STUDENTS’ RELIANCE ON GADGETS: ITS RELATION

TO THEIR ACADEMIC PERFORMANCE

A Complete Action Research

Presented To the Administrative
Of The Mallig Plains Colleges, Inc.

In Partial Fulfillment Of The Requirements For

College Of Business………

By:

X-MAS GIVER E. LUCENA, CPA

NESTOR C. REYES, LLB, MBA
EFREN P. CABENIAN, CPA, MBA

QUALITY ASSURED BY:

JHOE- ANNE R. CHAVEZ, MAED

RHEYMAR A. DACANAY, MAED

SUBMITED TO:
ARTURO B. NANO, EdD
RESEARCH DIRECTOR

STUDENTS’ RELIANCE ON GADGETS: ITS RELATION TO

THEIR ACADEMIC PERFORMANCE
INTRODUCTION

Background
The increasing reliance of students on gadgets and its potential impact on their academic
performance has become a growing concern in educational settings. As technological devices such as
mobile phones, tablets, and laptops become normal tools for learning and communication, there was a
need to examine how this dependency influences students' academic achievements. Understanding the
relationship between students' gadget reliance and their academic performance was crucial for educators
and policymakers to develop informed strategies that promoted effective learning outcomes in the digital
age.
The observation of instructors of Mallig Plains Colleges, Inc. (MPCI) among students’ reliance
on gadgets and access to the Internet was prevalent at the premises, in the classrooms in particular. This
unrestricted use had led to an alarming concern about its consequences and its impact to their academic
performance. Furthermore, majority of them preferred using gadgets instead of books and other printed
materials in getting definitions, doing research and answering their activities.
In relation to this, the researchers observed that the students were dependent on the usage of their
electronic gadgets while doing their activities and performances. Hence, for further information this study
was conducted to know the impact to their academic performances.

Problem Statement
1. What extent do students rely on e-gadgets on the following academic activities?
a. Reading
b. Writing
c. Reviewing
2. What is the overall academic performance of students across the assessment domains?
a. Oral interaction (recitation)
b. Class participation (during class discussion)
c. Quizzes
d. Periodic exams
3. What are the dominant reasons common among students’ addictiveness on reliance of gadgets?
4. What are the impact of using e-gadgets on the academic performance of the students?

Objectives
1. To determine on what extent do students rely on e-gadgets on the following academic activities:
a. Reading
b. Writing
c. Reviewing
2. To determine what is the overall academic performance of students across the assessment domains?
a. Oral interaction (recitation)
b. Class participation (during class discussion)
c. Quizzes
d. Periodic exams
3. To determine what are the dominant reasons common among students’ addictiveness on reliance of
gadgets?
4. To assess the impact of using e-gadgets on the academic performance of the students

METHODS

Research Design
Mixed method used in analyzing the data selected to determined the impact of using electronic
gadgets to their academic performance.
Participants
The respondents comprised of sixty (60) students enrolled in the college of Business
Administration Department at Mallig Plains Colleges, Inc. Casili, Mallig, Isabela.
Data Collection
1. Quantitative Data: Analysis of scores on quizzes, recitation, and examination over the last academic
year.
2. Qualitative Data: Observation and monitoring in the classroom activities.

Data Analysis
1. Quantitative Analysis: Statistical tests (t-tests and regression analysis) to determine the effect of e-
gadgets on students’ class performances.
2. Qualitative Analysis: Thematic analysis of observation and monitoring to identify the extent of usage
on e-gadgets of the students and the effect to their academic performances.

Results
Table 1: Level of Performance of the Business Administration Students

Performance Mean Description

Quizzes 84.40 Moderately Satisfactory
Oral Recitation 83.83 Moderately Satisfactory
Examination 82.60 Moderately Satisfactory
Overall Mean 83.61 Moderately Satisfactory
Table 1 presents the level of performance of the Business Administration students in using e-
gadgets in their learning. It shows that most of the students excel in the quizzes provided by the
instructors with a weighted mean of 84.40 with a description of moderately satisfactory. On the other
hand, students did not excel most in their term examinations with a weighted mean of 82.60 with a
description of moderately satisfactory.

Table 2: Dominant Reasons Common among Students’ Addictiveness on Reliance of Gadgets

Reasons Mean Description

1. For gratification 2.93 Moderately Effective
2. For entertainment 3.08 Moderately Effective
3. Increase productivity 2.92 Moderately Effective
4. Convenient study aids 3.07 Moderately Effective
5. For taking notes and documentation 2.82 Moderately Effective
Overall Mean 2.96 Moderately Effective
Table 2 shows the reasons of the students about the addictiveness in using gadgets. It shows that
their top reason was for entertainment purposes only with a weighted mean of 3.08 described as
Moderately Effective. On the other hand, they used their gadgets in taking down notes and documentation
with a weighted mean of 2.82 described as Moderately Effective.
Table 3 Impact on the use of Gadgets to their Academic Performance

Indicator Mean Description

1. Distractions from academic focus 3.17 Moderately Effective
2. Decreased social interaction and 2.88 Moderately Effective
concentration
3. Flexibility to work remotely 2.97 Moderately Effective
4. Increase Efficiency 2.85 Moderately Effective
5. Cope up with studies 3.07 Moderately Effective
Overall Mean 2.99 Moderately Effective
Table 3 shows the impact of using gadgets on the academic performance of the students. It shows
that they were distracted from their academic performance while using the gadgets with a weighted mean
of 3.17 described as Moderately Effective. On the other hand, increasing efficiency got the lowest
weighted mean of 2.85 described as Moderately effective.

Findings
The study found that the use of electronic gadgets led to higher performance standards for
Business Administration students, particularly in quizzes and oral recitations. However, their exam results
showed lower performance levels.

Additionally, respondents commonly cited entertainment as the reason for their e-gadget
addiction, using them during leisure time. This behavior moderately affected their academic performance.

DISCUSSION
With the advancement of modern technology, electronic gadgets have become a part of our lives,
whether at work or in school. Students using electronic gadgets are increasingly exposed to certain social
and health risks. Accessing electronic gadgets for even a few hours a day can pose dangerous long-term
effects. While the use of modern technology among students can benefit them to a certain extent, there are
risks involved if they misuse or use it without supervision and restrictions.
Further, electronic gadgets simplify our lives and foster interpersonal relationships, but they also
prevent face-to-face interactions, which can lead to internet addiction, time wastage, and, at some point,
affect academic performance, as indicated by the respondents of this study.

Interpretation of Findings
The study sought to assess that the level of dependency of students on E-gadgets influences the
means they perceive in their lessons in various domains. As a result, to a moderately effective
performance in respondents’ academic outcome.

CONCLUSION
Summary of the key findings

After analyzing the findings, it was concluded that the respondents demonstrated a moderate level
of reliance on E-gadgets in their academic activities, which was displayed satisfactory. The study also
aimed to determine the overall impact of E-gadgets on the respondents’ academic performance across
various assessment domains. The results indicated that the use of E-gadgets led to distractions from their
academic performance. Despite excelling in other domains, various common reasons led to addiction and
affected their academic performance. Therefore, some of the respondents who relied on e-gadgets still
performed moderately effectively in their academics.

Implications
The findings emphasized that e-gadgets provide dynamic and interactive tools that engage
students in ways traditional methods cannot. Moreover, they have the potential to create increased student
motivation, increased social interactions, positive outcomes, enhanced student learning, and enhanced
student engagement

Limitations of the study

The study is limited to determining the relationship and impact of electronic gadgets on
respondents' academic performance. It also aimed to identify the reasons why students rely on gadgets.
The study is conducted with a limited sample size of sixty (60) Business Administration students from
Mallig Plains Colleges, Inc.

Recommendations
In light of the findings of this study, the following recommendations are offered for school,
teachers, students and all other research beneficiaries:

1. The school administrator should ensure that both teachers and students have access to common and
official digital tools or platforms to enhance their academic performance. Also, it is encouraged for them
to make a policy and rules for the usage of e-gadgets inside the school premises.
2. Teachers should make continuous efforts to engage in professional development and attend seminars
that focus on utilizing technology for mentoring, networking, and accessing diverse teaching models.
3. Students must be given access to appropriate technologies for their learning and academic purposes.
4. Further research must be conducted to shed light on the nature of the relationship between students,
their reliance on gadgets, and their performance.