THE IMPACT OF SCREEN TIME ON WELL-BEING AMONG

GRADE 12 HUMSS STUDENTS

A Research Study Presented To

The Faculty of Senior High School Department
Negros Occidental High School
Bacolod City

In Partial Fulfillment of the Requirements in

Inquiries, Investigations, and Immersion

IRISH JUSTINE LLOREN

STEPHEN JOHN ARELLANO
RAINER GAUDIA
CRISLEE SALES
RJ SEMEÑA
JULIEMA ALIMON
LEMAERY GULMATICO

January 2025
 Statement of Approval

In Partial Fulfillment of the Requirements in Inquiries, Investigations, and Immersion.

This research study, entitled “THE IMPACT OF SCREEN TIME ON WELL- BEING
AMONG GRADE 12 HUMSS STUDENTS” has been prepared and submitted by Irish
Justine S. Lloren, Stephen John B. Arellano, Rainer G. Gaudia, Crislee A. Sales. R-J S.
SEMEÑA. Juliema R. Alimon. Lemaery M. Gulmatico who are hereby recommended for
oral examination.

|Ceejay D. Pastrana

Research Adviser

Approved by the Committee on Oral Examination with the rating of

Member Member

Chairperson

Accepted and approved in partial fulfilment of the requirements in APPLIED1012 (Inquires,

Investigation, and Immersions)

JESSAMINER S. CALMA

Research Coordinator
 CHAPTER I:
INTRODUCTION

BACKGROUND OF THE STUDY

We do not just use technology; we live with it. Much more deeply than ever before,
we are aware that interacting with technology involves us emotionally, intellectually, and
sensually. As the popularity of the internet and digital devices grows so do concerns over
their excessive use. This is worth drawing attention to, though, considering the widely
established consequences excessive screen time can have on someone’s sleep, mental and
physical health (Tajane, Parmar&Shah, 2020).

Screen-based behaviors (e.g., television viewing and using social networking sites)
are key leisure activities among adolescents (Daly, Ridgers&Salmon, 2015). The
additional time spent in class, tutoring, or studying may limit the available time for PA or
sleep and promote screen-based behaviors such as information seeking on the internet,
which may negatively affect academic performance (Nakajima, 2016).

This construction is defined as the evaluation of the quality of a person's life from
their own perspective and is composed of cognitive and affective components. These
include the experiences of pleasant emotions (positive effect, PA), the experiences of
negative emotions such as distress and dissatisfaction (negative effect, NA) and judgment
of individuals' life qualities (overall life satisfaction or satisfaction with a specific domain,
LS) (Diener et al., 2013). Regular participation in physical activity is imperative for good
physical and mental health (Committee PAGA, 2018). Globally, approximately 80% of
school youth do not meet the World Health Organization's (WHO) moderate-to-vigorous
physical activity guidelines for health (Sallis et al., 2016). In Chile, on average, 27.4% of
children (9 to 11 years old) and 18.9% of adolescents meet the PA guidelines based on
national data (Aguilar-Farias et al., 2018). Previous studies have shown that levels of
physical activity have been negatively linked with self- reported levels of depression,
anxiety (Parfitt & Eston, 2005), headaches, feeling low, irritability, and feeling nervous
(Marques, Calmeiro, Loureiro, Frasquilho, & de Matos, 2015).
 This study looks at the connection between screen time and its impact on students,
focusing on how excessive use of digital devices affects their sleep and cognitive abilities. It
aims to understand how spending too much time on screens—like phones, computers, or
tablets might disrupt sleep patterns and influence focus, memory, and problem-solving
skills. The study also considers factors like when devices are used, what kind of content is
being consumed, and how blue light might interfere with natural sleep cycles. By exploring
these issues, the research hopes to shed light on how digital habits shape students' overall
well-being and academic performance, offering practical insights for parents, teachers, and
policymakers.

STATEMENT OF THE PROBLEM

This study aims to examine the impact of screen time on the well-being of Grade 12
HUMSS students at Negros Occidental High School during the school year 2024–2025.

Specifically, it seeks to answer the following questions:

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

a. Sex
b. Section
c. Length of daily screen time

2. What is the level of students’ screen time that significantly affects their well-being
when analyzed based on the demographic factors in terms of:
a. Sleep quality
b. Cognitive performance (e.g., focus, memory, problem-solving)
c. Emotional well-being (e.g., stress, anxiety levels)

3. Is there a significant relationship between screen time and overall well-being of the
students?
HYPOTHESIS
There is no significant relationship between screen time and overall well-being of
the students.

THEORETICAL FRAMEWORK
To understand the influence of social media on students, Social Cognitive Theory
(SCT) is a relevant framework. Developed by Albert Bandura (1991), SCT highlights the
dynamic interaction between personal factors, behavior, and the environment, emphasizing
how individuals learn through observing others within their social networks. Additionally,
Social Comparison Theory provides insight into how students may frequently compare
themselves to others on social media, potentially leading to feelings of loneliness and social
anxiety (Lai et al., 2023).

This study also incorporates addiction and compulsive behavior theories to examine
the perceived addictiveness of mindfulness-based mobile apps. The Technology Acceptance
Model (TAM), introduced by Fred Davis in 1986, is particularly useful in understanding
users' acceptance of technology and explaining computer usage behavior. By applying
TAM, the study explores students’ perceptions and acceptance of these apps.

Moreover, the study aligns with principles of positive psychology, which focus on
enhancing well-being and reducing anxiety and loneliness—key concerns in this field.
Lastly, media effects theories, such as Cultivation Theory and Uses and Gratifications
Theory, provide a foundation for analyzing how social media consumption impacts students'
mental health and overall well-being (Zhang, 2022).

CONCEPTUAL FRAMEWORK

Demographic Students’ Theoretical

Profile Well-being Foundation

a. Sex a. Sleep Quality a. Social

Cognitive
b. Section
b. Cognitive Theory (SCT)
c. Length of Performance
daily screen b. Technology
time c. Emotional Well- Acceptance
being Model (TAM)
Figure 1. Schematic diagram showing the conceptual framework of the study.

This conceptual framework illustrates the relationship between screen time and the
well-being of Grade 12 HUMSS students at Negros Occidental High School. It identifies
screen time as the independent variable, which refers to the average daily duration students
spend on digital devices. This variable directly influences the dependent variables, which
include three key dimensions of student well-being: sleep quality, cognitive performance,
and emotional well-being. Sleep quality focuses on how screen exposure affects sleep
duration and disturbances, while cognitive performance examines its impact on focus,
memory, and problem-solving abilities. Emotional well-being explores how screen time
contributes to stress, anxiety, and feelings of loneliness.

Additionally, the study consider sex, section, length of daily screen time as
moderating variables to determine whether these demographic factors influence the
relationship between screen time and student well-being. The framework is guided by
several theoretical foundations. Social Cognitive Theory (SCT) explains how students’
behaviors are shaped by observing others within their social networks, while Technology
Acceptance Model (TAM) helps understand students' perceptions and adaptation to digital
interactions.

This framework provides a structured approach to analyzing the effects of screen

time on student well-being. By integrating behavioral, psychological, and technological
perspectives, it allows for a deeper understanding of how screen time influences various
aspects of students' lives and helps in identifying potential interventions to mitigate negative
effects.

SCOPE AND LIMITATIONS

This study focuses on the relationship between screen time and students’ well-being
among Grade 12 HUMSS Students in Negros Occidental High School. It specifically
investigates how screen time affects sleep quality, cognitive performance, and emotional
well-being, considering sex, section, length of daily screen time as moderating factors. The
study aims to determine whether there is a significant relationship between screen time and
student well-being, using Social Cognitive and Technology Acceptance Model theories as a
foundation.

This study is delimited only to Grade 12 HUMSS students, meaning that the
findings may not be fully applicable to students from other strands or grade levels.
Additionally, the study focuses on self-reported screen time and well-being, which may be
influenced by personal biases or inaccuracies in recall. The study does not include other
potential factors that could affect student well-being, such as socioeconomic status, family
environment, or academic workload. that could affect student well-being, such as
socioeconomic status, family environment, or academic workload.

Moreover, while research examines general screen time, it does not distinguish
between different types of screen use (e.g., educational, recreational, or social media usage),
which could have varying effects on well-being. The study also does not account for long-
term impacts, as it is conducted within a specific academic year. Despite these limitations,
this study will provide valuable insights into how screen exposure may influence student
well-being, serving as a basis for future studies and potential interventions.

SIGNIFICANCE OF THE STUDY

This study is significant as it is viewed beneficial to the following:

For school administrators, the study can help in making policies or programs that
promote responsible screen use among students. It may also guide the implementation of
school-wide initiatives to improve student well-being, such as digital wellness campaigns or
screen time management guidelines.

For phone companies, the research offers valuable insights into how excessive
screen time affects students, encouraging them to develop features that promote healthier
screen habits, such as screen time reminders, blue light filters, and digital well-being tools.
Similarly, app developers can use the findings to create applications that encourage
mindful usage, improve cognitive engagement, and reduce the negative effects of prolonged
screen exposure.

For teachers, this study highlights the effects of screen time on students' focus,
memory, and overall learning experience. It can help them adjust teaching strategies by
incorporating balanced digital learning practices that enhance, rather than hinder, student
engagement.

For parents, the study provides a better understanding of how screen time
influences their children's emotional and cognitive well-being. This knowledge can assist
them in setting appropriate screen time limits and encouraging healthier digital habits at
home.

For students, specifically for Grade 12 HUMSS students, research increases

awareness of how their screen time habits impact their well-being. It encourages them to
adopt responsible digital practices, leading to better sleep quality, improved cognitive
performance, and enhanced emotional health.

For present researchers, the study serves as a foundation for further exploring the
relationship between screen time and student well-being, providing data and insights that
can be expanded upon. Lastly, for future researchers, this study can serve as a reference
for more in-depth investigations into screen time effects, particularly focusing on specific
types of screen use, long-term impacts, or interventions to mitigate negative consequences.

DEFINITION OF TERMS
The following words are defined conceptually and operationally to make them more
understandable and comprehensible to the readers.

Screen Time. Conceptually, it refers to the total duration of time spent interacting
with digital devices such as smartphones, computers, tablets, and televisions. It includes
time spent on activities such as entertainment, social media, communication, and
educational purposes (Anderson M., 2024).
Operationally, screen time will be measured in hours per day, as self-reported by the
respondents. The study will gather data on the average number of hours each student spends
using digital devices for both academic and non-academic purposes.
 Well-being. Conceptually, it refers to the state of an individual’s mental, emotional,
and physical health, encompassing happiness, life satisfaction, and overall positive
functioning (Diener, 2009).
In this study, well-being is measured using self-reported responses to a series of
questions assessing emotional well-being, sleep quality, and cognitive performance.
Students will indicate their levels of happiness, stress, anxiety, and other emotional factors
on a Likert scale, which will be used to assess their overall well-being.

Sleep quality. Conceptually, it refers to the overall effectiveness of sleep, including

factors such as sleep duration, restfulness, and the absence of disturbances (Buysse et al.,
2022).
In this study, sleep quality is measured based on students' self-reported sleep
duration (hours of sleep per night), sleep disturbances, and feelings of restfulness upon
waking.

Cognitive Performance. Conceptually, it encompasses various mental abilities,

including focus, memory, and problem-solving skills, which are critical for effective
learning and day-to-day functioning (Salthouse, 2023).
Operationally, it is assessed through students' self-reported focus levels, memory
retention, and problem-solving abilities in both academic and non-academic settings.

Emotional Well-being. Conceptually, it refers to an individual's emotional state,

including factors like stress, anxiety, and overall happiness (Ryff, 2022).
In this study, emotional well-being is measured using self-reported levels of stress
and anxiety experienced by students, along with their feelings of loneliness and happiness.

Section. Conceptually, it refers to a structured grouping of students within an

academic institution, often designed to facilitate efficient instruction and classroom
management (Ornstein & Hunkins, 2018).
Operationally, in an educational setting, it refers to a subdivision of a grade level or
academic program where students are grouped together based on factors such as curriculum,
class size, or scheduling needs.

Sex. It conceptually refers to the biological differences between males and females,
often categorized as male, female, or other (Hyde, 2023).
Operationally, it is categorized as male, female, or other, as indicated by the students
on the demographic survey.

Length of Daily Screen Time. Conceptually, it refers to the total amount of time
spent using digital devices for various purposes, divided by the number of days a student
engages with these devices (Twenge & Campbell, 2022).
Operationally, it will be measured in hours per day, as reported by students in the
survey, where they estimate the amount of time they spend using devices for recreational,
educational, or social activities on a typical day.

CHAPTER II:
REVIEW OF RELATED LITERATURE

Foreign
Study by Smith and Johnson revealed that children aged 6-12 who spent more than four hours
a day on screens exhibited significant declines in cognitive functions, including memory and
attention (Smith & Johnson, 2022).

A longitudinal study by Anderson and Johnson (2023) found that increased screen time in
children was linked to higher rates of childhood obesity, as sedentary behavior and poor
dietary habits were often associated with excessive digital engagement (Anderson & Johnson,
2023).

In 2024, Wright and Zimmerman studied the impact of screen time on adolescent social
behavior. Their research indicated that adolescents who spent over three hours a day on social
media reported a decrease in face-to-face social interaction and a rise in feelings of loneliness
(Wright & Zimmerman, 2024).
A study by Chang et al. (2023) found that adolescents who used screens before bedtime had
difficulty falling asleep and experienced lower-quality sleep, contributing to academic
difficulties the following day (Chang et al., 2023).

A 2023 study by Williams and Hughes observed that children exposed to more than two
hours of screen time per day struggled with attention and focus, showing reduced academic
performance and increased distractibility (Williams & Hughes, 2023).

A 2023 study by Lee and Park showed that high screen time in children is correlated with a
decline in physical activity, leading to a higher risk of cardiovascular problems. The study
suggested that encouraging more outdoor activities could help mitigate the negative health
effects of prolonged screen use (Lee & Park, 2023).

Local
A 2023 study by Silvestre and Lee found that children in the Philippines who exceeded two
hours of screen time daily showed lower developmental outcomes, particularly in language
skills. The study emphasized the importance of limiting screen time to promote healthy
development in Filipino children (Silvestre & Lee, 2023).

A study conducted in Cebu City (2023) highlighted the behavioral problems, such as
irritability and social isolation, among Filipino adolescents who spent excessive time on
digital devices. The findings suggested that long screen time negatively impacted their mental
health (Dela Cruz & Ramirez, 2023).

According to the Philippine Eye Research Institute (2023), excessive screen exposure has
contributed to the rise of myopia among Filipino children. The study recommends outdoor
activities and limited screen time to mitigate these risks (Philippine Eye Research Institute,
2023).

A 2023 study in Manila explored the role of parents in managing screen time. It found that
children whose parents monitored screen usage were less likely to engage in excessive screen
time, which led to better physical and mental health outcomes (Reyes & Santos, 2023).

Research in 2024 revealed that Filipino children and adolescents who used screens late at
night experienced disrupted sleep patterns, leading to increased fatigue and lower academic
performance the following day (Cruz, 2024).
A 2023 study by Villanueva and Santos found that excessive screen time was linked to
cognitive delays in Filipino toddlers, particularly in areas of memory and attention
(Villanueva & Santos, 2023).

A study in 2024 by Dela Cruz and Santos explored how prolonged screen time affected
children’s social behavior, revealing that excessive screen use led to reduced face-to-face
interaction and poorer social skills (Dela Cruz & Santos, 2024).

CHAPTER III:
METHODOLOGY

This chapter discusses the components of the study that relate to research
methodology, such as the research design, participants of the study, sample size, sampling
technique, research instrument, validity of the instrument, reliability of the instrument, data
gathering procedure, data analysis, and ethical considerations.

RESEARCH DESIGN
This study will employ a descriptive-correlational research design. The descriptive-
correlational design is used in research studies to provide a comprehensive and static view
of situations while exploring the relationships between distinct variables (McBurney &
White, 2009). Polit & Beck (2017) also defined the design as "used to describe
characteristics of a population, phenomenon, or situation and examine the relationships
between variables without manipulating them." The descriptive portion of the research aims
to gather detailed data on grade 12 students at Negros Occidental High School, allowing the
study to accurately summarize and describe how students perceive their well-being,
specifically sleep quality, cognitive performance, and emotional well-being. On the other
hand, the correlational aspect aims to determine the relationship between screen time and
overall well-being among grade 12 students.

PARTICIPANTS OF THE STUDY

The participants of the study are Grade 12 HUMSS students at Negros Occidental
High School. They will be selected to determine the impact of screen time on their overall
well-being, including sleep quality, cognitive performance, and emotional well-being.

This study focuses on this specific group to gain insights into how screen time
affects Grade 12 students in the Humanities and Social Sciences (HUMSS) strand, as they
are frequently engaged in academic activities that require digital technology. The
participants will be chosen based on sex, section, length of daily screen time which will
serve as key demographic factors for analysis.

SAMPLE SIZE
The evaluated population of this study is 528 grade 12 senior high school students. A
sample size of 228 will be selected for this study. This sample size is computed using the
Slovin's formula with margin of error equal to 0.05. The formula is given by the expression:

N
n= 2
1+ N e

where:

n is the sample size

N is the population size
e is the margin of error.

SAMPLING TECHNIQUE

This study will use a random sampling technique to ensure that every student in the
HUMSS strand has an equal chance of being selected. This method helps reduce selection
bias and enhances the generalizability of the findings. The participants will be chosen based
on their sex, section, length of daily screen time, which will be used as demographic variables
in the study. By using random sampling, the goal is to collect data that fairly represents the
HUMSS student population, allowing for an objective analysis of how screen time impacts
their sleep quality, cognitive performance, and emotional well-being.

SAMPLING DISTRIBUTION
Section Percentage Actual Size
Joyfulness 8.33% 19
Citizenship 8.33% 19
Cheerfulness 8.33% 19
Austerity 8.33% 19
Justice 8.33% 19
Empathy 8.33% 19
Fortitude 8.33% 19
Freedom 8.33% 19
Truthfulness 8.33% 19
Diplomacy 8.33% 19
Courage 8.33% 19
Patriotism 8.33% 19
TOTAL: 528 TOTAL: 228

RESEARCH INSTRUMENT
To determine the effect of the study, the researchers developed a researcher-made
survey questionnaire to collect data and information pertaining to the purpose of the study.
The first part of the questionnaire will be the demographic profile of the Grade 12 HUMSS
students, such as their sex, section, length of daily screen time. Next, the second part will be
the five statements about students’ well-being regarding sleep quality. Then, the third part
will be the five statements regarding cognitive performance. Lastly, the fourth part will
consist of another five statements concerning emotional well-being.

All in all, there will be four parts to this study’s instrument. The questionnaire will be
distributed physically to 228 students across various classrooms. Students will be given clear
instructions on how to fill out, ensuring clarity and honesty in their responses regarding their
overall well-being (sleep quality, cognitive performance, emotional well-being) and length of
daily screen time.
VALIDITY OF THE INSTRUMENT
The data gathering instrument will be validated using the Goods and Scates criteria,
and each panel of experts will rate each item on the survey instrument. The following
interpretation table will be used to interpret the panel of professionals' rating.

SCORING INTERPRETATION
LEVEL SCALE DESCRIPTION
5 4.21 – 5.00 Very high
4 3.41 – 4.20 High
3 2.61 – 3.40 Average
2 1.81 – 2.60 Low
1 1.00 – 1.80 Very low
The average of the Goods and Scates scoring interpretation is level 3. However, for
the instrument to pass the validity test, the ratings of the panel are needed to be at a high and
very high level, or a level of 4 or above.

RELIABILITY OF THE INSTRUMENT

The data taken from preliminary testing will be used for the reliability test. The
instrument's reliability will be measured using Cronbach’s Alpha, a statistical method that
determines the internal consistency of the questionnaire. A Cronbach’s Alpha score of 0.70 or
higher is generally considered acceptable, indicating that the survey items are measuring the
same underlying concept consistently.

DATA GATHERING PROCEDURES

The respondents will be randomly selected and will be given informed consent. The
purpose of the informed consent letter is to introduce the research effort, provide contact
information, articulate the intent of the study, request voluntary participation by the
respondent and identify anticipated information that respondents are expected to provide,
personal assurance of committed participation and ensure sufficient participation to achieve
reliable results.
 Data from the survey will be analyzed using descriptive and inferential statistical
methods. First, the responses will be encoded and organized into a spreadsheet for easy
tabulation. The researchers will look for the respondents and the test will be administered
after the proper orientation. After the administration of the test, the researcher will retrieve
the test questionnaires for data analyses. The questionnaires and responses will be kept in a
safe vault to eliminate controversy and to respect the privacy of respondents.

DATA ANALYSIS
Objective 1: “What is the demographic profile of the respondents in terms of: a. Sex
b. Section c. Length of daily screen time?” This will be answered by the employment of
frequency and percentages to describe students' well-being. Objective 2: “ the mean will be
used. Objective 2: “What is the level of students’ well-being in terms of: a. Sleep Quality b.
Cognitive Performance c. Emotional Well-being?” Lastly, Objective 3: “Is there a
significant relationship between screen time and overall well-being of the students?” To
further determine the relationships between variables, inferential statistics will be used,
specifically a correlation analysis. This test will determine if there will be significant
relationships between students' screen time and their overall well-being. The statistical
analysis results will then be interpreted to conclude the students' overall well-being. All
analyses will be conducted using statistical software to ensure the accuracy and reliability of
data interpretation.

ETHICAL CONSIDERATIONS
Given the young participants of the study, which are the grade 12 HUMSS students,
ethical considerations are indeed significant to ensure that their rights and well-being are
protected. Researchers will obtain informed consent from the students, clearly explaining
the purpose of the study, and the voluntary nature of participation. It is essential to assure
students that their responses will remain confidential and that their participation will not
affect their academic standing. Additionally, the researchers are always sensitive and
respectful to their diverse responses, not enforcing judgment. By prioritizing these ethical
principles, researchers can foster trust and promote a positive experience for young
participants.
 CHAPTER IV:
RESULTS AND DISCUSSIONS

This chapter presents the findings, analysis, and interpretation of data obtained through
the responses of the research instrument. The data were presented in charts, graphs, and tables
in response to the questions asked in the statement of the problem.

Demographic Profile of the Respondents

Figure 2. Sex of the Respondents

The bar graph in figure 2 indicates the demographic profile of respondents, specifically
their sex. Data shows a mix of male and female respondents, with the females having a larger
number of respondents compared to the male participants. According to the percentage
distribution, 41% of the respondents were male, while 59% were female. To be exact, there
are 93 male respondents and 135 female respondents.
 Figure 3. Section of the Respondents

Section
20
18
16
14
12
10
8
6
4
2
0
rit
y
es
s
hi
p e y y
ut
e
om es
s e m ss
e n s r ag ac ath t d n tic tis ne
st fu
l
en u lo
m p rt
i
ee u l
J us ir o u l
Au er tiz Co ip m Fo Fr yf t hf
e Ci D E J o Pa u t
Ch Tr

Frequency Percentage

Based on the bar chart in figure 3, the section of students in their demographic profile
reveals a proportionally balanced distribution among the twelve sections. The data
showed that the sections Austerity, Cheerfulness, Citizenship, Courage, Diplomacy, Empathy,
Fortitude, Freedom, Joyfulness, Justice, Patriotism, and Truthfulness have an overall
percentage distribution of 8%, with each section having 19 respondents.

The data suggests that there is a fair distribution of students across the twelve sections, as
each section has the same number of respondents, leading to equally balanced demographic
data. Indicating that each section represents a consistent portion, meaning that there is no bias
or disproportionate representation in the sections.
 Figure 4. Length of daily screen time

The pie chart in figure 4 illustrates the students’ length of daily screen time based on
their demographic profile. The findings employ different results; firstly, only 7 respondents
have a length of less than 2 hours in their daily screen time, with a percentage distribution
of 3%. Secondly, 35 respondents have a length of 2-4 hours in their daily screen time with a
percentage distribution of 15%. Meanwhile, 84 respondents have a length of 4-6 hours in
their daily screen time with a percentage distribution of 37%. And lastly, 102 respondents
have a length of more than 6 hours in their daily screen time, with a percentage distribution
of 45%.

According to the findings, the majority of students spend more than 6 hours daily on
screens; this could suggest a trend toward increasing screen dependence, possibly due to
academic activities or recreational use, which may raise concerns about the potential effects
on students' health and well-being.
 Table 3. Descriptive Statistics on the SLEEP QUALITY
Indicator Mean Ranking Interpretatio
n
1. I have a hard time falling asleep at 3.43 4 Moderately
night. high
2. I'm having a hard time waking up 3.36 2 Moderately
in the morning due to poor sleep high
habits.
3. I feel exhausted due to lack of 3.52 5 Moderately
sleep. high
4. I find it difficult to maintain my 3.38 3 Moderately
sleep schedule due to late-night high
screen use.
5. I often wake up in the middle of 3.08 1 Moderately
the night due to disrupted sleep high
patterns.

Total: 3.35 “Moderately

high”

Based on the descriptive statistic presented in table 3, it illustrates that the indicators
show a consistent pattern of moderately high sleep-related issues among respondents,
affecting their sleeping quality. The average mean score was 3.351754386 across all
indicators, and it confirms that the majority of the grade 12 respondents are facing significant
challenges in achieving good sleep quality and a sufficient amount of restful sleep. It is
suggested by the "moderately high" total interpretation that students constantly experience
sleep issues, which may be caused by various factors such as their lifestyle circumstances or
behaviors that significantly affect their overall well-being. Just like in indicator number 1,
with the mean of 3.34, “I have a hard time falling asleep at night,” it is greatly evident that
there is a high number of respondents that struggle or have difficulties falling asleep.
Additionally, according to a study by Chang et al. (2023), teenagers who used screens right
before bed had difficulties falling asleep and had poorer-quality sleep, which contributed to
academic difficulties the following day; therefore, this indicates that screen time may play a
large factor, contributing to the respondents’ lack of great sleep quality.
 Table 4. Interpretation Table of Mean
Mean Score Range Interpretation

1.01-2.00 Low

2.01-3.00 Moderately Low

3.01-4.00 Moderately High

4.01-5.00 High

Table 5. Descriptive Statistics on the COGNITIVE PERFORMANCE

Indicator Mean Ranking Interpretati
on
1. Distractions from my phone make it 3.18 3 Moderately
hard for me to focus on my academics. high
2. I feel mentally exhausted after 3.22 4 Moderately
spending too much time on screens. high

3. I struggle to finish tasks on time 3.33 5 Moderately

because my phone distracts me. high
4. I struggle to remember things after 3.15 1 Moderately
studying due to excessive screen high
exposure.
5. I have trouble understanding and 3.18 2 Moderately
processing new information when high
spending too much time on screen.

Total: 3.21 “Moderatel

y high”

Based on the data presented in table 5, the descriptive statistic also reveals a consistent
pattern in their responses, highlighting students’ cognitive problems due to extreme screen
exposure and technology addiction. The total mean score is 3.212280702, which falls within
the "moderately high" range, highlighting that screen exposure is a persistent problem for
the grade 12 students, affecting their cognitive performances. With this overall “moderately
high” interpretation, this suggests that excessive screen time and phone distractions are
significantly impacting the cognitive performance of the respondents, such as their ability to
focus, evident in indicator number 3, with the highest mean of 3.33, “I struggle to finish tasks
on time because my phone distracts me.” Moreover, concerns ranging from emotional
exhaustion, memory loss, and comprehension difficulties to trouble focusing and managing
time, it is evident that the cognitive load from screens is impairing learning and academic
performance. Additionally, according to a Williams and Hughes study from 2023, teenagers
who spent more than two hours a day in front of the screen displayed trouble focusing and
paying attention, which affected their academic performance and caused them to be more
easily distracted. The study's observations revealed that the cognitive impairment observed is
truly concerning, not only for students’ academic performance but also for their overall well-
being.

Table 6. Descriptive Statistics on the EMOTIONAL WELL-BEING

Indicator Mean Ranking Interpretation
1. I find it difficult to manage stress due to 3.14 4 Moderately high
excessive screen exposure.
2. I feel emotionally unstable and unbalanced 3.11 3 Moderately high
throughout the day when spending too much time
on screen.
3. Long periods of screen time make me feel 3.24 5 Moderately high
nervous or overwhelmed.
4. I feel frustrated or irritable when I cannot use 3.11 2 Moderately low
my phone.
5. I struggle to manage my emotions effectively 3.00 1 Moderately low
due to excessive screen exposure.

Total: 3.12 “Moderately

high”

Based on the findings presented in table 6, the descriptive statistic indicates that
prolonged screen exposure affects emotional stability, stress management, and overall mental
health negatively. As the total mean is 3.119298246, it also falls within the “moderately
high” interpretation. ”The constant exposure to screens can greatly increase mental strain,
leading to overwhelming feelings and difficulty in coping with stress. It is well evident in
indicator number 3, “Long periods of screen time make me feel nervous or overwhelmed,”
with the highest mean of 3.24 among the five indicators. The “moderately high” indicators
related to stress, emotional instability, and overwhelm reflect significant emotional challenges
faced by respondents, while the one “moderately low” indicator implies that issues like
irritability and emotional regulation are less prominent but still relevant. To add to that, the
research conducted in Cebu City (2023) recognized and emphasized behavioral problems,
such as irritability and social isolation, among Filipino adolescents who spent excessive time
on digital devices. The findings suggested that long screen time negatively impacted their
mental health; not only did it contribute to emotional distress, but it also led to a decrease in
face-to-face interactions, negatively impacting their social skills and ability to maintain
strong relationships.

Table 7. Correlation Analysis Result

Screen Overall well-

Correlation Analysis
time being

Screen time 1

Overall well-being 1.37E-16 1

Based on the data presented in Table 7, the correlation analysis results indicate a
significant relationship in terms of students’ screen time and overall well-being. The result
indicated a p-value of 1.36736118301232E-16 (1.37 × 10⁻¹⁶) , which is less than 0.05, hence the
study’s null hypothesis is rejected.

By rejecting the null hypothesis, the study confirms that there is a statistically
significant difference in the respondents screen exposure in their overall well being. This
findings suggest that prolonged screen exposure lead to negative and concerning outcomes.
Notably, in terms of factors that contribute to one’s over-all well being; such as sleep quality,
cognitive performance, and emotional well-being.
 CHAPTER V:
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter recapitulates the salient features of this study, presents the findings and
conclusions, and offers some recommendations.

SUMMARY OF FINDINGS

For Objective 1, "What is the demographic profile of the respondents in terms of: a. sex,
b. section, c. length of daily screen time?" the study gathered data from a total of 228 Grade
12 HUMSS students. Regarding sex distribution, 41% (93 students) were male, while 59%
(135 students) were female. Regarding section distribution, all 12 sections were equally
represented, with 19 students per section, each comprising 8.33% of the total respondents.
For daily screen time, 45% (102 students) reported spending more than 6 hours on screens.
Meanwhile, 37% (84 students) used screens for 4 to 6 hours daily, followed by 15% (35
students) who reported 2 to 4 hours of screen time. The smallest group, 3% (7 students),
spent less than 2 hours on screens daily.

For Objective 2, "What is the level of students' screen time that significantly affects their
well-being when analyzed based on the demographic factors in terms of: a. sleep quality, b.
cognitive performance (e.g., focus, memory, problem-solving), c. emotional well-being
(e.g., stress, anxiety levels)". Findings revealed that the mean score for sleep quality was
3.35, which falls within the "moderately high" range. Similarly, the mean score for
cognitive performance was 3.21, also classified as "moderately high." Lastly, the mean
score for emotional well-being was 3.12, maintaining the same "moderately high"
classification.

For Objective 3, "Is there a significant relationship between screen time and overall well-
being of the students?" a correlational analysis was conducted. The statistical test yielded a
p-value of 1.36736118301232E-16 (1.37 × 10⁻¹⁶), which is far below the 0.05 significance
threshold. This result indicates a statistically significant relationship between screen time
and students' overall well-being. Therefore, the findings confirm that screen time has a
measurable impact on students' well-being, supporting the rejection of the null hypothesis.

CONCLUSION

This study hypothesized, "There is no significant relationship between screen time

and students' overall well-being." However, the correlational analysis resulted in a p-value
of 1.36736118301232E-16 (1.37 × 10⁻¹⁶), which is far below the 0.05 threshold for
statistical significance. Thus, the null hypothesis is rejected, indicating a significant
relationship between screen time and students' overall well-being. Therefore, the findings
confirm that screen time significantly impacts students' well-being.

The correlation analysis revealed a negative relationship, meaning that as screen

time increases, well-being tends to decrease. This suggests excessive screen time may
contribute to lower well-being, leading to stress, sleep disturbances, and reduced social
interactions. Prolonged exposure to screens, mainly for entertainment and social media, may
replace essential activities such as physical exercise, quality sleep, and face-to-face
interactions, which are crucial for maintaining good mental and physical health.

RECOMMENDATIONS

Phone companies and app developers could create features that help with
responsible screen time usage. This could include options for tracking screen time, digital
well-being settings, and designs that encourage users to take breaks instead of getting lost in
apps. Social media and gaming apps also benefit from reminders or limits to assist students
in managing their time effectively.

For teachers, they are the key in helping students find the right balance in
technology use. Schools should consider incorporating digital well-being education into
their curriculums, helping students understand how too much screen time can affect their
mental and physical health. Encouraging interactive or offline learning methods can
minimize unnecessary screen use while keeping students engaged. Schools could promote
strategies for a digital detox, like scheduled breaks from screens and non-digital activities,
to foster healthier habits.

Parents play an important role as well. Setting clear home device usage rules,
especially during study time and before bed, can greatly benefit students' well-being. They
can also use parental controls and monitoring tools to help ensure their kids use screens
responsibly while having open conversations about the importance of balancing online and
offline activities. Encouraging children to get involved in other activities, like sports,
reading, or spending quality time with family, can further help reduce screen dependency.

For students, they should take an active approach to managing their screen time.
Practicing mindful usage by setting personal limits and taking regular breaks can support
their well-being. Non-screen activities like exercise, creative hobbies, and social
interactions can improve mental and physical health. Plus, avoiding screens before bedtime
can improve sleep quality, vital for overall well-being.

Lastly, for current and future researchers, they need to investigate the long-term
effects of screen time on students. Future studies could examine how different types of
screen activities, like social media, online classes, and gaming, impact students differently.
Including various age groups and academic levels in research may provide a broader view
of how screen time affects well-being. Continued research in this area can lead to better
strategies for promoting digital wellness among students.
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