Abstract
This study employed a descriptive-correlational research design to examine the relationship between excessive gadget use and student behavior, as perceived by teachers in the Pangantucan South District, Division of Bukidnon. Data were gathered through a researcher-made questionnaire and first-quarter report cards from the 2024–2025 academic year to evaluate learners' conduct. The findings revealed that most students extensively used gadgets—primarily smartphones and laptops—with prolonged screen time reported by all respondents, indicating high gadget dependency. This dependency had various effects: physically, it reduced activity and contributed to health issues; cognitively, while enhancing information access, it impaired attention and task completion; socially and emotionally, it increased isolation despite enabling virtual communication; and linguistically, it supported vocabulary growth at the cost of verbal interaction. Notably, digital addiction emerged as a significant concern. However, demographic variables such as age, gender, and screen time showed no significant correlation with the observed effects—only the type of gadget used did. Academic data showed that many junior high school students struggled with comprehension and output generation, suggesting targeted interventions were needed. Interestingly, the study found no significant correlation between gadget use and behavioral outcomes, implying that other variables may better explain behavioral shifts among learners. The findings underscore the necessity of promoting balanced gadget use, implementing responsible digital practices, and exploring other factors affecting student behavior. Recommendations include integrating digital literacy into education, regulating device use, and conducting further research to examine the long-term behavioral implications of technology in learning environments.
