This study investigated the relationship between electronic gadget usage and students' learning behavior at Banlag Elementary School. A descriptive correlational research design was employed, and a structured survey questionnaire was the primary data-gathering tool. A total of 106 student respondents were selected using total enumeration. The study focused on identifying the reasons for using electronic gadgets, the number of hours spent on gadget use, and the level of learning behavior based on the domains of behavior, social aspect, Maka-Diyos, and Maka-Tao. Data was analyzed using mean, frequency, and Pearson product-moment correlation. The results revealed that most students used electronic gadgets for entertainment, spending an average of 5 to 7 hours daily. Learning behavior was generally at a high level in the domains of behavior, social aspect, and Makata-Tao, but was low in Maka-Diyos. Statistical analysis showed no significant relationship between the reasons for gadget usage and the students’ learning behavior, nor between the hours spent and their learning behavior. The study concludes that while electronic gadgets are commonly used among students, it does not significantly affect their learning behavior. It is recommended that parents and teachers guide students in using gadgets more purposefully to support positive values and behavior.
Da-anton et al. (Tue,) studied this question.