GADGET UTILIZATION AND ACADEMIC PERFORMANCE IN MATHEMATICS OF GRADE 3 LEARNERS: FOUNDATIONS FOR AN ENHANCED TEACHING AND LEARNING PROGRAM

This study examined the gadget utilization and academic performance in mathematics of 450 Grade 3 learners in the Masinloc District, Schools Division of Zambales, during School Year 2024- 2025. Employing quantitative-descriptive, causal-comparative, and correlational research designs, data were gathered through a validated, researcher-designed questionnaire. The study focused on gadget utilization, including digital literacy, content accessibility, learning opportunities, and parental supervision, as well as academic performance in mathematics, such as written works, performance tasks, and quarterly assessments. Findings revealed that the learners, mostly 8-yearold females from families with a monthly income of P19,999 and below, spent 2.0 to 2.9 hours using gadgets at home and less than 1.0 hour at school. They exhibited moderate gadget utilization, highlighting the need for improved digital literacy and content access. Academic performance in mathematics was generally satisfactory across various assessments. Monthly family income significantly influenced gadget utilization, while age, sex, and educational attainment did not. A weak but positive correlation between gadget utilization and academic performance in mathematics was observed, suggesting that increased gadget use may modestly improve learning outcomes. An enhanced teaching and learning program was developed to integrate gadgets into mathematics instruction. It is recommended that teachers strategically use gadgets in the classroom and actively monitor the implementation of the enhanced program to optimize their impact on learners' academic performance.