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ACKNOWLEDGEMENT

We would like to express our deepest appreciation to the people who didn't

hesitate to lend a help and guide us on our research journey and show a way on how to

build our research. With these people who helped us we are able to finished our

research, and make it possible.

We are grateful to acknowledge the contribution and the support to our Research

adviser, Mrs. Estelle Fe A. Palomares who guide us on our first day of starting our

research. The guidance and support provided by Mrs. Estelle Fe Palomares were

invaluable in shaping the direction and scope of this study.

We would like also to thank to Mrs. Dheza Marie A. Baclaan who helped and

briefed us on what and how to build our research effectively and efficiently. We are

grateful for Mrs. Baclaan's time, energy, and enthusiasm, which made our research

possible and well-constructed.

The completion of this research would not have been possible without the support

of our parents, who give advices and helped us to finished our research paper, who give

their all understanding that we need to finish our research. We thank to our adviser,

Mrs. Zenaida H. Betonio for her trust, and motivation who helped us to do more on our

research.

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TABLE OF CONTENTS

ACKNOWLEDGEMENT………………………………………………………...…………..I

TABLE OF CONTENTS………………………………………………………..………….....II

I. INTRODUCTION…………………………………………………………………………1

Background of the Study…………………………………………………………….………...1

Statement of the Problem……………………………………………………….………….….4

Hypothesis…………………………………………………………………….………….……5

Significance of the Study…………………………………………………….………………..5

Definition of Terms………………………………………………………………….….……..7

Theoretical Framework…………………………………………………………….…….……9

Conceptual Framework………………………………………………………………...….…11

II. REVIEW OF RELATED LITERATURE………………………..………………….....12

III. RESEARCH METHODOLOGY

Research Design…………………………………………………….………..…………...….23

Target Population and Sampling………………………...………..……….…………..……24

Survey Instrument………………………………………………..………….……..….…....25

Data Collection Process………………………………………...…………..….….…….….26

Data Analysis Method………………………………………..……………..…………...…28

Steps in Data Analysis…………………………………...…………………..………..……28

Purpose of the Analysis…………………………………………………………………….30

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Ethical Considerations………………………………….…..……………………….……...30

Limitations of the Study……………………………….…………..……………….………32

BIBLIOGRAPHY………………………………………………….…………….………..46

APPENDICES……………………………………………………………………………..50

Questionnaire……………………………………………………………………………….50

Documentation………………………………………………………………………………52

CURRICULUM VITAE………..………………………………….…………….…………46

LIST OF FIGURES

Figure 1: Conceptual Framework…………………………………………………………….11

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INTRODUCTION

Background of the Study

The history of digital devices dates to the invention of electronic computers in the

1930s. The first electronic computer was developed by John Vincent Atanasoff and Clifford

Berry at the Iowa State University in 1937. This was used to solve linear equations. Improved

performance and reducing costs led to a wide acceptance and adoption of digital

technologies, and shortly afterwards they made their way into a wide variety of equipment

and consumer goods.

The 1980s saw the popularity of digital soar, with automated teller machines (ATMs),

industrial robots, electronic music, video games and computer-generated images in film and

television all making their way into daily life. Millions of people purchased home computers,

Motorola created the first mobile phone in 1983 (although digital cell phones were not sold

commercially until 1991) and in 1988 the first digital camera was created. They typically

have touch screens, internet connectivity, and access to various apps. Tablets are similar to

smartphones but larger and more versatile. They often include built-in keyboards and can

function as standalone computers or mobile gaming devices. With the advent of affordable

digital devices, use of technology by students and instructors is increasing in college

classrooms (Hoekstra 2009).

A digital device is an electronic tool that can create, send, share, receive, store, and

show digital data. Digital devices turn information into binary code, which is made up of

zeros and ones. Analogue devices, on the other hand, turn information into electric pulses

with different strengths. Digital devices are more accurate, can store data better, and handle

more data than analogue devices. Examples of digital devices are personal computers, digital

clocks, gaming consoles, and smartphones. There are several types of digital devices,

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including computers, smartphones, tablets, laptops, and more. Computers can range from

small desktop models to large server systems used in data centers. They can be classified

based on their size, power, and intended use. For example, there are personal computers

(PCs) that individuals use for everyday tasks like word processing and web browsing, as well

as workstations designed for professionals who need high-performance computing

capabilities. Smartphones are handheld devices that combine features of both phones and

computers. They typically have touch screens, internet connectivity, and access to various

apps. Tablets are similar to smartphones but larger and more versatile. They often include

built-in keyboards and can function as standalone computers or mobile gaming devices.

Laptops are portable PCs that come equipped with batteries and foldable screens. They are

popular among students, business travelers, and remote workers because they allow users to

stay connected while on the go. Other types of digital devices include wearables such as

fitness trackers and smartwatches, home automation devices like smart thermostats and

security cameras, and virtual assistants like Siri and Alexa.

Our world today is surrounded by Digital Technology. It is a huge part of day-to-day

life for a significant portion of the world’s population - so much so that it is hard to imagine

life without a mobile phone, a laptop to work on, or a games console to kick back and relax

with at the end of the day. However, this has not always been the case. Digital Technology is

so deeply ingrained in our society that it is hard to imagine life without it.

As the education system and workforce evolve to become more technology inclusive,

it is important for students to keep up with modern digital trends while still obtaining a deep

understanding of course content. Implementing technology into the curriculum provides

instructors with an invaluable opportunity to enhance student engagement and academic

success. Students are able to collaborate with peers using digital platforms, explore creativity

through technological features, engage in higher-order thinking processes, participate in

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inquiry-based learning, synthesize information from multiple sources and establish a sense of

online social presence. As the education system and workforce evolve to become more

technology inclusive, it is important for students to keep up with modern digital trends while

still obtaining a deep understanding of course content. Implementing technology into the

curriculum provides instructors with an invaluable opportunity to enhance student

engagement and academic success. Students are able to collaborate with peers using digital

platforms, explore creativity through technological features, engage in higher-order thinking

processes, participate in inquiry-based learning, synthesize information from multiple sources

and establish a sense of online social presence.

Academic performance, as one of the most important indicators of success in

universities (Mthimunye & Daniels, 2020), refers to students' ability to perform classroom

tasks, problem-solving activities, and academic affairs (Hung, 2005; Yu et al., 2010).

Although scholars reported that academic performance could be positively influenced by

students' DIL experiences (Ali & Naylor, 2010), the empirical research on Digital Informal

Learning (DIL) is still insufficient (He & Li, 2019), especially regarding its effect on higher

education students’ academic performance (Baker, 2014). Moreover, digital informal learning

as the mediator variable had a positive effect on the relationship between digital competence

and students' academic performance. In conclusion, to improve students’ academic

performance, educators and curriculum designers should consider both their digital

competence and their digital informal learning.

Education should be adapted to ongoing changes in technology and use them

extensively in the learning process. These changes in education must rapidly respond to

domestic developments in terms of quantity and quality of transmitting knowledge and skills

systematically, coherently and stably to students. In this era of information and

communication technology development, the use of this technology in the learning process.

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Technology creates opportunities for students to learn and collaborate with one

another through the exchange of ideas and experiences and joint problem solving. When

preparing for lessons that use information technology, teachers should make focused plans

and select materials that respect the basic principles of teaching. The teachers have to know

about various software in what settings they can be used and how they shall organize the

work, also what goals they can serve. They need to have computer literacy to manage to

create, and thus organize good learning situations that help pupils in these settings (Postholm,

2007). Different applications of information technology offer great benefits for students by

ringing excitement to students and creating progress in relief and independence in their

development. The proper use of information technology promotes and develops a variety of

skills in students, such as mathematical skills, communication skills, critical thinking skills,

problem solving, teamwork, and research skills (Reinhold et al., 2020).

The aim of this study is to identify the effects or the impact of screen time habits on

Gun-Ob High School Students. The main assumption of this study was related to the course

program. This study assumed that the use of a device might be influenced by curriculum

structure and the teaching delivery process. One of the practical implications for this study is

that it might avoid misleading conclusions regarding a ban on devices from School lecture

environments. Decisions and policies should be reconsidered in terms of the teaching

delivery process and student engagement, educational challenges in the 21st century.

This study is conducted to spread awareness and possible solutions on student’s

screen time habits that are slowly affecting their overall academic performance.

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Statement of the Problem

This study entitled 'The Effects of Screen Time Habits on GHS Students' Academic

Performance' aims to determine how the screen time habits of GHS students affects the

students. In particular, it seeks to investigate the relationship between the effects of screen

time habits of GHS students and the students.

Specifically, the researchers intend to answer the following questions:

This research will cover on the following demographics:

1.1 Age

1.2 Gender; and

1.3 Grade Level

What activities do students usually engage in?

How did the students' screen time habits affect their academic performance?

Are there any differences in screen time habits between students' grade levels?

Hypothesis

Alternative Hypothesis: Students' screen time habits have significant effects on them,

including physical, emotional, social, and academic consequences.

Null Hypothesis: Students usually engage in that may maintain their existing screen

time habits. Students' screen time habits have no significant effects on them. When they use

their screens they know their limits and they usually use this for school purposes.

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Significance of the Study

The noticeable decrease in student academic performance is a prominent problem

among the students not only in GHS but all over the world.

For the Researchers. This study aims to make the researchers aware of the effects that

screen time habits carry. Additionally, this will also share the possible solutions to the

problem.

For the Students. By conducting this study, the students are made aware that their

screen time habits might be the cause of their academic performance.

For the Teachers. This research can give the teachers insights on the causes of this

problem, and are made aware of the effects of it.

For the Curriculum. Through this study, everyone may know the potential benefits

and effects of screen time habits on the student’s academic performance. Furthermore, it can

also share the potential ways or solutions to the issue.

For the Future Researchers. The findings of this study can be a source of information

for future researchers to acquire data for their own research study, as this study aims to

answer the questions that are connected to the issue of screen time habits on GHS students.

Definition of Terms

To ensure clarity in our study, we define key terms as follows:

Screen Time Habits – The amount of time students spent on digital devices and how they use

them for activities such as social media, gaming, and internet browsing.

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Digital Addiction – A compulsive and excessive use of digital devices that negatively

affects students' daily responsibilities, including schoolwork and social interactions.

Academic Performance – A student’s success in school, measured by grades,

attendance, and class participation.

Attendance – The number of times a student is present in class, which may be affected

by excessive screen time.

Class Participation – A student’s involvement in class discussions, activities, and

overall engagement with teachers and classmates.

Grades – The scores or marks students receive based on their academic performance

in tests, assignments, and projects.

Demographics – The characteristics of the students included in the study, such as their

age, gender, and grade level.

Online Activities – The types of digital activities students frequently engage in, such

as social media browsing, online gaming, watching videos, and chatting.

Significant Differences – The measurable variations in academic performance among

students with different levels of digital addiction.

Intervention Strategies – The methods or solutions suggested to help students manage

screen time effectively and improve their academic performance.

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Theoretical Framework

A study on the relationship between screen time and academic performance in

adolescents states that youngsters tend to spend 3 hours per day in front of a computer screen,

potentially decreasing their academic performance (Patel M, Patel S K, Suresh S, et al, 2022).

With young adults spending most of their free time on various digital

platforms/entertainment, they risk a range of negative physical, psychological, and social

outcomes, as well as poor academic performance. As the ownership and access of

smartphones/devices rapidly increases in different countries they risk both negative and

positive effects on healthy development. Therefore, many organizations and governments

have taken interest in this and have issued guidelines on children's screen use such as limiting

screen time no more than 2 hours, whilst children younger than two years of age are strictly

prohibited. This also became a concern among families and educators whether youngsters

intake a negative or positive dose of screen time. Highlighting the healthy and unhealthy use

of screen time as it may decrease or promote academic achievement. The study could use the

dual-process model theory (DPMT; Pierre Barrouillet, 2011) where the theory states that

there are two systems of how humans may think, with the two systems having a difference

between each other. Relating it to the study, it acknowledges that screen time can have a

negative or positive effect on academic performance depending on how it is used.

Highlighting the use of screen time and how it may affect one individual whether it may be

negative or positive by the use of studies and analysis of adolescent school children. How

screen time can promote whilst also decreasing the probability of academic achievement.

With factors such as inappropriate shows (TV), accessing illicit websites, or playing violent

video games whilst having educational or prosocial activities such as schoolwork, interaction

with friends and family, artistic or musical creation, or relaxation. The study explores the

effects of screen time and how it may affect academic performance or achievement.

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Conceptual Framework

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REVIEW OF RELATED LITERATURE

Screen time may be either passive, which refers to viewing screen content that

requires no interaction or no input from the user, as in television viewing, or active,

which refers to interactive, intentional and cognitive engagement with a device that

provides screen content (Hu et al., 2020; Sweetser et al., 2012), such as a computer or

internet-enabled touchscreen devices that allow interactivity and feedback based on

user input (Hu et al., 2020). According to recent results, the average age of using

electronic screen devices has decreased (Chang et al., 2018) and more than 80% of

preschool children spend an average of 2–3 hours per day looking at various screens

(McNeill et al., 2019; Rideout et al., 2003; Shah et al., 2019), and television and

smartphones are major contributors (Shah et al., 2019), which exceed WHO

recommendations. Moreover, more than 4 in 5 children own at least one screen-based

device and, on average, they own three different digital devices at home (Graham &

Sahlberg, 2021). Along with screen media's advantages (i.e., access to a wide variety of

resources and communication), a growing number of researchers have proposed that

children who engaged in more screen time spent less time playing with peers (identified

as the displacement hypothesis theory), which ultimately may affect healthy child

development (Putnick et al., 2022; Roberts et al., 1993). Thus, this maladaptive excessive

screen time behavior in children has been recently associated, among others, with

adverse physical (e.g., overweight/obesity), psychological (e.g., language delay) and

social health consequences (de Rezende et al., 2014; Li et al., 2020; Lissak, 2018), as well

as with impaired executive functions (Zeng et al., 2021)

Adolescents around the world spend a significant amount of their free time using

mobile devices with screens and other visual aids. This has increased exponentially since

the advent of the Internet and social media. Smartphone ownership and access among

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youth has rapidly increased to 95% in 2018. In addition, India has the second highest

percentage of cell phone users in the world after China, as these two countries have the

largest populations. Mobile gaming, video streaming, social media such as Weibo, Tik-

Tok, Facebook, Instagram, WhatsApp, and Twitter are the main leisure activities

enabled by mobile screens. Adolescence is a period in which the foundations of adult

behavior and health are laid, as it is a period of rapid physical, neuro -behavioral and

hormonal changes. It has been said that the future development of a country depends on

the health and behavior of its adolescent population. Early academic success and career

development are significantly influenced by academic performance.

Nowadays, adolescents are growing up surrounded by digital media, which can

have both positive and negative effects on healthy development. Increased screen use

has also been associated with poorer academic performance. Time spent in front of

screens each day -on a phone, TV, computer, tablet, or other visual device - is referred to

as screen time. Increased screen use in children has been linked to a range of negative

physical, psychological, and social outcomes, as well as poor academic performance. The

American Academy of Pediatrics, the World Health Organization (WHO), the Canadian

Pediatric Society (CPS), the Royal College of Pediatrics and Child Health (RCPCH),

and the Australian government have issued guidelines on children's screen use. These

recommendations prohibit media use by children under two years of age, while older

children should limit their media consumption to no more than two hours per day. With

the exception of video conferencing, the Indian Association of Pediatrics (IAP)

discourages excessive media use and recommends limiting screen time to no more than 2

hours per day of high-quality content. Concern has grown among parents, educators,

and others about the increasing screen use by children. To be healthy, screen time must

be carefully selected and used in the right quantity, quality, and at the right time. This is

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similar to eating a balanced diet. While watching inappropriate shows (TV), accessing

illicit websites, or playing violent video games are just a few examples of negative or

unhealthy screen time, it is considered positive or healthy when used for educational or

prosocial activities such as schoolwork, interaction with friends and family, artistic or

musical creation, or relaxation. Many positive and negative health effects have been

associated with the amount of time spent in front of a screen and the quality of

information displayed there. These include problems related to weight, sleep, neck pain,

eyestrain, eating habits, communication with others and exposure to harmful

information. (Meena Patel et al, 2023).

Devices like smartphones and computers are common nowadays, and they've

changed how people live every day. Young people especially, spend a lot of time on these

devices. Because high school is a crucial time for students for thinking and learning,

people are worried about how much time students spend on screens and how it affects

their school performance (Twenge & Campbell, 2018). As screens become an important

part of school life, it's really important to understand how the way students study habits

affect their learning. Screens are now used everywhere, spending too much time in front

of them can lead to some serious issues on our health and our education. Some smart

researchers have been looking into this, and their findings are quite interesting.

According to the study it is found that teenagers who are obese and are in the habit of

excessive screen time will have lower academic achievement. Adolescents with low

interest in physical activity or who have maximum time on screen recommendations are

less likely to get good grades. Overall, poor health habits like laziness and too much

screen time are linked to lower academic performance (García-Hermoso &Marina,

2017). In Addition to this, using screens just right before bedtime showed links to

obesity, dry eyes, and lower academic performance. The research tells that both the

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duration and timing of screen use play a role in these health and learning issues,

focusing on the importance of considering when and how long children use screens.

(Mineshita et al., 2021).

Too much use of screen time, especially on smartphones, may cause harm to

brain development resulting in difficulties like lower self-esteem, more mental and

health issues, slow learning, and increased chance of early cognitive decline (Neophytou

et al., 2021). The research suggests that spending too much time on smartphones and

electronic media during teenage years leads to a negative impact on academic

performance. The study tells how important it is to keep balance between screen time

and other activities for improved academic outcomes in young individuals. It was also

found that increased screen time, especially more than three hours per day, is linked to

lower academic performance (Patel et al., 2022). Amez et al. (2023) found that for every

increase in smartphone use by the average amount, suggests a connection between more

smartphone use and a decrease in academic performance. Smartphones are frequently

used by university students across the globe. The study found that how smartphone use

affects university students, focusing on techno stress triggered by excessive use, life

disturbances, and overflow of information. The research showed that habitual

smartphone use indirectly influences sleep and academic issues through technostress.

Most researchers discovered that too much screen time, especially beyond three hours

each day, is connected to doing worse in school (Giedd & Rajapakse, 2019). This study

investigates how screen time, like mobile or computer, affects female students in

universities in Lahore, Pakistan. Many studies worldwide have been conducted on this

topic, but there's a lack of research specifically considering Lahore's unique culture and

education system. It's important to explore how it impacts students' success in Lahore

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to understand what works best for them and their specific challenges in academics and

personal development. (Naseem, 2025).

In an era characterized by pervasive digital connectivity, understanding the

interplay between digital habits and academic performance among students has become

increasingly crucial (Nnaji et al., 2020). This study examined how screen time, social

media usage, and sleep quality impact academic achievement. Grounded in the

"Transactional Model of Stress and Coping"(Folkman et al., 1979), this research

suggests that stress arises from the transaction between individuals and their

environment, where perceived stressors interact with individual appraisal and coping

mechanisms to influence outcomes such as well-being and performance. In the context

of digital well-being and academic performance, this theory helped to explain how

digital habits, such as screen time and social media usage, may act as stressors that

affect students' sleep quality and, subsequently, their academic performance. By

exploring these dynamics, we aim to provide insights that can inform educational

institutions and policymakers about the significance of cultivating healthy digital

practices among students. University students’ academic performance has always been

a problem not only for the parents but also for the faculty members. Various studies

have been conducted to understand the factors influencing the student’s academic

performance. Based on these factors, the curriculum and teaching pedagogies have been

updated and developed. However, the problem persists with the millennials entering

university education with digital habits. Therefore, it is crucial to see how the students’

academic performance is affected by the digital habits of the university students.

(Bhutto, 2024).

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Little is known about the effects of excessive screen time on Working Memory

(WM) in adolescents. The aim of this study was to investigate the association between

measures of screen time in adolescence and Working Memory. Data from the 1993

Pelotas (Brazil) Birth Cohort Study were analyzed (N = 3625). Self-reported screen time

was collected at ages 11, 15 and 18. Working Memory performance (Digit Span

backward score) was examined at age 22. Multiple linear regression was used to assess

the associations between three screen time measures (television, video game and

computer time) for each age and WM at age 22. We also evaluated the direct and

indirect effect by mediation analysis, using the intelligence quotient (IQ) at 18 years as

mediator. In men, television and video game time at 11 years and computers at ages 11

and 15 years had a positive effect on WM. Also, these effects were mediated through IQ.

In women there was no significant association between screen time measures at ages 11,

15, and 18 and WM. This study provides new insights about the relationship between

television, videogame, and computer time with WM in adolescents, by exploring the

paths of these associations and considering the important mediating role of IQ.

It is recommended that the maximum time for screen activities by children and

adolescents be 2 h a day (Strasburger et al., 2013). Probably due to the drastic changes

in the use of media and the fast pace of the introduction of new technologies in the last

decades, in several countries an increased prevalence of excessive screen time (≥2 h/day)

has been observed among children and adolescents (Bucksch et al., 2016). Working

memory (WM) is the ability to temporarily store and retain information, while a

particular task is being performed, which can be accessed, manipulated and

reorganized (Baddeley and Hitch, 1994). WM seems to be related to activities relevant

to academic performance such as cognitive control and reading skills (Peng et al., 2018).

Working Memory develops considerably between the time of puberty and adulthood in

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parallel with the maturation of the prefrontal cortex (Gathercole et al., 2004). A

systematic review indicated that WM performance is unstable and sensitive to many

social and situational factors such as stress, sleep, and certain mental illnesses (Blasiman

and Was, 2018). The results of a meta-analysis of 23 experimental and quasi-

experimental studies showed that specific training on a WM task was associated with

improvements in these skills at childhood and adolescence. However, the duration of the

effects and the underlying mechanism are still uncertain (Melby-Lervåg and Hulme,

2013). (Soares et al. 2021).

Although high-quality screen activities meet some education and entertainment

needs, exposure to digital screens may be detrimental for children’s physical health,

cognitive skills, and psychosocial development. Therefore, screen time in childhood and

adolescence should be managed, weighing risks versus benefits. The American Academy

of Pediatrics (AAP) recommends that children younger than 18–24 months of age

should not ever use screen media, while older children should not use these media for

more than a 1 h daily. According to the World Health Organization (WHO), infants

within the first year of life should not be exposed to digital screens. Screen time for

children aged from 2 to 5 years old should not exceed 1 h per day. Similar

recommendations were released by the Canadian Pediatric Society, stating that children

younger than 2 years old should not use screens, and children aged 2 to 5 years old

should have limited screen time to less than 1 h per day. The guidelines released by the

Australian Department of Health for children older than 5 years old recommend that

recreational screen time should not exceed 2 h per day. Rocka, A., Jasielska, F., Madras,

D., Krawiec, P., & Pac-Kożuchowska, E. (2022). Screen time exposure has increased for

the past decades due to the evolving innovation of technology. According to Jain et al.

(2023), screen time exposure is the accumulated time spent by a person watching or

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using any digital or electronic device. Santos and Reeve (2020) also defined it as the sum

of exposure to devices capable of video display like smartphones, tablets, computers,

TVs, and consoles in video games. Furthermore, screen time is the cumulative time

spent looking at or watching an electronic gadget's screen, including television, videos,

computers, smartphones, video games, and tablets (Anuradha, 2019). Moreover, due to

the effect of the pandemic, gadgets and device exposure arise in every household. Screen

time perspectives and concepts became an overnight sensation on the global scene.

However, in this past decade, screen time exposure among individuals has already been

in the spotlight. A growing body of literature associates excessive use of smartphones

and digital media with physiological, psychological, social, and neurological adverse

consequences (Lissak, 2018; Thomas et al., 2020) even in late adulthood (Neophytou et

al., 2021).

“Technology” refers to the tools and equipment (devices) used for entertainment

or informational purposes, and “media” refers to the digital content and games accessed

on the devices. Media before the 2000s was confined just to televisions for the most part.

With the advent of modern technology, including smartphones, tablets, digital toys, and

gaming tools, children are often occupied with digital content that comes in many sizes

and forms. Excessive technology usage has many health, developmental, and behavioral

challenges in children. The different types of media existing in the present day are

shown in. Kids can access television, smartphones & tablets at home early on. Children

of all ages can learn new skills using educational resources, such as educational videos

and interactive programs, at home and school. Children use social media platforms,

such as Facebook, TikTok, and Instagram to communicate and connect with friends.

The usage of social media is widespread among tweens and teens. Video games are

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popular among all age groups of children, and they can access video games and other

gaming tools at home.

In two systematic reviews the body of evidence suggests that excessive screen

time in childhood may impair the development of cognitive processes, including WM

(Kostyrka-Allchorne et al., 2017; Lillard et al., 2015). Depending on age, individuals use

electronic devices in different ways. However, the effects of the use of media in

adolescence as well as the variety of media used simultaneously are not widely known

(Roberts and Foehr, 2008). Available evidence on the impact of screen time on WM in

adolescents is inconsistent. While some studies suggest adverse effects (Alloway and

Alloway, 2012; Rosenqvist et al., 2016), others suggest that excessive screen time has a

beneficial effect on WM performance (Appelbaum et al., 2013; Blacker and Curby,

2013).

The scarcity of available studies on the association between screen time and WM

in adolescents, as well as the inconsistency of their results, justifies investigations of this

relationship in different periods of adolescence as the type of activities and cognitive

development vary over time (Valkenburg et al., 2016). The aims of this study were to

investigate the association between adolescents’ time spent on three types of screen

activities (e.g., watching television, playing video games, and using a computer) and

Working Memory. Our main hypothesis was that television, video game or computer

time at 11, 15 and 18 years old would be associated with a poorer performance on Digit

Span Task (Backwards only) at 22 years old. We also hypothesized that the effects of

television, video game, or computer time at 11, 15 and 18 years old on Digit Span Task

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(Backwards only) at 22 years would not be mediated by intelligence quotient (IQ) at age

18 or by short-term memory at age 22. (Soares, 2021).

How adolescents spend their free time can be an important determinant of their

mental health and academic outcomes. Screen time (e.g., watching TV, using gaming

consoles, browsing the internet) and outdoor time (e.g., participating in sports outdoors,

running/walking, and playground activities) constitute two common types of free time

activities for adolescents. In developed countries, such as the US, recent evidence

suggests that contemporary youth – including those who live in rural areas – are

spending less time outdoors and more time using electronic media than previous

generations. Due to these shifts in adolescent free time allocation, it is crucial to

determine how their engagement in these activities is associated with their development.

Studies on the link between free time allocation and adolescent outcomes

generally fall within one of two different categories. The first line of research examines

how free time activities like screen time and outdoor time might be linked to adolescent

mental health. For example, a study of adolescents in the UK found that low to

moderate levels of screen time were associated with optimal mental health outcomes,

suggesting that conservative amounts of video game time and social media usage can

stimulate creativity, relaxation, and connectedness. However, another study among

Canadian adolescents found that longer screen time can be associated with lower

optimism as well as worse symptoms of anxiety and depression. In terms of outdoor

time, the existing literature has suggested that outdoor play and nature-based

experiences are linked with better adolescent mental health, as these experiences could

decrease one’s anxiety and rumination. On the other hand, other studies did not find

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any significant association between access to “green space” (I.e., natural outdoor areas)

and mental wellbeing. A second line of research focuses on academic performance as an

outcome of interest. Past studies have found screen time to be positively linked with

academic performance, including one that found that college students who more

frequently used the internet to communicate demonstrated a higher cognitive capacity

than their peers. However, recreational screen time has also been linked with poorer

academic performance, as excessive usage of social media can occupy an adolescent’s

learning time. Meanwhile, outdoor time, or time spent engaging in physical activities

outdoors, has generally been associated with better academic performance, as outdoor

play has been suggested to bring a range of cognitive benefits including heightened

creativity and improved attention span. Yet, it is possible that outdoor time may not

always be positively linked with academic performance, which may especially be the

case if time spent engaging in outdoor activities displaces the amount of time students

spend studying or completing homework.

Although associations between screen time and outdoor time with adolescent

mental health and academic performance have been examined separately, research that

jointly examines these two outcomes is limited. Such a study is essential for several

reasons. First, both mental health and academic achievement are common outcomes in

studies on adolescent development. When studies independently explore the impact of

internet usage on student learning outcomes and adolescent mental health, there is no

opportunity to compare its effects on both of these two interrelated outcomes. Further,

an analysis of free time activities and their association with both mental health and

academic performance offers a more comprehensive understanding of the link between

free time allocation and adolescent development. Indeed, these two outcomes might not

be associated with free time activities in the same way (i.e., the associations may have

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different directions or magnitudes). Studying mental health and academic performance

together in the same study may generate more specific insights on the impact of free

time activities on adolescent development. Another notable gap is that most extant

studies in the literature only examine the association between free time activities and

adolescent development in urban areas of developed countries and tend to overlook low-

and middle-income country settings. Free time allocation in developing contexts, such as

that of rural China, may provide unique insights about regional variations in adolescent

outcomes. Critically, rural Chinese adolescents have a higher risk of mental illnesses

than adolescents in most developed countries, with about 20% of the children and

adolescents suffering from depression and 6% at risk for general anxiety. There is also a

stark urban-rural gap in educational outcomes among students in China, with data

from a nationally representative survey showing that rural youth are 2 years behind

urban children in both math and Chinese. Considering that 70% of the Chinese

adolescents are rural (i.e., have a rural household registration status) and that China’s

youth constitute 15% of the world’s population under 18 years old, the scale of these

disparities is large. Thus, understanding how certain free time activities relate to

adolescent outcomes in the context of rural China can be an initial step toward

exploring how to mitigate associated risk factors while strengthening protective factors

for tens of millions of adolescents.

Rural China is an ideal setting to conduct this research because it has witnessed

a significant rise in technology use among rural adolescents over the last decade, which

may indicate a shift towards longer screen time and less outdoor time. The gap between

rural and urban internet usage has steadily decreased, with 90.3% of the Chinese rural

adolescents having access to internet services in 2019 (compared to 93.9% of the urban

adolescents). Moreover, technology access is much higher in rural China than in other

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developing countries. For example, the smartphone ownership rate of families is over

63% in rural China, compared to just 13% in rural India. In recent years, the Chinese

government has taken steps to address adolescent technology addiction. However, little

is known about how much screen time is optimal versus problematic for adolescent

mental health and academic performance in rural areas, and there is even less

understanding of the role of other free time activities such as outdoor time on these

outcomes. Thus, there is a need for large-scale, empirical data to inform both the design

of policy and clinical practice in rural China. This study aims to address these

shortcomings with three specific objectives. First, this paper describes the free time

allocation of adolescents in rural China, focusing on their screen time and outdoor time.

Second, it examines the association of screen time and outdoor time with mental health

outcomes. Finally, it investigates the association of screen time and outdoor time with

academic achievement. (Wang et al. 2023).

In today's modernized world, young generations are gaining more exposure and

becoming reliant on the advanced technologies that emerged in this century. According

to Sinnarajah (2019), the issue of children's screen time is getting worse globally. As the

name implies, screen time refers to activities done in front of a screen, including

watching television and using technological devices such as smartphones, tablets,

computers, etc. (Screen Time and Children, 2021). This issue was often interrelated with

the current issue concerning students' academic productivity. In fact, according to

Australian research conducted by Domingues-Montanari (2017), there is evidence that

young children's cognitive development is negatively impacted by screen use. In the

Philippines, teenagers who used screens for more than 7 hours per day had a 40% lower

chance of excelling in school, while those who used screens for 2 to 4 hours per day had

a 1.23 times higher chance of getting good marks (Micael et al., 2017). In light of this,

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this issue is extremely alarming. This study, therefore, was conducted to determine if

there is a relationship between the screen time activity of students and their academic

productivity. Specifically, this study aimed to determine whether screen time activity

negatively or positively impacts students' academic productivity in Jagobiao National

High School S.Y. 2022-2023. This study was anchored on the "Behavioral Learning

Theory" by Burrhus Frederic Skinner (1938). According to Reimann (2018), this theory

states that all learning is influenced by personal experience. Furthermore, according to

Drew (2022), this theory primarily focuses on observable and quantifiable aspects of

human behavior. In this regard, actions are the proper subject for study rather than

ideas or feelings. Screentime Activity In light of the emerging issue regarding the use of

screens among students, it is critical to examine how their academic productivity is

affected. Screen Time activity, according to Ramírez (2021), is the leading factor in why

students have poor academic performance. Additionally, according to Pediatrics (2022),

here are two different kinds of screen time: non-recreational and recreational. Non-

recreational screen time is defined as time spent on a computer, tablet, phone, or

television with an educational or activity component (Murray, 2020). As a matter of fact,

according to Hwang (2020), non-recreational screen time encourages education,

creativity, curiosity, mobility, and fitness. The students benefit from screen time during

school and homework because it helps them with mathematical difficulties, essay

writing, science fact investigation, art creation, and cultural awareness (Bringula et al.,

2021). This is further evidenced by Simoes et al. (2022) which stated that students who

have access to technology for educational purposes tend to have higher grades and are

more engaged in their learning. Further, several studies by Arundell et al. (2022), Ponti

et al. (2017), and DeWeese (2014), have shown that technology can help students

understand abstract concepts more easily, allowing them to better retain and apply

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what they learn. It also gives them access to a wide range of tools and resources they

wouldn't otherwise have. These include online databases, educational apps, and virtual

reality. This helps them further their knowledge of various subjects, as well as develop

critical thinking and problem-solving skills (Dauw, 2016). Conversely, according to

Wagner et al. (2021), recreational screen time, which is the "screen time" that experts

are concerned about, does not encourage exercise or actual education. This screen time

rewires children's brains, impairing cognitive development and resulting in obesity,

behavioral issues, academic difficulties, lack of sleep, melancholy, and mood swings.

Hence, it is recommended that parents monitor their children's recreational usage of

television and set limits on their use (Stiglic & Viner, 2019).Moreover, according to

Adelantado-Renau et al. (2019a), this type of screen time includes any social media use,

the majority of movies and T.V. shows, the majority of video or computer games, and

anything else that is not useful for their education or physical exercise. On top of this,

during recreational use, the children will often be lying down or sitting. Therefore,

screen usage has been associated with issues with mental health, social development,

and poorer levels of physical fitness (Schmidt et al., 2020). In a study conducted by

Twenge & Campbell (2018), additional hours per day of screen time activity were linked

to even worse psychological well-being, including decreased interest, less self-control,

increased distractibility, difficulty making friends, decreased emotional stability,

difficulty getting cared for, and inability to complete activities. These effects, according

to Tang et al. (2021) and Twenge (2019), were found to be especially pronounced among

adolescents, leading to a decrease in their overall mental health. The researchers suggest

that digital technology should be limited to protect young people's mental health. In

addition, Vidal et al. (2020), Odgers and Jensen (2020), Boers et al. (2019) emphasize

that the more time adolescents spend on digital technology, the more likely they are to

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experience depression, anxiety, and suicidal thoughts. Furthermore, Limone and Toto

(2021) also indicated that increased usage of digital technology can lead to difficulty

forming relationships and an overall decrease in mental wellbeing. (Narciso, 2023).

The living conditions of families have significantly changed due to the COVID –

19 pandemic. Previous findings have found that students are inactive in learning in-

home isolation relative to their success in their educational institutions. They are

expected to have more time to amuse themselves, establish irregular sleeping habits, and

have unhealthful diets. These detrimental impacts on students are expected to manifest

over prolonged quarantine times which would undoubtedly impact their academic

success (Wang et al., 2020). Sprang and Silman (2013) have demonstrated that

psychiatric conditions ignored during quarantine are more traumatic than those that

are not. The data gathered from a survey of 506 parents showed that the pandemic

profoundly affected their children's psychological status (Wang et al., 2020).

Furthermore, different types of parental involvement could either negatively or

positively affect the children's ability to succeed in high school and college. Parents

played a significant role in the family members, for they are the ones who exposed them

to the outside world, including academics. Parental involvement refers to the amount of

participation a parent has regarding schooling and a child's life (Erlendsdóttir, 2010).

According to Wallace and Hentgens (2017), treating children negatively, like physical

abuse, yelling, and other punishments, negatively impacts the children's academic

performance and outputs. On the other hand, those students having an active parenting

involvement in their education that education will likely motivate them and lead them to

success the idea of making school more exciting and fulfilling in short-process for these

students, such as through to peer-to-peer learning, hands-on projects, and experiences,

might be more effective.

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Parent involvement in schools focused on the family background concerning

characteristics of school involvement activities and then tracing it if it genuinely affects

academic performance. Thus, it contributes willingness and motivation to their

children's outputs (Park & Holloway, 2016). Moreover, students' academic work

supervision may increase students' concerns about the student's image but not their

academic performance. School achievement varies directly and positively on the

parent's expectations and children's performance and negatively on the parent's

contribution in tasks and orientation about goals and objectives (Valle, 2018). Likewise,

parent-delivered compensatory education for children at risk of educational failure:

improving the academic and self-regulatory skills showed that significant gains in

parental involvement and their expectations turned into mediated intervention gains in

child literacy skills and academic results. Thus, it suggested a need to attend to the

beliefs parents hold about their child's academic potential and their way of behavioral

support for the child. Further, there are significant links regarding school-based

involvement, parental educational expectations, adolescents' cumulative high school

grades, and academic achievement (Benner, 2016). The study results showed a

significant positive relationship between parental involvement in education and

student's academic performance. As suggested, parents should play the leading role in

supporting their children's achievements and goals. Moreover, the present study

investigates the relationship between parental involvement and the student's academic

performance, specifically during the COVID-19 pandemic and the new normal

education in the Philippines. (Tus, 2021).

A person's sleep plays a crucial role in their overall lifestyle, with the average

individual requiring 8 hours of sleep to maintain good health. Poor sleep quality can

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have a detrimental impact on physical health, emotions, and cognitive thinking of

students. Sleep disorders, like sleep deprivation and excessive daytime sleepiness, are

common among college students, impairing their attention span, cognitive abilities, and

academic performance (Gaultney, 2010). Sleep and stress are closely related, with stress

influencing sleep quality, and vice versa, affecting academic performance (Han et al.,

2012). Poor sleep quality may lead to chronic fatigue, depression, stress, and lower

quality of life (Fuller et al., 2017), impacting their ability to learn and overall health.

Addressing sleep-related issues in students is vital for promoting their well-being and

academic success. Sleep deprivation can lead to emotional and behavioral issues that

may affect a student's academic performance (Suni & Truong, 2023), making it crucial

to analyze the factors contributing to such problems among students. The existence of

rapidly developing IT platforms has driven adolescents to use these services for

educational, entertainment, and social purposes, leading to both positive changes, such

as improved visual reasoning and creativity, and potential negative effects on sleep

quality (Rose, N. et al., 2022). Technology has continuously evolved to meet our needs

and provide entertainment. IT services, including streaming platforms, social media,

and video games, have greatly enhanced our efficiency and entertainment. However, the

improper use of technology remains a common issue, particularly among adolescents.

During puberty, teenagers prioritize socialization, making friends, and expressing

themselves, leading to extensive use of IT services that can disrupt their sleep patterns.

This excessive usage can result in poor sleep quality or, in more severe cases,

sleep disorders. The study of Al Kazhali et.al. (2023) suggests that social media use may

be linked to poor sleep quality. Electronic social media use and its associations with

insomnia, daytime sleepiness, mood, and sleep duration in adults is investigated in the

work of Bhat (2018). The use of electronic social media in bed is found to be associated

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with sleep and mood dysfunction in adults (Bhat, 2018). According to Charmaraman et

al. (2021), there is a significant relationship between the quantity of social technology

use (e.g., checking social media, problematic internet behaviors, mobile use), content

viewed (e.g., emotional or violent videos, risky behaviors), and social context (e.g.,

bedtime behaviors, starting social media at an early age) and later bedtimes and fewer

hours of sleep on school nights. While technology has undoubtedly improved our lives, it

is important to investigate how to protect the students from the negative impact of

prolonged use of technology for entertainment purposes. This study aims to analyze the

impact of technology such as social media, video games, and streaming services on high

school students' academic performance and sleep quality. The widespread use of

technology, such as smartphones, social media, gaming, and streaming services, has

influenced students' lifestyles and has the potential to negatively affect their sleep

quality. The study of Fuller (2017), suggests that children who use technology around

bedtime had 30 minutes to an hour less sleep than those who did not, with a substantial

influence on sleep quality. Increased tablet and mobile phone screen time before bed

would have a negative influence on sleep quality and attentiveness in children, resulting

in morning tiredness and a lower likelihood of eating breakfast (Fuller, 2017).

Additionally, a study by Olson et al. (2014) found that a significant number of

adolescents brought their phones to bed, continued texting past their bedtime, and were

frequently awakened by text messages during the night. These findings suggest a decline

in sleep quality and quantity among adolescents who engage in electronic device use

before bedtime. Sleep is essential for memory consolidation and cognitive performance.

Okano et al. (2019) investigated the association between sleep and academic

performance. The study underlined the negative consequences of sleep deprivation on

attention, cognition, and academic performance. Sleep deprivation has repeatedly been

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linked to increased fatigue, drowsiness, and poorer cognitive performance in controlled

trials. Furthermore, the study found that poor sleep quality and shorter sleep duration

are linked to worse levels of concentration and attention in the classroom. (Chan et al.

2023).

Students today lack the knowledge necessary to manage their time effectively.

While some students utilize their free time to study, complete schoolwork, and

participate in other school activities, others spend it using technology, social media, and

online gaming. The other half of their time is divided between various extracurricular

and leisure activities. This study can shed light on how students' extracurricular

activities affect their academic achievement. The purpose of the study is to look into

how learners' academic performance is related to their leisure activities. “Leisure as an

activity helps people to keep themselves engaged in different activities during their free

time". When someone pursues happiness, self-expression, and meaningful engagement

in their free time, it is an activity that they themselves approve and find intrinsically

compelling. In the current generation, we have come a long way and see a variety of

other leisure activities that we can engage in that can develop us academically,

personally, socially, recreationally, and culturally through and provide a secure,

encouraging environment that gives a variety of possibilities. We have been able to

engage ourselves in various leisure activities from a very young age, be it reading a book

during our free time or going out and playing with our friends. Students participate in a

variety of academic and extracurricular activities, therefore it's critical to comprehend

how they prioritise and balance these activities in order to stay focused and maintain a

healthy balance. One of the issues college students encounter most frequently is how

distractions and difficulties can make it difficult for many students to concentrate on

their academic achievement. Leisure activities help to develop physical, mental,

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emotional and social competencies of an individual. There have been numerous research

studies conducted on benefits of exercise for mental health by supporting the theory that

exercise is conducive to enhancing positive emotion such as vigor, pleasure, and energy

as well as decreasing anxiety, tension, tiredness and anger. Caldwell, L. L. (2005).

Leisure signifies individual choice to spend their discretionary time fulfilling

certain interests or needs or performing gratifying experience for the sake of wellness or

personal development (Alli, 2007; Barcelona 2002). It is believed that when a child is

given free time to learn in his/her interest learning areas/centres, that child tends to be

more creative which, on the other hand, improves their academic performance. (Shalley,

Zhou & Oldham, 2004).

Sleep is an active, repetitive and reversible behaviour serving several different

functions, such as repair and growth, learning or memory consolidation, and restorative

processes: all these occur throughout the brain and the body. Thus, during sleep

behavioural, physiological and neurocognitive processes occur: these very processes are

susceptible to be impaired by the absence of sleep.

Sleep loss is, in fact, one of the most striking problems of modern society.3 Very

often, to cope with our many daily interests, we prefer to sacrifice some sleep time, in

the hope that this will not induce dangerous effects but will enable us to carry out

several other activities. Unfortunately, this is not true and sleep deprivation has various

consequences, such as sleepiness and impairments in neurocognitive and psychomotor

performance. More specifically, in their classic meta-analysis, Pilcher and Huffcut4

claimed that sleep-deprived individuals functioned at a level that is comparable with the

ninth percentile of non-sleep-deprived subjects. These decrements in neurobehavioral

functioning after sleep restriction or deprivation are well known and common to all

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people even though some individual differences in vulnerability to sleep loss have been

shown.

The last few years have seen an increasing literature on the relationship between

sleep, memory and learning capacity (e.g. Ref.9). Recent findings have shown that sleep

plays an important role in learning processes and memory consolidation,10, 11 although

no direct relationships were found between different kinds of memory, such as

procedural or declarative memory, and different sleep stages, such as REM or NREM

sleep.12 These studies clearly show that sleep deprivation can impair learning and

memory for both motor procedural (e.g. Ref.10) and declarative memory systems (e.g.

Ref.13).

It is well known that the integrity of learning and memory processes are

fundamental in school achievement and academic performance, particularly in

individuals like children and adolescents who are in a particular developmental phase.

At this stage in life, adolescents suffer from increasing school, family and social pressure

and from an environmentally induced delay of sleep timing together with changes of

intrinsic regulatory (both circadian and homeostatic) processes.22 Taken together, these

altered sleep patterns lead to a marked increase in sleepiness23 that usually facilitates

cognitive, emotional, behavioural and academic failure.22 Surprisingly, not much data

exists regarding the specific effects of inadequate sleep and sleepiness in daytime

functioning in children.17 Nevertheless, some experimental evidence reinforces the

common belief that disrupted or poor sleep is usually followed by inefficient daytime

behaviour and variability in performance. Within these activities, academic

performance and/or school achievement should be carefully taken into consideration. As

recently pointed out in some literature reviews,24, 25, 26 learning abilities and

consequent academic performance are particularly dependent on sleep patterns and

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sleepiness levels. These impairments in neurocognitive functioning can be observed in

several kinds of learners: from school to university students, so that the consequent

ability to learn from lessons or from practical activities, such as laboratory work, very

often proves to be drastically reduced.

The aim of this review is to focus on the effects of sleep

deprivation/fragmentation on ‘day-after’ learning capacity and academic performance.

In order to discuss these issues, we will briefly introduce the most recent findings on the

relationships between sleep and learning-memory processes. Then, we will turn our

attention to the studies showing the relationship between sleep patterns and schedules

on academic performance and learning. Finally, we will discuss studies investigating the

effects of induced sleep loss on academic performance and neurobehavioral functioning,

with particular attention to learning capacity.

Multitasking processes discuss how humans can carry over more than one

independent task at the same time and this is considered as a switching process task.

Various theories have been proposed to discuss multitasking processes, related to the

number of tasks that individuals attempt to perform and the limited capacity of the

human brain for information processing. For example, multiple resource theory

suggests that individuals have a set number of specialized resources that subsume

specific functions which are related to cognition and perceptions. Carrier at al. (2009)

[14] proposed that people are likely to text or surf the internet whilst listening to music

without any decrement in performance, as these two tasks are not competitive (do not

share the same resource requirement). The Unified Theory of Multitasking Continuum

introduces simultaneous (a potential conflict between tasks) and serial processing

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(potential inhibition effects on one task as the other is performed) with multitasking

processes taking place at different times. Therefore, two or more tasks may compete

with one another from the perspective of different resources (similarity with multiple

resources theory) and one task will be forced to wait its turn, causing a delay in

completion time. Multitasking assumes that individuals somehow have “conscious”

awareness and control over the tasks, whereas distractions are usually motivated by

sources external to us. Individuals can choose to either ignore the disrupting stimulus or

process the distraction. If they choose to do the latter, then potential distractions force

individuals to suspend their primary task, leading to a longer time to completion.

Many researchers have studied multitasking and distraction processes in a

lecture theatre environment and their impact on student performance. For example,

they have investigated the impact on the switching process between academic

(productive) and nonacademic (unproductive) activities on student performance

through the use of a laptop during lecture time. However, most of the researchers who

explored the relationship between multitasking, laptop use in a lecture theatre and

academic performance have either included a small number of participants or had a

large sample including participants from different disciplines or exposed participants to

laboratory and predetermined experimental conditions. Similarly, many other

researchers have investigated how mobile devices might be associated with multitasking

in classroom/lecture learning environments and student academic performance [20]. It

seems that there is a debate regarding the use of mobile phones during lecture time and

its association with student academic performance. Kuznekoff, Munz and Titsworth

(2015) [23] have pointed out that the exchange process of (un)related messages through

smartphones during lecture time affects student performance and the note-taking

process. The major three destructive ways that mobile phones affect learning

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performance are related to sources (i.e., notifications, texting process), targets (i.e.,

messaging has no impact on reading comprehension) and subjects (i.e., information

motives, personalities). On the contrary, Marzouki, Idrissi and Bennani (2017) have

mentioned the positive effects of mobile learning on knowledge acquisition, student

academic performance, attitudes, and motivation in social constructivist learning

environments Although researchers have quite extensively explored how, digital device

usage in a lecture theatre affects student academic performance, only limited attention

has been given to learning variables, such as self-efficacy and self-regulation. Self-

efficacy refers to individuals’ beliefs on their capabilities to perform behaviours that

will produce desired outcomes through the accomplishment of specific tasks which then

in turn led to achieving one’s scholastic goals. Self-regulation consists of social cognitive

(e.g., self-efficacy and motivation) and behavioural dimensions (e.g., self-evaluation and

effort management). Zhang (2015) has examined the direct and indirect association

between learning variables (i.e., self-efficacy, intrinsic, and extrinsic motivation, test

anxiety and self-regulation), laptop multitasking and academic performance. The

findings of this investigation showed that self-efficacy negatively influenced

multitasking, while self regulation is positively associated with extrinsic motivation (e.g.,

enjoyment). A recent study has compared the role of self-regulation and self-efficacy in

online and face-to-face classrooms on academic performance moderated by gender. The

findings of this study argued that females with high self-regulation skills are less

exposed to online multitasking experiences and presented higher academic performance

compared to males. However, the participants in this study were enrolled in various

courses which might have affected student responses from the perspective of curriculum

design along with the usability of courses for their future career.

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Limniou, Duret and Hands (2020) have compared learning in regard to student

behaviour, learning environment and individual characteristics following Social

Cognitive Theory (SCT) to explore multitasking in a lecture theatre and academic

performance of first-year students from three different disciplines. The social and

cognitive interactions which took place through exposure to the use of digital devices

supporting (non-)academic learning activities in a lecture theatre have been studied

from the perspectives of student academic performance and their personal

characteristics (e.g., self-efficacy, student perceptions of course employability use, test

anxiety, and surface strategy). This study argued that there was no difference between

academic performance and device usage in a lecture theatre amongst first-year

undergraduate students from the same discipline. However, there was a difference

between the three disciplines which was mainly related to student characteristics,

curriculum design and the teaching delivery process. Applying Social Cognitive Theory

(SCT), researchers have explored, in addition to the roles of self-efficacy and self-

regulation on academic performance [34], how other individual characteristics (e.g.,

student background, test anxiety and surface strategy) influenced multitasking

processes in a lecture environment. Studying further how the dynamic bond between

the interactions of individuals, behaviours and learning environment might be linked to

multitasking processes using different digital devices in a lecture theatre, an in-depth

understanding may be gained regarding academic performance, learning and university

BYOD strategies. The aim of this study was to identify whether there was a difference in

student behaviours when students used either a laptop or a smartphone or both of these

devices during lecture time. This study endeavoured to make a connection between

student learning and their academic performance to the level of multitasking and

distractions in using digital devices in a lecture theatre. To eliminate the risk of

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including participants with different backgrounds who might have attended different

courses (e.g., different curriculum structures) delivered by teachers who did not

incorporate the same BYOD policy, this study only focused on students from a specific

programme (psychology) across the three years of undergraduate studies.

Despite the limitations, the aim of this study was to discuss multitasking

processes in a lecture theatre as part of the interactions between behaviours, the

learning environment, and student characteristics. The findings of this study suggest

that although universities and university departments promote the Bring Your Own

Device (BYOD) agenda and students are encouraged to use digital devices during

lecture time, students are not aware that multitasking, jumping from one task to

another, requires high levels of cognitive skills. Student self-efficacy may be

overestimated—their behavioural self-regulation skills are highly linked to the use of

devices in a lecture theatre and they have not been taught how to self-regulate this. The

roots of distractions in a lecture theatre also seem to be related to the learning

environment (i.e., peers with smartphones) and learning engagement (i.e., boredom).

Thus, teachers should enhance their teaching delivery process through well

supported pedagogical frameworks in order to enhance student learning engagement,

while at the same time, they should alert students to the consequences of multitasking in

their own learning process. One of the practical implications for this study is that it

might avoid misleading conclusions regarding a ban on devices from university lecture

environments. Decisions and/or policies should be reconsidered in terms of the teaching

delivery process and student engagement, educational challenges in the 21st century.

Most universities have the infrastructure allowing students to bring their own devices

into a lecture theatre, but the teaching delivery process and student engagement in

learning should be reconsidered not only from a lecture duration perspective (i.e.,

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shorten the 2 hours lecture time and include more breaks) but also in terms of the

integration of a variety of resources into the learning and teaching process. Raghuriath,

Anker and Nortcliffe (2018) [48] have reached a similar conclusion by exploring the way

that teachers integrate technology into a blended learning environment. Their findings

led them to recommending that universities further support teachers. The COVID-19

pandemic and necessary changes to the learning delivery process resulted in a

departure from traditional methods of teaching, but this may further students’ escapism

through the use of devices, so it is important to engage students in a learning process

that integrates a variety of resources into different teaching modes, supporting active

learning processes. One of the theoretical implications of this study is to not only

provide information about student learning processes through the use of digital devices,

but to provide an example of how a pedagogical theory (Social Cognitive Theory) can be

applied to study technology integration into a lecture theatre. Future research on the

field of Higher Education pedagogy and technology integration may shed light on the

implementation of Bring Your Own Device (BYOD) by universities from the

perspectives of student characteristics, learning environment and behaviour through

interactions with teachers, resources and peers.

This study investigated the impact of Facebook usage on the reading habits,

attitudes, and academic performance of 150 secondary students at Pantar National High

School, Division of Lanao del Norte, during the School Year 2023- 2024. Employing a

descriptive-correlational research design, statistical tools such as Frequency and

Percentage Distribution, Mean and Standard Deviation calculations, Pearson r

correlation, and Multiple Regression Analysis were utilized for data analysis. Findings

revealed distinct patterns in the perceived impact of Facebook on students' reading

habits. Students expressed a moderate impact on reasons for reading, emphasizing the

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platform's role in shaping motivations. Reading preferences showed an overall positive

impact, highlighting Facebook's influence on content preferences. Distractions during

reading reflected a moderate impact, emphasizing the nuanced role of Facebook in

concentration. In examining perceived impacts on reading attitudes, students exhibited

a modest influence on self-efficacy and motivation to read. However, a notable impact

on the perceived importance of reading was observed. Academic performance exhibited

a predominantly positive distribution where the majority achieved a "Very

Satisfactory" level, and few attained an "Outstanding" performance. It was indicative

of a positive academic environment. The ordinal regression revealed that there was no

found significant impact of Facebook Usage on their reading habits and the perceived

impact of Facebook use on their reading attitudes.

In today's digital age, Facebook has become an integral part of the lives of many

individuals, especially the younger generation. While Facebook has various benefits, it

has also raised concerns about its impact on reading habits and attitudes among

students. Reading is a fundamental skill that is essential for academic success and

lifelong learning. However, the prevalence of Facebook use among students has been

linked to a decline in their reading habits and attitudes towards reading. Many students

spend a significant amount of time on Facebook, such as Facebook, decreasing the time

they dedicate to reading. This issue raises concerns about the impact of Facebook on the

reading habits and attitudes of secondary school students (Geronimo & Llantero, 2018).

The decline in reading habits and attitudes among secondary school students may have

long-term implications on their academic performance and their ability to succeed in

higher education. It may also hurt their critical thinking skills and ability to

communicate effectively. Several studies have examined the relationship between

Facebook and reading habits and attitudes among students in the Philippines. A study

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by Atienza et al. (2020) found that Facebook use significantly negatively impacted the

reading habits of senior high school students in the Philippines. Another study by Valdez

and Bacani (2018) found that Facebook use hurt the reading attitudes of college

students in the Philippines. While some studies have examined the relationship between

Facebook and reading habits and attitudes among students in the Philippines, there is

still a research gap in understanding how Facebook influences the reading habits and

attitudes of secondary school students. This study aimed to examine the influence of the

use of Facebook on the reading habits and attitudes of secondary school students in

Pantar National High School, Pantar District, Division of Lanao del Norte, School Year

2023-2024. By understanding these relationships, the study aimed to provide

recommendations for educators and parents to help students develop better reading

habits and attitudes. (N. Dangdang, C. Abarquez, 2024).

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RESEARCH METHODOLOGY

Research Design

The purpose of this research is to study how Screen Time Habits can affect GHS

Students' overall academic performance focusing on how often students use digital

devices, the different activities they do, and how these influence their overall academic

performance. The study also aims to suggest ways to help students prevent the use of

digital devices frequently employing a quantitative research design, specifically a

statistical analysis approach. This design is appropriate as it aims to represent how

Screen Time Habits influences GHS Students academic performance. To ensure an

unbiased selection of respondents, the study will use random sampling technique.

Through this method, every GHS Student will have an equal chance of being selected as

the respondent.

The data collection will be conducted through a structured survey questionnaire,

which will measure three key variables. Digital Devices usage (including regularity;

time, and type of activity they do), Academic Performance (effects on overall academic

performance), Health (including sleep and eye pain in using too much digital device).

The collected data will be analyzed statistically to identify if there are significant

relationships between Screen Time Habits and GHS students overall academic

performance.

This research design supports an in-depth understanding of how Screen Time

Habits affects GHS Students overall academic performance, while ensuring objective

and dependable results through quantitative analysis. The descriptive feature of the

study will provide insights into students' views on screen time habits, while the

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correlational feature will assess whether a significant relationship exists between Screen

Time Habits and students’ academic performance.

By engaging using a random sampling technique, it ensures a fair representation

of the student’s population, making the findings more applicable to a wide audience.

Ultimately, this study aims to contribute valuable data that could implement awareness

regarding the effects of Screen Time Habits on GHS Students Academic performance.

Population and Sample of the Study

The target population of this study is composed of Grade 7, 8, 9, and 10 students

of Gun-ob High School, centering on digital habits and their impact on their academic

performance. Since the students of Gun-ob High School are noticeably affected by their

digital habits that take a toll on their academic performances, they were ideal

participants for this research.

This study will use a random sampling technique to enforce proper and equal

representation of students across the different grade levels. The questionnaire is

designed with 3 categories, Number of Hours of Digital usage, Digital Habits Impact on

Academic Performance, and Positive and Negative Effects of Digital Habits on their

Academic Performance. This application conserves fairness in distribution while

reducing bias in the selection process.

Research Instrument

The research aims to investigate the impact of screen time habits on the

academic performance of high school students. Exploring the relationships by a 17-item

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survey structured in three sections. The survey aims to gather data on students’ screen

time usage patterns, demographics, and perceived impacts on health and well-being.

The data will be analyzed by the process of using it to inform the development of

evidence-based interventions aimed at mitigating the negative consequences of excessive

screen time whilst promoting healthier technology habits among students.

The first section of the research provides two (2) items about the demographics

of the respondents. The demographic data provides essential context for interpreting the

results and reveals potential demographic trends impacting screen time and academic

performance.

The second section of the survey instrument, composed of ten (10) items

specifically designed to explore the complex relationships between students’ screen time

usage patterns and their academic achievement. This section aimed to not only identify

correlations between these two variables but to also quantify the extent and nature of

the impacts that varying levels and types of screen time have on students’ academic

performance.

The last part of the survey consists of five (5) questions focused on the health and

well-being of the students. This section aims to assess the negative consequences of

excessive screen time on students’ physical and mental health.

The 17-item survey of GHS students gave the researchers useful information

about how screen time affects the students’ grades and well-being. This data will

facilitate a deeper understanding of the complex interplay between screen time and its

impact on academic performance and student well-being, ultimately informing the

development of evidence- based interventions designed to mitigate the negative

consequences of excessive screen time use. The findings will contribute to a more

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detailed understanding of this critical issue, allowing for the creation of targeted

strategies to promote healthier technology habits and improved academic outcomes

among students.

Data Gathering Procedure

The data collection procedure will consist of surveys with a quantitative and qualitative

approach consisting of questionnaires in order to interview students from Gun-Ob High

School. The survey contains seventeen (17) questions used to gather information and

data about screen time habits, and students' well-being highlighting its impact on

academic performance. The participants are chosen by a random sampling technique in

which the researchers formulate a list of students and will get the even numbers within

GHS students.

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