Assessing the Effects of Gadget Exposure on Classroom Behavior and Social Competence of Learners

Abstract

This study aimed to determine whether statistically significant relationships exist between gadget exposure and classroom behavior, and between gadget exposure and social competence, among 200 Grade 6 learners at Bonifacio Central Elementary School in the Division of Agusan del Sur. It employed the quantitative design using the descriptive-correlational approach. It utilized three adapted instruments to collect data on gadget exposure, classroom behavior, and social competence. The study found that respondents varied in their profiles regarding their gadget exposure. Although all of them use only smartphones, they differ in their choice of mobile phone brands and the duration of their use. Nevertheless, they all have the same preferences regarding the duration of their learning access, social media access, and even game access, which is less than five hours. Moreover, it was found that all respondents agree that gadgets can be used as a learning tool. However, it has also been shown that gadget exposure does not have a significant relationship with either classroom behavior or social competence. This further means that gadget exposure lacks any dimension that can predict both classroom behavior and social competence. The study also revealed that the respondents generally exhibit a positive level of classroom behavior, especially towards classmates or schoolmates, work and activities, and teachers and persons in authority. Furthermore, it was found that the respondents generally exhibit a high level of social competence, especially in self-responsibility, social relationships, self-awareness, teamwork-building, social networking, and communication skills. Stakeholders, including learners, parents, teachers, and school administrators, should work collaboratively to establish routines, guide gadget use, and provide consistent opportunities for social interaction.