CHAPTER 1 : INTRODUCTION

1.0 - Background Study

Many years ago – even before we were born into this world, men have continuously
searching for a new and useful discoveries thus making technology come forth. And this journey
of discovery and technology couldn’t stop in a static point. The discoveries had been more
uncovered day by day, and so does the technology, which is being upgraded by those electronics
engineers that was working behind those existences of smart, light-weight and come in handy
gadgets.

In this modern era, the rapid growth of gadgets which are including of mobile phones or
smartphones, laptops, tablets, mp3; and even a new evolution of television nowadays – a smart
TV is really vital to every human being in this world. And that does include the next generation
of our nation’s future; the teenagers. Gadgets are proven to give many benefits to its user; but it
also can lead to a negative way if the user is using it a wrong way such as texting in class. As a
proof, about 64% of teenagers who have mobile phones have texted during class period, even in
school where the mobile phones are specifically prohibited (Lenhart, Ling, Campbell, & Purcell,
2010).

Most of colleges and university students in Malaysia had adopted smartphones, laptops as
a necessity for learning at higher learning institutions. Students used smartphones for sharing
notes between classmates, recording lectures, as well as taking pictures of assignments for future
reference and even sharing exam results on a Facebook or Whatsapp through their smartphones
(Alfawareh, H.M. & Jusoh, S., 2014).

As technology advanced more from time to time, personal computers or as known as

laptops are also affecting our living style in this information age. As example, Cetron and Davies
(2001) had noted that technology is increasingly dominating both the economy and society –
including schools. The Digest of Education Statistics (National Center for Education Statistics,
2000) reported that the percent of students using computers at school more than doubled between
1984 and 1997. And the number had increase to 71% for laptops and 66% for desktops in 2013

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among American middle school and high school students (Pearson Student Mobile Device
Survey, 2013).

On the other hand, there are also a part of students who think that tablet is more
convenient in case of mobility and flexibility rather than laptops. Even so, the high expectations
for tablets to transform learning from students’ view doesn’t mean that tablet itself is widely
used among college students, based on Seth Reichlin who is a Senior Vice President of Market
Research for Pearson Higher Education with the proof from Harris Poll (2014) findings did show
that laptops are still the most commonly used device for school work among college students.

Besides smartphones and laptops or even tablets, teenagers’ interest nowadays is also into
a small, tiny gadget called as mp3 or even iPod for Apple users. Nowadays, many students
choose to listen to a preferred genre of music when they study or do their homework as a trend.
And this habit is actually leading to both the positive and negative effects of such practice.
Elizabeth Axford, an online instructor in the University of Phoenix College of Humanities and
Sciences had said that this case is still out on a definitive answer and she even pointed out that,
“Based on everything I’ve read, it really depends on the individual. Some students can study
effectively with music playing, while others are distracted by any outside stimulus.”

Therefore, we would like to make a research about the actual uses of gadgets among
Selangor Matriculation College (KMS)’s students to discover the reasons why college students
need gadgets in their daily life and what they had used their gadgets for. Besides that, the time
that they had spent throughout a day – are they using it more on their gadgets to play and even
for their entertainment or they used it in their studies purposes – these are the reason why we
chose this subject to make a research that could give a lot of benefits not just for students, but
also to the management of KMS itself to study and identified this phenomenon in order to
upgrade our education system into a better future.

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1.1 – Research Objectives

The study is carried out to:

 Identify reasons why students need to use the gadgets for.

 Find out time have been spend by students with their gadgets.

1.3 – Research Questions

The research questions were:

 What do you mainly do with your gadget(s)?

 How much time you spend with your gadget(s) in a day?

1.4 – Research Hypotheses

Thus, the hypotheses that can be made from this research are:

 KMS students mostly use gadgets for surfing the Internet in their free time.
 KMS students likely spend their time approximately 3 hours and more with their gadgets
in a day.

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1.4 Significance of Study

Lecturers will be able to upgrade their teaching methods in lectures or even tutorial classes and
as well as had some information regarding the habits of KMS students with their gadgets.

Selangor Matriculation College’s students will get to know the actual uses of gadgets and how
gadgets can actually helped them in most of the ways especially in their studies.

1.5 Definition of Terms

Gadget – A mini app that stays on screen to provide quick functionality. (PC Magazine
Encyclopedia, 1982-2014)

Smartphones – A gadget that combines cellular telephone, Internet access or e-mail and web,
music and movie player, camera and camcorder, GPS navigation system and a voice search for
asking a question about everything. (PC Magazine Encyclopedia, 1982-2014)

Students – A student is a learner, or someone who attend an educational institution. In some

nations, student is reserved for those who attend university, while pupil is referring to a
schoolchild under the age of eighteen. (Pupils in rural Sudan, 2002)

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CHAPTER 2 : LITERATURE REVIEW

2.0 – Origins of ‘Gadget’ Word

In this technology period that lead to the existences of wired generations, gadgets have
been a thing that almost vital in every people lives as a person could always carry such a mobile
device everywhere throughout his life (Sharples, 2000). Gadget word itself could made someone
think of a handy yet convenient small mechanical device (Quinion, M., 2007) but the origin of
the word itself did take a long way to explore. According to Rudyard Kipling in his book entitled
Traffics and Discoveries (1904), “Steam gadgets always take him that way”, that actually portray
that the word had by then been around for many years before, most probably used among
seafarers.

But then, there is anecdotal evidence from Oxford English Dictionary (1850) plausible
suggestion is that it comes from French gâchette, a lock mechanism, or from the French dialect
word gagée for a tool. It also had once been a popular term used by the sailors based on
Spunyarn and Spindrift : A Sailor Boy’s Log of a Voyage Out and Home in a China Tea-clipper
book that stated in one of its chapter about the term of gadget at that time :

“Then the names of all the other things on board a ship! I don’t know half of
them yet; even the sailors forget at times, and if the exact name of anything
they want happens to slip from their memory, they call it a chicken-fixing, or
a gadjet, or a gill-guy, or a timmey-noggy, or a wim-wom — just pro tem.,
you know”.

(Brown, R., 1886)

A century later, gadget had been known as a small self-contained unit of high
performance in relation to its size and cost, whose function is to transform some undifferentiated
set of circumstances to a condition which is near to human desires. The minimum of skills is
required in its installation and use, and it is mostly independent of any physical or social
infrastructure beyond that by which it may be ordered from a catalogue and delivered to its
prospective user (Banham, R., 1965).

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2.1 – Factors of Gadgets Being Chosen to Replace Books in Latest Education System

There was once rumor that our advanced technology soon will replace the current
education systems. Thomas Edison, who was an inventor and a pioneer in the development of
machines for displaying motion pictures, had stated back in 1913 regarding this issue, “Books
will soon be obsolete in the public schools. Scholars will be instructed through the eye.” From
his statement, it is clearly could be seen that he was confident that these devices would be used
extensively to help teach students in the future.

Therefore, as a part of technology, computers can adapt mechanical teaching routines to

the needs and the past performance of the individual student (Suppes, P., 1966). The technology
can be used in the education syllabus as computers can help students do some things better, but
in totally opposite events; they did nothing positive especially for underperforming schools in
rural area in a developing country. In some aspects, those efforts to fix broken schools with
technology or to substitute for missing teachers with technology invariably fail in this kind of
situation.

At the same time, for a performing school; for example K-12 schools in United States of
America proven that computer-based constructivist environments can more effectively promote
higher-order thinking skills in comparison to traditional settings (Rosen & Salomon, 2007). It
was based on full-time online public schools in many states across the country that offered an
education with full-time schooling outside of the traditional brick-and-mortar school, or even
through part-time or supplemental options both inside and outside of the traditional classroom
that actually can help a student reach a High Order Thinking Skills (HOTS) in such a young age.

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2.2 – Effects of Gadgets to Students

Many universities and even K-12 schools are requiring or strongly recommending that
students have laptop computers to use in class and around campus (Peneul, 2006). The discovery
of two classroom-based studies use of laptops particularly can have a positive effect on student
attention and learning if these tools are used for course-related, instructional purposes. However,
when in-class without laptop-use, the students in these studies reported lower levels of
engagement and learning. In addition, one of the two studies found, when in-class laptop-use was
not a required part of the class, there will be a negative correlation between use of laptops in
class and course grade (Washington University, 2014).

The classroom-based studies show that students often find the presence of these devices
to be distracting because having the devices in class makes it more likely that students will
engage in other activities such as texting or online social networking, or even students find
themselves distracted by their peers’ use of devices to type, text, play games, or ‘surf’ the
internet. Besides that, gadget devices can lead a student to be an addictive person especially
when involves in gaming, texting, talking on the phone and socialize online mostly in a day.

Furthermore, using of high-tech gadgets will lead to health problems such as obesity for
both children and adults. Too much screen time can promote a sedentary lifestyle and become
one of the major contributing factors to obesity and a major risk factor for heart disease,
according to the Texas Heart Institute. Moreover, generation Z that live in a gadget lifestyle will
make them have a least sleep rather than average person because they have more concern
towards their gadgets more than their own health. As result, insufficient sleep in children will
cause poor academic performance, tardiness at school, motor vehicle accidents and depressed
mood (Wolfson, A., 2011).

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2.3 – Past Studies

Based on research of ‘The Importance of Smartphone’s Usage Among Malaysian

Undergraduates’ by Noor Mayudia Mohd Mothar et al.(2013), universities students in Malaysia
saw mobile phone as a necessity as it alters the learning method at the higher learning institutions
(Syed Yahya Kamal et al., 2008). As results, smartphone is used to share notes between
classmates, record lectures, as well as take pictures of the assignments for future reference, share
exam results via Facebook, or even by Bluetooth to share information. With the utilization of the
smartphone, SMS features and Internet applications has resulted in the expansion of people’s
social networks and connections with instant personal updates from people in their social
networks (LaRue et al., 2010).

In a research conducted by Sheereen N. Zulkefly and Rozumah Baharudin (2009) for

'Mobile Phone use Amongst Students in a University in Malaysia: Its Correlates and
Relationship to Psychological Health’ shown that the intense use of this communication device
in a long period of time may cause harm to user’s health including his or her psychological well-
being. Studies from different countries such as Thailand (Kawsaki et al, 2006), South Korea (Jee
Hyun, Doo-Heum, Seung-Ho & Jaehak, 2008), Norway (Ling, 2005) proven that students who
are preoccupied with their mobile phone mostly tend to experience psychological disturbances.

From Carrie B. Fried’s (2006) research ‘In-Class Laptop Use and Its Effects on Student
Learning’, it is reported that students tend to do other things rather than take lecture notes for an
average of 17min out of each 75min class or lecture period. Out of the total participants, about
81% of them reported that they checked email during the lectures, other 68% reported that they
used instant messaging, 43% reported surfing the net, 25% reported playing games, and 35%
reported doing ‘other’ activities – which was surely out of taking lecture notes during class
session. These results suggest that the negative influences of in-class laptop use are laptop use is
negatively associated with student learning and it did pose a distraction to fellow students.

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 A study of ‘Use of Tablet Technology in the Classroom’ by Dr. Kristy Goodwin (2012)
stated that three characteristics of mobile devices as tablets that can offer benefits to learners
which is tablets can be accessed anywhere and anytime. Next is intimacy between tablets and its
user more than as laptop did maintains a physical presence because of its screen. Last but not
least, tablets are easily becomes part of the user’s thinking as a tool to solve problems, as well as
interact with the world and perform common functions (Puentedura, 2011). Tablets also have
various metaphors of ‘a lively sketchbook’ (Puentedura, 2011) and ’curiosity amplifier’ (Brown,
2010) that been associated with mobile devices and iPads in particular.

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CHAPTER 3 : METHODOLOGY

3.0 – Introduction

This methodology chapter would explain all the method involved in the completion of
this research. It will begin with the research population, research sample, research instrument up
until research procedures used for this research.

3.1 – Research Population

The total of students in Selangor Matriculation College is 2228 students in this session of
2014/2015. There are 140 male students and 373 female students from Science Module 1, 177
male students and 188 female students from Science Module 2 and 61 male students and 333
female students from Science Module 3. For Accountancy students, there are 129 male students
and 538 female students. Therefore, the total of students in Science Module 1, Science Module 2,
Science Module 3 and Accountancy is 513 students, 365 students, 394 students, and 667 students
respectively. On top of that, One-Year Programme from Science Module 1 have 382 indigenous
students and 131 non-indigenous students; Science Module 2 have 343 indigenous students and
22 non-indigenous students; Science Module 3 have 386 indigenous students and 8 non-
indigenous students; and Accountancy courses have 599 indigenous students and 68 non-
indigenous students. As results, the overall total of Accountancy courses students’ are 667
students and One-Year Programme Science courses (Module 1, Module 2, Module 3) students’
total are 1272 students.

3.2 – Research Sample

This research began with pilot-tested the instrument by distributed the sample
questionnaires to 3 randomly chosen participants prior to real administration. Then, 30 randomly
respondents that were selected from Selangor Matriculation College One-Year Programme’s
students from both Science courses and Accountancy course to answer the questionnaires and the
respondents was also been randomly selected by gender that turned out to be 15 males and 15
females. After that, all of 30 questionnaires been analyzed and presented by using compare and
contrast of percentage method.

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3.3 – Research Instrument

Questionnaire is used as a medium to collect the data. The questions are divided into 3
parts; Section A is about instruction and explanation for the respondents before answering the
questions. Meanwhile, Section B is about respondent’s personal information which is about first
three questions in the form and section C is the questions related to the topic of our research,
‘The Uses of Gadgets among KMS Students’ that consists of 10 questions altogether. The type of
questions that have been used were dichotomous, multiple-choice and checklist. The respondents
are given 10 minutes to answer the questionnaire. Most importantly, pilot-test has been done
before the questionnaires distributed to the respondents.

In question 1, the respondents were asked about the brand of mobile phone/smartphone
that they used. Question 2, the respondents were asked about the first gadget(s) that they ever
owned. Next in question 3, the respondents were asked about how they obtain their first
gadget(s). Then in question 4, the respondents were asked how much time do they spend their
time with gadget(s) in a day. In question 5, the respondents were asked about what mainly they
doing with their gadget(s) in a day.

In question 6, the respondents were asked about does the gadget(s) help them to obtain
their personal excellence in study. In question 7, the respondents were asked about does they
think gadget(s) can cause a family relationship become estranged. In question 8, the respondents
were asked about what happened to their life without gadget(s) a day. In question 9, the
respondents were asked about the most terrible side effect of gadget addiction. Last but not least
in question 10, the respondents were asked about the condition of their first gadget(s) in this
present time.

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3.4 – Research Procedure

All 10 questionnaires were distributed to the respondents. Each respondent was given 10
minutes to complete the questionnaires.

The researcher took about six weeks to complete the researcher process. First and
foremost, the questionnaires were distributed and collected from 1 to 2 January 2015. Then, the
data been analyzed from 7 to 14 January 2015. The responses in the questionnaires were
tabulated and been compare and contrast by percentage method. Then, the results were presented
in the forms of graphs and the charts as well as textual discussions. After all the data had been
analyzed, we jumped to the conclusion thus ended this research successfully.

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CHAPTER 4 : RESULTS AND DISCUSSIONS

4.0 – Introduction

This chapter would explain all the finding results in percentages and even in the forms of
graphs and the charts as well as the textual discussions of the findings. First finding’s results was
the results of demographic information that consists of the results of ethnicity specification,
gender specification and also programme specification. Next finding’s results were the two
research questions that had become the research objectives of this study of ‘The Uses of Gadgets
among KMS Students’ which is the time spent by the respondents and also main functionality of
the respondents’ gadgets for them in a day; together with the past study to comprehend the facts
of the finding’s results. Last but not least is the other important finding’s results that was also
included in this chapter. It consists of 3 questions altogether – the first gadget(s) that respondents
ever owned, the effectiveness of gadget(s) towards respondents’ personal excellence in study and
also the scenario of respondents’ life without their gadget(s). All these 3 questions had been
selected by selection process by all the researchers in 6 th of January 2014.

4.1 – Results of Demographic Information

 4.1.1 – Results of Ethnicity Specification

Table 1: The frequency and percentage of respondents’ ethnicity

Ethnicity Frequency Percentage (%)

Malay 29 96.67%

Indian 1 3.33%

Chinese 0 -

Others 0 -

TOTAL 30 100%

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 In this study, there were 30 respondents had been randomly chosen to answer the
questionnaires. Based on the findings, there were 29 Malay respondents and only one Indian
respondent that willingly to be a part of this research as the respondents. As results, the
percentage of Malay respondents is 96.67% and percentage of Indian respondents is 3.33%.

Meanwhile, for Chinese ethnicity and also others ethnicity had come up with zero
frequency that make their percentage is in state of nil.

 4.1.2 – Results of Gender Specification

Table 2: The frequency and percentage of respondents’ gender

Gender Frequency Percentage (%)

Male 15 50%

Female 15 50%

TOTAL 30 100%

In this study, the frequency of gender specification among the 30 randomly respondents
chosen was equally distributed to 15 males and 15 females. As result, the percentage of both
genders is 50% out of 100%.

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  4.1.3 – Results of Programme Specification

Table 3: The frequency and percentage of respondents’ programme

Programme Frequency Percentage (%)

Science 20 66.67%

Accountancy 10 33.33%

TOTAL 30 100%

In this study, the frequency distributed among Science programme and Accountancy
programme is 20 respondents and 10 respondents respectively. As result, the percentage of
respondents’ in Science programme is 66.67%, while for percentage of respondents’ in
Accountancy programme is 33.33%.

4.2 – Findings and Discussions of Research Questions

 4.2.1 – Findings and Discussions of Research Question 1

(Q7 – How much time do you spend with your gadget(s) in a day?)

Table 4: The frequency and percentage of respondents’ time duration with their gadget(s)

Time (minutes) Frequency Percentage (%)

< 30 3 10%

30 - 60 2 7%

120 - 180 8 27%

>180 17 57%

TOTAL 30 100%

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 10%

7%
Legend

Less than 30 minutes

30 minutes to 1 hour
2 - 3 hours
57% More than 3 hours
27%

Figure 1: The time spent by the respondents’ with their gadget(s)

In this study of the time spent by the respondents’ with their gadget(s), there are 57% of
respondents that spent more than three hours with gadget(s) in a day which was equivalent to 17
out of 30 respondents. Then, there are 27% of respondents that spent almost 2 to 3 hours in a day
with their gadget(s) that were equivalent to 8 out of 30 respondents.

Meanwhile, there are about 3 out of 30 respondents that chose less than 30 minutes
option which turned out to be 10% in percentage. Last but not least, for 30 minutes to 1 hour
option, there were only 2 out of 30 respondents preferred this option and resulted 7% in
percentage.

From this results, we could conclude that most of Selangor Matriculation College’s
student preferred to spent most of their times which is more than 3 hours with their gadget(s) in a
day. As the gadget is proven to have more functionality that could help students in their
assignments besides the entertainments that gadgets could simply offer – there wouldn’t even a
‘no’ for gadget; even for the whole day, 24/7.

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 Moreover, this results was also proven on the studies made by Manish Kumar Goel et al.
in their ‘Time Management Among Adolescent – Need Of The Hour’ research in 2013, 38.5% of
the subjects use mobile phones for more than 1 hour and per day respectively.

 4.2.2 – Findings and Discussions of Research Question 2

(Q8 – What do you mainly do with your gadget(s) in a day?)

Table 5: The frequency and percentage of respondents’ main activity with their gadget(s)

Activities Frequency Percentage (%)

Surf the Internet 21 25%

Play games 19 22%

Message/Calls 19 22%

Listen to Music 18 21%

Watch movies 8 9%

9%

25% Legend

Surf the Internet

21%
Play games
Message/Calls
Listen to Music
Watch movies
22%
22%

Figure 2: Activity that respondents’ mainly do with their gadget(s) throughout a day

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 In this study of main activities that respondents’ did with their gadget(s),we used the
terms of ‘tick all that applies’ in order for the respondents’ could have more than one option in
order to investigate the most important uses of gadget(s) from the respondents’ perspectives. As
results, the top activity that been chosen by 21 out of 30 respondents that resulted in 25% of
respondents’ were choosing surf the Internet option. In the second place were playing games and
also message/calls which chosen by 22% of respondents’ or in its frequency which was 19 out of
30 respondents.

Meanwhile, there are 21% respondents’ or 18 out of 30 respondents’ to be exact did

choose listen to music option as the main activity with their gadget(s). Lastly, for the least
chosen option which was watch movies, there was only 8 out of 30 respondents’ preferred this
option that resulted in 9% of respondents’ in percentage.

Based on these results, the conclusion that can be made is most of Selangor Matriculation
College did prefer to surf the Internet as the main activity of their gadget(s). As the technology
developed thus made all things could be access by Internet – entertainments and educations
mostly; so it’s no wonder that this option could be the most favourite choice in most of the
student.

Apart from that, Nor Shahriza Abdul Karim et al. (2010) in ‘The Importance of
Smartphone’s Usage among Malaysian Undergraduates’, also believed that the users also used
mobile phone for the purpose of socialization and entertainment; which was mostly obtained
from the action of ‘surf’ the Internet.

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4.3 – Findings and Discussions of Other Important Results

 4.3.1 – Findings and Discussions of Question 5

(What was the first gadget(s) that you ever owned?)

Table 6: The frequency and percentage of respondents’ first gadget(s) owned

Gadget(s) Frequency Percentage (%)

Smartphones/Mobile phones 12 40%

Laptops/Computer 5 16.67%

Tablets/iPad 2 6.67%

PlayStation 5 16.67%

Mp3/iPod 6 20%

TOTAL 30 100%

45%
40%
40%
35%
30%
25%
20%
20% 16.67% 16.67%
15%
10% 6.67%
5%
0%

Figure 3: The first gadget(s) that respondents’ owned

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 In question 5, we find out that the most first gadget(s) that the respondent had ever owned
was smartphone/mobile phone that had frequency of 12 out of 30 respondents which is 40% of
respondents. Then, there are 16.67% of respondents had laptop/computer and also PlayStation
1/2/3/4 as their first gadget(s) that they ever owned with frequency of 5 out of 30 respondents.
Meanwhile for tablet/iPad, the number of respondents that owned this gadget as their first
gadget(s) were 2 out of 30 respondents that is equivalent to 6.67% of respondents. Lastly, there
are 6 respondents out of 30 that equivalent to 20% of respondents that choose mp3/iPod as their
first gadget(s).

As conclusion, this result of the research shown that the majority Selangor Matriculation
College’s students had smartphone/mobile phone as their first gadget as phone have a lot of
functions, easy to use and could be bring anywhere and everywhere instead of the other gadgets
options.

 4.3.2 – Findings and Discussions of Question 9

(Does your gadget(s) help you to obtain your personal excellence in study?)

Table 7: The frequency and percentage of respondents’ thoughts of the gadget(s) significance to
their study

Options Frequency Percentage (%)

Yes 15 50%

No 5 17%

Unsure 10 33%

TOTAL 30 100%

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 Legend
33%

Yes
50% No
Unsure

17%

Figure 4: The effectiveness of gadget(s) towards respondents’ personal excellence in study

In question 9, we found out that half of the respondents or 15 out of 30 respondents

agreed that gadget help them to obtain their personal excellence in study. However, 17% of the
respondents which was 10 out of 30 respondents, admit that gadget not help them to improve
their excellence in study. And the rest 33% of the respondents which was 5 out of 30 respondents
are in unsure state either the gadget help them or not in obtaining the excellence in their study.

This result of the research shown that the majority Selangor Matriculation College’s
students need gadgets in order to obtain their personal excellence in study.

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  4.3.3 – Findings and Discussions of Question 11
(What happen to your life without gadget(s) for a day?)

Table 8: The frequency and percentage of respondents’ scenarios without gadget(s) in a day

Scenarios Frequency Percentage (%)

Nothing happens 7 23.33%

More focus in study 5 16.67%

Sad 1 3.33%

Boring 17 56.67%

TOTAL 30 100%

Nothing Happens 23.33%

More Focus in Study 16.67%

Sad 3.33%

Boring 56.67%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Figure 5: The scenario of respondents’ life without gadget(s)

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 In question 11, the results of the scenario of respondents’ life without gadget(s) in a day,
56.67% of respondents feel boring without gadget(s) in a day which is equivalent to 17 out of 30
respondents. Then 23.33% of respondents or equivalents to 7 out of 30 respondents admit that
they have no impact to themselves if they didn’t used gadget in a day.

After that, there are about 5 out of 30 respondents choose more focused in study option
that turned out to be 16.67% of respondents. Last but not least, there are only 1 out of 30
respondents that preferred sad option and resulted 3.33% in percentage.

This result of this research showed that most of Selangor Matriculation College’s student
felt bored without gadget(s) in a day as the gadgets were proven to have many interesting and
good functionalities that made we tend to spend most of our time with gadgets.

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CHAPTER 5 : CONCLUSION

5.0 – Introduction

The purpose of this chapter is to summarize this study that was conducted about 2 months;
started from 24th of November up until the last day we finally concluded this research at 23 rd of
January, which is right before our Mid-Semester Examination. This conclusion are consists of
summary of findings, limitations of study and recommendations for future study.

5.1 – Summary of ‘The Uses of Gadgets among KMS Students’ Findings

Back in Chapter 1, the main objectives for this study were to identify most of the reasons
of Selangor Matriculation College’s students need to use their gadgets for and also to discover
the time that had been spent by Selangor Matriculation College’s students with their gadgets in a
day in order to recognized college’s students habit with their gadget throughout their learning
session in this college.

In order to achieve the objectives, we did some literature review and chose to make two
main research questions to have the actual findings which were:

1. What do you mainly do with your gadgets in a day?

2. How much time do you spend with your gadget in a day?

As a result, main activity that Selangor Matriculation College’s students did with their gadget is
surfing the internet. This result is a same with our research hypothesis which are Selangor
Matriculation College’s students mostly use gadget for surfing the internet in their free time.
From our opinion, majority of the students choose to surf the internet as there are a lot of useful
information for their assignments compared to play games or even message/calls. It is because
games just only for them to release stress after doing their assignments. We can conclude that
our hypothesis was accepted as the findings were same with our research result.

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 For the research question 2, the result that we got from our research is Selangor
Matriculation College’s students mostly responds to spend more than 3 hours with their gadget
compared with spent almost 2 to 3 hours. It is because gadgets had proven to have more
functionality that could help students in their assignments besides the entertainment that gadget
could simply offer to undergraduates students. The research hypotheses that have been made
before which are Selangor Matriculation College’s students likely spend their time
approximately 3 hours and more with their gadgets in a day. This research result is same like our
research hypothesis that most of Selangor Matriculation’s students spend their time with gadget
more than 3 hours. As conclusion, based on our findings we found out that gadgets are vividly
needed and turned out to be useful to students in academic and their social skills.

5.2 – Limitations of Study

In this research, there were some of problems that we faced. First, there are a few
questions that we created but then we have to remove from our questionnaire because some of
the questions were not suitable with our research question. Second, the respondents failed to
follow the instruction given. As example, when we distributed our questionnaire to the
respondents, they didn’t do well as we expected such as some of the respondents just tick one
option only for a question that required them to tick more than one option. This respondents’
attitude were actually caused bad effect especially in data analyses process because we have to
reject the questionnaire paper. Next, we do have lack of information about our research. It’s quite
hard to find the journal that totally related to our research topic because they came out with
something that more specific to another topic rather than the topic that we looked for. For
example, we searched about the journal of gadgets uses among students but it showed mostly of
the journal of smartphone usage among school students or even usage of mobile phones among
Malaysian’s elderly. Lastly, we had problem with the deadline to submit every chapters. It is
because we do need more time to check on our research report and it is hard to do corrections in
a short time then submit the new one. At most of the time, we have to sacrifice our leisure time
to do this research, but we had done this work completely with full of effort and a great
enjoyment.

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5.3 – Recommendations for Future Study

There were some shortages in our effort in completing this research that others might
develop it well than us (the researchers) did. So, there are some recommendations to be the
references for future study as this research is actually should contain more information and ideas
to make it more interesting and useful. Other than that, we could identify more other purposes of
this research. First and foremost, in this research we’re not emphasized about the ethnicity; we
just go through by number of male and female by their indigenous. In the future, all the male and
female students should be counted by their ethnicity; up from Malay, Indian, and Chinese until
other ethnicity that exists in Selangor Matriculation College itself. Furthermore, this research
also should include the Two-Year Programme students as the respondents too, as it will give the
real results of the respondents’ thoughts and ideas regarding this research. It also could make our
research more valid as all of the students in Selangor Matriculation College did actively involve.
In addition, further studies with more focus on specific gadgets that they most used as a student
also can be calculated separately by gender; which is male and female respondents respectively.
From this kind of study, we could know the type of gadgets that each gender most used. Besides
that, the number of questionnaires should be more than 20 questions; it is because the more
questions that we apply in the questionnaire, the more information we could get from it thus
make us easy to analyze the data precisely. Last but not least, these were the important issues
that can be used in the future research in this context of idea and we as the researchers’ hoped
that the further study could be conducted thus completing this research’s in a better way.

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