GADGET DEPENDENCY ON ACADEMIC PERFORMANCE OF 3RD YEAR COLLEGE OF EDUCATION STUDENTS OF IMMACULADA CONCEPCION COLLEGE

Abstract

This study examines the relationship between gadget dependency and students' academic performance, particularly in terms of screen time management and gadget usage. A previous research has established a negative correlation between these variables, prompting a re-examination of this phenomenon as technology continues to evolve and become an integral part of daily life. Necessary data were collected using a 10-item survey questionnaire based on the Likert Scale, which was distributed to selected respondents—third-year College of Education students at Immaculada Concepcion College. The researchers utilized the Mean formula and the Pearson Correlation Coefficient (r) to analyze the respondents' data and examine the relationship between the two variables. The results indicate a correlation between excessive gadget use and a potential decline in academic performance. Gadgets have a moderate impact on various aspects of an individual’s life. Expanding on the practical implications, the findings suggest that students with higher gadget dependency do not exhibit a significant impact on their academic performance. The results indicate that the computed correlation value falls within the anticipated range of variability, reinforcing the notion that gadget dependency does not does not exert a statistically significant effect on academic performance within the parameters examined in this analysis. This nuanced perspective enhances our understanding of how various aspects of gadget dependency may or may not influence academic outcomes, providing valuable insights for innovation and learning. In terms of examining the impact of gadgets on academic performance, the research indicated that while the use of gadgets had a high extent of impact on communication, it had only an average extent of impact on studying. The findings indicate that students are more likely to be distracted by gadgets during study periods. Analyzing the general weighted average (GWA) across different ranges, the majority of respondents demonstrated moderate academic performance.