Improving the Study Habits of Grade Six Pupils of Payapa Elementary School with Technical Gadgets through Utilization Plan Schemes

Abstract

INTRODUCTION

These days, almost everything starts with a single click. The researcher, being a grade six adviser, observed how technology wins the attention of most of the pupils. Even though the use of gadgets was already proven to be very valuable, the fact that they can also cause harm and negativity is observed. This study would like to focus on the pupils' use of gadgets and how it affects their study habits.

METHODS

To observe the pupils' study habits as regards their gadget usage and academic performance, the researcher adopted the descriptive method. The researcher used questionnaires. In order to obtain valid and reliable answers, weighted mean was used to determine the cases encountered by elementary school teachers in public schools and the factors that affect the academic performance of elementary pupils.

RESULTS

Based on the data gathered, the following were derived: that 84 percent of grade six pupils of Payapa Elementary School owned gadgets; that pupils used their gadgets at home to connect with their friends as the primary reason; they also acknowledged the fact that they used their gadgets to make their assignments and study their lessons; that they also did tend to bring their gadgets to school to communicate with their parents when they are in school.

DISCUSSIONS

Even though certain positive effects of using gadgets are very visible to their studies, such as making it easier for them to answer assignments or allowing them to read books online, overall, it can be observed that using gadgets can affect the pupils' study habits negatively if not controlled or supervised. Pupils noted that an overuse of gadgets made them sleep less or that it annoyed them or made them irritable when use was restricted. To improve the pupils' study habits, a daily schedule can be formatted to guide them in managing time between their studies and gadget utilization.