Electronic Gadgets Restrain the Children’s Social Interaction

A Research Paper Presented in the Faculty of

Dalubhasaan ng Lungsod ng Lucena
Lucena City

In Partial Fulfillment of the Requirements for

The Degree of Bachelor in Technical
Vocational Teacher Education

By
Jessa L. Dela Peña

May 2019
 Table of Contents

Chapter 1……………………………………………………………………………………1
Introduction………………………………………………………………………….1
Statement of the Problem…………………………………………………………4
Conceptual framework…………………………………………………………….4
Significance of the Study………………………………………………………….6
Scope and Limitations..............................................................................…...7
Chapter 2……………………………………………………...……………………………8
Related Literature…………………………………………………………………..8
Related Studies…………………………………………………………...……….10
Chapter 3…………………………………………………………………………………..13
Research Design…………………………………………………………………..13
Research Locale…………………………………………………………………...13
Research Instrument……………………………………………………………....13
Research Sampling………………………………………………………………..14
Data Collection……………………………………………………………………..15
Statistical Treatment……………………………………………………………….15
Chapter 4…………………………………………………………………………………...17
Chapter 5……………………………………………………………………………………26
Summary…………………………………………………………………………….26
Findings……………………………………………………………………………...26
Recommendations………………………………………………………………….31
 ACKNOWLEDGMENT

The researcher would like to express the warmest appreciation to Almighty God

for the guidance, strength and inspiration He gave. His presence helped the researcher

to have the confidence to complete this research.

The researcher places her deepest appreciation to the persons who had inspired

and had contributed to the success of this milestone.

The researcher would like to convey her respectable thanks to Honorable Mayor

Roderick A. Alcala, Dalubhasaan ng Lungsod ng Lucena’s Chairman of the Board of

Trustees who never get tired of giving his support to all Dalubcenians.

The researcher is thankful to Dr. Mercedita Torres, the President and Dean of

Dalubhasaan ng Lungsod ng Lucena who gives moral support to all Dalubcenians.

The researcher is also thankful to Dr. Orlando V. Ornedo, Bachelor in Technical

Vocational Teacher Education program head who gives all out support to the researcher.

The researcher would like to express her profound sense of gratitude and

indebtedness to Dr. Enriqueta Alcoreza who give unconstrained suggestion for the

better result of the research, and never get tired of checking the grammars of the

documentation of this study.

The researcher would like to thank the Clients, who allows the researcher to

conduct a study on their school and gives enough information for the study to done.

The researcher would like to express her everlasting gratitude to her Family who

gives moral support and financial supports, also serves as the researcher’s inspiration in
finishing her study. A special thanks to Mr. David R. Linatok, the researcher’s cousin

who helped her throughout the research.

The researcher would like to extend her sincere thanks to her dearest Friends and

Classmates for their unnerving support in the completion of the work.

 DEDICATION

The researcher would like to dedicate her work to the children who spend more

time on their gadgets rather than socializing with others. Also to the parents who allows

their children to have their own cellphones/tablets at an early age.

This study is conducted to enlighten the children and parents that overuse of

electronic gadgets restrain the children’s social interaction.

 Chapter 1.

Introduction

Man is a social creature who interacts and communicates with another human. In

this era and technological development, man creates system and tools, which can

facilitate human activity and communicate with fellow human. The advance in

telecommunication such as telephone, radio, and television had made a change in

individual or community. Most media sources related to children make them become

passive user, but with the advance of technology nowadays children are able to interact

actively with technical device available and children adapts faster in this scenario.

However, the information communication and technology (ICT) which is increasingly

developed bring negative effect in gadget usage if it used excessively. The phenomena

shows that each individual becomes familiar and use gadgets with sophisticated features

and application, fascinating to its users.

According to child development expert, Lencana Mastura (2017), addiction to iPad,

tablet and another device usage is so widespread among children and it is the main

challenge faced by parents to educate their children and get concerned with globalization

era. The life of preschool children in the modern era is highly influenced by electronic

media.

The effect of electronic media, any children have limited space to participate in real

world. Based on some studies, children aged 0-2 years old should not exposed to gadget,

children aged 3-5 years old are limited only 1 hour per day, and 2 hours per day for

children aged 6-18 years old. However, the fact in field shows that many children who
use gadget 4- 5 times more than the amount recommended. In reality, gadget plays

supporting role in the lifestyle nowadays. Dallea, Mutalibb, Saadb, Ayubc, Wahabc, and

Nasrallad (2015).

Based on the data from KOMINFO in 2014, the rate of gadget usage in Indonesia

is very high. Based on a survey, it found that 98 percent of children and adolescents in

Indonesia know about internet and 79.5 percent among them are internet users. Children

who frequently use technology often ignore their surrounding environment. They prefer

facing sophisticated technology they have than playing with their peers in playground or

in the environment surrounding them. So social communication between children and

environment increasingly reduce.

According to Upadhyay, Jesudass and Chitale (2014), one effect of gadget usage

is forgetting social life. As a result, they lack interaction and communication because they

become introvert and impatient. Bhattacharya stated that the effect of gadget usage

excessively will raise interpersonal and communication skill problem in children and it will

take them away from nature and surrounding environment. This situation can change

their behavior and they will self-withdraw from social life and can reduce their level of

creativity. Whereas, the main aspect in children development and education particularly

in early age is social skill development, emotional aspect of social-spiritual value

application and enhancement. The sophistication of communication device gives

convenience to people an inevitable challenge, but how can we utilize communication

device as vehicle to make work easier. The phenomena occurs today parents

intentionally give gadget to their children at early age in order to monitor them when they

are far from home and not worry about their children when parents has work outside.
However, parents’ attitude tend to allow their children to use gadget freely without

supervision and control. Whereas, technology also enable parents to control and monitor

communication device usage and the content of gadget for children. Parents demand

more knowledge about the advance of this technology and always control and supervise

their children when using technology.

Statement of the Problem

The main objective of this study aims to demonstrate the effects of

Electronic Devices from the following main research questions about the electronic

gadgets that restrain the children's social interaction. To achieve this ultimate aim, the

study is endeavored to fulfill the following objectives:

1. What is the demographic profile of Children terms of:

1.1. Age,

1.2. Gender and

1.3. Interest?

2. How do electronic gadgets restrain the children's social interaction?

Conceptual Framework

3. INDEPENDENT VARIABLE DEPENDENT VARIABLE

1. Demographic Profile of
1. Negative Effects of
4.
The children and parents in terms of: Gadgets Use
1.1 Age
5.
1.2 Gender and,
1.1 Speech or language
The increasing delay
6.
1.3 Interest?
time spent on
2. How electronic gadgets restrain the gadgets has 1.2 Attention deficit
7.
children's social interaction?
also led to lesser 1.3 Learning problems
2.1 Cellphone/Tablet interaction
8.
2.1.1 Undermines enjoyment face-to- between adults 1.4 Childhood
face social interaction
and children. depression
2.2 Laptop/Computer
1.5 Social cues

1.6 Less attentive

Figure1.Conceptual Framework

This figure shows the conceptual framework of the entire study. The variables

shown are dependent and independent variables used in the research. First, the

demographic profile of the children in terms of age, gender and interest. Another

independent variable is how electronic gadgets restrain the children's social interaction.

Intervene variable show the increasing time spent on gadgets will also led to lesser

interaction between adults and children.

According to Angres and Angres (2008), Addiction is the continued repetition of a

behavior or an activity independent upon the adverse or negative consequences of the

same or it can be a neurological impairments which leads to such behaviors (American

Society for Addiction Medicine, 2012).

The dependent variable, which is to demonstrate the negative effects electronic

gadgets that can restrain the children’s social interaction, Overuse of electronic devices

may cause impairment in the development of a child’s social skills. This includes the ability

to make friends in person, take responsibility for actions, display good manners, use polite

language, control emotions and temper, follow verbal directions, and develop empathy

for others. GoAngelo.com (2017) is the expected output that the researchers want to

obtain after conducting the study.

Significance of the Study

This study would be highly significant because the researcher would be able to

demonstrate the children on how electronic gadgets restrain the children’s social

interaction. In this regard, this will be helpful to the following people:

Dalubhasaan ng Lungsod ng Lucena will also benefit to this study because the school

can provide program for the development of social interactions of Barra students and

through this program, they will be able to recognize their student’s weaknesses and

strengths about their social interaction skills.

Future Researchers would have an idea concerning this topic. They can make this as

their reference if their research related to this study.

Researchers would gain knowledge on how electronic gadgets restrain the children's

social interaction that they can apply in their everyday life. They will understand the

situation of their selected respondents as electronic gadget users. Researchers will also

know the different things on how electronic gadgets restrain the children's social

interaction and give additional knowledge for restraining the social interaction skills of the

students.

Students would know the importance of being sociable and they can assess themselves

as an electronic gadget user. This would also help them develop and improve their social

interaction skills at a young age and make students give meaningful life.
Scope and Limitations

This study would conducted to demonstrate the Barra students as an electronic

gadget user, the selected respondents are from the Grade 4-6 students of BES for School

Year 2019-2020 composed of thirty (30) respondents. The researcher will use a purposive

sampling because the researcher intends to get the Grade 4-6 students as respondents,

which define more on knowledge about using electronic gadget and seems to have social

interaction skills.
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies, which the

researcher have perused to shed light on the topic under study.

Related Literature

The drastic increase in technology usage is especially noticeable in younger

generations. One study, conducted by the Kaiser Family Foundation, found people ages

8 to 18 spent more time on media than on any other activity – at an average of 7.5 hours

a day (Rideout, Foehr, & Roberts, 2010)

Though much research has shown the negative effects of technology on

face-to-face interaction, one study found that cell phone use in public might make

individuals more likely to communicate with strangers. In 2011, Campbell and Kwak

(2011) examined whether and how mobile communication influences the extent to which

one engages face to face with new people in public settings. By accounting for different

types of cell phone uses, the study found evidence that mobile phone use in public

actually facilitated talking with strangers, for those who frequently rely on cell phones to

get and exchange information about news.

According to journal of behavior addictions (2018), most, studies have

regarded smartphone addiction as a condition stemming from individuals’ psychological

issues, so research has rarely examined it in relation to a lack of social resources and its

social impacts. However, this study reinterprets smartphone addiction as a social problem

stemming from a lack of offline social networks and resulting in a decline of social

engagement.
 In order to examine factors leading to smartphone addiction, previous

studies have focused on psychological factors and found that stress, shyness, loneliness,

anxiety, and depression are positively related to smartphone addiction (Chiu, 2014; Choi

et al., 2015; Hong, Chiu, & Huang, 2012; Samaha & Hawi, 2016).

They may decrease their anxiety and uneasiness in offline social

interactions and be less likely to escape to a smartphone although individuals with rich

offline social networks may actively use media to maintain these offline relationships; they

use media to complement offline interactions. (Baym, 2010; Rainie & Wellman, 2012).

The researchers pointed out that while there is plenty of expert evidence

that children under 30 months cannot learn as well from television and videos as they can

from human interaction, there has been insufficient investigation into whether interactive

applications on mobile devices produce a similar result. Radesky (2015)

According to Anisha Nair (2018), about one-third of the children in the US

are obese, making child obesity a leading health concern for most parents. The American

Academy of Pediatrics has estimated that the average child spends upwards of seven

hours watching television, browsing the internet and playing video games each day. It is

evident enough that children spend a lump sum of their time gazing at some screen,

instead of actively indulging in physical pay. Moreover, increased time spent in front of

the television or computer leads to increased snacking and mindless eating. So if, instead

of moving around, kids are stationary and mindlessly eating unhealthy snacks, the

chances of child obesity get higher. This poses a risk to the child’s overall health.
 Lost in their electronic world, kids hardly realize their posture while using

such gadgets. Constant engagement with gadgets causes back pain and other muscle

related issues in children, without them even realizing it. Poor sitting posture triggers neck

pain, which results in sore neck muscles. Neck and backaches at a young age are very

harmful for kids, since they tend to affect the posture of the child for a lifetime, if not looked

after on time.

Kids love borrowing their parent’s smartphones, and moms and dads willingly had

them over to the child. Little do you know that holding wireless gadgets too close to the

body can increase your child’s radiation exposure? Wireless gadgets emit radiation,

which absorbed by the child’s body at a particular rate that is higher than that in adults.

This radiation exposure can cause cancer and other health risks. Prevention is better than

cure as the saying goes. Limited use of any gadget is not harmful. Anyway, kids do not

need a gadget to keep them occupied when there is so much more that they can do at

that age. After all, we all managed to grow up just fine without the world of technology

encroaching upon our territory, did not we. So why expose your child to gadgets for

entertainment? Allow them to grow up normally from dolls and building blocks to puzzles

and tennis rackets. They will be glad you did. Anisha Nair (2018)

Related Studies

Personal mobile phones have played a major role in the decline of face-to-face

communication. When such a gadget is completely active in the household, everyone

finds it convenient to send a text from the living room to someone in the bedroom. Family

members do not find the time off from their phones and their laptops for face-to-face
encounters. Everybody is busy with their own things, be it their tabs or their smart phones.

The entire family entangled in their own high tech world. In addition, this causes

insufficiency in the social unifications of the family. CareerRide.com (4014)

Addictive behavior triggered by preoccupation obtained when using gadget. One

category of development in social acceptation is “isolate”. A child is said as isolated when

he/she does not have best friend among their peers. Addictive to gadget can reduce

children activeness and their ability to interact with others. Children become less

interactive and prefer to be alone with their comfort zone with gadget. It can result in

individualistic attitude in children and they will less care about others whether their friend

or someone else. According to Hurlock, that there are two kinds of isolate, namely

voluntary isolate is self-withdraw from group because less interested to follow the activity

of that group; group is rejecting involuntary isolate because his/her present not needed.

According to Anisha Nair (2018), as increased screen time reduces the overall social

time, it also subsequently increases the amount of time a child spends alone. When a

child indulges into an electronic gadget, his entire focus vests in that gadget. Naturally,

he is not going to pay attention to the stuff that is going around the place. When you agree

on getting your child a new electronic gadget, you are unintentionally nurturing a socially

isolated child. What should further increase your concern is that isolation can spoil your

child’s personality.

Even though verbal communication is essential for human to maintain contacts,

nonverbal communication reveals even more about a person’s emotions. People are more

engaged in instant messaging services than communicating with the person sit beside.
Children are more addicted upon electronic gadgets than interacting with people and they are

living in the illusion of intimacy. Titty William (2010)

Some studies mentioned that gadget usage will result in problems including

loneliness/depression, lack of impulse control, social comfort, and another disorders will

invoke chronic effect for its users. Parents always give time discipline in order that

stimulation needed by children to be success in social development fulfilled as the asset

for the future.

According to The Economic Times (2018), Over-usage of technology damages the

brain systems connecting emotional processing, attention and decision-making.

A new study links anxiety, severe depression, suicide attempts and suicide with the rise

in use of smartphones, tablets and other devices.

“Mobile phones are exactly the same. To tell a student you cannot use it is the

same as saying you cannot eat. That may sound extreme but that is the reality.

Technology is how they keep relationships. So, it’s probably better to discuss healthy

ways to use it.” Chicago Tribune (2018)

According to Lleras (2016), breaking addictive technology habits may provide an

important supplemental treatment for addressing mental health issues such as general

anxiety disorder or depression, he said. We should not be scared of people connecting

online or talking on their phones, he said. The interaction with the device is not going to

make you depressed if you are just using it when you are bored. This should go towards

soothing some of that public anxiety over new technology.

 Emotion is first learning window (Gani, 2016). Emotion comprise pleasure,

comfort, fear, anxious, which are fundamental for children. If children feel comfort with

everything then they will continuously seek to get it. Attunement is the strongest emotional

stimulation needed to brain development, which involve parents or another adult who

respond correctly to children’s emotional condition. Emotion relate to mood,

temperament, personality, disposition and motivation. Motivation direct and give energy

to behavior, whereas emotion give affective, motivation, positive and negative

components. The related difference is between emotion and emotion result, particularly

behavior and emotional expression. People often behave in certain manner as a direct

result of their emotional situation, such as cry, fight and run away. If one can has emotion

without suitable behavior, then we can consider that behavior is not important for emotion.
 Chapter III
METHODOLOGY

This chapter provides the methodology of the study. It includes the research

design, research locale, research procedure, research instrument, research sample, and

statistical treatment. This part of research explains the process in conducting the study.

Research Design

The researcher used a quantitative descriptive method for the research design to gather

data and information. The research study is non-experimental research, which deals to

experience of the Grade 4-6 students of BES students on how electronic gadgets restrain

the children social interaction skill and to know what is the effects of too much used of

electronic gadgets which restrain the social interaction skill of the children.

Research Locale

The locale of the study is the Barra Elementary School (BES), which is located at

Purok I, Brgy. Barra Lucena City with more than 750 enrollees. It is a public primary

school, which offers courses from kindergarten and grade one to grade six. Barra

Elementary School founded since 1974.

Research Instrument

The researchers used a Self-Administered Questionnaire to fill up that information

needed and to determine the how electronic gadgets restrain the social interaction of the

students and demonstrate the negatives effects of too much use of electronic gadgets.

Researcher divide the questionnaire into two parts. The first part is the demographic

profile of the Grade 4-6 Students and parents in terms of age, gender, and interest, in the
second part of the questionnaire what electronic gadgets use by the students,

respondents will simply put a check mark on how frequently they used an electronic

gadgets in a day.

Self-Administered Questionnaire is the appropriate tool to use. Through this

questionnaire, respondents can easily respond to that information needed by they simply

put a check mark to the answers that suited to the question made by the researcher.

Self-Administered Questionnaire (SAQ) is a questionnaire that been designed

specifically to be completed by a respondent without intervention of the researcher

collecting the data.

Research Sampling

The study conducted to Grade 4-6 students at Barra Elementary School (BES).

Purposive sampling was the selected sampling to use for this study. Researcher intends

to get only the Grade 4-6 students as the respondents that are more likely to used

electronic gadgets and seem to have social interaction skills. Researcher chose the whole

number of students from Grade 4-6, with the total of thirty (30) students.

Purposive Sampling utilized for this study. It is use if the researcher choose the

sample based on whom they think would be appropriate for the study. This sampling used

primarily when there is a limited number of people that have expertise in the area

researched, or when the interest of the research is on a specific field or a small group.

Data Collection
 The data for the research study collected using Self-Administered Questionnaire.

This constructed based on the statement of the problem with the help of conceptual.

Researcher used a self-administered questionnaire, which divided, into two parts as

stated below.

The first part of the self-administered questionnaire determined the demographic

profile of the students and parents. The second part of the questionnaire determined what

electronic gadgets used by the Grade 4-6 students as an electronic gadgets user and the

last part determined on how electronic gadgets restrains children social interaction.

Statistical Treatment

The researcher used a statistical formula of percentage, weighted mean, and

ranking to demonstrate on how electronic gadgets restrain the children social interaction

used by the grade 4-6 students and to demonstrate the negatives effects of electronic

gadgets to Grade 4-6 students on social interaction. In addition, this will help to determine

the result of this study.

Percentage

𝑓
P= where:
𝑛

P= percentage

f= frequency
n= total number of respondents

Weighted Mean (WM)

 𝑓(𝑥)
WM= where:
𝑛

WM= weighted mean

f= frequency

x= scale
n=total number of respondent.
 CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter provides the computed data received from the target

respondents with the corresponding statistical tools and analyses resulted to important

interpretations signifying conclusions and recommendations to establish the prior

objectives of the study.

Part I: Demographic Profile of Grade 4-6 students of Barra Elementary School

In order to show the percentage of the total respondents by their gender,

age and interest, researchers provide the pie graph for age to show the percentage of the

male and female respondents. For the gender, pie graph was provided to show the age

bracket of the respondents. To show the interest, table was provided to show the

frequency of the interest of the respondents. See the graphs and table as shown below.

Gender

46.67% 53.33%
Male
Female

Figure 1: Gender of Grade 4-6 Elementary Students of Barra Elementary School

 This figure presents the demographic profile of the respondents in terms of

gender. 46.67% are the female respondents and 53.33% are the male respondents.

Age

40%
60% 11-13
8-10

Figure 2: Age of the Grade 4-6 Elementary Students of Barra Elementary School

This figure presents the demographic profile of the respondents in terms of age.

40% are students who are at the age of 8-10 years old, 60% are the students who are at

the age of 11-13 years old.

Table1

Interest of Grade 12 Gas Students

Interest Frequency
Music 28

Recreational Activities 25

Playing online games 53

Social media 55

Reading 39

Listening 25

Speaking 33

Watching/Viewing 59

Writing 32

________________________________________________________________

This table presents the interest of the respondents. The interest with the

highest rank was watching/viewing that has 59 interested respondents. The second rank

was social media that has 55 interested respondents. The third rank was online games

that has 53 interested respondents. The fourth rank was speaking that has 33 interested

respondents. The fifth rank was writing that has 32 interested respondents. The sixth rank

was music that has 28 interested respondents. The seventh rank was recreational

activities that has 25 interested respondents.

Grade 4 respondents

Statements SA A D SD WM Analysis Rank

1. I use electronic 2 8 0 0 3.2 Agree 6
gadget/smartphone for my study.
2. Using electronic 3 7 0 0 3.3 Agree
gadgets/smartphones connects
me to my relatives who are living
in other places.
3. Using electronic 2 8 0 0 3.2 Agree
gadgets/smartphones makes
interaction with others easier.
4. Using electronic 9 1 0 0 3.9 Strongly
gadgets/smartphones makes easy Agree
access to internet.
5. Giving electronic 0 0 10 0 2.0 Disagree
gadgets/smartphone at early age
is not a good idea.
6. Using electronic 5 5 0 0 3.5 Agree
gadgets/smartphones lessen my
time spent with others.
7. Using electronic 10 0 0 0 4.0 Strongly
gadgets/smartphones consume Agree
most of my time.
8. I use my electronic 10 0 0 0 4.0 Strongly
gadgets/smartphones for playing Agree
online games.
9. I use my electronic 10 0 0 0 4.0 Strongly
gadgets/smartphones for social Agree
media purposes.
10.I’d rather play online games 8 2 0 0 3.8 Strongly
than to play physical games Agree
(traditional games)

____________________________________________________________________________________
Legend: 4-Strongly Agree (SA) 3.51-4.00 3-Agree (A) 2.51-3.50
2- Disagree (D) 1.51-2.50 1-Strongly Disagree (SD) 1.00-1.50
This table presents the electronic gadgets restrain children social interaction. The table

shows that students assess themselves strongly agree with 5 out of 10 children activities,

using electronic gadgets/smartphones makes easy access to internet has 3.9, using

electronic gadgets/smartphones consume most of my time has 4.0, using my electronic

gadgets/smartphones for playing online games has 4.0, using my electronic

gadgets/smartphones for social media purposes has 4.0, and playing online games rather

than to play physical games (traditional games). Activities that students assess

themselves agree 4 out of 10 children, using electronic gadget/smartphone for study has

3.2, using electronic gadget/smartphone connects to my relative who are living in other

places has 3.3, using electronic gadgets/smartphone makes interaction with others easier

has 3.2, using electronic gadget/smartphone lessen my time spent with others has 3.5.

Activities that students assess themselves disagree one out 10 children activities, giving

electronic gadgets/smartphones at an early age is not a good idea has 2.0. Overall mean

was 3.49, which means agree.

Grade 5 respondents

Statements SA A D SD WM Analysis Rank

1. I use electronic 1 7 2 0 2.9 Agree 6
gadget/smartphone for my study.
2. Using electronic 0 10 0 0 3.0 Agree 5
gadgets/smartphones connects
me to my relatives who are living
in other places.
3. Using electronic 1 9 0 0 3.1 Agree 4
gadgets/smartphones makes
interaction with others easier.
4. Using electronic 10 0 0 0 4.0 Strongly 1
gadgets/smartphones makes easy Agree
access to internet.
5. Giving electronic 0 0 10 0 2.0 Disagree 2
gadgets/smartphone at early age
is not a good idea.
6. Using electronic 5 5 0 0 3.5 Agree 3
gadgets/smartphones lessen my
time spent with others.
7. Using electronic 10 0 0 0 4.0 Strongly 1
gadgets/smartphones consume Agree
most of my time.
8. I use my electronic 10 0 0 0 4.0 Strongly 1
gadgets/smartphones for playing Agree
online games.
9. I use my electronic 10 0 0 0 4.0 Strongly 1
gadgets/smartphones for social Agree
media purposes.
10.I’d rather play online games 6 4 0 0 3.6 Strongly 2
than to play physical games Agree
(traditional games)

____________________________________________________________________________________
Legend: 4-Strongly Agree (SA) 3.51-4.00 3-Agree (A) 2.51-3.50
2- Disagree (D) 1.51-2.50 1-Strongly Disagree (SD) 1.00-1.50
This table presents the electronic gadgets restrain children social interaction. The table

shows that students assess themselves strongly agree with 5 out of 10 children activities,

Using electronic gadgets/smartphones makes easy access to internet has 4.0, Using

electronic gadgets/smartphones consume most of my time has 4.0, using my electronic

gadgets/smartphones for playing online games has 4.0, using my electronic

gadgets/smartphones for social media purposes has 4.0, and playing online games than

to play physical games (traditional games). Activities that students assess themselves

agree 4 out of 10 children, using electronic gadget/smartphone for study has 2.9, using

electronic gadget/smartphone connect to my relative who are living in other places has

3.0, using electronic gadgets/smartphone makes interaction with others easier has 3.1,

using electronic gadget/smartphone lessen my time spent with others has 3.5. Activities

that students assess themselves disagree 1 out 10 children activities, giving electronic

gadgets/smartphones at an early age is not a good idea has 2.0. Overall mean was 3.41,

which means agree.

Grade 6 respondents

Statements SA A D SD WM Analysis Rank

1. I use electronic 3 7 0 0 3.3 Agree
gadget/smartphone for my study.
2. Using electronic 1 9 0 0 3.1 Agree
gadgets/smartphones connects
me to my relatives who are living
in other places.
3. Using electronic 0 10 0 0 3.0 Agree
gadgets/smartphones makes
interaction with others easier.
4. Using electronic 10 0 0 0 4.0 Strongly
gadgets/smartphones makes easy Agree
access to internet.
5. Giving electronic 0 0 10 0 2.0 Disagree
gadgets/smartphone at early age
is not a good idea.
6. Using electronic 5 5 0 0 3.5 Agree
gadgets/smartphones lessen my
time spent with others.
7. Using electronic 10 0 0 0 4.0 Strongly
gadgets/smartphones consume Agree
most of my time.
8. I use my electronic 9 1 0 0 3.9 Strongly
gadgets/smartphones for playing Agree
online games.
9. I use my electronic 5 5 0 0 3.5 Agree
gadgets/smartphones for social
media purposes.
10.I’d rather play online games 10 0 0 0 4.0 Strongly
than to play physical games Agree
(traditional games)

____________________________________________________________________________________
Legend: 4-Strongly Agree (SA) 3.51-4.00 3-Agree (A) 2.51-3.50
2- Disagree (D) 1.51-2.50 1-Strongly Disagree (SD) 1.00-1.50
This table presents the electronic gadgets restrain children social interaction. The table

shows that students assess themselves strongly agree with 4 out of 10 children activities,

using electronic gadgets/smartphone easy access to internet has 4.0, using electronic

gadget/smartphones has 4.0, using electronic gadgets/smartphone playing online games

3.9, and playing online games rather than playing physical games has 4.0. Activities that

students assess themselves agree 5 out of 10 children, using electronic

gadget/smartphone for study has 3.3, using electronic gadget/smartphone connect to my

relative has 3.0, using electronic gadget/smartphone make interaction with others has

3.0, using electronic gadget/smartphone lessen time spent with others has 3.5. Activities

that students assess themselves disagree 1 out 10 children activities, giving electronic

gadgets/smartphones at an early age is not a good idea has 2.0. Overall mean was 3.43,

which means agree.

 CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations of

this study.

Summary

This study generally tried to demonstrate the electronic gadgets restrain

children social interaction.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of :

1.1 Age?

1.2 Gender and

1.3 Interest?

2. How do electronic gadgets restrain the children's social interaction?

This study is a quantitative descriptive research. The study conducted at

Barra Elementary School, a comprehensive elementary school with the large enrollees.

The validated questionnaire as evaluated by the principal, guidance and key persons.

There were two parts of the questionnaire: the first part was to determine the demographic

profile of the respondents; the second part was to demonstrate the electronic gadgets

restrain children social interaction.

 In the first part of the study, frequency and percentage were used to show

the demographic profile of the respondents, in the second and last part, ranking and

weighted mean were used to interpret the result obtained to demonstrate the electronic

gadget restrain children social interaction.

Findings

After the data presentation, analysis and interpretation, the researcher came out

with the following findings:

1. Demographic profile of grade 4-6 students in terms of:

1.1 Gender

Based on the result obtained of the researcher by the gender of grade 4-6

students in Barra Elementary School, majority of the respondents are male that

has a percentage of 53.33 %, female respondents have a percentage of 46.67%.

1.2 Age

Based on the results obtained of the researcher by the age of the grade 4-6

students in Barra Elementary School, students who are at the age of 11-13 has the

highest percentage of 60% and 40% are the students who are at the age of 8-10 years

old.

1.3 Interest of Grade 12 Gas Students.

Based on the results obtained of the researcher by the interest of grade 4-6

students in Barra Elementary School. The interest with the highest rank rank was

watching/viewing that has 59 interested respondents. The second rank was social media
that has 55 interested respondents. The third rank was online games that has 53

interested respondents. The fourth rank was speaking that has 33 interested

respondents. The fifth rank was writing that has 32 interested respondents. The sixth rank

was music that has 28 interested respondents. The seventh rank was recreational

activities that has 25 interested respondents.

Grade 4

The grade 4 student’s assessment to their selves has a mean of 2.97-weighted

average mean that has a verbal description of agree.

There were 5 out of 10 children activities, using electronic gadgets/smartphones makes

easy access to internet has 3.9, using electronic gadgets/smartphones consume most of

my time has 4.0, using my electronic gadgets/smartphones for playing online games has

4.0, using my electronic gadgets/smartphones for social media purposes has 4.0, and

playing online games rather than to play physical games (traditional games). Activities

that students assess themselves agree 4 out of 10 children, using electronic

gadget/smartphone for study has 3.2, using electronic gadget/smartphone connects to

my relative who are living in other places has 3.3, using electronic gadgets/smartphone

makes interaction with others easier has 3.2, using electronic gadget/smartphone lessen

my time spent with others has 3.5. Activities that students assess themselves disagree

one out 10 children activities, giving electronic gadgets/smartphones at an early age is

not a good idea has 2.0. Overall mean was 3.49, which means agree.
Grade 5

The grade 5 student’s assessment to their selves has a mean of 3.41-weighted average

mean that has a verbal description of agree.

There were 5 out of 10 children activities, Using electronic gadgets/smartphones makes

easy access to internet has 4.0, Using electronic gadgets/smartphones consume most of

my time has 4.0, using my electronic gadgets/smartphones for playing online games has

4.0, using my electronic gadgets/smartphones for social media purposes has 4.0, and

playing online games than to play physical games (traditional games). Activities that

students assess themselves agree 4 out of 10 children, using electronic

gadget/smartphone for study has 2.9, using electronic gadget/smartphone connect to my

relative who are living in other places has 3.0, using electronic gadgets/smartphone

makes interaction with others easier has 3.1, using electronic gadget/smartphone lessen

my time spent with others has 3.5. Activities that students assess themselves disagree 1

out 10 children activities, giving electronic gadgets/smartphones at an early age is not a

good idea has 2.0. Overall mean was 3.41, which means agree.

Grade 6

The grade 6 student’s assessment to their selves has a mean of 3.43-weighted average

mean that has a verbal description of agree.

This table presents the electronic gadgets restrain children social interaction. The table

shows that students assess themselves strongly agree with 4 out of 10 children activities,

using electronic gadgets/smartphone easy access to internet has 4.0, using electronic

gadget/smartphones has 4.0, using electronic gadgets/smartphone playing online games

3.9, and playing online games rather than playing physical games has 4.0. Activities that

students assess themselves agree 5 out of 10 children, using electronic

gadget/smartphone for study has 3.3, using electronic gadget/smartphone connect to my

relative has 3.0, using electronic gadget/smartphone make interaction with others has

3.0, using electronic gadget/smartphone lessen time spent with others has 3.5. Activities

that students assess themselves disagree one out 10 children activities, giving electronic

gadgets/smartphones at an early age is not a good idea has 2.0. Overall mean was 3.43,

which means agree.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

The interest of grade 4-6 elementary students with the highest frequency is

watching/viewing. This means that it is the most common interest that grade 12 gas

students has.

Grade 4-6 elementary students assess themselves agree with their

activities. In addition, the elementary students do some recreational activities unlike with

other factors that they did more, that affects the social interaction of the students.

According to Paul A. Bellair (2018), the social disorganization perspective

assumes that social interaction among neighbors is a central element in the control of
community crime. Moreover, social interaction among neighbors that occurs frequently,

such as every day, assumed most effective. This analysis tests that assumption by

exploring the consequences of frequent and infrequent interaction. I construct 10

alternative measures of social interaction and separately examine the effect of each on

the rates of three serious crimes across 60 urban neighborhoods. Findings suggest that

type of interaction matters. Getting together once a year or more with neighbors has the

most consistent and generally strongest effect on burglary, motor vehicle theft, and

robbery. Further, this form of interaction mediates a significant proportion of the effect of

ecological characteristics on community crime. Implications for community crime research

discussed.

The elementary students play and connect with others using their electronic

gadgets rather than the face-to-face communication.

“W hen we assume that other people know what we are thinking, and

what we are expecting of them, we do them a real disservice.

Assuming that we’ve been clear about what we wanted, we blame them

when things don’t go as planned.” – Heidi Grant Halvorson, F orb e s .

Recommendations

Based on the results of the study, the following recommendations were

drawn:

1. Preventing the students/children on too much using of electronic gadget may be

maintain of a one student in order for them to develop their social interaction skills.

Teachers may consider also the factors of one student in developing their communication
skills to help the students engage in activities that are in line in their age and to improve

and develop it.

2. Teachers and Parents may be aware on student’s interest to be easy for them to make

a strategy that will be more helpful in developing the student’s social interaction skills.

3. Further programs and interventions must create and utilized to help and improve the

student’s social interaction skills and they should give attention to the techniques that

sometimes used by them to more develop their skills in social interactions.

 Abstract
This research conducted to demonstrate the grade 4-6 elementary students that

electronic gadgets restrain children social interaction and to determine how electronic

gadgets restrains children social interaction. The researcher used quantitative and

descriptive approach and self-administered questionnaire for this study. The respondents

were the grade 4-6 students of Barra Elementary School; it is conduct during the 1st

semester of school year 2019-2020. This research shows that grade 4-6 students assess

themselves agree with the help of factors that the students did. Therefore, the highest

average is agree which is the electronic gadgets restrain the social interaction of the

children. The interest that grade 12 gas students most have was watching/ viewing.

Based on the results gathered, the researcher recommended that parents and

teacher may be aware on student’s interest to be easy for them to make a strategy that

will be more helpful in developing the student’s social interaction skills, maintain the used

of traditional teaching technique of a one student in order for them to more develop social

interaction skill and avoid addicting in electronic gadget, parent may consider also the

interest and hobby of an student in developing their communication skills to help the

students engage in activities that are in line in their techniques and to improve and

develop it, and further programs and interventions must be created and utilized to help

and improve the students social interaction skills and they should also give attention to

the techniques that are sometimes used by them to more develop their skills in critical

reading.