Saint Peter Academy of Alegria, Inc.

Senior High School Department

Alegria, Cebu

SY. 2023-2024

The Impact of Excessive Gadget Use on Academic Performance

among the Grade 11 Brigette Students at Saint Peter Academy of
Alegria, Inc.

Group 3

Charlieza Alcala,
Trixie Baylosis
Jina Endona
Frances Anne Endiape
Jhondel Jacobe
Arman Lecera
Jeremie Palomar

11- BRIGETTE (HUMSS A)

Mr. Edlen Rj Sausa
Abstract empowering students with these tools,
we aim to help them reclaim their focus,
In today's digital age, students
navigate the digital world effectively, and
grapple with a constant struggle: the
achieve their academic goals.
allure of gadgets and the pursuit of
academic success. This qualitative
research investigates the impact of
Introduction
excessive gadget use on the academic
performance of Grade 11 Brigette
Today, with technology everywhere,
students at Saint Peter Academy of electronic devices like smartphones,
Alegria Inc. Upon gathering the data, tablets, computers, laptops, and TVs
thematic analysis was used to analyze have become essential tools, especially
through that, the researchers concluded for students. This is particularly true for
on three (3) themes. teenagers who've grown up surrounded
by these technologies. These devices
"Pixelated Procrastination" examines
are not just tools, they're practically
how the captivating nature of gadgets extensions of ourselves. We use them
disrupts focus and leads to for communication, entertainment, even
procrastination. This phenomenon can education. This constant connectivity
be attributed to the carefully curated comes with a double-edged sword.
algorithms and endless streams of While gadgets offer a wealth of
content designed to capture and hold information and resources, their allure
attention. can be distracting, leading to concerns
about their impact on focus, sleep, and
"The Digital Tug of War" explores the ultimately, academic performance.
ongoing battle between students' desire
to be productive and the irresistible pull Concerns about the potential
of digital distractions. Imagine students downsides of gadget use on academic
sitting down to study, only to be achievement are not unfounded. Studies
interrupted by a notification or a sudden by (Abd Rashid et al. 2020) specifically
urge to check their social media feeds. investigated mobile phone use among
Finally, high school students and found a
correlation between excessive use and
"The Reclaimed Focus" focuses on declining grades. This suggests that
strategies students can employ to regain phone addiction can be detrimental to
control over their attention and prioritize academic success and overall well-
academic pursuits. This theme delves being. Students who struggle with phone
into techniques for managing digital addiction might see a decline in their
distractions, such as silencing grades. This highlights that reducing
excessive smartphone use can
notifications. We will explore methods
significantly benefit student’s academic
for cultivating a growth mindset and
success and overall well-being.
developing self-discipline to resist the
temptation of procrastination. By
 A study by Barotun Mabaroh and 1. Can you describe a typical scenario
Lilik Sugianti (2021) found that both where your gadget use negatively
male and female students exhibited a impacted your academic performance?
high risk of gadget addiction, with How did you feel about it?
negative health consequences for their
physical and mental health. This can 2. After using your phone/ tablet / laptop
lead to decreased focus, motivation, and for a while, what makes it difficult for you
cognitive abilities which are crucial for to switch gears and focus on studying?
academic success (Arefin, et al. ,2017).
3. Have you ever tried to cut back on
Furthermore, Amidtaher et al. (2016) link
your gadget use to improve your
heavy reliance on mobile devices to
grades? If so, did you see any positive
increased risk of mental health issues
changes in your academic
and academic difficulties throughout a
performance?
student's academic career.

Given the potential negative effects

of excessive use of gadgets on Literature Review
academic performance, it is essential to In today's world, gadgets are a common
explore this issue within the Saint Peter sight, especially among students. These
Academy of Alegria, Inc. By exploring handy devices offer a variety of
the specific ways in which gadgets might functions and can be valuable tools.
influence academic performance within However, the excessive use of gadgets
Grade 11- Brigette students, this study can have a negative impact on
aims to provide valuable insights that academic performance. One major
can contribute to a more balanced concern is the distraction factor.
learning environment for its students. Gadgets like smartphones and tablets
The findings aim to provide a can pull students' attention away from
comprehensive picture of the negative their studies. The constant notifications,
impacts of excessive gadget use on social media updates, and games can
Grade 11- Brigette students’ academic disrupt focus and hinder information
performance and inform the retention. This can lead to difficulties
development of solutions that create a concentrating in class and during study
healthier learning environment for these sessions.
students.
Studies by Das (2018) suggest that
excessive gadget use can lead to a
Research Question decline in student learning outcomes.
Students may become reliant on
This study investigates the negative
gadgets for information retrieval,
impact of excessive gadget use on the
neglecting traditional learning methods
academic performance of Grade 11-
like using textbooks. This dependence
Brigette students. The findings can
can hinder their ability to develop critical
provide valuable insights that can be
thinking and research skills. This review
used to answer questions regarding:
to the existing literatures on the effects
of excessive use of gadgets on the
academic performance of the students.
 emerged as a significant negative
Recent studies have explored the predictor. This aligns with the idea that
potential effects of excessive gadget use excessive phone use, a common
on student learning outcomes. This symptom of addiction, disrupts focus
recent finding by Noratikah Othman and academic success.
(2020), excessive electronic gadget use
among secondary school students is The study conducted by B.
linked to both academic performance Rathakrishnan et.al (2021), researchers
and health issues. The study, conducted investigated how smartphone use
in Kuantan, Pahang, found that students habits, sleep patterns, and academic
who spend more time on gadgets tend success are linked among university
to have: Higher dependency on gadgets; students. They analyzed data from 323
this suggests a potential for addiction, students at a public university in Sabah.
which can interfere with focus and The findings suggest that students with
motivation in other areas. And Lower a higher dependence on smartphones
academic achievement; This could be tend to have lower academic
due to factors like decreased focus on achievement. Additionally, those who
studying, distractions caused by experience sleep difficulties are more
gadgets, or prioritizing gadget use over likely to have lower grades. The study
schoolwork also revealed a connection between
smartphone overuse and poorer sleep
A study by Barotun Mabaroh and quality. These results emphasize the
Lilik Sugianti (2021), examined how importance of addressing both
students manage their gadget use and smartphone addiction and sleep issues
the impact it has on their academic to promote better academic
performance. Interestingly, the research performance and overall well-being
found that both male and female among students.
students exhibited a high risk of gadget
addiction, with negative consequences
for their physical and mental health. De According to the study conducted
Niro et al. (2020), also reported that by Ahmad et.al (2020), it explores the
gadget addiction caused 76% of 72 negative influence of excessive mobile
male and female respondents to feel phone use on academic achievement
poor sleep quality; thus, they also got among teenagers. The constant allure of
poor learning achievement. smartphones can pull teens' attention
away from their studies, potentially
According to Jamal J. Al-Menayes leading to dependence and hindering
(2015), explored how social media their academic progress. By
habits impact academic achievement. investigating mobile phone habits and
This research found a negative their impact on focus in schoolwork, this
correlation between time spent on social study aims to quantify the connection
media and grades. Interestingly, simply between phone addiction and academic
being engaged on social media (liking, performance. Researchers recruited 200
commenting) didn't directly affect secondary school students in Shah
performance. However, social media Alam through purposive sampling. The
addiction, measured by the SMAS scale, study anticipates that a correlation will
be found, suggesting that increased
mobile phone use leads to a decline in This study by Md. Shamsul Arefin
academic performance. et.al (2017), researchers investigate the
link between smartphone overuse and
its negative consequences on students,
A study by Pamela Chaudhury and particularly their academic
H. K. Tripathy (2018), investigated the performance. The study focuses on
connection between smartphone use business students at a Bangladeshi
and academic achievement. They found university and explores factors
a negative correlation, meaning students contributing to smartphone addiction
with higher smartphone use tended to using a structured questionnaire
have lower academic performance. The distributed to 247 participants.
researchers also looked at other factors, Interestingly, increased impatience and
such as internet access and disrupted daily routines were found to
participation in outdoor sports, and have the strongest negative impact on
found similar negative correlations with students' academic performance.
achievement. These results suggest that These findings suggest that reducing
reducing internet addiction and excessive smartphone use can
encouraging outdoor activities could be significantly benefit students' academic
beneficial for students' academic success and overall well-being.
success.
According to Nazir S. Hawi and
Maya Samaha Rupert (2016), the
Another study on the topic by J. researchers randomly selected 293
Abd Rashid et.al (2020), explores the university students who completed an
potential negative impact of excessive online survey distributed through the
mobile phone use on academic university's information system. The
performance among high school survey gathered demographic data and
students. This study investigates this assessed smartphone addiction using a
concern by examining phone usage standardized scale (SAS-SV). The
habits and their correlation with findings revealed no significant
academic achievement in 200 difference in smartphone addiction risk
secondary school students from Shah between male and female students.
Alam. Through a questionnaire, Interestingly, regardless of gender,
researchers delved into phone usage students with high addiction risk were
behaviors and their potential influence less likely to achieve top GPAs. The
on academic performance. The findings study focuses on how excessive
suggest a link between high mobile smartphone use appears to be a
phone use and lower academic potential barrier to academic excellence
achievement. In simpler terms, students for both male and female students.
who struggle with phone addiction might
see a decline in their grades. This Another study conducted by
highlights the importance of striking a Maryam Amidtaher et.al (2016),
balance between the benefits of mobile examines that students who rely heavily
phones and the need for focused on mobile devices may be at an
studying. increased risk of developing mental
health problems and experiencing
academic difficulties throughout their The convenience sampling was
academic careers. This study suggests utilized wherein the researchers
that the heightened dependence on selected participants based on their
mobile experiences could be linked to accessibility and availability. The
factors like decreased focus during respondents were chosen according to
study sessions, sleep disruptions due to the inclusion criteria that was set by the
late-night phone use, and the potential researchers.
for social media addiction, all of which
can negatively impact academic Inclusion Criteria
performance and mental well-being. 1. Students must be currently enrolled in
Grade 11 - Brigette at Saint Peter
In conclusion, several studies Academy of Alegria, Inc.
consistently highlight the negative
impact of excessive gadget use on 2. Students must own at least one
student academic performance. These electronic gadget (e.g., smartphone,
concerns include attention disruption, tablet, and computer) with internet
over-reliance on gadgets for information, access.
and potential addiction leading to
decreased focus and motivation. 3. HUMSS and TVL students
Furthermore, research suggests a
connection between excessive gadget
4. Students who reported unable to
use and sleep quality, further hindering
complete tasks due to addiction of
learning achievement. These findings
gadgets.
emphasize the need for strategies to
promote balanced technology use
5. Students who use gadgets
among students to ensure academic
excessively.
success.
Research Methodology Research Environment and
Participants
In this research, a qualitative
approach will be employed through This research will be conducted in
focus group discussions with a Saint Peter Academy of Alegria, Inc. All
purposive sample of Grade 11 Brigette enrolled students in Grade 11 – Brigette
students at Saint Peter Academy of during the designated study period will
Alegria, Inc. This method will allow for be invited to participate in the research,
in-depth exploration of the students' provided they meet inclusion criteria.
lived experiences regarding excessive
gadget use and its perceived impact on Collection of Data
their academic performance. The
discussions will be guided by semi- This research investigates the impact
structured questions to encourage open of excessive gadget use on the
and honest dialogue about their gadget academic performance of eleventh-
usage habits, challenges faced due to grade students at Brigette in Saint Peter
excessive use, and coping strategies Academy of Alegria Inc. Students will
they may have developed. complete a survey on their daily gadget
Sampling Technique habits, including types of devices, usage
duration, and primary activities. We will thematic analysis, developed by Braun
also obtain student consent to access and Clarke, helps us understand this
their academic grades to compare data. Thematic analysis is like a
gadget use with performance in various detective process, where we:
subjects. To protect our participants'
privacy, we only interviewed those who  Read all the interviews to become
gave their informed consent. During the familiar with the information.
interviews, we asked three key  Break down the information into
questions with follow-ups to get clear smaller, meaningful pieces
and detailed information. We designed (codes).
the interview process to gather enough  Look for patterns in these codes
data for reliable results. All personal to identify common themes.
information collected from participants  Refine and review the identified
will be kept confidential. This data themes to ensure they accurately
analysis will reveal potential correlations reflect the data.
between excessive gadget use and  Give clear names to each theme,
academic achievement, contributing summarizing its meaning.
valuable insights to the discussion on  Write a report explaining the
technology's influence on student themes and their significance.
learning.

Data Analysis

This research uses interviews to gather

in-depth information from participants
(qualitative data). A method called
Table 1. The Analysis
Horizons Textural language Themes
Can you describe a typical scenario where your gadget use
negatively impacted your academic performance? How did
you feel about it?
T
H
“During a recent exam period, my excessive phone use
(watching K-pop and K-drama) significantly impacted my
E
study time, leading to lower exam scores. I deeply regret Blinded by Bias
this and am committed to becoming a more focused
student.” (PI #1).
P
I
X
“Mobile games on my phone have become an
E
addiction, stealing precious study time and leading to a
drop in my academic performance. I'm angry at myself; The Pixelated
L
these are the consequences of my own actions.” (PI #2). Procrastination
A
T
E
“My excessive gadget use led to procrastination and
ultimately, neglected schoolwork. I deeply regret not The
Procrastination
D
managing my time effectively, prioritizing gadgets over
Pendulum
studies.” (PI #3).

P
R
“While studying, my phone becomes a constant
distraction. A notification pops up, and I feel compelled to The Digital
O
check it, forgetting my studies in the process. This cycle
of phone use often leads to cramming before deadlines,
Siren
C
resulting in lower grades.” (PI #4).
 R
“Exam season arrived, I am lost in endless scrolling. I
neglected studying for crucial exams. Now, frustration Swept Away by
A
stings – my phone's distraction led to poor results and a
missed chance to shine.” (PI #5).
Scrolling
S
T
I
N
A
T
After using your phone/ tablet / laptop for a while, what
makes it difficult for you to switch gears and focus on
I
studying? O
“After using my gadgets, transitioning to studying N
becomes a challenge. The entertainment and distraction
of mobile games make it difficult to focus on my studies The Quicksand
and push them out of my mind.” (PI #2). of Games

“After using my phone, it's hard to focus on studying

T
because it's entertaining. The videos are fun and
engaging, making it tough to tear myself away for drier Lost in the K- H
subjects.” (PI #1).
Wave
E
“It’s hard to focus on studying because I’m still distracted.
The Notifications and pop-ups keep pulling my attention The
back to the device, making it hard to stay on track with
studying.” (PI #4).
Notification
Nightmare
Digital

Have you ever tried to cut back on your gadget use to

improve your grades? If so, did you see any positive
changes in your academic performance? Tug of
 War
“Yes, using my phone strategically has actually helped
The Tamed
improve my grades. By managing my phone usage, I've Time Bandit
observed a positive impact on my academic
performance.” (PI #3)

T
“Yes! I totally tried cutting back on my phone use to boost
my grades. It actually worked. Once I stopped getting Breaking Free
H
sucked into games for hours, I had more time to focus on
studying. It wasn't always easy, but seeing my grades go
from the Time
warp E
up made it totally worth it.” (PI #2)

R
E
“Yes, My grades definitely improved overall because I From Blur to
was putting in more focused effort on my studies.” (PI #4) Bloom C
L
A
I
M
E
D

Focus
Results and Discussions War, and (3) The Reclaimed Focus.
These themes are practical application
As the researchers analyze the that demonstrates through the lived
data, we have concluded on three (3) experience of the Grade 11 – Brigette
major themes: (1) The Pixelated
Procrastination, (2) The Digital Tug of
students in Saint Peter Academy of myself; these are the consequences of
Alegria, Inc. my own actions.”

Participant #2 acknowledges a mobile

The Pixelated Procrastination game addiction. They recognize how
this addiction has "stolen" valuable
A study by Ahn et al. (2015) found a study time, leading to a drop in
negative correlation between mobile academic performance. This highlights
phone use and academic performance. the participant's self-awareness and
Students who reported high levels of frustration with their own behavior and
mobile phone use tended to have lower its consequences.
grades. This supports your theme by
highlighting how excessive gadget use Participant #3 mentioned that,
can act like a "digital deluge," drowning “My excessive gadget use led to
out focus and hindering academic procrastination and ultimately, neglected
performance. schoolwork. I deeply regret not
Participant #1 mentioned that, managing my time effectively,
prioritizing gadgets over studies.”
”During a recent exam period, my
excessive phone use (watching K-pop Participant #3 acknowledges their
and K-drama) significantly impacted my gadget use as a hindrance to their
study time, leading to lower exam studies. They recognize that spending
scores. I deeply regret this and am excessive time on gadgets led to
committed to becoming a more focused procrastination and neglected
student.” schoolwork. This highlights the potential
negative consequences of uncontrolled
Participant #1 reflected on their recent gadget use, specifically the impact on
exam experience with a sense of time management and academic
remorse. They admitted that their performance. From this response, we
excessive phone use, particularly can learn the importance of setting
watching K-pop and K-drama videos, boundaries with technology to prioritize
significantly cut into their study time. responsibilities and achieve goals.
This ultimately resulted in lower exam
scores than they had hoped for. The
participant expressed deep regret and a
strong commitment to becoming a more Participant #4 mentioned that,
focused student moving forward. “While studying, my phone becomes a
constant distraction. A notification pops
Participant #2 mentioned that,
up, and I feel compelled to check it,
forgetting my studies in the process.
“Mobile games on my phone have
This cycle of phone use often leads to
become an addiction, stealing precious
study time and leading to a drop in my cramming before deadlines, resulting in
academic performance. I'm angry at lower grades.”
Participant #4 explained their struggle elements have on our attention and
with phone distractions while studying. explore strategies to combat this form of
They explain how notifications pull their procrastination in a digital age.
attention away from studying, leading
them to check their phone and forget The Digital Tug of War
their coursework. This cycle of
interruption forces them to cram before This study by Przybylski &
deadlines, ultimately resulting in lower Weinstein (2013) examined the impact
grades. of mobile technology in classrooms,
both as a potential benefit and a
Participant #5 mentioned that, challenge to student engagement. On
the one hand, mobile devices can offer
“Exam season arrived, I am lost in interactive learning opportunities and
endless scrolling. I neglected studying enhance participation. However, they
for crucial exams. Now, frustration can also be a source of distraction,
stings – my phone's distraction led to pulling students' attention away from the
poor results and a missed chance to lesson and creating a competition for
shine.” their focus. This inherent tension
between the potential benefits and the
The participant expressed a relatable distracting tendencies of mobile
scenario of succumbing to phone technology reflects the "Digital Tug-of-
addiction during exam season. They War" that student’s experience. The
were initially engrossed in scrolling classroom becomes a battleground
through their phone, neglecting their where students must decide whether to
studies. This resulted in frustration and use their devices for focused learning or
potentially poor exam results, succumb to the allure of games, social
highlighting the missed opportunity to media, or other distractions.
perform well due to the phone's
distraction. This response emphasizes Participant #2 mentioned that,
the importance of managing phone use,
especially during crucial study periods. “After using my gadgets, transitioning to
studying becomes a challenge. The
Our research theme tackles a entertainment and distraction of mobile
modern form of procrastination we're games make it difficult to focus on my
calling "pixelated procrastination." This studies and push them out of my mind.”
concept explores how digital
distractions, particularly those found on Participant #2 explained the struggle of
our pixelated screens – phones, tablets, transitioning from engaging mobile
and computers – contribute to putting off games to focused studying. The
important tasks. We'll delve into how the participant acknowledges that the
allure of social media, games, and entertainment and distraction inherent in
endless online content disrupts focus mobile games create a mental hurdle,
and leads to delays in completing making it difficult to shift gears and
responsibilities. By analyzing user concentrate on studying. This response
experiences and behaviors, we aim to reveals the immediate impact of mobile
understand the hold these pixelated games on focus and motivation. It
suggests that the stimulating nature of derail concentration, even when the
these games disrupts our ability to enter intention is to be productive.
a focused state for studying, potentially
leading to procrastination and reduced Our research theme, "The Digital
productivity. Tug of War," centers on the ongoing
struggle between our desire to be
Participant #1 mentioned that, productive and the allure of digital
distractions. Imagine ourselves in a
“After using my phone, it's hard to focus constant tug-of-war, with one hand firmly
on studying because it's entertaining. grasping the reins of focus and the other
The videos are fun and engaging, tethered to the endless temptations of
making it tough to tear myself away for our phones and computers. We battle
drier subjects.” against the constant barrage of
notifications, the captivating pull of
Participant #1 explained how phone use social media, and the ease of getting
disrupts focus for studying because the lost in online rabbit holes. This "digital
engaging and fun nature of videos tug of war" explores the tension
makes it difficult to return to drier between our need to accomplish tasks
academic subjects. This response and the inherent appeal of the digital
reveals the power of digital world.
entertainment in hijacking our attention
and underscores the challenge of The Reclaimed Focus
transitioning from stimulating online
content to less stimulating but essential A study by Junco et al. (2011)
tasks. It emphasizes the need for found a positive correlation between
strategies to manage phone use and reducing cell phone use and improved
create a conducive environment for academic performance. Students who
focused studying. were able to minimize distractions from
their phones showed improvements in
Participant #4 mentioned that, grades. This research supports your
theme by showing how students can
“It’s hard to focus on studying because regain lost ground and achieve better
I’m still distracted. The Notifications and academic performance by focusing less
pop-ups keep pulling my attention back on screens.
to the device, making it hard to stay on
track with studying.” Participant #3 mentioned that,

Participant #4 stated a common struggle “Yes, using my phone strategically has

– the persistent distraction caused by actually helped improve my grades. By
notifications and pop-ups on electronic managing my phone usage, I've
devices. These constant interruptions observed a positive impact on my
pull their attention away from studying, academic performance.”
making it difficult to maintain focus and
stay on track. This response Participant #3 offers a contrasting
emphasizes the disruptive nature of perspective, suggesting that strategic
digital notifications and their ability to phone use can actually benefit
academic performance. They observed and improved academic performance.
a positive impact on their grades by Their grades demonstrably improved
managing their phone usage effectively. after they dedicated "more focused
This highlights the potential for effort" on studies, underscoring the
technology to be a helpful tool when potential for better academic
used wisely. It emphasizes the achievement when distractions are
importance of understanding the minimized. This response exemplifies
difference between distraction and the positive impact that managing phone
strategic use of our phones for learning use can have on learning outcomes,
purposes. serving as a motivating example for
students seeking to improve their focus
Participant #2 mentioned that, and achieve academic success.
Participant #4's experience suggests
“Yes! I totally tried cutting back on my that by replacing phone-induced
phone use to boost my grades. It distractions with focused studying,
actually worked. Once I stopped getting students can unlock their full potential
sucked into games for hours, I had more and reach their academic goals.
time to focus on studying. It wasn't
always easy, but seeing my grades go Our research theme, "The
up made it totally worth it.” Reclaimed Focus," centers on the
journey of regaining control over our
Participant #2 offers a success story that attention in an increasingly digital world.
highlights the positive impact of reducing "The Reclaimed Focus" explores the
phone use on academic performance. path towards regaining control. It delves
They directly acknowledge the into strategies and techniques that
temptation of getting "sucked into empower us to silence distractions,
games for hours," but by cutting back, prioritize tasks, and cultivate a state of
they gained valuable study time. Their deep concentration. Through this
experience underscores the connection research, we aim to understand the
between phone use and decreased mechanisms behind our fragmented
focus, but also demonstrates the focus and explore methods to reclaim
effectiveness of managing phone habits. our attention. The goal is to develop
The key takeaway is that prioritizing tools that allow us to navigate the digital
studying over digital distractions can world effectively, minimize distractions,
lead to tangible improvement in grades, and ultimately, achieve a sense of
making the effort worthwhile. accomplishment and fulfillment.

Participant #4 mentioned that, Conclusion and Recommendation

“Yes, my grades definitely improved In conclusion, our research on the

overall because I was putting in more impact of excessive gadget use on the
focused effort on my studies.” academic performance of Grade 11
Brigette students at Saint Peter
Participant #4 offers a positive outcome, Academy of Alegria Inc. reveals a clear
providing a clear case study for the link between digital distractions and
connection between reduced phone use learning outcomes. The themes of
"pixelated procrastination," "the digital
tug of war," and "the reclaimed focus"
highlight the challenges students face in
a technology-saturated environment. We
observed how students are drawn to the
allure of their devices, leading to
"pixelated procrastination" and hindering
their ability to focus on studies. This
constant struggle, "the digital tug of
war," disrupts concentration and derails
productivity.

Our research also identified the

potential for improvement through "the
reclaimed focus." By implementing
strategies to manage notifications,
silence distractions, and create focused
study environments, students can
reclaim control over their attention and
achieve better academic results. We
recommend a multi-pronged approach
that incorporates workshops on time
management and digital detox
techniques. Additionally, exploring the
use of focus apps and creating phone-
free study zones within the school could
be beneficial. By addressing "pixelated
procrastination" and empowering
students to win the "digital tug of war,"
we can pave the way for a more focused
learning environment and improved
academic performance for the Grade 11
Brigette students at Saint Peter
Academy.
 ( https://www.ncbi.nlm.nih.gov/pmc/articl
es/PMC8394437/ )

Barotun Mabaroh, Lilik Sugianti. (2021).

Gadget Addiction and the Students’
Achievement.
https://ijsl.pubmedia.id/index.php/ijsl/arti
cle/view/59 (Accessed on April 7,
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Abd Rashid, J., et al. (2020). The

Impact of Excessive Mobile
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(2017). The impact of
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Hawi, N. S., & Rupert, M. S.

(2016). The relationship between
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8864bdae52aa239a9)