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CHAPTER 1
INTRODUCTION

In this Chapter, the researchers outlines the study’s background, purpose, scope,

theoretical foundation, conceptual framework, and key terms. This chapter introduces the

investigation into prolonged screen exposure and its effects on mental health, providing

context and guiding the research process.

Background of the Study

In the modern digital era, Technology has transformed various aspects of human life,

becoming integral to education, work, and entertainment. The convenience and accessibility

of digital devices have led to prolonged screen exposure among individuals of all ages. Many

studies shown that extended screen time can cause physical issues such as eye fatigue and

disrupted sleep patterns, along with psychological effects like heightened risks of depression

and anxiety (Sanchez et al., 2021).

The integration of Online Platforms and Digital Tools into teaching and learning is

increasingly indispensable in education. Extensive studies from around the world have

examined how technology enhances academic engagement. Scholarly works of Lee and

Martinez (2020) underscores the importance of employing phenomenological approaches to

capture the lived experiences of adolescents. These studies emphasize that while quantitative

research provides statistical insights on physical health implications, it often neglects the rich,

qualitative details concerning psychological and emotional well-being. This gap highlights the

need for in-depth qualitative inquiries into how technology is reshaping mental health

dynamics.

Locally, Grade 11 CSS ICT students at Arteche National High School represent a cohort

deeply immersed in a technology-centric curriculum. Their daily activities—ranging from

programming and online research to virtual interactions with teachers and peers—require
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extensive screen time. Anecdotal evidence from educators and mental health professionals

indicates that these students are experiencing challenges such as burnout, eye strain, and

increased anxiety. However, despite these observations, there remains a scarcity of

comprehensive qualitative studies that explore the personal experiences and nuanced impacts

of prolonged digital engagement on these students.

With these being said, this study seeks to investigate the phenomenon of extended screen

exposure and its mental health implications among Grade 11 CSS ICT students. By

employing a phenomenological approach, this research aims to explore into the personal

narratives and perceptions of these learners, thereby providing a deeper understanding of how

technology influences their cognitive, emotional, and social well-being. Ultimately, the

findings are intended to inform recommendations that support healthier digital practices,

serving as a basis for targeted interventions by educators and policymakers..

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Research Gap

While numerous studies have explored the physical effects of prolonged screen

exposure, such as eye fatigue and disrupted sleep patterns, there is a noticeable lack of

research focusing on its psychological and emotional impacts. Existing quantitative studies

often provide statistical insights into screen time and mental health issues, but they fail to

capture the rich, qualitative details of lived experiences, particularly among adolescents in

specialized academic settings. Globally, researchers like Lee and Martinez (2020) have

emphasized the importance of phenomenological approaches to better understand the

complexities of adolescent digital behavior, yet this perspective remains underexplored in

local contexts.

Despite anecdotal evidence of burnout, eye strain, and anxiety reported by educators

and mental health professionals, there are no comprehensive qualitative studies addressing

how prolonged screen exposure shapes their mental health and well-being. This lack of in-

depth, narrative-based inquiry represents a critical gap in the literature that the study aims to

address. By providing insights into the personal experiences and perceptions of these

students, this research seeks to fill the void, contributing to a nuanced understanding of the

relationship between screen exposure and mental health.

Research Rationale

The rationale for conducting this study lies in its potential to provide valuable insights

into the lived experiences of students, contributing to a deeper understanding of how

prolonged screen time influences mental health. Additionally, the findings are expected to

guide the development of actionable recommendations for students, educators, parents, school

administrators, and policymakers, ensuring healthier and more balanced digital practices. This

research is vital for fostering a supportive educational environment that prioritizes both

academic success and mental well-being

The study aims to explore the impact of prolonged screen exposure to the mental health

of Grade 11 CSS ICT students. Specifically, it seeks to answer the following questions:

1. How do Grade 11 CSS ICT students in Arteche National High School describe their

demographic characteristics in terms of age, gender, and section, and how do these

aspects shape their experiences?

2. What are the lived experiences of Grade 11 CSS ICT students in Arteche National

High School regarding prolonged screen exposure?

3. How do Grade 11 CSS ICT students in Arteche National High School perceive the

impact of prolonged screen exposure on their mental health?

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Scope and Delimitation

The aim of this study is to explore the impact of prolonged screen exposure on the

Grade 11 ICT-CSS students of Arteche National High School. Specifically, the study seeks to

understand how extended daily use of screens—through gadgets and computers—affects

various aspects of these students’ academic performance, cognitive engagement, and overall

well-being.

The respondents for this study are limited to Grade 11 ICT-CSS students from Arteche

National High School in Arteche, Eastern Samar, Philippines. These students are selected due

to their daily exposure to screens during school hours, providing a focused perspective on the

effects of prolonged digital engagement. Students from other grade levels or from different

schools are deliberately excluded to ensure that the data reflects the experiences of a very

specific demographic with relevant contextual factors. The study is scheduled to be conducted

during the School Year 2024-2025, providing a well-defined time frame to capture current

trends and experiences related to prolonged screen exposure. The focus on this particular

academic year ensures that the study reflects contemporary digital practices and educational

routines.

Data will be collected exclusively through one-on-one interviews with the selected

students. This method allows for an in-depth exploration of personal experiences and

perceptions regarding the impact of prolonged screen use. The responses gathered will then be

analyzed using Thematic Analysis, which will help identify recurrent themes and patterns

pertaining to the students’ interactions with digital screens, along with any resultant academic

or behavioral impacts. This study is confined to Grade 11 ICT-CSS students of Arteche

National High School who experience long periods of screen exposure daily in their academic

environment. It deliberately excludes students from other grade levels or other institutions,

ensuring a focused analysis on the specified group during the School Year 2024-2025.

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Significance of the Study

The study aims to investigate the effects of prolonged screen exposure on the mental health of

Grade 11 CSS ICT students. The result of this study are significant to the following groups of people:

Grade 11 CSS ICT Students. The study sheds light on students’ struggles with screen exposure and its

effects on mental health, offering strategies to improve well-being and balance in digital engagement.

Teachers. Educators can use the findings to understand the effects of prolonged screen exposure on

students and adjust teaching methods to better support their cognitive and emotional health.

Parents. The study provides valuable information about how screen exposure impacts children’s

mental health, enabling parents to foster healthier screen habits and provide appropriate emotional

support at home.

School Administrators. The findings of this study can guide administrators in implementing policies or

initiatives within schools to monitor and reduce the adverse effects of prolonged screen exposure on

students.

Policymakers. The result of this study can be utilize by the policymakers to create broader regulations

and frameworks promoting mental health awareness and balanced technology use in educational

systems.

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Research Theory

The Prolonged Screen Exposure Theory (PSET)

The Prolonged Screen Exposure Theory (PSET) provides a framework for

understanding the complex relationships between screen exposure, individual factors, and

social/environmental factors that contribute to negative mental health outcomes among

students. At its core, the PSET states that prolonged screen exposure leads to negative mental

health outcomes, including anxiety, depression, stress, and burnout. This relationship is

influenced by individual factors, such as personality traits, coping mechanisms, and emotional

regulation, which can either exacerbate or mitigate the negative effects of screen exposure.

The PSET also recognizes the significant role of social and environmental factors in

shaping students’ screen use habits and mental health outcomes. These factors include social

support, peer relationships, school policies, parental involvement, and socioeconomic status.

By examining the interplay between these factors, the PSET provides a nuanced

understanding of how prolonged screen exposure affects mental health outcomes among

students.

This theory also suggests that prolonged screen exposure leads to negative mental

health outcomes through several pathways. Directly, excessive screen time can lead to mental

health problems, such as addiction, social isolation, and decreased physical activity.

Indirectly, screen exposure can influence individual factors, such as sleep patterns, self-

esteem, and emotional regulation, which in turn affect mental health outcomes. Furthermore,

social and environmental factors can moderate the relationship between screen exposure and

mental health outcomes, either exacerbating or mitigating the negative effects.

The implications of the PSET are far-reaching, with important consequences for

parents, educators, and policymakers. By understanding the complex relationships between

screen exposure, individual factors, and social/environmental factors, we can develop

effective strategies to promote healthy screen use habits and mitigate the negative effects on
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mental health. This may involve designing interventions aimed at reducing screen time,

promoting physical activity, and fostering social connections.

Future research directions based on the PSET include investigating the longitudinal

effects of prolonged screen exposure on mental health outcomes, examining the role of

specific individual factors in moderating the relationship between screen exposure and mental

health outcomes, and developing and evaluating interventions aimed at promoting healthy

screen use habits and mitigating the negative effects on mental health. By exploring these

research directions, we can further refine the PSET and develop evidence-based strategies to

support the mental health and well-being of students in the digital age.

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Theoretical Framework

Social Constructivism Theory (Peter Berger and Thomas Luckmann, 1966)

This theory that states that reality is constructed through social interactions and shared

meanings. This suggests that individuals create their own reality through their interactions

with others and the world around them. Social Constructivism shows how language,

communication, and social norms shape individual experiences and perceptions.

The study utilizes this as a theoretical foundation becausee it fits well with the

phenomenological design. This theory helps explain how individuals construct reality

through social interactions. It also explains how language, communication, and social

interactions shape experiences and meanings, which is important for understanding how

prolonged screen exposure is experienced.

Moreover, Social Constructivism recognizes the influence of social contexts, cultural

norms, and power dynamics on individual experiences. This encourages the researchers to

consider the broader social and cultural factors that shape the experiences of prolonged

screen exposure fo Grade 11 CSS ICT students of Arteche National High School. By

focusing on subjective reality, this theory aligns with the study’s focus on exploring their

experiences and perceptions. Social Constructivism also complements phenomenology by

providing a complementary perspective on the social and cultural factors that shape individual

experiences.

By utilizing this theory as a foundation for conducting this study, it will allow the

researchers to examine how social interactions, cultural norms, and power dynamics

influence students’ experiences of prolonged screen exposure. By understanding these

factors, the study can provide valuable insights into the complex relationships between

technology use, social contexts, and mental health, ultimately informing strategies to promote

healthier digital practices among students.

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Conceptual Framework

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Negative
Prolonged Screen Mental Health
Exposure Outcomes

Demographic Profile
of the Respondents

MODERATING
VARIABLE

Figure 1: Conceptual Framework of the Study (IV-DV Model)

As shown in Figure 1, the IV-DV Model of the Conceptual Framework that is a visual

representation of the the Research Theory and the Theoretical Framework of this study. The

Independent Variable (Prolonged Screen Exposure) represents the main factor under

investigation, which focuses on the duration and type of digital activities Grade 11 ICT-CSS

students engage in. The Independent Variable is directly affecting the Dependent Variable.

The Dependent Variable (Mental Health Outcomes) refers to the impacts of prolonged screen

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exposure, including stress, anxiety, depression, and burnout. The Demographic Profile serves

as a Moderating Variable because is helps to explain how individual characteristics like Age,

Gender, and Section influence or shape the relationship between Prolonged screen Exposure

and Mental Health Outcomes.

This framework visually establishes a direct relationship between prolonged screen

exposure and its effects on mental health, while considering how demographics add context or

variability to the findings.

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Conceptual Framework

INPUT PROCESS OUTPUT

Respondents’ Thematic Analysis and Impacts of Prolonged

Figure 2: Conceptual Framework of the Study (IPO Model)

Moreover, the Figure 2 shows the IPO Model of the Conceptual Framework of this

study. In this part, it will show the process of ho the researchers of this study investigates the

effects of prolonged screen exposure on the mental health of Grade 11 CSS ICT students.

The Input includes the things that the respondents experienced from prolonged screen

exposure. These are the data that the researcher gathered through one-on-one interview.

The Process involves the procedure to what would the researchers will do to the data. In

this part, the researchers will use Thematic Analysis and Qualitative Interpretations to the data

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they gathered from the respondents.

Lastly, the Output identifies the mental health impacts, like stress, anxiety, and burnout,

and provides recommendations for healthier digital practices.

These components ensure the study is clear, focused, and actionable. And will provide

recommendation to respodents, parents, teachers, and stakeholders abuot the impact of

prolonged screen exposure to the mental health.

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Definition of Terms

For the better understanding of the this study, the following terms are operationally

defined to provide a common understanding of the concepts and variables used in this study..

Grade 11 CSS ICT Students. Refers to the respondents of this study that are enrolled in
Grade

11 CSS ICT program at Arteche National High School.

Mental Health. It is the emotional, psychological, and social well-being of Grade 11 CSS
ICT

students, including symptoms of anxiety, depression, and stress

Mental Health Issues. These are the specific problems or concerns related to mental health,

such as anxiety, depression, stress, and burnout..

Prolonged Screen Exposure. This refers to the excessive amount of time spent by Grade 11

CSS ICT students in front of digital screens for educational purposes.

Screen Time. The duration of time spent by students on digital devices, including computers,

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 References

Berger, P. L., & Luckmann, T. (1966). *The social construction of reality: A treatise in the

sociology of knowledge*. Anchor Books.

Dela Cruz, J. R., & Santos, M. A. (2023). _Cultural dynamics and technological impacts on

Philippine society_. Manila: University Press. Retrieved from:

https://scholar.google.com/citations?user=aBonwPsAAAAJ&hl=en.

Lee, H. J., & Martinez, P. T. (2020). _Understanding adolescent digital behavior: A

phenomenological perspective_. Journal of Digital Education Studies, 18(4), 245-263.

Retrieved from: https://scholar.google.com/citations?user=_FMSOmoAAAAJ&hl=en.

Sanchez, A. R., Ocampo, L. M., & Ramirez, J. G. (2021). _Effects of prolonged screen time

on mental health: A comprehensive review_. International Journal of Psychological Research,

15(3), 175-189. Retrieved from:

https://www.researchgate.net/publication/351862812_Impact_of_EEG_Parameters_Detecting

_Dementia_Diseases_A_Systematic_Review/fulltext/60ada9fa92851c168e404293/Impact-of-

EEG-Parameters-Detecting-Dementia-Diseases-A-Systematic-Review.pdf.

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