The Impact of Gadgets use During Class Hours on the Academic Performance

Grade 11 Learners of STI College Iligan

Submitted in Partial Completion of Practical Research 1 and Statistics and Probability

STI College Iligan

Iligan,Poblation

Lua, Terah Jan D.

Flores, Ivan Ray P.
Sejalvo, Weslie James V.
Yañez, Lanja Linlyk Donna

April 2024

Shefield Villacura-Agbay
 STI COLLEGES
SENIOR HIGH SCHOOL

Table of Contents

Approval Form

Abstract

Acknowledgements

Table of Contents

List of Figures and Tables

Chapter One – Introduction

Background of the Study

Statement of the problem

Research Questions

Significance of the Study

Limitations and Delimitations

Conceptual Framework

Definition of Terms

Chapter Two - Literature Review

Review of Related Literature & Studies

Conclusion

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Introduction

I. Background of the Study

In the digital age, the integration of gadgets into educational settings has become increasingly

prevalent, presenting both opportunities and challenges for academic institutions and students

alike. The widespread use of gadgets, such as smartphones, tablets, and laptops, has

revolutionized the way information is accessed and disseminated in classrooms. However,

concerns have been raised about the potential negative effects of gadget use, particularly during

class hours, on the academic performance of students.

This practical research aims to investigate the impact of gadget use during class hours on the

academic performance of Grade 11 learners at STI College Iligan. By exploring this topic, we

seek to provide valuable insights into the relationship between gadget use and academic

achievement, as well as identify potential strategies to optimize learning environments in the

digital era.

Through a comprehensive analysis of relevant literature, coupled with empirical data collected

through surveys and academic assessments, this study endeavors to shed light on the complex

interplay between technology use and academic outcomes among Grade 11 students. The

findings of this research will not only contribute to the existing body of knowledge but also

inform educators, policymakers, and other stakeholders about the implications of gadget use in

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educational settings. Ultimately, the aim is to foster a conducive learning environment that

maximizes student engagement, productivity, and success.

II. Statement of the Problem

Do Grade 11 students at STI College Iligan experience improved academic performance and
engagement when gadgets are integrated into their class hours?
Is there a noticeable decline in the academic achievements of Grade 11 students at STI College
Iligan due to excessive gadget use during class hours?
Can a balanced approach to gadget utilization during class hours positively impact the learning
experiences of Grade 11 students at STI College Iligan?

III. Research Question

1. Do students who use gadgets during class hours show:

a. higher academic performance?

b. lower academic performance?

2. What are the types of gadgets used during class hours?

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IV. Signeficant

The study's significance lies in its potential to inform educational policies, practices, and teacher
professional development by uncovering how gadget use during class hours impacts student
engagement and academic performance. It also offers insights for school administrators on
resource allocation and future research directions in understanding technology's role in education
Students:
Understanding the impact of gadget use during class hours can empower students to make
informed choices about their learning methods and technology usage.
By identifying effective strategies for integrating gadgets into learning, students can enhance
their engagement, productivity, and overall academic performance.
Teachers:
Insights from the study can inform teaching practices, enabling educators to adapt their
instructional strategies to better accommodate the needs and preferences of digitally-native
students.
Understanding the relationship between gadget use and academic outcomes can help teachers
optimize the use of technology in the classroom to facilitate more interactive and personalized
learning experiences.
Administrators
Findings from the study can guide the development of policies and guidelines regarding gadget
usage within educational institutions, fostering a conducive learning environment that balances
technological integration with academic objectives.
Addressing the implications of gadget use in the classroom can contribute to the establishment of
a supportive infrastructure that promotes responsible digital citizenship and effective utilization
of resources.
Future Researchers:
The study provides a foundational framework for further investigation into the dynamic
relationship between technology and education, paving the way for future research endeavors
that delve deeper into specific aspects of gadget integration and its effects on learning outcomes.
Building upon the findings of this study, future researchers can explore emerging trends,
innovative methodologies, and potential interventions aimed at optimizing the educational
benefits of technology in diverse learning contexts.

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V. Limitations & Delimitations

Limitations:

1. Scope: The study focuses specifically on Grade 11 learners at STI College Iligan, limiting the
generalizability of findings to other educational levels or institutions.
2. Timeframe: The study's timeframe may not capture long-term effects of gadget use on
academic performance, as it focuses on a specific academic year.
3. Sample Size: The study's findings may be influenced by the sample size of Grade 11 learners
at STI College Iligan, potentially affecting the representativeness of results.
4. Self-reporting Bias: The reliance on self-reported data for gadget usage may introduce bias, as
participants may underreport or overreport their usage patterns.
5. External Factors: External factors such as socio-economic status, family support, and
individual differences in learning styles may influence academic performance, but are not
directly addressed in this study.

Delimitations:

1. Grade Level: The study specifically targets Grade 11 learners to provide a focused
investigation into the impact of gadget use during class hours at this particular stage of
education.
2. Institution: The study is delimited to learners at STI College Iligan, providing insights into the
specific context of this educational institution.
3. Academic Performance Metrics: Academic performance is delimited to traditional metrics
such as grades and test scores, excluding other potential indicators such as attendance or
participation.
4. Gadget Use: The study focuses solely on gadget use during class hours, excluding examination
of usage outside of school hours or during non-academic activities.
5. Quantitative Approach: The study employs a quantitative research methodology to analyze the
impact of gadget use, excluding qualitative aspects such as students' perceptions or experiences
with technology.

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VI. Conceptual Framework

The conceptual framework of the study outlines the theoretical foundation and key concepts that
guide the research investigation. For "The Impact of Gadgets Use During Class Hours on the
Academic Performance of Grade 11 Learners of STI College Iligan," the conceptual framework
may include:

The conceptual framework provides a comprehensive lens through which to analyze the
relationship between gadget use during class hours and the academic performance of Grade 11
learners at STI College Iligan.

VII. Definition of Terms

Impact - the effect that an educational program or intervation has on student outcomes

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Gadgets - is a small machine or device which does something useful

Class Hours - refer to the numbers of hours that students spend in class with their teacher

Academic Performance - in the measurement of student achievement across various academic

subjects

Learners - are individuals who are actively engaged in the process of learning and acquiring
knowledge

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Literature Review

I. Review of Related Literature & Studies

Johnson and Lee (2020) conducted a study to investigate the effects of gadget use, particularly
smartphones, on the academic performance of high school students. The research aimed to
explore the relationship between excessive smartphone use during class hours and its impact on
academic achievement. The findings of the study revealed a negative correlation between the
amount of time spent on smartphones during class hours and students' academic performance.
The study emphasized the significance of maintaining a balanced approach to technology
utilization in educational settings to mitigate the negative effects on student learning outcomes.
By highlighting the detrimental impact of excessive gadget use on academic achievement, this
research underscores the importance of promoting responsible and mindful technology use
among students to optimize their learning experiences and academic success.

I. Conclusion
In conclusion, the research conducted by Johnson and Lee (2020) sheds light on the detrimental
effects of excessive gadget use, particularly smartphones, during class hours on the academic
performance of high school students. The study revealed a negative correlation between the
amount of time spent on smartphones and students' academic achievement, emphasizing the need
for a balanced approach to technology utilization in educational settings. By highlighting the
importance of responsible and mindful technology use, this research underscores the significance
of promoting healthy digital habits among students to enhance their learning experiences and
optimize academic success. Educators and policymakers can leverage these findings to
implement strategies that foster a conducive learning environment and support students in
achieving their academic potential through effective technology integration.

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