ABSTRACT

Many of the students own electronic gadgets and gadgets could be a distraction

for them and it might affect their study habits. This study was conducted to

determine the relationship of use of gadgets to the study habits of senior high

school students. After gathering the primary data through survey questionnaire,

the researchers used Systematic sampling and arrive with 176 respondents of

Notre Dame of Kidapawan College, data were subjected through the help of

Person Product Moment Correlation. The result showed use of gadgets have a

significant relationship with the study habits of the students. From the results, it is

highly recommended that students need have a good study habits and be

responsible on using gadgets; institution needs to create rule on the use of

gadgets and encourage parents to guide children on using gadgets; and for

future researchers to add time management as indicator in variable of study

habits.

Keyword: Education, Use of Gadgets, Study Habits, Survey Questionnaire,

Person Product Moment Correlation, Grade 12 Senior High

School Students, Notre Dame of Kidapawan College

 Chapter I

INTRODUCTION

Background of The Study

Study habits contribute significantly to the advancement of information and

perceptual limits and tell an individual that the amount he will learn and how far

he needs to go, and the amount he needs to procure (Rabia et al., 2017). What is

more, it additionally adds to scholastic achievement. Vyas (2002) included that

despite of intelligence possessed by a student, the nonappearance of good study

habits has a significant effect a student’s academic performance.

Students who have poor study habit are performing inadequately in

school. Poor study habits were had a watch marker, for example, absence of

time the executives, arranging and fixation in studies and helpless understanding

aptitudes and test-taking strategy (Mendezabal, 2013; Siahi and Maiyo, 2015).

Many school students who own electronic gadgets invested the majority of their

time in it, so both of the parts of scholastic accomplishment and well-being status

is influenced (Othman, 2020). In the Philippines, addiction to gadgets is a certain

distraction to the student. Utilizing electronic gadgets are the reason for the

student not to take down notes, do not tune in to addresses and perform

ineffectively in school (The Manila Times, 2019).

On the other hand, the students said that using gadgets can assist them

with understanding the exercise in school and could even get a great score in the
class. Gadgets improve student’s study habits because gadgets empower them

to interface with assets that they need and spare time (Lutfiani, 2018; Parillo,

2018). The different innovative gadgets help to do or finish an undertaking

quicker and better. They are helpful in all parts of life, particularly to training. The

helpfulness is inestimable (Smythe,2019).

Many kinds of researches on turnover that the development of science

and innovation impacts all parts of human life, including education. Hence, the

study is conducted to determine whether it genuinely influences the utilization of

gadgets to the student’s study habits. The purpose of the study to find out the

relationship between the use of gadgets and the study habits among the senior

high school. This study helps the students to focus on obtaining good learning

outcomes. Thus, helping them to use gadgets helpfully.

Statement of the problem

The main problem of this study is to determine the relationship of using

gadgets and the study habits among grade 12 Senior High School students of

Notre Dame of Kidapawan College. Specifically, it seeks to answer the following

questions:

1. What is the extent of the use of gadgets in terms of:

1.1 Number of gadgets respondents used; and

1.2 Purpose on using gadgets?

2. What is the level of study habits of students?

 3. Is there a significant relationship between the extent of use of gadgets and

level of study habits among senior high school students?

Objectives of the study

This study focuses on the use of gadgets and study habits of the students.

The main objective of this study is to determine the relationship of using

gadgets and the study habits of the grade 12 students of Notre Dame of

Kidapawan College school year 2020-2021. Furthermore, this study explores

the effects of gadgets to the study habits of the students since students

usually spent their time on gadgets when they are bored and nothing else to

do instead of studying their lesson.

This study aimed on knowing the relationship of use of gadgets to the

students’ study habits, students could improve their study habits and clear

their understanding of how does gadgets affect them and proper

management of them. This also helps students, teachers, and parents by

providing a basis in identifying the effects of gadgets on the study habits of

the learners. Thus, it helps to prevent academic failure to the learners.

Scope and limitation of the study

The researcher focuses on the relationship of using the gadgets on

students’ study habits because this phenomenon is feasible for the researcher,

and this is very beneficial in the learning process of the learners. The grade 12

Senior High school students from the senior high school students of Notre Dame
of Kidapawan College are the only participants of the said research on the

Academic year 2020-2021. The data is obtained through survey questionnaire to

be able to know the relationship between variables. However, this study was not

conducted in the real setting but through online, specifically in the Google Forms.

The researchers ensure that it would not affect the outcome of the study.

Significance of the Study

This study will benefit the following:

Students. They greatly benefit in the research because they are the direct

recipients of the result of this study. Through this study, students gained insights

in terms of managing and balancing their time of using gadgets and their

education. This study could be a guide for them to have proper supervision on

using gadgets while achieving academic success.

Parents. This study is a wake-up call for parents to monitor their children

towards using gadgets and their study habits. They should ensure that their

children pay more attention to their studies than using gadgets.

Institution. This study is beneficial for them in making the decisions on

policies regarding how online learning. This study could be a basis for examining

the use of gadgets that could be bad or good for students.

Future researchers. This study provides and contribute to the information

needed by future researchers. They could compose factors based on the

variables that are being studied in this study.

Definition of Terms

Gadgets is a small technological device or a machine with a particular

purpose. A portable device confers mobility to the users through mobile

technology. Examples are television, mobile phones, and computers. In this

study, it will be measure by number of gadgets, and the purpose of using

gadgets.

Study habits are habitual actions through which tell a learner/student

how much they will learn and how far they wanted to go, and how much they

wanted to earn. In this study, this will be used to determine to what is the

relationship between use of gadgets and study habits.

 Chapter II

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

This chapter consists of the review of related literature, the framework

itself including its presence in the form of a paradigm, the hypotheses, and the

discussion on crucial variables.

Review of Related Literature and Studies

This chapter aims at providing a basis for this research and literature that

was gathered by the researchers. It presents related literatures and studies

which have relevance to the study. It includes a review of existing relevant

literatures explained according to its concern. Such as presented to connect

varied findings and theories in the relation to the use of gadgets and study habits.

Use of gadgets. The use of gadgets in a positive way leads to making

successful works becoming completed (Sundus, 2018). We live in a world in

which technology is becoming increasingly relevant every day. Information and

communication technology systems have created a kind of facility that makes the

world tiny at present (Mamatha et al., 2016). The way we connect and exchange

data with each other has been changed by emails, instant messages, blogs, and

wikis. A gadget is an object or object that was developed in this advanced age to

make things more straightforward and more realistic (Zubaidah, 2017). Often,

with the use of new gadgets, activities are reduced. The use of gadgets will

contribute to healthier and more productive minds positively.

 This days, gadgets are also used in aiding school works and it has both

good and bad results. Students, nowadays, are independent they want to

complete their task on their own (Erikson, 2012). When students use

technological devices they are connected to course learning objectives easily.

Students engagement is impacted by the positive use of gadgets (Samson,

2010). Technology integration is very beneficial for students because it could

produce positive results to them (Cramer & Smith, 2009). Students perform

cognitive tasks better through engagement to high level of technical activities

using digital devices. The efficient use of gadgets could have impact the

cognitive thinking of students positively and helps them in multitasking (Ophir et

al., 2009).

Millennials, meanwhile, in terms of generations, most frequently use their

phones to go online, send emails, play games, listen to music, and film videos

(Zickuhr, 2011). Teenagers worldwide are growing up in a world in which their

connectivity is dominated by the internet, mobile phones, text messages,

television and video games, and other devices and are an integral part of daily

life. Nakel & Nadal (2015) reported that gadgets had taken a significant stake in

the study habits of the students. However, shortcomings or adverse effects of the

use of digital services had been recognized for many years. Walsh (2012), use of

digital gadgets has detrimental consequences. Face-to-face communication is

discouraged by the young masses, which is not healthy for society (Erickson,

2012).
 Numbers of Gadgets. Nowadays, gadgets are sold at lower prices,

allowing even low income families to buy gadgets. Furthermore, there is an

increase of sales of various gadgets, consumers can now easily own one due to

network companies’ monthly amortizations and pre-paid techniques (Arfapo,

2018). This is why in the present times, the majority of students own, use and

manage a range of gadgets. In study of Arfapo (2018), which also revealed that

respondent handled a minimum of at least three (3) gadgets. Similarly, in the

2016 ECAR study of university students and information technology in United

states, students have access to various devices with just over half (52%) of

students possessing three gadgets such as smartphones, laptops and tablets

(Krull & Duart, 2017). With these students are no longer constrained by

institutional processes, networks or facilities (Traxler, 2016). Thus, students can

access knowledge easily and learn in a variety of settings using various gadgets.

Numerous electronic devices, such as televisions, computers, and other

devices are the cybernetic century’s products of humanity, make life in a way of

ore convenient and pleasurable (Arfapo, 2018). Not only has technology

enhanced entertainment, but it has also improved manufacturing, connectivity,

and life in general. According to Dehmle (2009), gadgets enables an individual to

communicate freely and openly in the international world through the machine. It

makes things easier for students to do their homework and projects. However,

though using various types of gadgets such as computer and video games can

be fun yet a waste of time (Capinpin, 2011). It is important to note that

gadgets are a significant source of distraction for them. Jackson et al., (2006)
stated that use of gadgets has a harmful effect on students’ academic

performance results to lower of grades.

Purpose on using gadgets. Electronic gadgets have many different

purposes and uses. These technical devices are better sources for teaching

people and establish effective communication. These are also sources of fun and

entertainment that allow them to distract themselves from life's everyday stresses

(Muduli, 2014). At this time, among students, teachers, and any educational

setting, the word E-Learning has become the most important word (Zhang et al.,

2004; Lufiatni, 2018). The use of gadgets as a fundamental material for children's

learning would have beneficial results, such as enhancing imagination and

thought. Via software presentations and assignments, technology helps a student

communicate what he has learned.

Education is a factor that serves as a talented, creative, useful,

imaginative, efficient life for people's creation, and it exposes the abilities people

have with their births (Gürgün, 2014). Arfapo (2018) states that students take the

advantage of the tool as an instrument in finding out more and it is their methods

for finishing explores and other school works. The use of technology in education

has much helped students fulfill their school-related duties, gaining their interest,

and enabling them to grasp the definition better. The wide variety of online

services to access data and different communication and collaboration methods

enable more productive problem-based work (Watson, 2001).

 Nevertheless, it gave a lack of confidence, lonely, and stubborn negative

impact (Zubaidah, 2017). According to Yelland (2006), it is also about developing

'contexts for genuine learning that use emerging technologies in integrated and

practical ways to increase the development of information and the exchange and

dissemination of ideas' that learning with technology requires more than making

learning activities digital. As stated by Capinpin (2011), a computer and video

game may be fun or amusing, but spending too much is a waste of time on them.

Many teens spend more hours on computers and video games instead of

learning. Students who spend so much time watching television miss their

lessons and other school activities and perform bad study habits (Arfapo, 2018).

The use of gadgets in for communication is beneficial (Alhadlaq, 2016).

Communication and technological improvement have gone connected in the

history, and the development of portable and internet providers have impelled

communication to uncommonly high levels (Harankhedkar, 2011). The utilization

of gadgets allowed communication from anyplace and at any time, this has

prompted to increase the holding of such gadgets and thusly the entrance

through them to internet, making these gadgets a natural right to life of people

regarding of immediacy and agility, fundamental attributes of the information

society (Tedesco, 2000). The more extravagant specialized techniques, are

related with more prominent life and relationship fulfillment (Goodman-Deanne et

al., 2016).

The increasing use of entertainment technology by children, in particular,

brings with it both the possibility of potential harm and the promise of enriched
learning, well-being, and positive growth. Entertainment technology covers a

broad range of products and services such as movie, music, television, video

cassette recorder, video and music on demand, computer game, game console,

video arcade, gambling machine, internet, intelligent toy, simulation, Virtual

Reality, and upcoming service robots (Nakatsu & Hoshin, 2003; Pek, 2003; Rose

& Lenski, 2003; Berman, 2004).

Sundus (2018) noted that devices, whether playing games or watching

videos, etc. can keep a child occupied for hours. For girls, gadgets are fun when

they use them. Whether it is a puzzle or sprint, or a candy crush, or a simple first-

person shooter game, kids have fun playing games on them, and they

understand simple aspects of cause and effect, action and reaction. For youth,

mobile devices have much more sophisticated learning opportunities in a fun way

than books or older methods. Literacy, thinking, reflecting, imagination, and

motor skills can be encouraged by playing (Saracho & Spodek, 1998; Hartung,

2000). Play is an efficient technique for teaching both within and outside school.

The rules of the games present the ways to play to acquire structural experience,

and he needs to aspire to come out on top on an ongoing basis (Kahari, 2013).

However, some uncertain and disturbing behaviors could lead to the

entertainment they receive from gadgets. According to Subrahmanyam et al.

(2000), Hyperactivity Disorder (ADHD) is a behavioral disorder that refers to

problems that are not appropriate, such as paying attention, excess activity, or

having trouble regulating actions. In infants, this may occur and cause them to be

fidgety, unable to concentrate, anxious, and easily distracted. This behavioral

shift can also cause issues at school or home (Sundus, 2018). Often, the use of

gadgets grows as they get older. The long-term vision problem may also be

caused by too much gadget use (Patricia et al., 2001).

Study habits. A study habit is the habit of students they have arranged

concerning to their learning (Kumar et al., 2013). It plays a vital role in the growth

and use of lifelong reading skills, so the study patterns of students are of central

interest to educators and to society as a whole. The study habit was a method in

which a student gets adequate feedback to enhance his knowledge and a

technique in which students receives sufficient input to develop his knowledge

(Chand, 2013). The habit of learners that they have structured about their

learning is a research habit (Kumar et al., 2013).

Adeninyi (2011) maintains that good study habits help learners to study at

home independently and aspire to a career in higher education. In the view of

Agba (2013), unsympathetic students still study without clear strategies, and he

argues that such students are more likely to perform below average. Marc (2011)

states that, students with learning difficulties can also have inefficient and

unsuccessful study patterns and abilities in general. He added that good study

habits are crucial to have a successful education and lead to a stable academic

in the future. Good learning habits lead to good grades. Thus, children figure out

how to assess their capacity by checking how difficult a task is for them

(Nicholas, 1984).
 Ebele & Olofu (2017), study habits are categorized as positive

study habits and poor study habits. Katelyn (2013) also distinguishes optimistic

or healthy study habits that students may use to enhance their academic

performance. There are; attendance in all courses, reviewing notes every day, a

study and doing assignments regularly, reading materials in the course to

develop context (other than text), develop a list of likely questions, avoid a cram

session at the last minute, and sleep for at least 8 hours the night before

examinations begin. Studies on student effort recommends that the more difficult

a task appear in the sense of the task’s difficulty, the probability that the student

can effectively finish it and the probability it is that the student will be propelled to

take the assignment (Dewey, 1913). Students benefit from taking notes because

they can retain the details and the notes can be used as review materials (Ladas,

1980).

Fouche (2017), found that good study habits such as doing homework,

actively engaging in class, managing time, remaining focused, and working hard

had a strong positive association with their academic success. Nowadays,

students used gadgets in taking notes and was reported to have improved

retention (Castelló & Monereo, 2005). Gadgets could improve students study

habits, and studies observed that it enhances student’s academic performance.

Study habits like note taking are important for remembering what you’ve learned

or seen, and they can also help you focus afterward (Nguyen, 2006).

Lufiatni (2018) argues that the importance of study habits in the students’

life plays a significant role in their academic performance since no one can be
successful without studies. Students can use various techniques for learning, so

that they will ensure good results with these techniques. Students are helped to

produce successful outcomes through effective study behaviors (Khurshid et al.,

2012). Thus, the activities are of great help to actualize the individual's ability

(Vyas, 2002). In the academic field, good study habits play an essential role in

human success. On the other hand, according to John (2010), poor study habits

are non-productive habits that are undesirable and counter-productive to the

academic success of students.

Theory Base

This study is anchored with the Time displacement theory was developed

in the year 1992 by Maxwell McComb. The time displacement theory, which

stems from the reduction hypotheses, assumes that people only have limited

time and attention (Mutz, Roberts, & van Vuuren, 1993; Ezije & Ezije,2018).

Therefore, increased amounts of time in non-educational use of the gadgets may

hinder students’ study habits. When students increase the time they spend on

technological devices, their time that they should spent on studying, reading, and

doing homework is sacrificed (Neuman, 1991).

The underlying assumption is that individuals have a limited time, which is

seen as social capital. If they increase the time they spend on one activity, there

is logically be sacrificed in other areas to compensate (Lee & Kuo, 2002). This

displacement may happen because the gadgets, which entertain, and relieve

their boredom, animates pictures just as visual and hear-able impacts, is more
appealing and quickly satisfying than are school-related activities. Consequently,

using the gadgets will result in the displacement of academic activities.

Researchers have additionally detailed that the inappropriate use of gadgets

among students acquires negative results in school execution, just as to social

abilities (Caplan, 2005). Therefore, it is anticipated that students’ use of gadgets

will be associated with study habits.

Use of Gadgets
Indicators:
 Number of gadgets Study habits
used by respondents
 The purpose of using
gadgets

Conceptual Framework

In this study, the researchers aimed to determine the relationship of using

gadgets on the study habits among senior high school students. In the

conceptual framework, the figure shown the relationship between the variables of

use of gadgets and study habits. In the use of gadgets, there are two indicators

to measure the said variable which are the number of gadgets use by the

respondents which measure how many gadgets students used and the purpose

on using gadgets which is their reason why they use gadgets.

Hypothesis of the Study

 Hypothesis: The researcher hypothesized that there is a significant

relationship between the extent of use of gadgets and level of study habits

among senior high school students.

 Chapter III

RESEARCH METHODOLOGY

This chapter focuses on the procedures to fulfill the problem of the

research. It presents the methods and techniques of the study, the population of

the study, the research instruments, the data gathering procedure, and the

statistical treatment employed in analyzing and interpreting gathered data.

Method Use

This study used a survey questionnaire in conducting the research.

Specifically, it utilized a Correlational research design. Correlational research

design measures two or more variables and then determine the correlation

between variable (Curtis et al., 2016). Hence, this study aimed to know the

relationship between the use of gadgets and the study habits of senior high

school students.

Sources of Data

Primary data is used to achieve the purpose of the study. Primary data is

a data gathered during the conduct of a specific study. Therefore, survey

questionnaires were utilized to obtain primary information. The researcher

prepared a survey questionnaire for respondents who are senior high school

students. A survey questionnaire is simply a list of photocopied or written

questions completed by or for a respondent to give their opinion. A research

instrument consists of list of questions, the choice of answer, printed or typed in a

series on a form used by the respondents to obtain specific information. In line

with the purpose of the analysis, the questions were well structured, designed

and coordinated. The participants were motivated by this method to answer the

questions as accurately as possible.

Also, collection of data through survey questionnaire has the following

advantages: (i) it is inexpensive regardless of the size of the population; (ii) free

from bias; (iii) all respondent see precisely the same question & (iv) large

samples make the data reliable (Faber & Fonseca, 2014).

Population and Sampling Technique

The researcher chosen the Grade 12 Senior high school students of Notre

Dame of Kidapawan Colleges as the respondents of this study. It is practical to

the researcher since the researcher belonged to this grade, have no difficulty in

talking with his/her classmates, and would save time, energy, money, and efforts.

When it comes to the population of students per strand, STEM has 111,

ABM has 27, and HUMMS has 38. The researchers used Slovin’s formula

(N/1+Ne2) with the desired margin of error of 0.05. 178 were taken as the

sample, out of the total number of the population of 314.

To choose the respondents, the researcher employed Systematic

sampling to give all of the elements a chance to be included in the sample. The

selection was made by randomly choosing a number from a series of numbers,

the researchers used the lottery technique. Then, get to number 2 as an interval.

Every 2, 4, 6, 8, and so on are the respondents and the sampling follows.

Data-Gathering Instruments

The instrument employed in this study is survey questionnaire. The

information was obtained from the respondents on the relationship of using

gadgets and students’ study habits, the researchers’ constructed a survey

questionnaire using the 5-point Likert Scale. For the scale: 5 for Strongly Agree,

4 for Agree, 3 for Neither Agree nor Disagree, 2 for Disagree, and 1 for Strongly

Disagree. The questionnaire elicited the following pertinent information: the

number of gadgets, purpose on using gadgets and student’s study habits. The

number of gadgets are how many gadgets does the respondents use. The

purpose on using gadgets shows the common reason why the student’s used

gadgets. Moreover, the student’s study habits, these are the method in which a

student gets to enhance their knowledge and a technique to develop his

knowledge (Chand, 2013). Variables are given statements from standardized

questionnaires.

The first part of the survey asked about the number of gadgets used by the

respondents. It is comprised of 7 choices.

The second part of the questionnaire asked about the purpose on using

gadgets and is comprised of 10 questions.

For the last part, the questionnaire asked about study habits of the students

and is comprised of 10 questions.

The Procedure of the Study

The first step was the researcher searched for suitable research

questionnaires. Fortunately, according to research tools, the researcher could

come across the standard questionnaires already described. The researchers

brainstormed the appropriateness of the questionnaires and agreed that some

changes would be made, and also agreed that not all items would be included

except those that would fit the need for the study. Then, the questionnaires are

finalized and undergo expert validation.

The researchers wrote a letter of request to the Office of the Principal of

Notre Dame of Kidapawan College for them to conduct their study on that school

and for their endorsement to the School President of the selected senior high

school students in Notre Dame where the researchers have chosen to conduct

the study. After the letter is approved by the principal, the researcher asked the

administrator to allow the researchers to gather of data from their respective

strands.

The researchers administered the survey to the respondents through

online survey. The respondents are first oriented on the nature and purpose of

the survey and assured of the confidentiality of their responses. After the survey

questionnaires were accomplished, the same was immediately retrieved. The

responses were then encoded in Microsoft excel, and submitted for statistical

treatment. Results were displayed in tabular forms, analyzed and discussed.

Statistical Treatment

The data gathered in this study was subjected to the following statistical

treatment:

Mean. Mean is a central position of a variable’s distribution is measured

by this parameter, which is a common statistic in scientific literature. This study

utilized mean to determine the mean of the variable of using gadgets and study

habits of senior high school students.

Person product-moment coefficient of correlation. It is a measure of

strength and direction of association that exists between two variable measures

on at least an interval scale. For this study it was used to measure the significant

relationship between using gadgets and study habits among senior high school

students.
 Chapter IV

RESULT AND DISCUSSION

This chapter presents the results and discussions of the gathered. The

aim of this study is to determine the relationship of using gadgets and study

habits among senior high school students.

Extent of Use of Gadgets in terms of:

The table 1. shows the number of gadgets used by the respondents. The

data showed that most of the respondents used 3 gadgets with the highest

percentage of 42.61 percent while the 3.41 percent, which is the lowest

percentage of respondents used 6 gadgets.

Table 1. Number of Gadgets Used by Respondents

Number of Frequency Percentage Cumulative

gadgets Frequency
1 12 6.82% 12
2 32 18.18% 44
3 75 42.61% 119
4 36 20.45% 155
5 15 8.52% 170
6 6 3.41% 176
Total 176 100%

The data in table 1. revealed that the respondents used an average of 3

gadgets. This was supported by the study of Arfapo (2018), which also revealed

that respondent handled a minimum of at least three (3) gadgets. Similarly, in the

2016 ECAR study of university students and information technology in United

states, students have access to various devices with just over half (52%) of

students possessing three gadgets such as smartphones, laptops and tablets

(Krull & Duart, 2017). It demonstrates that in the present times, the majority of

students own, use and manage a range of gadgets. Thus, this is real, and

nowadays, gadgets are sold at lower prices, allowing even low income families to

buy gadgets. Furthermore, there is an increase of sales of various gadgets,

consumers can now easily own one due to network companies’ monthly

amortizations and pre-paid techniques (Arfapo, 2018). Students are no longer

constrained by institutional processes, networks or facilities (Traxler, 2016).

Purpose on Using Gadgets

The table 1.2 shows the purpose on using gadgets. It was revealed that

out of 10 indicators, indicator 1, has the highest mean of 4.81 and interpreted as

“Very Important” with a statement of “I used gadgets for communication”. On the

other hand, the indicator 2 has the lowest mean of 3.99, which stated “I used

gadgets to play games” and interpreted as “Important”.

The indicator purpose on using gadgets is marked as very important. The

results indicate that the respondents used gadgets because it has a very

important purpose to the respondents. Moreover, it implies that the majority of

the respondents primarily used gadgets for communication and it is very

important purpose of using gadgets. Playing games is also important, this keeps

the respondents have fun, enjoy and not get bored. Thus, the respondents

positively benefit in the use of these electronic gadgets.

 Table 1. 2 Extent of Using Gadgets in terms of Purpose
STATEMENT MEAN INTERPRETATION
1. I used gadgets for 4.81 Very Important
communication.
2. I used gadgets to play 3.99 Important
games.
3. I used gadgets for watching 4.66 Very Important
movies and videos.
4. I used gadgets to listen 4.72 Very Important
music.
5. I used gadgets for taking 4.61 Very Important
pictures.
6. I used gadgets for my 4.76 Very Important
assignments and school
works.
7. I used gadgets for 4.51 Very Important
asking/sharing information.
8. I used gadgets to look for 4.11 Important
trends.
9. I used gadgets for reading 4.19 Important
(pdf/books/news etc.)
10. I used gadgets for surfing 4.70 Very Important
social media and browsing
the internet.
OVERALL MEAN 4.50 Very Important
Description:
4.21 - 5.00 – Very Important
3.41 - 4.20 – Important
2.61 - 3.40 – Moderate Important
1.81 - 2.60 – Slightly Important
1.00 - 1.80 – Not Important

The utilization of gadgets allowed communication from anyplace and at

any time, this has prompted to increase the holding of such gadgets and the

entrance through them to internet, making these gadgets a natural right to life of

people regarding of immediacy and agility, fundamental attributes of the

information society (Tedesco, 2000). Moreover, communication and

technological improvement have gone connected in the history, and the

development of portable and internet providers have impelled communication to

uncommonly high levels (Harankhedkar, 2011). In circumstances where

communicating is made troublesome by boundaries, utilization of gadgets proves

to be useful to limit communication. In this situations when confronted with

hindrances, one should look for comfort in innovation, consequently, the use of

gadgets in for communication is beneficial (Alhadlaq, 2016). Without gadgets, it

is hard to stay in contact with old companions or family members, yet technology

offers range ways that can be used speak with individual’s interest, and this

reinforces connections. The more extravagant specialized techniques, are

related with more prominent life and relationship fulfillment (Goodman-Deanne et

al., 2016).

Entertainment technology covers a wide scope of items and

administrations, and one of it is video games (Nakatsu & Hoshin, 2003; Pek,

2003; Rose and Lenski, 2003; Berman, 2004). The increasing use of

entertainment technology by children, in particular, brings with it both the

possibility of potential harm and the promise of enriched learning, well-being, and

positive growth. Yet, excessive used of these technologies brings bad academic

performance to the students. Sundus (2018) noted that devices, whether playing

games can keep a child occupied for hours. Thus, the time they allotted for

studying are wasted in playing on their gadgets. Similarly, Capinpin (2011) states

that a computer and video game may be fun or amusing, but spending too much

is a waste of time on them. Students who spend so much time watching

television miss their lessons and other school activities, and perform bad study

habits (Arfapo, 2018).

Study habits

The table 2 shows the study habits of the respondents. Data revealed that

both indicator 1 and 2 have the highest mean with 4.05 and interpreted as “High”,

which stated that “I do my assignments regularly” and “I exert more effort when I

do difficult assignments”. Furthermore, the indicator 8 have the lowest mean of

3.36 and interpreted as “moderate”, stated that “I take notes on my lesson

correctly”.

Table 2. Study Habits

STATEMENT MEAN INTERPRETATION
1. I do my assignments 4.05 Good
regularly.
2. I exert more effort when I do 4.05 Good
difficult assignments.
3. I spend my vacant time doing 3.41 Good
my assignments or studying
my lesson.
4. I study and prepare for my 3.59 Good
quizzes.
5. I study harder when I get low 3.95 Good
scores to improve my
performance.
6. I proactively study without 3.72 Good
being told at home.
7. I finish my homework on 3.74 Good
time.
8. I take notes on my lesson 3.36 Average
correctly.
9. I ask questions if I do not 3.63 Good
understand the lesson.
10. I try to think on my own 3.77 Good
instead of counting on
others.
 OVERALL MEAN 3.73 Good
Description:
4.21 - 5.00 – Excellent
3.41 - 4.20 – Good
2.61 - 3.40 – Average
1.81 - 2.60 – Fair
1.00 - 1.80 – Poor

The study habit is mark as “Good”, this mean that the respondents have a

good study habits. It also implies that the respondents give importance to their

studies and are eager to learn and to have a high score in their subjects.

According to the study conducted by Fouche (2017), he describes that

doing schoolwork consistently is a good study habits that have a positive effect in

academic performance. This likewise implies that students give priority to get

their school work done. Similarly, in the study named “The Learners' Study

Habits and Its Relation On Their Academic Performance” it was uncovered that

doing schoolwork daily and passing it on time means that they could balance

their time in their studies (Tus et al., 2020). They tend to manage their time to

settle tasks which is a truly noticeable that they offer significance to their

examinations. Ebele and Olofu (2017) stated that being coordinated and having

schoolwork schedules are the main things in helping a kid/students develop good

study habits in life. Arranging study plan as a student’s ahead of time and

faithfully adhering to it saves time. They could also stay away from stress and

restless on test.

Studies on student effort recommends that the more difficult a task appear

in the sense of the task’s difficulty, the probability that the student can effectively

finish it and the probability it is that the student will be propelled to take the
assignment (Dewey, 1913). Students efforts is also connected with the chance of

excelling on the tasks, especially when the effort prompts handling additional

difficult undertakings or liking more excellent encounters instead of simply doing

"more" (Hattie and Timperley, 2002). In addition, Nicholas (1984) proposed that

children figure out how to assess their capacity by checking how difficult a task is

for them. The hard work and effort to do tasks assists in accomplishing better

results in their examinations which shows that great study habit is observed.

Note taking is a study habit that is very vital for students that promotes

learning contexts. Students benefit from taking notes because they can retain the

details and the notes can be used as review materials (Ladas, 1980). People

take notes to study for exams, schedule technical talks, and keep track of work

meeting minutes. Notes are important for remembering what you’ve learned or

seen, and they can also help you focus afterward (Nguyen, 2006). Moreover,

there are students used gadgets in taking notes and was reported to have

improved retention (Castelló & Monereo, 2005).

Relationship Between the Extent of Using Gadgets and Study Habits of

Senior High School Students

Table 3 shows the results of the study in which indicates that there is a

significant relationship on the extent of use of gadgets and level of study habits The

frst indicators which is number of gadgets used by respondents has the p-value of

(.019) which is less than (0.05). In purpose on using gadgets has the p-value of

(.019). Therefore, there is a significant relationship between the use of gadgets

and study habits among senior high school students which rejected the null

hypothesis. This means that use of gadgets affects the study habits of the

students

Table 3. Relationship Between the Extent of Using Gadgets and Study

Habits of Senior High School Students
Variables r-value p-value Remarks Interpretation
Number of Gadgets
Negligible
Vs 0.176 0.019 S
Relationship
Study Habits
Purpose on Using
Gadgets Negligible
0.177 0.019 S
vs Relationship
Study Habits
Legend:
Below 0.20 – Negligible Relationship
0.21 – 0.4 – Low Relationship
0.41 – 0.7 – Moderate Relationship
0.71 – 0.9 – High Relationship
0.91 – 1.0 – Very High Relationship

The result of this study was affirmed to the study commissioned by

McGraw-Hill Education has revealed that the utilization of gadgets can influence

the study habits for the students (Belardi, 2013). In the study of Yazdani and

Sane Godbole (2014), it also shown that the utilization of gadgets can affect

study habits to assist students with performing great in school works. According

Othman et al., (2020), children aged 8 to 18 spend an average of 7½ hours a day

interacting with media, such as television, computers, mobile phones and music

players. Nakel & Nadal (2015) reported that gadgets had taken a significant

stake in study habits of the students. However, there are shortcomings or

adverse effects of gadgets. It helps them on concentrating in any case, then

again, it can influence them badly. Levine et al. (2007) and Li et al. (2015)
suggest that gadgets have a greater number of troubles than benefits and are all

the more a distraction than an instrument. Many researchers also discovered that

students who spent more time on gadgets had a higher degree of reliance and

have a lower academic performance.

 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations

based on the data analysed in the previous chapter.

Summary

The following findings were drawn after the conduct of the study .

The result showed that students used multiple gadgets and they primarily

utilized gadgets for communication. Students used gadgets for a long period of

time and it affects their academic performance.

The students have a good study habits. Students gives importance to their

studies and are eager to have a good academic grades in their subjects.

The use of gadgets has a significant relationship with study habits of the

senior high school students. This means that use of gadgets affects the students

study habits and that gadgets helps the students in their studies yet it is also a

distraction to them.

Conclusions

Based on the preceding findings, the researcher concludes that students

used multiple gadgets and used it primarily for communication. The students also
have a good study habits. Furthermore, the use of gadgets affects the study habits of

senior high school students.

Recommendations

In the light of findings and conclusion derived from this study, the following

recommendations were offered.

Students need to have a good study habits and improve it because this helps

them to have a good academic performance and they should be responsible on utilizing

of gadgets.

Parents need to guide their children properly in using electronic gadgets and they

are ought to teach their children to be more responsible in handling gadgets.

For the institution, they need create a school rule and regulation on proper use of

gadgets in their classes to avoid misunderstanding and overuse. They need encourage

parents to work hand and hand with them in order to increase their ability to improve

academic performance.

For future researchers, the researchers recommended that the variable time

management may be included in their study.

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