EXCESSIVE TECHNOLOGY USAGE TO ACADEMIC PERFORMANCE OF

GRADE-11 GAS STUDENTS OF LAS NIEVES NATIONAL HIGH SCHOOL

Researchers:

Jayanna Hershey S. Autor

John Paul L. Aganap
Charlsim T. Pena

INTRODUCTION:

The Las Nieves National High School Grade 11 GAS (General Academic
Strand) student excessive technology use is a complex issue that needs to be
carefully considered. The fundamental cause of this problem is the increasing
ubiquity of digital gadgets and their widespread impact on students' academic.
The possible detrimental effect on academic achievement is one of the main
worries. Students that use technology excessively are frequently distracted,
taking their focus away from learning and engaging in class activities. Students
may find it difficult to stay focused and productive when they have continual
access to social media, entertainment, and other online platforms, which could
lead to mediocre academic results. Excessive screen usage can also be
detrimental to the development of interpersonal skills and in-person interactions.
Students may withdraw into virtual environments in place of having meaningful
conversations or participating in group learning activities with their peers, which
reduces the opportunity for sociability and idea sharing. Students' social skills
are impacted by this lack of in-person engagement, and they also miss out on
important learning opportunities that come from interpersonal interactions. It
also raises the possibility of a link between poorer academic achievement and
excessive screen use. Constant screen usage can interfere with sleep patterns and
impede cognitive function, which in turn affects how well students learn and
remember knowledge. This can be particularly genuine right some time recently
bed. This is especially true right before bed. Technology's addictive qualities can
also raise stress and anxiety levels, which exacerbates the detrimental
consequences on wellbeing and academic performance. In conclusion the
significant challenges to academic performance and we'll being ate posed by the
problem of excessive use of technology among grade 11 General Academic
Strand Student of Las Nieves National High School.

The widespread effects of excessive technology use on academic

achievement, cognitive development, and general well-being make it a serious
issue for Las Nieves National High School GAS (General Academic Strand)
students in Grades 11 and 11. In the current digital era, when computers, tablets,
and cellphones are commonplace, kids are using technology more and more—
often to the expense of their academic goals. This is a thorough analysis of the
issues raised by this phenomenon: Using technology excessively in class
environments causes attention and lowers productivity. During class or when
studying, students who are often checking their phones, browsing social media,
or playing games don't pay attention to what is being taught or reviewed. As a
result, their capacity to understand difficult ideas, remember information, and do
well on tests is impaired. Extended screen time might be detrimental to children'
cognitive capacities, including critical thinking, memory recall, and attention
span. Students find it challenging to focus on academic work for prolonged
periods of time due to the constant onslaught of information and stimuli from
digital gadgets, which overloads the brain. Their inability to learn and solve
problems effectively is hampered by this cognitive overload, which impedes
their academic advancement. A further negative consequence of excessive
technology use is the disturbance of normal sleep cycles. Many students
routinely use their laptops or smartphones late into the night, which shortens
their sleep length and degrades the quality of their sleep. Lack of sleep has been
linked to mood swings, anger, tension, and impaired cognitive function, all of
which can negatively impact academic achievement and general well-being,
according to research. Students who rely too much on technology for social
connections may become socially isolated and have worse interpersonal skills.
They can favor online interactions via social networking sites or messaging
applications over in-person conversations and developing deep connections.
Their inability to socialize in the real world may impede their emotional growth
and capacity for productive peer collaboration—two things that are necessary
for success in both academic and professional settings. Grade 11 GAS students
who use technology excessively may develop addicted habits where they
prioritize screen time over their academic work, extracurricular activities, and
personal hobbies. The aforementioned issues are made worse by an addiction-
like reliance on technology, which feeds an endless loop of underperformance
and discontent. In this regard, given its negative impacts on academic
achievement, cognitive development, and social and emotional well-being,
excessive technology use among Las Nieves National High School GAS
students in Grades 11 is a serious issue. In order to address this issue, schools,
parents, and governments must work together to support appropriate technology
use and foster a balanced lifestyle that supports both academic success and
overall development.
A thorough plan is needed to address the issue of Grade 11 Gas students at
Las Nieves National High School using excessive amounts of technology that
are affecting their academic performance. This will ensure a balanced approach
that maximizes the positive effects of technology while minimizing its negative
effects. It's critical to carry out a comprehensive assessment in order to pinpoint
the precise ways in which excessive technology use is affecting academic
achievement. This evaluation ought to cover a number of topics, including
general academic achievement, critical thinking abilities, and student
participation. Knowing these dynamics will help identify the underlying causes
of the problem and guide focused remedial techniques. The creation of precise
rules and regulations guiding the proper use of technology in classrooms is a
crucial step in the answer. To effectively support learning objectives, these
guidelines should specify when and how technology should be used into lesson
plans. Teachers may make sure that technology is used as a tool to improve
learning rather than a distraction by establishing expectations and boundaries.
Professional development and teacher training programs are crucial for giving
teachers the abilities and know-how to successfully incorporate technology into
their lesson plans. It is important to give educators the tools and techniques they
need to design interactive, interesting lessons that make significant use of
technology. Teachers should also have access to continuing professional
development and mentoring to help them overcome obstacles and fully utilize
technology in the classroom. Apart from incorporating technology, encouraging
other pedagogical approaches can aid in diminishing reliance on technology and
cultivating a more varied educational setting. Students can be actively involved
in learning processes that foster critical thinking and problem-solving abilities
by being encouraged to participate in hands-on activities, group discussions, and
project-based learning experiences. Through the integration of diverse
pedagogical approaches, instructors can accommodate a range of learning
preferences and provide learners with chances for more profound involvement.
Teaching youth digital literacy is crucial to enabling them to appropriately
navigate the digital world as Grade 11 Gas students. It is important to teach
students how to critically assess material they find online, how to set reasonable
screen time limits, and how to use technology to conduct collaborative research.
Students can use technology as a tool for learning rather than as a source of
distraction by honing these skills, which will help them become more
discriminating consumers of digital content. In order to manage Grade 11 Gas
pupils' excessive digital use, parental intervention is also essential. Parents ought
to have conversations with their children about how technology affects their
academic achievement and be given the tools they need to encourage their use of
technology at home. Schools may establish a cohesive support structure that
upholds good technology practices both within and outside of the classroom by
encouraging collaboration between educators and parents. In order to determine
the efficacy of intervention measures and make the required modifications,
continuous monitoring and assessment are also crucial. Frequent evaluations of
student performance and digital usage habits might yield important information
on how interventions affect academic results. With this data-driven approach,
educators can track success, spot trends, and adjust tactics as necessary to
guarantee ongoing development. Tackling the problem of Grade 11 Gas students
using too much technology calls for a multi-pronged strategy that includes
explicit rules, professional development for teachers, encouragement of
alternative pedagogies, instruction in digital literacy, parental participation, and
continuous observation and assessment. Las Nieves National High School may
establish a safe, well-rounded learning environment that optimizes the
advantages of technology while preserving academic success for Grade 11 Gas
students by putting these measures into practice in a coordinated way.
Overuse of technology has become a major issue in education, especially
for Las Nieves National High School's Grade 11 General Academic Strand
(GAS) students. This problem needs to be addressed immediately because it
could negatively affect students' academic performance and damage their
chances for further education and employment. Examining the reasons for
addressing excessive technology use makes it clear that negative impacts affect
not just distractions but also significant aspects of the educational process for
students. The negative effects of excessive technology use on focus and
concentration during academic tasks is one of the main reasons for addressing it.
The attraction of social media, smartphones, and online entertainment can
readily draw students' focus away from study sessions, homework, and class
discussions. A disjointed and less concentrated approach to learning is facilitated
by constant notifications, the desire to check social media feeds, and the rapid
satisfaction offered by online content. Consequently, learners can find it difficult
to look thoroughly into the subject matter, which could result in a brief
comprehension of the subject matter and restrict their capacity to understand
complex concepts. Using technology excessively frequently results in lower
productivity. Students may discover that they spend a lot of time on websites or
applications that aren't instructive, cutting down on the time and effort they put
into their academic work. Online gaming, social networking, and other digital
diversions can lead to an imbalance in time management, which reduces the
amount of time available for focused study and studies. Academic achievement
has a direct association with this decline in productivity, as students may
struggle with time management, turn in work that is not up to pace, or fail to
finish assignments on time. Excessive use of technology has negative effects
that extend beyond the classroom and affect the development of vital life skills.
The development of critical thinking, problem-solving, and good
communication skills may be affected by the constant desire for digital
stimulation. These abilities are transferable to many parts of life outside of the
classroom and are essential for academic achievement. Teachers and school
administrators may establish a learning environment that supports students'
complete growth and helps them gain the skills they need to succeed in their
academic and future professional aspirations by handling excessive technology
use. A complex understanding of technology's function in education is required
due to its widespread use in modern society. While there is no denying that
technology may improve education, finding a balance is crucial. When digital
gadgets are overused without a planned and intentional approach to
incorporating them into the curriculum, the teaching process can be damaged
rather than helped. Promoting a positive relationship with technology and
encouraging its use as a learning aid rather than a continual source of distraction
are key components of addressing excessive technology usage. Excessive use of
technology can also have a negative effect on mental health. Constant screen
time, social media, and online interactions can lead to increased stress and
anxiety, as well as a decrease in overall wellbeing.
The objective of this study is to look into the connection between Grade 11
General Academic Strand (GAS) pupils at Las Nieves National High School's
academic performance and their excessive use of technology. In the current
digital era, technology has influenced every area of students' life and has a
significant impact on many parts of their academic careers. Concern over the
possible harm that excessive technology use may do to pupils' academic
performance is, nevertheless, growing. Primarily, this study intends to
investigate how much technology is used by GAS students in Grades 11 and 11.
Researchers can learn more about the amount of excessive technology use
among this group by knowing how often and for how long they use it. The
assessment of the possible influence of technology on academic performance is
based on this data. The survey also aims to assess the academic achievement of
GAS students in Grades 11. Grades, test scores, and participation in class are
just a few of the markers that can be utilized to assess academic performance.
Researchers can evaluate students' present academic standing and find any
relationships with their technology usage patterns by examining these data. The
study also intends to investigate the connection between academic achievement
and excessive technological use. Researchers can determine whether there is a
significant connection between technology usage and academic outcomes by
looking at variables including time spent on devices, the kinds of activities
participated in, and reported distractions caused by technology. This approach
can offer insightful information about the possible ways that technology could
affect academic achievement. It also seeks to discover potential moderators that
could influence the association between academic achievement and
technological use. Self-control abilities, study practices, and parental
participation are a few examples of factors that can significantly mitigate the
negative effects of technology on pupils' academic performance. Through the
consideration of these elements, scholars may develop a deeper understanding of
the complex connection that exists between the use of technology and academic
achievement. The final objective of this study's conclusions is to educate
leaders, parents, and educators about the possible negative effects of excessive
technology use on students' academic performance. This study seeks to assist the
complete growth of Grade 11 GAS students at Las Nieves National High School
and beyond by emphasizing the value of balanced technology usage and
advocating for methods for reducing its negative impacts.