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Republic of the Philippines


Department of Education
Region IV-A CALABARZON
Division of Cavite
BUCAL NATIONAL HIGHSCHOOL - SHS
Bucal 2, Maragondon, Cavite

IMPACT OF GADGETS ON GRADE - 12 ICT STUDENTS OF


BUCAL NATIONAL HIGH SCHOOL

Velasco, Emerenciano III, T.

Grade 12 - ICT

Arnold De Los Reyes


Research Adviser

7/19/19
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ABSTRACT

The main objective of this study was to determine the impact of gadgets

on the grades of Grade 12 ICT students at Bucal National National High

School during the school year 2019-2020. It looked into the impact of use of

the gadgets in learning which are cellphones, computers, and tablets and the

the impact of gadgets to their school performance as perceived by the

students. Further, it determined the significant relationship between the

frequency of use and the impact of gadgets.

The study was conducted at Bucal National National High School,

Maragondon, Cavite which included 13 Grade 12 ICT student respondents

during the school year 2019-2020.

Relative to the analyses and interpretation of data, it was deducted that

cellphones are always used by the students, computers are sometimes used

by the students and tablets are seldom used by the students in learning. This

study also deducted that the use of gadgets has a moderately positive impact

in learning but it also has a slightly negative impact. It was also deducted that

there was no significant correlation between the frequency of use and the

impact of gadgets.

Keywords: gadgets, impact, frequency


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ACKNOWLEDGEMENT

The researcher would like to express their profound gratitude and

appreciation to the people who have extended their support, gave

inspirations, guidance and assistance for the completion of this study.

To his teacher, Sir Arnold De Los Reyes, for his guidance and technical

support.

To his family, for their financial support, love and guidance that helped

them in their desperate times; and

Above all, to God, who’s there to always listen and give support and love,

and has given him strength to accomplish this project.

To all of them, this humble work is dedicated.


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Chapter 1

INTRODUCTION

Background of the Study

In today’s generation, technology has affected and changed the way people

live. Technology has made people’s lives more proficient and at ease. There

is hardly anyone who has not been changed by the advances in technology

and computers of today’s society. In today’s civilization, transportation,

communication, and education have been greatly developed from new

technological advancements. Many people have lesser stress in their lives

because there are new useful hi-tech inventions created each day to help

them do things quicker and easier. Some of these helpful technologies are

cell phones, computers, and the Internet.

Technology also has negative effects in the lives of the user, and in

his/her or her immediate friends and family members. It affects the individuals’

personal health, family, social, financial, and academic life. Over using

gadgets negatively affects the mind of an individual. The individual loses

focus as he/she only concentrates on using gadgets or technology. He/she

tends to forget other aspect of life that is important, concentration reduces and

the individual cannot focus on other issues for long enough.

The use of technology in schools has opened up a new path of effective

learning. Technology plays a great role in developing everyone’s future and


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professional career. Technology is becoming a major part of the world today.

It has developed and become more central to learning.

The researcher want to know the impact of gadgets in students’ learning.

It is along this rationale that this study will be conducted.

Theoretical Framework

This study is anchored on the Distributed Cognition Theory. In Distributed

Cognition Theory, the student is afforded more power. In other words it is a

student-centered approach to learning where the learners participate in a

systematically designed learning environment that supports interaction

amongst its participants (Bell & Winn, 2000). This theory promotes learning in

a community of learners or a system where interaction takes place. It is

through this interaction where cognition occurs. Distributed Cognition requires

sharing of cognitive activity among the parts and participants of this system,

which can be other people or tools such as devices, technologies or media.

These participants distribute their cognition among other learners and

physical or digital tools by externally representing their knowledge. At times,

by using these tools, a little bit of the information might stick with the user, this

is known as cognitive residue. It is through interaction with other members

and tools that progresses learning. Therefore communication among all

participants is paramount in importance (Bell & Winn, 2000).

The role of technology within this theory is an invaluable part of the

system in which the learners are interacting. This interaction can either help to

distribute their knowledge, off-load certain amounts of cognitive work making

the cognitive load less and or help to scaffold new capabilities (Bell & Winn,

2000). For example, using camera to take a photo allows more time to learn
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instead of writing it on a notebook. Also, in this theory, technology (gadgets)

can be used to help extend human capabilities. For example, calculator can

be used to solve math problem quickly instead of solving it manually. These

gadgets help students to make their learning more efficient. Another example

of this is taken from a case study that was conducted using robotics to

produce solving problem skills. In this case study, students were placed into

small collaborative groups and were asked to construct a robot, using Lego

Mindstorm for schools kits, which would perform various tasks. The groups

were introduced to a tool known as a flowchart. They used these flowcharts

to map the programming instructions they would give the robot to complete

the given task. This allowed them to off-load some of the cognitive work to

the flowchart and then through its use, they were able to solve harder

problems (Chambers et al., 2007).

This learning theory supports the very skills needed by the 21st century.

Learners who are placed into a learning environment based on this theory

would be using their “knowledge and skills—by thinking critically, applying

knowledge to new situations, analyzing information, comprehending new

ideas, communicating, collaborating, solving problems, making decisions”

(Honey et al., 2003).

Conceptual Framework

The researchers used Independent Variable- Dependent Variable paradigm

format, wherein the frequency of use of gadgets is the independent variable

because it will affect the corresponding dependent variable which is the

impact of gadgets.

Input Process Output


1.) What is the students’ frequency of 1.) What is the students’ frequency of
use on the following gadgets in learning? use on the following gadgets in learning?

d. cellphones;
Survey questionaire a. cellphones;
e. computers; and
b. computers; and
f. tablets. c. tablets.
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Statement of the Problem

1.) What is the students’ frequency of use on the following gadgets in

learning?

a. cellphones;

b. computers; and

c. tablets.

2.)What is the impact of the use of gadgets in learning as perceived by the

students?

3.) Is there a significant relationship between the frequency of use and impact

of gadgets?

Research Hypothesis

There is no significant relationship between the frequency of use of gadgets

and the impact of gadgets.

Scope and Delimitation

This study mainly focused on the impact of gadgets in learning among

students in Grade 12 ICT students of Bucal National High School, School

Year 2019-2020.
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Significance of the Study

This study determined the impact of gadgets in students’ learning in Bucal

National High School. This was significant to the following:

Students: They will know the benefits of using gadgets in learning and

help them study effectively.

Teachers: This will give awareness to teachers to allow students to use

gadgets more freely and also to guide them in using the gadgets.

Readers / Future researchers: This study may help readers / future

researchers on their own research. They may widen the scope of their own

study or improve this research study.

Definition of Terms

Gadget: This refers to an often small mechanical or electronic device with

a practical use but often thought of as a novelty. In this study, gadgets refer to

cellphones, tablets and laptops which are used by the respondents in

learning.

Impact: This refers to the effect of gadgets on the respondents in their

learning.

Frequency of use: This refers to the number of times or how often the

gadgets are used by the respondents in learning.


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