Assessing the Effects of Gadget Exposure on Classroom Behavior and Social Competence of Learners
DOI:
https://doi.org/10.64612/ijiv.v2i6.155Keywords:
elementary education, gadget exposure, classroom behavior, social competence, descriptive-correlationalAbstract
This study determined the relationship between gadget exposure, classroom behavior, and social competence among Grade 6 learners at Bonifacio Central Elementary School during the School Year 2025–2026. Specifically, it described the extent of gadget exposure, assessed the levels of classroom behavior and social competence, and examined whether significant relationships existed between gadget exposure and the identified learner outcomes. A quantitative research approach employing a descriptive-correlational design was utilized. Universal sampling was applied, resulting in 200 Grade 6 learners as respondents. Data were collected using validated and reliable survey questionnaires and analyzed using frequencies, percentages, weighted means, and Pearson product–moment correlation coefficient at the 0.05 level of significance. The findings revealed that smartphones were universally used by the respondents, with most learners reporting prolonged daily gadget use while recognizing gadgets as valuable learning tools. Classroom behavior and social competence were both found to be at a high level across all measured dimensions. Correlation analysis further revealed no statistically significant relationship between gadget exposure and classroom behavior or between gadget exposure and social competence. The study concludes that gadget exposure alone does not significantly influence learners' behavioral and social outcomes. Instead, positive classroom behavior and social competence appear to be shaped by broader educational, familial, and social factors. The findings underscore the importance of promoting responsible technology use alongside supportive school and home environments to foster learners' holistic development.
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