THE IMPACT OF GADGETS IN LEARNING

AMONG GRADE 11 STUDENTS

JOHANN CEASAR B. MENORCA

GIO ANGELO G. IDOS
RAFAEL JOHN M. MANANGAN
JERELYN A. PATACSIL

Urdaneta City National High School

Senior High School
Urdaneta City

November 2017
 THE IMPACT OF GADGETS IN LEARNING
AMONG GRADE 11 STUDENTS

A Research Paper Presented to the Faculty of Senior High School

Science, Technology, Engineering and Mathematics (STEM) Strand
Urdaneta City National High School

In Partial Fulfillment of the Requirements for the Subject

Research in Daily Life 2

Johann Ceasar B. Menorca

Gio Angelo G. Idos
Rafael John M. Manangan
Jerelyn A. Patacsil

November 2017
 APPROVAL SHEET

In partial fulfillment of the requirements for the subject Research in Daily

Life 2, this research paper entitled “THE IMPACT OF GADGETS IN LEARNING
AMONG GRADE 11 STUDENTS” prepared and submitted by Johann Ceasar B.
Menorca, Gio Angelo G. Idos, Rafael John M. Manangan, and Jerelyn A.
Patacsil, is hereby approved and accepted.

MADONNA J. PALAGANAS LEAH L. OLUA, Ph.D.

Critic Reader Teacher

PANEL OF EXAMINERS

KATHY C. BENAVENTE
Chairman

KAREN C. CALIM BRUCE MARVIN M. RUARO

Member Member

Approved and accepted in partial fulfillment of the requirements for the

subject Research in Daily Life 2.

LEAH L. OLUA, Ph.D.

Subject Group Head, STEM
 ACKNOWLEDGEMENT

The researchers would like to express their profound gratitude and

appreciation to the people who have extended their support, gave inspirations,

guidance and assistance for the completion of this study.

To their teacher, Dr. Leah L. Olua, for her guidance and technical support

and the golden opportunity to contribute to the society;

To the panel of examiners, Ma’am Kathy C. Benavente, Ma’am Karen C.

Calim, and Sir Bruce Marvin M. Ruaro, for their constructive criticisms and

suggestions that we need to further improve this research;

To their friends, for their kind gestures and moral support that played a

great role reminding the researchers to always have a positive mind;

To their families and relatives, for their financial support, love and

guidance that helped them in their desperate times; and

Above all, to the LORD ALMIGHTY, who’s there to always listen and give

support and love, and has given them strength to accomplish this project.

To all of them, this humble work is dedicated.

J.C.B.M.
G.A.G.I.
R.J.M.M.
J.A.P.
 ABSTRACT

Researchers: Johann Ceasar B. Menorca

Gio Angelo G. Idos

Rafael John M. Manangan

Jerelyn A. Patacsil

Institution: Urdaneta City National High School

Track: Academic Track

Strand: Science, Technology, Engineering and Mathematics

Adviser: Leah L. Olua, Ph.D.

Title of Study: THE IMPACT OF GADGETS IN LEARNING AMONG

GRADE 11 STUDENTS

The main objective of this study was to determine the impact of gadgets in

learning among Grade 11-STEM students at Urdaneta City National High School

during the school year 2017-2018. It looked into the frequency of use of the

gadgets in learning which are cellphones, computers, and tablets and the the

impact of gadgets in learning as perceived by the students. Further, it determined

the significant relationship between the frequency of use and the impact of

gadgets.

The study was conducted at Urdaneta City National High School,

Urdaneta City which included 70 Grade 11 student respondents who are enrolled

in the Science, Technology, Engineering and Mathematics (STEM) strand during

the school year 2017-2018. This study made use of the quantitative research

design with the questionnaire as the main gathering tool.

 The data were tabulated into a contingency table and treated with the

proper statistical measures.

For problem number 1 and 2, the Average Weighted Mean method was

used; a four-point scale and five-point scale Likert scale was used in the

analysis. The problem number 3 and the null hypothesis were tested for its

significance using the Pearson Product Correlation method.

Relative to the analyses and interpretation of data, it was deducted that

cellphones are always used by the students, computers are sometimes used by

the students and tablets are seldom used by the students in learning. This study

also deducted that the use of gadgets has a moderately positive impact in

learning but it also has a slightly negative impact. It was also deducted that there

was no significant correlation between the frequency of use and the impact of

gadgets.
 Chapter 1

INTRODUCTION

This chapter serves as an introductory chapter. It contains the Background

of the Study, Statement of the Problem, Scope and Delimitation, Significance of

the Study and Definition of Terms.

Background of the Study

In today’s generation, technology has affected and changed the way

people live. Technology has made people’s lives more proficient and at ease.

There is hardly anyone who has not been changed by the advances in

technology and computers of today’s society. In today’s civilization,

transportation, communication, and education have been greatly developed from

new technological advancements. Many people have lesser stress in their lives

because there are new useful hi-tech inventions created each day to help them

do things quicker and easier. Some of these helpful technologies are cell phones,

computers, and the Internet.

Technology also has negative effects in the lives of the user, and in

his/her or her immediate friends and family members. It affects the individuals’

personal health, family, social, financial, and academic life. Over using gadgets

negatively affects the mind of an individual. The individual loses focus as he/she

only concentrates on using gadgets or technology. He/she tends to forget other

aspect of life that is important, concentration reduces and the individual cannot

focus on other issues for long enough.

The use of technology in schools has opened up a new path of effective

learning. Technology plays a great role in developing everyone’s future and

professional career. Technology is becoming a major part of the world today. It

has developed and become more central to learning.

The researchers want to know the impact of gadgets in students’ learning.

It is along this rationale that this study will be conducted.

Statement of the Problem

This study determined the impact of gadgets in learning to Senior High

School students during the 1st semester, S.Y. 2017-2018.

Specifically, it answered the following sub-problems:

1. What is the students’ frequency of use on the following gadgets in

learning?

a. cellphones;

b. computers; and

c. tablets.

2. What is the impact of the use of gadgets in learning as perceived by the

students?
 3. Is there a significant relationship between the frequency of use and impact

of gadgets?

Hypothesis

1. There is no significant relationship between the frequency of use of

gadgets and the impact of gadgets.

Scope and Delimitation

This study mainly focused on the impact of gadgets in learning among

students in

Significance of the Study

This study determined the impact of gadgets in students’ learning in

Urdaneta City National High School. This was significant to the following:

Students. They will know the benefits of using gadgets in learning and

help them study effectively.

Teachers. This will give awareness to teachers to allow students to use

gadgets more freely and also to guide them in using the gadgets.

School Administrator. This study may be included in school policy. Re:

The use of technology in the classroom.

 Future Researchers. This study may help future researchers on their

own research. They may widen the scope of their own study or improve this

research study.

Definition of Terms

To make the study easier to understand, the following terms are defined

operationally and/ or lexically:

Gadget. This refers to an often small mechanical or electronic device with

a practical use but often thought of as a novelty. In this study, gadgets refer to

cellphones, tablets and laptops which are used by the respondents in learning.

Impact. This refers to the effect of gadgets on the respondents in their

learning.

Frequency of use. This refers to the number of times or how often the

gadgets are used by the respondents in learning.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the literature and studies related to the impact of

gadgets in learning.

The world is constantly changing as it moves forward in the advancement of

technology. Many of us, particularly the young ones have really relied and

depend on using the technological gadgets to get through to the day, to do our

job, to get around, and to find certain things (Adel, et. Al., 2012). Since these

inventions are useful and can give a lot of entertainment such as games, texting,

calls, media and many more, In connection, they give more attention to their

gadgets than there studies and academic performance.

In (Olofuniyi,Fashiku,& Owombo2012) mobile phone would surely ranked

number one for this is the most used gadget has all the applications, facilities and

software that can connect them to the internet and all forms of social media

platforms, other web sites and so on, where they chat, access, stream,

download, upload, exchange and play different kinds of media contents, which

most often, are pornographic in nature.

Similarly a nationwide survey conducted in 2010 shows that mobile phones

are the most essential part of everyday lives as it functions as a means of

communication and on the contrary virtually affected the society’s accessibility,

security, safety and coordination of business and social activities and has hence

become a part of culture of the whole world.

In connection with this, Coughlan 2015 stated that the use of technology inside

the clasrrom would highly benefit the students but in contrast with this, The

Organisation for Economic Co-operation and Development (OECD also

mentioned tinvesting heavily in school computers and classroom technology

does not improve pupils’ performance. This is where the role of teachers

becomes paramount; they have to become effective facilitators of the learning

journey. Learning is optimized when students feel engaged and enjoy the

experience. Students need to develop skills to use knowledge creatively and

critically, and not just “cut and paste prefabricated homework answers from the

Internet” as OECD Education Director Andreas Schleicher said

However Khune (2015) said However, those who use Facebook intensely were

more likely to compare themselves with others and had a negative feeling from

comparison. Along the same line Facebook usage was linked to negative social

comparison, which would lead to negative perception about person’s social

competence and physical attractiveness.

 In addition, Hampton, et al. (2011) on his research presented the following

results concerning social networks users, such as

- Facebook users are more trusting than others.

- Facebook users have more close relations.

- Facebook users get more social support than other people.

- Facebook users are much more politically engaged than most people.

- Facebook revives “dormant” relations.

- Social networking sites are increasingly used to keep up with close social ties.

At this juncture, The digital revolution has profoundly affected daily lives of many

people as evident in the most number of mobile devices and the seamless

integration of technology into common tasks such as shopping, reading, and

finding directions (Anderson, 2016; Smith & Anderson, 2016; Zickuhr & Raine,

2014).Integrating technology into teaching and learning is not a new challenge

for universities. Since the 1900s, administrators and faculty have grappled with

how to effectively use technical innovations such as video and audio recordings,

email, and teleconferencing to augment or replace traditional instructional

delivery methods (Kaware & Sain, 2015; Westera, 2015). Within the past two

decades, however, this challenge has been much more difficult due to the sheer

volume of new technologies on the market. For example, in the span of 7 years

(from 2008 to 2015), the number of active apps in Apple’s App Store increased

from 5000 to 1.75 million. Over the next 4 years, the number of apps is projected
 to rise by 73%, totaling over 5 million (Nelson, 2016). Further compounding this

challenge is the limited shelf life of new devices and software combined with

significant internal organizational barriers that hinder universities from efficiently

and effectively integrating new technologies (Amirault, 2012; Kinchin, 2012;

Linder-VanBerschot & Summers 2015; Westera, 2015).

Chapter 3

METHODOLOGY

This chapter presents the research methodology which includes the

research design used in conducting the study. It also includes the sources of

data, locale of the study, population/sampling, and the instrumentation and data

collection.

Research Design

This study used the quantitative research design. Quantitative research

design was used to collect and gather information about the impact of gadgets in

learning. Quantitative research design was used to describe and to test

relationships between objects. It was also presented in numerical form, and

analyzed through the use of statistics. It focused on gathering numerical data and

generalizing it across groups of people or to explain a particular phenomenon.

This research design was used by giving questionnaires to the respondents of

this study.

Sources of Data

The data were gathered from eighty-nine (89) students of the Science,

Technology & Engineering & Mathematics (STEM) strand of the Urdaneta City

National High School.

Locale of the Study

The locale of the study was in the Senior High School of Urdaneta City

National High School (UCNHS).

Population/ Sampling

The study was conducted on the total population of Science, Technology,

Engineering and Mathematics (STEM) students who were enrolled in the S.Y.

2017-2018 which is equivalent to eighty-nine (89).

Table 1: Distribution of Respondents

Sections of STEM Number of Actual Number of

Strand Students Respondents

Descartes 45 45
Tesla 44 44
 Total 89 89

Instrumentation and Data Collection

The instrument used in gathering the data was a questionnaire. The

questionnaire was prepared by the researchers. Quantitative research

questionnaire was used to gather the data and information about the impact of

gadgets in learning.

Statistical Tool

Different statistical tools were used to determine the impact of gadgets in

learning. The frequency of use of gadgets and the impact of gadgets in learning

were determined using the Average Weighted Mean method (AWM). In

interpreting the computed AWM point obtained, the formula is as follows,

AWM = FX / N

where AWM = Average Weighted Mean

F = Frequency

X = Weighted Value

N = total number of respondents’

For the Frequency of Use of Gadgets, this was the scale:
Scale Average Weighted Mean Descriptive Interpretation
5 4.21- 5.00 Always
4 3.41- 4.20 Very Often
3 2.61- 3.40 Sometimes
2 1.81- 2.60 Seldom
1 1.00- 1.80 Never
For the Impact of Gadgets in Students’ Learning, this was the scale:
Scale Average Weighted Mean Descriptive Interpretation
4 3.26- 4.00 High Impact
3 2.51- 3.25 Moderate Impact
2 1.76- 2.50 Slight Impact
1 1.00- 1.75 Low Impact

For the relationship between the frequency of use and impact of gadgets

in learning, Pearson Correlation Coefficient was used. The computed value was

interpreted using the scale below.

Value Descriptive Value

Interpretation
-0.80 to -1.00 Strong Correlation 0.80 to 1.00
-0.50 to -0.79 Moderate Correlation 0.50 to 0.79
-0.20 to -0.49 Weak Correlation 0.20 to 0.49
0 to -0.19 No Correlation 0 to 0.19

Chapter 4
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter describes the analysis of data followed by the discussion of

the research findings. The finding can relate to the research questions that

guided the study.

Table 2: Frequency of Use of Gadgets in Students’ Learning

Gadget Average Weighted Mean Descriptive Interpretation

Cellphone 4.56 Always
Computer 3.18 Sometimes
Tablet 2.18 Seldom

The results of the survey conducted showed that Cellphones were always

used by the students in learning with an Average Weighted Mean of 4.56.

Computers were sometimes used by students with an Average Weighted Mean

of 3.18 and Tablets were seldom used by students with an Average Weighted

Mean of 2.18.

Table 3 and 4 presented the tabulation of the impact of use of gadgets in

learning among Grade 11-STEM students with the corresponding weighted mean

(WM) and the descriptive interpretation (DI) of each indicators including the

average weighted mean (AWM) of each area.

Table 3: Positive Impact of Gadgets in Students’ Learning

Indicators WM DI
1. I am able to stimulate my senses and imagination better. 3.01 MI
2. I am encouraged to develop my analytical skills. 2.99 MI
3. I am more creative. 2.88 MI
 4. I am more knowledgeable in using computers. 3.00 MI
5. I am able to relieve stress and use it for entertainment
3.09 MI
purposes.
6. My hand – eye coordination improved. 2.62 MI
7. My mathematical skills improved. 2.30 SI
8. I am having more fun learning. 3.20 MI
9. I can research topics easier. 3.51 HI
10. I can search for information anywhere. 3.57 HI
AWM 3.02 MI

The positive indicators arranged in order according to their weighted mean

and descriptive interpretation are as follows: “I can search for information

anywhere” (WM = 3.57, DI = HI), “I can research topics easier” (WM = 3.51, DI =

HI), “I am having more fun learning” (WM = 3.20, DI = MI), “I am able to relieve

stress and use it for entertainment purposes” (WM = 3.09, DI = MI), “I am able to

stimulate my senses and imagination better” (WM = 3.01, DI = MI), “I am more

knowledgeable in using computers” (WM = 3.00, DI = MI), “I am encouraged to

develop my analytical skills” (WM = 2.99, DI = MI), “I am more creative” (WM =

2.88, DI = MI), “My hand – eye coordination improved” (WM = 2.62, DI = MI), and

“My mathematical skills improved” (WM = 2.30, DI = SI).

This indicates that the use of gadgets extends the ability of students to

search information, develop and entertain their selves with its features like the

internet, student-friendly websites and educational applications.

Table 4: Negative Impact of Gadgets in Students’ Learning

Indicators WM DI
1. I am more likely to procrastinate. 2.63 MI
2. I am spending less time outdoors. 2.74 MI
3. I am more short-tempered towards my classmates and
2.01 SI
teachers.
 4. I am having difficulty concentrating on my studies. 2.35 SI
5. I am having problems socializing with my friends and
1.94 SI
classmates.
6. I am more reliant to plagiarism. 1.73 LI
7. My hand writing became worse. 1.78 SI
8. I am too lazy to go to school. 1.66 LI
9. I am having trouble falling asleep. 2.26 SI
10. I sleep less than usual. 2.57 MI
AWM 2.17 SI

The negative indicators arranged in order according to their weighted

mean and descriptive interpretation are as follows: “I am spending less time

outdoors” (WM = 2.74, DI = MI), “I am more likely to procrastinate” (WM = 2.63,

DI = MI), “I sleep less than usual” (WM = 2.57, DI = MI), “I am having difficulty

concentrating on my studies” (WM = 2.35, DI = 2.35), “I am having trouble falling

asleep” (WM = 2.26, DI = SI), “I am more short-tempered towards my classmates

and teachers” (WM = 2.01, DI = SI), “I am having problems socializing with my

friends and classmates” (WM = 1.94, DI = SI), “My hand writing became worse”

(WM = 1.78, DI = SI), “I am more reliant to plagiarism” (WM = 1.73, DI = LI), and

“I am too lazy to go to school” (WM = 1.66, DI = LI).

This indicates that the students often get distracted by gadgets instead of

doing such things much important and more beneficial to them and on their

studies.

Table 5: Impact of Gadgets in Students’ Learning

Impact Average Weighted Mean Descriptive Interpretation

Positive 3.02 Moderate Impact
Negative 2.17 Slight Impact
 Based on the survey conducted by the researchers, the results showed

that the use of gadgets in learning has a Moderately Positive Impact in the

students’ learning with an Average Weighted Mean of 3.02. It also shows that the

use of gadgets in learning has a Slightly Negative Impact with an Average

Weighted Mean of 2.17.

Table 6: Relationship between Frequency of Use and Impact of Gadgets

positive negative
frequency Pearson Correlation .139 .162
Sig. (2-tailed) .194 .130
N 89 89

The result of the Pearson Correlation showed that there was no

correlation on both positive impact with 0.139 and negative impact with 0.162

between the frequency of use and the impact of gadgets in learning.

Graph 1: Pearson Correlation between Frequency of Use and Positive Impact

Graph 2: Pearson Correlation between Frequency of Use and Negative Impact

 This indicates that the frequency of use does not affect the impact of

gadgets in students’ learning.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations based from the findings undertaken by the researchers from

the study entitled “The Impact of Gadgets in Leaning among Grade 11 Students”.

Summary

The main purpose of the study was to determine the impact of gadgets in

learning among Grade 11-STEM students at Urdaneta City National High School

during the school year 2017-2018. It sought answers to the following problems:

1. the frequency of use of the following gadgets in learning: cellphone, computer,

and tablet; 2. the impact of gadgets in learning as perceived by the students; 3.

the significant relationship between the frequency of use and the impact of

gadgets.

The study was conducted at Urdaneta City National High School,

Urdaneta City which included 70 Grade 11 student respondents who are enrolled

in the Science, Technology, Engineering and Mathematics (STEM) strand during

the school year 2017-2018. This study made use of the quantitative research

design with the questionnaire as the main gathering tool.

 The data were tabulated into a contingency table and treated with the

proper statistical measures.

For problem number 1 and 2, the Average Weighted Mean method was

used; a four-point scale and five-point scale Likert scale was used in the

analysis. The problem number 3 and the null hypothesis were tested for its

significance using the Pearson Product Correlation method.

Conclusions

Relative to the analyses and interpretation of data, the following

conclusions were drawn:

1. Cellphones were always used by the students, computers were

sometimes used by the students and tablets were seldom used by the

students in learning.

2. The use of gadgets has a moderately positive impact in learning because

of its features that extend the ability of the students to do more things but

it also has a slightly negative impact because students are most likely to

be distracted by it.

3. There was no significant correlation between the frequency of use and the

impact of gadgets which means the frequency of the use of gadgets does

not affect its impact but instead, it was based on how we use it.
Recommendations

With all of the foregoing analysis, interpretation, and conclusions of this

study, the following are strongly recommended for possible course of action.

1. Future researchers can conduct a similar study and improve some flaws.

2. Another research should be conducted as follow-up study to investigate

further the impact of gadgets in learning.

3. Future researchers can use this study for references

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Lin, W., & Yang, S. (2011). Exploring students’ perceptions of integrating Wiki
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