Daily Gadget Use and Study Habits of Grade 6 Pupils at Mangan Elementary School: A Descriptive-Correlational Study

Abstract

Elementary pupils increasingly use gadgets for entertainment, communication, and academic tasks. This study examined daily gadget use and study habits among Grade 6 pupils at Mangan Elementary School to inform digital-wellness practices and school guidance. A descriptive-correlational design was employed. Thirty Grade 6 pupils were selected through purposive sampling based on their access to and use of gadgets. Data were collected using a researcher-adapted 20-item questionnaire consisting of academic-duty and behavior-and-daily-activity domains. Weighted means were used for descriptive analysis. The source manuscript also reported a Pearson product-moment correlation coefficient computed from paired domain-item means. Results showed that pupils agreed that gadget use influenced academic duties and study habits (M = 3.597). They were neutral regarding its effects on behavior and daily activities (M = 2.734). Pupils strongly recognized the usefulness of gadgets for completing tasks (M = 4.47), communication (M = 4.57), and stress relief or entertainment (M = 4.23), while generally disagreeing that gadget use caused absenteeism (M = 1.32), late sleeping (M = 1.77), or skipped meals (M = 1.80). The reported item-level association was moderate and positive (r = .47). Because the coefficient was derived from ten paired item means rather than individual pupil scores, it should be interpreted as exploratory and not as a respondent-level inferential test. The study concludes that gadgets can support learning when used purposefully, but structured monitoring remains necessary to protect attention, time management, and study routines.