THE IMPACT OF GADGETS IN LEARNING AMONG GRADE 11 STUDENTS JOHANN CEASAR B. MENORCA GIO ANGELO G. IDOS RAFAEL JOHN M. MANANGAN JERELYN A. PATACSIL Urdaneta City National High School Senior High School Urdaneta City November 2017 THE IMPACT OF GADGETS IN LEARNING AMONG GRADE 11 STUDENTS A Research Paper Presented to the Faculty of Senior High School Science, Technology, Engineering and Mathematics (STEM) Strand Urdaneta City National High School In Partial Fulfillment of the Requirements for the Subject Research in Daily Life 2 Johann Ceasar B. Menorca Gio Angelo G. Idos Rafael John M. Manangan Jerelyn A. Patacsil November 2017 APPROVAL SHEET In partial fulfillment of the requirements for the subject Research in Daily Life 2, this research paper entitled “THE IMPACT OF GADGETS IN LEARNING AMONG GRADE 11 STUDENTS” prepared and submitted by Johann Ceasar B. Menorca, Gio Angelo G. Idos, Rafael John M. Manangan, and Jerelyn A. Patacsil, is hereby approved and accepted. MADONNA J. PALAGANAS Critic Reader LEAH L. OLUA, Ph.D. Teacher PANEL OF EXAMINERS KATHY C. BENAVENTE Chairman KAREN C. CALIM Member BRUCE MARVIN M. RUARO Member Approved and accepted in partial fulfillment of the requirements for the subject Research in Daily Life 2. LEAH L. OLUA, Ph.D. Subject Group Head, STEM ACKNOWLEDGEMENT The researchers 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 their teacher, Dr. Leah L. Olua, for her guidance and technical support and the golden opportunity to contribute to the society; To the panel of examiners, Ma’am Kathy C. Benavente, Ma’am Karen C. Calim, and Sir Bruce Marvin M. Ruaro, for their constructive criticisms and suggestions that we need to further improve this research; To their friends, for their kind gestures and moral support that played a great role reminding the researchers to always have a positive mind; To their families and relatives, for their financial support, love and guidance that helped them in their desperate times; and Above all, to the LORD ALMIGHTY, who’s there to always listen and give support and love, and has given them strength to accomplish this project. To all of them, this humble work is dedicated. J.C.B.M. G.A.G.I. R.J.M.M. J.A.P. ABSTRACT Researchers: Johann Ceasar B. Menorca Gio Angelo G. Idos Rafael John M. Manangan Jerelyn A. Patacsil Institution: Urdaneta City National High School Track: Academic Track Strand: Science, Technology, Engineering and Mathematics Adviser: Leah L. Olua, Ph.D. Title of Study: THE IMPACT OF GADGETS IN LEARNING AMONG GRADE 11 STUDENTS The main objective of this study was to determine the impact of gadgets in learning among Grade 11-STEM students at Urdaneta City National High School during the school year 2017-2018. It looked into the frequency of use of the gadgets in learning which are cellphones, computers, and tablets and the the impact of gadgets in learning 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 Urdaneta City National High School, Urdaneta City which included 70 Grade 11 student respondents who are enrolled in the Science, Technology, Engineering and Mathematics (STEM) strand during the school year 2017-2018. This study made use of the quantitative research design with the questionnaire as the main gathering tool. The data were tabulated into a contingency table and treated with the proper statistical measures. For problem number 1 and 2, the Average Weighted Mean method was used; a four-point scale and five-point scale Likert scale was used in the analysis. The problem number 3 and the null hypothesis were tested for its significance using the Pearson Product Correlation method. 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. Chapter 1 INTRODUCTION This chapter serves as an introductory chapter. It contains the Background of the Study, Statement of the Problem, Scope and Delimitation, Significance of the Study and Definition of Terms. 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 professional career. Technology is becoming a major part of the world today. It has developed and become more central to learning. The researchers want to know the impact of gadgets in students’ learning. It is along this rationale that this study will be conducted. Statement of the Problem This study determined the impact of gadgets in learning to Senior High School students during the 1st semester, S.Y. 2017-2018. Specifically, it answered the following sub-problems: 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? Hypothesis 1. 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 11 Science, Technology and Engineering, Mathematics (STEM) of Urdaneta City National High School, S.Y. 2017-2018. It was delimited to the two sections of the STEM classes namely Descartes and Tesla. Significance of the Study This study determined the impact of gadgets in students’ learning in Urdaneta City 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. School Administrator. This study may be included in school policy. Re: The use of technology in the classroom. Future Researchers. This study may help future researchers on their own research. They may widen the scope of their own study or improve this research study. Definition of Terms To make the study easier to understand, the following terms are defined operationally and/ or lexically: 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. Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter contains the literature and studies related to the impact of gadgets in learning. Related Literature Gadgets A gadget is a small tool or device with a specific useful purpose and function. Gadgets tend to be more unusual or cleverly designed than normal technology. In today’s life, tasks are maximized with the use of modern gadgets. It is easier to accomplish daily tasks and people are also able to do work with efficiency. One cannot even dare to imagine life without smart phones, cell phones, laptops, tablets, iPods and so on (Tech Crates, 2012). Today’s gadgets are one of the ways to make life more comfortable and easier. Shy (2010) says that no one can deny the fact that gadgets have not only simplified the lives of people but also made them more comfortable and luxurious. Indeed, these gadgets really made a huge impact in people’s lives and became part of it. Gadgets used in Learning According to Gammuac (2013), today’s classrooms are equipped with the latest technology to enhance instruction. Smartphone use in the classroom is still somewhat controversial, but the Calgary Board of Education actually encourages it as a learning tool. In an interview with CTV, Queen’s University National Scholar and Associate Professor Sidneyeve Matrix compared the situation to when calculators were first used by students in the classroom. “We had a whole new level of computational skill, and now we’re going to have a whole new level of mobile digital skills when we turn to mobile learning on the handhelds.” Technology users are moving towards being more mobile, and teachers and students are a significant part of that trend. On 2013, Lenovo, the world’s top PC vendor reported that they sold more smartphones and tablets than PCs for the first time ever. Calgary-based SMART Technologies’ SMART Boards are popular with both teachers and students. Teachers can project presentations onto the SMART Boards and they can write, touch and interact with their content. Document cameras are also a fun way for teachers to show students new and interesting ways of looking at objects. Whether they are zooming in on the smaller details of a 3D object, or observing science experiments, students can share an equal view of the lesson – without crowding the teacher’s desk. Whether a student is listening to his own music while studying, or a teacher is playing an audio book to her students, mp3 players are an increasingly common sight in schools. Both teachers and students can make full use of mp3 players in their school activities (Gammuac, 2013). Related Studies New media technologies and a number of important studies were conducted in the 2000’s on the impact of children’s intellectual development, and various aspects of using such technologies. Many researches were conducted aimed to organize understanding the change that took place by using these technologies, and to explore the conversion in children’s behavior and focused to discover-what extent children feel aggression, and how they react by using these modern technologies e.g. video games, mobile phones with various applications embedded using via Internet with Wi-Fi connections video games consoles and internet. Providing computers to schools increases the technology skills of teachers and students in both the developed and the developing world. Laptop programs increase students' engagement with academic work and school, improve technology skills, and have positive effects on students' writing. Research in many nations suggests that laptop programs will be most successful as part of comprehensive initiatives that also address changes in education goals, curricula, teacher training, and assessment (Zucker & Light 2009). An analysis of effective technology use for at-risk students found that simply replacing teachers with computer-based instruction typically yields no learning benefits. Rather, blending leads to higher engagement and learning gains (Darling-Hammond et al., 2014). Gross (2009) described in his article that people are very frequent in use of media and modern technologies in communication at home or at work and feel hard to survive in the absence of modern means of communications. With the advent rapid new technologies; digital societies are shaping all across and people are relying mainly on these resources from information, education, and entertainment to social interaction. The same are shaping social attitude in dealing with each other. The reformed digital cultures and multi resources of communications have severe effects on human beings especially on children; who have the immediate capacity of learning. Technologies usability among youngsters and adolescent such as TV, Internet, mobile phones are common particularly in developed countries (Gross, 2009). Technology enhanced learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of both individuals and organizations. It is therefore an application domain that generally covers technologies that support all forms of teaching and learning activities. Since information retrieval (in terms of searching for relevant learning resources to support teachers or learners) is a pivotal activity in TEL, the deployment of recommender systems has attracted increased interest. This chapter attempts to provide an introduction to recommender systems for TEL settings, as well as to highlight their particularities compared to recommender systems for other application domains (Koper et al., 2010). One study that was conducted to determine whether Wiki technology would improve students’ writing skills in a college English as a foreign language writing class showed benefits to using Wiki technology. Students were invited to join a Wiki page where they would write and 5 post passages and then read and respond to the passages of their fellow classmates. Students participating in the study reported that their receiving immediate feedback from the instructor was a benefit of using this form of technology. Students in the study also reported learning vocabulary, spelling, and sentence structure by reading the work of their classmates (Lin & Yang, 2011). Another study found that integrating technology and peer-led discussions of literature can produce increased student engagement and motivation. Technology used in these small group discussions of literature includes wikis, online literature circles, and online book clubs. With these technologies, students were able to connect with readers from other schools, states, and even other countries. This type of technology is an assessable and motivational way to expose students to other ideas and cultures. These online literature discussions have the ability to create a sense of community and foster positive social interaction (Coffey, 2012). The use of technology in education has significantly aided students in performing their school-related tasks. Clegg and Bailey (2008) assert that with the utilization of mobile devices such as laptops and tablet computers, the learning process for the students become more fun and conducive due to the user-interactivity and appealing visuals present in these learning tools. Additionally, a vast collection of learning games and applications exist for these mobile devices, and as a matter of fact, there are about 96,000 educational applications available (App Store Metrics, 2013). The data collected by Apps in Education (2012) confirmed that the subject areas covered by these applications include Mathematics, Sciences, Grammar and Spelling and Arts and Humanities (Clegg & Bailey, 2008). In the Philippines, President Benigno Aquino announced during the launch of the country’s K-12 curriculum that the government eyes the use of tablet computers in public schools in lieu of traditional textbooks (Enterprise Innovation, 2012). Furthermore, there exist various programs by the government, nongovernment organizations and private corporations in the Philippines that aim to provide one laptop computer per child. With the presence of laptops in the classrooms, students become more engaged and involved in school-related activities (Oquias, 2011). 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 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. Research Paradigm Independent Variable Frequency of Use of Gadgets Dependent Variable Impact of Gadgets in Learning Chapter 3 METHODOLOGY This chapter presents the research methodology which includes the research design used in conducting the study. It also includes the sources of data, locale of the study, population/sampling, and the instrumentation and data collection. Research Design This study used the quantitative research design. Quantitative research design was used to collect and gather information about the impact of gadgets in learning. Quantitative research design was used to describe and to test relationships between objects. It was also presented in numerical form, and analyzed through the use of statistics. It focused on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon. This research design was used by giving questionnaires to the respondents of this study. Sources of Data The data were gathered from eighty-nine (89) students of the Science, Technology & Engineering & Mathematics (STEM) strand of the Urdaneta City National High School. Locale of the Study The locale of the study was in the Senior High School of Urdaneta City National High School (UCNHS). Population/ Sampling The study was conducted on the total population of Science, Technology, Engineering and Mathematics (STEM) students who were enrolled in the S.Y. 2017-2018 which is equivalent to eighty-nine (89). Table 1: Distribution of Respondents Sections of STEM Number of Actual Number of Strand Students Respondents Descartes 45 45 Tesla 44 44 Total 89 89 Instrumentation and Data Collection The instrument used in gathering the data was a questionnaire. The questionnaire was prepared by the researchers. Quantitative research questionnaire was used to gather the data and information about the impact of gadgets in learning. Statistical Tool Different statistical tools were used to determine the impact of gadgets in learning. The frequency of use of gadgets and the impact of gadgets in learning were determined using the Average Weighted Mean method (AWM). In interpreting the computed AWM point obtained, the formula is as follows, AWM = FX / N where AWM = Average Weighted Mean F = Frequency X = Weighted Value N = total number of respondents’ For the Frequency of Use of Gadgets, this was the scale: Scale Average Weighted Mean Descriptive Interpretation 5 4.21- 5.00 Always 4 3.41- 4.20 Very Often 3 2.61- 3.40 Sometimes 2 1.81- 2.60 Seldom 1 1.00- 1.80 Never For the Impact of Gadgets in Students’ Learning, this was the scale: Scale Average Weighted Mean Descriptive Interpretation 4 3.26- 4.00 High Impact 3 2.51- 3.25 Moderate Impact 2 1.76- 2.50 Slight Impact 1 1.00- 1.75 Low Impact For the relationship between the frequency of use and impact of gadgets in learning, Pearson Correlation Coefficient was used. The computed value was interpreted using the scale below. Value Descriptive Value Interpretation -0.80 to -1.00 Strong Correlation 0.80 to 1.00 -0.50 to -0.79 Moderate Correlation 0.50 to 0.79 -0.20 to -0.49 Weak Correlation 0.20 to 0.49 0 to -0.19 No Correlation 0 to 0.19 Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter describes the analysis of data followed by the discussion of the research findings. The finding can relate to the research questions that guided the study. Table 2: Frequency of Use of Gadgets in Students’ Learning Gadget Average Weighted Mean Descriptive Interpretation Cellphone 4.56 Always Computer 3.18 Sometimes Tablet 2.18 Seldom The results of the survey conducted showed that Cellphones were always used by the students in learning with an Average Weighted Mean of 4.56. Computers were sometimes used by students with an Average Weighted Mean of 3.18 and Tablets were seldom used by students with an Average Weighted Mean of 2.18. Table 3 and 4 presented the tabulation of the impact of use of gadgets in learning among Grade 11-STEM students with the corresponding weighted mean (WM) and the descriptive interpretation (DI) of each indicators including the average weighted mean (AWM) of each area. Table 3: Positive Impact of Gadgets in Students’ Learning Indicators 1. I am able to stimulate my senses and imagination better. 2. I am encouraged to develop my analytical skills. 3. I am more creative. 4. I am more knowledgeable in using computers. 5. I am able to relieve stress and use it for entertainment purposes. 6. My hand – eye coordination improved. 7. My mathematical skills improved. 8. I am having more fun learning. 9. I can research topics easier. 10. I can search for information anywhere. AWM WM 3.01 2.99 2.88 3.00 DI MI MI MI MI 3.09 MI 2.62 2.30 3.20 3.51 3.57 3.02 MI SI MI HI HI MI The positive indicators arranged in order according to their weighted mean and descriptive interpretation are as follows: “I can search for information anywhere” (WM = 3.57, DI = HI), “I can research topics easier” (WM = 3.51, DI = HI), “I am having more fun learning” (WM = 3.20, DI = MI), “I am able to relieve stress and use it for entertainment purposes” (WM = 3.09, DI = MI), “I am able to stimulate my senses and imagination better” (WM = 3.01, DI = MI), “I am more knowledgeable in using computers” (WM = 3.00, DI = MI), “I am encouraged to develop my analytical skills” (WM = 2.99, DI = MI), “I am more creative” (WM = 2.88, DI = MI), “My hand – eye coordination improved” (WM = 2.62, DI = MI), and “My mathematical skills improved” (WM = 2.30, DI = SI). This indicates that the use of gadgets extends the ability of students to search information, develop and entertain their selves with its features like the internet, student-friendly websites and educational applications. Table 4: Negative Impact of Gadgets in Students’ Learning Indicators 1. I am more likely to procrastinate. 2. I am spending less time outdoors. 3. I am more short-tempered towards my classmates and teachers. 4. I am having difficulty concentrating on my studies. 5. I am having problems socializing with my friends and classmates. 6. I am more reliant to plagiarism. 7. My hand writing became worse. 8. I am too lazy to go to school. 9. I am having trouble falling asleep. 10. I sleep less than usual. AWM WM 2.63 2.74 DI MI MI 2.01 SI 2.35 SI 1.94 SI 1.73 1.78 1.66 2.26 2.57 2.17 LI SI LI SI MI SI The negative indicators arranged in order according to their weighted mean and descriptive interpretation are as follows: “I am spending less time outdoors” (WM = 2.74, DI = MI), “I am more likely to procrastinate” (WM = 2.63, DI = MI), “I sleep less than usual” (WM = 2.57, DI = MI), “I am having difficulty concentrating on my studies” (WM = 2.35, DI = 2.35), “I am having trouble falling asleep” (WM = 2.26, DI = SI), “I am more short-tempered towards my classmates and teachers” (WM = 2.01, DI = SI), “I am having problems socializing with my friends and classmates” (WM = 1.94, DI = SI), “My hand writing became worse” (WM = 1.78, DI = SI), “I am more reliant to plagiarism” (WM = 1.73, DI = LI), and “I am too lazy to go to school” (WM = 1.66, DI = LI). This indicates that the students often get distracted by gadgets instead of doing such things much important and more beneficial to them and on their studies. Table 5: Impact of Gadgets in Students’ Learning Impact Average Weighted Mean Descriptive Interpretation Positive 3.02 Moderate Impact Negative 2.17 Slight Impact Based on the survey conducted by the researchers, the results showed that the use of gadgets in learning has a Moderately Positive Impact in the students’ learning with an Average Weighted Mean of 3.02. It also shows that the use of gadgets in learning has a Slightly Negative Impact with an Average Weighted Mean of 2.17. Table 6: Relationship between Frequency of Use and Impact of Gadgets positive frequency negative Pearson Correlation .139 .162 Sig. (2-tailed) .194 .130 89 89 N The result of the Pearson Correlation showed that there was no correlation on both positive impact with 0.139 and negative impact with 0.162 between the frequency of use and the impact of gadgets in learning. Graph 1: Pearson Correlation between Frequency of Use and Positive Impact Graph 2: Pearson Correlation between Frequency of Use and Negative Impact This indicates that the frequency of use does not affect the impact of gadgets in students’ learning. Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents the summary of findings, conclusions, and recommendations based from the findings undertaken by the researchers from the study entitled “The Impact of Gadgets in Leaning among Grade 11 Students”. Summary The main purpose of the study was to determine the impact of gadgets in learning among Grade 11-STEM students at Urdaneta City National High School during the school year 2017-2018. It sought answers to the following problems: 1. the frequency of use of the following gadgets in learning: cellphone, computer, and tablet; 2. the impact of gadgets in learning as perceived by the students; 3. the significant relationship between the frequency of use and the impact of gadgets. The study was conducted at Urdaneta City National High School, Urdaneta City which included 70 Grade 11 student respondents who are enrolled in the Science, Technology, Engineering and Mathematics (STEM) strand during the school year 2017-2018. This study made use of the quantitative research design with the questionnaire as the main gathering tool. The data were tabulated into a contingency table and treated with the proper statistical measures. For problem number 1 and 2, the Average Weighted Mean method was used; a four-point scale and five-point scale Likert scale was used in the analysis. The problem number 3 and the null hypothesis were tested for its significance using the Pearson Product Correlation method. Conclusions Relative to the analyses and interpretation of data, the following conclusions were drawn: 1. Cellphones were always used by the students, computers were sometimes used by the students and tablets were seldom used by the students in learning. 2. The use of gadgets has a moderately positive impact in learning because of its features that extend the ability of the students to do more things but it also has a slightly negative impact because students are most likely to be distracted by it. 3. There was no significant correlation between the frequency of use and the impact of gadgets which means the frequency of the use of gadgets does not affect its impact but instead, it was based on how we use it. Recommendations With all of the foregoing analysis, interpretation, and conclusions of this study, the following are strongly recommended for possible course of action. 1. Future researchers can conduct a similar study and improve some flaws. 2. Another research should be conducted as follow-up study to investigate further the impact of gadgets in learning. 3. Future researchers can use this study for references. BIBLIOGRAPHY A. BOOKS Bell, P., & Winn, W. (2000). Distributed cognitions, by nature and by design. In D. Jonassen, & L. S. M., Thoretical Foundations of Learning Environment (pp. 123-145). New Jersey: Lawrence Erlbaum Associates, Inc. Coffey, G. (2012). Literacy and Technology: Integrating Technology with Small Group, Peer-led Discussions of Literature. International Electronic Journal of Elementary Education, 4(2), 395-405. Lin, W., & Yang, S. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2), 88-103. B. INTERNET SOURCES Abdullayev, Orxan. Introduction of Essay about Technology. Retrieved from: https://essayforum.com/essays/introduction-technology-48784/ on February 17, 2017. Emerging Theories of Learning and the Role of Technology. Retrieved from:https://sites.google.com/a/boisestate.edu/edtechtheories/Home/emer ging-theories-of-learning-and-the-role-of-technology on February 24, 2017. Essay on Modern Technology. Retrieved from: http://www.studymode.com/ essays/Modern-Gadgets-48092808.html on February 17, 2017. Gammuac, Heidi. Classroom Gadgets – Using Technology to Enhance Learning. Retrieved from: http://calgaryherald.com/technology/classroomgadgets-using-technology-to-enhance-learning on February 17, 2017. Impact of Modern Technologies on Youngsters. http://uniofbeds.wikidot.com on March 11, 2017. Retrieved from: Koper, Hendrik, Drachsler, Manouselis, Vuorikari, Hammel. Retrieved from: https://link.springer.com on March 16, 2017. Macasaet, Rufino. Uplifting Education in the Philippines Through Technology. Retrieved from: https://www.academia.edu/4954448/ Uplifting_Education_in_the_Philippines_Through_Technology_Report on March 16, 2017. Vega, Vanessa. Technology Integration Research Review: Annotated Bibliography. Retrieved from: https://www.edutopia.org/technologyintegration-research-annotated-bibliography#meansh on October 21, 2017 APPENDIX A Letter to the Principal ___________________ DR. ALEXANDER A. PATACSIL Principal IV Urdaneta City National High School Urdaneta City THRU: LARINA G. TABORDA OIC-Asst. Principal for Academics Sir: We, the Grade 12-STEM students, are currently enrolled in the subject Research in Daily Life 2. We are presently working on a research entitled, “The Impact of Gadgets in Learning among Grade 11 Students” Anent to this, we would like to ask permission to give questionnaires among selected Grade 11 STEM students. The results of this study will serve as frame of reference on the impact of gadgets in learning. Your most favorable approval is highly anticipated. Thank you. Very truly yours, Johann Ceasar B. Menorca Gio Angelo G. Idos Rafael John M. Manangan Jerelyn A. Patacsil Noted: LEAH L. LIWANAG-OLUA, Ph. D. Research Teacher Recommending Approval: LARINA G. TABORDA OIC-Asst. Principal for Academics Approved: ALEXANDER A. PATACSIL, D.A., Ph. D. Principal IV APPENDIX B Letter to the Subject Group Head ____________________ (date) LEAH L. OLUA Ph.D. Subject Group Head, STEM Urdaneta City National High School Urdaneta City Madam: We, the Grade 12-STEM students, are currently enrolled in the subject Research in Daily Life 2. We are presently working on a research entitled, “The Impact of Gadgets in Learning among Grade 11 Students.” Anent to this, we would like to ask permission to give questionnaires among selected Grade 11 STEM students. The results of this study will serve as frame of reference on the impact of gadgets in learning. Your most favorable approval is highly anticipated. Thank you. Very truly yours, Johann Ceasar B. Menorca Gio Angelo G. Idos Rafael John M. Manangan Jerelyn A. Patacsil Noted: LEAH L. LIWANAG-OLUA, Ph. D. Teacher Approved: ALEXANDER A. PATACSIL, D.A., Ph. D. Principal IV APPENDIX C Questionnaire I. Respondent’s Profile Name: ________________________ Section: Descartes Tesla Male Female Age: Sex: Put a check (✓) on the appropriate box that corresponds to your answer. II. Usage of Gadget. 1. How often do you use gadgets (cellphones, computers, and tablets) per day? Cellphones Computer Tablets III. Impact of gadget in student’s learning 2. What is the impact of using these gadgets in your learning? 4 – High Impact 3 – Moderate Impact 2 – Slight Impact 1 – Low Impact When I use my gadget….. 4 3 2 1 4 3 2 1 1. I am able to stimulate my senses and imagination better. 2. I am encouraged to develop my analytical skills. 3. I am more creative. 4. I am more knowledgeable in using computers. 5. I am able to relieve stress and use it for entertainment purposes. 6. My hand – eye coordination improved. 7. My mathematical skills improved. 8. I am having more fun learning. 9. I can research topics easier. 10. I can search for information anywhere. When I use my gadget ….. 1. I am more likely to procrastinate. 2. I am spending less time outdoors. 3. I am more short-tempered towards my classmates and teachers. 4. I am having difficulty concentrating on my studies. 5. I am having problems socializing with my friends and classmates. 6. I am more reliant to plagiarism. 7. My hand writing became worse. 8. I am too lazy to go to school. 9. I am having trouble falling asleep. 10. I sleep less than usual. CURRICULUM VITAE A. PERSONAL DATA Name : Johann Ceasar B. Menorca Home Address : Camanang Riverside, Urdaneta City, Pangasinan Email Address : johieemenorca@gmail.com Date of Birth : September 7, 1999 Place of Birth : Urdaneta City Pangasinan Nationality : Filipino Religion : Born Again Christian Father’s Name : Ceasar V. Menorca Mother’s Name : Maria Naida B. Menorca B. ACADEMIC BACKGROUND Elementary : Holy Gem and Scepter Academy Urdaneta City Junior High School : Urdaneta City National High School Urdaneta City Senior High School : Urdaneta City National High School Urdaneta City Strand : Science, Technology, Engineering and Mathematics CURRICULUM VITAE A. PERSONAL DATA Name : Gio Angelo G. Idos Home Address : Anonas Cattle Market Urdaneta City, Pangasinan Email Address : idos.oig@gmail.com Date of Birth : November 15, 1999 Place of Birth : Urdaneta City, Pangasinan Nationality : Filipino Religion : Roman Catholic Father’s Name : Rufino I. Idos Sr. Mother’s Name : Laira G. Idos B. ACADEMIC BACKGROUND Elementary : Anonas Elementary School Urdaneta City Junior High School : Anonas National High School Urdaneta City Senior High School : Urdaneta City National High School Urdaneta City Strand : Science, Technology, Engineering and Mathematics CURRICULUM VITAE A. PERSONAL DATA Name : Rafael John M. Manangan Home Address : #3 Manzano St. Urdaneta City, Pangasinan. Email Address : rafael.manangan12@gmail.com Date of Birth : July 30, 1999 Place of Birth : Urdaneta City, Pangasinan Nationality : Filipino Religion : Roman Catholic Father’s Name : Archimedes A. Manangan Mother’s Name : Maria Leah M. Manangan B. ACADEMIC BACKGROUND Elementary : Urdaneta I Central School Urdaneta City Junior High School : Urdaneta City National High School Urdaneta City Senior High School : Urdaneta City National High School Urdaneta City Strand : Science, Technology, Engineering and Mathematics CURRICULUM VITAE A. PERSONAL DATA Name : Jerelyn A. Patacsil Home Address : Blk 1, Lot 3, Teachers’ Ville, Mabanogbog, Urdaneta City Email Address : jerelynpatacsil@yahoo.com Date of Birth : December 7, 1999 Place of Birth : San Carlos Hospital Nationality : Filipino Religion : Iglesia ni Cristo Father’s Name : Jerry J. Patacsil Mother’s Name : Jovelyn A. Patacsil B. ACADEMIC BACKGROUND Elementary : Urdaneta I Central School Urdaneta City Junior High School : Urdaneta City National High School Urdaneta City Senior High School : Urdaneta City National High School Urdaneta City Strand : Science, Technology, Engineering and Mathematics