Along with the rapid growth and change of modern technology, students become more dependent to electronic gadgets around them. Because the students believe in the power of gadgets, they all rely their works in them. As a result, they forget to be responsible in their own way and let themselves be controlled with by all the comforts that the gadgets give them. Unlike before, they allot less time in studying and putting more time in using the gadgets because they have this idea that doing researches and assignments can be easily done because of it.
Modern technology causes irate distraction in the study habits of students. Due to the enormous development of technologies, this era can also be called the Age of Technology. With the purpose of serving in the social, educational, and employment world, technology is becoming the most essential tool (http:// www. Stationmaster’s. Com). Social network sites, online games, video- sharing sites and gadgets, such as pods and mobile phones are now fixtures of youth culture (EUNICE, 201 1). They have so permeated youth lives that it is hard to believe that less than a decade ago, these technologies barely existed.
Modern technologies have altered how youth socialize and learn and that raises a new set of issues that educators, parents, and policy makers should consider. An important question which this paper tries to address is how modern technologies affect academic performance of these children. Technology is an integral part of most children lives, hence it is important to understand the impact it has on academic achievement. Background of the Study Metamorphosis is the only thing that is constant in this world. Everything is subjected to change, whether it’s small or huge.
And these changes have its implementers effects, either good or bad. Technology is a concrete example of those things that are undergoing a huge change. It came from the Greek words: (1. ) Techno, which means “Art, skill, cunning of hand”; and (2. ) a prefix “-loggia. ” This only means that technology is a scientific progression and modification of tools, machines, techniques, systems, and methods of organization which helps in solving pre-existing problems of humans. Today’s youth have unprecedented access to modern technology and use them in expected and unexpected ways.
Youth spend many hours a day using the genealogy, and the vast majority of them have access to Internet, cell phones, smart phone, video games and many more. Recent evidence raises concern about effects on academic performance. This chapter provides an overview of the impact of modern technology on the educational attainment of pupils. The purpose was to examine the relationship between pupils’ usage of technology and academic performance. Within the qualitative research the case study design was adopted. Interviews and focus group discussions were the primary tools used to gather data.
Modern technology has experienced sat expansion in recent years, leading to its extensive use by people from all generations. For a generation of young people, technology has assumed a substantial stake in their social and educational lives. The vast majority of children have access to computers, the Internet, cell phones, video games, and many other forms of modern technology. With the increased role of modern technology in the children lives has come the increased concern about how children might be affected. Technology is changing process and content to the extent that children today are immersed in a world that bounds with information.
The increasing amount of time children spend on modern technology has raised questions about the use of the technology. This chapter provides an assessment of the impact of modern technology on the educational achievement of children. The effective use of Technology in Education has changed the face of education and it has created more educational opportunities. Both teachers and students have benefited from various educational technologies, teachers have learned how to integrate technology in their classrooms and students are getting more interested in earning with technology.
The use of technology in education has removed educational boundaries, both students and teachers can collaborate in real time using advanced educational technologies. Statement of the Problem This study aims to determine the impact of modern gadgets and pupil’s motivation and interest to learn Of Grade VI pupils. Specifically, it sought answers to the following questions: 1 . What is the profile of the modern gadgets: 1. 1 android; 1. 2 smart phone; 2. What are the modern gadgets used to improve the pupil’s academic performance? 2. 1 computer; 2. 2 laptop; 2. Tablet; and 2. 4 mobile phone 3.
What is the extent of modern gadgets: 3. 1 accessibility of information; 3. 2 convenient to use; 3. 3 not time consuming; 3. 4 enjoyment; and 3. 5 learning by doing 4. What is the level of pupil’s improvement in academic performance? 5. Is there a significant relationship between the respondents profile and the use Of modern gadgets? 6. Is there a significant relationship between the pupil’s profile and pupil’s improvement in academic performance? 7. Is there a significant relationship be;en the use of modern gadget and the improvement in academic performance? Hypotheses 1 .
There is no significant relationship between the respondents profile and the use of modern gadgets. 2. There is no significant relationship between the pupil’s profile and improvement in academic performance. 3. There is no significant relationship benzene the use of modern gadgets and the improvement in academic performance Theoretical Framework This study adheres the Richard Mayor’s Cognitive Theory of Multimedia Learning. This theory is the basis for most of the multimedia materials for instructional designs. Cognitive Theory of Multimedia Learning affirmed that earner engages in three important cognitive processes.
Selecting, it is applied to incoming verbal information to yield a text base; and is applied to incoming visual information to yield an image base. Organizing, is applied to the word base to create a verbally based model of the to-be-explained system and is applied to the image base to create a visually based model of to be explained system. Integrating, it occurs when the learner builds connections between corresponding events in verbally based model and the visual based model. Mayor’s Cognitive Theory Of Multimedia concludes that when teaching instruction involves more than one delivery media, or sensory modality, students learn better.
It is conceived that if pupils, with the use multimedia can make works in their own pace, they could possibly learn and retain the concept of their lessons. This explains the education principle ‘ that you see you forget”, “what you see you remember” and “what you do you understand”. Conceptual Framework Independent Dependent Figure 1 Research Paradigm Significance of the Study The findings of this study will benefit the following through the impact of modern gadgets and pupil’s motivation and interest to learn of Grade VI pupils.
To the School Administrator, the outcome of this study will hopefully give idea to the school administrators on how to improve the level of pupil’s academic performance through the use of modern gadgets. To the Principal, the purposed of this study will help in determining the advantages and disadvantages, essential or detrimental, what product of modern gadgets affect the most to pupil’s academic performance. To the Teachers, through the information from this study, they will easily identify pupils who really need help in terms of the improvement of pupil’s academic performance through the use of modern gadgets.
To Parents, they will be given guidance through the limitations of using modern gadgets to improve pupil’s academic performance. To the Learners, the study will help them realize the importance of the use of modern gadgets with limitations, they would give more effort in learning and studying. To the Government, the purposed of this study will help in determining the effect of the advancement of technology to the studying habits of the children. To the Future Researcher, the purposed of this study will benefit and help researcher as their guide.
The study can also open in development of this study. It will serve as basis to other researchers who may be interested to conduct for further investigations and similar nature. Scope and Limitations of the Study The study aims to know the impact of modern gadgets and pupil’s motivation and interest to learn of Grade VI pupils The research will utilize the descriptive design and will employ questionnaire method in the gathering of data. The respondents of this research will be composed of 100% of the total population of selected Elementary schools in Division of Laguna.
The result of the baseline and entire data will be gathered to evaluate the improvement of pupil’s academic performance through the use of modern gadgets. Definition of Terms Age – the length of time during which a being or thing has existed. Sex – either the male or female division of a species. Time – measure of durations of events and the intervals between them. Parent’s educational attainment – to refer to the highest degree of education an individual has completed. Parental Occupation – defined as the main work undertaken by the parent/guardian.
If a parent/guardian has more than one job, report their main job. Monthly family income – is the total compensation received by all family members. C] Technology – is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. It can also refer to the collection Of such tools, including machinery, modifications, arrangements and procedures.
D Study Habits- is a schedule in which you consistently use and perform for learning process. CO Electronic Gadgets- are the instruments which can perform many activities at a time with vast speed & makes the hard work efficient one. LLC Smartened- is a mobile phone designed built on an operating system. It has a more advanced capability and connectivity. It is handy and convenient to use. Its functions are portable media player, high end cameras, GAPS, high resolution touchstones, and web browsers.
Ex: Android, Apple, Blackberry, Leno, Monika etc. D Ebook- is a book-length publication in digital form, consisting of text, images, or both, readable on computers or other electronic devices. Social Networking- site is a platform to build social networks or social relations among people who, for example, share interests, activities, backgrounds, or real-life connections. A social network service consists of a representation of each user (often a profile), his/her social links, and a variety of additional services.
D Wife is a popular technology that allows an electronic device to exchange data or connect to the internet wirelessly using radio waves C GAPS is a space-based satellite navigation system that provides location and time information in all weather conditions, anywhere on or near the Earth where there is an unobstructed line Of sight to four or more GAPS titillates. D Computer an electronic device for storing and processing data, typically in binary form, according to instructions given to it in a variable program. D APS are software applications designed to run on smartness, tablet computers and other mobile devices.
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the review of related literature and studies both foreign and local in which the researcher believes that it holds important bearing in strengthening the pursuit of this study entitled the Impact of Modern Gadgets and pupil’s Motivation and Interest to Learn of Grade VI pupils. Age People aged differently because hereditary endowments, different socio- economic and educational backgrounds and different lifestyles, as a general rule, physical aging precedes mental aging, through the reverse may be true.
When a person grows older he becomes more aware on the nature and kind Of society he lives and the way he interact with others. His environment makes him act, think, and do things as others who surround him do. He does things differently as he use to do it before. Donald Roberts and Lull Foyer (201 2), examine how both media use and media exposure varies with anemographic factors such as age, race and ethnicity, and household socioeconomic status, and with psychosocial variables such as academic performance and personal adjustment in U. S.
They found that young Americans today are so immersed in media that they have become “media multitasking. ” Well over half report using multiple media concurrently “some” or “most” of the time, to the extent that in 2004, eight- to eighteen-year-olds reported media exposure levels (time spent with media content) more than 25 percent higher than media use levels (time spent with media)-?5:48 of lily media use resulting in 7:50 of content exposure. Arguably, the emergence of digital media, their portability, and the kinds of convergence they have enabled are the driving force behind the media multitasking phenomenon.
They conclude that the media gives American youngsters almost instantaneous access to more information than has ever been available to any previous generation-?access that, by the teen years, is generally unsupervised suggests that the scrutiny should be intense. According to Anderson (201 0), Electronic media, particularly television, have long been criticized for their potential impact on children. One area for concern is how early media exposure influences cognitive development and academic achievement.
Heather Kirkland, Ellen Wearable, and Daniel Anderson research provides suggestions for maximizing the positive effects of media and minimizing the negative effects. One focus of the authors is the seemingly unique effect of television on children under age two. Although research clearly demonstrates that well-designed, age-appropriate, educational television can be beneficial to children of preschool age, studies on infants and toddlers suggest that these young children may better understand and learn from real-life experiences than they do from video.
They have found that children under two suffer from a video deficit such that they learn substantially less from video than from comparable real-life experiences. Moreover, weak but nonetheless worrying evidence suggests a negative association between exposures to television younger than age two and later cognitive development. Given the dramatic increase in media now being produced for infants and toddlers, it has become particularly important to understand the effect of media during the first few years of life. They include that the influences can be both for good and for ill.
However, the question is whether society has the ability and will to enhance the positive aspects of media and reduce the negative. According to Wearable (2009), The study has documented a potentially revolutionary phenomenon in American society: the immersion of our very youngest children, from a few months to a few years old, in the world of electronic and interactive media. The impact that this level Of media exposure has on children’s development is unknown, but one thing is certain: it is an issue that demands immediate attention from arenas, educators, researchers and health professionals.
The most significant findings of this study include the following: Many parents see media as an important educational tool, beneficial to their children’s intellectual development, and parent’s attitudes on this issue appear to be related to the amount of time their children spend using each medium; Parents clearly perceive that their children’s TV watching has a direct effect on their behavior, and are more likely to see positive rather than negative behaviors being copied; For parents who are concerned that their children penned too much time with electronic media, there is good news: there appear to be concrete steps parents can take that will impact the amount of time their children spend with media. Turning off the TV in their home when no one is watching getting televisions out of children’s bedrooms, and setting rules about how much time their children can spend with media all appear to make a significant difference in the amount of time children spend in front of a screen. According to Elizabeth (2008), Marie Evans Schmidt and Elizabeth Venerated review research on links between various types of electronic Edie and the cognitive skills of school-aged children and adolescents. One central finding of studies to date, they say, is that the content delivered by electronic media is far more influential than the media themselves.
Key Findings are the following: Videos and DVD’s have become a staple of children’s lives; Many parents have faith in the educational value of electronic media; The vast majority of parents have seen their children imitate behavior from TV, and they are far more likely to see them copy pro-social rather than aggressive behaviors; Listening to music is one of the most popular media activities among young children; Most parents have media- related rules, and the children of parents who report strongly enforcing their rules spend less time watching TV and more time reading. Their finding shows that the influence of electronic media and technology on youthful learning and cognitive development cannot be so neatly summarized. It turns out that content matters. High-quality educational television programs seem to have positive effects for children’s learning, academic skills, and academic engagement. The significance of content probably explains why examinations f the links between total amount of viewing and achievement are not particularly useful (and indeed have resulted in very few links being demonstrated).
The centrality of content has even begun to emerge in examinations of television and attention problems. The author’s research focuses on how Media is used as a third parent or servant. Lot of aspects are important related to media exposure and child behavior. Media exposure affects the improvement’s, nutrition and health and academic achievements of the child. Parent education plays an important role in the behavior modification of the children. Their research showed that a typical child watches 1 5000 to 1 8000 hours Of television by age Of 18 years compared with attending 1 2000 hours of school. They spend more time using media than do engaging in any single activity other than sleeping.
As children spend more total time watching TV, they spend a significantly shorter amount of time with friends and families as compared to those who don’t. In India, there are reports of messaging sexual contents through mobiles among school going adolescents. The media should be encouraged to provide more sexually healthy content. They conclude that Media technology can be used effectively as a teaching tool in school but the results depend on how teachers use the technology and their own comfort level with the media. Attention to television appears to be closely related to the child’s understanding of the contents. Content if designed correctly can enhance learning.
Transfer of learning from TV is possible only if the child understands the contents, remembers it and sees it in relation to the new problem. Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide rater access to information, support learning, motivate students, and enhance their self-esteem. Indeed, researchers have affirmed that computer technology provides abundant opportunities for students to build or modify their personal knowledge through the rich experiences that technology affords. Jordan (2005), demonstrated positive effects of technology on both learning in a content area and learning to use technology itself. They studied the potential of multimedia and hypermedia technologies.
One study, The Reporter Project, used multimedia technology to enhance sixth-grade dents’ information gathering and writing skills. The Reporter Project was developed and tested in sixth-grade classrooms for two years and showed that students made statistically significant improvement in their recognition and use of elements such as main ideas, supporting details, and cause and effect relationships. Their writing was also more cohesive than their control- group peers who were taught using similar materials and sequences but without the use of technology. Findings consistent with these emerged from a meta-analyses conducted by Pearson et al. (2005).
The authors reviewed 20 search studies related to using digital tools and learning environments on middle-school students in the following areas: Strategy Use; Metrification; Reading Motivation; Reading Engagement; Reading Comprehension. He defined digital tools to include a wide range of media forms: images, video and audio clips, hypertext, hypermedia, and Web pages. The majority of studies they found dealt with reading comprehension and vocabulary development. Pearson et al. Concluded that a wide range of digital tools enhance reading comprehension and vocabulary development by providing students access to word pronunciation, word meaning, contextual information, and comprehension scaffolds to guide an individual’s reading. Thus, a strong research base supports the conclusion that technology can enhance all aspects Of literacy development.
There are hundreds Of inventions which have revolutionized human life. Electronic gadgets are prominent among these inventions. They play a vital role in our lives. The electronic gadgets which we use daily consist of lights, televisions, computers, fans, A/CSS, refrigerators, telephones, cell phones, etc. Life would have been very difficult without these inventions. Steve Jobs, the pioneer of Apple Inc an be a billionaire even once he just an undergraduate student in college. This shows that gadget is one of the craziest things people would buy and must have. The young and the trendy generation of today judge themselves, according to the kind of gadgets they possess.
The popularity of gadgets among youth has ensured that newer and trendier gadgets are introduced very passing day. The addiction of gadgets has been such among one and all that it has become unthinkable of life without a gadget. The effect of these gadgets has been tremendous, and it is often debated that whether the impact that it has made on the youth is a positive or negative one. (Lee,2011) Some studies focus on both positive and negative consequences of use of the same. Technology is an integral part of our everyday life as people are dependent on it from all over the world from communication, organization and employment etc. One cannot stay away from technology even for a day.
Not even a single day goes without a cell phone in hand Or without laptop and net surfing. Although technology being at its best there are basic problems that follows us everywhere and generally it has drawbacks in the areas of lath, public safety and education (Sake, 2010). A research in Kenya shows that with the use of technology, the student is actively making choices about how to generate, obtain, manipulate, or display information. The teacher’s roles have changed as well. The teacher is no longer the centre of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving suggestions and support for students activity.