THE EFFECTS OF USING GADGETS TOWARDS THE MOOD OF GRADE
12 STUDENTS AT BAUNGON NATIONAL HIGH SCHOOL
ALUBA, ALLEN MAE P.
ELLO, GENEL REY G.
ESPINOSA, ERICA JANE P.
GELAY, ALONNAH V.
INDA, MARIELET I.
NAPONE, HANZ KYLE R.
BAUNGON NATIONAL HIGH SCHOOL
P-3 IMBATUG BAUNGON, BUKIDNON
JANUARY 2025
TABLE OF CONTENTS
TITLE PAGE--------------------------------------------------------------------------------------i
TABLE OF CONTENTS-----------------------------------------------------------------------ii
CHAPTER 1- THE PROBLEM AND IT’S BACKGROUND
RATIONALE OF THE STUDY----------------------------------------------------------------
1
STATEMENT OF THE PROBLEM-----------------------------------------------------------2
OBJECTIVE OF THE STUDY----------------------------------------------------------------3
NULL HYPOTHESIS---------------------------------------------------------------------------3
CONCEPTUAL FRAMEWORK--------------------------------------------------------------3
SIGNIFICANCE OF THE STUDY------------------------------------------------------------
3
SCOPE AND LIMITATION-------------------------------------------------------------------4
DEFINITION OF TERMS----------------------------------------------------------------------4
CHAPTER 2- REVIEW OF RELATED LITERATURE
FOREIGN LITERATURE----------------------------------------------------------------------5
LOCAL LITERATURE-------------------------------------------------------------------------7
CHAPTER 3- METHODOLOGY
RESEARCH DESIGN-------------------------------------------------------------------------9
RESEARCH ENVIRONMENT--------------------------------------------------------------9
RESEARCH RESPONDENTS---------------------------------------------------------------10
RESEARCH INSTRUMENTS---------------------------------------------------------------11
RESEARCH PROCEDURE------------------------------------------------------------------11
LIST OF TABLES
TABLE 1: Distribution of Respondent------------------------------------------------------10
LIST OF FIGURES
FIGURE 1: Schematic diagram----------------------------------------------------------------3
FIGURE 2: Map of Police Security Protection Group (PSPG) in
RPSPU10 Office, Cagayan De Oro City----------------------------------------------------10
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Rationale of the Study
This study investigates the effects of using gadgets in the mood of grade 12
students at Baungon National High School. This aims to know the importance of
studying gadget usage and mood of the Grade 12 Students. It’s observed that using
gadgets can significantly affect a student’s moods because gadgets can influence
social behavior and emotional development in the way they interact with other people.
In today’s generation, technology has evolved and has become high in technology.
The rise of modern electronic gadgets has captured the attention of the global
population by using gadgets as a crucial device and has become a necessity for human
beings around the world we live in. Gadgets are the electronic devices that are
designed for a specific purpose, we can use them to contact the person which means
that the mobile phones were often described as a major distraction for students
because of text messaging. Some students often spend more time using gadgets than
studying or engaging in physical and spiritual activities.
This research indicates that excessive screen time can lead to mood disorder,
anxiety, and aggression, particularly among adolescents who often prioritize
entertainment over academic responsibilities. While gadget
Facilities communication and learning, they can get distract from physical health
and emotional well-being due too overuse, leading to issues like sleep deprivation and
social interactions.
They mainly use gadgets for media and social interactions, especially on platforms
like Facebook, Twitter, and other social networks. However, it could be helpful to
those students who use it for school purposes. Students use electronic devices for
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various purposes, including researching, playing games, watching videos, listening to
music, chatting with friends, and browsing the internet. However, they often spend
excessive time on these activities, neglecting important factors that can negatively
impact their eyesight, and overall health including their moods.
Statement of the Problem
This study aims to investigate the effects of using gadgets towards the mood of
grade 12 students at Baungon National High School for the school year 2024-2025.
Specifically, it seeks to address the following questions:
How often do Grade 12 Students use the following gadgets for their schoolwork?
•cellphones
•computers
• Tablets
2. To what level does using Gadgets affect the mood of Grade 12 students?
3. Is there a significant relationship between how often students use gadgets towards
their mood?
By addressing these questions, this study help students analyze the effects of using
gadgets towards the mood of grade 12 students at Baungon National High School.
Objectives of the study
•To investigate how often Grade 12 students use gadgets.
•To identify the specific factors that influence the mood of Grade 12 students when
using gadgets.
•To understand why the use of gadgets affects the mood of Grade 12 students.
Null Hypothesis
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: There is no significant effect of gadget usage towards the mood of Grade 12 Stem
students
Conceptual framework
Independent Dependent
variable variable
Gadget Mood
Figure 1. Schematic diagram
The independent variable in the study is using gadgets while the dependent
variable is mood of grade 12 students. The purpose of these study is to investigate
what is the effect of using gadgets towards their moods.
Significance of the Study
Students. It will help them understand how gadget use affects their mood,
encouraging them to set limits on their usage.
Parents. The findings will guide parents in managing and controlling their children’s
gadget use at home.
Teachers. Educators can utilize the results to develop strategies that include
technology in a balanced way, enhancing learning while minimizing negative impacts
on students’ moods.
Future researcher. This study could be a guide for future researchers that gives them
Ideas. They can also get information about this research. Future researchers can read
this so that they can learn and get more acknowledgement to write or do their own
research.
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Scope and Limitation
This study will determine the effect of using gadgets towards the mood of
students. The study focuses on the effect of using gadgets towards the mood at
Baungon National High School in Bukidnon, specifically targeting the grade12
students enrolled for the first semester of the school year 2024 – 2025. The total
population in this grade is 282. This study will use questionnaires and ordinal scale to
collect data among grade 12 students.
Definition of term
Gadgets – usually means a small mechanical or electronic device that is useful but
often seen as a fun Item. In this study, gadgets refer to cell phones, tablets, and laptops
that people use for learning.
Mood – is defined as a pervasive and sustained feeling or tone that is endured
internally (Sekhon, 2021). In this study, this term is used as one of the important
variables in identifying and measuring the effect of video games on students.
Effects – it can affect the way students who interact with other people including their
moods.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Foreign Literature
Putri (2021) defines gadgets as tools born from advancements in information and
communication technology. They offer numerous benefits, such as assisting with
tasks, enhancing relationships, providing entertainment, and filling leisure time.
However, for young children—defined as those aged 0-6 years—unmonitored gadget
use can have both positive and negative consequences, particularly affecting their
social development during this critical growth phase.
Sari (2019) emphasizes that an overreliance on gadgets for entertainment and
learning can lead to missed opportunities for essential peer interactions. This lack of
social engagement may hinder children’s vocabulary development and overall
language skills, as they miss out on practicing speaking with others.
Che Had and Ab Rashid (2019) describe today’s youth as “digital natives,”
individuals who have grown up surrounded by technology, especially the internet and
digital devices. This generation, including Malaysian students, displays a natural
proficiency with digital tools that significantly shapes their learning and
communication styles.
Kurt et al. (2022) notes that K12 students—ranging from kindergarten to Grade 12
—often struggle with self-control, making them particularly susceptible to the allure
of mobile gaming. Prolonged engagement with these games can subtly alter their
behavior and psychological state. Recent studies highlight growing concerns about the
impact of gadget use on mental health. Zen, Wibowo, and Lesmana (2024) report that
98.3% of Indonesian teenagers use mobile phones, raising alarms about issues like
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anxiety, depression, sleep disorders, social isolation, poor academic performance, and
problematic behavior.
Hossain & Uddin (2023) found that gadget addiction among school-aged children
is linked to cognitive impairments and emotional challenges such as anxiety and
depression. Their research indicates that excessive screen time can negatively affect
children’s mood and cognitive function, raising concerns about long-term mental
health effects.
Ranjan et al. (2019) characterize gadget dependency as an unregulated behavioral
issue marked by an inability to moderate usage. They argue that extensive gadget use
can lead to a stunted daily life and emotional disturbances, contributing to heightened
anxiety and stress levels.
Mardiana & Rahman (2021) conclude that while gadgets can enhance learning
experiences, their overuse significantly impacts students’ psychological well-being,
leading to increased feelings of anxiety and social isolation. They highlight a
troubling trend where students compulsively turn to gadgets for emotional support,
which is linked toHigher rates of gadget addiction.
Surat et al. (2021) further emphasizes that high levels of gadget addiction
correlate with mental health problems among college students. Their findings suggest
a direct relationship between excessive gadget use and disturbances in sleep quality
and overall well-being.
Vanden Abeele and Nguyen (2022) underscore the importance of academic
research focused on digital well-being. They advocate for exploring how individuals
can cultivate a healthy relationship with technology, emphasizing the subjective
experiences of users regarding their digital connectivity in everyday life.
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Local literature
Cruz and Santos (2022) shed light on a concerning issue: the link between
excessive gadget use and rising levels of anxiety and depression among high school
students. Their research shows that gadget addiction can disrupt students’ moods and
social interactions, highlighting the critical need for managing screen time to support
emotional health.
Similarly, Lim and Lee (2023) found that increased screen time among
adolescents, particularly Grade 12 students, correlates with heightened depressive
symptoms and anxiety. They stress the importance of regulating screen time to foster
healthier emotional states and prevent mood disorders.
Rahman and Ismail (2021) emphasize that excessive gadget use contributes to
elevated academic stress and anxiety among Grade 12 students in Malaysia. Their
findings Indicate that this stress can significantly impact students’ mood and overall
mental health, especially during crucial exam periods.
Garcia and Torres (2022) explore how frequent social media use through gadgets
can lead to feelings of inadequacy and anxiety in adolescents. Their study reveals the
detrimental effects of social media on mood and self-esteem, particularly for Grade 12
students facing various social pressures.
Generally, Mohd Mothar et al. (2019) note that when choosing gadgets, users
often evaluate their pros and cons. They discuss how gadgets function in daily life,
their effectiveness in searching for, delivering, and sharing information, and how
users can manage their usage. For Generation Z, gadgets are not just tools; they are
essential for becoming tech-savvy in today’s digital world.
The literature review highlights significant drawbacks of gadget use among Gen Z
users. Elhai et al. (2021) report that these users spend an average of 16 hours a day on
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their devices. This statistic suggests a profound dependence on technology, as many
feel anxious when separated from their gadgets. Clearly, there is a pressing need for
improvement to achieve a more balanced approach to gadget use.
Thupayagale-Tshweneagae et al. (2018) argue that individuals who frequently
seek emotional support from gadgets are more susceptible to developing gadget
addiction. Ranjan et al. (2021) describe this dependency as an unregulated behavioral
issue characterized by difficulty moderating usage. Such excessive reliance can hinder
daily functioning, while Mat Sharif & Omar (2020) note that gadget addiction often
drives compulsive behavior, distracting individuals from leading normal lives.
According to VandenBos & the American Psychological Association (2020),
mental health encompasses emotional disturbances that affect daily functioning.
Gupta et al. (2019) identify common symptoms of gadget use, such as an inability to
control usage or conceal device engagement, leading to prolonged use without
considering its consequences. Mobile phone dependency has emerged as a public
health concern due to its negative effects on younger generations. However, when
used wisely, mobile phones can also offer benefits; therefore, adolescents need
guidance for healthier usage (Dilip & Javalkar, 2023).
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter explains how the research is conducted. It covers the research design,
where the data came from, the location of the study, the population and sampling
methods, and how data was collected and measured
Research Design
This study used a quantitative research design to gather information about how
using gadgets affects students’ moods. It included both descriptive and correlational
designs. The descriptive part looks at how students currently use gadgets, while the
correlational part examines the relationship between gadget use and mood. This
research focuses on the effects of gadgets on students’ moods at Baungon National
High School. The study will find out how often students use gadgets and explore the
link between gadget use and mood. Data was collected using questionnaires with
closed-ended questions, using an ordinal scale to measure students’ moods related to
their gadget usage.
Research Environment
This study is conducted at Baungon National High School, a public institution
located in the municipalities of Imbatug, Baungon, and Bukidnon, in the northern
rural region of Mindanao. The school is medium-Sized and has limited facilities. The
research was carried out on the main campus of the school.
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Figure 2. Map of Police Security Protection Group (PSPG) in RPSPU10 Office,
Cagayan De Oro City.
Research Respondents
The total population of this study is 282 students, while the sample size of this
study to be surveyed is 165 students in grade 12 at Baungon National High School.
Only 50 respondents will be selected to examine the effects of gadget usage on their
mood. A random sampling method was used to choose participants for this study. The
sampling method that I used in this study is the simple random sampling technique,
where the Grade 12 students will be selected based on their equal chance of being
selected.
SECTION POPULATION SAMPLE SIZE PERCENTAGE
STEM 40 23 14.19
GAS A 57 33 20.19
GAS B 30 17 10.64
H.E 20 12 7.09
AFA A 28 22 13.47
AFA B 36 21 12.77
AUTO 61 37 21.63
TOTAL 282 165 100.00
Table 1. Distribution of Respondent
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Research Instruments
The researcher utilized both research-made instruments and published
questionnaires related to the topic “The Effect of Using Gadgets on the Mood of
Grade 12 Students at Baungon National High School.” A survey questionnaire is
employed to gather data. The primary instrument, Instrument A, was designed to
assess how frequently Grade 12 students use gadgets and to explore the relationship
between gadget usage and their mood. This study used questionnaires with an ordinal
scale to measure students’ moods in relation to their gadget usage.
Research Procedure
The study will involve Grade 12 students at Baungon National High School. Data
will be collected by providing a survey questionnaire which has already been
published by the other researchers that includes an Ordinal scale to assess students’
levels of agreement regarding gadget usage and its effects on their mood. The
gathered data will Then be analyzed using descriptive statistics.
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