Volume 8, Issue 12, December – 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Unveiling the Lived Experiences of Stem

Students on the Effects of Gadgets on their
Academic Performance
1*
Althea Jolie A. Navaja
ORCID Number: 0009-0003-7432-6150
2
Yzkra M. Ombaogan
ORCID Number: 0009-0005-1759-6677
John Rhico V. Cubol, MAEd-ST (Research Adviser)
Orcid id: https://orcid.org/0000-0002-5770-4020
Heracleo Casco Memorial National High School

SDG-4 QUALITY EDUCATION

Corresponding Author:- 1*Althea Jolie A. Navaja

Abstract:- In today's digital era, gadgets such as a device. The student's perspective and horizons may be
smartphones, tablets, and computers have become an widened by the help of gadgets (Ago, 2018).
integral part of our daily lives, including in educational
settings. They have revolutionized the way we access However, along with their benefits, gadgets also raise
information, communicate, and learn. However, the concerns about their potential negative effects on students,
impact of gadget screen time on academic productivity particularly in the academic context. As students
has been a topic of ongoing debate among educators, increasingly rely on gadgets for various tasks, including
parents, and researchers. For this reason, this study was studying, there are concerns about the potential negative
conducted amongst the perceptions of STEM students’ impacts on academic productivity. Gadgets can get in the
exposure to screen time, with the goal to discover the way and serve as a distraction specifically the use of social
connection between their screen time and the various media, particularly Facebook (Dontre, 2021).
aspects affected by it and its factors. Semi-structured
interview method was used which included Senior High With the heavily expanding reliance on gadgets, this
School STEM students as respondents. The results later particular aspect has also raised skepticism about their
on revealed that gadget screen time was mainly triggered effects on time management. While gadgets offer numerous
by boredom and their need for entertainment. It not only benefits in terms of productivity and connectivity, they can
affects the academic productivity of the student, but also also be a double-edged sword that can negatively impact our
their sleep schedule and time management. Therefore, ability to manage time effectively. Prolonged and excessive
we can conclude that excessive gadget screen time can use of gadgets, along with poor viewing habits and
lead to the deterioration of academic productivity as well environmental factors, can potentially impact our eyesight.
as negative changes towards their sleep schedules and The effects of gadgets on eyesight can include digital eye
time management. We recommend that educators and strain and eye discomfort from glare (Sudip, 2018). The
parents should monitor their children's screen time, and following are the most obvious indications and symptoms of
they should be aware of its consequences. Students, problematic smartphone addictions which negatively affects
educators, and parents should all work together to a person’s life; a stipulation to use the phone more
minimize immoderate screen time and its negative frequently in order to get the desired result, persistent
impacts. failures to cut back on cell phone usage, obsession with
using smartphones, using the phone as an escape or a coping
Keywords:- Gadget Screen Time, Perception, Academic mechanism when experiencing unpleasant emotions, loss of
Productivity. sense of time, withdrawal from society, when network
disruption happens anger and tension occurs (PsycheGuides,
I. INTRODUCTION 2022).

The increasing use of gadgets among students has For this reason, the researchers conducted a study
raised questions about their impact on academic among the Senior High School STEM students of Heracleo
productivity. While there may be concerns about the Casco Memorial National High School to see how they
potential negative effects of gadgets, it is also important to perceive the use of gadgets and the internet.
recognize that an educational resource that is not covered in
the teacher's curriculum can be consulted by a student using

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Volume 8, Issue 12, December – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 The Researchers Intend to Answer the Following In this research, it described and explored the new
Questions: understanding and new insights about gadget screen time
and academic productivity, positive and negative
 How do STEM students perceive gadget screen time experiences and different ways that it shapes a students’
exposure towards their academic productivity? character and how they respond to future encounters of
difficulty, as well as their attitude towards the different
 What are the negative effects of gadgets on the academic authentic learning experiences. Interview method was
productivity of STEM students? utilized as a way to collect answers from the students.
 What are the positive effects of gadgets on the academic
productivity of STEM students? The researchers utilized Creswell Method which
involved 6 followed steps. The first step is to organize the
 The Results of this Study will Benefit to the following data in preparation to analyze it. The second step is to read
Members of the Community: the data to lay hold of the general information of its overall
meaning. The third step is to start coding the data. The
 Students. fourth step is to come up with themes, which is essential for
The students will know the beneficial information crating thorough explanations. The fifth step is to outline
about technology that they can take advantage of to enhance how the themes and descriptions will be presented. The last
their academic pursuits and they will be able to avoid the step is to make an interpretation of the results.
harmful outcomes of irresponsible gadget use.
 Ethical Considerations
 Teachers and Advisers. Ethics were upheld during the conduct of the study.
This will inform teachers about the benefits of This assured the study's conduct adhered to the ethical
technology in enhancing the student’s learning. It will also considerations. The following were done to address these
make it easier for teachers to counsel students on ethical considerations:
responsible technology use.
 Voluntary Participation
 Parents. Participants were informed of the study's objectives,
Given the results of this study, parents will have the their participation was voluntary. They were allowed to ask
knowledge they need about gadget screen time and how it inquiries concerning the interview or the procedures.
affects their children. They can encourage their children to Participants are free to withdraw from the survey if they feel
use gadgets responsibly to achieve good academic results uneasy responding to any of the questions.
and initiate limits to their screen time to avoid health
problems and academic deterioration.  Privacy and Confidentiality
The anonymity of the participants were kept. The
II. METHODOLOGY participants' names did not appear else where. No one, in
exception to the researchers, had the authority to identify the
This study used the qualitative research design. It participants.
utilized the phenomenological interview method to gather
statements from the SHS STEM students of Heracleo Casco  Informed Consent Process
Memorial National High School about their extent of gadget The participants of the study were asked for their
screen time and its affects to different aspects of their lives consent before conducting the interview. Through the
particularly, academic productivity. provision of deliberate consent to participate voluntarily,
this insured respect for the individual.

III. RESULTS & DISCUSSIONS

Table 1 Theme 1: Positive Experiences

Theme Subtheme
1. Positive Experiences Lesson Comprehension
Good Grades
2. Negative Experiences Distraction
Poor Grades
Academic Neglect

 Theme 1: Positive experiences

This theme tackles the positive experiences of the STEM students pertaining to the effects of gadgets on their academic
performance. The subtheme is ; Lesson Comprehension

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Volume 8, Issue 12, December – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Table 2 Subtheme: Lesson comprehension
Student A First positive siya because ang gadgets nakatabang siya sa atoa pinaagi sa magkuha ta ug information. For
example sa research ta diba naay mga panahon na dili ta kasabot sa atong academics magkuha tag mga
information sa google of magkuha tag mga answer like that. (A.1.5)
Student B So specifically, gadgets helped me or has agented me in my academics because of these certain gadgets I was
able to learn more, I was able to get more specific information about the local problems…not just problems but
the local solutions that we can have. (B.1.1)
Student C Naka help sya sa akoa pag kanang mag search ko kung kanang di nako masabtan ang kanang lesson. (C.1.3)
Student G …so….pero mkatabang jud amoang gadgets sa amoa labaw nag kuan sa amoang mga assignments kay di man
jjud namo ma kaya na di mag research sa amoang mga subject. (G.1.9)
Student H Naa man guy sometimes dili nako masabtan among lessons, in order para makasabot ko kailangan ko mag
research. (H.1.5)
Student I Example kanang dili ka kasabot gud sa lessons kay pwede ka mag research sa youtube ba, facebook or google
para kuan ma provide jud ang information. (I.1.6)
Student J For example, I’m doing my research I can easily search for any related topics to my research and also it helps
me understand the lessons. (J.1.12)

Students emphasized the benefits of gadgets in terms learning and improve their comprehension of difficult
of academic productivity and performance. Students STEM subjects.
perceived gadgets to be beneficial in assisting them with
their academics through online searching. With the use of  Theme 2: Negative Experiences
technology, STEM students can easily search for and access This theme explains the negative experiences of the
a variety of digital materials, such as academic journals, students on the deteriorating effects of gadgets on their
reports, online textbooks, and instructional websites. This academic performance. There are three subthemes;
gives them the opportunity to obtain pertinent and up-to- Distraction, Poor Grades, and Academic neglect.
date information that can complement their classroom

Table 3 Subtheme 1: Distraction

Student A Para sa akoa kay experience pud nako na sa panahon na mag research ko tas naay mag chat didto na lang ko
mag focus maong ma-distract ko. (A.1.2.8)
Student B For example, we are having an upcoming exam so obviously we need to review. But because of gadgets, for me
personally I wasn’t able to apply that discipline anymore because that the distractions that the gadgets were
giving to me.(B.1.2.6)
Student C Kanang mag ano ko mag search kos kanang sa amoang projects in ana, sa assignment nya kanang ma distract
sa facebook ing ana. Murag ma ano pud ko lain akong- sakit sa akong mata.(C.1.2.6)
Student E bale mura kog mas ma tintal ko na mugamit- magsalig na lang sa gadget pirme.(E.1.2.6)
Student F ang disadvantage pud jud sa technology when it come to study or academic kay kanang labi nag ma kuan ka sa
social media…na imbes na mag search ka, mag study ka ang mahunhunaan nimo kay -huy nindot lagi mag scroll
scroll sa fb run.(F.1.2.5)
Student G tungod kay gina allow nila ang cellphone usahay di maminaw ang mga students mag facebook na lang, mga
extra ba nga kanang outside na gni sa amoang subject…naay mga- naay mga magdula sila or mag facebook sila
ana…mao na ma distract.(G.1.2.4)
Student H Ang negative jud sa akoa is kanang dali ra jud kaayo ko ma distract.(H.1.2.9)
Student I “Example, ma distract kasa gadgets nimo pag in the midst of the lesson kay murag ang lessons dili na masulod
sa imong utok ang information.”(I.1.2.8)

Table 4 Subtheme 2: Poor Grades

Student D Sa bad ways kay naay uban na nibaba gyud akong grado kay mao na search-search.(D.1.2.4)
Student I Ako negative kay ano naga-wattpad ko, nagabasag comics, naga anime. So wala kaayo ko nag module
so akong mga grado ato kay barely ko nakapasar ato kay wa man koy pasapas.(I.1.2.8)
Student C Nag affect sya negatively kay nagbaba akoang grado ato. Nagbaba sya kay late na ko nagapasa kay
sige ra kog cellphone di na nako ginahimo akoang module.(C.1.2.6)

Table 5 Subtheme 3: Academic Neglect

Student B There was a time that because of my screen time I wasn’t able to participate in my academics as much tungod kay
kapuyon man gud ko.(B.1.2.8)
Student E mas ma kuan nimo imong time sa paggamit sa gadget kesa sa time nga buhaton nimo imong activity.(E.1.2.6)
Student G ang negative side niya kay nag bago jud akong kuan murag gi take advantage nako sya…kanang usahay I na ko
maghimog modules kay nagfocus na ko sa akoang cellphone.(G.1.2.6)
Student H Tapos isa pud ka negative effect sa akoa is… labi na atong sa pandemic instead na mag modules ko dili na nako

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Volume 8, Issue 12, December – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
mabuhat kay sige na lang kog cellphone.(H.1.2.9)
Student J Instead na mag sige ra kog katulog maggamit na lang ko ug cellphone like usahay maabtan kog kadlawon
mahuman.(J.1.2.15)

Students acknowledged the negative effects of

smartphones to their academic performance. The students To Mr. Christian Myles T. Pascua, Project STARCH
admitted that one of the primary issues brought by excessive (Stem Alumni Research Collaboration and Techniques)
and unmanaged gadget use is distraction. This suggests that owner for the assistance in data gathering and technical
the distraction caused by gadgets during academic activities assistance.
can have a detrimental effect on students' academic
performance. The use of gadgets for non-academic purposes To Ms. Guia Marie Meneses-Cubol, for the technical
during class or study sessions can disrupt students' focus, assistance in writing and clerical expertise and assistance to
which negatively impact their comprehension, the interpretation. Her evalaution on ethical considerations
concentration, and engagement in academic tasks. and protocol for qualitative sensitivity and data privacy act
of 2012.
IV. RECOMMENDATIONS
To Mr. John Rhico V. Cubol, our research adviser
To help lessen the gadget exposure of the students, and instructor for the conceptualization, organization, flow,
these recommendations can be implemented. Schools can and step-by-step process in guiding the researchers for the
incorporate designated zones where students are encouraged completion of the quantitative and qualitative protocols.
to engage in non-screen activities such as reading books, Hence, the following guidance of the tasks: A. theoretical
group discussions, or physical exercises. It is crucial for and conceptual foundations and problematization; B. data
educators and parents to discipline students about the research and statistical analysis (Qualitative Analysis) with
importance of balanced and healthy screen habits. Atlas Ti software; C. elaboration of figures and tables; D.
Moreover, setting screen time limits can assist in regulating drafting, reviewing, and writing of the text; E. selection of
and monitoring students’ gadget usage. bibliographical references; and Selection for the publication
of this research paper. This serves as the force to finish up
V. ACKNOWLEDGMENTS the publication in bringing the school to the international
arena.
 The Researchers would like to Express their Gratitude to
the following Persons who Made the Completion of this Last but most importantly, to The Almighty God, for
Paper Possible: without Him we can do nothing (John 15:5).

To Dr. Nerwyn Z. Samoro, Research (AGILA) REFERENCES

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