Level of Gadget Usage and Academic Engagement of Senior High School Students

Abstract This study determined the level of gadget usage and academic engagement of senior high school students at Clarin National High School, Misamis Occidental, Philippines. Guided by Cognitive Load Theory and Self-Determination Theory, the study employed a quantitative descriptive-correlational design involving 100 Grade 11 and Grade 12 students selected through simple random sampling during school year 2024-2025. A research-made questionnaire measured gadget usage in terms of frequency of use, purpose of use, and type of device used, and academic engagement in terms of behavioral, emotional, and cognitive engagement. Data were analyzed using frequency, percentage, weighted mean, Pearson correlation, and Spearman rho. Results showed that the largest group of students used gadgets for two to three hours daily (36.0%), while mobile phones and smartphones were treated as the most commonly used device for academic purposes (36.0%). Students reported positive academic purposes for gadget use (M = 3.11), and highly positive behavioral (M = 3.97), emotional (M = 3.84), and cognitive engagement (M = 3.85). Correlation results revealed no significant relationship between academic engagement and device type (rho = -0.010, p = .922) or frequency of use (rho = 0.106, p = .296). However, purpose of gadget use was significantly and positively related to academic engagement (r = .342, p < .001). The findings indicate that academic engagement is influenced more by how students use gadgets than by the type of device or the frequency of use. The study recommends purposeful technology integration, digital literacy support, and classroom guidelines that promote responsible academic gadget use.