Factors Contributing to Excessive Use of Screen Gadgets and Its Effect to Social

and Emotional Functioning

__________________________________________

A Thesis

presented to the Faculty of the

College of Arts and Sciences

Cebu Institute of Technology – University

Cebu City, Philippines

__________________________________________

In Partial Fulfillment

of the Requirements for the Degree of

Bachelor of Science in Psychology

__________________________________________

By:

Duero, Kate Andrea P.

Español, Anna Nicole E.

Guatno, April Joy L.

Razonable, Alfred Nino P.

Tabotabo, Laurisa Mae B.

March 2017
 APPROVAL SHEET
This study entitled “Factors Contributing to Excessive Use of Screen
Gadgets and Its Effect to Social and Emotional Functioning”, prepared and
submitted by Duero, Kate Andrea P., Español, Anna Nicole E., Guatno, April Joy
L., Razonable, Alfred Nino P., Tabotabo, Laurisa Mae B. in partial fulfillment of
the requirements for the Bachelor of Science in Psychology, has been examined
and is recommended for acceptance and approval for oral defense.

Thesis Committee

DR. MICHELLE A. CELLONA, RP

Adviser

DR. NONA B. SUERTE MS. NAJIE RESPONTE, RP

Member Member

MS. CYRILLE PANIMDIM ATTY. NOEL CELLONA

Member Member
PANEL OF EXAMINERS

DR. NONA B. SUERTE

Chair

DR. MICHELLE A. CELLONA, RP DR. BOBBY CABANGON

Adviser Member

MS. NAJIE B. RESPONTE, RP MR. RONALD C. YROG-IROG, RP

Member Member

MS. CYRILLE PANIMDIM ATTY. NOEL CELLONA

Member Member
Accepted and approved in partial fulfillment of the requirements for the Degree of
BACHELOR OF SCIENCE IN PSYCHOLOGY.

Date of Oral Defense: DR. NONA B. SUERTE

November 19, 2016 Dean, College of Arts and Sciences
 ACKNOWLEDGMENTS

This thesis would not have been possible without the guidance and the

help of several individuals who in one way or another contributed and extended

their valuable assistance in the preparation and completion of this study.

First and foremost, our deepest gratitude to Dr. Michelle A. Cellona, RP,

our thesis adviser, for her patience and unfailing support;

Dr. Conchita S. Olasiman, RP, former faculty of Psychology Department,

for her valuable and motivation to come up with a good study;

Dr. Nona B. Suerte, Dean of College of Arts and Sciences, and chairman

of the panel, who gave her time, support and expertise;

Mr. Ronald C. Yrog-irog, RP, for the time, knowledge and effort provided

to review the proposed program of this study;

Dr. Bobby M. Cabangon, for his effort in checking the research paper and

his recommendations for the improvement of the study;

Ms. Najie Responte, RP, for her time and effort in reviewing and modifying

the manuscript for the betterment of the study;

Ms. Cyrille Panimdim and Prosecutor Noel Cellona, for their time and

effort as the committee of ethics;

Dr. Luni Villacastin, Head of the Community Extension Services, for her

patience and for the valuable insights shared;

ii
 iii

Reymart Luspe, a BS Psychology graduate and mentor, for his never

ending support and steadfast encouragement to complete the study;

The researchers’ family and friends, for their undying moral support, care,

and love, for their encouragement to the researchers to push through and

continue the study; and

Last but not the least, to our Almighty God, for giving us guidance,

knowledge, passion, patience for answering our prayers, and for giving us the

strength to face all the challenges that were encountered.

 ABSTRACT

“At one time a screen meant maybe something in your living room, But

now it’s something in your pocket, so it goes everywhere—it could be behind the

wheel, it could be at the dinner table, it could be in the bathroom. We see it

everywhere today” says New York Times technology journalist, Matt Richtel.

The research presented and discussed the results of the study which

aimed to determine the excessive use of screen gadgets among teenagers in

Labangon, Cebu City, Philippines. The research also helped identify the different

factors that contributed to screen addiction among the research participants and

the effects on the social and emotional functioning. There were a total of nine

research participants, two males and seven females with age ranging from 11 to

19 years old.

The data were gathered through a survey and an interview. A survey was

first given to 100 random respondents coming from Labangon, Cebu City that

helped to recognize the top three gadgets commonly used by the teenagers. The

survey also served as the source in identifying the appropriate participants for the

study. After the survey, interviews with the selected research participants were

done. The said interview was then recorded and was later on transcribed.

The researchers used thematic analysis in interpreting the data collected

and gathered which the researchers analyzed, described, and categorized the

themes established coming from the data. Findings of the study revealed that the

following factors: opportunity to enjoy, accessibility to use for research work,

 v

leisure and pastime, social support, same interest and lack of family interaction

caused the respondents to indulge in excessive usage of screen gadgets.

Furthermore, excessive use of screen gadgets affected the social and emotional

functioning of the research participants, both positively and negatively. As an

effect to the social functioning of the research participants, the type of family

interaction at home either created a bond within the family or it could be the root

of the development of undesirable behavior among them. It was also identified on

the data gathered that majority of the research participants’ parents were working

and that they were capable to buy and secure screen gadgets by themselves that

made it as one of the factors for their excessive use.

An intervention program entitled “Be Part of the TREND (Turning

Resources and Energy in New Directions)” was proposed to help the research

participants and other teenagers with the same case of excessive use of screen

gadgets addressed their concerns. This program aimed to assist the research

participants from being reliant to screen gadgets to being able to balance screen

gadget use and generate a well-adapted social and emotional functioning.

 TABLE OF CONTENTS

Title Page

Title Page i

Acknowledgments ii

Abstract iv

Table of Contents vi

List of Tables ix

List of Figures x

CHAPTER

I INTRODUCTION

Rationale 1

Theoretical Background 4

Conceptual Framework 10

Review of Related Literature 11

Statement of the Problem 20

Significance of the Study 21

Operational Definition of Terms 23

II RESEARCH METHOD

Research Design 25

Research Participants 25

Research Environment 24

Research Instruments 24

vi
 vii

Research Procedure 26

Treatment of Data 28

III RESULTS AND DISCUSSION

Profile of the Research Participants 29

Factors that contribute to Excessive

Use of Screen Gadget 33

Consequences of Excessive use of Screen Gadget 39

Effects of Excessive Use of Screen gadget to

Participants’ Social and Emotional Functioning 41

Salient Findings of the Study 51

IV THE PROPOSED PROGRAM

Program Title 54

Program Rationale 54

Program Description 55

Program Participants 59

Program Goal 59

Program General Objectives 59

Program Content 60
 viii

V SUMMARY, FINDINGSCONCLUSION AND

RECOMMENDATIONS

Summary 76

Findings 80

Conclusion 81

Recommendations 81

References 82

APPENDIX

A Parent’s Consent Form 85

B Screen Use Survey Form 86

C Intake Form 87

D Guide Questions 88

E “BINGO” 92

F Module Evaluation 93

G Exit Interview Guide Questions 94

H Follow-up Interview Guide Questions 95

I Certification 96

CURRICULUM VITAE 97
 LIST OF TABLES

Table Page

1 Profile of the Research Participants 30

2 Factors that Contribute to Excessive Use of Screen Gadget 34

3 Consequences of Excessive Use of Screen Gadget 40

4 Social and Emotional Effects 42
5 Salient Findings of the Study 52

6 Proposed Program Matrix 57

ix
 LIST OF FIGURES

Figure Page

1 Flow of the study 10

2 Phases of the Proposed Program Intervention 53

3 Salient Finding Guide for Intervention 53

x
 Chapter I

INTRODUCTION

Do you stare at your screen for a huge portion of your day? Do you panic

when you found out that you misplaced any of your gadgets? Do you easily

succumb to the glow of a screen, or the beep of a received text? If you do, then

you are part of one of the most significant cultural phenomenon in human history:

Screen Addiction.

The average teenager spends a little more than 54 hours a week in front

of a screen -- nearly 8 hours every day. “At one time a screen meant maybe

something in your living room,” says New York Times technology journalist, Matt

Richtel. “But now it’s something in your pocket, so it goes everywhere—it could

be behind the wheel, it could be at the dinner table, it could be in the bathroom.

We see it everywhere today”. People begin to wonder if this screen addiction is

not altering our minds and behavior in elemental ways. Peggy Noonan, a

columnist at Wall Street Journal once mentioned that a lot of people seem here

but not here, they’ve withdrawn from the immediate reality around them and set

up temporary camp in a reality that exists in their heads. In January, the Kaiser

Family Foundation published the results of a study that found out that 8-to-18-

year-olds log an average of 7½ hours a day with media, including television,

computers, cell phones and music players (MacDonald, 2010). But it’s not only

the young ones who are addicted to their screens. At work, many of the

employees stare at computer screens all day every day, doing daily reports or
 2
surf the net. Everyone carries a cell phone, tablet and handy laptops. We instant

message and e-mail. We chat and text. At home, screens in every room emit an

inviting glow. Approximately all of us had at least one computer, most of which

are connected to the Internet. Sometimes we go online for practically everything:

to shop, pay bills, find work, check the weather, and watch videos, play games,

download music, join clubs, read, escape, and connect with friends. Screen

addicts found that they lacked the mental capacity for constant concentration on

a single task, be it at work, on a homework/assignment or in productive

conversation with friends and family. Spending a lot of time connected to phone

only became a problem when it absorbed so much of the time it caused everyone

to neglect face-to-face relationships, work, school, hobbies, or other important

things in life.

The social-emotional functioning of an individual was affected due to

screen addiction. This caused everyone to lose something of great value, a way

of thinking and moving through time. When we talked about the social emotional

functioning of an individual it is their ability to establish positive and rewarding

relationships with others, and it encompasses intra- and interpersonal processes

(Cohen, 2005). The core features of emotional development include the ability to

identify and understand one’s own feelings, to accurately read and comprehend

emotional states in others, to manage strong emotions and their expression in a

constructive manner, to regulate one’s own behavior, to develop empathy for

others, and to establish and maintain relationships. (National Scientific Council

on the Developing Child 2004).

 3

This study focused on determining the excessive use of gadgets among

the teenagers in Labangon, Cebu City, and its effect to their social and emotional

functioning.
 4

Theoretical Background

The study was anchored on three theories; The Social Support Theory,

Diffusion of Innovation Theory and Field Theory of Adolescence.

Social Support Theory by Lakey and Sheldon (2000) stated that social

relationships influenced human well-being, health, emotions, cognitions and

behaviors. Society played a vital role in the individual because it greatly affected

and molded every individual as a person.

Social Support Theory was composed of the three theoretical

perspectives; the stress and coping, the social constructionist and relationship

perspective. The stress and coping perspective identified that people could be

protected from the undesirable effects of stress through giving appropriate

support. It could either be through supportive actions or it depended on the

availability of the support. Supportive actions dealt on the improvement and

development of the coping performance of an individual while the availability of

support could reduce threatening situations. Social constructionist perspective

proposes that direct support such as promoting self-regulation and self-esteem

could influenced their health despite the presence of stress. Theories and

concepts about reflecting to their own social context about the world were made

as well. However, the individual’s differences were important on how they

interpreted their own world. In social constructionism, the social cognition was

included which it concerned with the perception of support. In other words, “self”

was a reflection on how they viewed themselves to the world or how one was

viewed by others. The relationship of social- cognitive to health was that it drew
 5

the influence of cognitive to the individual’s emotion. Negative thoughts about

social relations could overlap and stimulate negativity towards self. The social-

cognitive emphasized the generalized beliefs about the supportiveness of the

people and how the people perceived social support were the most appropriate.

Lastly, the relationship perspective conceptualized support as a relationship

process. These relationship qualities referred to as support whenever actual help

was happening during the times of stress. Other qualities that contributed to

physical and emotional well-being were companionship, low conflict and

intimacy, and attachment. These qualities helped the individual achieved

relationship satisfaction which referred to subjective evaluation of relationships.

Companionship referred to shared leisure activities that each intrinsic goal should

be accomplished. Last perspective was the Social Conflict which referred to the

criticism and chaotic scenes for limited resources. Intimacy and attachment

defined as the bond that led every feeling to any form of attachment.

Support and health were the qualities most people needs. Support was

related to health because it shared common reasons like low support which was

associated with social conflict predicted low health. One pathway that influenced

health was by altering the appraisal of stressful events.

Diffusion of Innovation Theory by Everett Rogers (1995) stated that this

theory was all about the search for explanation on how, why, and at what rate

new ideas and technology spread. She stated that innovation was an idea

perceived as new by the individual. According to Rogers, diffusion was the

“process by which an innovation was communicated through certain channels

 6

over a period of time among the members of a social system”. The idea of

diffusion focused on members of a given culture adopted new ideas, products,

and practices. However, it depended upon the condition by which the individual

increased or decreased the likelihood of the innovation. This theory predicted

that the medium such as technology or media provided information about user

and possibly influenced their own opinion and judgments towards others. There

were five elements in this theory; innovation, adopters, communication channels,

time, and the social system.

First element was the innovation; it could be an idea or object that was

perceived as new by the individual or the society. Innovations brought a large

relative advantage to the individual like making the tasks easier but it could also

be disruptive to routine tasks.

Adopters or the adoption-diffusion, the one who used the innovations like

technology or gadgets. This element gave importance to the variable of interest

or the rate of use and variety of use of the individual towards the innovations. It

comprised with two distinct dimensions; variety of use and rate of use. Variety of

use referred to the different ways of using the products or objects and the

number of applications or products the individual used. Variety of use also

described the width of use of a system. Usage rate referred to the time an

individual spent using products during a designated period. Furthermore, these

factors considered to interrupt social functioning of the individual only if these

products were used inappropriately.

 7

The third element was the communication channels, it was a process

wherein the participants made and shared information with other people in order

to had mutual understanding. It was by means of getting messages from an

individual to another. There were two types of communication channels, the

mass media channels and the interpersonal channels. The mass media channels

referred to creating knowledge of innovation while the interpersonal channels

referred to formed and changed attitudes towards the new idea and the decision

to adopt or reject the new idea.

Time dimension, the fourth element, referred to the passage of time which

was necessary for the individual or innovators to be adopted with new ideas. The

time dimension also referred in three diffusions; the innovation-decision,

innovativeness and the rate of adoption. The innovation-decision was all about

the decision of a person whether adopted, rejected or implemented the new idea

towards self and confirmed lastly with their decision. The innovativeness was the

degree of an individual adopted earlier the new ideas than the other members of

the social system and most of them were high in socio-economic status. Lastly,

the rate of adoption, referred to the speed of adopting the new ideas or products.

Last element was the social system, they were the units or members of

the society. It could be the individuals, family, informal groups, and organizations.

They were also called the adopters because they used the new ideas or

products.

Field Theory of Adolescence by Kurt Luwin (1935) stated that “the

psychological influence of environment on the behavior and development of the

 8
child is extremely important". He believed that making generalizations among the

youth due to their behaviors was erroneous and this theory could better explain

their behaviors individually. Social Locomotion occurred when adolescence faced

difficult period of transitioning from child to adult group. Due to intermediate

phase, they felt confused and that they do not belong to either group completely.

The transition is also exemplified that the individual entered a cognitively

unstructured state that resulted in improbability of behavior. The sudden shift

from childhood to adulthood which led in different patterns contributed to such

behavior. However, according to the field theory of adolescence, they were much

aware that adults treated them like fellow adults or children. Moreover,

adolescence was moving through an unusual social and psychological field.

Adolescents had unsure and unclear goals because of the environmental

influences and that they were full of doubts. They had several attractive choices

and relatively boundaries. They did their possible goals and became a part of

adolescent’s life spaced but parental restrictions limited their actions.

Vulnerability to persuasion and pressure emerged among adolescents since they

moved through different field of changes. The theory also stated that adolescents

were still uncertain in discovering their self, social status, obligations and

behaviors.

Lewin said that “To understand or to predict behavior, the person and his

behavior, the person and his environment had to be considered as one

constellation of interdependent factors.” The concept of the field theory referred

to all aspects of individuals in relationship with their surroundings and conditions

 9

may it be the influence of the particular behavior or developments of concerns in

a particular point in time

Conceptual Framework

Gadgets. People used different types of gadgets because of various reasons.

From entertainment, information to communication, all of these activities, gadgets

provided. With just a snap, everything that people needed and wanted could be

offered. Commonly, teenagers or the adolescent often used gadgets since the

intense development of technology occurred in their era. Inappropriate and

excessive use of gadgets had been the problem of the people. Some people

were dependent on their gadgets. Moreover, they used it excessively which

affected their social, emotional functioning.

Millennials were most likely do not just own most of the devices but also

took advantage of a wide ranged of functions. The majority of teenagers owned

a smart phones, laptop, game console, tablet, ipod/mp3 player, etc. (Zickuhr,

2011).
 10

FACTORS THAT
AFFECTS THE SOCIAL
and EMOTIONAL
FUNCTIONING OF
TEENAGERS
PROBLEM 1. Social Support
Theory
EXCESSIVE USE 2. DIffusion of
OF GADGETS Innovativeness Theory of Intervention Program
Addiction

3. Theory of Adolescence

Figure 1. Flow of the Study

This study looked into the possible factors that caused the problem -

excessive use of gadgets. It presented the different theories that explained the

underlying problem and how the researchers came up with an intervention

program.
 11

Review of Related Literature

The researchers browsed and reviewed different sources from several

journals and articles in various published materials, both international and local

researches and publications that helped in the construction of the study providing

resilient support on the methods involved in the study.

Screen Addiction was an impulsive-control problem as defined by

Netaddiction.com (2013) which could be further identified into subtype a) Sexting

and online sex addiction – engaging in viewing, downloading, and trading online

pornography or involved in adult fantasy role-play chat rooms, social media, and

sexting b) Internet infidelity and online affairs - addiction to chat rooms, social

networking, or texting became over-involved in online relationships or may

engaged in virtual adultery c) Video games and Gaming addiction – excessive

engagement to video games, spending hours after hours playing. d) Net

compulsion - compulsive behavior to Internet gambling, shopping, or eBay and e)

Information overload - spending greater amounts of time searching and collecting

data from the web and organizing information. Screen-based technologies had

taken over, such as cell phones, tablets, portable video players, laptops, smart

phones and etcetera. Screen gadgets made screen as an easy escape from

reality by entertainment through its available features such as games,

applications and social networking sites leading to excessive use of screen-

based technology that leads to isolation, unhealthy relationships and social and

emotional delays (Newhadnrtc.com, 2015). According to James Woltjen, children

who were screen addicted were often observed as moody, impulsive, and unable
 12

to pay attention. Screen addiction, due to spending excessive amounts of time at

the screen, caused sensory overload, lack of sleep, and physical health issues

such as poor posture and skeletal misalignment.

In a survey conducted by Kathryn Zickuhr of Pew Research Center about

generations and their gadgets, findings showed that cell phone, desktop

computers, laptop or net book, mp3 player, game consoles, e-book reader and

tablet computers were the top gadgets that were popular and mostly owned. Cell

phone topped the most popular of all gadgets where 85% of the adults owned a

cell phone. Laptop computer or net book was particularly owned by millennia’s

(18-34 years old) where 70% owned a laptop, compared to 57% who owned a

desktop computer (Zickuhr, 2011). In an article on The World Post site, statistic

showed that on January 2015 among the total Philippine population of 100.8

million a total of 44.2 million were active internet users and 90% of that had

active social media accounts. A Filipino spent an average of 6.3 hours per day

on-line via laptop and 3.3 hours per day via mobile compared to the global

average of 4.4 hours per day. In connection a survey was conducted on device

research in mid June 2014. Smartphone popularity and penetration in the

Philippines grew faster than Indonesia and Vietnam combined. Due to local and

other Smartphone brands entering the market with friendly prices to the

consumers. Economy status was reflected on the active digital lifestyle of the

Filipinos as it suggested a stable economy (huffingtonpost.com, 2015) .On the

article released by Jane E. Brody on The New York Times entitled “Screen

Addiction Is Taking a Toll on Children” highlighted the scope of which screen

 13

addiction was present and spreading. Internet addiction was one factor why

American and Chinese youths spent many hours a day focused on electronic

screens (well.blogs.nytimes.com, 2015).

Sahin (2011) concept of internet addiction referred to the excessive use of

internet which in turn caused various problems in individual, social and

professional aspect. According to Sahin, rapid development of computer

technology in information society and particularly the invention and advancement

of internet led to major changes in human life. In the study he conducted, it

aimed is to determine internet addiction level in all ages in terms of its age,

gender and professional group. The method that was used in the study was a

descriptive method that used a survey model. Random sampling method and

simple random sampling was also used to determine the study group. The

respondents of the study were consisted of 596 individuals living in Kırşehir

province of Turkey with different age groups. In collecting the data, personal

information form and internet addiction scale were also used. It was been found

that internet addiction levels of 19 and below age group were high. It was

observed that there was a significant difference between internet addiction

scores of the individuals who belonged to the age group of 19 and below and 30

and below. Moreover, it was reported that internet addiction were common to

younger individuals and due to this reason, young people should be permanently

monitored. Internet addiction between professional group and students has

appeared to have a significant difference. By which it was found that individuals

in the high school level had higher tendencies of excessively using internet than
 14

other students. For this reason, in some countries, therapy centers were founded

to identify and treat Internet addiction. Parents needed to be aware of the signs

of the internet addiction to help their children. Families and schools should

organize seminars such as the symptoms of internet addiction, communication

techniques, and how to take a proactive stance.

Another study conducted by Sung, W. (2016) had the same concept of

Internet addiction referring to the overuse of the Internet on conventional

personal computers, expanded to include overuse of Smartphone’s due to their

increasing spread and easy accessibility. The study yielded the results that

sociodemographic factors, gender occupation, and education levels had no

significant effects on smart phone addiction but single adults were prone to

smartphone addiction than married adults. General factors related to Internet

Addiction such as psychological, family, and on-line relationship factors

(satisfaction with on-line socialization) were found to influence smartphone

addiction. This was supported by Waldo (2014) where internet addiction on

adolescents was considered less likely to be a single phenomenon but rather an

inter-correlation of different phenomena such as physical, psychological,

technological, and spiritual. Through the questionnaires used in his study, result

showed that Internet addiction and social desirability had a strong positive

correlation that could be explained as a way to avoid self-criticism. The study

found out that adolescent male had higher level of Internet addiction than the

adolescent females and that adolescent male used the internet as a mean of

interpersonal relations. Internet addiction was found to be high on high social

 15

status adolescents, where they had a lot of access to gadgets and computer that

connected them in the internet. Adolescents that attended private school

institutions that provided free internet service or WIFI in the campus also created

high probability of internet addiction.

Erikson's psychosocial theory of the 'eight stages of human development'

adolescent fell under the fifth stage “Identity versus Role confusion”. Young

people (ages 9-18) were said to struggle to belong, to be accepted, and to be

affirmed as supported by Haug, et al (2015) who conducted a study among 1,519

young people in Switzerland on smartphone use and smartphone addiction. A

short version of Smartphone Addiction Scale for Adolescents (SAS-SV) was

used to assess each participant. Result showed that Smartphone addiction was

more prevalent in younger adolescents (15–16 years) compared with young

adults (19 years and older), where smartphone addiction occurred in 256 of the

1,519 students which was equivalent to 16.9%. Long duration usage of

smartphone is reported throughout the day which lasted 1-2 hours or more.

Social networking was also indicated on the study as a relevant smartphone

function which was associated to smartphone addiction. This was supported by

the survey conducted by Rideout, et al (2010) wherein the Kaiser Family

Foundation’s study that American children and teenagers ages 8 to 18 years old

spent an average of 7 hours and more a day using media for seven times a

week.

Çiçekoğlu et al. (2013) determined that adolescents who regularly used

the internet on a daily basis, spent four to six hours every day on the internet. An
 16

individual could be considered a devotee in the field of internet once he or she

indulged on it with-in four to six hours a day. They used the internet for

entertainment, gaming and chatting purposes, and watched sports and magazine

programs on television had higher mean addiction scores. The study focused

among adolescents attending sixth, seventh and eighth grades in the provincial

center of Cankiri. It investigated the level of internet addiction among sixth,

seventh and eighth grade adolescents, the study was conducted as a descriptive

study. The said study also assisted in identifying necessary measurements that

helped in raising awareness about internet addiction. The “General Information

Form,” and the “Internet Addiction Scale” developed by Günüç (2009) were used

for data collection. The Kolmogorov-Smirnov, Mann-Whitney U and Kruskal

Wallis H tests were used for data analysis. Based on the analysis and the data

collected, the conclusion and recommendation in relation to the study for the

productive use of the internet was arrived at.

Sinthupinyo et. al (2012) foresaw millions of Thai children and teenagers

got addicted to on-line gaming and internet usage. According to the researchers,

severe on-line computer game addiction led to several problems such as

personal, family, and social problems. In Thailand, the Ratchanakarin Child and

Adolescent Mental Health Institute, Department of Mental Health, Ministry of

Public Health classified the level of game addiction into three levels: like,

fanaticize, and addict. In their study the researchers presented a classification of

game addiction level on the secondary school students. With the sample of 32

students, data had been collected. This research classified computer games,
 17

based on their characteristic, into four categories: Long Term, Casual, Real Time

and Turn-Based Games. As concluded on their study, computer game addiction

was classified into four types based on the playing characteristics: Long Term,

Casual Game, Real Time Game, and Turn-based Game. This study could be one

of the tool which served as an alarm to monitor the behavior of children with

regard to computer gaming.

Bringula et al. (2012) conducted a study on internet usage patterned to

cyber cafes in Manila through descriptive survey. The study determined two

types of internet users, the problematic internet users that spent more than 20

hours a week and the prudent internet users. The average time spent by the

respondents in cafes fell under three and half hours per visit and that there were

more visits during afternoon. Durations of the internet usage of users during the

morning was much longer than the other time of the day.

In the virtual world, people could actually hide their true identity and

modified their identity. People preferred to had talks with the use of chat rather

than face to face aspect. After a long period, without a sense of identity, they

had difficulty to communicate with others in the real world. This could negatively

affect marriages, families and relationship. That was why addiction to computer

had really contributed a lot of disadvantages. New study indicated that heavy

Internet usage and video gaming increased depression, social isolation, family

separation, marital problems, and reduced job performance. The following aspect

had been proven since people whom were addicted to computer gave their full

attention on it leaving their priorities behind (Torres, 2013).

 18

Gant and Shaw (2002) examined the effects of internet to the user’s

psychological health. This study talked about the relationship between internet to

the user’s communication, depression, loneliness, self-esteem and perceived

social support. The study was designed to test the hypothesis that internet usage

affected the users beneficially. The researchers hypothesized that the Internet

had positive effects on participants. Hence, the researchers are also aimed to

determine the diverse reasons why people used internet. In performing the study,

the researchers engaged the participants in five chat sessions in a controlled

environment over a period of 4-8 weeks with anonymous partners. At three

different intervals, they were administered scales measuring depression,

loneliness, self-esteem, and perceived social support. Based on their scores

which were tracked over time, it had been found that an internet usage

decreased loneliness and depression while self-esteem and perceived social

support appeared to increase significantly.

Both global and local researches tackled on the factor that led an

individual to get addicted to screen gadgets which the present study had also

been engaged. Majority of these studies focused on the nature of Internet

addiction, its factors and the subsequent negative and positive effects to the

screen gadget users.

Screen gadgets held a lot of features that led to screen addiction. One of

the scopes of this study was focused on teenagers who excessively used screen

gadgets. The study focused on determining the excessive use of screen gadgets

among teenagers in Barangay Labangon. This study aimed to identify common

 19

contributing factors that grounded them to engaged screen gadgets excessively

that affected the social and emotional functioning of the teenagers in Barangay

Labangon.
 20

Statement of the Problem

This study aimed to determine the excessive use of gadgets among teenagers in

Labangon, Cebu City.

Specifically, this study aimed to answer the following questions:

1. What was the profile of the participants in terms of:

a. Age

b. Social Status

c. Type of gadgets used

d. Average hours spent in screen gadgets

e. Ways of acquiring gadgets

2. What factors contributed to excessive use of screen gadgets?

3. What were the consequences of excessive use of screen gadgets?

4. What were the social and emotional effects of excessive use of screen

gadgets to the following:

a. Family

b. School

c. Society

5. Based on the findings, what intervention program could be proposed?

 21

Significance of the Study

The family contributed to the behaviors of each adolescents. Through

the study, parents would be fully informed and mindful of their actions during

the development of their children. They could also manage to understand the

comportment of each one and be able to provide the reaction applicable to

the situation.

The barangay could also benefit from this study by having an idea

where to start in implementing the right support they could provide to the

adolescents so that the act of screen gadget usage would be lessened. Also,

this could be their guide in making awareness programs that could attract

and motivate adolescents. Encouraging them to go out of the house and

indulging themselves with barangay activities were just some of the things

that the barangay considered to be an improvement on their own aspect.

The school, as well, could find the study substantial to contribute the

appropriate method to address the problem. School was also considered to

be a second home of the students which really played a bigger role and

influenced majority of them. School could be one of the avenues which could

really give assistance regarding the awareness and addressing the matter.

The public could be informed with the numerous number of screen

gadgets around and be aware to take into consideration the findings of this

study. Applying all of these in the real picture contributed to the adolescent’s

social and emotional functioning development.

 22

For those in the field of Psychology, the data gathered from the study

could help in the improvement for future studies. With the results, they could

be capable of helping in formulating programs for awareness and

encouragement as well as inspiring adolescents to do what is appropriate.

Further analysis and understanding of the behavior of the adolescents

and being considerate with the advancement of technology, specifically with

the role of screen gadgets to their social and emotional functioning, could be

a noble topic to discuss for future researches. This study could be used as

basis for the awareness of the limitations of the study to make

enhancements for the good and importance to the public.

 23

Operational Definition of Terms

To clearly grasp the context of the study, the following terms were defined:

Accessibility

Referred to the quality of being available when needed.

Cases

Referred to incidents that happened while the research participants are

excessively using screen gadgets.

Excessive use

Meant the use of gadget beyond ordinary.

Family interaction

Referred to an opportunity to maintain, establish, and promote parent-child

relationships.

Leisure

Referred to use of screen gadgets for enjoyment or a past time.

Same interest

Referred to a shared like and activities done on-line.

Screen Addiction

Referred to the excessive and abnormal use of gadgets that has negative

effects to the user.

Screen Gadgets - are electronic equipments that most of the populationused

today, like smartphones, television, laptops, tablets, etc.

Social Emotional Functioning

Referred to the experience, expression, and management of emotions and

 24

the ability to establish positive and rewarding relationships with others.

Teenagers

Referred to a term applied to people within the age from 8 – 19 years old.

Undesirable Behaviors

Referred to the negative effects of screen gadgets to the teenagers such

as stealing, lying, violating school rules and even cutting classes.

 Chapter II

RESEARCH METHODOLOGY

Research Design

The researcher used the descriptive survey method to determine the

excessive use of screen gadgets and its effects to social-emotional functioning.

Qualitative Research was utilized to help determine the appropriate themes

present and gave a deeper knowledge and descriptions on their different views of

reality.

Research Participants

There were a total of nine participants who took part in the study. They

were identified through the use of the following criteria: must belong in the age

range of 8-19 years old, had used at least one screen gadget, currently living

with their family and residents of barangay Labangon.

Research Environment

The study was conducted in barangay Labangon, Cebu City. The said

barangay was one of the 86 barangays in Cebu City. It was the adopted

barangay of Cebu Institute of Technology – University. This study was supported

by the institution’s Community Extension Services for easier communications and

schedule arrangements.

Research Instruments

Interview and different assessment tools were the basic source of

information of the study. Survey forms (see appendix B) were given to 100

random respondents in Labangon, Cebu City. The results of the survey were the
 26

basis in determining the participants for the study. The Intake Interview form,

found in appendix C, consisted of demographic information of the participants.

Self-report Questionnaire for Screen Use – Revised (see appendix D) was used

as a tool for this study. This measured the emotional responses of the

participants toward their screen gadgets. Teenagers’ reactions and encounter’s

with their environment was also made part of the factors in determining their

current social and emotional functioning. The Interview Guide (see appendix E)

was utilized for the in-depth explanation and reasons for the current situation of

the participant.

Research Procedure

The researchers conducted a survey regarding their excessive use of

screen gadgets and determined the common screen gadget used by most of the

respondents. The said survey was given to 100 teenager residents of barangay

Labangon with the qualifications of a prospective participant for the study. The

results were collated and the top three gadgets were chosen to be the main

concern of the study. The top three teenagers of each of the top three screen

gadgets, who considered to spend much of their time with those screen gadgets,

was reflected as the participants of the study.

The nine chosen research participants, three from each of the focused

screen gadget and their parents, were visited by the researchers and proper

explanation and orientation were given and simultaneously presented with the

informed consent and assent form. Intake forms were also given to the

participants after the orientation.

 27

The researchers provided the different tools or instruments intended for

the participants to answer. After every test, in depth interview was done as a

support to the participants’ answers. One researcher was the interviewer and

another one served as the secretary.

The other researchers transcribed the conversation and assigned different

codes to each. Themes were determined and analysis was then observed.
 28

Treatment of Data

The study utilized the survey form of Dr. Kimberly Young’s (1995) Internet

Addiction Test. This was the first validated measure of Internet Addiction

described in the IAT Manual that measured how the internet use among people

affected themselves and their environment.

Scores were obtained by adding the number for each response. The

higher the score, the greater was the level of dependency and excessive use of

screen gadget.

The interpretations of standard scores were as follows:

O – 30 None

31 – 49 Mild

50 – 79 Moderate

80 – 100 Severe

Results of the interview were also transcribed where patterns of

experiences were coded and listed into themes. These themes came from

answers uttered by each research participants. Identified patterns were

combined and classified into sub-themes. The identified patterns were

expounded. The themes that emerged from the participants’ responses were

associated as one to form a thorough background of their collective

involvements.
 Chapter III

RESULTS AND DISCUSSION

This chapter gave emphasis on all significant data gathered and its

discussion. Its presentation was based on how the statement of the problem was

stated. The research participants’ identities were withheld to maintain

confidentiality.

The study aimed to identify the different factors that contributed to the

excessive use of screen gadget and its corresponding effects to the social and

emotional functioning of the teenagers in Barangay Labangon.

I. Profile of the research participants

Table 1 presented the age, gender, most used screen gadget, and

average hours spent, annual income of parents and ways of acquiring the gadget

of the research participants which were considered to be relevant to achieve the

aims of the study.

There were a total of nine research participants, two males and seven

females with age ranged from 11 to 19 years old. Although the data above were

small, this still demonstrated the findings of previous surveys done by Zichur

(2011) citing that smartphones, computers and tablets were top gadgets mostly

owned. It clearly showed that young as they were, they were already capable of

having their own gadgets. Zickuhr (2011) mentioned in her survey that there

were seven mostly owned screen gadgets in this generation which included

phone, computer, and tablet. In her survey, phones ranked as the top most

owned gadget of this generation consisted of 85% and that it was more common
 30

Table 1. Research Participants’ Profile

Most Used Screen Gadget
Average Monthly Ways of
Research Age hours Income of Acquiring
Participant spend Parents the
gadget
Smart Personal Tablet (in pesos)
phone Computer
A 11  4 - above *NFI Given by
parents
B 15  4 - above 30,000 Given by
parents
C 16  4 - above 6,000 Given by
parents
D 16  4 - above 10,000 Given by
parents
E 16  4 - above *NFI Given by
parents
F 16  4 - above 20,000 Given by
parents
G 18  4 - above *NFI Given by
parents
H 19  4 - above 20,000 Given by
parents
I 19  4 - above *NFI Given by
parents
*NFI (No Fix Income)

to adults. These data did not agree with the results of Zichur’s study. All of the

research participants of this study were still teenagers yet they already had their

own screen gadget. This phenomenon was due to local and other Smartphone

brands entered the markets with friendly prices to the consumers (Zickuhr,

2011).There were already screen gadgets now that were advanced in terms of

android version and other updated applications. These screen gadgets cost a

price that majority of people could afford. There were also reasons behind their

excessive use of screen gadgets that were needed to be considered. According

to the survey conducted by GSM Arena (2011), one reason why people buy
 31

screen gadgets, specifically smartphones, was Mobile Internet Usage in which

over 90 percent of all the users accessed the Internet (71% did every day). They

also mentioned that teenagers scored below average on this count, possibly

because of the high cost of the internet used. Teenagers of today had various

ways in internet accessed usage and engaged in excessive use of screen

gadgets. Internet rent at one peso was really appealing especially for kids and for

those who were in need of short-time use of the internet (Louren, 2016). Through

the “pisonet”, teenagers had faster and affordable ways of internet usage which

sometimes caused excessive use. The overuse of the internet expanded

included overuse of Smartphone’s due to their increasing spread and easy

accessibility (Sung, 2016).

It had been pointed out that internet addiction level of teenagers aged 19

years and below was high and that they were prone to this addiction (Sahin,

2011). This high internet addiction level could be explained on Psychosocial

Theory by Erik Erikson that this group of teenagers belonged to “Identity vs. Role

Confusion”. He stated that teenagers at this stage experienced struggle to

belong, to be accepted and affirmed. Teenagers strived to cope up with what was

trending among their generation in order to be part of the group and for the

majority to accept them.

Smartphone ranked as the top most gadget used among the teenagers in

barangay Labangon. Smartphone’s popularity and penetration in the

Philippines grew faster than Indonesia and Vietnam combined

(huffingtonpost.com, 2015). Young as teenagers were, they already had the

 32

capacity to own a smartphone because of its great impact of marked down prices

and could easily be seen and bought almost anywhere in the country. Also,

invitation of brands of smartphones are also evolved that made it affordable for

the consumers. Second on the list was computer then followed by Tablets,

Computer in the table above referred to desktop computers which were bulky,

heavy and consumed a lot of space. This contradicted to the previous survey of

Zichur in which he mentioned that Laptop computer or net book was particularly

owned by millennia’s where 70% owned a laptop, compared to 57% who owned

a desktop computer. Due to the generation’s high demands in technology,

computers nowadays could easily be used for a cheaper amount. There were a

lot of computer service stations that preferred to have a rate of one peso for

every three minutes. This was cheap enough that even teenagers could afford.

Both male and female teenagers spent more than four hours a day with

the top three screen gadgets - smartphones, computers and tablets – or more

than 28 hours a week. Çiçekoğlu, et al (2013) mentioned that an individual could

be considered a devotee in the field of internet once he or she indulged in it

within four to six hours a day. Excessive use of screen gadgets could lead one to

slowly become a follower of such screen gadget.

Smartphones and Tablets almost had similar cases present among the

teenagers in barangay Labangon. Both gadgets had the same features and

functions yet it differed in size. Tablets were known to be bigger than smartphone

which could be beneficial for movie viewing and e-book reading. Smartphone

was very handy that could easily fit in pockets.

 33

Based on the monthly income of their parents, they were from 6,000 –

30,000 pesos. Usually, the participants’ income class ranged from poor class to

lower middle income. According to Albert (2015), a monthly income of less than

Php 7,890 belonged to poor class, those having between Php 7,890 to Php

15,780 were in the low income and lower middle income class was between Php

15,780 up to Php 31,560. There were five participants who were in the poor

class, one participant in the low income and three participants in the lower middle

income. The data contradicted to the statement of Waldo (2014) stated that

internet addiction is found to be high on high classes of adolescents, where they

had a lot of access to gadgets and computer that could connect them in the

internet.” In this study, the research participants may not be in the high classes;

still they were capable and owned more than one gadget that could help them be

connected to the internet which excessive use of screen gadget was observed.

Rapid development of computer technology in information society and

particularly the invention and advancement of internet led to major changes in

human life (Sahin, 2011).

II. Factors of Excessive Use of Screen Gadget

Table 2 presented the different factors that contributed to screen addiction

among the research participants.

Results showed that indulging oneself in excessive use of screen gadgets

could lead to these factors; Opportunity to enjoy, accessibility to use for research

work, leisure and pastime, social support, same interest and lack of family

interaction. Under social support, were influence of the family members

 34

Table 2. Factors that could contribute to excessive use of screen gadget

Factors Sample verbatim Responses

Opportunity to  “Kasagaran, ako ra nang rason na mu-cutting ko sa

enjoy klase since high school kay para lang magduwa ug
computer kay para ma feel ko ug kalipay…(Most of
the time, it is my own reason to cut class since high
school so I could play computer so I could feel
happiness…)”
 “Ako ra jud nang desisyon na ibilin nako ang 50%
sa akong baon, so 100, para ako lang i-computer sa
internetan ug mag enjoy (It is my decision to leave
the 50% of my allowance, so 100, so I could go to
internet cafes and play and enjoy)”
 “Ang naa sa dota labi nang mahuman ko sa akong
buhatonon kay didto maglingaw lingaw... (In the
dota especially when I’m done with what I’m
working, I play for fun..)”
 “ … fun! Nya kasagaran mugamit ra jud ko sa akong
phone kay maglingaw-lingaw…” (Uhm… I could had
fun! Then, usually use my phone for
entertainment.)”
Accessibility to use  “Ang cellphone ma-consider na jud nako siya na
for research work necessity kaysa sa wants kay magamit nako sa
eskwelahan, nya for research purposes (Cellphones
are considered necessity rather than wants for me
because I could use it in school and research
purposes)”
 “Like through internet kay maka-access ka ug
information,dali ra sad pangitaon, dili naka muadto
sa library… (Like through internet, I could access
the information, easier to search and no need to go
to the library.)”
 “Mugamit ko sa akong tab ate kada adlaw, gamitun
ko ni labi na nay buhaton sa school like research og
unsa pa. ( I used my tab every day, I used it
especially if I had something to do in school like
research and others)”
For leisure and  “Kasagaran jud na gamit sa cellphone kay
pastime pampalipas-oras ra, niya effective kay di naka
makabantay sa oras na nilabay na jud (Common
use of cellphones is for pastime, yet, it’s very
effective because indeed you are not aware that the
 35
Table 2, continued…
time had already passed by)”
 “Pang-patay oras gyud ang pag-gamit og gadgets
labi na tan-aw ka og salida na thrilling. (The
purpose of gadgets is to kill time especially when
you’re watching a trhilling movie)”
Social Support

 Influence of the  Na-influence ko sa akong brother sa paggamit sa

family members gadgets… sa una kay siya man ang geek sa among
family ba niya suod man mi… (I was influenced by
my brother in using the gadgets … before, he was
the geek in the family and we were also close…)”
 “Close mi sa akong ig-agaw, nya maoy gahimo nakog
FB… ( My cousin and I are close, she was the one who
make facebook for me)”

 Availability of  “Manuya akong mga classmate na magduwa kay

people boring man. Mukuyog sad ko nila kay classmate
nako sila ug wala koy migo sa silingan…(My friends
will ask me to play because it was boring… I will go
with them because they are my classmates and I do
not had friends among my neighbors…)”

 “Pero ingana man sad akong mga amiga diri, basta

 Peer influence magkuyog mi di na na magtabi kay nag iya-ya
namang text text mao na magtext na lang ko (We’re
all the same, when we are together, we never talked
because all of us are focused in each other
textmates)”

 Accessibility to  “Mas ganahan ko sa computer makigsturya kaysa

communicate tao… sa computer man gud kay dali ra
sya…magamit ra nako sya diretso kay sa taw,
mangita pa ka sa imong amigo (I would prefer
totalk in the computer rather than in person,
because of easy access. I could use it directly ,
while if in person the struggle of looking for them is
real)”
 “Dali ra ka maka communicate gamit imong
cellphone sa imong panaglitan mga classmates
kahit teachers pwede ra Texan or tawagan ba (It’s
easy for me to communicate using cellphone for
example to you classmates even teachers you
Table 2, continued… 36
could just tetxt or call them)”
 “Akong mga amiga moo chat-chat mi naa man sila
sa Minadanao gud te (My friends, we chat, they are
in Mindanao)”
Communication
channels
 Same  “Naa koy nakaila, through facebook ra nuon to… we
interest shared the same hobbies mau nga nagka-amigo mi,
suod sad mi kay magkasinabot man (I knew people
through facebook only… we shared the same
hobbies that is why we became friends, we were
also close)”
 “Naghimo ko ug account sa social media aron
makaconnect ko sa mga taw ug maka-chat ko ug
new people (I made an account in social media so I
could connect to the other person and chatting with
new people.)”
 “Fan man ko sa JaDine, naka-admin ko ug isa ka
account, siyempre makig-communicate ko sa uban
na ganahan sad ug JaDine. (I am a fan of JaDine, I
was an admin on their one account, so I really need
to communicate to others who likes JaDine)”

Lack of Family  “Kasagaran buhaton namo sa balay kay wala ra,

Interaction plain ra, halos walay interaction… kay kaming mag-
igsuon kay magtaguay ra man sa tagsa-tagsa namo
na kwarto unya maggamit cellphone ug computer
(Our usual activities at home is nothing, plain and
nearly no interaction… because my brother and I
will stay in our respective rooms then use cellphone
and computer)”
 “…naay family gathering nya usually ma busy na
silang tanan, labi wala si kuya, nya mabusy silang
mama kay magluto, dili ko nila pa-apilon, mu adto
na lang ko sa kwarto dayon mag-cellphone. (For
example in a family gathering, all of them got busy
especially when my brother isn’t there and my
mother is busy cooking. They will not include me
and I will just go to my room and use my cellphone)”
availability of people, peer influenced and accessibility to communicate. Most of

research participants mentioned that they used screen gadgets in order to had

the opportunity to enjoy. This factor was more concerned about what gadgets
 37

brought enjoyment to them by the different applications it offered like games and

social media. Also, utmost answers were related with research work since the

research participants had the access by their own screen gadgets.

One participant considered the use of screen gadget as a leisure and

pastime. It was also an active factor supported by a statement that “niya effective

kay di naka makabantay sa oras na nilabay na jud ( yet, it’s very effective

because indeed you are not aware that the time had already passed by). Leisure

and pastime dealt more on the individuals’ way of doing something in their free

time according to their interest as to make oneself at ease. Çiçekoğlu (2013)

stated that adolescents who regularly used the internet on a daily basis, spent

four to six hours every day on the internet. An individual could be considered a

devotee in the field of internet once he or she indulged on it with – in four to six

hours a day. They used the internet for entertainment, gaming and chatting

purposes, and watched sports and magazine programs on television had higher

mean addiction scores. Both factors were created with the aim of giving the self

its deserved counterpart such as receiving happiness, enjoyment, complying of

research and educational purposes and for leisure or pastime.

Social support emerged as a factor that led the research participants in

the excessive use of their screen gadgets. As explained by the social support

theory, social support was very important in the development of a healthy

individual. In the research participants’ cases, the influence of the family

members helped the teenager to replicate their activities as well. Research

participants were able to follow the actions created by their family and made this
 38

one of the factors of their excessive use of screen gadgets. Instead of helping

them develop into well-functioning individuals, these people were the one who

contributed a lot to their actions. One research participants said that “Na-

influence ko sa akong brother sa paggamit sa gadgets… sa una kay siya man

ang geek sa among family ba niya suod man mi… (I was influenced by my

brother in using the gadgets … before, he was the geek in the family and we

were also close…)”. Lewin said that “To understand or predict behavior, the

person and his behavior and the person and his environment had to be

considered as one constellation of interdependent”. Another sub-factor was the

availability of people, this referred to the support actions done by the people who

were present. Lewin (1935), stated that social locomotion occured when

adolescence face difficult period of transitioning from child to adult group. Due to

intermediate phase, they felt confused and they did not belong to either group

completely as one research participant mentioned, “Manuya akong mga

classmate na magduwa kay boring man. Mukuyog sad ko nila kay classmate

nako sila ug wala koy migo sa silingan (My friends will ask me to play because it

was boring… I will go with them because they are my classmates and I do not

had friends among my neighbors…)”, the research participants went with his

classmates since he doesn’t had any friends in their neighborhood. Lastly, the

accessibility to communicate, this sub-factor referred to the research participants

opportunity to communicate with other people especially their close ones. Sung

(2016) stated that the same concept of Internet addiction referring to the overuse

of the Internet on conventional personal computers, expanded to include overuse

 39

of Smartphone’s due to their increasing spread and easy accessibility.

In Diffusion theory of Innovation by Everett Rogers (1995) communication

channels was part of the five elements that could possibly influenced their own

choice or opinions and judgements towards others. This factor described the

research participant’s ability to make and share information to the other people to

had mutual understanding. Being part of a fan club was the most common way

that attracted new friends that had the same interests as you. This could be

opened to anyone or selected group of people in order to form friendships or

even romantic relationship. One participant got herself as admin of the “JaDine”

fans club. She needed to update herself every time in order to post updates and

current issues regarding the team up. Also, getting involved in constant chatting

in social media with virtual friends may fall under the communication channel

factor.

Lack of family Interaction consisted most of the research participant’s

responses. This factor greatly influenced the excessive use of screen gadget

among them. According to the statement of the research participant, at home,

they usually had a plain or a no interaction because of that they rather stayed in

their rooms and took their gadgets out and started using it.

III. Consequences of Excessive Use of Screen Gadgets

Table 3 presented the consequences of excessive use of screen gadgets

among the research participants.

During the focus group discussion, all of the research participants agreed

that they had experienced pain in their eyes when excessively using either of the
 40

Table 3. Consequences of Excessive Use of Screen Gadget

Consequences Sample Verbatim Responses

 Digital Eye Strain “…usahay magsakit akong mata sigeg

gamit…´(…sometimes, my eyes are painful when I
kept on using it…)
“maghalang akong mata” (My eyes became painful)

 Lying “Muingon na lang gud ko ni mama na magresearch

ko bisag wala gud para di ko niya paundangon gud,
ga-chat-chat ra man mi sa ako miga…” (I will tell my
mother that I am doing a research even if I wasn’t so
she won’t let me stop with what I am doing, I am just
chatting with my friends…)

 Almost got hit by a “Naa pud toy kas-a na hapit ko maligsan kay wa ko
car kabantay, nag-earphones man ko ato gud” (There
was a time that I almost got hit my car, I was having
my earphones then)

 Stealing from parents “Naa toy time nga nanguha ko ug 20 sa pitaka sa

ako mama para lang maka-kompyuter ko” (There
was a time that I stole 20 in the wallet of my mother
in order for me to play computer)

 Violence “Mag-ilog mi sa akong ig-suon usahay sa computer,

basta di papule…aw sumbagay” (My brother and I
fight over the computer, and if one will never move
out from it… aw, it will start a fight)

 Accessibility “Mag-chat-chat sa akong miga” (Chat with friends)

“Dali ra kaayo ko maka-send ug message” (Easy to
send messages)


two screen gadgets. Constant exposure for a long period of time on the screen of

the gadgets caused the eyes to get tired or known as digital eye strain. Also, with

the use of smartphones and tablets, they started to lie to their parents. One

participant stated that “Muingon na lang gud ko ni mama na magresearch ko

bisag wala gud para di ko niya paundangon gud, ga-chat-chat ra man mi sa ako
 41

miga… (I will tell my mother that I am doing a research even if I wasn’t so she

won’t let me stop with what I am doing, I am just chatting with my friends…)”

Teenagers lied in order to lengthen their exposure to the screen gadgets.

Research participants were able to experience almost being hit by a car

while they were walking on streets. Due to the updated music applications

nowadays which could be downloaded in smartphones, people had the chance to

listen to it anywhere with the use of headphones. Mogg (2012) mentioned that

listening to music through headphones while walking along the street may seem

innocent but engaging in such behavior could land you up in hospital, or worse.

With headphones up, all an individual could hear is the music alone in a

maximum volume blocking sounds coming from the outside making it difficult to

hear the beeping of the cars which led to accidents.

Computer users also encountered different cases. On the positive side,

computers are very accessible to everyone and made it easier to connect and

share. Also, one could save money, time and effort when computers were used.

On the negative side, computer users, especially gamers of online games, were

able to experience fights with other gamers because of conflicts that arise from

the game. Also, they imitated actions they could grasp in their games. Kleinman

(2015) of BBS News reported that consistent violent video game use; may

increase aggressive behavior, aggressive cognitions and aggressive affect.

IV. Social and Emotional Effects of Excessive Use of Screen Gadgets

Table 4 shows the effects of excessive use of screen gadget to the

participants’ Social and Emotional Functioning.

 42

Table 4. Effects on the Participant’s Social and Emotional Functioning

DOMAINS SOCIAL SAMPLE VERBATIM EMOTIONAL SAMPLE

EFFECT RESPONSES EFFECT VERBATIM
RESPONSES
Home
 Family “Mananaw mi ug  Annoyance “Bation ko’g
Bonding salida (We watched and kalagot. Kanang
movie or TV)” Irritability
maglagot ko kay
“Magduwa mi ug nganong
DOTA sa akong malowbat siya.” (I
kuya, siya may feel mad. I feel
gatudlo ato nako. (My
mad because it
brother and I played
battery gets low.)
DOTA, he taught me
that game)” “Dili pud, si kuya
ra og akong
“Mag-ilug mi og manghud , ang
 Increased internet, nya among ilogan kay
Aggressive masuko. (Fight over ang internet , ang
Behavior speed sa internet.
internet, then they’ll
get angry at me)” Usahay saputon
“Sumbagay, kuan pud ko maka
like tungod sa ingon ko na
computer (Punch ngano kamoy
each other, gabayad ana, na
because of the dli man, mga ing
computer)” ana. Pero usahay
“Naa man miy sige na lang.” (My
sabot..2 hours ang siblings, we argue
usa, nya kung for the internet, its
mulapas na ang speed.
usa nya di pa jud Sometimes I get
papuli, aw bagay mad. I would tell
(We had agreed my siblings, Are
that each of us has you the ones
2 hours to spend paying the
time with computer, internet.)
then there’s this “Ma-irita ko kung
time that you dugay i-on, then
lapsed a minute sayo kaayo
then the next thing pawngon, anha
 43
Table 4, continued…

aw punch each ko ma-sungutan”

other)” (I get irritated.
They tend to turn
 Stealing “Mangupit ko ni it on late and turn
mama para it off early.)
makaduwa ug
computer, mangupit “mumata ka ug
ko ug 20 (I stole  Uneasiness gabii, para lang
jud mu check ba
money from my
kung kintahay
Mother for me to naay ipost ba
play computer, karon kanang
sometimes 20 hala nganung
pesos)” wala man nilike,
kanang ing ana
 Ignoring Kanang sukad na nga feeling ba.”
household (There were
chores nigamit ko ug
times, I woke up
gadgetskay murag late at night just to
nitapulan nako dili check my post if
nako mulimpyo sa someone has
balay (Right after I liked it. That kind
used gadgets, I of feeling)”
started to become
lazy, I ignore
cleaning)”
School  Cutting “Mag cutting  Uncontrolla “Manghuwam
classes classes ko, para ble akong mga
behavior classmates,
lang mag computer
muana pa
if naa ray kuyog.(I
online.a ko be
cut class just to kadyot ra. Nya
play computer and muana ko kadyot
when I am with ra ha, kadyot ra.
someone) Nya dugay man,
ambi na na bi, ako
“Malowbat man nya kuhaon.” (When
 Violating akong icharge sa they wanted to
School skwelahan, bawal borrow my phone
Rules man gud. Mao to go online, I
magtago tagog would remind
charge ba para them to use it just
lang ma charge jud for a moment. If
siya ba (Lowbat they’re using it
then I’ll charge in quite long I would
 44
Table 4, continued…
the school but get mad and get
we’re not allowed, it.)”
that’s why I keep it
while charging)” Dili ko
mahimutang, sige
kog huna huna,
 Anxiety
like hala unsa na
kaha, basin naa
koy text, naa koy
chat ana ana.
Mag ing ana ko
then, sa
skwelahan kay
murag panington
ko, sa kanang
magklase dili ko
kapaminaw kay
sige kog huna
huna sakong
gadgets na
nabilin.” (I get
restless, I’m
thinking about the
text messages,
chat. Then at
school, I could not
listen well to the
discussion
because I keep on
thinking about the
gadget I left.)”
Society  Social “Usahay,  Anxiety “Kung maguba
Alienation kasagaran mga akong cellphone?
bata. Dili man Maratol ko. Dili
nako makaebaw
kaayo ko tig
unsa akong
gawasan sa balay buhaton.” (If my
niya laag sa phone got
silingan kay pwede destroyed? I
raman mi magchat would get
hahaha.” confused. I don’t
(Sometimes, mostly know what to do.)
Nay kuan usahay
kids. I don’t usually
hala naay nikuan
get out of the house naay ni kanang
and stroll on the chat, nya
 45
Table 4, continued…
neighborhood, I mutingug na pop
could actually chat nang sa
them hahaha.) messenger pag
ana nako kay di
“Oo. Tig punduhan
diay to akoa sa
raman ko ug balay ako diay tong
sad gud kuya, sige tapad ba.
lang sa phone mag (Sometimes I
internet.” (Yes. I am would think
always at home, someone has
with my phone, chatted when I
heard a pop
browsing on the
sound from the
internet.) messenger, but
when I check, it
comes from the
other person.)”

The table presented the effects of screen addiction to the social and

emotional functioning of the research participants. The following effects were

supported by the sample verbatim responses which were based and found from

the interview conducted by which themes were seen and was later on

established. Also, on the table being presented above, it came to had three

different domains named; Home, School, and Society. These domains were used

to identify which area did social and emotional functioning subsisted further.

Social Effects.As defined, social functioning focused on an individual’s

ability to interact appropriately with others on a sustained basis. This included the

ability to get along with friends, family members, and neighbors. It was the ability

to construct representations of the relations between oneself and others and to

use those representations flexibly to guide social behavior (Adolphs, 2001).

Social effects were the things that affected people socially, the way they

interacted with the people around them. Based on their responses, results
 46

showed that excessive usage of screen gadget greatly affected the way the

research participants socialized and interacted most especially with family and

peers.

Screen gadgets had posed a bad impact on social relationships especially

in their family interaction and their communication with others. Most children

were addicted to gadgets. They didn’t had time to sit with their parents and spent

some good time with them. They also developed conflict with their siblings and

showed an increased aggressive behavior, as some of the participants

mentioned: Mag-ilug mi og internet, nya masuko. (Fight over internet, then they’ll

get angry at me), tendency to develop conflict was because of each other’s

desire to use the internet, due to the excessive use of gadgets the speed of

internet slowed down. Another one was: Sumbagay, kuan like tungod sa

computer (Punch each other, because of the computer), punching each other

was the start of conflict between siblings. It was very alarming that caused a big

gap in the relationship, due to the excessive use of screen gadgets participants

developed an aggressive behavior towards their siblings. The most alarming part

was that, one of the participants mentioned: Mangupit ko ni mama para

makaduwa ug computer, mangupit ko ug 20 (I stole money from my Mother for

me to play computer, sometimes 20 pesos), due to the urged to play computer

games one could developed a habit of stealing money just to fulfill the desire to

use screen gadget. Another was “Malowbat man nya akong icharge sa

skwelahan, bawal man gud. Mao magtago-tago’g charge ba para lang ma charge

jud siya ba (Lowbat then I’ll charge in the school but we’re not allowed, that’s why
 47

I kept it while charging)”, even violated rules just to use their gadgets, and

ignored household chores emerged because of the excessive use of screen

gadgets, as some of them mentioned:“Kanang sukad na nigamit ko ug gadgets

kay murag nitapulan nako dili nako mulimpyo sa balay (Right after I used

gadgets, I started to become lazy, I ignore cleaning)”, lastly “Mag cutting classes

ko, para lang mag computer if naa ray kuyog.(I cut class just to play computer

and when I am with friends).“Muditso mi sa computeran human sa klase,

magduwa mig DOTA sa akong mga barkada(We’ll go directly at computer shop

after our class, play DOTA)”, which only showed the development of undesirable

behaviors. Video games portrayed women as weaker characters. Teens also

picked up bad language and behavior while playing with other people online and

even stole and violated rules. Sinthupinyo et. al (2012) foreseed millions of

children and teenagers got addicted to online gaming and internet usage.

According to the researchers, severe on-line computer game addiction led to

several problems such as personal, family and social problems.

On the other side, positive effect came out, the quality time spent with

each other or a family bonded the screen gadgets were used as one of the

participant mentioned: Magduwa mi ug DOTA sa akong kuya, siya may gatudlo

ato nako. (My brother and I played DOTA, he taught me that game). The bond

between siblings is present because they share the same hobby. “Magbasa mi

sa akong mama sa ePub ug libro, nya muana sya na”’nak downloadi kog libro,

nya mao to siya.”(Both my mother and I read books in Epub, then she’ll just ask

me to download a book for her)”, using screen gadget to bond with parents was a
 48

positive effect. According to the field theory all aspects of individuals in

relationship with their surroundings and conditions may it be the influence of the

particular behavior or developments of concerns in a particular point in time; the

person and his environment had to be considered as one constellation of

interdependent factors.

It had been identified that community interaction was said to be one of the

major effects due to excessive used of the gadget specifically its connection with

other people. As mentioned by some research participants, they liked it better

with the screen gadget than face to face interaction with the group that surrounds

them. “Usahay, kasagaran mga bata. Dili man kaayo ko tig gawasan sa balay

niya laag sa silingan kay pwede raman mi magchat hahaha.” (Sometimes, mostly

kids. I don’t usually get out of the house and stroll on the neighborhood, I could

actually chat them hahaha.) According to Kramer (2015), It’s great that we had

the technology to connect with people across the globe instantly, but there was

also a sense of disconnection. If there’s an internet-capable device with a screen

anywhere nearby, the immediate world doesn’t get our full attention.

Emotional Effects.The researchers had found the following effects of

excessive screen gadgets used in relation to the emotional functioning that

comes with different sub themes. As defined, emotional functioning dealt with

feelings that color our lives and allowed us to experience all of the joys and

sorrows of life. (Ekman, 2007). Based on the responses from the participants, it

has been shown that excessive usage of screen gadgets really affected

participants emotional functioning. This included the positive and negative

 49

effects. Emotions tended to focus on the intrapersonal aspects, mapping the

characteristics of emotional response on individual. Emotion was known to be the

state of mind and body. And as a person became aware of a change in the

environment, the person may significantlychanged. This could be related to the

behavior in the emotional part.

Screen gadgets became an important tool for interaction, information and

entertainment. However, as these gadgets moved into homes, schools and

cafes, the occurrence of excessive use of the gadget became increased rapidly

and caused the emotional aspect to be affected. Lately, excessive usage of

gadget especially among the adolescents had been distinguished as an

important issue because of the high prevalence of interpersonal problems. The

data revealed that screen gadgets’ had adverse effect on the emotional part. The

researchers found two emotional effects named: Anger and Anxiety.

Anger. Another effect being showed in the table deals with the Anger. This

effect came to had three sub themes named: Annoying, Irritability, and

Uncontrollable behavior. As the research participant mentioned, “Naa man miy

sabot nga, so para makagamit ang tanan, 2 hours 2 hours ang usa, nya kung

mulapas na ang usa nya di pa jud papuli, aw sumbagay. Ing ana jud pirmi

kasagaran.”(We had agreed that each of us has two hours to spend time

computer then there’s this time that one of us lapped a minute that is why we

get in to trouble.)“Kung maguba akong cellphone? Maratol ko. Dili nako

makaebaw unsa akong buhaton.”(If my phone got destroyed? I would get

confused. I don’t know what to do.) In this responses, the following sub themes
 50

took place that led to anger. According to a study, anger was a natural emotion

and not necessarily bad. It gave you information about situations and it made

you feel strong (Anger Management, 2013). It was the behavior that followed

anger that often got people into trouble. But in the other picture, anger could

somehow be a response by which considered as an effect. Also mood swings

or irritability when you were not allowed to spend as much time on the computer

as you would like to or if your computer time was interrupted. These aspects

seemed to held up the schemes and themes in the table.

Anxiety. Another effect being shown was about being anxious which could

be referred to as anxiety. This effect came to had one sub theme, named:

Uneasiness. As defined, anxiousness was feeling of being worried that made an

individual felt nervous, or had these uneasy feelings, typically about an imminent

event or something with an uncertain outcome. According to the study of Shri

(2010) the subjective experience of anxiety typically has two components namely

physical component and emotional component which affected the cognitive

processes of the individual. Emotional sensations such as headache, nausea,

vomiting, sweating, trembling, stomach pain and etc., showed the emotional

response when anxiousness was manifested. Dili ko mahimutang, sige kog huna

huna, like hala unsa na kaha, basin naa koy text, naa koy chat ana ana. Mag ing

ana ko then, sa skwelahan kay murag panington ko, sa kanang magklase dili ko

kapaminaw kay sige kog huna huna sakong gadgets na nabilin.” (I get restless,

I’m thinking about the text messages, chat. Then at school, I could not listen well

to the discussion because I keep on thinking about the gadget I left.” This
 51

behavior could somehow be considered as above the normal level. The

participant had shown emotional sensations such as trembling and sweating

which in some way supported the study of Shri (2010).

It is quite clear that there were more bad effects than the positive effects

of screen gadgets on the participants. In fact, the positive or negative effects of

any particular thing depended on how it was used. By limiting the involvement of

screen gadget in their life, it could easily brought an end to all negative effects

listed above. In conclusion, screen gadgets could very well be a double-edged

sword, from safety to connectedness. They do had their advantages, but as with

many revolutionary inventions, they could totally changed our lives, for better or

worse.

Salient Findings of the study

Table 5 presented the concerns that needed to be addressed such as the

excessive time spent on screen gadgets, lack of parental interaction and

negative peer influence.

Based on the analysis of data, all of the research participants experienced

potential problems with regard to excessive time spent on screen gadgets, lack

of parental interaction and negative peer influence. Thus, most of the

adolescent’s spare time were given and enjoyed with activities that involved their

screen gadgets, regardless of the possible nature of their actions’ consequences.

This meant that these activities did not only limited the good ones but also on

activities with negative outcomes. These factors were the important findings in
 52

Table 5. Salient Findings of the study for Intervention

Concerns Objective Intervention

Excessive time What’s APP?
To instill
spent on Screen Actualizing
Prioritization of
Gadgets Parities of
daily life activities.
(see Table 2) Priorities
To instill knowledge
on proper
parenting, guidance
Lack of Parental #POTD:
and active
Interaction Parents of
involvement of the
(see Table 4) Today
parents of the
research
participants.
To identify bad
P.E.E.R:
influences brought
Negative Peer Positive
by their peers and
Influence and Bad Engagement
to be able to refrain
choices and
and avoid taking
(see Table 4) Empowering
part of such
Relationships
activities.
relation to the excessive use of screen gadgets of the research participants. With

this, the researchers addressed the following factors by giving and carrying out

programs that would target the parents as well as adolescents. The program

provided lecture workshops and literacy programs that aimed to educate and

promote change and development with the research participant, their

parents/guardians that encouraged and supported their continual growth

The diagram presented the possible use in implementing the program for

the research participants.

 53

Effective Parenting
GROUNDING with Active Parenting
and Monitoring

PARENTS
PROGRAM Identifying One’s
IMPLEMENTATION Self and prioritizing
of daily activities.
Recognize Peer
TEENAGERS
Pressure and
Apprehend it’s
EVALUATION AND Effects
Youth Literacy
FOLLOW-UP Program
Recreational and
Relaxation

Figure 2. Phases of the Proposed Program

 Chapter IV

THE PROPOSED PROGRAM

This chapter presented the proposed program for teenagers who had

excessive use of screen gadgets based on the data gathered in the study. This

included the program title, rationale, description, objectives, content, and

implementation procedure and budget proposal of the proposed program.

Program Title: Be Part of the TREND

(Turning Resources and Energy in New Directions)

The researchers came up with a program title that would best attract the

teenagers of this generation. “Be part of the TREND” addresses the strong need

of these teenagers to belong. Capturing the eyes of every teenagers to join and

know what are the common styles of the present with regard the use of screen

gadgets. Aside from the aforementioned definition, TREND is also an acronym

which denotes “Turning Resources and Energy in New Direction”. In short, the

acronym talks about “Change”, change in every teenager’s acts and habits. This

deals more on shifting excessive use of screen gadgets to a more different

course. Being part of this program will slowly help every teenager to had a well-

adapted and balanced social and emotional functioning.

Program Rationale:

As what Jess Greenwood, VP of Content and Partnerships at R/GA, once

said, “Good technology is no excuse for a bad idea”. This refers to technology

having the potential to be harmful when not properly use. Technology, as a

whole, is develop by humans not just to be of help but also it brings with it
 55

negative connotations,, two-sides of the coin as they say. Teenagers of this

generation are mostly exposed to the use of screen gadget in their day to day

activities. The advancement of technology made screen gadgets as a necessity

such as living life more accessible, comfortable and easier.

This study aims to promote help and encourage change from the

teenagers. The collated results show that most of the teenagers spent the

average of more than four hours a day in using their screen gadgets. This

duration is considered to be excessive and the researchers thought that

prevention and intervention are still not enough. With this, the researchers come

up with a proposed multisystemic approach of an intervention program that would

not only target the research participants and teenagers but also including their

parents. This is a way to assure the effectiveness of the program and attain its

objectives and to be able to intervene with the excessive use of screen gadgets.

Program Description:

The proposed intervention program carries out a multisystemic approach

which involves the important aspect in the lives of the research participants and

other teenagers that is involve in the excessive use of screen gadgets. The

program addresses concerns and issues within the individual and to its

environment. The program provides series of activities, lecture workshops, and

diversion activities that promotes education, awareness, and prevention

measures to the participants. Moreover, the program implementation phase is

designed to be conducted in the most conducive time of the target participants of

each session, particularly, during Saturday periods.

 56

The program is composed of three phases. First phase will be the

participants’ orientation with the results of the study and the significouldce of the

intervention program that will be conducted. The second phase will be the

program implementation. Since the program is multisystemic, this phase is

divided into two parts, for the parents and for their children. The activities

included in each part are suited on the participants’ role. And lastly, the third

phase is the evaluation and follow-up. The evaluation procedure is helpful in

identifying the SWOT (Strenghts, Weaknesses, Oppurtunities and Threats) of the

program.

The program outline:

Phase 1: Grounding

Phase 2: Program Implementation

Phase 2.1: For the Teenagers

Phase 2.2: For the Parents

Phase 3: Evaluation and Follow-up

The whole program is composed of six sessions. It is made up of different

activities and seminars. This runs up to two months and is scheduled every

Saturday afternoon, starting February 4, 2017 up to March 11, 2017. Afterwards,

there will be a follow-up on how the research participants are doing once in three

months for two years.

The table shows the outline of the program. It consists of the time

requirements, sessions, goals, activities and persons involved in each

corresponding phase.
 57

Table 6.Detailed outline of the program.

Persons
Time Session Goal Activities
Involved

PHASE 1: GROUNDING PHASE

Session 1
Present the data
Part 1: gathered to the Orientation
participants
Updating
Activity # 1
BINGO
Activity # 2 - Facilitators
4
hours Session 1 To make the Cabbage Game - Participants
participants more
Part 2: Activity # 3
aware of their own
“Human Social strengths and S.H.A.R.E:
Networking” weaknesses
Self Help and
Resource
Exchange

PHASE 2: IMPLEMENTATION OF THE PROGRAM

Session 2: Activity :
To instill - Facilitators
4 What’s APP? Let’s Balance It
prioritization of daily
hours Actualizing Out! - Participants
life activities
Parities of
Priorities
 58
Table 6, continued…

To be able to
provide “Do-it-
Session 3: Activity :
Yourself” projects
4 - Facilitators
FaceBox: as their other Unleash
hours recreational Yourself - Participants
activities aside from Outside the Box
using screen
gadgets.

To instill knowledge - Resource

Session 4: on proper Speaker
2 parenting, guidance
#POTD: Lecturette - Facilitators
hours and active
Parents of
involvement of - Parents of
Today
parents participants

Session 5: Activity # 1
To identify bad
P.E.E.R: influences brought My Friendsters!
- Facilitators
by their peers and
3 Positive
to be able to refrain - Participants
hours Engagement
and avoid taking Activity # 2
and
part of such
Empowering Stop, Look and
activities
Relationships Listen

To give awareness
and impart
Session 6:
knowledge about
2 -Resource
Defense on the early signs and Lecturette
Hours Technology symptoms of speaker
Addiction addiction behaviour
together with its
effect on one’s
lifestyle.
 59
Table 6 continued…

PHASE 3: EVALUATION AND FOLLOW-UP

To evaluate the - Facilitators

After every
3 mo success of the Essay
session - Participants
activity
Immediately To evaluate the - Facilitators
after the success of the Exit Interview
program activity - Participants

To measure the
effectivity of the - Facilitators
program and
2 Follow – Up - Participants
Follow-up to see how the
years Interview
research -Participants’
participants had parents
adjusted

Program Participants

The target participants are the teenagers aged 9-18 years old who are into

excessive use of screen gadgets.

Program Goal

 To enable the participants to become aware of the effects of excessive

use of screen gadgets.

 To educate the participants about time management and self-control.

 To enhance the total life development of participants and be an advocate

in preventing excessive use of screen gadgets.

Program General Objectives

At the end of the program, the participants are expected to:

 Be more aware of themselves and their environment

 Be open and start interacting with others

 60

 Have a more proper time management

 Realize their strengths and weaknesses

 Be optimistic in dealing with their life challenges

Program Content

Phase 1: Grounding Phase

Time Frame: 4 hours, first Saturday of February 2017

Goal: To present the study, its purpose and the program to the target group.

Session 1 Part 1: Updating

Time Frame: 1 hour

Objectives: At the end of the presentation, participants are expected to

discuss the information gathered and identify factors that need to be

addressed.

Materials: Projector and screen

Procedure:

1. Presentation of the results to the participants

2. Discussion of the results

Session 1 Part 2: Human Social Networking

Activity # 1: BINGO

Time Frame: 30 minutes

Objective: To enable the research participants to build rapport to other

research participants and the researchers.

Materials: BINGO paper and ballpen

Procedure:
 61

1. Give the materials to every participant.

2. Every letter in the BINGO represents a category in which each

participant must look for four other participants belonging to that

category. Here are the categories of each letter:

B – same age

I – same brand of cellphone

N – same social networking sites

G – same activity on screen gadgets

O – same gadgets used

3. The moment they were able to find people who belongs to that

category, they had to put their name with signature on the BINGO

paper under the corresponding letter.

4. Whenever they have completed the needed pattern, they had to

present it to the facilitator.

5. Every participant is given time by on the facilitator to complete their

BINGO paper.

Processing:

 What did you experience during the activity?

 Which part of the activity strikes you the most?

 How does this relate to other experiences?

 What did you feel upon looking for another person with the same

category?
 62

 How about when you were able to find a person with the same

category?

 How will you apply these learnings to the real life setting?

Activity # 2: Cabbage Game

Time Frame: 30 minutes

Objective: To enable the research participants to interact, share and relate

with others their experiences in life.

Materials: Sheets with corresponding questions formed like a cabbage

Procedure:

1. Gather the research participants and let them form into a circle.

2. While the research participants are passing the cabbage around

there is music accompaniment.

3. When the music stops, the person who is holding the cabbage will

answer or do what is asked on the paper.

4. Sample questions written on the cabbage are the following:

a. What was your most unforgettable experience in life?

b. Who is the person you remember the most and what is your

relationship to each other?

c. If given the chance to turn back time, what do you want to

change?

d. What thing has a great significouldce to you?

e. What trait do you think is your greatest asset?

f. What do you want to be 5 years from now?

 63

Processing:

 Tell me about your experiences.

 What was the best part of the activity?

 What did you feel upon passing the cabbage paper to the person

right next to you?

 What did you feel when the music played and you passed the

cabbage?

 What was the easiest part of the activity for you?

 Which part of the activity did you find difficult to do?

 How do you feel upon sharing your experiences?

 How do you feel when you hear the experiences of others?

 How are you going to apply your learning in real life situations?

Wrap-Up:

“To understand the heart and mind of a person, look not at what he

has already achieved, but at what he aspires to.” – Kahlil Gibran

Activity # 3: S.H.A.R.E.: Self Help and Resource Exchange

Time Frame: Every after activity

Objective: To assess the progress of the research participants properly.

Materials: Pen and a journal

Procedure:

1. Everyone will be given the chance to share their learnings in a form

of writing.
 64

2. To save time, each will be given at least five minutes to write down

their insights regarding the whole session.

3. They could also recommend things that need to be improved for the

succeeding sessions.

Session 2: What’s APP? (Actualizing Parities of Priorities)

Activity # 1: Let’s Balance it out!

Time Frame: 30 minutes

Objective: To let the research participants enumerate their goals in life and

the skills and traits they possess in achieving the goal.

Materials: Activity sheets, pencil / ball pen, music accompaniment

Procedure:

1. Distribute the activity sheet.

2. Let the participants enumerate their ultimate goal in life and write it

in the top most triangle of the activity sheet, with a music

accompaniment.

3. Let the participants fill out the bad activities and traits that they had

and the good activities and traits that they are doing.

4. At the center of the triangular activity sheet, research participants

will write down their future plans on achieving their goal.

5. Gather everyone for small group sharing.

Processing:

 What were your experiences during the activity?

 What did you feel when you are listing down your bad activities and
 65

traits?

 What did you feel when you are listing down your good activities

and traits?

 Which triangle is the easiest to fill in?

 Which triangle is the hardest to fill in?

 What do you feel after filling up the entire triangle?

 What would you do to attain your goals?

Wrap-Up:

"Always be yourself and had faith in yourself. Do not go out and

look for a successful personality and try to duplicate it."

Session 3: FaceBox

Activity: Unleash Yourself Outside the Box

Time Frame: 4 hours.

Objective:

To be able to provide “Do-it-Yourself” projects as their other

recreational activities aside from using screen gadgets.

Materials:

 4 Pieces of 12″ x 12″ cardstock

 Designed papers

 Pencil

 Ruler

 Scissors

 Glue
 66

Procedures:

Making the Outer Layer:

1. Mark the paper with the use of the ruler, measure and mark

your paper every 4″ along the border.

2. Connect the marks that are parallel to each other with

straight lines.

3. Making the Walls. Cut off the four corners so that you’re left

with a plus-sign shape.

4. Fold your paper along the lines to create four walls. If the

patterned paper is single-sided, make sure the design is on

the outside.

Finding Your Inner Pieces:

1. Middle Layer. First cut the paper to10 ½” x 10 ½”. Next,

mark your paper at every 3 ½” all around the border and

create your tic-tac-toe board. Cut out the corners and fold in

to make the walls.

2. Inner Layer. Trim the paper to 9″ x 9″. Create a tic-tac-toe

board with 3″ marks. Cut out the corners and fold the walls

inward.

Making Your Lid:

1. Trim the paper 6″ x 6″ (make sure it’s big enough to fit over

the box). Create a 1 inch border around all four sides of the

paper.
 67

2. Starting at the lower right corner of the paper, cut the vertical

line up to the horizontal line so that you will had a little flap.

3. Turn the paper 90 degrees and do it to every corner until

you had four flaps. Fold your paper along the inner border

to create the sides of your lid. Glue your flaps to the sides

4. Cut up the prints and begin gluing them on the layers of your

box. Add stickers, ribbon, or anything else you’d like.

Processing:

 What did you experience during the activity?

 Which part of the activity do you think is the easiest to do? How

about the hardest part?

 How did you feel while making out the lines, measuring and cutting

all the papers?

 Out of all the experiences and feelings during the activity, what

were your learnings?

 In a real life situation, how will you apply your learnings in this

activity?

Wrap up:

“If you want success, then don’t rely on other people do what you

could do.” -Sasha Azevedo

Session 4: POTD: Parents of Today

Rationale

Parents had a big role in their children’s behavior. They are the
 68

guiding light as the children grow up especially on puberty or adolescent

stages. Some adolescents are being misinterpreted by their parents and

vice versa which could cause conflicts and could eventually lead to

animosity. Parent-child misunderstanding, conflict between parents,

together with the technological gap between parent and child is a major

factor that triggers the research participants to turn to excessive use of

screen gadgets. In this seminar, parents will be given tips on how to

become more effective in dealing with their adolescent, how to properly

monitor them and how to be actively involved with their adolescent’s life.

Goal: To instill knowledge on proper parenting, guidance and active

involvement to their parents.

Time Frame: 2 hours

Lecturette

An expert speaker will talk about the following:

 Threats to the modern Filipino family

o Parental absenteeism

o Substance abuse

o Technological gap

o Negative media and technological influence

o Increasing cases of premarital sex

o Economic dilemmas

 Needs of a modern Filipino family

 69

o Power

 Technology and Information

o Survival

o Love and belonging

 Techniques of good interaction between parents and children

o Initiate Interaction

 Micro Moments with your child.

 Meal talks and Microchats

 Taking advantage of technology to reach out to your child

o Parents Touch

 S2S (skin to skin) : Importance of a parents warm hug

o Listening

Processing:

After having the said activity, processing will then follow. The

questions below will be used as guide during the processing.

 What beliefs about yourself were reinforced during the activity?

 What did you feel while listening to the lecture conducted?

 How could this be of help for you as a parent?

 What did you learn about yourself as a parent?

 Based on your learnings what changes could you make?

 In the real life setting, how will you apply those learning?

Wrap-Up:

“Parents are the ultimate role models for children. Every word,
 70

movement and action has an effect. No other person or outside

force has a greater influence on a child than the parent.”

– Bob Keeshan

Session 5: “P.E.E.R: Positive Engagement and Empowering Relationships”

Activity # 1: My Friendsters!

Time Frame: 1 hour

Objective: To identify bad influences brought by their peers and to be able

to refrain and avoid taking part of such activities and instill being

responsible in choosing one’s peers.

Materials: Circle Paper, Pens or Pencils

Procedure:

1. Group the participants into two.

2. Distribute the circle paper to each participant.

3. Draw a vertical line in the center of the circle to make it look half.

4. In the right side, allow the participants to think for three (3) minutes

of the things that they spend most of their time with and their

closest friends.

5. In the left side, allow the participants to write the dreams they had

of themselves.

6. In the back left part of the circle, let the participants write the

positive qualities of their friends and the good group activities they

enjoyed doing together.

7. Remind the participants to be objective.

 71

8. And in the back right side of the circle, are the negative qualities

they observed in their friends and the activities which they think

are unhealthy. Give them 20 minutes to do the activity

9. After making sure that all the participants completed their tasks,

group the participants into three (3).

10. A brief small group sharing will be conducted for 20 minutes.

11. After which, reinforcement about the activity and it’s relation to

the activity.

Processing:

 What did you experience during the activity?

 What did you feel when you write the usual activities you do with

your friends?

 How do you feel when you were able to write your goals in life?

 What is one thing about you that you had not shared yet, that

others would find interesting?

 How will you apply your learnings in the real life situation?

Wrap-Up:

“Every next level of your life will demand a different version of you.”

Activity # 2: Stop, look and Listen!

Time Frame: 1 hour

Materials: Paper, Pens or Pencils, Blind folds

Procedure:

1. Participants will be divided into three groups

 72

2. A designated circle will be given to each group.

3. Each group will choose a representative and let him/her stay in the

circle. The rest of the group will stay outside the circle.

4. Every group will be given a list of things they need to get and they

stay 5 steps away from the borderline.

5. The rest of the members will instruct their representatives about

the directions only.

6. Each group is given 5 minutes to do the task.

7. The rest of the groups could also had the chance to distract the

other groups.

8. Always remind them about their goal that is to the get the things in

their list.

9. Once they are finish, every group should gather within 20 minutes.

Processing:

The facilitator will then process the activity:

 Tell me about your experiences.

 How did you feel when you are chosen as the representative of

the group?

 What did you feel when you’re already in the circle looking for the

things listed?

 How did you feel when someone distract you for finding the right

items?

 Which part of the activity you think you had learned the most?
 73

 How will you apply these learnings in the real world situation?

Wrap-up:

“I could choose to let it define me, confine me, refine me, outshine

me, or I could choose to move on and leave it behind me.” -

Unknown

“Self-control is one mark of a mature person; it applies to control of

language, physical treatment of others, and the appetites of the

body.” -Joseph B. Wirthlin

Session 6: Defense on Technology Addiction

Rationale

Adolescents nowadays tend to be emotional and technological

inclined. Whenever they feel that they are bombarded with negative life

events or even positive events in life, social media is their easy-go-to

friend. By the presence of the easy to access screen gadgets, Basic

interpersonal interaction is hindered thus leading them to excessive usage

of the said gadgets. In this seminar the different sectors of the barangays,

schools and community will be taught of the signs and symptoms of

excessive usage of screen gadget or otherwise known as screen addiction

as well as how to intervene or prevent further indulge to this kind of

addiction.

Goal: To give awareness and impart knowledge about the early signs and

symptoms of addiction behavior together with its effect on one’s lifestyle.

Time Frame: 2 hours

 Lecturette 74

The expert speaker will talk about:

 Indications of Addiction:

o Excessive usage

o Change in behavior

o Withdrawal from family members and peers

o Emotional dependency on technology

 Factors that may trigger

o Emotional

o Social

o Physical

o Moral

o Mental

Wrap-Up:

“Cherish your human connections: your relationships with friends

and family.” – Unknown

“Stick to the basics, hold on to your family and friends - they will

never go out of fashion”–NikiTaylor

Phase 3: Evaluation and Follow-up

Goal: To evaluate the success of every activity

1. Module Evaluation

Evaluation sheets will be given right after each session. This is

intended to check the learning of the participants in order to identify

 75

whether the goals and objectives set by the researchers in each session

are attained. The evaluation sheets will be an open ended questionnaire.

2. Exit Interview

An evaluation that mainly deals on how the activities brought

influence and change to their lives

3. Follow-up interview

An interview that will be held once every three months for two years

after the program proposed would be implemented made to follow-up on

the current situation of the research participants and their families.

 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

The study brought to determine the excessive use of screen gadgets

among the teenagers of Labangon, Cebu city. It aimed to determine if excessive

use of screen gadgets affected the social and emotional functioning of the said

teenagers. Numerous studies on the effects of gadgets had been constructed

and finished this past years and the content of the research specifically the

results were the same and consistent with each other. The excessive used of

screen gadgets factors were similar when it came to the. The western literature

delivered information of their own research that helped other upcoming

researchers and the questions about the effects of using screen gadgets

excessively and its effects to social and emotional functioning. The previous

researcher also used methods such as quantitative and qualitative methods in

order to get their aim about the level of screen addiction towards people. In the

Philippines, there were many related researches about gadgets. Hence, few had

conducted a research about screen gadgets addiction. Therefore, the

researchers chose this topic to determine the effect of screen gadgets among the

teenagers in barangay Labangon and what intervention program could be

proposed to lessen the occurrences.

Specifically, the study aimed to answer the profile of the research

participants in terms of: age, gender and social status, the study also aimed to

determine the cases of screen addiction among teenagers in Labangon. Also,

 77

the different factors that contributed to screen addiction and how did screen

addiction affected the social and emotional functioning of the research

participants by giving questionnaires to the respondents and computation

followed and came up with top nine research participants. Intake form was given

and the interview followed. Lastly, based on the findings, what program could be

proposed that could be used for the research participants or even the people in

barangay Labangon.

The study was anchored on three theories; The Social Support Theory,

Diffusion of Innovation theory and the field theory of adolescence. Lakey and

Sheldon (2000), stated that social relationships influenced human well-being,

health, emotions, cognitions and behaviors. The society played a vital role in the

individual because it greatly affected and molded you as a person. Everett

Rogers (1995), described diffusion of innovation theory as the search for

explanation on how, why and at what rate new ideas and technology spread.

Innovation was an idea perceived as new by the individual. The idea of diffusion

focused on members of a given culture adopted new ideas, products and

practices. However, it depended upon the condition in which the individual

increased or decreased the likelihood of the innovation. Kurt Luwin (1935), stated

that the psychological influence of environment on the behavior and development

of the child was extremely important. He believed that making generalizations

among the youth due to their behaviors was erroneous and this theory was better

explained their behaviors individually.

 78

A number of western and local studies were also referred by the

researchers. Screen Addiction was an impulsive-control problem as defined by

Netaddiction.com (2013) which could be further identified into subtype a) Sexting

and online sex addiction b) Internet infidelity and online affairs c) Video games

and Gaming addiction d) Net compulsion and e) Information overload. On a

survey conducted by Kathryn Zickuhr of Pew Research Center about generations

and their gadgets, findings showed that cell phone, desktop computers, laptop or

net book, mp3 player, game consoles, e-book reader and tablet computers were

the top gadgets that were popular and mostly owned. A Filipino spent an average

of 6.3 hours per day online via laptop and 3.3 hours per day via mobile compared

to the global average of 4.4 hours per day (huffingtonpost.com, 2015). Sahin

(2011) concept of internet of addiction referred to the excessive use of internet

which in turn caused various problems in individual, social and professional

aspect. According to him, rapid development of computer technology in

information society and particularly the invention and advancement of internet led

to major changes in human life. Another study conducted by Sung, W. (2016)

had the same concept of Internet addiction referring to the overuse of the Internet

on conventional personal computers, expanded to include overuse of

Smartphone’s due to their increasing spread and easy accessibility. This was

supported by Waldo (2014) where internet addiction on adolescents was

considered less likely to be a single phenomenon but rather an inter-correlation

of different phenomena such as physical, psychological, technological and

spiritual. Çiçekoğlu et .. (2013) determined that adolescents who regularly used

 79

the internet on a daily basis, spent four to six hours every day on the internet.

Sinthupinyo et. al (2012) foresaw millions of Thai children and teenagers got

addicted to online gaming and internet usage

The present study involved nine (9) research participants, seven female

and two male, with age bracket ranged from 11 to 14 years old. The place of the

study conducted was in Barangay Labangon. The researcher used the

descriptive method of research that determined the excessive use of screen

gadgets and its effects to social-emotional functioning. The research instruments

used were Interview and different assessment tools that were answered by the

participants. The researchers conducted a survey regarding their excessive use

of screen gadgets and determined common screen gadget used by most of the

research participants such as Smartphones, Tablets and Computers. The said

survey was given to 100 residents of barangay Labangon who had the

qualifications of a prospected participant for the study. Nine research participants

were chosen, wherein three research participants came from each of the focused

screen gadget, and parents were visited by the researchers and proper

explanations and orientation were given while simultaneously presented to them

the informed consent and assent. Intake forms were also given to the research

participants after the orientation. The other researchers transcribed the

conversation and assigned different codes to each. After the manual coding, the

themes were grouped, categorized, and interpreted using thematic analysis.

The salient findings of the study were based on the themes that emerged

during the coding process; excessive time spent on screen gadgets, lack of
 80
parental interaction and monitoring, negative peer influence and bad choices,

and screen addiction were the most noticeable areas that needed improvement

and were considered for the development of an intervention program.

Findings

The findings of the study were as follows:

1. Majority of the research participants’ parents were working and that they

were capable enough to buy and secure screen gadgets within

themselves considering it as one of the factors of their excessive use.

2. Both male and female teenagers spent more than four hours a day with

their gadgets or more than 28 hours a week which caused different cases

of screen addiction namely; digital eye strain, lying, almost got hit by a car,

violence and stealing from parents.

3. Indulging oneself in excessive use of screen gadgets are caused by the

following factors; opportunity to enjoy, accessibility to use for research

work, leisure and pastime, social support, same interest and lack of family

interaction.

4. Excessive use of screen gadgets affects the social and emotional

functioning of the research participants, both positive and negative . As an

effect to the social functioning of the research participants, the type of

Family Interaction at home could either create a bond within the family or it

could be the root of the development of undesirable behavior among

them.
 81
Conclusion

There were factors that had a huge impact that affected the excessive use

of screen gadgets among the teenagers in Labangon, Cebu City. Most teenagers

social and emotioanal functioning was affected due to excessive time spent on

screen gadgets, lack of parental interaction and monitoring, negative peer

influence and bad choices.

Recommendations

Based on the results obtained, the researchers came up with the following

recommendations:

 Replication of this study is highly recommended to verify the validity

and consistency of the results of the study, thus equal number of

research participants from both genders should be included.

 More in-depth interview is needed, not just focus group discussion

to get the specific cases of screen addiction.

 For the psychology students, replication of this study in a wider

scope would be beneficial to discover other emerging themes that

the researchers failed to acquire.

 The program must be conducted for the research participants who

are in the verge of excessively using screen gadgets.

 82

References

Action News (2013). Are you addicted to your screen devices?

Adolps, R. (2001). Social, Emotional and Executive Functiong

Bringula, R. P., Bonifacio, J., Natanauan, A., Manuel, M., & Panganiban, K.

(2012). Pattern of internet usage in cyber cafés in manila: an exploratory

study.

BBC News (2015). Do video games make people violent?

Çiçekoğlu, P. et. al., (2013). Evaluation of the level of internet addiction among

6th-8th grade adolescents in terms of various variables

Cohen, J., et.al, (2005). Helping Young Children Succeed: Strategies to Promote

Early Childhood Social and Emotional Development

Doukidis, G. & Theotokis, A. (2009). When Adoption Brings Addiction: A Use-

Diffusion Model for Social Information Systems

Ekman, P (2007). Emotional Functioning and Behavior

Gant, L. & Shaw, L. (2002). In Defense of the Internet: The Relationship Between

Internet Communication and Depression, Loneliness, Self-Esteem, and

Perceived Social Support

GSMArenateam (2012). Mobile Phone Usage Report 2011

Haug, S. et. al (2015). Smartphone use and smartphone addiction among young

people in Switzerland

Huffingtonpost.com (2015). Philippines: A Digital Lifestyle Capital in the Making?

Lakey, B. & Cohen, S. (2000). Social Support Theory and Measurement

 83

Macdonald, B. (2010). The Perils of Screen Addiction (How to beat it?)

Martin, J.M. & Schumacher, P. (2003). Loneliness and social uses of the Internet

Mogg, T. (2012). Accidents Involving Headphone – Wearing Pedestrians on the Rise

National Scientific Council on the Developing Child. Winter, (2004). “Children’s

Emotional Development Is Built into the Architecture of Their Brains”

Working Paper No. 2

Rogers, E.M. (1995). Diffusion of innovations (4th edition).

Sahin, C. (2011). An Analysis of Internet Addiction Levels of Individuals

According to Various Variables

Schein, E. (1995). Kurt Lewin's Change Theory in the Field and in the

Classroom: Notes Toward a Model of Managed Learning

Segal, J. et. al, (2016) Smartphone Addiction.

Shri, R (2010). Anxiety Causes and Management

Sinthupinyo, S., et. al (2012). Classification of Computer Game Addiction Level in

Students in Secondary Education (M.1-3) using Neural Networks

Sung, W. (2016). A Study on the Internet Addiction in the Smart Era.

Torres, R. S., Jr. (2013). Proposed Rehabilitation Center for Computer Addiction

in Trece Martires

Unified Modeling language (2013) Anger Management

Waldo, A.D. (2014). Correlates of Internet Addiction among Adolescents.

Psychology

Young, K.(1999). Internet addiction: Evaluation and treatment. 84

Young, K. (1999). Screen Addiction

Zickuhr, K. (2011). Generations and their gadgets.

85

Appendix A
Parent’s Consent Form
 We, 4th year Psychology students of Cebu Institute of Technology –
University, are having our Research I as one of the subjects required for our
graduation. In line with this, we are currently in the process of making our
research on “Excessive Use of Screen Gadgets and its Effects to Social and
Emotional Functioning.” This research will deal on knowing the different types of
screen addiction that your child is currently involved in and what are its possible
effects to the child’s social and emotional functioning.
The study will take over for 3 months starting August until October 2016.
In that span of time, researchers would like to give assessment tools and
questionnaires that will be used as basis for interpreting the child’s current state.
Various interviews to the child as well as to the people he/she is surrounded with
will also be observed. This is needed in order to had a deeper understanding on
the factors present within the child. All results and responses will be of utmost
confidentiality. Names that would be mentioned will be changed and replaced
with pseudonyms. All recordings during interviews will also be deleted after it will
be transcribed by the researchers. We take full responsibility of your safety
regarding the matter.
We would also like to inform that your involvement to his study is
voluntary. This would also mean that parents or the child has the right to
terminate their involvement in the study anytime they would like to.
If you need clarifications regarding the matter, please don’t hesitate to ask
or contact any of the assigned researchers:
Duero, Kate Andrea - 0929-677-7068
Tabotabo, Laurisa Mae -0933-940-6986
Your participation will be of great help to the success of the study. Thank
you.

Parent/Guardian Signature: ____________________________Date: _________

86
Appendix B
Screen Use Survey Form
Name (optional): Age:
Gender: Contact Number:

1. Do you had or use gadgets? (i.e smartphones, laptops, tablets, iPad, etc) *If yes
proceeds to #2, if no don’t proceed to the rest of the questions)
YES NO
2. What are those gadgets that you are using most of the time?

3. How many hours will you use your gadget in a day? ___________

Put a check mark on box below the number that best describes you in the situation.
Legend: 5 – Always 4 – Often 3 – Frequently
2 – Occasionally 1 – Rarely 0 – Does Not Apply
0 1 2 3 4 5
1. How often do you find that you stay online longer than you intended?
2. How often do you neglect household chores to spend more time online?
3. How often do others in your life complain to you about the amount of
time you spend online
4. How often do your grades or school work suffer because of the amount
of time you spend online?
5. How often do you check your email or social network site before
something else that you needed to do?
6. How often does your school performance or productivity suffer because
of the internet?
7. How often do you find yourself anticipating when you will go online
again?
8. How often do you fear that life without the internet would be boring,
empty, joyless?
9. How often do you snap, yell, of act annoyed if someone bothers you
while you are online or gaming?
10. How often do you prefer the excitement of the Internet to intimacy with
your partner?
11. How often do you form new relationships with fellow online users?
12. How often do you become defensive or secretive when anyone asks
you what you do online?
13. How often do you block out disturbing thoughts about your life with
soothing thoughts of the Internet?
14. How often do you lose sleep due to late-night log-ins?
15. How often do you feel preoccupied with the Internet when off-line, or
fantasize about being online?
16. How often do you find yourself saying “just a few more minutes” when
online?
17. How often do you try to cut down the amount of time you spend online
and fail?
18. How often do you try to hide how long you’ve been online?
19. How often do you choose to spend more time online over going out
with others?
20. How often do you feel depressed, moody, or nervous when you are 87
off-line, which goes away once you are back online?

Appendix C
 Intake Form

Name ___________________________________________________________
Address __________________________________________ Zip _____________

Other Pertinent Information

Birth
Birthday_____/_____/_____ Age_____ Rank___ Number of Siblings___

Nationality______________ Gender___ Educational Background____________

Type of Family you had currently: Intact ______ Non-intact ______
Living with: Mother ______ Father _____ Grandparent _____ Other __
Name of Father: _______________________ Age _____ Occupation ________
Name of Mother: ______________________ Age ______ Occupation ________
Monthly Income of Father:
Monthly Income of Mother:
School Information
School Status:
Graduate _____ Enrolled _____ Dropped Out _____ Special Education _____
School Name _____________________________Grade/ Course & Year _________

88

Appendix D
 Interview Guide

SOP # 1 Profiling

1. Unsa man imong pangalan?

2. Pila imong edad?

3. Unsa ma’y pangalan sa imong mama? Sa imong papa?

4. Pila man mo kabuok mag-igsuon? Ikapila man ka?

5. Asa man mo gapuyo karun?

SOP # 4 Education

6. Nag skwela pa ba ka?

7. Kung o, asa man ka ga skwela?

8. Unsa na kang gradoha karun?

9. Kinsa may nagpaskwela nimo?

10. Kumusta man imong mga grado?

11. Unsa man ang kasagaran buhaton nimo sa skwelahan?

12. Unsa may buhaton nimo kung break time?

13. Nakasuway naka og asbent? Unsa man ang rason?

14. Kinsa my kuyog nimo sa balay?

15. Sultie kuno ko mahitungod sa imong ginikanan? Imong mama ug papa,

unsa may relasyon nila sa usa’g usa?

16. Unsa man ang panginabuhi?

17. Permi ba mo magkuyog?

18. Unsa man imong paagi sa sa pakigstorya niya?

 89

19. Naa ba kay mga igsuon? Pila man mo kabuok? Unsa may relasyon ninyo

sa usa’g usa?

SOP #3

20. Unsa man ang mga buhatunon nimo sa balay? Sa skwelahan?

21. Diba mo gamit man ka’g gadgets? Unsa may rason nga mu-gamit man ka

ana? Unsa pa may lain?

22. Naa bay naka-impluwensya nimo sa pag-gamit ug gadgets? Kinsa man na

sila?

23. Unsa may makuha nimo sa pag-gamit ug gadgets?

24. Unsa may kasagaran buhaton nimo kung mugamit kag gadgets? Naa pa

bay lain?

25. Maabtan ba kag kadlawn mag-gamit ug gadgets? Unsa may rason nga

maabtan man ka’g kadlwan?

26. Unsa may rason na mas ganahan man ka mu-gamit kesa makigstorya sa

tao?

27. Unsa may naa sa gadgets like computer, cellphone ug unsa pa nga wala

sa tao mismo?

28. Unsa diay buhaton nimo sa balay kada weekend or kung walay klase?

Unsa man rason nga mao na imong buhaton? Unsa sad rason nganu

wala nimo nabuhat ang imong buhatunon?

29. Kung nay family gathering, naa imomg mga paryente. Unsa may buhaton

nimo?
 90

SOP #4

30. Naa bay naka-impluwensya nimo nga mu-gamit ug gadgets? Kinsa man

na sila?

31. Sa imong pamilya, unsa may impluwensya nila ka nimo? Kung hisgutan

ang gadgets, unsa may rason na mu-gamit kag gadgets nga tungod sa

imong pamilya?

32. Kung sa balay, unsa may gibuhat sa imong mama ug papa? Unsa man

ang imong buhaton sad?

33. Naa bay time nga nagka-bonding mo sa inyong pamilya? Kanus-a man

na? Unsa may nahitabo atong panahona?

34. Kasagaran ba sa imong mga higala kay sa eskwelahan ra o sa laing lugar

sad?

35. Pareha ra mo’g edad? Pagkanus-a man mo nagkaila?

36. Pila man sad mo kabuok? Kinsa man ni sila, pwede ba nimo idescribe?

37. Kung magkuyog mo, unsa may kasagaran ninyong buhaton?

38. Sa imong tan-aw, masaligan ra sila? Mu istorya b aka bahin sa imong

problema nila? Unsa man kasagaran ninyong estoryahan?

39. Unsa man sila nga klase nga pagka-higala? Unsa may relasyon ninyo sa

usa’g usa?

40. Naa man kay classmate sa? Kanus-a pa man mo gakuyog ana nila?

41. Pila man kabuok sa imong mga classmate ang imong masaligan? Kinsa

man na sila? Pwede ba nimo sila idescribe?

42. Unsa may buhaton ninyo kung magkuyog mo?

 91

43. Kung breaktime or vacouldt unsa may buhaton ninyo kasagaran?

44. Unsa may impluwensya nila kanimo?

45. Unsa man sila nga klase sa classmate? Unsa may relasyon ninyo sa

usa’g usa?

46. Makasulti ra ka’g problema sa sa ilaha? Unsa may kasagaran ninyong

istoryahan?

47. Sa imong pag-gamit ug gadgets, naa kay nakaila online? Unsa man ang

rason na nagkaila mo?

48. Pwede nimo sila idescribe? Unsa sila na klase sa pagkatao, taga asa sila

ug unsa may naa nila nga nagkasuod man mo online?

49. Makasulti ra sad ka sa imong problema nila? Unsa may kasagaran

ninyong istoryahan?

50. Balik ta sa imong mama ug papa, magbonding sa mo nila? Unsa may

buhaton ninyo kung magkuyog mo sa balay?

51. Magstorya sad mo? Unsa man kasagaran ninyong istoryahan?

52. Kumusta man sila nga pagka-ginikanan? Naa bay time nga makasab-an

ka kay gagamit kag gadgets? Unsa may isulti nila? Unsa man sad ang

imong reaksyon ug mabati? Unsay buhaton nimo ig human nila’g

pangasaba nimo?
 92

Appendix E
Phase 1: Activity 1:
“BINGO”

B I N G O
 93

Appendix F

Cebu Institute of Technology – University

College of Arts and Sciences
Department of Humanities and Behavioral Sciences
Area: Psychology

Module Evaluation

1. What is the greatest impact of the program to you as an individual?

2. What are the things that changed after attending all the session?

3. How will you rate yourself after all the session from 1-10, 1 being the lowest
and 10 being the highest? Explain.

4. What will you do to make it 10?

5. What are the things that changes in your family after attending all the
session?

6. How do you manage your screen gadget use now?

 94

Appendix G

Cebu Institute of Technology – University

College of Arts and Sciences

Department of Humanities and Behavioral Sciences

Area: Psychology

Exit Interview Guide Questions

Instruction: Please answer the following questions as briefly and as

comprehensively as possible.

1. What are your personal insights for the entire program?

2. How did the activities and the seminars help you in your situation?

3. What are your learnings in the program?

4. How did the program change you?

5. How will you be able to apply the things that you learned?

6. After joining the program, what are now your goals for your future?
 95
APPENDIX H

Cebu Institute of Technology – University

College of Arts and Sciences
Department of Humanities and Behavioral Sciences
Area: Psychology

Follow-up Interview Guide Questions

For the Research Participants:

1. How are you doing now after the program?

2. What were the changes that had happened in your life after the program?

3. How is your relationship with your family? Are there any improvements?

4. What activities are you actively engaging at? How are you doing with

these activities?

5. How do you cope with the pressure and influences from your peers?

6. Was being a part of the program worth it? How could you say so?

7. How did the program help you?

For the Parents:

1. What were the changes you observed in your child?

2. Was the program effective? In what way, you were able to say that?

3. How do you deal with your child’s attitude now?

4. What were the changes in your family as a whole?

5. How was your family interpersonal relationship after the program?

 96

Appendix I

Certification

I, ELLEN G. SERAFIN, received the thesis of Duero, K. A.; Espanol, A. N.;

Guatno, A. J.; Razonable, A. N.; Tabotabo, L. M. entitled “Factors Contributing to

the Excessive Use of Screen Gadgets and Its Effect to Social and Emotional

Functioning” this 13th day of December, 2016.

ELLEN G. SERAFIN
 97

PERSONAL DATA

Name : Kate Andrea P. Duero

Birth Place : Daet, Camarines Norte

Birthdate : February 23, 1995

Age : 21 years old

Marital Status : Single

Present Address : Padilla Apartment, Daclan Compound, Tres de Abril

St., Punta Princesa, Cebu City

Email Adress : katyandeng@gmail.com

EDUCATIONAL BACKGROUND

Primary : Palanan Elementary School 2006-2007

Arellano St., Palanan, Makati City

Secondary : Arellano University 2007

Taft Avenue, Pasay City

Larap National High School 2007-2011

P-2 Larap, JPCN

Tertiary : Universidad de Sta. Isabel 2012

Naga City, Camarines Sur
Cebu Institute of Technology – 2013 - present
University

N. Bacalso St., Cebu City

 98

AFFILIATIONS

ORGANIZATION POSITION YEAR ATTENDED

Public Relation Officer

1st year 2015– 2016
Psych Society
Representative 2013 – 2014

Junior People Management

Member 2013 – 2016
Association of the Philippines

Supreme Student Secretary 2010 – 2011

Year Level
Government 2008 – 2010
Representative

AWARDS AND CITATIONS

PRESENTER AWARD YEAR AWARDED

Cebu Institute of Technology - Dean’s Lister 2013 – 2014

University
2nd Honorable 2010 – 2011
Larap National High School
Mention
 99

PERSONAL DATA

Name : Anna Nicole E. Español

Birth Place : Cebu City

Birthdate : August 18, 1996

Age : 20 years old

Marital Status : Single

Present Address : Lahug, Cebu City

Email Adress : annanicole.spain@gmail.com

EDUCATIONAL BACKGROUND

Primary : Lahug Elementary School 2003 – 2009

Gorordo Ave., Cebu City

Secondary : Cebu City National Science 2009 – 2013

High School

Salvador Ext., Labangon, Cebu City

Tertiary : Cebu Institute of Technology – 2013 - present

University

N. Bacalso St., Cebu City

 100

AFFILIATIONS

ORGANIZATION POSITION YEAR ATTENDED

President 2015 – 2016

Psych Society Batch Representative 2013 – 2015
Member 2016 – 2017

Junior People Management

Member 2013 – 2017
Association of the Philippines

Supreme Student
College 2015 – 2016
Government Representative

Society of CITAA Scholars Treasurer 2014 – 2015

AWARDS AND CITATIONS

PRESENTER AWARD YEAR AWARDED

Cebu Institute of Technology - PARANGAL Awardee 2014 and 2015

University
Cebu Institute of Technology - Dean’s Lister 2013 - 2015
University
 101

PERSONAL DATA

Name : April Joy L. Guatno

Birth Place : Matalom, Leyte

Birthdate : April 23, 1997

Age : 19 years old

Marital Status : Single

Present Address : Pardo Cebu, City

Email Adress : ajayguatno@gmail.com

EDUCATIONAL BACKGROUND

Primary : Waterloo Elementary School 2003 – 2009

Waterloo Matalom, Leyte

Secondary : Waterloo National High School 2009 – 2013

Waterloo Matalom, Leyte

Tertiary : Cebu Institute of Technology – 2013-present

University
N. Bacalso St., Cebu City
 102

AFFILIATIONS

ORGANIZATION POSITION YEAR ATTENDED

Psych Society Member 2015 - 2016

Junior People Management

Member 2013 – 2016
Association of the Philippines

AWARDS AND CITATIONS

PRESENTER AWARD YEAR AWARDED

Waterloo National High School SSG AWARDEE 2012 - 2013

 103

PERSONAL DATA

Name : Alfred Nino P. Razonable

Birth Place : Tabunok, Talisay City, Cebu

Birthdate : January 15, 1994

Age : 22 years old

Marital Status : Single

Present Address : West Inayagan, Lupa Sto. Niño Naga, Cebu

Email Adress : redrznbl@gmail.com

EDUCATIONAL BACKGROUND

Primary : Mary Help Of Christian School 2001 – 2007

Tunghaan Minglanilla, Cebu

Secondary : Mary Help Of Christian School 2007 – 2011

Tunghaan Minglanilla, Cebu

Tertiary : Cebu Institute of Technology – 2013-present

University
N. Bacalso St., Cebu City
 104

AFFILIATIONS

ORGANIZATION POSITION YEAR ATTENDED

Member 2014 – 2015

Psych Society
Member 2015 - 2016

Junior People Management

Member 2013 – 2016
Association of the Philippines
 105

PERSONAL DATA

Name : Laurisa Mae B. Tabotabo

Birth Place : Cebu City

Birthdate : January 11, 1996

Age : 20 years old

Marital Status : Single

Present Address : Lawaan 2 Talisay city, cebu

Email Adress : laurisatabotabo@gmail.com

EDUCATIONAL BACKGROUND

Primary : Immaculate Heart of Mary Academy 2003 – 2009

Poblacion, Ward 4 , Minglanilla Cebu

Secondary : Immaculate Heart of Mary Academy 2009 – 2013

Highschool

Poblacion, Ward 4 , Minglanilla Cebu

Tertiary : Cebu Institute of Technology – 2013 - present

University

N. Bacalso St., Cebu City

 106

AFFILIATIONS

ORGANIZATION POSITION YEAR ATTENDED

Psych Society Batch Representative 2015 – 2016

Junior People Management

Member 2013 – 2016
Association of the Philippines

AWARDS AND CITATIONS

PRESENTER AWARD YEAR AWARDED

Immaculate Heart of ARSC Awardee 2008 - 2012

Mary Academy
CAT Awardee

Missionary of the Year