ANALYZING HOW ELECTRONIC GADGET USAGE AFFECTS ACADEMIC

OUTPUT QUALITY AMONG G11 AND 12 TVL/ICT STUDENTS

A Research Paper Presented to the Faculty of the Senior High School

Department, Science of Juan R. Liwag Memorial High School,

Gapan City, Nueva Ecija, Philippines, In Partial Fulfillment

Of the Requirements for the Subject

PRACTICAL RESEARCH 2

Gabriel Anthony J. Baliwas

Princess Kylie Nicole B. Bote

Jelly Rose E. Delapaz

Carmella Ayezza Q. Fajardo

Ma. Daniela S. Lacerna

Kyla Joy R. Oanes

Ralph Adrian Pale

Jarmonica T. Pascual

Maria Angel M. Rivera

John Jezreel B. Urbano

Angelika Gozon

Research Adviser
 INTRODUCTION

Background of the study

Electronic gadgets have become integral to students’ academic lives, especially

for those in the Technical-Vocational-Livelihood (TVL) and Information and

Communications Technology (ICT) tracks. These devices, including smartphones, tablets,

and laptops, serve as essential tools for accessing educational resources, facilitating

communication, and enhancing learning experiences. However, the widespread use of

these gadgets has sparked discussions about their impact on students’ academic

performance. Several studies highlight that proper use of these gadgets can improve

learning outcomes and digital skills (Kim et al., 2021).

“Analyzing How Electronic Gadget Usage Affects Academic Output Quality

Among Grade 11 and 12 TVL/ICT Students” is relevant as it explores how gadgets,

commonly used by tech-focused learners, affect their academic performance. It highlights

both benefits like quick access to information and skill development, and risks such as

distraction and overuse. The study can help students, teachers, and parents promote

responsible gadget use and guide schools in creating effective digital learning strategies.

These insights are supported by studies showing that gadgets can enhance learning but

also present challenges when misused (Khaliq et al., 2021).

TVL/ICT students use gadgets often for school tasks, but many face issues like

distraction from social media, games, or entertainment, which reduce focus and

productivity. Some misuse gadgets to cheat or copy work from AI or online sources, and

others become overly dependent on technology. Overuse can lead to sleep loss, tardiness,
missed activities, and lower academic outcomes. Still, when used wisely, gadgets can

boost cognitive skills, digital literacy, and student engagement in learning ( Chernykh et

al., 2020).

The recent studies on the use of electronic gadgets and academic performance

among TVL/ICT senior high school students show a mix of positive and negative results.

Moderate gadget use, like 1 to 2 hours per day, often improves engagement, motivation,

and access to learning resources, gradually replacing traditional paper materials.

However, using gadgets excessively, over 5 hours daily, leads to distractions, decreased

focus, and significantly lowers academic performance. Which can affects academic

achievement, Task-switching on devices further reduces retention and performance. In

response, current educational approaches focus on using gadgets as learning tools instead

of entertainment sources to help students avoid these negative effects. Therefore, schools

must better monitor students’ use of gadgets during lessons at school and notify students’

parents or guardians to supervise or limit students’ use of gadgets at home. (Baso Intang

Sappaile, 2024)

Electronic gadgets, including smartphones, tablets, and laptops, provide access to

a wealth of information, and collaborative tools that can enhance learning. For Grade 11

and 12 students in the TVL/ ICT tracks, these devices provide essential tools for learning,

communication, and research. With the advancement of technology, young generations

are becoming more dependent on them (Narsico & Flores, 2023) While learning can be

enhanced through access to information and digital tools, excessive use can have negative

effects that can affect the quality of academic output, and how the use of electronic
gadgets affects their academic use, considering both the positives of electronic gadgets

enabling educational technology, which enhances the learning experiencee.

This is one of the reasons for the use of electronic gadgets, educational programs,

and those programs designed to help manage electronic gadgets, educational devices, and

learning programs. The impact of using electronic gadgets is that access to online

resources can improve understanding of complex topics and provide diverse perspectives.

To help improving the academic performance of Grade 11 and 12 TVL/ICT

students affected by electronic gadget use, schools, teachers, organization, and even the

government have taken steps to address the issue. The Department of Education has

included lessons on responsible gadget usage in the K–12 ICT curriculum to help

students how to use technology wisely for learning. Many schools now have rules on

their own, some strictly limit gadget use during class, while others allow it only for

academic purposes. Teachers have learned how to use technology in ways that keep

students interested and focused, without causing distractions. Some schools have also

taken the initiative to study how students use their gadgets, and they’re using what

they’ve learned to improve their rules and the way they teach. It is undeniable that the use

of technology in today’s era has made educators literate about technology. Of course

there needs to be guidance from a supervisor so that the technology used can facilitate

learning to be as effective as possible ( Kabariah & Adiyono, 2023)

The findings of the research will serve as a guide to recommend comprehensive

solutions regarding on how electronic gadget usage affects academic output quality

among grade 11 and 12 TVL/ICT students. These include promoting balanced gadget use,
educating students on responsible technology use, and integrating technology into the

curriculum in a way that supports learning rather than hinders it.

Objectives of the study

With the growing use of electronic gadgets among senior high school students,

especially those in the TVL/ICT strand, it is important to understand how this affects

their academic performance. This study aims to examine the relationship between gadget

usage and the quality of academic output among Grade 11 and 12 students.

General objective

Analyzing the impact of electronic gadget usage on the academic output quality of Grade

11 and 12 TVL/ICT students.

Specific objective

1. Identify the types of electronic gadgets commonly used by Grade 11 and 12

TVL/ICT students..

2. Analyze the relationship between the frequency of gadget usage and students’

academic output quality.

3. Identify both the positive and negative effects of electronic gadget usage on

students’ academic outputs.

4. Assess the quality of academic outputs (e.g., digital projects, reports, grades)

produced in ICT subjects such as Empowerment technology

5. Evaluate the effects of gadget usage on students’ focus, time management, and

study habits
Statement of the Problem

This study aims to determine the effects of electronic gadget usage on the

academic output quality of Grade 11 and 12 TVL/ICT.

Specifically, this study is seeks to answer the following questions

1. How may the profile of the respondents be describe in terms of:

a. Gender

b. Grade level

c. Age

d. Access

2. In what way does the use of electronic gadgets affect the academic

performance outputs (e.g., projects, presentations, coding tasks) of Grade 11

and 12 TVL-ICT students?

a. Positively

b. Negatively

c. No noticable effect

3. How do Grade 11 and 12 TVL-ICT students perceive the impact of electronic

gadget usage (e.g., laptops, smartphones, tablets) on the quality of their digital

projects, coding tasks, and multimedia presentations?

a. High impact

b. Moderate impact

c. Low impact

d. No impact
 4. Which types of electronic gadgets are most commonly used by Grade 11 and

12 TVL-ICT students for completing academic tasks such as digital projects,

research and presentations?

a. Smartphone

b. Laptop

c. Tablet

d. Desktop computer

Signifacant effects

Electronic gadget usage has a complex effect on Grade 11 and 12 TVL/ICT

students’ academic output, with potential for both significant positive and negative

outcomes. While educational integration of gadgets can enhance skills, knowledge, and

performance, excessive or unregulated usage, particularly of social media and games,

correlates with decreased focus, poorer academic scores, health issues, and

procrastination. Balancing educational and non-educational use, promoting responsible

practices, and providing sufficient resources are key to fostering positive academic

outcomes.