Abstract
This descriptive correlation quantitative study was conducted to determine the level of academic performance of primary learners in relation to their Information and Communication Technology (ICT) screen time access. One-hundred and twenty randomly selected pupils from kindergarten up to the third-grade level in Mangelen Integrated School served as the respondents of the study. The data revealed that the academic performance of the learners was satisfactory with the mean grade calculated at 84.36%, and with over-all mean from the ICT screen time access as calculated at 154.92 minutes was on average, which showed that primary learners spent approximately 2.5 hours on ICT devices on a daily basis. The data further show that there was a negligible and no significant relationship between the ICT screen time access and the academic performance of the primary learners with a correlation (rs) value of 0.023 and a p-value of 0.804. The findings suggest that elementary learners' access to ICT screens has no bearing on their academic achievement since they mostly rely on their parents' regulations at home for guidance on studying. This further suggests that even in the appearance of technological gifts like gadgets and devices, parents may continually enforce such regulations in order to maintain the level of academic performance of learners.
