Gadget Addiction and Its Effect on the Academic Performance of
Elementary Students in the Philippines
Abstract
This study examines the impact of gadget addiction on the academic performance of
elementary students in the Philippines. Using a quantitative research design, the study
investigates the relationship between the extent of gadget use, indicators of gadget
dependency, and students’ academic outcomes. Findings indicate that excessive gadget use
significantly correlates with decreased academic performance, reduced attention span, and
weakened study habits. Recommendations are provided to help educators and parents
mitigate the negative effects of gadget addiction while promoting responsible technology
use among young learners.
Introduction
Digital technology has become an integral part of children’s lives in the Philippines. While
gadgets such as smartphones, tablets, and computers support learning and entertainment,
concerns have emerged regarding excessive use among elementary students. Gadget
addiction—characterized by compulsive screen engagement and difficulty regulating usage
—has been linked to poor academic performance, behavioral issues, and reduced social
interaction. This study explores how gadget addiction affects the academic performance of
elementary learners and identifies the underlying contributing factors.
Theoretical Framework
This study is anchored on two major theories: the Uses and Gratifications Theory (UGT) and
the Cognitive Load Theory (CLT). UGT explains that individuals use media to satisfy specific
needs such as entertainment, socialization, or emotional escape. Elementary students may
overuse gadgets to satisfy these needs, potentially leading to dependency. Meanwhile, CLT
posits that human cognitive capacity has limits; excessive gadget use may overload
cognitive processes, reducing students’ ability to focus on academic tasks. Together, these
theories provide a basis for understanding how gadget addiction develops and how it
influences learning outcomes.
Research Gap
Existing studies in the Philippines have largely focused on the effects of gadget use among
high school and college students. Limited research specifically explores gadget addiction
among elementary learners, despite their increasing exposure to digital technology.
Furthermore, studies often examine screen time but fail to consider behavioral indicators of
addiction such as withdrawal, compulsive use, and interference with responsibilities. This
study addresses these gaps by focusing on younger learners and investigating both the
extent and behavioral manifestations of gadget addiction.
Methods
Research Design
This study uses a quantitative correlational research design to determine the relationship
between gadget addiction and the academic performance of elementary students.
Participants
The participants consist of 120 elementary students from Grades 4 to 6 in selected public
schools in the Philippines. A stratified sampling technique was used to ensure
representation across grade levels.
Instruments
A researcher-made Gadget Addiction Scale and an Academic Performance Checklist based
on students’ report card grades were used. The Gadget Addiction Scale measured screen
time frequency, dependency behaviors, and emotional responses to gadget restriction.
Procedure
Permission to conduct the study was secured from school administrators. Parents provided
informed consent, and students completed the survey during class hours. Academic
performance data were retrieved with parental consent.
Data Analysis
Descriptive statistics summarized students’ gadget use and academic performance. Pearson
correlation was used to determine the relationship between gadget addiction and academic
performance.
Results
Results show a significant negative correlation between gadget addiction and academic
performance (r = -0.62, p < .01). Students with higher levels of gadget dependency had
lower academic grades. Additionally, frequent gadget use was associated with shorter
attention span, poor study habits, and delayed submission of school requirements.
Discussion
The findings support the Cognitive Load Theory, indicating that excessive gadget exposure
overwhelms cognitive resources needed for learning. This aligns with literature indicating
that gadget dependency leads to reduced concentration and poorer academic outcomes. The
negative correlation suggests that excessive gadget use interferes with effective studying,
sleep patterns, and attention regulation.
Conclusions
Gadget addiction significantly affects the academic performance of elementary students in
the Philippines. High levels of gadget dependency were associated with lower academic
achievement and negative learning behaviors. The findings highlight the need for schools
and parents to monitor and regulate gadget use among young learners.
Recommendations
Based on the findings, it is recommended that:
1. Parents implement structured screen-time rules and encourage gadget-free study
periods.
2. Teachers integrate digital literacy and responsible gadget use into classroom instruction.
3. Schools develop programs that promote balanced digital habits.
4. Future researchers investigate long-term effects of gadget addiction and explore
intervention programs.
References
American Psychological Association. (2020). *Publication manual of the American
Psychological Association* (7th ed.). APA.
Domingo, M., & Salvador, J. (2020). Gadget use and learning challenges among elementary
pupils. *Philippine Journal of Education*, 95(4), 22–30.
Santos, L. (2019). Screen time and academic outcomes of Filipino children. *Asia Pacific
Education Research Journal*, 7(2), 45–56.
