Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Introductory Statement
Review of Related literature

Foreign Literature

S., K, (2023), Students' lives are increasingly shaped by the pervasive influence of

electronic devices in the realm of education. The widespread reliance on

technological services, especially through devices like smartphones, has become a

defining aspect of daily life. Among various demographics, students stand out as

the most affected, relying heavily on these devices for their academic endeavors.

This dependency, while inevitable in the contemporary educational landscape,

raises concerns about its potential impact on students' physical and mental well-

being. As students become increasingly reliant on technological devices, this study

aims to explore the intricate ways in which machine learning approaches contribute

to shaping and influencing various aspects of their daily lives.

Barotun et al ., (2021), In everyday life, using electronics is inevitable. Higher

education students find it increasingly important as they shift to online learning

amid the COVID-19 pandemic. Students should use technology for educational

purposes, but sadly, research has shown that many are dependent on it for

entertainment purposes. Consequently, it was imperative to look into how pupils

use technology and how it affects their performance. This study examines how

ubiquitous electronics are in daily life, particularly for college students who have

become more dependent on technology as a result of the COVID-19 pandemic and

the move to online instruction. Despite the fact that technology is crucial for

education, research shows that many students primarily rely on it for amusement.

The study recognizes the need to comprehend and address any dependence on

electronic devices for non-educational purposes, and it attempts to explore how

students utilize technology and evaluate its impact on their academic performance.
Sara et al., (2021), The well-documented inverse relationship between mental

health and academic achievement is a widely recognized phenomenon in scientific

literature. However, the mechanisms and developmental timeline of this

association remain incompletely understood, and there is a notable absence of

longitudinal, population-based studies focusing on young children. Recognizing

the significance of early intervention, it becomes crucial to explore these

associations during childhood to inform effective strategies for support and

intervention. Mental health problems in early childhood and adolescence increase

the risk for poor academic performance, indicating the need for awareness and

treatment to provide fair opportunities to education.

Sarla, G. S. (2020), Overusing smartphones can have detrimental effects on well-

being and social connections. Individuals, especially young people and females,

who engage in excessive smartphone usage are more prone to anxiety, depression,

stress, and low self-esteem. This study underscores the negative consequences of

such overuse, emphasizing the challenges in maintaining healthy social

connections. Excessive smartphone users may experience issues like irritation,

sleeplessness, disruptions in sleep, and stomach problems due to the perceived

need for constant communication. Additionally, this behavior may contribute to

feelings of loneliness and isolation, as individuals may perceive their social ties as

unfulfilling or unsupportive.

M., Fadhil et al., (2023). Technological advancements have rapidly transformed

society, reshaping the way people engage in social connections through devices.

The prevalence of technology for socializing has notably increased among

students. Yet, the distinction in interaction patterns between face-to-face and

gadget-mediated encounters remains unclear. This study investigates the social

interaction activities of students in both real-world and technological

environments, with a specific emphasis on the impact of device use on

interpersonal communication. The findings unveil distinct patterns of interaction,

extended device usage, and minimal communication differences between virtual

and in-person contacts.

Local Literature

Balbaguio, L. B., (2020), Although students are aware of the negative

consequences of technology, the study places a strong emphasis on their response

and education regarding these effects. It is believed that using technology in

education is essential to creating future citizens that are progressive and capable.

According to the study, using electronic devices in the classroom is advantageous

for both teachers and students. It does, however, suggest that people be constantly

reminded of the possible risks associated with these devices.

Antigo, C. L., & de Guzman, M. F. D (2021), Several studies highlight the

improper use of modern technology among students, with detrimental effects on

study habits and academic performance. Liu and Chen (2005) note that excessive

engagement in activities like computer games and inappropriate internet browsing

negatively impacts students' focus on their studies. Favian (2007) emphasizes the

rapid changes in the world due to technological advancements, asserting that

individuals failing to keep up are at risk of being left behind. Nusir (2012) suggests

that students with access to new educational tools at home may exhibit greater

potential to absorb technology within the school system. Moawad and Ebrahem

(2016) contribute insights into students' perceptions and utilization of technology.

While students express positivity toward technology, there is a lack of awareness

regarding certain programs that could enhance the learning environment. The study

also reveals that many students only use computers at school in a limited manner.

Despite this, surveyed students view multimedia technology as a means to

facilitate easier and more engaging learning, expressing a preference for

technology-based presentations over traditional methods like writing papers.

Tus, J. (2020), One of the significant factors in assessing academic performance is

through students' study habits and attitudes. Arieta, Gementiza & Saco (2017)

emphasized the critical role of study habits, asserting that the success or failure of

each student depends upon these habits, in addition to their ability, intelligence,

and effort. In the context of modern education, where technological gadgets play a
prominent role, it becomes essential to explore how students' interaction with

gadgets influences their study habits and, consequently, their academic

performance. The positive correlation between good study habits and academic

success, as highlighted by Fouche (2017), raises the question of whether the

integration of gadgets into students' lives has an impact on these crucial study

habits. Ebele (2017) further suggests that students cannot perform and improve

their academic performance without developing study habits, prompting an

examination of how gadgets may either facilitate or hinder this development.

Buctot, D. B., Kim, N., & Kim, S. H. (2020), Excessive smartphone use and the

manifestation of an insatiable urge to use a smartphone when it is out of reach or

sight are characteristics of smartphone addiction (Buctot, Kim, & Park, 2018;

Byeon, 2017; Griffiths, 2005; World Health Organization, 2019). In the past, the

main function of mobile phones was communication. But as time went on, they

were updated with cutting-edge technologies that improve ease, user experience,

and entertainment value. As a result, cellphones are now an essential component of

our everyday existence (Parasuraman, Sam, Yee, Chuon, & Ren, 2017). Some

people, nevertheless, find it impossible to limit their smartphone use and wind up

becoming reliant on them. Their time is being allocated to various activities in an

unbalanced manner as a result of this.

Asio, J. M. R. (2022), Numerous studies have demonstrated the varying

significance and consequences associated with the screen time of gadgets for

students. On average, both children and adults spend anywhere from 2 to 5 hours

engaged in screen time, constituting more than one-fifth of an individual's 24-hour

day. This average duration is subject to variations based on leisure, work, or study

activities. Research has established a connection between gadget screen time and

diverse health concerns. For instance, studies indicate that prolonged screen time

negatively affects sleep quality (Nair et al., 2022; Baby et al., 2021; Foo et al.,

2021; Handayani et al., 2021; Amelia & Ramdani, 2019; Shanmugasundaram et

al., 2019) and influences academic performance (Yeluri et al., 2021).