Electronic Gadgets Usage on the Reading Comprehension Skill in Filipino

Students became more immersed in using electronic gadgets to access various types of digital information; the influence of these devices on their ability to understand Filipino text, which is their native language, however, remains unexplored. This study aimed to determine how using electronic gadgets influences the reading comprehension skills of the students at Maragusan Central Elementary School, particularly when reading Filipino texts. This study used a quantitative descriptive correlational design. Survey questionnaires and reading assessment tools were used to gather and analyze data on how often learners used gadgets and how this usage influenced their reading performance. Mobile phones have emerged as the most frequently used gadgets. A significant number of learners are classified at the frustration level, while only a small percentage are classified at the instructional level and independent level. Therefore, the overall reading comprehension skill of learners was approaching the lower end of the performance scale. Despite the frequent exposure to gadgets and low reading performance, the findings indicated that there was no significant connection between the positive and negative utilization of electronic devices and being able to read Filipino text. The evidence also suggests that the use of gadgets does not independently improve nor impede learners' reading comprehension skills. Consequently, it emphasizes the value of comprehending the usage patterns of gadgets instead of solely focusing on their frequency. However, it was recommended that the school should teach students how to use that technology properly and make sure that parents closely monitor gadgets' usage.