative effects of using modern
technology in education is that students spend a lot of time playing video games, using social
media, and other activities that are available on smart phones. If this trend continues, students
will neglect their studies and use more of their free time to play video games. The adverse
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effects that also take place are. Due to contemporary technology, including cellphones,
students frequently fall asleep late. If this trend is not stopped, students will be unable to
concentrate in class since they will frequently use social media till late at night.
In a study conducted by Hegde et al. (2019), even though electronic devices have two
sides, which have both positive and negative impacts, using it properly can be advantageous
in deeper comprehension of educational fields, as opposed to consumption can result in a
variety of physical and mental health issues disorders. As is been remarked, there is always a
negative aspect to every positive. a thing, and this applies to electrical devices as well, if they
When technology is employed properly, these benefits result. They are curses if not.
Based on the research of Okeke (2023), the academic performance of secondary
school children and the entirety of human society are both negatively and positively impacted
by gadgets. However, due to the instructors' and parents'/guardians' disregard for their duties
in preventing children from abusing technology to a great degree, mass media has had a
spillover effect on secondary school students' academic performance.
In another study by Garan (2019), it might be argued that the respondents' shift in
lifestyle is significantly influenced by their use of electronic devices. The responders who use
their digital devices frequently do so only at night. They stay up late because of this and
typically get out of bed late. Many of them skip early morning classes as well. The majority
of these respondents frequently experience severe insomnia. The source data are supported by
this observation.
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On the basis of the research conducted by Ratnasari and Haryanto (2019), that using
technology for learning is a good learning tool for student learning success. Today's students
depend on gadgets heavily. If used properly, gadgets can be a creative and effective learning
tool. Students are quite skilled at using smartphones. These devices are viewed by students as
enjoyable individual possessions in which no other device can be seen. More frequently than
laptops or even desktop computers, kids use gadgets. This suggests that in the near future,
mobile technology may become a more major learning aid and a frequently discussed topic.
As a result, by using mobile phone technology to explore their world, children can benefit
from support for their learning.
Considering the research of Julianingsih et al. (2021), for the process of E-learning to
work smoothly, there must be effective and efficient connections between teachers and
students, as well as facilities or infrastructure that improves on traditional learning. Many
people believe such devices can be compared to knives.
In the study of Siahaya (2023), the main argument of this discussion is that excessive
gadget use negatively impacts students in a variety of areas of their lives, including their
academic performance and general well-being. These findings highlight the urgent need for
educators and parents to address the multifaceted consequences of excessive gadget use and
encourage responsible gadget habits among students.
Throughout the study of Supard (2020), the findings demonstrate that pupils benefit
from IT-based learning. Early teenagers, however, also became aware of how negatively high
technology has been influencing them. The researchers further analyzed the data from the full
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group of individual textural descriptions, which led to the creation of a composite description,
based on Moustakas (1994). To get a clear picture of the collective experience of the entire
group, the significance and recurring motifs from each participant were carefully identified.
During the study of Apriyanti and Rahman (2020), the younger generation must now
be prepared for education and learning in Indonesia in the digital age by being able to master
and apply technology in a creative, intelligent, and prudent manner. One of the inventions to
improve reading and writing abilities via the use of technology is digital literacy. Students
can be trained to use social media networks to share knowledge and can be taught to use
technology responsibly and productively through gadget-based digital literacy. The
introduction of digital literacy can also give kids the chance to learn many useful facts that
will enable them to think more critically, creatively, and innovatively. A learning technique
that has a significant impact on writing instruction is gadget-based digital literacy. By using
the technology they have, students can enhance their writing abilities. Technology can be
used by both teachers and students to aid in the learning process and advance the culture of
digital literacy in the educational setting.
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CHAPTER III
METHODOLOGY
The purpose of this study is to assess how the Grade 12 TVL students at San Matias
National High School - Senior High School use their gadgets in their learning process. This
chapter presents the method of the research process. The method that was used to conduct
this research is described, along with a justification for the method used. The chapter also
discusses other parts of the research, undertaking, including the sampling technique,
gathering and analyzing data.
Research Design
The Quantitative-Correlation research design will be used to find out the relationship
between the gadgets to the learning experience of the Grade 12 TVL students in San Matias
National High School – Senior High School. The group of researchers will evaluate the study
based on the intended input-process-output as the framework of this research.
Population
The population group that the proponents use is the Grade 12 TVL students of San
Matias National High School - Senior High School. The population of the study is consisted
of one hundred six(106) students with the number of sixty three(63) males and forty three(43)
females.
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Sample
In measuring the number of samples in the study, the researchers choose to include
every student per section in grade 12 TVL. The sample of this study is one hundred six(106)
students.
A cluster sampling was used for the selection of respondents in this study. This
technique includes the whole population of all the Grade 12 TVL students in all TVL strand.
It also ensures that the representations of the variable for the study are fair and square.
Grade 12 TVL Sections Male Female Total
Kinradite 13 21 34
Lava 18 18 36
Moonstone 32 4 36
Total 63 43 106
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Respondents of the Study
The respondents of the study will be the grade 12 TVL students in San Matias
National High School – Senior High School. A total of one hundred six(106) respondents will
participate in the study.
Respondents Frequency Percentage
Male 63 59.43%
Female 43 40.57%
Total 106 100%
Percentage
Male
40.57% Female
59.43%
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Research Instruments
The questionnaire will be used as the main instrument to obtain the data needed in the
study. The students will put a check mark on their answers from the options provided.
Researcher conducting a survey questionnaire about the investigating the relationship
between the gadgets to the learning experience of the grade 12 TVL students in San Matias
National High School – Senior High School. As to measure the relationship of gadgets to the
studies of grade 12 TVL students. Response will support the researcher to gather and
collecting data for this study.
Data Gathering Procedures
After the researcher-made questionnaire was validated, the researcher multiplied it so
that there were enough copies for each respondent. The letter of request to the principal of the
concerned schools was prepared equally. The researchers personally delivered the
questionnaire copies and the letter of request to the respondents. The researcher provided the
details to aid the respondents in completing the questions while providing the letter and
copies of the instrument. The questionnaires were retrieved on the same day when they were
answered. The results of the retrieved copies of the questionnaire were tabulated. The most
appropriate statistical methods were then used to evaluate and interpret the data.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data and information gathered for the study. It addresses
how the data gathered from Grade 12 TVL students at San Matias National High School –
Senior High School, who will serve as the study's respondents, is presented, analyzed, and
interpreted.
When disseminating the survey that the proponents had created from the responses.
One hundred six (106), out of the total one hundred six (106), respondents as expected,
completed the questionnaire.
To make the analysis more understandable and descriptive, the collected data were
turned into the conclusions listed below, which were then displayed in tables and graphs.
Demographic Profile of the Respondents
The table below display the demographic profile of the respondents where in it only
includes the sex.
Sex
Sex is the range of physical and biological state of a person that differentiates
masculinity and feminity.
Respondents Frequency Percentage
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Male 63 59.43%
Female 43 40.57%
Total 106 100%
Percentage
Male
40.57% Female
59.43%
Problem 1: I am distracted every time I use a gadget.
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Frequency Percentage
Strongly Disagree 14 13.2%
Disagree 47 44.3%
Agree 34 32.1%
Strongly Agree 11 10.4%
Total 106 100%
Sales
10.4% 13.2%
Strongly Disagree
Disagree
32.1% Agree
44.3%
Strongly Agree
Coincide to the data that accumulated by the researchers, 13.2% are strongly disagree,
44.3% are disagree, 32.1% are agree, and 10.4% are strongly agree.
Problem 2: I would rather spend my time using gadgets than doing school works.
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Disagree 48 45.3%
Agree 22 20.8%
Total 106 100%
Sales
4.7%
Strongly Disagree
20.8% 29.2% Disagree
Agree
Strongly Agree
45.3%
Problem 3: Gadgets affect my educational performance in a bad way.
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Disagree 42 39.6%
Agree 25 23.6%
Total 106 100%
Sales
9.4%
Strongly Disagree
Agree
Strongly Agree
39.6%
Problem 4: I use gadgets for entertainment only.
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Disagree 46 43.4%
Agree 26 24.5%
Total 106 100%
Sales
18.9% 13.2%
Strongly Disagree
Disagree
Agree
Strongly Agree
24.5%
43.4%
Problem 5: I cram for my school works due to the extreme usage of gadgets.
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Strongly Disagree 17 16%
Disagree 41 38.7%
Agree 28 26.4%
Total 106 100%
Sales
18.9% 16%
Strongly Disagree
Disagree
Agree
Strongly Agree
26.4%
38.7%
Coincide to the data that accumulated by the researchers, 16% are strongly disagree,
Problem 6: I would rather use my gadgets on playing games than doing school works.
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Disagree 30 28.3%
Agree 23 21.7%
Total 106 100%
Sales
20.8%
Strongly Disagree
29.2% Disagree
Agree
Strongly Agree
21.7%
28.3%
Problem 7: I lose focus on my studies due to gadgets.
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Disagree 39 36.8%
Agree 27 25.5%
Total 106 100%
Sales
8.5%
29.2%
Strongly Disagree
25.5% Disagree
Agree
Strongly Agree
36.8%
Problem 8: I apply everything that I discover in gadgets for my education.
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Disagree 41 38.7%
Agree 35 33%
Total 106 100%
Sales
3.8%
24.5%
Strongly Disagree
38.7% Disagree
Agree
Strongly Agree
33%
38.7% are disagree, 33% are agree, and 24.5% are strongly agree.
Problem 9: I use gadgets for my school works.
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Disagree 25 23.6%
Agree 30 28.3%
Strongly Agree 35 33%
Total 106 100%
Sales
15.1%
33% Strongly Disagree

Disagree
Agree
23.6% Strongly Agree
28.3%
23.6% are disagree, 28.3% are agree, and 33% are strongly agree.
Problem 10: Gadgets improve my knowledge in school.
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Disagree 39 36.8%
Agree 44 41.5%
Total 106 100%
Sales
3.8%
17.9%
Strongly Disagree
36.8% Disagree
Agree
Strongly Agree
41.5%
36.8 % are disagree, 41.5% are agree, and 17.9% are strongly agree.
Problem 11: I limit myself on using gadgets during school time.
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Disagree 30 28.3%
Agree 37 34.9%
Total 106 100%
Sales
9.4%
Strongly Disagree
Agree
Strongly Agree
34.9%
Problem 12: I use educational apps on my gadgets.
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Disagree 47 44.3%
Agree 24 22.6%
Total 106 100%
Sales
14.2%
18.9%
Strongly Disagree
Disagree
Agree
Strongly Agree
22.6% 44.3%
Problem 13: I do my homework with the use of gadgets.
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Disagree 38 35.8%
Agree 26 24.5%
Total 106 100%
Sales
15.1%
24.5%
Strongly Disagree
Disagree
Agree
Strongly Agree
35.8%
24.5%
Problem 14: Gadgets are effective for my education.
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Strongly Disagree 17 16%
Disagree 37 34.9%
Agree 29 27.4%
Total 106 100%
Sales
16%
21.7% Strongly Disagree
Disagree
Agree
Strongly Agree
34.9%
27.4%
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
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This chapter analyzes the study's presented and interpreted data. This includes a
summary of the entire research, the conclusions, and a recommendation for addressing the
identified issue. “Investigating the Relationship Between the Gadgets to the Learning
Experience of the Grade 12 TVL Students in San Matias National High School – Senior High
School”.
Summary of Findings:
The main purpose of the study was to find out the relationship of gagdgets to the
learning experience of the students among the grade 12 TVL students in San Matias National
High School – Senior High School. This study was conducted by the grade 12 ICT students at
San Matias National High School – Senior High School during the school year 2023-2024.
In pursuance to the study, the answers to the specific questions were sought.
Specific Questions:
1. What is the demographic profile of the study?
1.1. Name(Optional)
1.2. Grade Level
1.3. Age
1.4. Strand
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2. I am distracted every time I use a gadget.
2.1. Strongly Disagree
2.2. Disagree
2.3. Agree
2.4. Strongly Agree
3. I would rather spend my time using gadgets than doing school works.
3.2. Disagree
3.3. Agree
3.4. Strongly Agree
4. Gadgets affect my educational performance in a bad way.
4.2. Disagree
4.3. Agree
4.4. Strongly Agree
5. I use gadgets for entertainment only.
5.2. Disagree
5.3. Agree
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5.4. Strongly Agree
6. I cram for my school works due to the extreme usage of gadgets.
6.2. Disagree
6.3. Agree
6.4. Strongly Agree
7. I would rather use my gadgets on playing games than doing school works.
7.2. Disagree
7.3. Agree
7.4. Strongly Agree
8. I lose focus on my studies due to gadgets.
8.2. Disagree
8.3. Agree
8.4. Strongly Agree
9. I apply everything that I discover in gadgets for my education.
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9.2. Disagree
9.3. Agree
9.4. Strongly Agree
10. I use gadgets for my school works.
10.2. Disagree
10.3. Agree
10.4. Strongly Agree
11. Gadgets improve my knowledge in school.
11.2. Disagree
11.3. Agree
12. I limit myself on using gadgets during school time.
12.2. Disagree
12.3. Agree
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13. I use educational apps on my gadgets.
13.2. Disagree
13.3. Agree
14. I do my homework with the use of gadgets.
14.2. Disagree
14.3. Agree
15. Gadgets are effective for my education.
15.2. Disagree
15.3. Agree
Findings
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Based on the data gathered that are being analyzed and interpreted, the following
results were found.
Problem No. 1: What is the demographic profile of the study?
Based on the data gathered, there are 59.43% male respondents and 40.57% female
respondents who participate and answered the given questionnaire.
Problem No. 2: I am distracted every time I use a gadget.
Problem No. 3: I would rather spend my time using gadgets than doing school works.
Problem No. 4: Gadgets affect my educational performance in a bad way.
Problem No. 5: I use gadgets for entertainment only.
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Problem No. 6: I cram for my school works due to the extreme usage of gadgets.
Problem No. 7: I would rather use my gadgets on playing games than doing school
works.
Problem No. 8: I lose focus on my studies due to gadgets.
Problem No. 9: I apply everything that I discover in gadgets for my education.
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38.7% are disagree, 33% are agree, and 24.5% are strongly agree.
Problem No. 10: I use gadgets for my school works.
23.6% are disagree, 28.3% are agree, and 33% are strongly agree.
Problem No. 11: Gadgets improve my knowledge in school.
36.8 % are disagree, 41.5% are agree, and 17.9% are strongly agree.
Problem No. 12: I limit myself on using gadgets during school time.
Problem No. 13: I use educational apps on my gadgets.
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Problem No. 14: I do my homework with the use of gadgets.
Problem No. 15: Gadgets are effective for my education.
Conclusion
Researchers conclude that grade 12 TVL students are aware to the “Relationship
Between the Gadgets to the Learning Experience of the Grade 12 TVL Students in San
Matias National High School – Senior High School”.
Recommendation
Based on the findings of this study, the recommendations were drawn:
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1. Students should decrease their usage of gadgets in their lives in order to bring the
best of their ability on their studies.
2. The researchers recommend to the future researchers to expand their total
respondents, which will enable them to have more accurate findings.
3. It is also recommended that the future researchers should conduct another study
that will help determine the ideal total number of class size.
Bibliography
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Rashid, S. M., Mawah, J., Banik, E., Akter, Y., Deen, J. I., Jahan, A., Khan, N. M., Rahman,
M. M., Lipi, N., Akter, F., Paul, A., & Mannan, A. (2021b). Prevalence and impact of
the use of electronic gadgets on the health of children in secondary schools in
Bangladesh: A cross‐sectional study. Health Science Reports, 4(4).
https://doi.org/10.1002/hsr2.388
Mabaroh, B., & Sugianti, L. (2021b). Gadget addiction and the students’ achievement.
International Journal of Social Learning, 1(3), 321–332.
https://doi.org/10.47134/ijsl.v1i3.59
Othman, N., Kelana M., Jamaludin, T. (2020). The Impact of Electronic Gadget Uses with
Academic Performance among Secondary School Students.
https://core.ac.uk/download/pdf/300478175.pdf?
fbclid=IwAR1BVuk3dYSQ5VzZ7t_jcpb1RH5Uh-aKAnk9cvH_ogyu-mqPHAdF9i_rJm8
Marpuah, S. (2021b). The Implications of Modern Technology (Gadjet) For Students
Learning Development in University. Turkish Journal of Computer and Mathematics
Education, 12(2), 588–593. https://doi.org/10.17762/turcomat.v12i2.912
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Zain, Z. M., Jasmani, F. N. N., Haris, N. H., & Nurudin, S. M. (2022b). Gadgets and their
impact on child development. International Academic Symposium of Social Science
2022. https://doi.org/10.3390/proceedings2022082006
Widodo, A., & Wartoyo, F. X. (2020b). Lockdown and gadget addicted phenomenon.
Proceedings of the 4th International Conference on Learning Innovation and Quality
Education. https://doi.org/10.1145/3452144.3452163
Wahyuni, A. S., Siahaan, F. B., Arfa, M., Alona, I., & Nerdy, N. (2019b). The Relationship
between the Duration of Playing Gadget and Mental Emotional State of Elementary
School Students. Open Access Macedonian Journal of Medical Sciences, 7(1), 148–
151. https://doi.org/10.3889/oamjms.2019.037
Hegde, A., Bhandary, M., Balraj K. (2019). Negative Impacts of Electronic Gadgets on
School Going Children in Dakshina Kannada District.
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Okeke, O. D. (2023b, July 18). ONLINE MARKETING EXPOSURE AND ACADEMIC
PROBLEMS: IMPACT OF MASS MEDIA MARKETING EXPOSURE ON
ACADEMIC PERFORMANCE OF SECONDARY STUDENTS IN ANAMBRA STATE.
https://nnadiebubejss.org/index.php/njss/article/view/62
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Garan, R. (2019c, January 18). Impact of using gadget to the academic performance of Grade
VI students of Sinala Elementary School.
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/6185
Dubey, P., & Sahu, K. K. (2021). Students’ perceived benefits, adoption intention and
satisfaction to technology-enhanced learning: examining the relationships. Journal of
Research in Innovative Teaching & Learning, 14(3), 310–328.
https://doi.org/10.1108/jrit-01-2021-0008
Ratnasari, D., & Haryanto, H. (2019b). Analysis of Utilization of Gadgets as Effective
Learning Media in Innovation Education to improve Student Learning Achievement.
KnE Social Sciences. https://doi.org/10.18502/kss.v3i17.4671
Julianingsih, D., Prawiyogi, A. G., Dolan, E., & Apriani, D. (2021b). Utilization of gadget
technology as a learning media. IAIC Transactions on Sustainable Digital Innovation
(ITSDI), 3(1), 43–45. https://doi.org/10.34306/itsdi.v3i1.522
Siahaya, A. (2023, September 5). INVESTIGATING THE RELATIONSHIP BETWEEN EXCESSIVE
GADGET USE AND LEARNING CHALLENGES IN STUDENTS: A DIAGNOSTIC REVIEW.
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Supard, S. (2020, May 31). Junior High school students’ experiences of high technology based
learning in Indonesia. http://www.ijlter.net/index.php/ijlter/article/view/336
Garan, R. (2019d, January 18). Impact of using gadget to the academic performance of Grade VI
students of Sinala Elementary School.
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Appendix A
January 15, 2024
CORNELE L. TAYAG
Principal IV
San Matias National High School
Sir:
Greetings of Peace!
In partial fulfillment of our requirements for Practical Research 2, We, the Grade 12 ICT
MOONSTONE students of San Matias National High School, would like to ask for your
permission to conduct a research study entitled “{INVESTIGATING THE
RELATIONSHIP BETWEEN THE GADGETS TO THE LEARNING EXPERIENCE
OF THE GRADE 12 TVL STUDENTS IN SAN MATIAS NATIONAL HIGH
SCHOOL – SENIOR HIGH SCHOOL}”.
In connection with this, we would like to ask your good office to allow us to collect data from
the students of the school. Rest assured that the data we will gather will remain absolutely
confidential and to be used on academic purposes only.
We believe that you are with us in our enthusiasm to finish this requirement as compliance to
the course and to develop our well-being. We hope for your positive response on this humble
matter.
Your approval to conduct this study will be greatly appreciated. For further questions please
contact us at {0916-637-7534}.
Thank you very much!
Respectfully yours,
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ALLEN PAUL D. GALURA
MELWIN R. BALBOA
IVAN M. CASTRO
CHARLES T. MARQUEZ
GLEND G. SIBARIA
JEFFREY G. SISON
KRISTIAN V. VENTURA
Researchers
Noted by:
JOANNA CHRISTIAN M. MANALANG
Research Adviser
Recommending Approval:
MARLENE C. GARCIA
Assistant Principal II
Approved by:
CORNELE L. TAYAG
Principal IV
Appendix B
LETTER FOR VALIDATION
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CERTIFICATION
This is to certify that the survey questionnaires of this research entitled “INVESTIGATING
THE RELATIONSHIP BETWEEN THE GADGETS TO THE LEARNING
EXPERIENCE OF THE GRADE 12 TVL STUDENTS IN SAN MATIAS NATIONAL
HIGH SCHOOL – SENIOR HIGH SCHOOL” prepared by Balboa, Melwin R., Castro,
Ivan M., Galura, Allen Paul D., Marquez, Charles T., Sibaria, Glend G., Sison, Jeffrey G.,
Ventura, Kristian V. in partial fulfillment of the requirements for Practical Research II S.Y.
2022-2023 has been checked and validated by Patricia Anne Bondoc Ibay.
This Certification is issued for whatever legal purpose it may serve.
Patricia Anne B. Ibay, LPT

Validator
Appendix C
REPORT LETTER
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Dear Ma’am:
Good morning, ma’am, we are the young researchers from 12 ICT MOONSTONE,
this letter offers the result in a research we conducted last month entitled “Investigating the
Relationship Between the Gadgets to the Learning Experience of the Grade 12 TVL Students
in San Matias National High School – Senior High School”. The result in the research shows
the effects of gadgets to the academic performance of the grade 12 TVL students.
Many students of San Matias National High School – Senior High School are aware
of the negative effects of gadgets on their learning experience of the TVL track.
Researchers recommended the following:
Sincerely yours
Researchers from 12-ICT MOONSTONE
Appendix D
QUESTIONNAIRE
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INVESTIGATING THE RELATIONSHIP BETWEEN THE USAGE OF GADGETS

TO THE LEARNING EXPERIENCE OF THE GRADE 12 TVL STUDENTS IN SAN
MATIAS NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Name(optional):________________ Age:_______________
Grade level:_____________ Strand:_____________
Directions: Answer the following questions in a scale of 1-4 in which 1 is the lowest, while 4
is the highest possible answer. Please put a check mark (✓) in the box that corresponds to
your answer.
1 2 3 4
1. I am distracted every time I use a

gadget.
2. I would rather spend my time using

gadgets than doing school works.
3. Gadgets affect my educational

performance in a bad way.
4. I use gadgets for entertainment only.
5. I cram for my school works due to the

extreme usage of gadgets.
6. I would rather use my gadgets on

playing games than doing school works.
7. I lose focus on my studies due to

gadgets.
8. I apply everything that I discover in

gadgets for my education.
9. I use gadgets for my school works.
10. Gadgets improve my knowledge in

school.
11. I limit myself on using gadgets during

school time.
12. I use educational apps on my gadgets.
13. I do my homework with the use of

gadgets.
14. Gadgets are effective for my education.
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Appendix E
DISCLAIMER
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All views expressed and/or the gathered data in research will remain confidential for
the confidentiality of the information and also not to disclose the confidential information to
any person other than Authorized Recipient without the prior written consent to the
disclosing party.
JOANNA CHRISTIAN M. MANALANG
Teacher
Approved by:
CORNELE L. TAYAG
Principal IV
MARLENE C. GARCIA
Assistant Principal II
Appendix F
CURRICULUM VITAL
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Balboa, Melwin R.
San Matias, Santo Tomas, Pampanga
Personal Information
Date of Birth: November 11, 2005
Gender: Male
Age: 18
Nationality: Filipino
Civil Status: Single
Religion: Roman Catholic
REFLECTION
During the research study, I learned about the different challenges that the students in San
Matias National High School faces and the importance of using gadgets in their academic.
It’s important to increase our knowledge about the effects of gadgets to the learning
experience of the students, so that we can feel responsible in our lives.
CURRICULUM VITAE
Castro, Ivan M.
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Santo Rosario Pau, Santo Tomas, Pampanga
Date of Birth: March 4, 2005
Gender: Male
Age: 18
REFLECTION
I gained knowledge about the various difficulties San Matias National High School students
encounter as well as the value of utilizing technology in the classroom during the research
project. To feel more accountable in our daily lives, it's critical that we learn more about how
technology affects students' learning experiences.
CURRICULUM VITAE
Galura, Allen Paul D.
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Santo Rosario Pau, Santo Tomas, Pampanga
Date of Birth: May 31, 2005
Gender: Male
Age: 18
REFLECTION
I discovered during the research study the various difficulties San Matias National High
School students encounter as well as the value of utilizing technology in the classroom.
Gaining more understanding of how devices affect students' learning experiences is crucial if
we are to feel accountable for our actions.
CURRICULUM VITAE
Marquez, Charles T.
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Sapa, Santo Tomas, Pampanga
Date of Birth: July 10, 2003
Gender: Male
Age: 20
Religion: Baptism
REFLECTION
I became knowledgeable about the various obstacles San Matias National High School
students encounter and the value of utilizing technology for academic purposes during the
research study. Increasing our understanding of how devices affect students' learning is
crucial if we are to feel more accountable for our actions.
CURRICULUM VITAE
Sibaria, Glend G.
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Sampaloc, Apalit, Pampanga
Date of Birth: June 15, 2005
Gender: Male
Age: 18
Religion: Baptism
REFLECTION
During the research assignment, I learned about the many challenges faced by San Matias
National High School students as well as the benefits of using technology in the classroom. In
order to take greater responsibility for our activities, we need to understand more about the
ways that technology impacts children's educational experiences.
CURRICULUM VITAE
Sison, Jeffrey G.
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San Vicente, Santo Tomas, Pampanga
Date of Birth: June 5, 2004
Gender: Male
Age: 19
REFLECTION
Throughout the research assignment, I learned about the different challenges faced by San
Matias National High School students as well as the benefits of using technology in the
classroom. We need to understand more about how technology impacts children's educational
experiences if we want to feel more responsible for our activities.
CURRICULUM VITAE
Ventura, Kristian V.
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San Nicolas, San Fernando, Pampanga
Date of Birth: September 27, 2005
Gender: Male
Age: 18
REFLECTION
During the study assignment, I learned more about the different challenges faced by San
Matias National High School students as well as the benefits of using technology in the
classroom. Understanding how technology impacts children's educational experiences is
essential if we are to feel more responsible for our actions.
Appendix G
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Republic of the Philippines

INVESTIGATING THE RELATIONSHIP BETWEEN THE GADGETS TO THE

A Senior High School Research

San Matias National High School – Senior High School Department

San Matias, Sto. Tomas, Pampanga

Of the Requirements for the Subject

ORAL EXAMINATION COMMITTEE

Approved by the Committee on Oral Examination with a grade of ________ .

Accepted and approved in partial fulfillment of the requirement for the

subject Practical Research 2.

MRS. JOANNA CHRISTIAN MANALANG

their educational process.

names, but we want to express our appreciation for the following:

conduct this research paper.

Approval Sheet …………………………………. .…………….…. …..……………………. 2

Table of Content …………………………………………………….........…………………...6

Chapter I: The Problem and Its Background

II. Conceptual Framework …………………………………….……………………… .9

III. Statement of the Problem…………………………………………………………….10

IV. Significance of the Study ……………………………………….…………………...11

V. Scope and Delimitation….…………………………………….……………………...12

VI. Definition of Terms…………………………………….……….…………………... 12

Chapter II: Review of Related Literature

VI. Review of Related Literature.…………………….……….…………………... 13

Chapter III: Methodology

I. Research Design ………………………………....……….…….……………………18

II. Population and Sample …………………………..………….………………………18

III. Respondents of the Study…………………………………………..………………20

IV. Research Instruments ……………………………………….…………………...21

Chapter IV: Presentation, Analysis, and Interpretation of Data………………………………22

II. Conclusion …………………………..………….………………….……………… 46

IV. Bibliography ………………………..………………….………….……………...48

THE PROBLEM AND ITS BACKGROUND

and, notably, students.

Initially, electronic devices were promoted as means of communication (Othmanet al.,

Additionally, the experiences and relationship of gadgets to the student’s learning

Data Collection/Data Gathering, and Data Analysis.

will serve as the study's general framework and direction.

INPUT PROCESS OUTPUT

 Determine the  Research  Distinguished the

Statement of the Problem

1.3 Socio-economic level

1.4 Usage of Gadgets

2.2 skills and knowledge

2.3 report card grade

Significance of the Study

effective strategies in their everyday teaching.

improved learning experience.

the students' learning experience.

Scope and Delimitation

Academic Learning - the gathering of knowledge or abilities through instruction, study, or

Student - a student at a university or other educational institution.

Schoolwork - work that students are given by their teachers in class.

such being timid, unconfident, lonesome, and stubborn.

Additionally, the development of modern technology will facilitate communication between

in deeper comprehension of educational fields, as opposed to consumption can result in a

Based on the research of Okeke (2023), the academic performance of secondary

spillover effect on secondary school students' academic performance.