CHAPTER I
INTRODUCTION
BACKGROUND OF THE STUDY
Smartphones can enable students to collaborate on projects while sharing information
and discoveries. They can work toward a common objective in the format that is most
comfortable for them. Compulsive smartphone use is just one type of technology addiction.
However, other technologies prone to overuse, like social media and gaming, are often
accessed through mobile devices. Smartphones lend themselves to overuse because, unlike a
desktop or laptop, they can be easily carried anywhere the user goes. A gadget is an
expensive device that is now considered necessary for people worldwide.
According to Tal and Torous (2017) the rapid development of modern technology in
the era of technological gadget has led to the revolution of modern media by the present
generation Z (Gen Z). In the past, gadget use was mostly reserved for professionals. Children
who are overly reliant on technology tend to engage in less social activities with classmates.
Furthermore, the existence of devices has replaced social roles, so children are more
at time with their gadgets. Children's emotional intelligence develops ideally when they are
sensitive to their own and others' feelings. Problems develop when the time management
pattern of utilizing gadgets (addiction to online gaming) has an impact on low emotional
intelligence and diminishes students' learning interest/motivation, resulting in decreased
achievement. Students who are addicted to online games can cause changes in thought
patterns and behaviour in these individuals.
According to Mabaroh (2021) They also found that students used their gadgets for
learning while, on the other hand, they also open social media or game sites during the class.
Teenagers who still carry gadgets until their beds will have less sleep time. The negative
effect of gadgets reduced academic performance, attentional and memory problems,
increased hostility, perceptual difficulties, and antisocial behavioural patterns are some of the
detrimental effects.
STATEMENT OF THE PROBLEM
This study focuses on the " Effects of Gadget Addiction in the Academic Performance
of Grade- 11 HUMSS students". Specifically, this study aims to answer these following
questions:
1. What is the profile of the respondents when grouped according to:
a. Age
b. Sex
c. General Performance Average
2. What is the level of Effect of Gadget towards the Academic Performance of the Grade 11-
HUMSS students?
3. Is there a significant relationship between the effects of gadget addiction and the academic
performance of students when group according to:
a. Age
b. Sex
c. General performance Average
HYPOTHESIS
1. There is no significant relationship between effects of gadget addiction and the profile
when grouped according to:
a. Age
b. Sex
d. General Performance Average
2. There is no level of effects of gadget addiction towards the academic performance When
taken us group according to:
a. Age
b. Sex
c. General Performance Average
THEORETICAL FRAMEWORK
According to this theory, self-regulation involves controlling one’s behaviour,
emotions, and thoughts in the pursuit of long-term goals. Gadget addiction might undermine
self-regulation abilities, leading to procrastination and decreased focus on academic tasks.
This theory explores intrinsic and extrinsic motivations. Gadget addiction could shift
motivation away from academic goals toward immediate gratification offered by digital
content, impacting overall academic performance.
CONCEPTUAL FRAMEWORK
This study will investigate the effect of gadget addiction in the academic performance
of Grade 11 HUMSS Students
Research Paradigm
The paradigm below shows the relationship of home environment factors and to the
academic performance.
PROFILE
NAME
SURVEY
AGE INSTRUMENT
ACADEMIC
SEX QUESTIONNAIRE PERFORMANCE
GENERAL
PERFORMANCE
AVERAGE
SCOPE AND LIMITATIONS
This study will be limited in the campus of Mabini National High School Escalante
City. The respondents are the Grade 11 HUMSS in the academic year 2024-2025 only. The
scope of the study will be limited on the gadget addiction to their academic performance.
SIGNIFICANCE OF THE STUDY
Students. The result of this study will give insights to students benefits of using gadgets
properly. This will further help them in understanding the advantages and disadvantages of
using their gadgets.
Teachers. This will be beneficial to the teachers about how to raise awareness to their
learners in the proper usage of gadgets as it may affect their academic performance.
School Administrators. The findings from this study may inform school policies regarding
technology use in classrooms. School administrators can utilize this research to develop
guidelines that promote healthy gadget usage among students, ensuring that technology
enhances rather than hinders academic performance.
Parents. This study will help parents understand the implications of gadget addiction on their
children’s academic performance. By being informed about these effects, parents can
implement strategies at home that encourage balanced gadget use, fostering an environment
conducive to learning while minimizing distractions.
Other Researchers. For future researchers, this study provides a foundational understanding
of gadget addiction’s effects on academic performance. It may inspire them to broaden their
scope or refine their methodologies in exploring similar topics related to technology and
education.
DEFINITION OF TERMS
Gadget addiction - Operationally, gadget addiction can be assessed through the amount of
time students spend on their devices, the frequency of their use, and the extent to which their
academic responsibilities are neglected due to their gadget use.
Conceptually, gadget addiction can be understood as a form of behavioural addiction
that interferes with the cognitive and emotional development required for academic success.
Academic performance- Operationally, academic performance refers to the measurable
outcome of a student's achievements in school, typically assessed through grades, test scores,
and other indicators of learning success.
Conceptually, academic performance refers to a student’s mastery of knowledge and
abilities in a specific subject or group of disciplines, as well as their ability to use knowledge
to solve problem, analyse critically, and exhibit understanding. It may also include
attendance, participation, and engagement in the learning process.
Grade 11 HUMSS- Operationally, Grade 11 HUMSS refers to the academic performance of
11th-grade students in the Humanities and Social Sciences curriculum, measured by grades in
disciplines like Social Science, Literature, and Philosophy, and evaluations.
Conceptually, Grade 11 HUMSS evaluates students' understanding and proficiency in
humanities and social science topics, including critical thinking, research, writing, and
communication skills, and their progress towards college or career paths.
