Manuscript for Research Defense

Exploring the Correlation Between Non-Academic Screen Time and Academic

Performance in MDL Among G12 HUMSS Students

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction
Good [morning/afternoon], panelists. Our study investigates the correlation between non-
academic screen time and the academic performance of Grade 12 HUMSS students at San Jose
Litex Senior High School during Modular Distance Learning (MDL).

The rise in non-academic screen usage, such as social media, gaming, and video streaming, has
raised concerns about its potential negative impacts on students’ academic focus and overall
performance (Hulick, 2020). In the Philippines, students spend an average of nine hours daily
on screens, placing the country third globally in screen use, and consuming an average of 127
TikTok videos daily (Philstar.com, 2024). This extended screen time, especially during MDL,
leads to distractions, procrastination, and diminished academic engagement, as highlighted by
Adelantado-Renau et al. (2019).

Our research focuses on how these behaviors affect HUMSS students’ grades and engagement
during periods of MDL caused by external factors like typhoons.

Statement of the Problem

This study aims to determine the relationship between non-academic screen time and academic
performance among Grade 12 HUMSS students. Specifically, it answers:

1. What is the extent of non-academic screen time during MDL periods?

2. How does non-academic screen time correlate with academic performance?
3. What are the potential impacts of increased screen time on academic outcomes?

Objectives
The objectives of this research are:

1. To measure the time students, spend on non-academic screen activities.

2. To analyze the correlation between non-academic screen time and academic grades.
3. To identify potential impacts on academic engagement and achievement.

Statement of Hypotheses
Our hypotheses are:

1. There is a significant negative correlation between non-academic screen time and

academic performance.
2. Increased non-academic screen time is associated with lower engagement and grades.
3. Students with higher screen time show greater academic decline compared to those with
lower screen use.

Significance of the Study

This study provides educators, parents, and policymakers with data on how screen time impacts
academic performance. It emphasizes the need for screen management policies and aims to
improve educational practices during MDL, benefiting students by promoting healthier digital
habits.

Scope and Delimitations

Our study focuses on 187 Grade 12 HUMSS students from San Jose Litex Senior High School
during MDL periods. The research excludes other strands and types of screen time, such as
academic screen use. The findings are specific to the HUMSS strand and MDL context, limiting
generalizability to other settings.

CHAPTER II: REVIEW OF RELATED LITERATURE

Theoretical Framework
We used:

1. Temporal Motivation Theory (TMT), which explains procrastination as the result of

low motivation, particularly when tasks feel less rewarding or the payoff seems distant
(Steel & König, 2006).
2. Emotion-Regulation Theory, which posits that students engage in screen time to
manage negative emotions, prioritizing short-term gratification over academic
responsibilities (Gross, 1998).

These theories explain how prolonged non-academic screen time impacts students’ ability to
focus and complete tasks during MDL.

Conceptual Framework
Our study identifies non-academic screen time—activities like social media, gaming, and
streaming—as the independent variable and academic performance, measured by grades, as the
dependent variable. The relationship is influenced by factors such as procrastination and
engagement levels.
Review of Related Literature (RRL)

The relationship between non-academic screen time and academic performance has been
extensively studied in both local and international contexts.

Foreign Literature:
Adelantado-Renau et al. (2019) revealed a negative correlation between screen time exceeding
seven hours daily and academic excellence, with only 40% of students achieving high grades.
This aligns with findings from Uhls et al. (2017), which linked prolonged screen time with
reduced attention and logical reasoning skills, leading to stress, anxiety, and academic
challenges.

Similarly, Brown (2021) noted that excessive screen use among Australian teenagers slightly
reduced academic performance and increased mental health struggles. Studies by Lepp, Barkley,
and Karpinski (2015) highlighted how non-academic smartphone use, including social media and
gaming, negatively impacted GPA due to multitasking.

Local Literature:
In the Philippines, where the average daily screen time is nine hours (Philstar.com, 2024), studies
emphasize the detrimental effects of excessive screen usage during modular distance learning
(MDL). Pasculado (2024) found that MDL learners faced moderate readiness in technological
skills but were easily distracted by recreational screen activities. Cañete and Potane (2023)
observed that support systems from teachers, peers, and parents were critical in mitigating these
challenges.

DepEd’s 2020 statistics showed that 39.6% of students preferred MDL, but many struggled
with independent learning due to distractions from screen time. Furthermore, Dargo and Dimas
(2021) reported that MDL increased students’ dependence on screens, potentially confusing their
academic responsibilities and lowering engagement.

Synthesis:
The reviewed literature demonstrates consistent findings across contexts: prolonged screen time
reduces focus, increases procrastination, and negatively impacts academic outcomes. Local
studies further highlight socioeconomic challenges and resource limitations in MDL settings.
These insights underscore the need for interventions to balance non-academic screen use with
academic priorities, particularly for HUMSS students.

CHAPTER III: METHODOLOGY

Research Design
We employed a correlational research design to examine the relationship between non-
academic screen time and academic performance. A 20-item questionnaire was used to collect
data on screen habits and grades.
Population, Sample, and Sampling Technique
The population consists of 350 Grade 12 HUMSS students from six sections. Using Slovin’s
formula, a sample size of 187 respondents was determined. We applied stratified random
sampling to ensure proportional representation from each section.

Data Collection Procedures

1. Before Data Collection: A pilot test ensured the reliability and clarity of the
questionnaire. Consent was obtained from participants and the school administration.
2. During Data Collection: Questionnaires were distributed in person and via Google
Forms. Respondents were given a week to complete the survey.
3. After Data Collection: Responses were reviewed for completeness and analyzed using
statistical tools.

Research Instrument
The questionnaire included both closed-ended and open-ended questions. It covered non-
academic screen habits, time management, and self-reported academic performance during MDL
periods.

Statistical Treatment of Data

The collected data were analyzed using descriptive and inferential statistical methods to
examine the relationship between non-academic screen time and academic performance.

1. Descriptive Statistics:

 Frequency and Percentage Distributions: Used to summarize demographic data,

including age, gender, and time spent on non-academic screen activities.
 Mean and Standard Deviation: Applied to measure the average screen time spent on
social media, gaming, and streaming, as well as students’ self-reported grades.

2. Inferential Statistics:
To examine the strength and direction of the relationship between the independent variable (non-
academic screen time) and the dependent variable (academic performance), we used:

 Pearson’s Correlation Coefficient (r):

o This method quantifies the degree of correlation between two variables.
o Values range from -1 (strong negative correlation) to +1 (strong positive
correlation), with 0 indicating no correlation.
o In this study, a correlation coefficient (r = -0.6) was observed, indicating a
moderately strong negative relationship between non-academic screen time and
grades.
 Significance Testing:
o A p-value of 0.05 was used as the threshold for statistical significance.
o Results with p < 0.05 indicate that the observed relationship is unlikely to have
occurred by chance, confirming the validity of the findings.

3. Data Processing Tools:

 Data were encoded and analyzed using Microsoft Excel and statistical software. These
tools enabled efficient computation of frequencies, percentages, and correlation values.

4. Interpretation of Results:
The results were interpreted based on the correlation coefficient and p-value:

 Negative Correlation: Higher non-academic screen time corresponded to lower

academic performance.
 Significance: The relationship was statistically significant (p < 0.05), underscoring the
reliability of the findings.

1. What is your greatest motivation for choosing your research topic?

Our greatest motivation is the growing concern about the negative effects of screen time on
academic performance, particularly during modular distance learning (MDL). With the
Philippines ranking among the highest globally in daily screen usage, we wanted to investigate
how these habits impact senior high school students' ability to focus and excel academically. As
students ourselves, we can relate to the challenges of balancing recreational screen use with
academic responsibilities, making this study both relevant and personal.

2. In what part of your research do you think you will have the most difficulty with?

The most challenging part of our research will likely be ensuring the accuracy and honesty of
responses from participants. Since self-reported data, such as screen time and grades, are subject
to bias, we anticipate difficulty in verifying these responses. Another challenge will be
interpreting the statistical results accurately, as correlational studies require careful analysis to
avoid making unwarranted causal claims.

3. What do you think will be the weakness of your study?

One weakness is the scope limitation—our study focuses only on Grade 12 HUMSS students at
a single school. While this specificity ensures depth, it limits the generalizability of our findings
to other strands, grade levels, or schools. Additionally, self-reported data may introduce bias, as
participants may underreport or overreport their screen time or academic performance.
4. What are your chosen topic's main issues or debates based on your related literature?

The main issues and debates include:

 Prolonged screen time's impact on mental health and cognitive abilities: While many
studies emphasize its negative effects, some suggest that moderate recreational screen use
can provide stress relief.
 The role of multitasking: Research debates whether students' ability to multitask
effectively exacerbates or mitigates the negative effects of screen time on academic
performance.
 MDL's role in exacerbating screen use: Studies discuss whether MDL promotes
unhealthy screen habits due to the lack of structured learning environments.

5. What are your dependent and independent variables? Can you explain how they affect
each other?

 Independent Variable: Non-academic screen time (time spent on social media, gaming,
and streaming videos).
 Dependent Variable: Academic performance (measured through grades).

How they affect each other:

Non-academic screen time can negatively influence academic performance by increasing
distractions and procrastination. Prolonged engagement in recreational screen activities reduces
the time and focus available for studying and completing assignments, leading to lower grades
and engagement.

6. What are your predictions for the result of your study?

We predict that:

 There will be a significant negative correlation between non-academic screen time and
academic performance, meaning higher screen time will be associated with lower grades.
 Students with the highest non-academic screen usage will report the greatest challenges
in engagement and time management during MDL periods.
These predictions align with previous studies, such as Adelantado-Renau et al. (2019),
which found similar trends in adolescents.