Gadgets Usage: Its Effect to Students Learning Engagement

Presented To

The Faculty of the Maa National High School

Senior High School Department

In Partial Fulfillment

of the Requirements in Practical Research 2

By:

Asia Marie S. Montadas

Rj Christian M. Salisad

Juliana Jones B. Dizon

Vladimir P. Suarez Jr.

King Philip Ilagan

January 2024
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MAA NATIONAL HIGH SCHOOL

Maa, Davao City

SENIOR HIGH SCHOOL DEPARTMENT

APPROVAL SHEET

The research entitled “GADGETS USAGE: ITS EFFECT TO STUDENTS’

LEARNING ENGAGEMENT” is prepared and summitted by Asia Marie S. Montadas,

Rj Christian M. Salisad, Juliana Jones B. Dizon, Vladimir P. Suarez Jr., and King Philip

Ilagan in partial fulfillment of the requirements for Practical Research 2 has been

examined and is recommended for acceptance and approval.

MORRIS JOHN I. LOBETOS Ph.D.

Subject Teacher

APPROVED by the research committee on oral examination with a grade of

PASSED.

CATHERINE C. LACHICA. MAED-TSS REX M. PALES. MAED-ENG.

Panelist Panelist
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ACKNOWLEDGEMENT

The completion and success of this research paper would not be possible

without the people behind:

We would like to express our sincere gratitude to the panel of examiners who

assessed our Practical Research. We are deeply grateful to our panel, Rex M. Pales,

MaEd-Eng for his valuable feedback, insightful comments, and constructive criticism,

which helped us to improve the quality of our research. We would like to thank the

other member of the panel, Mrs. Catherine C. Lachica for her valuable feedback as

well as her expertise in research have been invaluable to us. We also like to thank

her being our adviser in Practical Research 1, which we learned a lot in research, and

it made us do Practical Research 2 uncomplicated. And we truly honored to have had

the opportunity to present our work.

We would like to express our deepest gratitude to our adviser Mr. Morris John I.

Lobetos who had taught us how to conduct research and his examples and techniques

made us researchers well-equipped in conducting the study. The researcher’s

deepest gratitude to the students who were the respondents and have answered the

questions honestly made the completion of this study a successful one. To the parents

and guardians, they have been a great help to us researchers through their financial

and emotional supports; their care and understanding have inspired us researchers

to continue and finish this research study.

Above all, to Almighty God who is the giver of knowledge and understanding. All

the glory and honor be given back to him for what he has done specially to complete

this research paper. We humbled and grateful for his presence in our life, and for the

ways in which they have helped us to overcome challenges and obstacles.

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ABSTRACT

The rapid development of high-technology has caused new inventions of

gadgets for all walks of life regardless age. In this rapidly advancing technology era,

many individuals possess hi-tech gadgets such as laptops, tablets, iPad, android

phones and smart phones. Students become passive in the classrooms as they are

glued to their smart phones. This situation triggers the question of whether learning

really took place while the students are too engaged with their smart phones. This

study aimed to find out the relationship between gadgets usage and students' learning

engagement. A quantitative correlational design was utilized in this study. The

respondents of the study were the 152 students in Maa National High School.

Moreover, sets of survey questionnaires were used as instruments to obtain

information from the respondents. The percentage was used to determine the

demographic profile, while the mean and standard deviation was used to determine

the level of gadgets usage towards students' learning engagement. Pearson product-

moment correlation was used to find the significance of the relationship between the

independent and dependent variables. The result of the study revealed that the level

of gadgets usage and learning engagement was rated high and high respectively.

Furthermore, gadgets usage and students' learning engagement were significantly

correlated which was denoted negligible correlation. Which means the impact of

gadget's usage on learning engagement is minimal or weak.

Keywords: Gadget’s usage, learning engagement, correlation.

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TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF TABLES vi

LIST OF FIGURES vii

CHAPTER

1 INTRODUCTION

Background of the Study 1

Statement of the Problem 5

Review of Related Literature 5

Theoretical Framework 17

Conceptual Framework 19

Definition of Terms 20

2 METHODOLOGY

Research Design 22

Research Locale 23

Research Respondents 24

Research Instruments 25

Data Gathering Procedure 28

Statistical Tool 28

Ethical Consideration 29
3 RESULTS AND DISCUSSION

Demographic Profile of Respondents 35

Level of Gadgets Usage 37

Level of Students Learning Engagement 43

Significant relationship between Variables 47

4 CONCLUSION AND RECOMMENDATIONS

Findings 49

Conclusions 49

Recommendations 50

REFERENCES 51

APPENDICES

A Permit to Conduct the Study 57

B Letter to the Validators 58

C Survey Questionnaire 60

D Statistical Treatment of Data 66

CURRICULUM VITAE 68
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LIST OF TABLES

Table 1. Level of Gadgets Usage………………………………………………………..37

Table 2. Level of Students Learning Engagement……………………………………..43

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LIST OF FIGURES

Figure 1. Conceptual Framework of the Study…………………………………..........19

Figure 2. Map of Barangay Ma-a Davao City…………………………………………..24

Figure 3. Demographic Profile of Respondents………………………………………..35

Figure 4. Demographic Profile of Respondents………………………………………..36

 CHAPTER 1

INTRODUCTION

Background of the study

Teachers acknowledged that not all students had access to the technology

and/or connectivity needed for powerful digital learning. However, even with the

appropriate technology, not every student logged online to learn. Teachers reported

that students were not as engaged in remote learning because much of it was void of

social interactions or opportunities for peer learning. Many students were bored and

uninterested in the content of planned activities. Additionally, teachers said the

challenge to fully engage students was also due to their inability to work one-on-one

with students remotely. This lack of a timely connection with their teachers might have

impacted students' motivation to complete online assignments, pointing to another

source of inequity for students less able to self-regulate learning.

The rapid development of high technology had caused new inventions of

gadgets for all walks of life, regardless of age. In this rapidly advancing technology

era, many individuals possessed hi-tech gadgets such as laptops, tablets, iPads,

Android phones, and smartphones. Adult learners in higher learning institutions,

especially, were fond of using smartphones. Students became passive in the

classrooms as they were glued to their smartphones. This situation triggered the

question of whether learning really took place while the students were too engaged

with their smartphones.

In an Asian study, it was found that learners who experienced high levels of

classroom engagement and peer support were likely to take on engagement and support-

seeking coping when faced with academic difficulties (Shih, 2015). The effects of

perceived learning environment on learners' practice of engagement approaches were

positive. Learners who had attained higher levels of supportive learning environment had
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benefited. Those in classes reporting lower levels of supportive learning environment,

displayed lower engagement than others (Shih, 2015).

It is fully noted by educational psychologist and researcher in the world of

academia that a problem exists throughout the nation to motivate high school students

in the classroom. The reality is that a large number of high school students across

America lack academic motivation (Snyder & Hoffman, 2002). There has not been a

plethora of reasons why many students neglect their studies. It is an earnest desire to

further investigate with a deeper understanding why students lack motivation.

Moreover, the Program for International Student Assessment (PISA) was

implemented in different countries so that they can measure students’ performance in

reading literacy, mathematics, and science. The German government and especially

educational executives were informed of the students’ dropout rate and low

educational engagement in the sense of belonging and connectedness as a result of

comparing the results of PISA 2000 scores with students from other countries (Ertl,

2006). It is regarded as the beginning of the exploitation of academic and curricular

development reform in Germany focusing on providing more appropriate materials

and support to students and fostering learners’ autonomy and engagement in the

classroom.

The Department of Education battles for quality education. Recently, a shift to

enhance curriculum has been made to address the needs of 21st century pupils and

to ensure that quality education is at its peak. Although rapid changes and educational

upgrading are on its way, pupils seem to have lost grip towards school. Less

engagement in school becomes evident due to technological advancement which

captivated pupils' interest and divided attention. According to Cardwell (2011), the

discourse to remedy declining academic motivation and success, inordinately high

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level of pupils' boredom, and disproportionately high dropout rates paved the way to

study pupil engagement and experiences inside the classroom. Classroom

engagement can be observed in pupils' interest, affection and participation in the

classroom. Engagement simply is the involvement of the minds of learners with what

is to be learned. Teachers really need to examine classroom engagement of learners

for successful learning. Learning requires the active involvement of every learner.

In the Philippines, a study conducted on children funded by the UNICEF in

2004, presents reasons why some children are not in school (Orbeta, 2005). The

primary reason for not being in school among high school students is lack of personal

interest. It is interesting to note that this reason of lack of personal interest starts early

among those with some elementary education and is considerably lower among those

with some high school education (Orbeta, 2005). Engaging students in school is one

of the challenges faced by educators especially those who teach secondary school

students.

As one of the virtual generation devices, gadgets with their related elements

can make contributions to the learning method in the classroom setting and outside

the classroom. Many researchers have discovered that the gadgets at technological

devices give significant contribution to the learning outcomes. According to (Wilkes,

2020) Various educational technologies have been implemented nationwide with the

goal of increasing the effectiveness of student learning and education. Whether

technology is integrated during class time or after school hours, students are given

more opportunities to interact with instructors, collaborate with peers and engage

themselves in the learning process. Specific technology examples that have been

shown to enhance student engagement include web-conferencing software, blogs,

wikis, social networking sites and digital games (Schindler et al., 2017)
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Despite the growing body of research. There are several research studies

conducted to identify and investigate the effects of modern technology on the

academic performance of students. For the past years, researchers have been aiming

to find solutions or prevention to these impacts, but there is a noticeable gap in the

literature regarding the impaired learning to students learning attitude in classroom

due to students’ excessive use of gadgets.

The urgency of this study aims to determine how students engage in the

classroom even with the use of gadgets-which is known as one of their biggest

distractions back when Covid-19 came. This research needs to be conducted and

disseminated for us to determine what are the effects of gadgets usage are on

students learning engagement. If it will be beneficial to students and parents to expand

our knowledge about this particular case.

Additionally, research forum, social media platform will be considered by us

researcher as opportunities to share the results of this study. The findings of this

research will be shared to individuals specially students to have an awareness of

excessive use of gadgets to their academic performances, especially at their house.

This dissemination plan aims to ensure that the research outcomes have tangible

impact on gadgets usage to students learning engagement.

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Statement of the Problem

This study will determine the relationship between the students’ usage of

gadgets and their learning engagement. Specially, it will seek answers to the following

questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Sex; and

1.2 Grade Level

2. What is the level of gadgets usage of students in terms of:

2.1 Positive Attitude

2.2 Negative Attitude

2.3 Anxiety

2.4 Compulsive Usage

2.5 Process Usage

2.6 Social Usage

3. What is the level of students’ attitude towards learning engagement in terms of:

3.1 Behavioral Engagement

3.2 Cognitive Engagement

3.3 Emotional Engagement

4. Is there a significant relationship between students learning engagement and

gadgets usage?

Review of Related Literature

In this section consists the discussion of the variables used in the study such

as, students learning engagements towards their academic attitude and also the

effect of gadgets usage to their learning engagement.

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Gadgets Usage

Gadget use increases family income and parental education. Many rural

communities in Bangladesh lack basic requirements, making internet and other

contemporary technology, save for mobile phones, impossible to access. Because of

their portability and ease of use, mobile phones and tablets are the most popular

gadgets. Rashid et al. (2021) found out that children used gadgets for viewing movies

or cartoons and social media, similar to a Malaysian primary school study. This study's

secondary schoolers' excessive smartphone usage may cause physical and

emotional issues. Nearly 50% of those who used devices more than 2 hours a day

had headaches, sleeping disturbances, backaches, limb discomfort, sight

disturbances, or sadness. Those gadgets that we purchased in different stores gave

us beneficial impacts in terms of communication and learning process. Smartphones

have enormous storage capacity and are used in conjunction with a mobile phone.

Meanwhile, Backer (2010: 21) stated that "a smartphone is a phone that brings

leading capabilities; as a form of the capacity of the Wireless Mobile Device (WMD)

that can function as a computer by offering features such as personal digital assistants

(PDAs), internet access, email, and Global Positioning System (GPS), so it makes the

users easier to find the data." This tool is helpful in regards to communicating to each

person surrounding us. With this technology, users must be able to express

themselves in an easy way and will enhance their strategies in terms of creativity,

working and learning new discoveries. Some research shows that exercising reduces

myopia risk. Teens who abuse electronics are at risk of psychiatric comorbidity and

mental distress. Most heavy electronic device users have trouble sleeping and

anger/depression. Late-night texting, web series binges, and gaming are common.

Moreover, Limniuo (2021) investigated the reciprocal effects of gadget use, laptop,
 7

smartphone, or both with multitasking, distractions, and (non-)learning activities on

student academic performance. Only a negative correlation was shown between the

number of apps used in a lecture hall and academic achievement. The relationship

between student use of their own devices and lecture norms and peer influence was

also seen. Social Cognitive Theory may also describe the interconnections between

the learning environment, software, and peers.

Positive Attitude. Gadgets have become an integral part of modern life, and

they can be positive effects on the human body Communication and Connectivity

gadgets such as smartphones and computers have revolutionized communication,

making it easier for people to stay connected with friends, family, and colleagues

across the globe. This has enhanced social interactions and professional networking.

Information Access Gadgets provide easy access to a vast amount of information on

the internet. This helps in learning, research, and staying informed about various

topics. Productivity and Efficiency gadgets like laptops and tablets enable people to

work efficiently, manage tasks, and organize schedules. This can lead to increased

productivity in both personal and professional life. (Ph.D.,Senthil Kumar 2023).

In keeping with Saruji et al (2017), Bayanova et al (2019) mention that a

positive impact on students' achievement is that with the help of technical devices that

the students receive information sharing, prepare for classes, take classes, view

textbooks about scientific disciplines. These findings show that gadgets as vital

technological devices are important to use in the learning process to improve students'

achievement, especially students' interest in learning literature at higher education in

Indonesia. Smartphones are the first thing people look at in the morning and the last

thing at night (Oulasvirta et al., 2012). According to Pew Research Centre (2014),

smartphone users use their devices to meet a wide range of needs, such as banking,
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healthcare, education, job- related information, and real estate. Smartphones has also

been seen as a motivational factor and assistance for learning and growing individual

capabilities (Campbell, 2007), entertainment, relationship development, security and

relaxation (Hostut, 2010) among all the age groups.

Negative Attitude. The use of gadgets simultaneously affects student interest

(Syaputri& Usman, 2019). Therefore, Syaputri and Usman added that the use of

gadgets in education is an issue that must be studied in depth. Content or material

that is often accessed by students can more or less influence the development of

students in thinking, behaving, and acting. (Fatimatuz, 2015). But most people now

cannot even control themselves to use the gadget itself and instead it has an impact

that is not good for their lives Warsita (Fatimatuz, 2015). Teenagers who depend on

gadgets cause anti-social behavior. Excessive use of gadgets can result in losses.

Losses are not only in terms of health but in terms of economy, gadgets are indeed

one of the things that can speed up the completion of various kinds of tasks and work

so that the world is full of gadgets which are the main needs in the world of the internet

or the world of information and the latest technology today (Indraswari, 2019; Fauzi,

2018).

Navabi, Ghaffari, and Jannat-Alipoor (2016) found that older adults have a

negative attitude towards smartphone use due to anxiety. The same study has

observed that attitude scores are lower in females compared to males (71.66% female

and 72.85% male). Lelkes (2013) found that older people failed to use the internet on

smartphones, because of low literacy levels, delayed learning and forgetfulness. They

fear that accessing unknown things on smartphones will cause problems, and thus it

leads to technology fear. Smartphones have also made a certain group of people

addicted to their phones. Oulasvirta et al. (2012) have found that people are checking
 9

their smartphones approximately 34 times per day, even if no updates are available.

A study conducted by IDC (2013) found that eight in 10 adults check their

smartphones within 15 minutes of waking. Kamibeppu and Sugiura (2005) found that

most of the young smartphone users in their research felt insecure if their messages

were unanswered. The literature studies discussed here provide insights into how

attitudes towards smartphones may be positive, negative or anxious. Following this

foundation, this research categorized attitudes into positive, negative and anxious,

and measured the influence of those different attitudes towards smartphones as

related to age and gender.

Anxiety. Anxiety pertains to future-oriented, enduring concerns of a broad

nature, whereas fear relates to present-oriented, fleeting reactions to specific,

identifiable threats. According to Al Salman et al. (2020), adolescence represents a

crucial period marked by the emergence of mental health challenges like anxiety and

depression. Interestingly, contemporary adolescents increasingly devote more time to

electronic devices than outdoor activities. This study focused on investigating the

nexus between electronic device usage and anxiety and depression in female high

school students residing in Al-Khobar City, KSA. The study encompassed participants

with an average age of 16.29 years, of whom 98% acknowledged using electronic

devices, with 67.3% exceeding 2 hours of daily usage and 81.5% utilizing these

devices before bedtime.

Alarmingly, approximately 66% of students exhibited moderate-to-severe

anxiety, while 70.5% displayed mild-to-severe depression. The logistic regression

analysis unveiled that bedtime electronic device users were 1.524 times more likely

to experience anxiety (P=0.026), and extended device usage before bedtime was

significantly linked to depression. This study underscores the concerning prevalence

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of anxiety and depression among female students and underscores the potential

benefits of imposing restrictions on electronic device use among adolescents. It

highlights the imperative need for age-specific guidelines governing electronic device

usage duration and advocates for the integration of psychosocial skill development

into the school curriculum.

Compulsive Usage. Wang et al. (2020) investigated the connection between

smartphone usage and the academic performance of fifth and sixth-grade students in

Taiwan, considering factors like parental control and students' self-control. The results

shed light on student attitudes toward smartphone usage and its impact on academic

achievement. Notably, a positive correlation was found between smartphone behavior

and academic performance. Compulsive behavior or usage occurs when these

activities shift to repetitive checking of the device (Oulasvirta, Rattenbury, Ma, & Raita,

2012). Tedious usage of smartphones without any control, early distraction by phones,

spending more time with the phone, unsuccessful efforts to control usage, and

feelings of restlessness are a few things considered as symptoms of compulsive

usage of smartphones. In certain cases, other than social and process usage,

compulsive usage causes harm to the individual or to others and induces stress

(O'Guinn & Faber, 2004).

Process Usage. With reference to demographic elements, younger adults,

such as the 21-30 age groups, are more often using the smartphone with the internet.

They use it mostly to socialize and coordinate their life, whereas older adults spend

less time on a smartphone resulting in less social stress and better self-regulation

(van Deursen et al., 2015). Older adults are less likely to hold the new technological

innovations compared to younger adults (Charness & Bosman, 2010). The younger

age group is considered to be regulated less, habitual and more addictive than the
 11

older age group (van Deursen et al., 2015). Many studies also show a gender

difference in technology and smartphone access (Krithika & Vasantha, 2013;

Matthews, Roberts, & Zeidner, 2004; Lee et al., 2014; van Deursen et al., 2015).

When analyzing by gender, males spend more time using mobile phones than females

(Devis, Carmen, Vicente, & Thomas, 2009). Males show more skills and interests

towards technology, and females are more into satisfying their social motives. Males

use the smartphones for agentic purposes and females use it for communal purposes

(Lenhart, Purcell, Smith, & Zickuhr, 2010). Males are more likely to embrace

technology and thus become more problematic in their usage than females. When

females recognize their own problematic technology use, they cut back or stop their

use (Rotsztein, 2003). Based on these literature insights related to technology and

smartphone usage. three main types of usage-social, process and compulsive - are

proposed. In addition to that, cellphones have become a sole means of

communication for individuals and in the same sense, a distraction as well in the last

decade (Westenberg, 2015)

Social Usage. Gadgets with various applications can present various social

media so that they are often misused and also have a bad impact on student academic

scores (Das, 2018). The social usage of smartphones is related to the development

of relationships. social interaction, and internet behavior, etc. (Chou & Hsiao, 2000;

Yang & Tung, 2007). Smartphones help people to develop and retain social

connections through effective communication platforms, such as chat applications,

social networking services available in it. Song, Larose, Eastin, and Lin, (2004) have

proposed the notion of process related gratification. It is acquired while consuming

media. Smartphone usage helps to manage the day-to-day activities of people, such

as paying bills, reading news, connecting with family, friends and peers, listening to

songs, watching movies, searching for instant information, and reading emails, etc.
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Learning Engagement

Student engagement is one of the important constructs that is used to

understand the behavior of the student towards the teaching-learning process.

Understanding the behavior of students in the academic institutions will provide a

glimpse of how the instructions and academic practices are going on in the university.

As such, it could be used as a powerful tool by the teachers and academic supervisors

to design an effective pedagogical technique to maximize the learning experiences of

the students. The data on student engagement has the advantage of providing

information on what students are actually doing. The data has a broader significance

for the management of institutions, students and academic programs. Rather than

work from assumptions or partial anecdotal reports about student activities,

institutions can make decisions based on more objective information. Information

about student activities would provide institutions with valuable information for

marketing and recruitment and help them become more responsive to student

learning needs. Only with accurate and reliable information on what students are

actually doing can institutions move beyond taking student activities for granted.

(Coates, 2005). Learning engagement is a measure that reflects the quantity and

quality of a learner’s participation in their courses and every other aspect of their

educational program.

Also, it echoes a learner’s interaction and cooperation with co-learners and

instructors. In other words, learner engagement is the measure of a potentially

successful learning experience for everyone concerned. Student engagement refers

to a meaningful engagement throughout the learning environment. It is best

understood as a relationship between the student and the school, teachers, peers,

instruction and curriculum (Martin and Torres). The term has its historic roots in a body
 13

of work concerned with student involvement, enjoying widespread currency

particularly in North America and Australasia, where it has been firmly entrenched

through annual large-scale national surveys (Trowler, 2010). Student engagement

has three dimensions which are behavioral, emotional, and cognitive. Behavioral

engagement refers to student's participation in academic and extracurricular activities.

Emotional engagement refers to student's positive and negative reaction to peers,

teachers and school. While cognitive engagement talks about student's

thoughtfulness and willingness to master difficult skills (Fredericks, et al., 2004).

Behavioral Engagement. Most research on behavioral engagement and

related dimensions has focused on child characteristics. For example, children’s

attentional and behavioral difficulties negatively predict engagement within and across

time (Baker et al. 2008; Downer et al. 2007; Pagani et al. 2012). Gender has also

been shown to relate to engagement, with girls in late middle childhood and

adolescence more engaged than boys (Furrer and Skinner 2003; Pagani et al.2012).

Then Krause and Coates indicate that engagement is the quality of effort students

themselves devoted to educationally purposeful activities that contribute directly to

desired outcomes. (Krause & Coates, 2018) So, students' engagement can be defined

as the quality of their effort toward the class that automatically results in learning

outcome.

Parsons and Taylor state that student engagement is primarily and historically

about increasing achievement, positive behaviors, and a sense of belonging in all

students (Parson & Taylor, 2011)." This means that students' engagement here is

related with the students' positive behavior and their achievement. Moreover,

disengaged students are distracted, passive, do not try hard, give up easily facing the

difficulty or challenge, expressing negative emotions, failing to plan or monitor their

 14

work, and generally withdraw (for example: when I am in class, I usually think about

other things). (Jang, Reeve & Deci). So, when the students do not engage to the class,

they will show negative emotion in the class. Moreover, student engagement can be

defined as the level of participation and intrinsic interest that a student shows in

school. Engagement in schoolwork involves both behaviors (such as persistence,

effort, attention) and attitudes (such as motivation, positive learning values,

enthusiasm, interest, and pride in success). (Goldspink, Winter & Foster, 2014). This

means that the students' engagement is the students' involvement in school work

includes their behavior and attitudes.

Cognitive Engagement. Cognitive engagement is defined as the extent to

which students are willing and able to take on the learning task at hand. This includes

the amount of effort students are willing to invest in working on the task (Corno and

Mandinach 2006), and how long they persist (Richardson and Newby 2006; Walker

et al. 2006) Clarke (2002:133) states that cognitive engagement involves the thinking

that students do while engaged in academic learning task. It means that, cognitive

engagement is engaged students in learning task which related students thinking and

knowledge in learning. Furthermore, Sharan and Then (2008:41) describes that

cognitive engagement is related to motivational goals and self-regulated learning. It

means that, how the student’s classroom does in learning which purpose to motivation

for their self and how to arrange their strategy in learning to get a good mark in English

learning. In addition, in teaching and learning process, the teachers have motivated

the student in order that they can participate or active in the classroom. Christenson

et al. (2012:161) states that cognitive in student’s engagement is related to strategic

learning strategies, and active self-regulation.

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This type can be seen with investment in learning. flexible problem solving,

independent work styles and so on. In this case, the students and the teachers have

to have their own strategy in learning to make good atmosphere in that learning. This

theory explains the forms of cognitive engagement, if students active in the learning,

so that cognitive engagement is maximally and interaction between teacher and

student be positive in learning English. Furthermore, Robb (2004:15) describes that

student who are cognitively engaged in the learning process think deeply about the

newly presented information and use self-regulated learning strategies that increase

their understanding of the material. The self-regulated student is able to differentiate

between facts and skills they do or do not know and possess.

He/she is able to assess the academic task and set goals for studying in

addition, the self-regulated learner monitors and regulates his/her cognitions and

behaviors, and implements adjustments to the learning approach when needed to

ensure academic success in addition Evertson and Weinstein (2011:224) explain that

self-regulated learning is the highest forms of cognitive engagement. Engagement in

self-regulated learning is somewhat taxing. When task make cognitive demands,

student may engage in self-regulated learning. They may also shift the mental burden

by calling upon available external resources such as willing and knowledgeable peer.

Self-regulated learning will be shown to consist of specific cognitive activities such as

deliberate planning and monitoring, which learners carry out as they encounter

academic tasks.

Emotional Engagement. Students who engage emotionally would experience

affective reactions such as interest, enjoyment, or a sense of belonging. So, emotional

engagement can be seen from the affective reactions of the students. Moreover,

Finlay states that emotional engagement includes interest, values, emotion. (Finlay,
 16

2006) For example, affective reactions in the classroom, attitudes towards school and

teachers, identification with school, feelings of belonging, appreciation of success in

school, antithesis of positive feelings is also emotional engagement items. So,

emotional engagement here means the students’ reaction includes interest,

enjoyment, values toward the class activity and the teacher. In addition, Fredericks et

al cited in Lester state that emotional engagement comprises of students’ attitudes,

interests, and values particularly related to positive or negative interactions with

faculty, staff, students, academics, or the institution. (Lester, 2011) This means that

emotional engagement may show the students’ negative or positive reaction to the

institution. According to those theories and the purpose of this research which

focuseson classroom observation, it can be concluded that emotion engagement is

the students’ reaction, feeling and emotion to the class activities that can be positive

or negative emotion.

To sum up, there are a lot of positive impact of gadgets, such as, searching for

some information, communicating to people etc., and negative impact to students

when they use it excessively. It might affect their academic performances, their

behavior, emotional, and cognitive engagement. And can affect the way they are

learning. In addition, gadgets nowadays are very essential to students learning

engagement, because it’s an easy way to gather information from the internet for them

to use. Some students don’t engage themselves in learning, because lack of interest,

knowledge and lack of capability to understand the lesson. Because their attention

and interest were stolen by gadgets.

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Theoretical Framework

This research study was anchored on the following theories namely: Theory of

Connectivism by George Siemens and Stephen Downes (2006) and the Theory

of Engagement of Kersley & Schneiderman 1998; Schneiderman, 1994, 1998).

George Siemens and Stephen Downes states that when a person uses digital

technology to address an issue, connectivism starts. This can involve doing things like

googling a query, messaging a friend, or looking up current social media posts.

According to the Connectivism Learning Theory, using digital technology to solve an

issue leads to a deeper comprehension of the subject at hand. According to the

relatively recent learning paradigm known as connectivism, students should

effectively combine ideas, theories, and general knowledge. It acknowledges that

technology plays a significant role in the learning process and that staying connected

all the time allows us to make decisions about our learning. Additionally, connectivism

acknowledges that technology plays a significant role in how we learn. In fact,

according to this notion, learning can take place effectively through digital platforms

including social media, forums, videos, and blogs.

Engagement theory holds that students connect with learning activities through

interaction with others and through meaningful activity tasks (Kersley &

Schneiderman, 1998). Researchers have applied engagement theory to learning in

technology-based environments and observed that technology-based learning

involves collaborative efforts and project-based individual and group assignments,

which can facilitate creative, meaningful, and authentic learning (Bernacki et al., 2020;

Kersley & Schneiderman, 1998). Technology-based learning involves the use of e-

mail, online audio/video conferencing, web databases, groupware, handheld devices,

and educational interfaces, such as Blackboard (Bernacki at al., 2020), all of which
 18

can facilitate student participation, interaction, and information access. Technology,

including mobile devices, can also facilitate creativity and communication needed to

sustain engagement (Bernacki at al., 2020). Engagement theory includes three

components, which will be used to guide this research: intellectual engagement, social

engagement. and behavioral engagement.

 19

Conceptual Framework

Figure 1 shows the conceptual framework which presents the relationship

between independent variable and dependent variable. The independent variable of

this study is gadgets usage. The dependent variable is learning engagement.

Independent Variable Dependent Variable

Gadgets Usage

Positive Attitude
Learning Engagement

Negative Attitude
Behavioral Engagement

Anxiety
Cognitive Engagement

Compulsive Usage
Emotional Engagement

Process Usage

Social Usage

Figure 1. Conceptual Framework of The Study

 20

Definition of Terms

Gadgets Usage is a small machine or device which does something useful. You

sometimes refer to something as a gadget when you are suggesting that it is

complicated and unnecessary. Positive Attitude is an optimistic and constructive

outlook on life and situations. It involves focusing on the good aspects of a situation,

having confidence in one's abilities, and maintaining a hopeful and resilient mindset

even in the face of challenges. Positive attitudes can lead to increased motivation,

better mental health, and improved relationships with others. Negative Attitude refers

to a mindset or outlook characterized by pessimism, cynicism, or a general disposition

to focus on drawbacks, faults, or unfavorable aspects of situations, people, or

circumstances. It often involves a reluctance to see the positive side of things and can

affect one's behavior, interactions, and overall well-being. Anxiety is an emotional

state marked by tension, anxious thoughts, and physiological alterations like

heightened blood pressure. Those afflicted by anxiety disorders often grapple with

persistent intrusive thoughts and may steer clear of particular situations due to

apprehension, experiencing physical symptoms like perspiration, tremors, dizziness,

or a rapid pulse. It's important to note that anxiety and fear, while often conflated, differ

in their temporal focus and response to threat. Compulsive Usage describe people

or their behavior when they cannot stop doing something wrong, harmful, or

unnecessary. Process Usage While the fast-paced development of digital

technologies might spur beliefs that learning technologies may solve all educational

problems, concerns have stressed that it is not the learning technology itself, but

rather how it is used, that will affect learning (Chen & Jang, 2010; Giesbers et al.,

2013). Social Usage refers to the accepted and expected behaviors, customs, and

norms within a particular society or culture. It encompasses the unwritten rules and

conventions that guide how individuals interact, communicate, and conduct

 21

themselves in social settings. It helps maintain harmony and understanding among

members of a society by providing a framework for respectful and appropriate social

interactions. Technological progress has made such a big change in human life in

various fields and has had such a big influence on social life (Sahetapy, 2021)

Learning Engagement is the ability to motivationally and behaviorally engage in an

effective learning process. Behavioral Engagement is the observable act of students

being involved in learning; it refers to students’ participation in academic activities and

efforts to perform academic tasks (Fredricks et al.) Cognitive Engagement is really

important to influencing a learner’s active use of purposeful in classroom learning and

by using this engagement the students can be motivated, interested and interactive

to follow studying in the classroom. Thus, student’s engagement is really significant

in learning process because they want to get feedback from instruction who give from

their teacher, and known students’ efforts to learn and also to motivate students work

in classroom activity. Emotional Engagement in education refers to a student's

emotional investment, enthusiasm, and positive connection to their learning

experiences. It means that students are not just passively absorbing information, but

they are actively interested, motivated, and connected to the subject matter and the

learning process itself. Emotional engagement can lead to better retention of

information, improved learning outcomes, and a more positive overall learning

experience for students. It often involves factors such as a sense of relevance,

personal connection, and enjoyment in what they are learning.

 CHAPTER 2

METHODOLOGY

This chapter presents the research design, research respondents, research

locale, sampling design, research instrument, data gathering procedure, statistical

tools and ethical considerations that was used in this study.

Research Design

This study used quantitative research method, specifically the descriptive

correlational design. When using a correlational study design, no variables are within

the researcher's direct control or manipulation. The intensity and/or direction of the

association between two or more variables is reflected in a correlation. A correlation

can develop in either a positive or negative direction. (Pritha Bhandari, 2021). This

study used quantitative research method, specifically the descriptive correlational

design. Quantitative methods highlight objective measurements and the statistical or

numerical interpretation of data gathered through polls, questionnaires, and surveys,

or by manipulating pre-existing statistical data using statistical techniques (Brians,

2011). Quantitative research concentrates on collecting numerical data and making

conclusions across groups of people or to expound a particular phenomenon.

Quantitative analysis is focused on statistics, logic, and a neutral perspective.

Quantitative analysis focuses on numeric and static data as well as detailed,

convergent reasoning rather than divergent reasoning, which is the spontaneous,

free-flowing generation of a range of ideas about a research issue. (McNabb, 2008)

Quantitative analysis collects a broad variety of numerical knowledge.

Correlational research is a type of nonexperimental research in which the

researcher measures two variables and assesses the statistical relationship (i.e., the

correlation) between them with little or no effort to control extraneous variables. There
 23

are essentially two reasons that researchers interested in statistical relationships

between variables would choose to conduct a correlational study rather than an

experiment. The first is that they do not believe that the statistical relationship is a

causal one. For example, a researcher might evaluate the validity of a brief

extraversion test by administering it to a large group of participants along with a longer

extraversion test that has already been shown to be valid. This researcher might then

check to see whether participants’ scores on the brief test are strongly correlated with

their scores on the longer one. Neither test score is thought to cause the other, so

there is no independent variable to manipulate. In fact, the terms independent variable

and dependent variable do not apply to this kind of research. A correlation can develop

in either a positive or negative direction. (Pritha Bhandari, 2021).

We chose correlational design since it is more efficient, simple to implement,

easy to understand, and accessible to find on the internet. We do believe correlation

design is easy to determine those two variables which is independent and dependent

variables since our objectives is to determine the effect of gadget usage to students

learning engagement. Because correlation is a type of design which determines the

relation between our two variables.

Research Locale

This study was undertaken at Ma-a National High School due to the worrisome

incidences of gadget usage and its impact on student learning engagement. This

study's data can assist school administrators in enhancing students' learning

engagement. Ma‑a is a barangay in Davao City. Its population as determined by the

2015 Census was 59,803. This represented 3.66% of the total population of Davao

City. According to the 2015 Census, the age group with the highest population in Ma-

a is 20 to 24, with 7,474 individuals. Conversely, the age group with the lowest
 24

population is 80 and over, with 291 individuals. The population of Ma-a grew from

25,017 in 1990 to 59,803 in 2015, an increase of 34,786 people. The latest census

figures in 2015 denote a positive growth rate of 3.50%, or an increase of 9,888 people,

from the previous population of 49,915 in 2010. Ma‑a is situated at approximately

7.0727, 125.5855, in the island of Mindanao. Elevation at these coordinates is

estimated at 0.833 meters or 0.897 feet above mean sea level.

Figure 2: Map of Barangay Ma-a Davao City

Research Respondents

The respondents of this study were 152 from grade 12 senior high students of

Ma-a National High School. The 152 respondents were taken from the population size

of Ma-a National High School which is 250. This study was conducted in the school

year 2023-2024. Simple random sampling is a type of probability sampling in which

the researcher randomly selects a subset of participants from a population. Each

member of the population has an equal chance of being selected. Data is then

collected from as large a percentage as possible of this random subset.

 25

Research Instrument

To answer the research questions and help gather relevant data for this study,

the research instrument that will be used in this study included the Student

Engagement in Schools Questionnaire (SESQ) and Media and Technology Usage

and Attitudes scale (MTUAS).

Student Engagement in Schools Questionnaire

Student Engagement in Schools Questionnaire (SESQ)Scholars from more

than 19 countries collaborated in the development of the SESQ (see Lam & Jimerson,

2008, for a description of this process and the international scholars who participated).

The SESQ is a 109-item paper-and-pencil, Likert-type, self-report questionnaire

focused on the comprehensive assessment of the construct of student engagement.

After agreeing on the definition of student engagement, scholars developed a

questionnaire to encompass this construct items were drawn from existing research,

increasing the content validity of the measure (see Lam & Jimerson, 2008for a

detailed description of this process and the resulting measure). The questionnaire is

divided into three main sections which are behavioral engagement, cognitive

engagement and emotional engagement. It has a Cronbach’s alpha of 0.83.

 26

Level of Students Learning Engagement

Mean Interpretation

Range Description

4.20 - 5.00 Very High Students learning engagement is

always observed all the time.

3.40 - 4.19 High Students learning engagement is

oftentimes observed.

2.60 -3.39 Moderate Students learning engagement is

High Sometimes observed.

1.80 - 2.59 Low Students learning engagement is

rarely observed.

1.79 - 1.0 Very Low Students learning engagement is

never observed.

Media and Technology Usage and Attitudes scales

Media and Technology Usage and Attitudes scales (MTUAS) (Rosen et al.,

2013); the constructs from this established measure were modified a little to fit into

this research study. Where technology and mobile phones were mentioned in few

places, we replaced them with the word smartphones to make it more meaningful to

the study. Twelve constructs were selected from the measurement scale titled under

positive attitude, negative attitude and anxiety/dependence. These were measured

using a five-point Likert scale for all items from "strongly agree" to "strongly disagree".

To measure user behavior, the scales were adapted from different studies for each

variable. The compulsive usage scale was derived from Lee et al. (2014), which was

originally derived from other various works (Meerkerk, Van der Eijnden. Vermulst, &
 27

Garretsen, 2009; Ehrenberg et al., 2008; Jenaro, Flores, Gomez-Vela, Gonzalez-Gill,

& Caballo, 2007), and consisted of thirteen items. The 7-point Likert scale was

modified to be a 5-point Likert scale. The 7-item process usage scale and 5 item social

usage scale were derived from van Deursen et al. (2015), which was originally

adapted from Chua, Goh, and Lee (2012). The various ranges of scales (5 points and

7 points) from the different studies were taken and modified to be 5-point scales in

order to uniformly to get the responses. The questionnaire is divided into six main

sections which are positive attitude, negative attitude, anxiety, compulsive usage,

process usage and social usage. It has a Cronbach’s alpha of 0.80.

Level of Gadgets Usage

Mean Description Interpretation

Range

4.20 - 5.00 Very High Students gadgets usage is

always observed.

3.40 - 4.19 High Students gadgets usage is

oftentimes observed.

2.60 – 3.39 Moderate Students gadgets usage is

High sometimes observed.

1.80 – 2.59 Low Students gadgets usage is

rarely observed.

1.79 – 1.0 Very Low Students gadgets usage is

never observed.
 28

Data Gathering Procedure

The following procedures were implemented in collecting the data.

Permission to Conduct the Study. A letter of permission was secured from Ma-a

National High School to conduct the study on the relationship between gadgets usage

towards students learning engagement.

Administration and Retrieval Questionnaire. Adequate and clear copies were

printed to avoid problems in the conduct of the study. The researcher administered

the questionnaire to the respondents of the study and they were requested to answer

the questions honestly so that valid and reliable data were elicited. The researcher

exerted effort to retrieve the questionnaire personally and with the help of some

research aides to have 100 percent return rate of the questionnaire. The completed

questionnaire was organized accordingly.

Collation and Tabulation of Data. The results were collated and tabulated

before subjecting it to statistical treatment.

Analysis and Interpretation. Results were analyzed and interpreted based

on the purpose of the study.

Statistical Tools The data gathered was classified, analyzed and interpreted by

using the following appropriate statistical tools.

Mean refers to one measure of central tendency either of a probability

distribution or of the random variable characterized by the distribution. It was used to

determine the level of problems on gadgets usage and students learning engagement.

Standard Deviation is a measure of dispersion in a frequency distribution,

equal to the square root of the mean of the squares of the deviations from the factors

of gadgets usage and students learning engagement.

 29

Person Product Moment Correlation is a measure of the linear correlation

between two variables. It was employed to determine the interrelationships between

gadgets usage and learning engagement.

Cohen’s-d is an effect size used to indicate the standardized difference

between two means.

Ethical Consideration

Before collecting data in the field, the researcher will have to abide by the

policies of the ethical protocols of Ma-a National High School. He has to explain clearly

the purpose of the study to all the respondents. He will make it clear that this study

will only be for academic purposes and it does not have any negative or positive

impact to their job or on their daily life. As earlier mentioned, that the respondents will

be informed that their names, name of schools where the study will be conducted

would remain anonymous in the report and the information which they would provide

would be treated and kept confidentially.

Social Value. Social value refers to the relevance of the study to an existing

social or health problem such that the results are expected to bring about a better

understanding of related issues, or contribute to the promotion of well-being of

individuals, their families, and communities. Furthermore, to get full participation from

the students the researcher explained the main purpose of the study and the

procedure for data collection. Results of the study will be presented to the respondents

and will be disseminated to other possible audiences who will benefit from this study.

More importantly, the researcher adhered to social value in research.

This study is aimed to address the social problems pertaining to students’

attitudes towards gadgets usage. The result of this study will present valuable
 30

information that will guide school administrators in improving students learning

engagement implementation in their respective schools. Moreover, this study will also

be beneficial to the teachers, scholars and researchers who can explore the result of

the study as an opportunity to conduct more research involving the student’s learning

engagement towards gadgets. It will also serve as an eye-opener for the school

administrators and an advantage to faculty for they are considered as the main

beneficiaries of this study.

Informed Consent Form. An informed consent form will be secured. The

participants of the study will be informed by the researchers regarding the effects of

being involved in any research. Consent forms will be sent to the respondents through

on line after the purpose of the study will be explained to them and that the participants

will fully be aware that they can withdraw at any time from participating in the study.

Further, Informed Consent Forms will also be sent through email to the

research respondents for their e signature. Their responses will be held confidentially.

Vulnerability of Participants. In this study, the respondents will be considered

as adult participants for they have the capacity to make a sound judgement if they

wanted to be part of the study. They can make decisions for themselves as

respondents of this study.

Furthermore, the teachers will know the nature of the study. Vulnerable

participants are those relatively or absolutely incapable of deciding for themselves

whether or not to participate in a study for reasons such as physical and mental

disabilities, poverty, asymmetric power relations, and marginalization, among others

and who were at greater risk for some harm (NEGHHR, 2017).
 31

Risk, Benefits, and Safety. The participation is completely voluntary and

anonymous to protect the privacy of teachers. There is no known risk in this study

because the gathering of data will be online using Google Forms. Online survey is the

most appropriate way to gather data in this study to follow the Inter Agency Task Force

on Infectious Diseases on health protocols especially the social distancing and

avoiding mass gatherings. These measures are need to prevent the spread of COVID-

19 virus and ensure the safety of the researcher and also the respondents as well.

Students can answer the form at their most convenient time and without the risk of

exposing them to COVID-19. This study can generate relevant information which can

be useful to public and private school administrators. The result discussions and

findings from this study can provide evidence-based information which can be used

by administrators in the process of implementing improvements in the mathematics

curriculum. The respondents of the study can help improve their attitudes towards

learning engagement. More so, the researcher will value their participation and place

their welfare as the highest priority during the study.

Privacy and Confidentiality of Information. The researcher will adhere to

the principles of transparency, legitimate purpose, and proportionality in the collection,

retention, and processing of personal information (Data Privacy Act of 2012). Added

to this, the researcher has to protect her respondents’ privacy for they had a moral

and legal obligation for involving them in their study. Moreover, participants were not

forced to disclose information out of his or her willingness. In answering the survey

questionnaire, their names will not appear in the survey and their answers will be held

confidentially. The researcher will assure that the names and details of the

respondents will be secured. The researcher will also orient her research assistants

or representatives, documenters on the terms and conditions of privacy and

 32

confidentiality observed in this study. In particular, the researcher will not mention their

names to protect their identity.

Justice. To ensure that the objectives of the study are achieve, only those

students in Grade 12 will be selected to be the respondents of the study because it is

also the time wherein the students have gone through all their subject in grade 12

senior high school. Results and findings of the study will be given back to the

respondents if they would ask to. It will be the commitment of the researcher to share

the results of the study. The researcher should share the benefits of the knowledge

gained from the respondents for taking the burden of participating in the research.

Additionally, the answers found in the questionnaire will be tallied and tabulated

according to the respondents’ responses. Respondents of the study are to be given a

thirty pesos load allowance as incentive for their time in answering the questionnaires.

Transparency. In this study, everything will be laid down to the respondents.

This is a manifestation that the researcher follows the element of transparency. The

researcher will be transparent about the aspects of a study that may have an impact

on the rights, health, and safety of the respondents. The researcher safeguards the

proper implementation of the methods used in the study by being compliant to the

ethical standards of research. He will include all the necessary documents that will

support the data analysis and will give the readers the access to read through these

in order to gain a better understanding of the results and findings of the study if asked

to. All respondents involved in the data gathering should complete a conflict-of-interest

management plan, which is to be reviewed by research committee and approved by

the school head of before the data gathering can go through. The researcher who is

also a student of the school where the study is to be conducted would not be involved
 33

or influence the responses of the respondents as they answer the online

questionnaire.

Qualification of the Researcher. Being a student in Grade 12 is considered a

capable student researcher. Further, the researcher has a background in the field of

research in both quantitative and qualitative. Moreover, he always seeks direction and

advices from his mentor and the panelists, as well as his peers who are proficient in

this method. Likewise, he is guided by these experts in order to implement the

methods properly and to be able to gather the needed data for the intended purpose.

Adequacy of Facilities. The researcher needs to secure the materials to

address the adequacy of facilities. Other tools to secure will be internet connection,

laptops and software applications which are needed for the study. Added on, the e-

library of the institution is accessible. Moreover, the adviser of the researcher is

always available. Adequacy of facilities will be addressed as the materials are readily

available and accessible to the researcher. The researcher rest assured that there are

available and accessible resources needed in this study. Books, online journals, thesis

and dissertations are available for further readings and references which will provide

varied literatures and studies that support the association of the variables used in the

study. Further, the data gathering will be done online using Google Forms and the

links will be disseminated through Facebook messenger. Online communication with

the respondents will be done using Facebook messenger and Google Mail.

Community Involvement. Community involvement will be taken into account

in this study as there will be a community of teachers involved. Also, the beneficiaries

of this study are part of the community where the study will be conducted. Added on,

findings of the study will be made known to the school stakeholders and the
 34

community. All activities done are subject to the permission of the school head and

the research adviser as well.

 CHAPTER 3

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis, and interpretation of data.

The first part shows the demographic profile and describes the level of gadgets

usage its effect to students’ learning engagement. The second part portrays the

relationship between the independent variable and dependent variable. Lastly, third

part shows the significant influence of the independent variables towards the

dependent variable.

Demographic Profile of Respondents

A. Gender
Figure 3

Gender
Figure 3Profile

48%
52%

Male Female

Figure 3 shows the demographic profile of respondents according to gender. It

shows that 52% of the respondents are female, while 48% respondents are male.
 36

B. Grade Level

Figure 4

Figure 4 shows the demographic profile of respondents according to

strand/track. It shows that 32.2% of the respondents are grade 12 GAS, 18.4% from

grade 12 TVL-HE, 15.1% from grade 12 HUMSS, 14.5% from grade 12 ABM,

12.5% from grade 12 TVL-ICT, and 7.2% from grade 12 TVL-IA

 37

Level of Gadgets Usage

Table 1 shows the level of gadgets usage of students. The gadgets usage

has six indicators namely, positive attitude, negative attitude, anxiety, compulsive

usage, process usage, and social usage.

Positive Attitude Mean SD Description

1 I feel smartphone is important to be 3.99 0.97 High

able to find any information whenever I
want online.
2 I feel smartphone is important to be 3.46 1.06 High
able to access the Internet any time I
want.
3 I think it is important to keep up with the 3.36 0.95 Moderate
latest trends in technology in High
smartphones.
4 Smartphones will provide solutions to 3.11 1.26 Moderate
many of our problems. High
5 With smartphones anything is possible. 3.28 0.96 Moderate
High
6 I feel that I get more accomplished 3.11 1.11 Moderate
because of smartphones. High

Sub-Mean 3.39 0.71 Moderate

High

In terms of Positive Attitude, the item “I feel smartphone is important to be

able to find any information whenever I want online”. With a mean of 3.99 and the

standard deviation of 0.97. Meanwhile, the lowest mean is the item “Smartphones

will provide solutions to many of our problems”. With a mean of 3.11 and a standard
 38

deviation of 1.26. “I feel that I get more accomplished because of smartphones”.

with a mean of 3.11 and a standard deviation of 1.11. The sub-mean was 3.39 and

the standard deviation of 0.71 which refers to the description of moderate high. This

means that positive attitude of students was oftentimes observed. This result is

supported by the study of (Ph.D., Senthil Kumar 2023) Productivity and Efficiency

gadgets like laptops and tablets enable people to work efficiently, manage tasks,

and organize schedules. This can lead to increased productivity in both personal

and professional life. In keeping with Saruji et al (2017), Bayanova et al (2019)

mention that a positive impact on students' achievement is that with the help of

technical devices that the students receive information sharing, prepare for classes,

take classes, view textbooks about scientific disciplines.

Negative Attitude Mean SD Description

1 Smartphones make people waste too 3.54 1.26 High

much time.
2 Smartphones make life more 3.51 1.11 High
complicated.
3 Smartphones make people more 3.56 1.18 High
isolated.
Sub-Mean 3.53 1.04 High

In terms of Negative Attitude, the item “Smartphones make people more

isolated”. With a mean of 3.56 and a standard deviation of 1.18. Meanwhile, the lowest

mean is “Smartphones make life more complicated” with a mean of 3.51 and a

standard deviation of 1.11. The sub-mean of 3.53 and a standard deviation of 1.04

which refers to the description of high. This means that negative attitude of students

was oftentimes observed. This result is anchored on the study of (Syaputri& Usman,
 39

2019). The use of gadgets simultaneously affects student interest. Therefore, Syaputri

and Usman added that the use of gadgets in education is an issue that must be studied

in depth. Content or material that is often accessed by students can more or less

influence the development of students in thinking, behaving, and acting. Smartphones

have also made a certain group of people addicted to their phones. (Fatimatuz, 2015).

But most people now cannot even control themselves to use the gadget itself and

instead it has an impact that is not good for their lives Warsita (Fatimatuz, 2015).

Anxiety Mean SD Description

1 I get anxious when I don’t have my 3.34 1.27 Moderate

cellphone. High
2 I get anxious when I don’t have the 3.40 1.17 High
Internet available on my mobile phone.
Sub-Mean 3.37 1.15 Moderate
High

In terms of Anxiety, the item “I get anxious when I don’t have the Internet

available on my mobile phone” with a mean of 3.40 and a standard deviation of 1.17.

Meanwhile, the lowest mean is “I get anxious when I don’t have my cellphone” with a

mean of 3.34 and a standard deviation of 1.27. The sub-mean of 3.37 and a standard

deviation of 1.15 which refers to the description of moderate high. This means that

anxiety of students was sometimes observed. This result is anchored on the study of

Kushlev et al. (2016), found that participants who were unable to use their

smartphones for a brief period showed increased feelings of anxiety and physiological

signs of stress. This highlights the psychological impact of being without constant

connectivity.
 40

Compulsive Usage Mean SD Description

1 The first thing I do each morning is to 3.29 1.05 Moderate

check my mobile phone for missed calls High
or message
2 I risk an important relationship, a job, an 2.99 1.02 Moderate
academic opportunity or a career High
development opportunity because I
overuse my mobile phone.
3 I try to not use my mobile phone 3.42 1.20 High
frequently but I am unsuccessful.
4 I often anticipate my next use of mobile 3.20 0.97 Moderate
phone. High
5 I check for missed calls and messages 3.43 1.03 High
all the time when I am awake.
6 I use my mobile phone even when 3.16 1.01 Moderate
talking or eating with others. High
7 I prefer to use my mobile phone rather 3.33 1.23 Moderate
than spend time with others. High
Sub-Mean 3.26 0.68 Moderate
High

In terms of Compulsive Usage, the item “I check for missed calls and messages

all the time when I am awake” with a mean of 3.43 and a standard deviation of 1.03.

Meanwhile, the lowest mean is “I risk an important relationship, a job, an academic

opportunity or a career development opportunity because I overuse my mobile phone”

with a mean of 2.99 and a standard deviation of 1.02. The sub-mean was 3.26 and a

standard deviation of 0.68 which refers to the description of moderate high. This

means that compulsive usage of students was sometimes observed. This result is

anchored on the study of Gradisar et al. (2013), found that a significant number of
 41

adolescents and young adults engage in "night-time mobile phone use," including

checking messages upon waking. This behavior can be attributed to the widespread

use of smartphones and the integration of technology into daily routines.

Process Usage Mean SD Description

1 I use my smartphone in order to escape 3.33 1.18 Moderate

from real life. High
2 I use my smartphone in order to relax. 3.86 1.01 High

3 I use my smartphone because it is 3.75 1.05 High

entertaining.
4 I use my smartphone because it informs 3.59 1.07 High
me of things that happen in everyday life
5 I use my smartphone in order to stay up 3.48 0.91 High
date of the latest news.
6 I use my smartphone because it helps me 3.42 0.88 High
passing time.
7 I use my smartphone because it’s a 3.22 0.91 Moderate
pleasant break from my routines. High

Sub-Mean 3.52 0.65 High

In term of Process Usage, the item “I use my smartphone in order to relax” with

the mean of 3.86 and a standard deviation of 1.01. Meanwhile, the lowest mean is “I

use my smartphone because it’s a pleasant break from my routines” with the mean of

3.22 and a standard deviation of 0.91. The sub-mean is 3.52 and a standard deviation

0.65 which refers to the description of high. This means that process usage of student

was oftentimes observed. This result is anchored on the study of (Firth et al., 2017;

Huberty et al., 2019), that smartphone use can have both positive and negative effect
 42

on well-being. For relaxation, some studies highlight he potential for smartphone apps,

such as mindfulness or relaxation apps, to positively impact stress levels and promote

relaxation.

Social Usage Mean SD Description

1 I use my smartphone to interact with 3.53 1.18 High

people.
2 I use my smartphone to maintain 3.30 1.01 Moderate
relationships. High
3 I use my smartphone to call other people 3.79 1.19 High

4 I use my smartphone to text message 3.93 1.08 High

others.
5 I use my smartphone to contact people 3.87 1.12 High
through social media.
Sub-Mean 3.68 0.87 High

In terms of Social Usage, the item “I use my smartphone to text message

others” with a mean of 3.93 and a standard deviation of 1.08. Meanwhile, the lowest

mean is “I use my smartphone to maintain relationships” with a mean of 3.30 and a

standard deviation 1.01. The sub-mean is 3.68 and with the standard deviation of 0.87

which refers to the description of high. This means that social usage of student was

oftentimes observed. The overall mean of gadgets usage towards students is 3.46

and with a standard deviation of 0.59 interpreted as high. According to (Chou & Hsiao,

2000; Yang & Tung, 2007). The social usage of smartphones is related to the

development of relationships. social interaction, and internet behavior, etc.

Smartphones help people to develop and retain social connections through effective

communication platforms, such as chat applications, social networking services

 43

available in it. Song, Larose, Eastin, and Lin, (2004) have proposed the notion of

process related gratification. It is acquired while consuming media. Smartphone usage

helps to manage the day-to-day activities of people, such as paying bills, reading

news, connecting with family, friends and peers, listening to songs, watching movies,

searching for instant information, and reading emails, etc.

Level of Students Learning Engagement

Table 2 shows the level of students learning engagement towards gadgets. The

students learning engagements towards gadgets has three indicators, namely,

behavioral engagement, cognitive engagement, emotional engagement.

Behavioral Engagement Mean SD Descripti

on
1 Asked questions in class or contributed to class 3.82 1.19 High
discussion.
2 Raising my hand in class. 3.59 1.09 High
3 Participating in or small group discussion. 3.83 1.06 High
4 Doing all the homework problems. 4.12 0.99 High
5 Coming to class every day. 4.18 0.99 High
6 Taking good notes in class. 4.21 0.98 Very High
7 Getting a good grade. 4.19 1.00 High
8 Staying up on the readings. 3.87 0.97 High
9 Received prompt written or oral feedback from 3.69 1.01 High
faculty on your academic performance.
10 Come to class without completing readings or 3.43 1.45 High
assignment.
11 Making sure to study on a regular basis. 3.70 1.06 High
12 Doing well on a test. 3.92 1.07 High
Sub-Mean 3.88 0.74 High
 44

In terms of Behavioral Engagement, the item “Taking good notes in class” with

a mean of 4.21 and a standard deviation of 0.98. Meanwhile, the lowest item is “Come

to class without completing readings or assignment” with a mean of 3.43 and a

standard deviation of 1.45. The sub-mean was 3.88 and a standard deviation of 0.74

which refers to the description of high. This means that behavioral engagement of

student was oftentimes observed. This result is strengthened by the study of Kiewra

et al. (1991), found that students who engaged in organized and comprehensive note-

taking performed better on exams compared to those with less effective note-taking

strategies.

Cognitive Engagement Mean SD Description

1 Made a class presentation. 4.01 1.17 High
2 Prepared two or more drafts of a paper or 4.11 0.98 High
assignment before turning it in.
3 Worked on a paper or project that required 3.80 1.05 High
integrating ideas or information from previous
source.
4 Put together ideas or concepts from different 3.83 1.02 High
course when completing assignments or during
class discussion.
5 Used an electronic medium to discuss or 3.77 0.98 High
complete an assignment.
6 Discussed ideas from readings or classes with 3.60 1.11 High
faculty members outside of class.
7 Putting forth effort. 4.06 1.05 High
8 Used e-mail to communicate with an instructor. 3.83 1.00 High
9 Discussed grades or assignment with an 3.61 1.10 High
instructor.
10 Work harder than you though you could do to 3.93 1.07 High
meet an instructor’s standards or expectation.
 45

11 Discussed ideas from your reading’s classes 3.41 1.16 High

with others outside of class.
12 Going to professor’s office hours to review 3.62 1.12 High
assignment of test, or to ask questions.
13 Thinking about the course between class 3.59 1.05 High
meetings.
14 Finding ways to make the course interesting to 3.79 1.03 High
me
15 Looking over class notes between classes to 3.93 0.95 High
make sure I understand the materials.
16 Applying course materials to my life. 3.96 0.93 High
17 Finding ways to make the course relevant to my 3.87 1.02 High
life.
Sub-Mean 3.81 0.73 High

In terms of Cognitive Engagement, the item “Prepared two or more drafts of a

paper or assignment before turning it in” with a mean 4.11 and a standard deviation

0.98. Meanwhile, the lowest item is “Discussed ideas from readings or classes with

faculty members outside of class” with a mean of 3.60 and with a standard deviation

of 1.11. The sub-mean is 3.81 and with a standard deviation of 0.73 which refers to

the description of high. This means that cognitive engagement of student was

oftentimes observed. This result is strengthened by the study of (Corno and

Mandinach 2006), is defined as the extent to which students are willing and able to

take on the learning task at hand. This includes the amount of effort students are

willing to invest in working on the task and how long they persist (Richardson and

Newby 2006; Walker et al. 2006).

 46

Emotional Engagement Mean SD Description

1 Included diver’s perspective in class 3.83 1.13 High
discussion or writing assignments.
2 Worked with other students on projects 3.64 1.15 High
during class.
3 Worked with classmates to prepare 3.86 0.92 High
class assignments.
4 Tutored or taught other students paid 3.81 1.16 High
or voluntary.
5 Participated in a community-based 3.66 1.04 High
project as part of regular course.

6 Had serious conversations with 3.65 1.05 High

students who are very different from
you in terms of their religious, political
opinions or personal values.
7 Really desiring to learn materials. 3.94 1.05 High
8 Being confident that I can learn and do 4.09 1.02 High
well in the class.
9 Having fun in class. 4.12 1.04 High
10 Worked with faculty on activities other 3.44 1.18 High
than course work.

11 Talked about career plans with a 3.58 1.22 High

faculty member or adviser.
Sub-Mean 3.78 0.70 High

In terms of Emotional Engagement, the item “Having fun in class” with a mean

of 4.12 and a standard deviation of 1.04. Meanwhile, the lowest item is “Worked with

faculty on activities other than course work” with a mean of 3.44 and a standard
 47

deviation of 1.18. The sub-mean is 3.78 and with a standard 0.70 which refers to the

description of high. This means that emotional engagement of student was oftentimes

observed. The overall mean of learning engagement towards students is 3.82 and

with a standard deviation of 0.68 interpreted as high. According to (Finlay, 2006)

Students who engage emotionally would experience affective reactions such as

interest, enjoyment, or a sense of belonging. So, emotional engagement can be seen

from the affective reactions of the students. Moreover, Finlay states that emotional

engagement includes interest, values, emotion.

Significant Relationship between the Variables

4. Is there a significant relationship between students learning engagement and

gadgets usage?

Correlation Matrix

overall_1 overall_2

Pearson's
overall_1 —
r
df —
p-value —

Pearson's
overall_2 0.179 * —
r
df 149 —
p-value 0.028 —

Note. * p < .05, ** p < .01, *** p < .001

A person-product moment correlation was run to find out the significance,

magnitude, and direction of relationship between gadgets' usage and students'

learning engagement. Result shows that gadgets' usage and students' learning
 48

engagement was found to have a significant correlation, (r)149=0.179, p-

value=0.028. In short, the two variables, gadgets' usage and students learning

engagement indicates positive correlation. However, the value of 0.179 denotes

negligible correlation, and it suggests relatively weak positive correlation, or

practically non-existent. This result is supported by the study of Hembrooke and

Gay (2003) found that the impact of gadgets on students is contingent on various

factors, indicating that the influence may be minimal under certain conditions. The

results of the two variables was significantly small.

 CHAPTER 4

CONCLUSION AND RECOMMENDATIONS

This chapter provides the findings, conclusion and recommendation of the

study which endeavored to investigate the level of gadgets usage its effect to student

learning engagement.

Findings:

Based on the interpretation of the data, the major findings were presented as follows:

1. Learning Engagement obtained an overall mean of 3.82 and standard deviation

of 0.68 which was described as high. This indicates that learning engagement

was oftentimes observed.

2. The level of gadgets usage obtained an overall mean of 3.46 and standard

deviation of 0.59 which was described as high, indicating that gadgets usage

was oftentimes observed.

3. There were significant relationships between gadgets' usage and students'

learning engagement.

Conclusions:

Base on the findings, these conclusions were drawn:

1. Learning Engagement of students’ and its factor obtained high mean. The

learning engagement of students implies that learners were frequently

observed and consistently engaged throughout the assessed activities or

settings, underscoring the effectiveness of the learning environment in active

participation and interest.

 50

2. The level of gadgets usage of students and its factor obtained high mean.

Gadgets are widely embraced in today's generation, but student's use of

gadgets was frequently used and entirely up to them. Gadgets use depends on

their lifestyle, profession, and personal preferences.

3. Gadgets' usage and students' learning engagement denotes negligible

correlation. So, it means they were correlated but not strong enough. This

signifies that gadgets' usage can minimally affect the learning engagement of

the students. Therefore, the use of gadgets does not significantly or strongly

influence students' learning engagement.

Recommendations:

Based on the findings and conclusions, these recommendations were drawn:

1. Students' learning engagement might seek additional tactics that enhance

interest and active participation. To sustain and potentially increase the

existing amount of student involvement in the learning environment, think about

implementing interactive parts, real-world applications, or cooperative

activities.

2. Students should consider effective strategies for balancing gadgets. It is

because even if students use gadgets often, it will still affect their participation

in learning through frequent use until it leads to continued use and becoming

addicted. But it still depends on their preference.

3. Educators may consider providing guidelines on responsible gadget use to

further reduce its positive impact on students' learning engagement. To

students, don’t depend on gadgets while learning because frequent use may

lead to continued use. Hence, students must learn in an effective traditional

way.
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 57
APPENDICES
APPENDIX A
PERMIT TO CONDUCT THE STUDY
Date:
CECILIA A. AFINIDAD
Senior High School Focal Person
Maa National High School
Maa, Davao City
Madam:
We are Asia Marie S. Montadas, Rj Christian M. Salisad, Juliana Jones B. Dizon,
Vladimir P. Suarez Jr, and King Philip Ilagan senior high school students of Maa
National High School and currently enrolled under GAS strand. We would like to ask
permission from your office to conduct an interview among the students in your
curriculum. This is in view of our research entitled
“Gadgets Usage its Effect to Students’ Learning Engagement”.
The survey would last only about 10-20 minutes and would be arranged at a time
convenient for the students (e. g. during break time). Participation in the interview
entirely voluntary and there are no known or anticipated risks to the participation of
the study. All information provided will be kept in utmost confidentiality and would be
used only for academic purposes. The names of the participants and schools will not
appear in any research or publication due to this study unless agreed upon. Attached
are the informed consent form and the interview guide of the study for your perusal.
We hope for your favorable response. Thank you very much and more power.
Very truly yours,
Asia Marie S. Montadas
Rj Christian M. Salisad
Juliana Jones B. Dizon
Vladimir P. Suarez Jr.
Noted by: King Philip Ilagan
Researchers
MORRIS JOHN I. LOBETOS, Ph.D.
Research Adviser
Approved:
CECILIA A. AFINIDAD
SHS Focal Person
 58
APPENDIX B
INFORMED CONSENT FORM

Maa National High School

Senior High School

Informed Consent

Research Title: Gadgets Usage: Its Effect to Students Learning Engagement

• I voluntarily agree to participate in this research study.

• I understand that even if I agree to participate now, I can withdraw at any time or

refuse to answer any question without any consequences of any kind.

• I have had the purpose and nature of the study explained to me in writing and I
have had the opportunity to ask questions about the study.

• I understand that participation involves answering a survey questionnaire.

• I understand that I will not benefit directly from participating in this research.

• I understand that all information I provide for this study will be treated confidentially

• I understand that in any report on the results of this research my identity will remain

anonymous. This will be done by changing my name and disguising any details of

my participation which may reveal my identity or the identity of people I speak about.
 59
• I understand that if I inform the researcher that I or someone else is at risk of harm

they may have to report this to the relevant authorities- they will discuss this with me

first but may be required to report with or without my permission.

• I understand that information produced by this study will be stored in the

investigator’s file and identified by a code number only. The code key connecting my

name to specific information about me will be kept in a separate, secure location.

Information contained in my records may not be given to anyone unaffiliated with the

study in a form that could identify me without my written consent, except as required

by law.

• I understand that I am free to contact any of the people involved in the research to

seek further clarification and information. I have read this consent form and my

questions have been answered. My signature below means that I do want to be in

this study. I know that I can remove myself from the study at any time without any

problems.

Signature of the Participants Date:

Noted:

Morris John I. Lobetos

Research Teacher
 60
APPENDIX C
SURVEY QUESTIONNAIRES

MEDIA AND TECHNOLOGY USAGE AND ATTITUDES SCALES

Dear Students,

In order to better understand what you think and feel about gadgets usage,

please respond to each of the following statements. Please answer the questionnaire

and rate the following statements by ticking only one appropriate box on the side of

each question.

1 = strongly disagree, 2 = disagree, 3 = slightly agree, 4 = agree, 5 = strongly agree,

which best corresponds with your opinion

5 4 3 2 1

Positive Attitude S A SL D S
A A D
1 I feel smartphone is important to be able to find
any information whenever I want online.
2 I feel smartphone is important to be able to access
the Internet any time I want.
3 I think it is important to keep up with the latest
trends in technology in smartphones.
4 Smartphones will provide solutions to many of our
problems.
5 With smartphones anything is possible.

6 I feel that I get more accomplished because of

smartphones.

5 4 3 2 1

Negative Attitude S A SL D S
A A D
1 Smartphones make people waste too much time.
 61

2 Smartphones make life more complicated.

3 Smartphones make people more isolated.

5 4 3 2 1

Anxiety S A SL D S
A A D
1 I get anxious when I don’t have my cellphone.

2 I get anxious when I don’t have the Internet

available on my mobile phone.

5 4 3 2 1

Compulsive Usage S A SL D S
A A D
1 The first thing I do each morning is to check my
mobile phone for missed calls or message.
2 I risk an important relationship, a job, an academic
opportunity or a career development opportunity
because I overuse my mobile phone.
3 I try to not use my mobile phone frequently but I
am unsuccessful.
4 I often anticipate my next use of mobile phone.

5 I check for missed calls and messages all the time

when I am awake.
6 I use my mobile phone even when talking or eating
with others.
7 I prefer to use my mobile phone rather than spend
time with others.
 62

5 4 3 2 1

Process Usage S A SL D S
A A D
1 I use my smartphone in order to escape from real
life.
2 I use my smartphone in order to relax.

3 I use my smartphone because it is entertaining.

4 I use my smartphone because it informs me of

things that happen in everyday life
5 I use my smartphone in order to stay up date of the
latest news.
6 I use my smartphone because it helps me passing
time.
7 I use my smartphone because it’s a pleasant break
from my routines.

5 4 3 2 1

Social Usage S A SL D S
A A D
1 I use my smartphone to interact with people.

2 I use my smartphone to maintain relationships.

3 I use my smartphone to call other people.

4 I use my smartphone to text message others.

5 I use my smartphone to contact people through

social media.
 63

STUDENT ENGAGEMENT IN SCHOOLS QUESTIONNAIRE

Dear Students,

In order to better understand what you think and feel about gadgets usage,
please respond to each of the following statements. Please answer the questionnaire
and rate the following statements by ticking only one appropriate box on the side of
each question.

1 = strongly disagree, 2 = disagree, 3 = slightly agree, 4 = agree, 5 = strongly agree,

which best corresponds with your opinion.

5 4 3 2 1
Behavioral Engagement S A SL D S
A A D
1 Asked questions in class or contributed to class
discussion.
2 Raising my hand in class.
3 Participating in or small group discussion.
4 Doing all the homework problems.
5 Coming to class every day.
6 Talking good notes in class.
7 Getting a good grade.
8 Staying up on the readings.
9 Received prompt written or oral feedback from
faculty on your academic performance.
10 Come to class without completing readings or
assignment.
11 Making sure to study on a regular basis.
12 Doing well on a test.

5 4 3 2 1
Cognitive Engagement S A SL D S
A A D
1 Made a class presentation.
 64

2 Prepared two or more drafts of a paper or

assignment before turning it in.
3 Worked on a paper or project that required
integrating ideas or information from previous
source.
4 Put together ideas or concepts from different
course when completing assignments or during
class discussion.
5 Used an electronic medium to discuss or complete
an assignment.
6 Discussed ideas from readings or classes with
faculty members outside of class.
7 Putting forth effort.
8 Used e-mail to communicate with an instructor.
9 Discussed grades or assignment with an instructor.
10 Work harder than you though you could do to meet
an instructor’s standards or expectation.
11 Discussed ideas from your reading’s classes with
others outside of class.
12 Going to professor’s office hours to review
assignment of test, or to ask questions.
13 Thinking about the course between class
meetings.
14 Finding ways to make the course interesting to me.
15 Looking over class notes between classes to make
sure I understand the materials.
16 Applying course materials to my life.
17 Finding ways to make the course relevant to my
life.
 65

5 4 3 2 1
Emotional Engagement S A SL D S
A A D
1 Included diver’s perspective in class discussion or
writing assignments.
2 Worked with other students on projects during
class.
3 Worked with classmates to prepare class
assignments.
4 Tutored or taught other students paid or voluntary.
5 Participated in a community-based project as part
of regular course.
6 Had serious conversations with students who are
very different from you in terms of their religious,
political opinions or personal values.
7 Really desiring to learn materials.
8 Being confident that I can learn and do well in the
class.
9 Having fun in class.
10 Worked with faculty on activities other than course
work.
11 Talked about career plans with a faculty member
or adviser.
 66

APPENDIX D

STATISTICAL TREATMENT OF DATA

Correlation Matrix

overall_1 overall_2

Pearson's
overall_1 —
r
df —
p-value —

Pearson's
overall_2 0.179 * —
r
df 149 —
p-value 0.028 —

Note. * p < .05, ** p < .01, *** p < .001

67
 68

CURRICULUM VITAE

Name: Rj Christian M. Salisad

Address: Gem. Village, Garnet Pearl

Contact: 09918075667

Email Address: [email protected]

Academic Background:

Kinder Garten Graduate: N/A

Elementary Graduate: Ma-a Central Elementary School

High School Graduate: Ma-a National High School

School: Ma-a National High School

Academic Year: Grade 12

 69

CURRICULUM VITAE

Name: King Philip Ilagan

Address: Purok 35, Maharlika Village

Contact: 0963121173

Email Address: [email protected]

Academic Background:

Kinder Garten Graduate: ARK Elementary School

Elementary Graduate: Salvacion Elementary School

High School Graduate: Ma-a National High School

School: Ma-a National High School

Academic Year: Grade 12

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CURRICULUM VITAE

Name: Vladimir P. Suarez Jr.

Address: Purok 35, Maharlika Village

Contact: 09631898108

Email Address: [email protected]

Academic Background:

Kinder Garten Graduate: Plaza 5 Kinder Garten School

Elementary Graduate: Ma-a Central Elementary School

High School Graduate: Ma-a National High School

School: Ma-a National High School

Academic Year: Grade 12

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CURRICULUM VITAE

Name: Juliana Jones B. Dizon

Address: Purok 30, Kapundok Street

Contact: 09507232266

Email Address: [email protected]

Academic Background:

Kinder Garten Graduate: Padada Elementary School

Elementary Graduate: Magallanes Elementary School

High School Graduate: Ma-a National High School

School: Ma-a National High School

Academic Year: Grade 12

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CURRICULUM VITAE

Name: Asia Marie S. Montadas

Address: Purok 13-A Bugac Ma-a Davao City

Contact: 09632816563

Email Address: [email protected]

Academic Background:

Kinder Garten Graduate: Kabacan Elementary School

Elementary Graduate: Bayanihan Integrated School

High School Graduate: Bayanihan Integrated School

School: Ma-a National High School

Academic Year: Grade 12