THE IMPACT OF GADGETS IN LEARNING AMONG TEENAGERS

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
Critic Reader
LEAH L. OLUA, Ph.D.
Teacher
PANEL OF EXAMINERS
KATHY C. BENAVENTE
Chairman
KAREN C. CALIM
Member
BRUCE MARVIN M. RUARO
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 Grade 11 Science, Technology and Engineering, Mathematics
(STEM) of Urdaneta City National High School, S.Y. 2017-2018. It was delimited
to the two sections of the STEM classes namely Descartes and Tesla.
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.
Related Literature
Gadgets
A gadget is a small tool or device with a specific useful purpose and
function. Gadgets tend to be more unusual or cleverly designed than normal
technology. In today’s life, tasks are maximized with the use of modern gadgets.
It is easier to accomplish daily tasks and people are also able to do work with
efficiency. One cannot even dare to imagine life without smart phones, cell
phones, laptops, tablets, iPods and so on (Tech Crates, 2012). Today’s gadgets
are one of the ways to make life more comfortable and easier. Shy (2010) says
that no one can deny the fact that gadgets have not only simplified the lives of
people but also made them more comfortable and luxurious. Indeed, these
gadgets really made a huge impact in people’s lives and became part of it.
Gadgets used in Learning
According to Gammuac (2013), today’s classrooms are equipped with the
latest technology to enhance instruction. Smartphone use in the classroom is still
somewhat controversial, but the Calgary Board of Education actually encourages
it as a learning tool. In an interview with CTV, Queen’s University National
Scholar and Associate Professor Sidneyeve Matrix compared the situation to
when calculators were first used by students in the classroom. “We had a whole
new level of computational skill, and now we’re going to have a whole new level
of mobile digital skills when we turn to mobile learning on the handhelds.”
Technology users are moving towards being more mobile, and teachers
and students are a significant part of that trend. On 2013, Lenovo, the world’s top
PC vendor reported that they sold more smartphones and tablets than PCs for
the first time ever. Calgary-based SMART Technologies’ SMART Boards are
popular with both teachers and students. Teachers can project presentations
onto the SMART Boards and they can write, touch and interact with their content.
Document cameras are also a fun way for teachers to show students new and
interesting ways of looking at objects. Whether they are zooming in on the
smaller details of a 3D object, or observing science experiments, students can
share an equal view of the lesson – without crowding the teacher’s desk.
Whether a student is listening to his own music while studying, or a teacher is
playing an audio book to her students, mp3 players are an increasingly common
sight in schools. Both teachers and students can make full use of mp3 players in
their school activities (Gammuac, 2013).
Related Studies
New media technologies and a number of important studies were
conducted in the 2000’s on the impact of children’s intellectual development, and
various aspects of using such technologies. Many researches were conducted
aimed to organize understanding the change that took place by using these
technologies, and to explore the conversion in children’s behavior and focused to
discover-what extent children feel aggression, and how they react by using these
modern technologies e.g. video games, mobile phones with various applications
embedded using via Internet with Wi-Fi connections video games consoles and
internet.
Providing computers to schools increases the technology skills of teachers
and students in both the developed and the developing world. Laptop programs
increase students' engagement with academic work and school, improve
technology skills, and have positive effects on students' writing. Research in
many nations suggests that laptop programs will be most successful as part of
comprehensive initiatives that also address changes in education goals,
curricula, teacher training, and assessment (Zucker & Light 2009).
An analysis of effective technology use for at-risk students found that
simply replacing teachers with computer-based instruction typically yields no
learning benefits. Rather, blending leads to higher engagement and learning
gains (Darling-Hammond et al., 2014).
Gross (2009) described in his article that people are very frequent in use
of media and modern technologies in communication at home or at work and feel
hard to survive in the absence of modern means of communications. With the
advent rapid new technologies; digital societies are shaping all across and
people are relying mainly on these resources from information, education, and
entertainment to social interaction.
The same are shaping social attitude in dealing with each other. The
reformed digital cultures and multi resources of communications have severe
effects on human beings especially on children; who have the immediate
capacity of learning. Technologies usability among youngsters and adolescent
such as TV, Internet, mobile phones are common particularly in developed
countries (Gross, 2009).
Technology enhanced learning (TEL) aims to design, develop and test
socio-technical innovations that will support and enhance learning practices of
both individuals and organizations. It is therefore an application domain that
generally covers technologies that support all forms of teaching and learning
activities. Since information retrieval (in terms of searching for relevant learning
resources to support teachers or learners) is a pivotal activity in TEL, the
deployment of recommender systems has attracted increased interest. This
chapter attempts to provide an introduction to recommender systems for TEL
settings, as well as to highlight their particularities compared to recommender
systems for other application domains (Koper et al., 2010).
One study that was conducted to determine whether Wiki technology
would improve students’ writing skills in a college English as a foreign language
writing class showed benefits to using Wiki technology. Students were invited to
join a Wiki page where they would write and 5 post passages and then read and
respond to the passages of their fellow classmates. Students participating in the
study reported that their receiving immediate feedback from the instructor was a
benefit of using this form of technology. Students in the study also reported
learning vocabulary, spelling, and sentence structure by reading the work of their
classmates (Lin & Yang, 2011).
Another study found that integrating technology and peer-led discussions
of literature can produce increased student engagement and motivation.
Technology used in these small group discussions of literature includes wikis,
online literature circles, and online book clubs. With these technologies, students
were able to connect with readers from other schools, states, and even other
countries. This type of technology is an assessable and motivational way to
expose students to other ideas and cultures. These online literature discussions
have the ability to create a sense of community and foster positive social
interaction (Coffey, 2012).
The use of technology in education has significantly aided students in
performing their school-related tasks. Clegg and Bailey (2008) assert that with
the utilization of mobile devices such as laptops and tablet computers, the
learning process for the students become more fun and conducive due to the
user-interactivity and appealing visuals present in these learning tools.
Additionally, a vast collection of learning games and applications exist for these
mobile devices, and as a matter of fact, there are about 96,000 educational
applications available (App Store Metrics, 2013). The data collected by Apps in
Education (2012) confirmed that the subject areas covered by these applications
include Mathematics, Sciences, Grammar and Spelling and Arts and Humanities
(Clegg & Bailey, 2008).
In the Philippines, President Benigno Aquino announced during the launch
of the country’s K-12 curriculum that the government eyes the use of tablet
computers in public schools in lieu of traditional textbooks (Enterprise Innovation,
2012). Furthermore, there exist various programs by the government, nongovernment organizations and private corporations in the Philippines that aim to
provide one laptop computer per child. With the presence of laptops in the
classrooms, students become more engaged and involved in school-related
activities (Oquias, 2011).
Theoretical Framework
This study is anchored on the Distributed Cognition Theory. In
Distributed Cognition Theory, the student is afforded more power. In other words
it is a student-centered approach to learning where the learners participate in a
systematically designed learning environment that supports interaction amongst
its participants (Bell & Winn, 2000). This theory promotes learning in a
community of learners or a system where interaction takes place. It is through
this interaction where cognition occurs. Distributed Cognition requires sharing of
cognitive activity among the parts and participants of this system, which can be
other people or tools such as devices, technologies or media. These participants
distribute their cognition among other learners and physical or digital tools by
externally representing their knowledge. At times, by using these tools, a little bit
of the information might stick with the user, this is known as cognitive residue. It
is through interaction with other members and tools that progresses learning.
Therefore communication among all participants is paramount in importance (Bell
& Winn, 2000).
The role of technology within this theory is an invaluable part of the system
in which the learners are interacting. This interaction can either help to distribute
their knowledge, off-load certain amounts of cognitive work making the cognitive
load less and or help to scaffold new capabilities (Bell & Winn, 2000). For
example, using camera to take a photo allows more time to learn instead of
writing it on a notebook. Also, in this theory, technology (gadgets) can be used to
help extend human capabilities. For example, calculator can be used to solve
math problem quickly instead of solving it manually. These gadgets help students
to make their learning more efficient. Another example of this is taken from a
case study that was conducted using robotics to produce solving problem skills.
In this case study, students were placed into small collaborative groups and were
asked to construct a robot, using Lego Mindstorm for schools kits, which would
perform various tasks. The groups were introduced to a tool known as a
flowchart. They used these flowcharts to map the programming instructions they
would give the robot to complete the given task. This allowed them to off-load
some of the cognitive work to the flowchart and then through its use, they were
able to solve harder problems (Chambers et al., 2007).
This learning theory supports the very skills needed by the 21st century.
Learners who are placed into a learning environment based on this theory would
be using their “knowledge and skills—by thinking critically, applying knowledge to
new
situations,
analyzing
information,
comprehending
new
ideas,
communicating, collaborating, solving problems, making decisions” (Honey et al.,
2003).
Conceptual Framework
The researchers used Independent Variable- Dependent Variable
paradigm format, wherein the frequency of use of gadgets is the independent
variable because it will affect the corresponding dependent variable which is the
impact of gadgets.
Research Paradigm
Independent Variable
Frequency of Use of Gadgets
Dependent Variable
Impact of Gadgets in Learning
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
1. I am able to stimulate my senses and imagination better.
2. I am encouraged to develop my analytical skills.
3. I am more creative.
4. I am more knowledgeable in using computers.
5. I am able to relieve stress and use it for entertainment
purposes.
6. My hand – eye coordination improved.
7. My mathematical skills improved.
8. I am having more fun learning.
9. I can research topics easier.
10. I can search for information anywhere.
AWM
WM
3.01
2.99
2.88
3.00
DI
MI
MI
MI
MI
3.09
MI
2.62
2.30
3.20
3.51
3.57
3.02
MI
SI
MI
HI
HI
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
1. I am more likely to procrastinate.
2. I am spending less time outdoors.
3. I am more short-tempered towards my classmates and
teachers.
4. I am having difficulty concentrating on my studies.
5. I am having problems socializing with my friends and
classmates.
6. I am more reliant to plagiarism.
7. My hand writing became worse.
8. I am too lazy to go to school.
9. I am having trouble falling asleep.
10. I sleep less than usual.
AWM
WM
2.63
2.74
DI
MI
MI
2.01
SI
2.35
SI
1.94
SI
1.73
1.78
1.66
2.26
2.57
2.17
LI
SI
LI
SI
MI
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
frequency
negative
Pearson Correlation
.139
.162
Sig. (2-tailed)
.194
.130
89
89
N
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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APPENDIX A
Letter to the Principal
___________________
DR. ALEXANDER A. PATACSIL
Principal IV
Urdaneta City National High School
Urdaneta City
THRU: LARINA G. TABORDA
OIC-Asst. Principal for Academics
Sir:
We, the Grade 12-STEM students, are currently enrolled in the subject Research
in Daily Life 2. We are presently working on a research entitled, “The Impact of
Gadgets in Learning among Grade 11 Students”
Anent to this, we would like to ask permission to give questionnaires among
selected Grade 11 STEM students. The results of this study will serve as frame
of reference on the impact of gadgets in learning.
Your most favorable approval is highly anticipated. Thank you.
Very truly yours,
Johann Ceasar B. Menorca
Gio Angelo G. Idos
Rafael John M. Manangan
Jerelyn A. Patacsil
Noted:
LEAH L. LIWANAG-OLUA, Ph. D.
Research Teacher
Recommending Approval:
LARINA G. TABORDA
OIC-Asst. Principal for Academics
Approved:
ALEXANDER A. PATACSIL, D.A., Ph. D.
Principal IV
APPENDIX B
Letter to the Subject Group Head
____________________
(date)
LEAH L. OLUA Ph.D.
Subject Group Head, STEM
Urdaneta City National High School
Urdaneta City
Madam:
We, the Grade 12-STEM students, are currently enrolled in the subject Research
in Daily Life 2. We are presently working on a research entitled, “The Impact of
Gadgets in Learning among Grade 11 Students.”
Anent to this, we would like to ask permission to give questionnaires among
selected Grade 11 STEM students. The results of this study will serve as frame
of reference on the impact of gadgets in learning.
Your most favorable approval is highly anticipated. Thank you.
Very truly yours,
Johann Ceasar B. Menorca
Gio Angelo G. Idos
Rafael John M. Manangan
Jerelyn A. Patacsil
Noted:
LEAH L. LIWANAG-OLUA, Ph. D.
Teacher
Approved:
ALEXANDER A. PATACSIL, D.A., Ph. D.
Principal IV
APPENDIX C
Questionnaire
I. Respondent’s Profile
Name: ________________________
Section:
Descartes
Tesla
Male
Female
Age:
Sex:
Put a check (✓) on the appropriate box that corresponds to your answer.
II. Usage of Gadget.
1. How often do you use gadgets (cellphones, computers, and tablets)
per day?
Cellphones
Computer
Tablets
III. Impact of gadget in student’s learning
2. What is the impact of using these gadgets in your learning?
4 – High Impact 3 – Moderate Impact
2 – Slight Impact
1 – Low Impact
When I use my gadget…..
4
3
2
1
4
3
2
1
1. I am able to stimulate my senses and
imagination better.
2. I am encouraged to develop my analytical
skills.
3. I am more creative.
4. I am more knowledgeable in using
computers.
5. I am able to relieve stress and use it for
entertainment purposes.
6. My hand – eye coordination improved.
7. My mathematical skills improved.
8. I am having more fun learning.
9. I can research topics easier.
10. I can search for information anywhere.
When I use my gadget …..
1. I am more likely to procrastinate.
2. I am spending less time outdoors.
3. I am more short-tempered towards my
classmates and teachers.
4. I am having difficulty concentrating on my
studies.
5. I am having problems socializing with my
friends and classmates.
6. I am more reliant to plagiarism.
7. My hand writing became worse.
8. I am too lazy to go to school.
9. I am having trouble falling asleep.
10. I sleep less than usual.
CURRICULUM VITAE
A. PERSONAL DATA
Name
: Johann Ceasar B. Menorca
Home Address
: Camanang Riverside, Urdaneta City, Pangasinan
Email Address
: [email protected]
Date of Birth
: September 7, 1999
Place of Birth
: Urdaneta City Pangasinan
Nationality
: Filipino
Religion
: Born Again Christian
Father’s Name
: Ceasar V. Menorca
Mother’s Name
: Maria Naida B. Menorca
B. ACADEMIC BACKGROUND
Elementary
: Holy Gem and Scepter Academy
Urdaneta City
Junior High School : Urdaneta City National High School
Urdaneta City
Senior High School : Urdaneta City National High School
Urdaneta City
Strand
: Science, Technology, Engineering and Mathematics
CURRICULUM VITAE
A. PERSONAL DATA
Name
: Gio Angelo G. Idos
Home Address
: Anonas Cattle Market Urdaneta City, Pangasinan
Email Address
: [email protected]
Date of Birth
: November 15, 1999
Place of Birth
: Urdaneta City, Pangasinan
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Rufino I. Idos Sr.
Mother’s Name
: Laira G. Idos
B. ACADEMIC BACKGROUND
Elementary
: Anonas Elementary School
Urdaneta City
Junior High School : Anonas National High School
Urdaneta City
Senior High School : Urdaneta City National High School
Urdaneta City
Strand
: Science, Technology, Engineering and Mathematics
CURRICULUM VITAE
A. PERSONAL DATA
Name
: Rafael John M. Manangan
Home Address
: #3 Manzano St. Urdaneta City, Pangasinan.
Email Address
: [email protected]
Date of Birth
: July 30, 1999
Place of Birth
: Urdaneta City, Pangasinan
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Archimedes A. Manangan
Mother’s Name
: Maria Leah M. Manangan
B. ACADEMIC BACKGROUND
Elementary
: Urdaneta I Central School
Urdaneta City
Junior High School : Urdaneta City National High School
Urdaneta City
Senior High School : Urdaneta City National High School
Urdaneta City
Strand
: Science, Technology, Engineering and Mathematics
CURRICULUM VITAE
A. PERSONAL DATA
Name
: Jerelyn A. Patacsil
Home Address
: Blk 1, Lot 3, Teachers’ Ville, Mabanogbog, Urdaneta
City
Email Address
: [email protected]
Date of Birth
: December 7, 1999
Place of Birth
: San Carlos Hospital
Nationality
: Filipino
Religion
: Iglesia ni Cristo
Father’s Name
: Jerry J. Patacsil
Mother’s Name
: Jovelyn A. Patacsil
B. ACADEMIC BACKGROUND
Elementary
: Urdaneta I Central School
Urdaneta City
Junior High School : Urdaneta City National High School
Urdaneta City
Senior High School : Urdaneta City National High School
Urdaneta City
Strand
: Science, Technology, Engineering and Mathematics