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Academic Performance and Use of Electronic Gadgets Essay

Development in the world is expanding to new levels. Let it be anything, technology has made things more knowledgeable and convenient. Today, the world has turned into a world of electronic gadgets. The electronic gadgets have advanced in various ways. Today, you will find gadgets that fulfill your everyday needs. These gadgets can be anything from a grinder to a camcorder to a laptop.

The origins of the word “gadget” trace back to the 19th century. According to the Oxford English Dictionary, there is anecdotal evidence for the use of “gadget” as a placeholder name for a technical item whose precise name one can’t remember since the 1850s; with Robert Brown’s 1886 book Spunyarn and Spindrift, A sailor boy’s log of a voyage out and home in a China tea-clipper containing the earliest known usage in print. These can be given as gifts to boys as well as girls. You can gift a play station or any game to a school going boy on his birthday or any occasion. A college going boy can be gifted a laptop or a handy cam, whichever is important and useful to him. Videos are not only created for college projects but, today they can also be created during family or friends. Get-togethers or some family functions.

They store family memories for years which can be watched whenever you feel like watching them. Gadgets like cellular phones are used on a daily basis to communicate with your near and dear ones. You can also gift it to them. In the software industry, “Gadget” refers to computer programs that provide services without needing an independent application to be launched for each one, but instead run in an environment that manages multiple gadgets. There are several implementations based on existing software development techniques, like JavaScript, form input, and various image formats It is on this situation that the researcher was intended to conduct an investigation to identify the perception of secondary students about the use of electronic gadgets, the advantages, disadvantages and effects as well. Statement of the Problem

The main purpose of this study is to determine the academic performance and use of electronic gadgets among secondary students of CSULS S.Y: 2012-2013. In addition, the advantages, disadvantage and effectiveness of these problems were also determined. This is done through descriptive survey using questionnaire to be answered by students of CSULS. Specifically, the survey will answer the following questions:

1. What is the profile of CSULS students in terms of:

a. Age
b. Gender
c. Year and Section
d. Academic Performance
e. Monthly Income

2. What are the different electronic gadgets that are used by CSULS students? 3. Does the frequent use of electronic gadgets affects and influences students’ academic performance? 4. Is there any relationship between the profile and the kind of electronic gadget used by CSULS students?

Significance of the Study

The result of this research study determined the academic performance and the use of electronic gadgets among secondary students of CSULS; S.Y 2012- 2013. In that way, one will have an idea on what teenage magazine shall he/she use.

The Parents, this research would tell them on what particular electronic gadgets brings usefulness and harm to their children. The Students, themselves will know on what electronic magazine shall be a help and a hindrance for their academic performance.

The Researcher, this research study will aid the students and the parents as well on the limitations of use of electronic gadgets.

Scope and Delimitations

The study is conducted to determine the academic performance and use of electronic gadgets among secondary students of Catanduanes State University Laboratory Schools. From Grade-7 to Fourth year students SY: 2012-2013.

It focuses mainly on the perception of secondary students about the use of teenage magazine during vacant times. It comprises 8 sections namely; 7-Amethyst, 7-Pearl, II- Chrysanthemum, II-Daffodils, III- Platinum, III- Gold, IV- Einstein, IV- Galileo.

The demographic characteristics included in this research are age, gender, year, and section, academic performance and monthly income.

Definition of Terms

* Gadget- the main factor of this study that affects academic performance * CSULS- school where the study was focused
* Respondent – the one who will answer the study
* Academic Performance- performances shown by students regarding academic matters. (Quizzes, Periodic Test, Recitation, etc)
* Secondary Students- scope of the study
* CSU Lab Students referring to all officially enrolled students of CSU Laboratory School

CHAPTER 2
REVIEW OF RELATED LITERATURE & STUDIES

READINGS

* Nabisunsa Girls School – no phones

Grace Kitego, a teacher at Nabisunsa Girls School, says they do not allow students to carry mobile phones because they distract students and impact negatively on their academic performance

* Kiira College Butiki – confiscated

Isaac Tibasima, a teacher at Kiira College Butiki, says the school does not allow students to carry mobile phones because they increase the risk of moral decay.

* Vienna College – times change

Vienna College offers both local and international education curriculums and has an enrolment of both Ugandan and foreign students. Mohammed Kakiika, the headmaster, says they have no option but to accept their students to carry mobile phones to school since they are a necessity for communication.

LITERATURE

Cellphones Affect Academic Performance
By Michael Kanaabi and Vicky Wandawa

A study was conducted by Kanaabi and Wandawa on Aug. 3, 2010 that cellularphones affects the academic performance of students. This study indicates that cellular phones is a huge distraction to one’s attention especially on school hours. Thus, some schools prohibits the use and bringing their cellphones at school. Some of them use phones to call examiners and other students who may have access to examination papers. This is common during national, regional and district examinations. This causes panic and confusion among students because they get varying information from different sources and on many occasions, focus on revising the wrong way, thus failing.

Conceptual Framework

This study is anchored with the theory that those secondary students’ frequency of usage of electronic gadgets of the said sections has an effect on each of their academic performances. This can be proven in their perceptions used as the independent variable and the academic performance as dependent variable.

Figure 1
THE CONCEPTUAL PARADIGM

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Academic Performance

Frequency of usage of electronic gadgets

HYPOTHESES

There is no significant difference between the academic performance and use of electronic gadgets of secondary students of CSULS S.Y: 2012-2013.

RESEARCH DESIGN

The study will use the longitudinal survey design in its attempt to determine, describe and analyze the relationship of each. It tries to find out if the independent variable significantly influences the dependent variable.

References

DiCaprio, N. (1976). The good life: models for a healthy personality. Englewood Cliffs, NJ: Prentice Hall, Inc. “Elizabeth.” (2004, July). Real Pretty [Letter to the editor]. Seventeen, 014. Hager, S. E. (1998). Using self-esteem as a concept for guiding early adolescent females toward healthy eating behaviors: A learning module. (Unpublished Masters of Science thesis, Michigan State University, 1998). McFarland, R. (1988). Coping through self-esteem. New York: The Rosen Publishing Group, Inc. Media Awareness Network. (2004). Beauty and body image in the media. Retrieved November 9, 2004, from http://www.mediaawareness.ca/english/issues/stereotyping/women_and_girls/women_beauty.cfm. Media Awareness Network. (2004). Masculinity and advertising. Retrieved November 9, 2004, from http://www.mediaawareness.ca/english/issues/stereotyping/men_and_masculinity/masculinity_advertising.cfm. Media Awareness Network. (2004). Media and girls. Retrieved November 9, 2004, from http://www.mediaawareness.ca/english/issues/stereotyping/women_and_girls/women_girls.cfm. Media Awareness Network. (2004). Resisting stereotypes and working for change. Retrieved November 9, 2004, from http://www.mediaawareness.ca/english/issues/stereotyping/women_and_girls/wome
n_reform.cfm. 16Meyers, M. (Ed.). (1999). Mediated women: Representations in popular culture. Creskill, NJ: Hampton Press, Inc.

Nachbar, J.G., Lause, K., & Nachbar, J. (1992, October 1). Popular culture: an introductory text. Ohio: Bowling Green University Popular Press. [Excerpt Retrieved November 9, 2004, from http://www.serve.com/shea/stereodf.htm.] Plotnik, R. (2005). Introduction to psychology. (7th ed.). Belmont, CA: Wadsworth Thomson Learning. Waltz, T. (2004, November)


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