The Impact of Gadgets to the Learning of Grade 11 Students of Tabunoc

National High School

A research proposal

Presented to the Faculty of Senior High School

Tabunoc National High School

Tabunoc, Talisay City, Cebu

In partial fulfillment of the

Requirements for Practical Research II

Belonguil Alvin

Jacaba Maica Mie M.

Cabiles Michelle Ann

Gascon Brandon Jay

Andales Princess V.

January 2024
 Chapter I

INTRODUCTION

Background of the Study

In today’s generation, technology has affected and changed the way people
live. Technology has made people’s lives more proficient and at ease. There is
hardly anyone who has not been changed by the advances in technology and
computers of today’s society. In today’s civilization, transportation, communication,
and education have been greatly developed from new technological advancements.
Many people have lesser stress in their lives because there are new useful hi-tech
inventions created each day to help them do things quicker and easier. Some of
these helpful technologies are cell phones, computers, and the Internet.

Technology also has negative effects in the lives of the user, and in
his/her or her immediate friends and family members. It affects the individuals’
personal health, family, social, financial, and academic life. Over using gadgets
negatively affects the mind of an individual. The individual loses focus as he/she only
concentrates on using gadgets or technology. He/she tends to forget other aspect of
life that is important, concentration reduces and the individual cannot focus on other
issues for long enough.

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

learning Technology plays a great role in developing everyone’s future and
professional career. Technology is becoming a major part of the world today. It has
developed and become more central to learning. The researchers want to know the
impact of gadgets in students’ learning. It is along this rationale that this study will be
conducted.
Conceptual Framework

The input consists of the demographic information of the students, categorized

by gender, grade level and age. The research process involves the administration of
a survey questionnaire to gather insights and data. The ultimate goal of the research
endeavor is to develop a comprehensive Guidance program aimed at facilitating the
effective and beneficial use of technological gadgets as a tool for educational
purpose.

Input Process Out Put

Demographic
Profile

a. sex Guideline
b. strand Survey program for the
c. age Questionnaire use of gadgets
in learning
d. Duration of use
of gadgets
Statement of the Problem

This study aims asses the usage of gadgets for the Grade 11 students in
Tabunoc National High School. Furthermore, it seeks to answer the following
research questionnaires.

1. What is the demographic profile of the respondents:

a. Sex

b. Age

c. Strand

d. Frequency of usage

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

students?

3. What output can be suggested in the study?

Significance of the Study

This study determines the impact of the usage of the gadgets in Grade 11
student's learning in Tabunoc National High School. This will be significant to the
following: Students. They will know the benefits of using gadgets in learning and
help them study effectively. School Administrators. This may be included in
school policy. The use of technology in the classroom. Future Researchers. This
study may help future researchers on their own research. This may widen the
scope of their own study or improve this research study.

Scope and Delimitation of the Study

This study mainly focuses on the usage of gadgets as a learning tool among
Grade 11 students of Tabunoc National High School enrolled in S.Y 2023-2024.
To gather all data, the researchers will conduct a survey research among the
grade 11 students in Tabunoc National High School. In this study, the data will
based on the perceptions and manners of the students in using gadgets, as a tool
that they can use in their learning.

Definition of Terms

To make the study easier to understand, the following terms are defined
operationally and conceptually:

Frequency of use – In this study, this refers to the number of times or how often
the gadgets are used by the respondents in learning.

Gadgets - This refers to an often small mechanical or electric device with a

practical use but often thought of as a novelty. In this study, gadgets refer to
cellphones, tablets and laptops which are used by the respondents in learning.

Learning – This refers to the process of acquiring knowledge, skills, and

understanding through the use of gadgets

Usage - This refers to the usage of gadgets on the respondents in their learning.
 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the researcher
considered in strengthening the importance of the present study. This review of
related literature and studies helps the researcher’s find basis and information in
order to gain in-depth knowledge and a complete understanding of the study.

Research Literature

According to Gammuac (2023), today’s classrooms are equipped with the

latest technology to enhance instruction. Use of smartphone in the classroom is still
somewhat controversial, but the Calgary Board of Education actually encourages it
as a learning tool. In an interview with CTV, Queen’s University National Scholar and
Associate Professor Sidneyeve Matrix compared the situation to when calculators
were first used by students in the classroom. “We had a whole new level of
computational skill, and now we’re going to have a whole new level of mobile digital
skills when we turn to mobile learning on the handhelds.” Technology users are
moving towards being more mobile, and teachers and students are a significant part
of that trend. Last month, Lenovo, the world’s top PC vendor reported that they sold
more smartphones and tablets than PCs for the first time ever. Calgary-
based SMART Technologies’ SMART Boards are popular with both teachers and
students. Teachers can project presentations onto the SMART Boards and they can
write, touch and interact with their content. Document cameras are a fun way for
teachers to show students new and interesting ways of looking at objects. Whether
they are zooming in on the smaller details of a 3D object, or observing science
experiments, students can share an equal view of the lesson – without crowding the
teacher’s desk. Whether a student is listening to his own music while studying, or a
teacher is playing an audio book to her students, mp3 players are an increasingly
common sight in schools. Both teachers and students can make full use of mp3
players in their school activities.

According Zucker & Light (2009), bringing laptop program in schools improves
teachers' and students' technological proficiency in both developed and developing
nations. Laptop programs help students write better, become more engaged in class
and academic work, and develop their technological skills. Numerous countries'
research indicates that laptop programs will be most effective when they are a part of
larger initiatives that also address changes in teacher preparation, curriculum,
assessment, and goals for education.

According to Aprianti et al., (2022), this study aims to determine the effect of
gadget the outcomes learning in Indonesia junior high school students. This research
is a type of qualitative research using case study method. Data collection techniques
using observation, interviews and documentation. Data analysis was consists of data
reduction steps, data presentation and drawing conclusions. The results of this
research show that : (1) The use of gadgets among junior high school students is
not only used as a means of communication but there are some students who often
play gadgets instead of studying; 2) The positive effect of using gadgets is that
students are able to get information and communication easily while the negative
effect of using gadgets is that students forget time to study so that it can have an
effect on student outcomes learning. The conclusion is this study is that excessive
use of gadgets will have aneffect on student outcomes learning.

Ratnadewi et al., (2020), says that Advances in technology have made it

impossible for everyone to avoid using gadgets. The devices used are varied,
ranging from mobile phones, computers, laptops, etc. Social media applications used
are various types and are very applicable. Device users are not only from workers,
but children and adolescents are using it. Social media contains educational content,
skills, hobbies, entertainment, and adult content. The problems are some children
often choose adult shows and the time spent using the device often escapes
parental supervision. The purpose of this program is to transfer knowledge regarding
solutions in using devices using the service learning (SL) method. Device use in
children and early adolescents needs to be regulated starting from the time of use,
supervision, purpose, accessible content, and where to use the device. The results
of community service are that the role of parents and family is very important in
educating young children and adolescents in using gadgets wisely, children
understand the limitations of using devices from the length of time they are used,
places, and materials that can be seen.

According to Marongwe et al., (2019), this paper examines whether a solution

can be found to improve teaching and learning in higher education by using
information and communication technology (ICT) gadgets such as smartphones,
tablets and laptops in the lecture halls. This follows a widespread adoption of
teaching and learning with different ICTs by institutions of higher learning in South
Africa. The paper focused on 1st year students and their lecturers looking at how
smartphones, tablets and laptops have enabled learning and teaching at a rural
university. Teaching and learning become more effective, meaningful and relevant
when they are compatible with, matching and addressing global needs. It appears
that teaching and learning with ICTs has dominated but is receiving mixed comments
from the global village, academics and students. It is argued by different scholars
that effective adoption of ICTs in learning environments is fundamental in
stimulating, empowering and developing students to be independent and
subsequently leads to quality education. The paper adopted a qualitative approach
and a case study design. Convenient and purposive sampling techniques were used
to select the university and study participants respectively. Interviews and focus
group discussions were utilised in data gathering from academics and students
respectively. Data were presented and analyzed using verbatim and thematic
frames. The study found that when ICTs are used responsibly, the quality of
education improves, and students do not depend more on lecturers. However, the
paper also found that some lecturers and students did not know how to effectively
use ICT gadgets to enhance learning. The paper concludes that ICT gadgets have
the power to kindle interest in students if properly implemented, monitored and have
the skills to use the ICT gadgets. The paper recommends training of both lecturers
and students on how to use meaningfully the ICT gadgets for study purposes.
 Chapter III

Research Methodology

This chapter presents the research methodology which includes the research
design used in conducting the study. It also includes the sources of data, locale of
the study, population/sampling, and the instrumentation and data collection.

Research design

This study will use the survey research design. Survey research design will be
used to collect and gather information about the impact of gadgets in learning tool of
students. It will also be in numerical form, and be analyzed through the use of
statistics. It will focus on gathering numerical data and generalizing it across groups
of people or to explain a particular phenomenon. This research design will be used
by giving questionnaires to the respondents of this study.

Respondent of the study

The respondent of this study will focus on the Grade 11 students of Tabunoc
National High School of the S.Y. 2023-2024. Out of the 117 grade 11 students in
Tabunoc, the researchers will conduct a random selection of 91 respondents.
Furthermore, the survey participants will conduct of individuals from both genders,
namely males and females.
Sloven Formula;

N
N = ————
1+Ne²
117
N = ————
1+117 (0.05²)

N = 90.5594
N = 91 respondents

Respondents Number of students Number of respondents

Grade 11 117 91

Data Gathering Instrument

With the guidance of Practical Research Adviser and senior high school
teachers. The researchers will prepare a questionnaire with 20 questions to gather
the data and information regarding the influence of gadgets on learning. The
modifications, suggestions, and further improvements will be presented to the
validators for their consideration. The completed questionnaires will be collected and
the responses will undergo statistical analysis.

Data Gathering Procedure

 In order to proceed with their research, the researchers must prepare a letter of
request to be submitted to the administrator of Tabunoc Senior High School. Once
the administrator grants permission, the researchers can proceed with collecting
data from the specified respondents at Tabunoc National School. The head of the
maintenance department will receive detailed guidelines and additional explanations
regarding the questionnaire and survey form that were provided to the maintenance
personnel. All of the distributed questionnaires will be collected by the researchers.
The researchers will then proceed to tally, tabulate, and analyze the data statistically
in order to compute the final result. Finally, the researchers will carefully analyze and
interpret the results.

Statistical treatment of data

The collected data will be evaluated using various statistical tools and techniques
in this study. The profile of the respondents will be described using frequency and
percentage. The acquisition of skills by the respondents will be determined using
weighted mean. Additionally, the rank of the variables will be determined to identify
the top and bottom variables.