Mark Lester

Yabes

Jerome

CJ

Mary Ann

Rommel
 Introduction

The world is ever changing due to the advancement in the realm of science and

technology. These days it seems hard to escape from technology. Many of us depend on

it to get us through the day, to do our job, to get around, and to find certain things.

Technology is sharply increasing at a very fast rate, and what most people did not even

think could be real recent years, is now becoming a reality.

Modern gadgets have experienced giant expansion in the past few years, leading to

its deep use by people from all generations. For a generation of young people, gadgets

have assumed a substantial stake in their social and educational lives. With the increased

role of modern gadgets to the student's lives has come the increased concern about how

the student might be affected. Process and content are changing to the boundary that

students today catch up in a world that abounds with information The increasing amount

of time student spend on modern gadgets has raised questions about the use of the

gadgets.

As for today’s generation, most of the people especially the students are spending

their time in using gadgets for their everyday life. Gadgets are the tools they are facing in

every second, minutes, hours or every moment of their life. There’s a big impact of using

gadgets for their everyday living. Gadgets can help them for their studies by searching

the internet to gather some information about their subjects. Gadgets can also help them
for their communication, in communicating with their friends, family, etc. There were

effects may take place by too much spending on it. For one of those disadvantages

effects, they spending too much for it but nobody can tell if they using it on their studies

that may affect their academic performance. A good or high academic performance is

very important for every student and it is the goal for them. Students need to be aware of

what will happen to them if they did not study their lessons. Many possibilities may

happen and one of that is low academic performance because they spending more their

time in playing games, Facebook, twitter and etc. with their gadget than reading and

reviewing their lessons. So having good or high Academic Performance is depends on

what they do in school through the help of gadgets.

The evolution of technology has dramatically changed society. An infinite number

of people all over the world use modern gadgets. The most happen in this past decade

was the changes of the widespread of the information and communication technology.

(UNICEF, 2011)

The mobile phone usage eloquent to the academic performance among senior

secondary school students. Age is not a factor in mobile phone usage on academic

performance among senior secondary school students. The parent’s occupation did not

affect the usage of gadgets among senior secondary school students and the frequency of

mobile phone usage does not affect the academic performance of male and female senior

secondary school students. (Haruna Rabiu, 2016)

 The study focuses on gadgets and Academic Performance The main purpose of the

study is to determine the effects of spending too much time on gadgets to the Academic

Performance among STEM students in Lipa City Senior High School.

Research Objectives
The main purpose of this study is to know effects of gadget usage to the
academic performance of the students whether positive or negative effect.
Specifically, it aims (1) to describe the profile of the respondents in terms of their
general average, hours spent, and types of gadgets they use, (2) to identify the
activities where gadgets are commonly used, (3) To identify the effects whether
positive or negative effect of spending time on gadgets to the academic
performance of the STEM students in LCSHS and (4) to propose a plan of action
based on the findings.

RELATED LITERATURE

El-Badawy and Hashem(2015) conducted a research about the impact of social

media on the academic performance of the students. They found out that there is no

relationship between social media and academic performance. Alahma, A. (2016) also

conducted a research about the impact of social media on the academic performance and

grades of second year medical students at the College of Medicine, University of

Babylon, Iraq and he found out that time spent on social media has no influence on

second year medical students grades and academic performance. So it means that using
social media based on their research didn't affect the academic performance of the

students.

T. Sundari (2015) conducted a research about the effects of mobile phone use on

the academic performance of college going young adults in India. The purpose of the

study is to examine the extent use of mobile phones and its influence on the academic

performance of the students. Findings of the study showed that mobile phone use on

academic performance had a negative impact.

L. Kahari (2013) conducted a research on the effects of cell phone use on the study

habits of the University of Zimbabwe first year faculty of art students. The purpose of

this study is to examine the effects of cell phone use on the study habits. Findings of the

study showed that there are significant gender differences in several aspects of cell phone

use. The findings also showed that cell phone use has negative and positive effects on the

study habits of university students depending on usage patterns.

Lavin Et Al. (2013) conducted a research about the impact of classroom technology

on student behavior. The research summarizes the result of a survey administered to

students enrolled in business courses at a mid-sized mid-western university. The findings

showed that adding technology from courses that already use would not appear to have a

negative impact on all aspects of student behavior. However, removing technology from

courses that already use would not appear to have a negative impact on all aspects of

student behavior.
 B. Carter (2014) conducted a research about the impact of mobile devices on student

performance in Agri-Science classroom. The findings showed that the Implementation

had a non-significant effect oh high school agriscience students' Post-test performance

because the study did not find a statistically significant difference.

Safwat et al. (2012) conducted a research about the effects of technology on human

behavior. The research is about investigating the impact of the invading technology

represented in the internet through personal computers and smart phone on the behavior

of the youth. The findings showed that technology does not greatly affect the youth.

Youth in general use technology extensively and they use it in almost everything, but

such use of technology neither has a bad nor a good impact on their behavior.

H. Rabiu et al. (2015) conducted a research about the impact of mobile phone usage

on academic performance among secondary school students in Taraba State, Nigeria.

The mobile phone usage eloquent to the academic performance among senior secondary

school students. Age is not a factor in mobile phone usage on academic performance

among senior secondary school students. Parent’s occupation is also not a significant

factor in mobile phone usage on academic performance among senior secondary school

students and the frequency of mobile phone usage does not affect the academic

performance of male and female senior secondary school students.

L. Kibona et al. (2015) conducted a research about the smart phones effects on

academic performance of higher learning students. The aim of this study was to find out

the impact of smart phones on the academic performance of higher learning students.
The findings of the study showed that smart phone brings negative results or progression

on students perform academically.

K. Subrahmanyan (2010) conducted a research about the impact of computer use on

children and adolescence development. Findings showed that moderate computer use

does not negatively impact children's social skills and activities. However, Excessive use

of computer definitely has negative effects in children and adolescents' development.

Yeboah and Ewur (2014) investigated the impact of Whats app Messenger usage on

students performance in the tertiary institution in Ghana. They found out that Whats app

Messenger has a negative impact on the performance of tertiary students in Ghana. The

study among other things unveiled the following: Whats sap Messenger takes much of

students study time, destroys students' spelling and grammatical construction of

sentences, leads to an absence of concentration during lectures and divert students from

completing their task and adhering to their private studies time table.

According to Tsitsika & Janikian (2013), the Internet continues to grow beyond our

belief. About 32.7% of the world's population has access to the social networking sites

and much more which let people of all ages rapidly share their thought with others

everywhere. So the interconnectedness throughout the world is growing rapidly due to

internet use.
 Englander, at, al. (2010) investigated the relationship between the grade

performance of 128 students in an introductory microeconomics course and the average

number of hours per week these students report spending on the internet. They found out

that has a negative and statistically significant impact of internet hours on grade

performance, suggesting that the distracted dimensions of internet use overweight the

product dimensions.

Poli and Agrimi (2011) conducted a research to assess a prevalence of Internet

addiction in a representative sample of high school students attending secondary

institutions in the district of Cremona and to assess any difference concerning variables.

They found out that majority of the respondents were classified as normal users of the

internet with moderately addicted and seriously addicted therefore there is significant

differences in gender and in kinds of school were found and no statistical differences or

revealed in age and urban or rural condition.

W. Kesaraporn (2011) conducted a research about the internet use and its impact on

secondary school students in Chiang Mai, Thailand. The findings showed that 3-7% of

Thai secondary school students in Chiang Mai were classified as addictive internet users,

however, it suggested that 39.5 % of this population could be at risk of IA. The amount

of time spent on the internet is released to gender.

 Methods

Research Design
This study will use descriptive quantitative research design . This design will
use because the researchers’ aims is to determine the effects of gadgets usage
to the academic performance of grade 12 STEM students. This design will be
considered as the most appropriate to use to be able to gathered numerical data
of these factors, how it affects the academic performances of Stem students.
The Respondents
The respondents of this study is the Lipa City Senior High School grade 12
STEM students, Academic Year 2017-2018. The researchers will use the
purposive sampling. Researchers choose these respondents because they are
the reliable to answer the research questions. The researchers also chose grade
12 Stem students as their respondents because researchers personally want to
determine the effects of gadgets usage to the academic performance of their
chosen field which is similar to the field the researchers are taking up.
.

Instrument
The researchers used a self-made and closed-type questionnaire to gather
the desired information from the respondents. The questionnaire was divided into
two parts (I and II). Part I aims to gather information about personal data
including the gadget’s most and least used by students while Part II is a
Four-Point Likert Scale focusing on the positive and negative effects of gadgets
usage on the academic performance of the students.
.
Data Gathering Procedure

The researchers prepared self-made and closed-type questionnaire as the instrument

to collect data needed in this study. The researchers then prepare the letter of approval to

the students of Lipa City Senior High School.

The designed questionnaire was submitted to the thesis adviser for vetting,

correction, and approval. This process was done before distributing the survey

questionnaire to the respondents.

The researchers will select Senior High School Students from Lipa City Senior High

School as respondents. The researchers will conduct stratified sampling in administering

the survey questionnaire.

The researchers will wait for respondents to finish the survey questionnaire for they

will not spend much time in responding, The researchers will ensure that the respondents

are able to complete the given survey questionnaire.

Statistical Treatment of Data

The data obtained in the researchers' instrument (survey questionnaire) were
computed with the use of statistical tools. These statistics were used to measure
and describe the variables in the study.
Frequency. It is the tally of the results in each item. It is the number of
occurrences of a repeating event per unit time. This will be used in tallying the
respondents’ responses in Part I of the survey questionnaire.
Percentage. The number or rate that is expressed as a certain number of
parts of something. It will be used in getting the percentage of the tallied data in
Part I of the survey questionnaire.

x 100
where: P = Percentage
 f = Frequency
n = Number of responses
Weighted Mean. It is a kind of average instead of each data point contributing
equally to the final mean. Some data points contribute more weight than others.It
is an average in which each quantity to be averaged is assigned a weight, and
these weightings determine the relative importance of each quantity on the
average To compute for the weighted mean, the following formula will be used:

X 1 f 1 X 2 f 2  X 3 f 3  X 4 f
Wm  n
4

where; Wm = Weighted Mean

𝑛 = sample size
𝑋1 , 𝑋2 , 𝑋3 , 𝑋4= Scales
𝑓4 , 𝑓3 , 𝑓2 , 𝑓1 = frequency/
number of responses
Composite Mean. Composite mean in statistics and research design refers
to the composite measures of variables. It is a measurement based on multiple
data items. It is also an average of the weighted mean in a particular category. To
compute the composite mean, the following formula will be used:
∑ 𝑊𝑚
𝐶𝑚 =
𝑛
where; 𝐶𝑚 = composite mean
∑ 𝑊𝑚 = summation of
weighted means
𝑛 = number of items in a category
Verbal Interpretation of Means
This part provides the verbal interpretation of the composite mean. To
compute the range of the composite mean the following formula will be used:
𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑃𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑀𝑒𝑎𝑛−𝐿𝑜𝑤𝑒𝑠𝑡 𝑃𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑀𝑒𝑎𝑛
𝑅𝑎𝑛𝑔𝑒 =
𝑆𝑐𝑎𝑙𝑒
In this study, if the composite mean falls under the range of 1.00 to 2.50 then it
indicates that the factor has a negative effect. If the composite mean falls under
the range of 2.51 to 4.00 then it indicates that the factor has a positive effect.
Table 1: Verbal Interpretation of Means

Scale Interpretation
3.26 - 4.0 Strongly Agree
2.51 - 3.25 Agree
1.76 - 2.5 Disagree
1.0 -1.75 Strongly Disagree
Table 2: Verbal Interpretation of Responses
Scale Interpretation
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

ETHICAL CONSIDERATIONS

The researchers will conduct the study at Lipa City Senior High School for a whole

semester. They will get the 55 respondents that will come from STEM student. Through

the survey, they will collect the data that will tally and analyzed by the researchers. With

the help of this study, the researchers will find out the effects of gadgets usage to the

academic performance of the students. This study will also give people the idea on how

the gadgets will affect their academic performance.

 Chapter III

Results and Discussion

This chapter analyses the responses given by respondents through the

administration of structured questionnaire and interview conducted. In order to
make interpretation and analysis easier, tables are presented first, followed by its
interpretation and analysis.

Table 3
Respondents’ General Average
General Average Frequency Percentage

74 and below 0 0%
75-79 6 10%
80-84 25 43%
85-89 18 31%
90 and above 9 16%

Total 58 100%
Source: Survey Data (2017)

Table 3 shows that majority of the respondents got the average of 80-84
with the frequency of 25 or 43%. The second to the highest is 85-89 with the
frequency of 18 or 31% followed by 90 and above with the frequency of 9 or 16%.
And the last is 6 or 10% of the respondents are in the average bracket of 75-79.

Table 4
Time Spent on Gadget

Hours Frequency Percentage

1-2 hours per day 9 16%

3-4 hours per day 30 51%

5-6 hours per day 15 26%
More than 8 hours per day 4 7%

Total 58 100%
Source: Survey Data (2017)
 The respondents reported the number of hours they spent using gadget per
day. 16 % spent 1-2 hours, 51% spent 3-4 hours per day, 26% spent 5-6 hours
and 7% spent more than 8 hours per day. The study shows an average student
spends over 8 hours every day engaged in using gadget. We were able to
discover that there is an relationship between two factors which is, the less time a
student spends using gadget, the more time the student attend to academic
matters such as class work assignments, preparation for class test, mid-semester
exams and end of the semester’s examination which account for the student’s
good grade Point.

Table 5
Respondents’ Gadget use
Gadget Frequency Percentage

Cellphone 54 93%

Laptop 4 7%

Tablet 0 0%

Desktop 0 0%

Other 0 0%
Total 58 100%

Source: Survey Data (2017)

The respondents were asked about their gadget use. According to table 5
the gadget’s most used by the respondents is cellphone with the frequency of 54
or 93%
because cellphone is the most convenient and affordable gadget. And the
gadgets’ least use is laptop with the frequency of 4 or 7%.

Table 6
Reason for Using Gadget
Activity Frequency Percentage
Playing Online Games 9 16%
Schoolwork 6 10%
Social Networking Sites 43 74%
Media Consumption 0 0%
Other 0 0%
Total 58 100%
Source: Survey Data (2017)
 Students were asked the reasons why they most often use gadget. The
researchers were amazed at their responds. The results in the table above shows that
majority of the students use the application for chatting with friends about academic, and
this is represented by 74% of the total number of respondents. The study looked at
students engaged in the use of the application for other purposes including academic
work. The above table indicates that only 10% of the respondents use the gadget for
academic work and 16% for leisure

Table 7
Computation of Weighted Mean Positive
As a Senior High School Student I use 4 3 2 1 Verbal Interpretation
gadget to: Wm
1 .Compute the mathematical problems. 20 29 7 2 3.10 Agree
2. Disseminate knowledge/assignment/ 24 31 3 0 3.36 Strongly Agree
requirements to my group mates.
3. Research information about the subject. 31 26 1 0 3.52 Strongly Agree
4. Contact classmate for studying purposes 30 24 4 0 3.45 Strongly Agree
5. Watch the academic video that helps me 15 33 10 0 3.09 Agree
understand the lesson better.
6. Performed better in class through advanced 15 33 10 0 3.09 Agree
preparation.
7. Improved the way I write and speak. 13 33 12 0 3.02 Agree
8. Do my homework faster. 24 29 5 0 3.33 Strongly Agree
9. Give me idea on how to do project better. 25 29 4 0 3.36 Strongly Agree
10. Look up the meaning of unfamiliar words. 31 26 1 0 3.52 Strongly Agree
Total 228 293 57 2 32.84
Source: Survey Data (2017)
Table 8
Computation of Weighted Mean Negative
3 2 Wm Verbal Interpretation
4 1
1. Gadget disturb me in my study hours. E.g. I 10 22 18 8 2.59 Agree
can’t help myself to check social networking
sites.
2. I waste my time sending/writing SMS during 1 11 27 19 1.90 Disagree
class work.
3. I usually have unlimited access to my 4 11 30 13 2.10 Disagree
gadgets and this has impacted my academic
performance negatively.
4. I wasted time that could be spent in doing 5 21 20 12 2.33 Disagree
homework because of gadget.
5. I am checking my gadgets to visit my games 3 8 30 17 1.95 Disagree
or social networking sited during class hours.
6. Gadgets badly affected the way I speak and 2 7 32 17 1.90 Disagree
write.
7. I can’t concentrate in my studies because of 2 16 25 15 2.19 Disagree
too much usage of gadgets.
8. Gadgets is responsible for my low academic 2 6 32 18 1.86 Disagree
performance.
9. I spend more time in checking my gadgets 4 13 25 16 2.09 Disagree
than studying.
10. I received failing grades because of 2 6 18 32 1.62 Strongly Disagree
addiction to gadgets.
Total 257 167 20.53
35 121
Source: Survey Data (2017)

Based on the computation using weighted mean, table shows that the
positive effect of gadgets got the higher weighted mean than negative effect of
gadgets. It could be noted that the respondents agree that the gadgets has a
positive impact to the academic performance of the respondents.

Table 9
Composite Mean
∑ 𝑾𝒎 Composite Mean

Positive 32.84 3.28

Negative 20.53 2.05
Total 53.37 2.67
Source: Computation of Weighted Mean
 The result from table 9 show that the calculated composite mean is 26.69
which indicates that the gadget has a significant effect to the academic
performance of the respondents.

Conclusion

The Study revealed that the majority of the respondents are using cellphone.
The time spent on gadget has significantly influence the academic performance.
The researchers discover that there is inverse relationship between the two
factor. The less time a student spends using gadget, the more time the student
attend to academic matters. And the more time a student spends on gadget, the
less likely the student involve in class.

The activities where gadgets are commonly used is significantly affected the
academic performance. The table shows that the majority of respondents are
using social networking sites for chatting with friends about academic, and the
students use this to read an article and watch academic video that can use in
future discussion.
From the preceding discussions, it is evidently clear that gadget has been
a necessary good for grade 12 STEM students. This from the fact that, it can
enhance the academic performance of grade 12 STEM students if used positively.
In that, it makes communication easier and faster thereby enhancing effective
flow of information and idea sharing among students. It has a positive impacts on
the academic performance of students. Among the positive impacts we identified
include the following: it makes more the students study, build the students
grammar and spellings, and leads the student to do the advance activities and
academic preparation.

Recommendation

Similar to most research, this paper has limitations that point to further
opportunities. The authors focused on only grade 12 STEM students. Additional
studies on Lipa City Senior High School should provide further insights into the
impact of gadgets to the academic performance of grade 12 STEM students in
Lipa City Senior High School. Although, framed within an academic context, the
research can be utilized to investigate the use of gadget not only at school, but
also at home and various other settings, and for a variety of different audiences
such as young adults and elderly, or families. For future research, it may be
more helpful to examine how a student’s psychological state influences
motivations for the use of gadget.
 Action Plan
Based on the finding of this study, the following recommendations were made :

• Management of Lipa City Senior High School should intensify the guidance and
counselling sessions in their respective institutions.
• Time management should be incorporated in discussion.

• Parents should always check the gadgets of their child to prevent the possible
bad effects of gadgets.