THE IMPACT OF SCREEN TIME ON THE EMOTIONAL DISPOSITION OF BTLED STUDENTS AT

CHAPTER 1

THE PROBLEM
Background of the Study

Technology and Livelihood Education (TLE) is a cornerstone of the Philippine educational

curriculum, encompassing a range of technical learning skills derived from Home Economics,

Information and Communication Technology, Agri-Fishery, and Industrial Arts. The effectiveness of

TLE hinges on the mastery of knowledge and information, effective process implementation, the

cultivation of work ethics, and the development of life skills (Ssemugenyi, 2023). As such, TLE plays a

pivotal role in shaping productive members of the modern workforce. By selecting a career path and

immersing oneself in the associated technology, individuals can significantly enhance their career

prospects (Jacolbia, 2016).

Screen time is an integral aspect of students' daily lives in the contemporary digital age. The

growing technology usage in studies, leisure activities and social interaction has largely affected the

daily routines of learners. In Technology and Livelihood Education (TLE), students also rely on those

digital tools to carry in learning resources, communication and skills development. The potential

effects of excessive digital screen time on students' mental and emotional health have drawn

widespread concern even though technology has several advantages.

The purpose of this study is to investigate the effects of screen time on university students in

their emotional well-being in TLE students at Pangasinan State University, Bayambang Campus. By

examining the extent to which screen usage impacts their happiness, the study may give hints on how

students' welfare and academic performance can be heightened. The findings of this research would

contribute to formulating recommendations and reliefs that could maintain an ideal technology reading

among the TLE students.

In this world, machine activity is increasing than human activity. Every section needs humans

because as a rule — we cannot live without them! Some of these devices became an indispensable

part of our lives: laptops, smartphones, smartwatches and so on. A lot of problems concerning
disabled people have been solved with the implementation of technology. We cannot live our lives

without electronic equipment — in many ways it has molded us.

Digital devices and online spaces, above all, are considered one of the fundamental aspects of

the existence of this current generation. Rapid advancements in technology make it possible for

consumers in any part of the world, regardless of age, to experience a wider variety of fast-acting

stimuli that are available with similar accessibility, practically anywhere via mobile devices, enticing

them to indulge in the use of screens for longer than the suggested two-three hours per

day. Computers, phones, and tablets the heralds of easy-to-use internet hosts have seen increased

purchase and usage in the present times, which has significantly reduced the distance that had once

separated everything and instead turned the world into a community resembling a global village.

(Gadi Lissak 2018)

Smartphone guidelines are a delicate matter since digital technology enables social

connection, which has been especially important since the coronavirus disease (COVID-19) pandemic

began. During this global health crisis, access to digital tools has been invaluable to not only connect

socially and maintain mental health while following physical distancing public health orders

(Manag. 2020, Saskatchewan 2020), While higher volumes of digital device usage and screen time

accumulation have become inevitable, it is critical to understand how smartphone screen time is

associated with health, particularly in a world where digital engagement has become the primary form

of communication (Department of Economic and Social Affairs 2020, Glob. Med. J. 2013) due to

varied motivations such as work, leisure, entertainment, gaming, and social connection (Int. J.

Environ. Res. Public Health 2019). Such findings can not only support the development of prevention

policies for harmful behaviors but also enable the development of ethical digital health interventions

(J. Med. Internet Res. 2020).

The aggression depicted in video games can lead to violent behavior in young players. This

significant concern needs to be addressed, as players can imitate actions from the virtual world in real

life. (Chandra, A.N.R.; El Jamiy, F.; Reza, H.2019) Virtual reality (VR) can be an exciting and
engaging experience for young adults. However, excessive usage can lead to cybersickness, a

motion sickness caused by exposure to virtual environments. Symptoms can include nausea,

dizziness, and disorientation, negatively impacting a child’s physical and mental health. (Ramaseri

Chandra, A.N.; El Jamiy, F.; Reza, H. 2022)

Emotion is the complex psycho-physiological experience of an individual’s state of mind as

interaction with biochemical (internal) and environmental (external) influences. In humans, emotion

fundamentally involves “physiological arousal, expressive behaviors, and conscious experience.”

Emotion is associated with mood, temperament, personality, disposition, and motivation. Motivations

direct and energize behavior, while emotions provide the affective component to motivation, positive

or negative. A related distinction is between the emotion and the results of emotion, principally

behaviors, and emotional expressions. People often behave in certain ways as a direct result of their

emotional state, such as crying, fighting, and fleeing. If one can have the emotion without a

corresponding behavior, then we may consider the behavior not to be essential to the

emotion. (Mamatha, S. L., Hanakeri, P. A., & Aminabhavi, V. A. 2016).

As these devices have become ubiquitous in daily life, understanding their effects on emotions

is essential for both mental health professionals and users. Gadgets facilitate communication and

social interaction through social media, messaging apps, and video calls. Excessive use of gadgets

can lead to addiction-like behaviors where individuals would prefer to spend screen time over face-to-

face interactions or physical activities. Overuse is related to negative emotional outcomes such as

loneliness or decreased life satisfaction. The emotional impacts of gadgets are complex; they can

work towards positive connections but also pose a risk to negative emotional experience. Gadget

users need to be aware of their usage patterns-by striking a good balance between the benefits and

potential drawbacks so that healthier emotional well-being can be encouraged.

Statement of the Problem

Technology and Livelihood Education (TLE) Students.

Specifically, this study seeks to answer the following sub-problems:

1. What is the demographic profile of the respondents in terms of:

1.1 Gender

1.2 Age

1.3 Civil status

1.4 Year level

1.5 Hours of Screen time

1.6 Is there relationship between The duration of screen time and disposition?

1.7 Gadgets own

2. What are the effects of screen time on emotional well-being?

3. How does spending time on screens influence the emotions of TLE students?

Research Hypothesis

In this study, the hypothesis will be tested in its null form at the 0.05 level of significance:

There is no significant relationship between screen time and the emotional disposition of

BTLEd (Bachelor of Technology Livelihood Education) students at PSU (Pangasinan State

University)-Bayambang campus students, as measured by: at different screen time intervals — 48

hours, 72 hours, 96 hours, 120 hours, 144 hours, and 168 hours — in terms of:

a. Gadgets use

b. Emotional State of Students

This study focuses on how various amounts of screen time affect the emotional

disposition of Bachelor of Technology and Livelihood Education (BTLEd) students at Pangasinan

State University (PSU) - Bayambang Campus. Therefore, this study is limited to BTLEd students at

PSU - Bayambang Campus. It does not include students from other programs or campuses, and it

does not explore the effects of screen time on faculty or non-student populations.

Additionally, the study will focus only on emotional states without getting into the physical

health impacts of screen use.

Significance of the Study

The findings of the study will be beneficial to the following:

Students. This study can help students develop healthier behaviors that will improve their mental

health and their academic performance.

Educators. This study can help educators build a curriculum that optimizes the benefits of screen

time while reducing the possible negative effects on students' emotional states.

Parents and guardians. They can have a better understanding of the effects of screen time on their

children, allowing them to guide and set appropriate limits.

Future Researcher. This study will provide information that other researchers can use as a

reference.

Definition of Terms

This section presents conceptual definitions for significant concepts, words, and phrases

employed throughout this research. Providing these definitions aims to ensure a clear and consistent

understanding of the terminology utilized within the study.

Education (BTLED) program at PSU Bayamabang. These students are the target population

for the study, and their use of screen-based devices in their education is central to this

research.

2. PSU Bayambang Campus. Pangasinan State University, Bayambang Campus, where the

study is conducted. This institution offers various academic programs, including technology

and livelihood education.

3. Screen Time. The total amount of hours a student spends using different devices for both

academic and non-academic purposes.

4. Emotional State. It refers to the overall wellbeing of the students, including their feelings of

happiness, sadness, and boredom

5. Gadget. In this study, gadgets refer to the tools students use to engage with cellphone,

contributing to their total screen time.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter focuses on the related literature and studies which will provide the researcher with

a sense of direction, information guides, and references in the present study. It also includes the

ideas, generalizations, or conclusions the experience review conducted, and others examine both

chapters by presenting Related Literature and Related studies as unique in academic Foreign and

Local studies about the impact of screen time on the emotional state of students. The information that

was given in this chapter aids in familiarizing readers with material that is pertinent to and related to

the current research.

RELATED REVIEW LITERATURE

Foreign Literature

Back in 2017, psychologist Jean Twenge set off a firestorm in the field of psychology. Twenge

studies generational trends at San Diego State University. When she looked at mental health metrics

for teenagers around 2012, what she saw shocked her. "In all my analyses of generational data —

some reaching back to the 1930s — I had never seen anything like it," Twenge wrote in the Atlantic in

2017.

The use of electronic media has also been associated with stress. Accordingly, Thomée,

Härenstam, and Hagberg (2011) associated a self-reported higher mobile phone use with current

stress among young adults. Another study showed that a self-reported high combined use of

computers and mobile phones at baseline was associated with an increased risk of reporting

prolonged stress among females (Thomée, Eklöf, Gustafsson, Nilsson, & Hagberg, 2007). College

students integrate electronic media into their everyday lives (Haverila, 2013) and have autonomy over

their use, without parent-imposed constraints (Fossum, Nordnes, Storemark, Bjorvatn, & Pallesen,

2014). The American Academy of Pediatrics. Committee on Public Education (2001) recommend that
screen time (ST), which is the total time spent on different types of electronic media, such as watching

TV, using computers, playing video games, and e-reading, should not exceed 2 h per day. However,

one study showed that many college students had exceeded this recommendation (Feng, Zhang, Du,

Ye, & He, 2014), while another found increasing ST among college students (Buckworth & Nigg,

2004). Therefore, this trend toward increasing ST among college students may be associated with

stress.

According to Kento Sato (2024), researchers have found that excessive screen time can be

associated with children's developing emotional and social deficits. Associate Professor Michael

Nagel, from the University of the Sunshine Coast, says some effects of screen time can be similar to

symptoms of autism. A University of Queensland researcher has also found gaming for more than

three hours at a stretch can harm physical health.

Associations between screen time and poor health outcomes such as lack of exercise have

been well-documented (e.g., Chiasson et al., 2016; de Jong et al., 2013; Dumuid et al., 2017; Poitras

et al., 2017). However, research exploring associations between screen time and more psychological

aspects of well-being among children and adolescents has been inconsistent. Some studies find

significant associations between screen time and low well-being (Babic et al., 2017; Page et al., 2010;

Romer et al., 2013; Rosen et al., 2014; Twenge et al., 2018a, Twenge et al., 2018b; Yang et al.,

2013), while others find null effects or even benefits with greater screen time (Granic et al., 2014;

Odgers, 2018; Przybylski and Weinstein, 2018; Valkenburg and Peter, 2009).

Local Literature

RELATED REVIEW STUDIES

RESEARCH PARADIGM
CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the research methods, the description of the subjects, and the data-

gathering procedure that will be used in this study. The statistical treatments of the data that will be

gathered and how the research hypothesis will be tested will also be described in this chapter.

Research Design

The research design that will be utilized in this study is Correlational This will study The

Relationship of Screen Time on the Emotional State of BTLEd Students. Correlational design is a

study design for examining the relationships between or among two or more variables in a single

group, which can occur at several levels.

Respondents of the Study

The respondents of this study were the Bachelor of Technology and Livelihood Education at

Pangasinan State University Bayambang Campus. The BTLED students are identified to be the most

suitable respondents for the study since they usually use technology.