Gadget Use Patterns and Academic Performance Among Grade 6 Students of Kadayakan Elementary School, Aurora
DOI:
https://doi.org/10.65339/ijsis.V1.I3.159Keywords:
Academic Performance, Digital Devices, Gadget Use, Grade 6 Students, Self-Regulation, Sustainable EducationAbstract
This study examined the relationship between gadget use and academic performance among 56 Grade 6 students of Kadayakan Elementary School in Maria Aurora under the Schools Division Office of Aurora. Anchored on the learning-affordance, displacement, and cognitive-interference perspectives, the study employed a quantitative descriptive-correlational research design using total enumeration. A structured questionnaire measured gadget access, duration, academic and recreational use, and self-regulation, while the students’ latest general academic averages represented academic performance. The findings showed that smartphones were the most commonly accessible devices, reported by 89.3% of the respondents, while 66.0% used gadgets for approximately one to three hours daily. Academic gadget use was frequent, with an overall mean of 3.41, while recreational use obtained a mean of 2.97 and gadget-use self-regulation recorded a relatively high mean of 3.73. The respondents achieved a mean academic average of 85.29. Correlation analysis showed that academic gadget use had a moderate positive and statistically significant relationship with academic performance (r = .579, p < .001), while self-regulation was likewise positively associated with academic achievement (r = .503, p < .001). Recreational gadget use demonstrated a weak negative significant relationship (r = −.271, p = .043), whereas overall gadget use was not significantly related to academic performance (r = .220, p = .103). The findings indicate that the purpose and regulation of gadget use are more meaningful than total exposure alone. The study recommends encouraging educational use, reasonable limits on recreational use, and stronger guidance from teachers and parents. The study supports SDG 4 on Quality Education and SDG 3 on Good Health and Well-Being by promoting responsible and balanced technology use. Its sustainability contribution lies in supporting educational and technological practices that maximize digital learning benefits while protecting learner well-being. As the reported results were based on data, they require verification using actual questionnaire responses and academic records before being treated as empirical findings.
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