1

CHAPTER I

INTRODUCTION

Situation analysis

In today’s digital age, gadgets like smartphones, tablets, and laptops are now a big part

of students’ daily lives. Senior high school students often use these devices for schoolwork,

communication, and entertainment. This study wants to understand how using gadgets can help

improve the study habits of students. When used in the right way, gadgets can help students learn

better. They can watch educational videos, take notes, search for information online, and use apps

that help them manage their time and tasks. These tools can make studying easier and more

interesting. But gadgets can also be a problem if students use them too much for games, social

media, or other non-school activities. This study will look at both the good and bad sides of

gadget use. It aims to help students, teachers, and parents find better ways to use gadgets to

support learning and build good study habits. In the end, this research hopes to show how gadgets

can be used properly to help senior high school students focus more on their studies and do better

in school.

This study examined how smartphones affect students in current times where they are

gradually penetrating into our lives. This study used data from the Seoul Educational

Longitudinal Study, of which the 9th year panel data was used. Structural equation modelling was

utilized to examine the impacts of the age of the students when they use smartphones for the first

time and how long they use it once addicted. The self-directed learning ability and academic

achievement scores were also examined. It was found that the age at which the students started

using smartphones affected their daily smartphone usage hours and their degree of smartphone

addiction.
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This study was designed to measure the impact of smartphone usage among college

students on their current academic success. We report the results from a survey among 99

undergraduate student iPhone users in a large Midwestern U.S. university. The survey combines

objective smartphone use time directly obtained from Apple's Screen Time feature with official

GPA and ACT/SAT scores from university records. We evaluate how GPA and self-reported

measures of academic success are determined by ACT/SAT scores,

This study investigates the impact of digital tools and online learning platforms on higher

education learning outcomes in private universities in Lahore, Pakistan. With a focus on student

engagement, motivation, and academic performance, the research aims to identify the key

challenges and barriers faced by educators and students in integrating these technologies.

Technology has played a vital role in educational innovations, providing both teachers and

learners options and flexibility in their teaching and learning practice. This descriptive research

was designed to find out the effect of electronic gadgets on the academic performance of senior

high school (SHS) learners, study habit and level of proficiency in the use of electronic gadgets.

This was conducted at four small implementers of SHS in the municipality of Sara, Iloilo. Eighty

(80) randomly selected SHS responded on questionnaire-checklist. Mean, Pearson-r and t-test

were used to analyze data. Results of the study showed that the effect of electronic gadgets on

academic performance of SHS learners was very effective, level of proficiency on use of

electronic gadgets was highly proficient, study habit of SHS learners was very good. There were

no significant differences in effect of electronic gadgets on the academic performance, level of

proficiency on the use of electronic gadgets and study habit of SHS. There was no significant

relationships between the effect of electronic gadgets, level of proficiency in the use of electronic

gadgets and study habit on the academic performance. Learners are aware on effects, yet
 3

responsive and educated about ill effects of gadgets. Educational use of gadgets develops a

foundation of good/strong/progressive

and effective citizens in the future. Electronic gadgets are beneficial in the schools. Therefore, the

principals/school heads should allow learners and teachers use gadgets in class. However,

constant reminder should be instigated in the various negative effects of these gadgets.

The information gathered from one of the secondary public schools in Cluster 1,

Division of Pampanga's senior high schools for the academic year 2023–2024, the study looked at

how the students used their phones. The study investigates the relationship between students'

screen addiction and factors such as stress levels, physical activity levels, and lack of self-control.

Through this discovery, an intervention plan is being developed by the researchers to effectively

encourage senior high school students to balance their mobile phone usage. Approximately, 643

senior high learners from both levels participated in the study on the value of mobile phone usage

among mobile phone users (MPUs).A mixed-method sequential explanatory design was used.

According to the study, students who use screens excessively are more likely to experience stress,

obsessive behaviour, and a loss of self-control, among other negative consequences. On the

contrary, physical activity is associated with lower stress levels among individuals. This study

reveals senior high school students experience anxiety, eating problems, and smartphone

addiction, impacting their behaviour and mental health. Furthermore, the study found a

correlation between stress levels and exercise and screen addiction. This connection may be the

result of the study emphasizing the detrimental effects of excessive mobile phone use on the

physical and emotional well-being of seniors in high school. Additionally, this study recommends

managing digital resources, encouraging everyday life contacts, and encouraging a balanced

approach to cell phone usage. Thus, the study highlights the significance of finding a balance

between personal health and technology used to enhance student's educational experiences and
 4

quality of life. To enhance their academic performance and mental health, students should be

taught about the dangers of excessive mobile phone usage, encouraged to practice personal

wellness, and given preventative steps to follow.

This small scale study aimed to identify the purposes of Grade 12-Rizal Students of

Lawaan National High School in terms of using gadgets during class hours. This study was done

to answer its specific question problems. What are the purposes of Grade 12 Students of Lawaan

National High School on using of gadgets during class hours? What are the benefits of using it

gadgets during class hours? And, what are the rules and regulations embedded in using gadgets

during class hours? This study was designed to gather information the use of owned gadgets by

students i.e. the purposes behind use, and its impacts on education. By the use of semi-structured

questions for the face-to-face interview, and observation by the researcher, primary data was

collected from 10 respondents of Grade 12 Rizal students of Lawaan National High School.

Findings of the study showed that most of the student-respondents' purposes of using gadgets

during class hours in most cases are for pleasure driven (entertainment) rather than necessity

driven. Again, it revealed that addiction to gadgets had many negative impacts on the aspects

relating to the education of the respondents and had become a causal factor in the change of life

style of young participants. The results are interpreted based on the comparative distribution and

clustering to the codes and implications for the future are pointed out.

Based on our Observation, many senior high school students today often use gadgets like

smartphones, tablets, and laptops. They use these not only for schoolwork but also for social

media, games, and entertainment. Because of this, it's important to study if using gadgets helps or

harms their study habits. We need to know if gadgets help students focus, manage their time well,

and do better in school—or if they just become a distraction. This study will help us see the good

and bad effects of gadget use. It can guide teachers, parents, and schools in helping students use
 5

gadgets properly. It will also encourage students to use gadgets in a way that improves their

learning and study habits.

Effects of Gadget
Tech-Assisted Exposure on Study Dual-Pathway
Framework of the study
Learning Habits Improvement of Model of
Behavior Senior High School Gadget
Theory Students Influence
(TALBT) (DPMGI)

Digital
Engagement and
Study Habit
Enhancement
Theory (DESHET)
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Figure [Link] of the study

Theoretical Framework

These theories support the study by showing how gadget use affects students’ study

habits. They help explain that responsible gadget use can improve learning, while excessive or

distracted use may harm academic performance.

The Tech-Assisted Learning Behaviour Theory (TALBT) Suggests that the

integration of gadgets and digital tools into students’ daily academic routines has the potential to

positively shape and enhance study habits. This theory emphasizes that when gadgets are used

intentionally for learning, they can promote active engagement, personalized learning strategies,

and increased academic [Link] highlights several key benefits of using technology

for learning purposes. Gadgets allow students to engage in interactive learning through

educational apps, videos, simulations, and online discussions. These resources make abstract

concepts more concrete and provide immediate feedback, which can enhance understanding and

retention. Additionally, technology supports personalized study routines, allowing students to

study at their own pace and according to their preferred learning styles through tools like

customizable planners, digital flashcards, and educational platforms. Moreover, digital note-

taking apps, cloud storage, and learning management systems (LMS) help students organize

information efficiently, review materials anytime, and collaborate with peers more easily. These

practices contribute to improved academic responsibility, time management, and consistency in

study habits.
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The Dual-Pathway Model of Gadget Influence (DPMGI) Explains that gadget usage

affects study habits through two main pathways: the productive pathway and the disruptive

pathway. The effect depends on how students manage their time, set goals, and use the

technology. The Dual-Pathway Model of Gadget Influence (DPMGI) proposes that the impact of

gadget usage on the study habits of students operates through two primary pathways: the

productive pathway and the disruptive pathway. These pathways reflect the positive and negative

outcomes of gadget use, largely shaped by students’ self-regulation, goal-setting behaviour, and

time management [Link] the productive pathway, gadgets serve as powerful tools that can

enhance learning experiences, increase academic efficiency, and support better study routines.

When students use gadgets to access educational platforms, watch instructional videos, utilize

productivity apps, or collaborate online with peers, their study habits tend to improve. This

pathway promotes engagement, knowledge retention, and independent learning. Conversely, the

disruptive pathway is triggered when gadgets are primarily used for non-academic purposes, such

as social media, video streaming, gaming, or mindless browsing—especially during designated

study times. This leads to reduced concentration, fragmented attention, inconsistent study

patterns, and a tendency toward procrastination. Over time, the disruptive use of gadgets can

negatively impact academic performance and discipline.

The Digital Engagement and Study Habit Enhancement Theory (DESHET) Suggests

that the impact of gadget exposure on the study habits of Senior High School students depends on

the type and purpose of usage. Gadgets, when used for academic purposes, can significantly

improve study habits through better access to information, enhanced learning tools, and time

management [Link] gadgets are used for learning, like accessing educational content or

managing time, they help students study [Link] highlights the importance of using

gadgets with purpose and discipline to support academic success. It encourages students to build
 8

positive digital habits and avoid gadget-related distractions However, when gadgets are used

mainly for entertainment or social media during study time, they can negatively affect

concentration, discipline, and study routine.

Based on the theories above, the researchers identified the following parts of the study

The INPUT emphasize of Demographic Profile and effects of Gadget Exposure. The

PROCESS are the analyzing of the variables. The OUTPUT is an awareness discipline program

on gadget exposure.:

Research Paradigm
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INPUT PROCESS OUTPUT

I. Demographic Analysis of the

profile of the following
respondents: variables:

1.1 age I. Demographic

profile of the
1.2 gender
respondents:
Awareness
1.3 grade level
1.1 age and
[Link] of Discipline
1.2 gender
Gadget Exposure Program on
1.3 grade level Gadget
Exposure
Figure [Link] of 2.
Gadget
Exposure

Research Paradigm

Statement of the Problem

This study aimed to determine the effects of gadget exposure to the study habits

improvement of the Senior High School Students.

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Specifically, it sought to answer the following questions:

[Link] is the respondent’s profile along:

1.1. Grade Level

1.2. Gender

1.3. Age

2. What is the effect of gadget exposure on respondents study habits?

3. Is there a significant relationship between effects of gadget exposure and respondents study

habits?

Definition of terms

Gadget Usage refers to the use of electronic devices like smartphones, tablets, and laptops for

various tasks, including studying and communication.

Study Habits are the regular practices and techniques students use to learn effectively and

achieve academic success.

Senior High School Students refers to the participants or respondents of the study.

Significance of the study

The “Effects of Gadget Exposure on Study Habits Improvement of Senior High School

Students” is expected to provide valuable insights and benefits to the following stakeholders:
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Students This study helps students become more aware of how their gadget usage affects their

study habits

Teachers The findings can guide teachers in integrating technology into their teaching methods

while promoting disciplined gadget use to improve students’ academic performance.

Parents It provides parents with insights on how to support and monitor their children’s gadget

use

Future Researchers This study serves as a reference for future research exploring the

relationship between technology use and academic behaviour, opening further opportunities to

examine digital learning in depth

CHAPTER II

METHODOLOGY

Research Design
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The recent study employed a correlational research design to examine the link between

gadget exposure and study habits among students at Tubao National High School. According to

Bhardwaj (2021), a correlational design is appropriate when the objective is to determine the

degree of relationship between two or more variables. The analysis will determine the strength of

the relationship between gadget exposure and study habits of the senior high school students. In

this study, the independent variable is the extent of gadget exposure, while the dependent variable

is the level of improvement in students’ study habits.

Sources of Data

The data for this study was will be collected from a sample of 155 senior high school Grade

11 students enrolled at Tubao National High [Link] sample represented a subset of the total

senior high school Grade 11 student population of 253 The sample size was be determined using

Solving’s formula, which provides a statistically representative number of respondents when

dealing with a larger population.

Table.1 Distribution Of the Respondent

GRADE 11 POPULATION DESIRED SAMPLE

ABM 24 10
STEM 39 10
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HUMSS A 35 10
HUMSS B 35 10
HUMSS C 33 10
ICT 28 10
HE A 28 10
HE B 26 10
TOTAL: 248 80

Instrumentation and Data Collection

The primary data collection instrument for this study was a survey questionnaire

administered to senior high school students. The instrument was designed to assess students’

gadget usage patterns and their study habits improvement. The questionnaire consisted of three

parts, each focusing on a specific aspect of the research variables.

The questionnaire was subjected to content validation by the Oral Examination

Committee. It obtained a rating of 5, indicating that the instrument was highly valid for data

gathering..

Part I gathered the Demographic Profile of the respondents, which included questions

about their grade level, strand, gender, age, and average daily time spent on gadget.

Part II focused on the effect of Gadget usage on study habits of respondents (e.g.,

educational, entertainment, communication, and social media use). The responses were measured

using a five-point Likert scale, ranging from 1 (Very High Exposure ) 5 (Very Low Exposure)

The data collection process involved distributing the questionnaires personally to the

selected respondents. The participants were informed about the purpose of the study and were
 14

assured that their responses would remain confidential and anonymous. The researchers also

obtained permission from the advisers and principal before administering the questionnaires.

After approval, questionnaires were personally distributed and collected by the

researchers. Respondents were guided in answering the questions to ensure clarity and accuracy

of responses.

Once the questionnaires were retrieved, the data were checked, and encoded for analysis.

The results were then interpreted using descriptive statistics, such as frequency, percentage, mean,

and standard deviation, to identify trends and relationships between gadget usage and study habits

improvement.

Data Analysis

This study utilized descriptive and inferential statistical techniques to analyze the data

gathered from the respondents. Descriptive statistics, including frequency counts, percentages,

and weighted mean, were employed to describe the demographic characteristics of the

respondents and to measure their levels of gadget exposure and study habits improvement. The

standard deviation was also computed to determine the consistency of the responses.

Categorization of Data

To analyze these aspects, the study seeks to determine whether gadgets truly contribute to

better learning or if they become a source of distraction. Understanding this relationship can help
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teachers, parents, and students develop effective strategies to use technology responsibly and

improve study habits among senior high school students.

Scale for Gadget Usage and Study Habits Improvement

Scale Range Descriptive Rating

5 4.20 – 5.00 Very High Exposure

4 3.40 – 4.19 High Exposure

3 2.60 – 3.39 Moderately Exposure

2 1.80 – 2.59 Low Exposure

1 1.00 – 1.79 . Very Low Exposure

CHAPTER III

RESULTS AND DISCUSSION

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Profile of the Respondents

Table 2 presents the personal profile of the respondents as to age, and strand.

Table 2. Personal Profile of the Respondents

[Link] Strand

Strand Frequency Percentage

ABM 10 12.5

ICT 10 12.5

STEM 10 12.5

HE-A 10 12.5

HE-B 10 12.5

HUMSS-A 10 12.5

HUMSS-B 10 12.5

HUMSS-C 10 12.5

Total 80 100%

[Link]

Age Frequency Percentage

16-17 years old 80 100%

18-19 years old

20-21 years old

[Link] Level
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Grade Level Frequency Percentage

Grade 11 80 100%

Academic Strand

Table 2 presents the distribution of respondents according to academic strand. The results

show that the respondents were evenly distributed across eight strands, namely ABM, ICT,

STEM, HE-A, HE-B, HUMSS-A, HUMSS-B, and HUMSS-C. Each strand contributed 10

respondents, representing 12.5% of the total sample. This equal distribution indicates that no

single strand dominated the respondents, allowing for a balanced representation of perspectives

from different academic tracks. Such diversity helps minimize strand-related bias and provides a

more comprehensive understanding of the respondents’ profile.

According to the statement explains that Senior High School (SHS) is an important stage

students must complete before entering college. It also identifies the seven core learning areas

included in the SHS curriculum in the Philippines, as defined by the Official Gazette (2016).

These learning areas ensure that students gain broad and balanced knowledge across different

fields. Lastly, the passage clarifies that the research study focused specifically on Grade 11 Senior

High School students, who served as the respondents of the study.

Age

In terms of age, the findings reveal that all 80 respondents (100%) belong to the 16–17

years old age group. No respondents were recorded in the 18–19 or 20–21 age brackets. This
 18

suggests that the participants are relatively homogenous in terms of age and are at a similar

developmental stage. The uniform age range implies that differences in responses are less likely

to be influenced by age-related factors and may instead be attributed to other variables examined

in the study.

In recent years, the widely spreading influence of electronic gadgets has transformed

various aspects of our lives. These devices have seamlessly integrated into our daily routines,

altering how we communicate, work, entertain ourselves, and seek information. According

to Kabanova & Vetrova (2019), their usage spans across demographics, transcending gender,

age, education levels, ethnicity, and economic backgrounds. Among their multitude of benefits,

quick access to information stands out as a pivotal advantage, cementing electronic gadgets as an

indispensable part of modern education

Grade level

With regard to grade level, the data show that all respondents (100%) are Grade 11

students. This indicates that the study focused solely on learners at the same academic level.

Having respondents from a single grade level ensures consistency in academic exposure and

school-related experiences, which strengthens the reliability of the results by reducing variability

caused by differences in grade-level demands.

According to Ayodele (2013), study habits are students’ ways of studying, whether

systematic, efficient, or Inefficient, implying that efficient study habits produce positive academic

performance while ineffective study Habits lead to academic [Link] (2013) specified that

study habits are the consistent tendencies and behaviors that one exhibits when Studying. Study

habits, to put it simply, are the habits that one develops when studying. A student who has

Terrible study habits would struggle to learn effectively. There are significant reasons why
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teachers should Concentrate their efforts on assisting students in cultivating successful learning

habits. The first is that Instructors often discover that students have not studied well despite

having good learning resources and the best Teachers. Thus, there is a need to educate good study

habits to students, either by the instructor by motivating Them or by the students themselves by

self-regulating them.

Table 3 . Gadget Exposure

INDICATORS WEIGTHED DESCRIPTIVE

MEAN RATING

[Link]

1.I used gadget every day. 3.72 HE

2. I use my gadget for school and personal use. 4 HE

3. I commonly use gadget even during short breaks. 3.53 HE

4. I keep my cellphone near me every time. 3.63 HE

5. I depend on gadget to do school tasks. 3.98 HE

AWM 3.58 HE

B. GADGET EXPOSURE

1.I spend so much time in gadget. 3.53 HE

2. I often use gadgets late at night. 3.48 HE

3. I spend long hours watching videos on my gadget. 3.36 ME

4. I spend a lot of time on social media using my 3.53 HE

gadget.

5. I use my gadget even inside the classroom during 3.41 HE

breaks.
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AWM 3.46 HE

C. STUDY HABITS

1.I finish my school tasks on time even with using 3.54 HE

gadgets.

2. Using educational apps or resources on my gadget 3.78 HE

helps me study better.

3. I avoid distractions from gadgets when studying 3.43 HE

4. I finish my school tasks on time. 3.72 HE

5. I balance gadget use and studying. 4.12 HE

AWM 3.72 HE

Legend

4.20-5.00 – Very High Exposure

3.40 – 4.19- High Exposure

2.60 – 3.39 – Moderately Exposure

1.80 – 2.59 – Low Exposure

1.00 – 1.79 -Very Low Exposure

Table 3 presents the level of gadget exposure of the respondents in terms of usage, gadget

exposure, and study habits, as measured through their weighted means and corresponding

descriptive ratings.

In terms of Usage, the respondents obtained an average weighted mean (AWM) of 3.58,

which is interpreted as High Exposure (HE). This indicates that students frequently use gadgets in

their daily lives. The high ratings suggest that gadgets are consistently used every day and are

commonly utilized for both school-related and personal purposes. Moreover, the respondents

strongly rely on gadgets in accomplishing school tasks and tend to keep their gadgets within
 21

reach most of the time. These findings imply that gadgets have become an essential part of

students’ daily routines, particularly in supporting academic activities and communication.

Regarding Gadget Exposure, the results also show a High Exposure level, with an AWM of

3.46. This suggests that students spend a considerable amount of time using gadgets. The data

indicate frequent gadget use during late-night hours, extended engagement with social media, and

regular gadget use even during school breaks. However, watching videos for long hours yielded a

Moderate Exposure (ME) rating, which implies that while entertainment is a common activity, it

is not excessively practiced by all respondents. Overall, this dimension reflects that students are

highly exposed to gadgets, but their usage varies depending on the activity.

With respect to Study Habits, the respondents registered the highest AWM of 3.72,

interpreted as High Exposure (HE). This finding suggests that despite high gadget exposure,

students generally maintain positive study habits. The results show that educational applications

and online resources accessed through gadgets help students study more effectively. Additionally,

students are able to finish school tasks on time, avoid distractions while studying, and maintain a

balance between gadget use and academic responsibilities. This indicates that gadgets serve not

only as sources of entertainment but also as valuable tools for learning.

According to Verma and Malviya (2009), the internet has significantly transformed

communication, business practices, and the way information is shared, greatly influencing

modern society. Franklin and Plum (2006) state that younger generations, who grew up with

computers, are more likely to use digital resources compared to older readers. However, there is a

concern that relying heavily on digital sources may reduce the quality and depth of research.

Palani (2012) emphasizes that reading habits are essential in developing a literate society, as they

help shape personality, improve critical thinking, and encourage creativity. These studies suggest
 22

that while the internet provides easy access to information, it also changes traditional reading

habits, especially the use of printed materials.

CHAPTER IV
 23

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study determined the effects of gadget exposure on study habits among senior high school

students.

Specifically, this study identified the age, gender, grade level, effect of gadget exposure,

and the relationship of gadget exposure to study habits of senior high school students. Based on

the findings awareness and discipline program on gadget exposure is proposed.

Respondents were composed of 80 senior high school students who serves as the study’s

respondents. Random sampling was employed in selecting the desired sample.

After a thorough analysis of data gathered, it yielded the following salient findings:

Salient Findings

The results show that the respondents were evenly distributed across eight strands, namely

ABM, ICT, STEM, HE-A, HE-B, HUMSS-A, HUMSS-B, and HUMSS-C. Each strand

contributed 10 respondents, representing 12.5% of the total sample. This equal distribution

indicates that no single strand dominated the respondents, allowing for a balanced representation

of perspectives from different academic tracks. Such diversity helps minimize strand-related bias

and provides a more comprehensive understanding of these respondents’ profile.

The results showed that respondents are highly exposed to gadgets, both in terms of

overall exposure and usage. Despite this, the findings demonstrated that students continue to have

positive study habits, with study habits having the highest weighted mean. This suggests that their

exposure to gadgets does not impair their capacity to learn rather, they are beneficial tools that

facilitate academic work, provide access to learning materials, and increase learning
 24

effectiveness. As a result, when utilized sensibly and for academic objectives, gadget exposure

often improves respondents’ study habits.

The respondents’ study habits and their exposure to gadgets are significantly correlated.

The results showed that students were able to sustain effective study habits despite high levels of

gadget exposure. According to this, using a device for academic purposes such as accessing

educational applications, finishing assignments, and conducting research influences study habits

in a way that promotes learning. Therefore, when used appropriately, gadget exposure can

improve students’ academic performance and is strongly correlated with their study habits.

Conclusion

[Link] respondents of the study are composed of Grade 11 students with the appropriate age range

of 16-17 years old, with equal distribution among academic strands and grade levels, making the

data reliable and representative.

[Link] findings show that using a device while studying does not always result in bad study habits.

Rather, when used appropriately, devices can help students develop better study habits by

assisting them in meeting deadlines and enhancing their understanding through educational apps.

Therefore, depending on how students manage their gadget use, exposure to gadgets can have

both positive and potentially distracting effects on study habits. Overall, respondents’ study habits

are significantly impacted by their exposure to gadgets, which can be both a useful academic

support and a potential source of distraction.

[Link] findings suggest that gadget exposure has a significant effect and is related to students’

study habits, and its impact depends on how responsibly and effectively the gadgets are used by

the respondents.

Recommendation
 25

[Link] should practice proper time management and self-discipline when using gadgets to

avoid distractions and maintain good study habits.

[Link] are encouraged to use gadgets more for educational purposes while avoiding excessive

use for entertainment and social media. They should also practice proper time management to

prevent distractions.

[Link] should avoid excessive and unnecessary gadget use that may cause distractions. Teachers

and parents should also guide and monitor students’ gadget usage to ensure it supports their

academic development

BASIS FOR DRAFTING AWARENESS AND

 26

DISCIPLINE PROGRAM ON GADGET EXPOSURE

Rationale

In today’s modern world, gadgets like smartphones, tablets, and laptops are widely used by

senior high school students for studying, communication, and entertainment. Gadgets can help

students improve their study habits by giving easy access to information, educational apps, and

learning materials. However, excessive use of gadgets, especially for social media and games,

may distract students and affect their focus on studying. Because of this, it is important to

examine the effects of gadget exposure on students’ study habits. This study aims to determine

whether gadget exposure helps improve or negatively affects the study habits of senior high

school students and to promote proper and responsible use of gadgets for better learning.

Result

The research discovered that senior high school students have a high level of gadget

exposure, as they rely on them to accomplish school tasks and use them daily for both academic

and personal purposes. The results showed that students spend a significant amount of time to

their devices, which includes using them during breaks, at night, and on social media. However,

the duration of their video viewing was only moderate. The results also demonstrated that

students maintain excellent study habits, as gadgets assist them in completing school assignments

on time, accessing educational resources, and enhancing their learning, despite the high level of

exposure.

The goal of the Awareness and Discipline Program on Gadget Exposure is to address

senior high school students’ excessive use of gadgets and how it affects their study habits.

Although technology can be useful for learning, excessive and uncontrolled use can cause

distractions and poor time management. Through efforts including Digital Discipline Hour,
 27

Academic App Promotion, and a Balanced Gadget Use Campaign, as well as group projects,

classroom monitoring, and parental supervision, the program encourages responsible and

balanced gadget use. The program aims to encourage long-term improvements in students’ study

habits and digital responsibility by making use of already-existing school resources and needing a

low cost.

Table 4. Awareness and Discipline Program on Gadget Exposure

TIME OBJECTIV STRATEGY TIME FRAME PERSONAL EXPECTED

/ACTIVITY E INVOLVED OUTPUT

Digital Improve Implement Daily Teachers, Reduced gadget

Discipline students’
scheduled “study- (designated Students distractions
Hour study time
only gadget use” in study period) during study
class hours
Smart Study Raise Promote educational Monthly SSLG, ICT Increased use of
Campaign awareness a apps and research Coordinator, gadgets for
gadget time tools through Teachers academic
mana classroom purposes
orientation
Balanced Encourage Conduct seminar on Once per Guidance Improved time
Screen Time acader digital discipline and semester Counselor, management and
Seminar gadgets time management Teachers self-discipline
Parent Digital Strengthen Discuss responsible Quarterly Parents, Improved parent
Monitoring home gadget gadget monitoring Advisers, involvement and
Partnership use during PTA meetings School reduced late-night
Admin gadget use
Weekly Study Monitor Self-monitoring Weekly Students, Increased
Habit students’ checklist for Advisers awareness and
Checklist discipline balancing gadget use improved study
and study time routines
 28

Literatures Cited

Balbaguio, Lowie Borlado and Articulo, Kenneth Ron and Bantillo, Mary May and Magabolo,

Noli John and Borres, Ella and Capuslanan, Marlon and Jabagat, Renaleen and Panes,

Jerson M. And Panes, Mary Rose and Muyco, Vincent Ian B., Effects of Electronic

Gadgets in the Academic Perfomance of Senior High School Students (November 24,

2020). Available at SSRN: [Link] or

[Link]

Fernandez, M. R., Dimla, A. O., Ocampo, L. J. F., Cabrera, T. M. S., Mamangun, L. M., Dela

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