CHAPTER 5
EFFECTS OF GADGETS TO THE DEVELOPMENT OF THE SOCIAL SKILLS OF THE SENIOR
HIGH SCHOOL STUDENTS IN TAGUDIN NATIONAL HIGH SCHOOL
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings from the study, the conclusions derived
from these findings, and the recommendations put forth by the researcher.
SUMMARY
The study aimed to investigate the effects of electronic gadgets on the development of
social skills among senior high school students in Tagudin National High School.
Specifically, it aimed to determine the:1)Profile of the senior high school students in terms
of age, sex, academic strand, and frequency of gadget usage.2)Effects of e gadgets on the
development of social skills among the students.3)Significant relationship between the
profile variables of the students and the effects of gadgets on their social skills
development.
The research employed a descriptive method of research and utilized a descriptive-survey
questionnaire as the data gathering tool. Availability sampling was used as the sampling
scheme. The gathered data were properly recorded, tallied, tabulated, interpreted, and
analyzed. The profile of the respondents was described using frequency counts and
percentages. The effects of gadgets on social skills development and the relationship
between the profile variables and these effects were also examined.
The study aimed to shed light on the intricate relationship between electronic gadgets and
social skills development, providing insights that can inform educational practices and
policies.
Environmental Factors and Gadget-Related Social Skills Development.
While gadgets are integral to modern student life, their pervasive use has introduced a new
set of environmental factors affecting social skills development. Excessive gadget use,
especially in the absence of parental or educational guidance, may result in reduced face-
to-face interactions and hinder the development of interpersonal communication skills
among senior high school students. This digital dependency can lead to social isolation, as
students may prioritize online interactions over physical social [Link],
the accessibility and convenience of gadgets can cause transportation problems indirectly.
Students engrossed in their devices may miss their school buses or face difficulties in
coordinating transportation due to distraction or time mismanagement. Furthermore, the
geographical distance between students’ residences and school can exacerbate these
issues, as longer commutes may lead to increased gadget use as a means of passing
[Link] essence, while electronic gadgets offer numerous benefits, their overreliance can
contribute to environmental factors like reduced face-to-face interactions and
transportation issues, which subsequently impact the social skills development of senior
high school students in Tagudin National High School.
Findings of the Study
This section presents the findings of the study on the effects of gadget to the social
developing skills if the SHS students.
Profile of the respondents
The findings indicated that the age range of the respondents was predominantly between
15-19 years old. Most respondents were male students from the TVL HE class.
Effects of Gadgets on Social Skills Development
The study revealed that excessive gadget usage led to reduced face-to-face interactions
and compromised interpersonal communication skills among students. Digital
distractions were also observed to affect students’ attention span and engagement in
social activities. Despite these negative effects, gadgets were found to enhance
communication abilities and global awareness among students.
Significant Relationship Between the Profile of the Students and the Effects of
Gadgets on Social Skills Development
The findings showed a significant relationship between the profile variables of the
students, such as gender and academic strand, and the effects of gadgets on their social
skills development. Specifically, male students and those from the TVL HE class more
pronounced negative effects of gadget usage on their social skills compared to their
counterparts.
Proposed Measures to Address the Effects of Gadgets on Social Skills Development
Most respondents suggested that promoting face-to-face interactions and organizing group
activities could mitigate the negative effects of gadget usage on their social skills.
Additionally, educating students about responsible gadget use and setting boundaries for
screen time were recommended as effective measures.
CONCLUSIONS
Based on the findings of the study, the following conclusions are drawn:
[Link] respondents were between 15-19 years old, predominantly male, and from the TVL
HE class.
[Link] gadget usage had a dual impact on students’ social skills development,
enhancing communication skills but also leading to reduced face-to-face interactions and
digital distractions.
[Link] is a significant relationship between the profile of the students and the effects of
gadgets on their social skills development.
[Link] face-to-face interactions, organizing group activities, and educating students
about responsible gadget use are potential measures to address the negative effects of
gadget usage on social skills development.
RECOMMENDATIONS
Based on the findings and conclusions, the following recommendations are proposed:
[Link] should integrate digital literacy education into the curriculum to promote
responsible gadget use and encourage offline social interactions.
[Link] administrators should formulate and implement policies that regulate gadget
usage on campus and promote a balanced approach to digital engagement.
[Link] and guardians should monitor their children’s gadget usage, set appropriate
limits, and foster open discussions about the positive and negative effects of gadgets on
social development.
[Link] research should focus on exploring the long-term effects of gadget usage on
social skills development and evaluating the effectiveness of interventions aimed at
mitigating the negative impacts.