Digital Technology Usage and Academic Performance

Correlation between Digital Technology Use and Student’s Academic Performance in Five Core Subjects

A Junior High Research Paper In Partial Fulfillment of the Course Requirements in Research 10

ABAQUITA, LOWELL III DEGUINON, DAVE GUERERRO, KHYL SHANE LARIOSA, VINZENT LIM, FREDERICK JAMES RESTAURO, HANS EDISON STA. CRUZ, TIFFANY LORAINE TADIOS, JUDE FRANCIS WAGAS, JOHN GABRIEL

S.Y 2019-2020

Table of Contents CHAPTER 1: The Problem and its Setting1 Rationale1 Theoretical Background3 Theoretical Framework3 Statement of the Problem5 Significance of the Study6 Definition of Terms7 CHAPTER 2: Review of Related Literature and Studies8 CHAPTER 3: Research Methodology15 Research Design15 Research Participants15 Research Environment15 Research Instrument16 Statistical Treatment16 Procedure17 CHAPTER 4: Presentation, Analysis, Interpretation of Data18 CHAPTER 5: Summary of Findings, Conclusion and Recommendation27 Summary of Findings27 Conclusion28 Recommendation28 Bibliography i Curriculum Vitae iii

CHAPTER I THE PROBLEM AND ITS SETTING Rationale In the setting of an academic environment, there are a lot of factors to consider in achieving success. Time management is a part of this. Time management is the process of planning and exercising control of time spent on specific activities, especially to increase effectiveness, efficiency, and productivity (Cottrell, 2013). Developing a time management system, from keeping track of important deadlines to prioritizing your responsibilities – it is one of the most important factors to achieve academic success (Hansen, 2015).

Digital technology use, specifically during and for leisure time, and time management relates to each other in a way that digital technology use can impose other positive and negative effects to a student’s academic performance. Positive impacts include the ease of accessing information, which also improves the student’s learning activity (Ikani, 2019). Searching information on the internet has linked to a positive result in a student’s grade (Rosen, Carrier, Chiever, 2013). Time-management wise, there are also different time management apps to keep track of your schedule such as Rescue time, Offtime, Moment, Breakfree, Flipd, Appdetox and StayonTask (Ramasubbu, 2016).

Albeit the positive impacts shown, it still has a plethora of negative impacts. Teens spend an average nine hours per day using media on their cell phones such as online videos, social media, and listening to music, and this is excluding the time spent on a student searching schoolrelated information on their gadgets (Common Sense Media, 2015). Time-management wise, it also has brought distraction by social media, games and entertainment. With this, young people 1

would have a hard time focusing on their studies. Overuse of technology can also lead to the jeopardy of the students’ thinking abilities because they would rather result in ‘easier’ ways such as cheating and analyzing rather than critical thinking (Kidslox, 2018). All of these negative effects may affect a student’s academic performance.

In regards to the researcher’s perception on this problem, they also believe that technology use hinders a student to do school work, making a perception that it would affect their grades in some way, as they are also students. This is the reason why the researchers are also eager to find out if there is a relationship between digital technology use and academic performance.

The researchers conducted this study because of the alarming statistics and other negative effects of digital technology use as stated earlier. They also wanted to find out if these would affect a student’s academic performance. This research aims to be an aid for the raising of awareness of what the misuse of digital technology use may bring not only to the targeted demographic in the research but also to people who will encounter this research. This research will also aim at an academic scope. With these effects, it is indeed necessary to not abuse these technological gadgets for entertainment purposes, but for good purposes as an aid for academic success.

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Theoretical Background The researchers used this theory to support this study:

● Selective Attention Span Theory

Proposed by Anne Treisman, the Selective Attention Span Theory means that a person directs their attention to relevant stimuli while ignoring irrelevant stimuli around. It also means that the person’s attention span chooses to focus on one thing while ignoring the rest.

This is also applied especially when a person directs their attention by choosing to get distracted with one thing while disregarding things needed to do. This theory is applied to this research through the usage of digital technology distracting a student from school work.

Meaning that the student chooses to put their attention on their digital technology, which is a sign of distraction, while disregarding school work. This causes problems of time management and the student would procrastinate then rush their works.

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Theoretical Framework Time Spent on Digital Technology

Student’s Academic Performance Selective Attention Span Theory

AP

Positive relationship

Filipino

English

Neutral/no relationship

Math

Science

Negative relationship

Figure 2. Schematic Diagram of the Theoretical Framework of the Study

In the figure above, the time spent and the student’s academic performance, the two variables, are supported by the selective attention span theory. In this theory which was explained in the theoretical background, it affects the five core subjects. With this, the researchers have developed hypotheses whether both variables have a positive relationship; neutral or no relationship; or a negative relationship.

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Statement of the Problem This research aims to determine the relationship between a student’s usage on any form of digital technology to their academic performance. It specifically seeks to answer the following: 1. What is the correlation of a student’s usage of digital technology and their academic performance in the five core subjects, namely, Araling Panlipunan, English, Filipino, Mathematics and Science?

Sub-Problems: 1. What is the average time a student would spend on digital technology on: 1.1. Weekdays?

1.2. Weekends?

2. What are the forms of digital technology students usually use?

3. What is the purpose of the student’s usage of the technology?

4. What are the student’s grade classifications in the five core subjects?

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Significance of the Study The research is mainly conducted in the benefit of the students who are especially unaware and uninformed of how technology use affects a student’s grade and performance in school. With this, the significance of this research is to also provide new information and insights on people’s perception of technology use in regards to academic performance. It is also conducted so that this research would serve as an aid of raising awareness of what technology could do to their performance as a student and how one can improve their performance through this. This study benefits the targeted demographic and place the research is conducted so that the students and staff would also be given a clearer view and would be more informed of what behavior the students possess in response to the usage of technology and to their academic performance.

For the researchers, this research is significant as they are also students. Uncovering new information about this research topic is also a significant application to their student life so that they could further improve their grades.

This is also significant to the future researchers as this research would hope to be a stepping stone for future research so that they can further improve the topic and that they can provide more information to further raise awareness of what technology use could bring to a student’s performance.

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Definition of Terms Academic Performance.

Is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Refers to the grade or mark a student has attained in a particular subject.

Core Subjects. Are foundation subjects that are compulsory throughout each key stage in the national curriculum. The five core subjects that are fundamental to a student’s learning process are: Araling Panlipunan; English; Filipino; Math; and Science.

Digital Technology (can also refer to Technology, Technology Use).

The branch of scientific or engineering knowledge that deals with the

Time.

The measured or measurable period during which an action, process, or

creation and practical use of digital or computerized devices, methods, systems, et cetera. Are gadgets used by the students specified only for leisure time.

condition exists or continues. The duration spent by a student in using digital technology.

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CHAPTER II REVIEW OF RELATED LITERATURE AND RELATED STUDIES Related Literature The present world is packed with technology. Majority of the people have owned a computer, laptop, smartphone, tablet, television etc. All these make our lives more convenient.

Originally created to serve faithfully to humanity, digital devices have also shown their disadvantages in our lives. With this, it has greatly affected our physical, social and mental health due to this exposure to technology.

To define first, time management is defined as the process of skillfully applying time to finish and perfect a specific activity within time constraint (Harris, 2008). Time management also refers to efficiently managing time so that each activity can be done in that span of time.

Effective time management allows individuals to assign specific time slots to activities as per their importance it also refers to making the best use of time as time is always limited. Time management includes effective planning, setting goals and objectives, setting deadlines, delegation of responsibilities, prioritizing activities as per their importance, and spending the right time on the right activity (Juneja, 2015).

Time management is very important and it may actually affect an individual's overall performance and achievements. However, all of these are related by how individuals manage

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their time to suit their daily living or to make it flow steadily with their routines. Nevertheless, students' time management can be considered as one of the aspects that can improve a student’s academic performance (Nasrullah, 2015). Good time management is vital for students to shine.

However, some of the students do not have good time management skills that have negatively affected their life and their academics. The usage of time by students is related to their daily routines and activities. Students' time management can also affect the stress level of students as they need to cope with their tasks and their personal achievements.

The most common complaint against technology and the Internet age is that they are distractions that affect productivity and quality of life. Indeed, it is common for us to get distracted with the internet and social media, in a task that started out as being focused, specific and time bound. A study published in the Journal of Media Education shows that college students spend a fifth of their time in class being engaged with their gadgets in tasks not connected to their school work (McCoy, 2015). The concept of multi-tasking as the “superpower” of the digital age is intimately linked to distractions, poor time management and loss of productivity. A recent Time Inc. study found that digital natives constantly change between different forms of digital media about once every minute, which impoverishes their emotional investment in any activity (Conley, 2011). This is the common cause why poor time management is present in people.

There are so many advantages with improved technology in our daily life. With the help of mobile technology we are able to talk to our friends to communicate easily. With the help of the internet, we are able to search for necessary things quickly and online courses etc. With the help of information technology we are able to share information to any part of the world within milliseconds.

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In previous decades, learning was restricted to books and paper. To learn, you had to visit a library, or you had to read newspapers and magazines. And the easiest source of information was television. Today is where we can access the internet. Information is available easily. And this doesn’t just apply to general information. It also applies to educational sources, such as study material, and texts of higher institutions. This makes technology perfect for learning and perfect for self-education (Daily Alert, 2019).

Studies have found that teachers and research scholars have been using the internet to support their research and teaching. By the use of the internet, it's had a positive impact on their academic performance, namely by writing research papers to further help in doing better research and also provide a better learning experience (Sampath Kumar & Manjunath, 2013). With more time spent with the Internet, the higher a student is addicted to the internet (Sushma et al., 2014).

The study showed that the time spent on the internet is becoming a measure of academic achievement. Also, electronic media is considered as an important agent of socialization and it can educate and raise awareness to the public and it can help students in their lessons better than any other (Shakir Ullah et al., 2013).

But, with these positive outcomes, there will always be negative effects that could possibly worsen the condition if not managed properly.

Teens are spending more than one-third of their days using media such as online video or music — nearly nine hours on average, according to a new study from the family technology education non-profit group, Common Sense Media. For tweens, those between the ages of 8 and 12, the average is nearly six hours per day.

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Pew Internet and American Life Project carried out a survey that explored technology use among 802 youth ages 12 through 17. The study found out that 78% of the teens have a cell phone and almost half of them, 47%, own smartphones; 23% of the teens have a tablet computer, a level comparable to a general adult population; and 95% of teens use the internet, and 93% of teens have a computer or have access to one at home (Pew Internet, America Life Project, 2012).

The Internet has become a great tool for learning. You can search any information you need rather than spend time in the library or attend the course online without leaving home. Yet, technology involvement doesn’t always guarantee the quality of education. Children sometimes abuse the technology in the classroom which obviously affects the learning process in a negative way. Plagiarism and cheating have increased while analysis and critical thinking have declined.

This puts the young generation's thinking abilities in jeopardy. A similar situation goes for the Internet: using the Web to search information is linked to higher grades while online gaming or socializing is associated with lower exam results. The reason for it is the distraction caused by games, messages, and videos. Young people have a hard time focusing attention at the lessons and resisting impulsive behavior (Kidslox, 2018).

It has been observed that students focus more on social media rather than they do for their studies and that they would not do well if they do not learn (Osharive, 2015). Also, one study revealed that media usage contributes to lower academic performance, low self perceptions and less interest in college oriented carriers (Maya, 2015). Academic excellence plays an important role in an individual’s life; be it in the family, at social gatherings, at the workplace, in an institution or even among peers. Much emphasis is placed on academic excellence because of the role it plays in an individual’s life as far as a successful life and respect is concerned in every part of the world. Due to this, many people are concerned with the ways that they can improve

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their academic performance (Kyoshaba, 2009). Studies have also revealed that social media affects students’ use of English. They tend to use short- handwriting to chat with friends and get used to it thereby replicating the same errors during examinations (Obi, Bulus, Adamu and Sala’at, 2012).

Online media has a negative effect on students. This is based on studies that have been done by the researcher about online video games which is a type of online media solely for noneducation and leisure purposes. This online media negatively affects academic achievement (Anand, 2007). The decline of a student's academic achievement is due to the application of synchronous communication such as chat rooms, which can lead students to stay up late at night and cause their academic achievement decline (Kubey et al., 2001). Therefore, it can be said online media use affects academic performance. Social media has a negative effect on student’s academic performance (Asemah, Okpanachi & Edegoh, 2013).

As students have started to rely on the accessibility of information that is available on the internet, this means that there is a reduced focus on learning as well as on retaining information.

Also, students are attempting to multitask as they check on various social media sites while they study/do homework. This leads to reduced academic performance because of the distraction.

With this distraction, their focus on their work gets reduced also because of this distraction.

Spending too much time on social sites hinders communication with people in real life and could not be considered as an adequate replacement for face-to-face communication. This also leads to students not writing effectively without a spell check feature. It also affects someone’s future because employers tend to investigate their social networking profiles before accepting them as there are many students who are not constantly evaluating the content which they are publishing online (Williams, Opeyemi, “Impact of Social Media on Students’ Academic Performance”).

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According to The University of New Hampshire, a majority of students use social networking for social connections and entertainment, but are also using it for education and professional reasons. Some researchers revealed that students who multi-task between social networking sites and homework are likely to have 20% lower grades than a student who does not have a social networking site in visual range.

Olanweraju Akinale, “The Effect of Mobile Phones on Students' Academic Performance.” This study aims to determine the effects of what mobile phones can do to the academic performance of students. The study also has a demographic target of students in secondary school.

Mohd Sazili Shahibi and Ku Nur Khafidhah Ku Rusli, “The Influence of Internet Usage on Student’s Academic Performance” (2017). The study also aims to identify the effects of internet usage on students. It has four targets: Facebook usage; internet usage; online media usage for education; student interest in university.

Shazia Nasrullah and Muhammad Saqib Khan, “The Impact of Time Management on the Students’ Academic Achievements” (2015). The aim of the research is to determine the relationship between the time management skills and academic achievement of the students. Time management also correlates with technology use, as these can be a form of distraction and a disruption of the way a person manages their time.

Bernard John Kolan and Patience Emefa Dzandza, “Effect of Social Media on Academic Performance of Students in Ghanaian Universities: A Case Study of University of Ghana, Legon” (2018). Their aim is to determine the level of exposure of students to social media sites;

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to ascertain what students use social media for; and to ascertain how the use of social media has influenced the academic work of students.

Sudha S and Kavitha ES Dr, “The Effect of Social Networking on Students’ Academic Performance: The Perspective of Faculty Members on Periyar University, Salem” (2016). This study also aims to see what effect it has on students, but on a teacher’s perspective. Most of the faculty members know that the students are engaged in the use of SNSs for socializing activities moderately than for academic purposes. However, most of the faculty members felt that SNSs have a negative impact on their academic performance compared with positive impacts, due to lack of awareness among the students and faculty for appropriate usage of SNS topics of educational interest.

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CHAPTER III RESEARCH METHODOLOGY Research Design This research is a quantitative type of study. The researchers aim to find numerical data based on the average number of hours spent on digital technology in relation to their grades. The researchers will use Pearson’s correlation method as a way to test the strength of the relationship between the two variables.

Research Participants The participants of the research are the Junior High School students of Asian College of Technology-Integrated School. To specify, the researchers will use random sampling and choose one of the two sections of Grade 7, Grade 8, Grade 9, and Grade 10. All the students from the chosen cluster will then be given survey forms to represent the stratum (the grade levels). 15 students from each level will be randomly picked to answer the survey, totaling all participants to 60.

Research Environment

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The research will be conducted at Asian College of Technology Integrated School (ACTIS). ACT-IS is a multiple intelligence school that envisions to provide life-long learning opportunities to develop students to become globally competitive and responsible. Regarded as one of the best IT schools, it is also accredited to Level 1 of PACUCOA. The researchers will ask permission to conduct the study through transmission letters to be given to the principal.

Research Instrument The researchers will use questionnaires as its research instruments. With this, data gathering can be more convenient and precise. The questionnaire is composed into two parts.

The first one allocates the respondent’s personal profile (only grade and section; and sex) so that data collection will be more specific. The second part is where all the questions about the study will be.

Statistical Treatment The researchers used Pearson’s correlation method to identify the strength of the relationship between the two variables, which in this research, are the number of hours spent and the grade of a student. The formula being used in this method is

.

A correlation with the value 1 means that there is a strong positive relationship between the two variables. This means that once the value of the variable increases, the other also increases, therefore making the two variables directly proportional. Same goes with the value of -1, where there is a strong negative relationship between the two. As one variable decreases, the other decreases. A value of 0 indicates that there is no relationship between the two variables at all. As

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the value is nearer to 1 or -1, it indicates that there is definitely a relationship, but if the value is nearer to 0, there is a weak relationship or no relationship at all.

Procedure The researchers would first submit a transmittal letter to the principal of ACT-IS, Ms. Teresa C. Alilin, asking permission to conduct the study in the target demographic. After the approval, the researchers will then use the random sampling to choose which section will be given surveys per level. After the sampling and survey, the researchers will then gather the data and present it through cross-tabulation, graphs and charts. As the researchers will analyze the data, they will also be able to determine the wanted result of the study.

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CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1. Participants' summary.

Grade 7 (Percent)

Grade 8 (Percent)

Grade 9 (Percent)

Grade 10 (Percent)

TOTAL (Percent)

15

15

15

15

60

(25%)

(25%)

(25%)

(25%)

(100%)

Overall, there are 60 participants in the research and each level; it is divided into 15 participants each.

Table 2. Participants' forms of technology being used in each level.

CATEGORY

Grade 7

Grade 8

Grade 9

Grade 10

Cellphones/Tablets

13

10

9

11

(86.7%)

(66.7%)

(60%)

(73.3%)

0

3

5

2

(0%)

(20%)

(33.3%)

(13.3%)

2

2

1

2

(13.3%)

(13.3%)

(6.7%)

(13.3%)

TOTAL

15

15

15

15

(Percent Estimate)

(100%)

(100%)

(100%)

(100%)

Computers/Laptops

Television

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In Table 2, cell phones and tablets are the most used form of technology by all levels, with 13, 10, 9 and 11 respondents respectively from Grades 7, 8, 9 and 10. Most of the respondents use it because it can be used to easily access with other people; allows in retrieving information quickly; can also access the Internet quickly; and especially because it is more affordable and portable than other forms (Regoli, 2019).

Televisio n; 7; 12% Comput ers; 10; 17%

Cellphones Computers Cellphon es; 43; 72%

Television

Figure SEQ Figure \* ARABIC 1. Participants' forms of

Figure 1 states that 72% (43 people) of the participants mostly use cell phones, which again, is because it is portable and affordable. With a large residual of 55%, computers come in next with 17%; with 10 respondents. Television becomes the least used, with 11% or seven respondents.

Table 3. Participants' purpose on technology except when doing school work per level. Value is N out of 15 respondents

PURPOSE

Grade 7 (out of 15 respondents)

Grade 8 (out of 15 respondents)

Grade 9 (out of 15 respondents)

Grade 10 (out of 15 respondents)

Entertainment

14

10

11

11

Social Media

13

9

9

12

Video Games

5

4

7

8

19

Listening to Music

9

5

8

12

Reading

4

2

4

5

Bold values are the highest.

In Table 3, 14 out of 15 respondents in Grade 7 use their digital technology for entertainment while only 4 out of 15 use it also for reading. In Grades 8 and 9, the majority of the respondents also use their technology for entertainment, with 10 and 11 people out of 15 respondents, respectively. In Grade 10, social media and listening to music is what majority of the respondents use for, both with 12 out of 15 respondents. Aside from Grade 7, the least used purpose on their technology in Grades 8, 9 and 10 is also reading, with two, four and five people out of 15, respectively.

Number of Respondents

11.5 10.75 8.5 6 3.75

Purposes Figure SEQ Figure \* ARABIC 2. Participants' purpose on technology except when doing school works overall. Value is N out of 15 respondents.

Overall, 11.5 out of 15 respondents use their gadgets for entertainment, with social media behind with 10.75 out of 15 respondents. 8.5 out of 15 people also use it while listening to music and 6 out of 15 respondents also use it for video games. Reading comes last with 3.75 people out of 15 respondents. Reading is last because of how people still prefer reading printed books.

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According to a Gallup survey in 2016, 73% of Americans still prefer to read printed books, while 19% have experienced reading e-books and 6% with audio books.

Table 4. Summary of participants' answers regarding gadget use affecting lifestyle

Question

Always

Sometimes

Rarely

Never

Do you get distracted with your device when you study/do school works?

25%

47%

23%

5%

Do you sleep late because you were using your device?

(Except when doing school works)

43%

42%

10%

5%

How often do you use your gadget/device during leisure time?

47%

37%

12%

3%

Bold values are the highest.

Following the above table, in the first question, 47% of the participants sometimes get distracted, while 25% of them always get distracted. This is because devices are designed to be as tech-friendly and addictive as possible and with the sound of a notification, a person would be curious and distracted with what’s happening (Ehmke, 2019). Not only that, but the mere presence of a cell phone can even distract a student (Ward, Duke, Gneezy, et. al, 2017). The Selective Attention Span theory can also be applied to this question. 72% of the respondents often or always get distracted with their gadgets, and this is because the students chose to give their attention to their gadgets, which also, with its design to be addictive, is the reason for this distraction. This is why the student ignores giving their school work attention.

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In the second question, 43% of the respondents always sleep late because they were using their device. With just a percent down, 42% sometimes sleep late because of it. This is because the light emitted from gadget screens can decrease the production of melatonin, which maintains proper circadian rhythm and promotes deep, restorative sleep (Chang, Aeschbach, Duffy, Czeiler, 2015). In the same study, people who were using an e-reader before sleeping took on average of 10 minutes longer to fall asleep in contrast to those who were reading a normal print book. In this question, the Selective Attention Span theory is also applied again. The students chose to give their attention to their gadgets rather than recognizing the need to sleep, which the decrease of the production of melanin is the main reason for this.

In the third question 47% of the participants always use their phones during their free time/leisure time, while 37% sometimes use it.

Grade 7

Grade 8

Grade 9

Grade 10

(Percentage)

(Percentage)

(Percentage)

(Percentage)

Class A

3

3

3

8

(90-100)

(20%)

(20%)

(20%)

(53.3%)

Class B

6

3

4

3

(85-89)

(40%)

(20%)

(26.7%)

(20%)

Class C

6

7

5

2

(80-84)

(40%)

(46.7%)

(33.3%)

(13.3%)

Class D

0

2

3

2

(75-79)

(0%)

(13.3%)

(20%)

(13.3%)

TOTAL

15

15

15

15

(Percent Estimate)

(100%)

(100%)

(100%)

(100%)

Grade Range

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Table 4. Participants' grade classification per level.

In Table 4, the participants are classified into a grade range based on their grade, which is the basis of academic performance in this research. 40% of the Grade 7 respondents are in Class B and Class C, indicating a grade of 85-89 and 80-84. No participants are in Class D. In Grade 8 and Grade 9, the majority of the respondents have a grade of 80-84, with 46.7% and 33.3% of the respondents respectively. While in Grade 10, more than half of the respondents have a grade of

Number of Respondents

90-100, with 53.3% of the respondents.

17 (28.33%)

20 (33.33%) 16 (26.67%)

7 (11.67%)

Class Grade Figure SEQ Figure \* ARABIC 3. Participants' grade classification overall.

Overall, out of the 60 respondents, one-third of the respondents or 33.3% have a grade of 84-80, in Class C. Class A goes next with 27 respondents or 28.33%, with Class B having less

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than one respondent than Class A, with 26.67% of them. Class D, on the other hand, is the lowest, with 11.67% or seven of the respondents having a grade of 79-75.

Number of Hours

12.4

11.7

9.7

5.9 4.6

5.1

4.9 4.1

Weekends Weekdays

Grade Level Figure SEQ Figure \* ARABIC Participants' average number of the hours classified Following the table above,4.the Grade 9 participants spend most hours by onlevel their(weekdays gadgets

on weekends and weekdays, with 12.4 and 5.9 hours respectively. Grade 10 participants follow with 11.7 and 4.9 hours on weekends and weekdays. Grade 7 participants go next with 9.7 hours on weekends and 4.6 hours on weekends. Grade 8 participants last with 5.1 hours on weekends and 4.1 on weekdays. Generally, weekdays have lower hours compared to weekends due to school and especially with its school policy which prohibits students from using their phones during class hours.

8.3 7.15

4.6

9.73

Number of Hours

Number of Hours

9.15

4.88

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In Figure 5, Grade 9 participants spend the most hours overall with 9.5 hours, with Grade 10 next with 8.3 hours. Grade 7 is third with 7.15 hours and lastly, Grade 8 students with 4.6 hours. Meanwhile, in Figure 6, all participants spend an average of 9.725 hours on the weekends and 4.875 hours on the weekdays.

Average number of hours spent on gadgets

7.3 HOURS

Table 5. Average number of hours spent every day.

With the findings, the researchers have found out that, on average, students in the ACTIS Junior High department spend at least 7.3 hours or 7 hours on their gadgets or devices every day.

To compare, the researchers will compare it with Common Sense Media’s study with an average of nine hours per day in teens. Grades 7 and 10’s average hours are lower than nine hours, but they are also near to that average, respectively 7.15 and 8.3 hours. Grade 8 students spend the least hours far below the average of 9 hours compared to 4.6 hours of theirs. While, the Grade 9 students are above the average of 9 hours by a small margin (9.15 hours). During

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weekends, students spend 9.725 hours which is higher than the average of 9 hours, meanwhile 4.875 hours are spent on the weekdays, which is far lower than the average.

10.34

10.1

Number of Hours

9.55

8.4

7.72

7.6

6.98 5.85 5.1

WEEKENDS WEEKDAYS AVERAGE

5.1

4.4 3.3

Grade Classification Figure 7. Number of hours spent on gadgets per grade classification.

Based on the Participants from Class B spend an average of 10.34 hours on the weekends, the highest among the other classes. They also spend an average of 5.1 hours in the weekdays, tying with Class C for the highest hours spent. Class C goes next, with 10.1 hours spent. Class A, with the highest grades, spends at least an average of 9.55 hours on the weekends and 4.4 hours on the weekdays. Class D comes in last with an average of 8.4 and 3.3 hours on weekends and weekdays.

95 87

95

77

GRADE

GRADE

95 95 95 9595 95 8787 87 87 87 87 87 828282 82 82 82 82 f(x) = 0.23 77 x + 83.65 7777 77 77 77 R² = 0.02

f(x) = 0.01 x + 85.1877 R² = 0

95 87 82 77

87 82

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NUMBER OF HOURS

NUMBER OF HOURS

Fig. 8a. The number of hours and the mean grade of every classification in a scatter plot. The data for the number of hours is taken from each level’s grade classification (both weekends and

Fig. 8b. The number of hours and the mean grade of every classification in a scatter plot. The data for the number of hours is taken from the average hours each grade classification (both weekends and

Table 6. The strength of the correlation from Figure 8.

Model

Result (r)

Strength

Figure 8a

0.003981971

No correlation

Figure 8b

0.131618925

Very weak/no correlation

Figure 8 presents scatter plots from the mean grade in each classification grade and its corresponding number of hours. On the two scatter plots, it is noticed that the pattern of the chart is in an almost straight line, which indicates that the relationship between a student’s grade and the number of hours spent is not strong. Furthermore, it is proved greatly in Table 6 where its r value is being computed to determine its strength. As it was being computed using Pearson’s correlation method, the results for Figure 8a is 0.003 and for Figure 8b is 0.131. As the values are near to zero, it means that there is no correlation at all.

CHAPTER V SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION Summary of Findings The researchers have found out that students spend an average of 9.725 hours on their gadgets during the weekends, while it decreases during the weekdays, with 4.875 hours.

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Additionally, Grade 9 students spend the most hours – with 9.15 hours, followed by the Grade 10 students with 8.3 hours, following the Grade 7 students with 7.15 hours, and lastly the Grade 8 students with 4.6 hours. Overall, students spend an average of 7.3 hours every day.

Additionally, 47% of the respondents sometimes get distracted and 25% of them always.

Most respondents also always sleep late because of their gadgets with 43% and 47% of them always using their gadgets during leisure time.

They also found out that the majority of the students usually prefer and use cellphones as their main form of technology with 72%, followed by computers and laptops with 17% and television being the least used with 11% of the respondents using it.

Aside from research and school work, 11.5 out of 15 students use their gadgets for entertainment, followed closely by social media with 10.75 people out of 15. Listening to music becomes the 3rd preferred purpose with 8.5 out of 15 people. Video games have the second least purpose with 6 people out of 15 and lastly with reading, with only 3.75 people out of 15.

Having a grade from 90 to 100, 28.33% of the respondents belong to this grade range.

26.67% of the students classify in Class B, with a grade of 85 to 89. Class C is where the most respondents are classified, with 33.33% having a grade of 80 to 84. Lastly, Class D has the lease respondents, with 11.67% having a grade of 75 to 79.

Lastly, the researchers have found out that there is no relationship between the number of hours spent to the grade of a student. Using Pearson’s correlation method, the values yielded out 0.003 and 0.131, which indicates that there is no correlation between the two variables as it is near to zero.

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Conclusion The researchers have concluded that there is no relationship between the grade of a student and the number of hours spent on their devices. Also, both variables do not affect each other. It doesn’t affect the grade positively or negatively. Contrary to people’s perception about using too much time on gadgets affecting grades negatively, there is no relationship between the two at all. This perceived strong and negative factor is not effective, but it can affect a student’s studying and sleeping habits.

Recommendation Following the results and conclusion, the researchers have made recommendations in hopes of changing what people think of this topic:

● Students

To the students, digital technology use has no relationship with the grades itself, meaning that it does not affect the grade directly. But, even if it is not related to each other, there are also other factors that affect the grade such as class participation, school environment, and etc. It is also recommended that students still limit technology usage as it can still distract the students from doing work and it can affect a student’s sleep. It can also affect the student’s daily habits. It is recommended that students should do more productive things rather than using cellphones mostly during leisure time.

● General public or the people

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To people who think that spending too much time on gadgets affects the grades negatively, it is not a strong factor in determining the reason why a student’s grade is affected. It is also recommended that people should focus more on other factors that could be seriously affecting a student’s grade, not only on a student’s gadget use. Although it may take a long time, people’s perception of gadgets directly affecting grades should change.

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