Pr2-Group-1-Final-1 222

Christ the King College – Humanities and Social Sciences
Student efficiency within the classroom while using Gadgets
Jasmine Rose Idulsa
Sidney Ivan Mainit
Kate Lourhaze Ragot
John Andre Talja
Merwen Benedict Tapon
Josh Larry Valdevilla
Xander Vin Vosotros
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Chapter 1
THE PROBLEM
Introduction
During the pandemic, the rise of gadgets being used to amplify long
distance learning is prevalent. Even after the lockdown and resuming classroom
learning, the use of technology has significantly increased to become an auxiliary
for schoolwork especially in research activities and oral discussions. But this
dependency on technology may affect the students' performance in positive or
negative ways. Examples of this are the 75% of students have strong dependence
on using their cell phones in all activities even after school causing sleep
deprivation and impairing their learning as pupils is a negative effect according to
Malaysians Communication and Multimedia Commission. However, giving them
vast knowledge through a click or tap of a screen and wisdom passed through
generations by just using a search engine making the efficiency of the class 18%
higher as a positive effect according to the British Journal of Educational
Technology. While these have been observed throughout the Senior High School
Department this research is about finding out if these variables have any relation
to the student’s efficiency within the classroom thus giving outlook upon the
relationship of gadgets to students academic performance.
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Theoretical Framework
This study is anchored on the following theories, namely: (1) impact of
technology on the academic performance of students and teaching effectiveness
theory, 2) impact of technology on education theory, and 3) one to one technology
and its effect on student academic achievement and motivation.
This descriptive study determines the use of computers of teachers and
students and its effects on students ' academic performance in public and private
schools as cited by Monserate (2018).
The study of impact of technology on education theory determines new
possibilities for using technology in education within the context of critical
theories of education. It focuses on the risk of applying classical curriculum, in
the light of new options that appears due to technological development by
Docekal et al. (2014).
The one-to-one technology theory determine whether one to one
technology truly impacts and effects the academic performance and the academic
achievement of students and their motivation to learn by Harris et al. (2016).
Independent Dependent Dependent

Variables Variables Variable
General Efficiency
Screen Time
Average Rating
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Statement of the Problem
1. To what extent does the regularity of gadget utilization in classrooms
correlate with students' academic performance and learning outcomes?
2. How do various categories of devices, such as tablets, laptops, and
smartphones, influence students' participation and effectiveness in the
learning process?
3. What impact do factors like digital distractions, juggling multiple tasks,
and the management of electronic devices have on determining how
efficiently students focus during classroom activities involving technology?
Hypothesis
H01: The hours of screentime of students will heavily affect the students’
academic performance.
H02: The use of different types of gadgets will not have any influence on their
academic performance.
H03: The study will determine the student’s inefficiency when it comes to gadget
use.
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Significance of the Study
The findings of this study will benefit the following:
Students. This study will give students insight on how efficient they could
be within the classroom with the Efficiency rating and how they could improve in
utilizing technology within the classroom with strict guidelines or circumstances.
Parents. It would be beneficial to parents whose children are
technologically literate. This research will serve as a guide for them to support the
students and help them to absolute efficiency with their academic performance.
Teachers. As an essential element in learning, teachers may get
information and ideas from the study's findings. They may gain knowledge to help
students improve their efficiency and ways to avoid misusage of technology.
Future Researchers. The ideas presented in this study are significant
as a reference for future researchers to conduct new research or analyze the
validity of other related research findings. This research study will also serve as a
crossreference for future researchers by giving them the correlation between the
general average of students with their screentime usage of technology within the
classroom.
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Scope & Delimitation of the Study
The study was delimited to the efficiency of the senior high school
department, and complimented by factors such as attention span, distractions
screentime and efficiency.
However, the research is only limited to their efficiency and other external
factors such as sex, disabilities, or impairments within the senior high school
department school year 2023-2024 at Chris the King College. They were
specifically chosen because they have experienced the pandemic within their time
as junior high school students and are more adept while also prone to having
more screentime than the average adult.
Definition of Terms
This section provides operational definitions related to educational
concepts in the context of the current study:
Efficiency or Efficiency rating- is the students’ academic performance whether
it is positive or negative.
General average- is the generalized rating on all subjects within the classroom
and represents their academic performance.
Screentime- this is the number of hours the student utilizes the technology
around them during class.
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Chapter 2
REVIEW OF RELATED STUDIES AND LITERATURE
This chapter presents the review of related literature and studies considered
relevant to the present investigation. These materials were from books, journals,
unpublished and published studies. The literature provided the researcher with
support for this current study.
Foreign-Related Literature and Studies
This study investigates student behavior when they brought their own
digital devices into a lecture theater. Surprisingly, despite all three groups of
undergraduate students bringing laptops and/or smartphones into the lecture
theater, there was no significant difference in academic performance observed
across the years of study. The study's findings established a connection between
student multitasking behaviors in lecture theaters and the principles of Social
Cognitive Theory, highlighting the reciprocal interactions between behaviors, the
learning environment, and individual students. (Limniou, 2021)
Upon further analysis, it was discovered that there was a notable difference
among the three years in terms of the use of applications and various student
characteristics, even after accounting for the different types of devices used. The
research found that students who focused on using only one application during
lectures were more likely to achieve higher academic performance. This focused
approach minimized distractions, allowing these students to better process and
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retain information. In summary, this study underscores the importance of
reevaluating the teaching delivery methods to prevent students from becoming
absorbed in their devices during lectures. It emphasizes the significance of
student engagement levels and the influence of lecture norms on their behavior.
Addressing these factors is crucial to creating a more effective and focused
learning environment within lecture theaters. (Limniou 2021)
The primary objective of this study was to investigate the impact of one-to-
one technology on students' academic achievement. Additionally, the study aimed
to assess the influence of Technology on students' motivation to learn. These
findings hold considerable importance in the context of the ongoing technological
transformation in schools. As educational institutions increasingly adopt
technology, the study suggests that providing students with individual access to
technology could potentially boost their academic performance and enthusiasm
for learning. Moreover, the study implies that with greater exposure to technology
for students and appropriate professional development opportunities for teachers
to refine their teaching techniques, Technology could serve as a catalyst for school
districts to elevate their students' academic achievements to higher levels
(Harris,2016)
This study demonstrates that different socio-demographic factors have
influence on the use of gadgets by children, and this use has greatly been affecting
both the physical and mental health of the secondary school-going students of
Bangladesh (Mushroor at al., 2019)
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Based on a comprehensive study of 94 classrooms from four states in
different geographic regions of the country, this quantitative study investigated
the impact of seven factors related to school technology (planning, leadership,
curriculum alignment, professional development, technology use, teacher
openness to change, and teacher non-school computer use) on five dependent
measures in the areas of teacher skill (technology competency and technology
integration), teacher morale, and perceived student learning (impact on student
content acquisition and higher order thinking skills acquisition). Technology
impact on higher-order thinking skills was predicted by teacher openness to
change, the constructivist use of technology, and negatively influenced by
percentage of technology use where students work alone. Implications for the
adoption and use of school technologies are discussed. (Baylor,2002)
Furthermore, having gadgets for children can be beneficial, as children can
be creative through mobile games or with a stimulus for their senses and
imagination through some creative applications. However, the overuse of gadgets
can make the children rely on them, and it also can lead to addiction if they use
them without proper guidance from their parents. This paper aims to visualize the
use of gadgets among children on their acceptance and the impacts on their
development. (2022).
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Local Literature and Studies
The proliferation of mobile technology provides not only myriads of
opportunities to support teaching and learning, but also challenges or even stress
to the mobile device users in higher education. On the basis of the Person
Technology fit model (P-T fit model), this study developed a theoretical
framework to investigate the double-edged effect of students’ academic usage of
mobile devices. Specifically, we compared the positive effect (boost academic
performance) with the negative effect (bring technostress) of mobile device usage
among university students. We further investigated the moderating role of mobile
technology self-efficacy toward technostress. Data were collected among 208
university students. Results corroborated that students’ academic usage of mobile
devices does not lead to technostress; however, it helps in enhancing academic
performance. Moreover, students’ individual differences, e.g. mobile technology
self-efficacy and extent of usage significantly influence the technostress. (Chong
li,2019)
Technology has played a vital role in educational innovations, providing
both teachers and learners options and flexibility in their teaching and learning
practice. This descriptive research was designed to find out the effect of electronic
gadgets on the academic performance of senior high school (SHS) learners, study
habit and level of proficiency in the use of electronic gadgets. This was conducted
at four small implementers of SHS in the municipality of Sara, Iloilo. Eighty (80)
randomly selected SHS responded on questionnaire-checklist. Mean, Pearson-r
and t-test were used to analyze data. Results of the study showed that the effect of
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electronic gadgets on academic performance of SHS learners was very effective,
level of proficiency on use of electronic gadgets was highly proficient, study habit
of SHS learners was very good. There were no significant differences in effect of
electronic gadgets on the academic performance, level of proficiency on the use of
electronic gadgets and study habit of SHS. There was no significant relationships
between the effect of electronic gadgets, level of proficiency in the use of
electronic gadgets and study habit on the academic performance. Learners are
aware on effects, yet responsive and educated about ill effects of gadgets.
Educational use of gadgets develops a foundation of good/strong/progressive and
effective citizens in the future. Electronic gadgets are beneficial in the schools.
Therefore, the principals/school heads should allow learners and teachers use
gadgets in class. However, constant reminder should be instigated in the various
negative effects of these gadgets.( Balbaguio,2021)
The influence of the information and communication technologies (ICTs)
in open and distance learning (ODL) in a developing country, the Philippines, is
critically evaluated in this paper. Specifically, this paper examines how ICTs have
influenced or shaped the development of ODL in this country. Also examined are
the different stages or generations of distance education (DE) in the Philippines,
which are characterized mainly by the dominant technology used for the delivery
of instructional content and student support services. The different ICTs being
used in ODL and their specific applications to the various facets of this mode of
delivery are also described. Also included is an examination on how quality of
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education is ensured in a technology-driven system of teaching and learning,
which includes, among others, the employment of the ‘quality circle approach’ in
the development of courses and learning packages, and the provision of
appropriate technologies to perform academic processes and achieve institutional
goals. Experiences of the various universities in the Philippines are also cited in
this paper. Lessons have been drawn from the ODL experience to guide educators
from other developing countries.(Pena-Bandalaria,2020)
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Chapter 3
METHODOLOGY
This chapter describes the research design of the study and research locale,
the participants, the procedure in designing the research instrument, data
gathering procedure, research ethics, and data analysis. This study determines the
perceived effect of captioned Korean Dramas on Learners' English Vocabulary
among selected students.
Research Design
This research seeks to study the phenomenon of gadgets affecting the
performance of students. With this in mind, the study employs a correlational
design. This fits into the quantitative nature of this study in comparing
relationships between two or more variables. Also, the design is compatible with
psychology. A feature that crosses the educational nature of this study.
Research Locale
This study was conducted through selected participants from different
schools in Gingoog City during the academic year 2021-2022.
Gingoog is a 2nd class component city in Misamis Oriental, Philippines.
According to the 2020 census, it has a population of 136,698 people. Like other
municipalities in the Philippines that retained Spanish-based orthography, the
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city name is spelled as Gingoog. Still, it is pronounced as ['hiŋuog] or HEE-
nguog since it originated as a Binukid word.
Participants of the study
The respondents of this research are from Grade 12 Humanities and Social
Sciences students of Christ the King College in Gingoog City. Given that our topic
focuses on the student's efficiency within the classroom while using gadgets, we
chose the Grade 12 HUMSS students to be our participants as they possess
characteristics that are applicable to our research.
Research Tools
In this research, the researchers opted to use random sampling in choosing 30
students from Grade 12 HUMSS. Random sampling is a sampling technique in
which each sample has an equal probability of being chosen. With the use of this
method, the researchers will randomly select 30 students from Grade 12 HUMSS
to respond to the survey that will be given.
Ethical Considerations
This study will be split into two parts – Preference profiling and Assessing
attention level over time. Preference profiling will consist of a basic questionnaire
to gather statistical data of their preferred gadget regardless of race, gender or
religion. In assessing attention level over time, the researcher will create a rating
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type of assessment for a simple while the questionnaire only contains 2 parts
these factors will determine the statistical data.
Data Gathering Procedure
This questionnaire will be featured within google forms for simpler data
collecting as google forms is compatible with most types of platforms within the
internet as well as anti-cheating mechanisms of google for honest statistical data
and easier access for our demographic. The respondents will be informed of their
Civil rights along with their right to privacy as to not alarm them of any misuse of
the information they are providing within this questionnaire and help them
understand with the masses of how these factors affect their academic
performance as proof of the matter.
Data Analysis
The data on the study of the perceived effect of watching Korean dramas on
improving the English vocabulary of the selected student-participants underwent
analysis based on the semi-structured interview results.
Semi-structured, face-to-face, and online interviews transpired using a
preprepared interview guide. Participants communicated freely and told stories
using their own words. Each interview lasted from 45 minutes to one hour. The
researchers did all the interviews. At the end of each interview, the researcher
reminded the participants about his need for a second contact via phone calls to
discuss the findings and make sure that the results reflect their own experiences.
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Due to the COVID-19 pandemic and to follow health protocols, only two
participants underwent face-to-face interviews while the other three used the
Messenger chat.
The researcher read and re-read each transcript to gain thought of the
content. Each transcript reflected significant statements of the phenomenon with
its corresponding transcript numbers. Then, these meaningful statements reveal
formulated meanings, which were then grouped to compose theme clusters—
similar ideas of a phenomenon cluster to develop emergent themes. Finally, the
findings underwent validation by the participants to compare the researcher's
results with their experiences.
The study employed narrative analysis in exploring and analyzing the
perceived effect of watching captioned Korean dramas on improving English
vocabulary.
The following steps represent Colaizzi's (1978) process for phenomenological
data analysis (cited in Sanders, 2003; Speziale & Carpenter, 2007).
1. Each transcript should be read and re-read to obtain a general sense
of the whole content.
2. For each transcript, significant statements that pertain to the
phenomenon under study should be extracted. These statements must be
recorded on a separate sheet noting their pages and line numbers.
3. Meanings should be formulated from these significant statements.
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4. The formulated meanings should be sorted into categories, clusters
of themes, and themes.
5. The study's findings should be integrated into a detailed description
of the phenomenon under investigation.
6. The fundamental structure of the phenomenon should be described.
7. Finally, validation of the findings should be sought from the
research participants to compare their descriptive results with their experiences.
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data gathered in
the study. The organization is according to themes and subthemes. The discussion
in this chapter focused on the perceived effects of captioned Korean dramas in
improving English vocabulary.
The researchers presented, analyzed, and interpreted the data as these
explored, described, and examined the participants' lived experiences, interests,
and concerns (Creswell, 2007). In this section, the researcher also presented,
analyzed, and interpreted mainly students' learning experiences in watching
captioned Korean dramas. The researchers further obtained significant data on
students' learning experiences using researcher-made interview protocols.
Moreover, the researchers considered thick-rich descriptions as validation
strategies by presenting verbatim statements in the text.
The Perceived Effects of Captioned Korean Dramas on Learner's English
Vocabulary
To answer the problem, the matrices show the perceived effects of
captioned Korean dramas on learner's English vocabulary based on students'
learning experiences with the one grand theme, namely: Improved viewer's
language learning and vocabulary
This grand theme has cluster themes, namely: (a) Driven Extrinsic
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Motivation, (b) Embraced Self-satisfaction and fulfillment, (c) Improved
,
Language Learning Experiences and (d) Perceived Lifestyle and Culture.
Matrix 1. Improved English vocabulary and language learning experiences as a

perceived effect of watching captioned Korean dramas
Grand
Formulated Meanings Cluster Themes
Theme
Influenced by others Driven Extrinsic Improved

Motivated to finish the series because of its unique Motivation English
storyline vocabulary
Characters are attractive and good looking and language
learning
The storyline has a great sense of entertainment
Different genres have a unique story
Korean dramas taught a lot of life lessons
Offered amazing story plotlines
Being curious of its strong attachment to people
Recommended by friends
Popular and in demand to people
Storylines give a sense of hope Embraced
Instill life-lessons Selfsatisfaction and
fulfillment
Give a sense of relaxation from the burden of work
Give strong advantage when taking up foreign language
as a subject
Eagerness to learn Korean language terminologies
because it is cute
Improved vocabulary Acquired Language
Discovered new vocabularies Learning
Distinguished misspelled English words Experiences
Observed grammatical error and translation
Learn new words to improve writing skills
Helped to construct strong sentences
Discovered new English words
Used dictionary to find the meaning of the newly
encountered words
Helped English vocabulary but not the pronunciation
Improved reading comprehension
Enhanced English communication skills
Clearly perceived conversation between actors because
conversations are translated
Learned English translation of some basic Korean
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statements
Some captions are expressed in a figurative form that
finds hard to understand
Re-read the captions to fully grasp the meaning of the
statements
Learned figurative phrases that can be used in writing
essays
The unfamiliarity of new English words leads to
learning other new words
Learned the usage of words in a sentence based on a Perceived Lifestyle
specific scenario and Culture
Learned and understood the uniqueness of Korean
culture
Learned Korean greetings and honorifics
Stories depict proper behavior of students
Give a glimpse of Korean lifestyle and culture
Taught urge of paying attention
Adapted Korean way of greeting and gestures or respect
Korean culture has quite similarities with Filipino
culture such as giving importance to family
Used Korean terms in day-to-day conversations
Captivated by Korean culture and food
Identified Korean terms that can be used in formal and
informal conversation
Grand Theme. Improved English vocabulary and language learning
Cluster Theme 1. Driven extrinsic motivation
Learners have watched captioned Korean dramas since it became a
worldwide hit, which gave them a great sense of fascination. Korean dramas have
unique plotlines and attractive actors and actresses, which yielded positive
influence to the learners' encouragement to watch captioned Korean dramas, not
just for better understanding of the story but also explicitly learn English
translations of the Korean words used. Participant 1 mentioned:
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“… Actually, at first wala jud koy interest mag tan aw anang mga intsik intsik
nga salida kay dili ko makasabot not until nga naay nag recommend sa ako nga
mag tan aw daw mig Boys Over Flowers tungod kay gwapo daw kayo ang mga
nagdala tapos chada kaayog story…”
“…In the long run, didto nagsugod akong pagkahilig og Korean drama…”
Moreover, responses from the interview implied that the success of watching
captioned Korean dramas was greatly influenced by the exquisite story plot lines
that are unique and capture viewers' interests of all ages.
According to Korean Culture and Information Service (2011), Korean
dramas are commonly liked by people because of the attractive actors and
actresses and the uniqueness of the story's plot. Knowing the potency of their
popularity, Korean television stations created a massive sensation by airing
Korean dramas
that were highly anticipated by countries worldwide.
Moreover, the increasing popularity of Korean drama is also due to the
emerging of another interesting digital media technology, Internet Television
which enables audiences to access television dramas series through the Internet
(Amaran and Wen, 2018).
An important finding from this study is that participants reported that
they watch captioned Korean dramas because they are entertained and have
learned new English vocabulary.
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The study of Rinekso et al. (2021) on "Improving Vocabulary While
Watching Korean Dramas: A case of Indonesian EFL University Students" found
that students are extrinsically motivated to watch Korean dramas. The study
revealed that the students enjoyed learning English subtitles while watching
Korean dramas. They were encouraged to learn vocabulary because of Korean
dramas' interesting storyline, editing effect, and scene/setting. Participants 3 & 5
proved by these statements:
"…Indeed, dili ko katoo na even though the language used by the actors
are purely Korean, I still learn new English words gikan sa captions because
ako dayon gina search ang meaning…"
“…Dako kaayo nahelp ang mga new English words kay naana ko nagamit new
words to improve my essays.”
Pedagogically, this study implies that learning vocabulary can be done
regarding the students' interests, including watching Korean dramas.
Cluster Theme 2: Embraced Self-satisfaction and fulfillment
The success of watching captioned Korean drama is rewarding since one
finds self-satisfaction in its output. It gave a sense of relaxation to the viewers
from the burden of work, storylines instill a lot of life lessons, and provide an
advantage to students who took up Korean Language in their foreign language
class. The uniqueness of Korean dramas helped them discover their inner selves
to be selfrewarding and satisfying. Moreover, they felt great fulfillment upon
learning new languages that are beneficial in taking up foreign language classes.
To concretize this, participant 3 stated:
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"…Watching Korean dramas allows me to expand my vocabulary both in

Korean and English na nagamit kaayo na ko kay naa mi Foreign language na
subject …"
These findings would mean that after watching captioned Korean dramas,
learners could feel fulfillment and satisfaction. In particular, Participant 5 stated
that the learning experience she gained from watching captioned Korean dramas
helped her in addition to her vocabulary knowledge as a major English student.
The perceived effects of watching captioned Korean dramas gave the learners a
great sense of hope, showing self-satisfaction and fulfillment in language learning.
Participant 1 & 2 stated:
"… It is a fulfillment on my part that as a student my great fascination to

Korean dramas allows me to be entertained and also to learn translated
figurative languages that I can use in improving my essays…"
"… I am very happy that I have also learned new languages…"
The findings displayed that watching captioned Korean dramas enables the
learners to deepen their vocabulary and improves their writing skills on their own.
In line with this, some studies reveal that using English subtitles can
support the vocabulary learning environment. Thus, audio-video media
completed with English subtitles allow learners to learn English through
multisensory channels and enhance their vocabulary level (Harji, Woods & Alavi,
2010).
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Cluster Theme 3. Acquired Language Learning Experiences

Captioned Korean Dramas enable viewers to develop greater autonomy in
language learning. Participants 2 and 3 directly implied that through the long
years of watching captioned Korean dramas, they improved their communication
skills, developed writing skills, and effectively used their newly-learned words in
their respective classes. In like manner, watching captioned had proven the
positive outcomes of learners' language acquisition and learning. Participant 2
specified:
"…Knowing that captioned Korean dramas help me find ways to enhance more
on my grammar…"
"…helps me learn and discover new English words…"
Also, by watching captioned Korean dramas, viewers came up with a
specific strategy in improving their vocabulary skills. The participants greatly
emphasized how they looked at the meaning of the new words themselves. As
stated by participant 2:
"…by having my dictionary beside me while watching or I do research

about it.…"
Moreover, watching captioned Korean dramas changed how the
viewer/student improves their English communication skills. Participant 4

stated:
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"…I could speak more in English. Na-enhance akong reading

comprehension at the same time I tend to practice speaking and writing na dili
redundant because I have learned new words which I can use in improving my
essays and for normal conversations…"
Furthermore, watching captioned Korean dramas helped learners to
enhance their writing skills. Participant 1 mentioned:
"…It widens my imagination in creating sentences/paragraphs in some of

my assignments. It helped me construct better sentences.…"
Unknowingly, learners' language learning experiences in watching
captioned Korean dramas are vital in improving English language vocabulary that
might influence the students and affect their performance in the long run.
Participant 5 stated:
"…Subtitles from Korean dramas really helped me improved my

knowledge in English as well as learning new English terms or slang words that
are appropriate to use in a conversation because I know that Koreans used
formal and informal language depending on who they are talking to.…"
In some studies, Koolstra and Beentjes' (1999) study argues that English
subtitles on television programs or audio-video media provide a rich context for
language acquisition, especially vocabulary acquisition. A study exploring the
effects of film subtitles on English listening and vocabulary found that subtitles
help students understand the content of the film (Napikul, Cedar &
Roongrattanakool, 2018). The subtitles provide some new vocabulary that
students have never seen before. In line with this, another study claimed that
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using subtitled movies enhances the learning of a new language among ESP
students (Bellalem,
Neddar, Bouagada & Djelloul, 2018)
Moreover, it is clear evidence to indicate that watching captioned Korean
dramas is a valuable fascination for learners to undertake.
Cluster Theme 4. Perceived Lifestyle and Culture
Korean dramas greatly influence people by showing Korea's lifestyle and culture
in most movie scenes. Through these influences, learners and other viewers
continue to watch K-dramas to learn a language and know their lifestyle and
culture. This perceived knowledge about Korean culture helps the learners to
understand more about the story and the characters. To support this claim,
participants 2 and 3 clearly stated that:
“…Ganahan ko magtan aw aning mga Korean dramas kay makalingaw kaayo
sila inig makighalubilo sa lain tao ug ang ilang pagkaon lami kaayo
lantawon…”
“…Although nay similarities ilang culture ug lifestyle sa atoa, naa gihapon
kalahian labaw na kining nay silay ginagamit nga honorifics ug unique nga
way sa pag greet like mag bow…”
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Aside from knowing Koreans' unique way of showing respect and ways of
greeting, viewers also may perceive how Koreans behave and pay attention to
other people, especially their family members. Participant 3 stated:
"… It's very amazing to know that Korean pay attention to their family and give
importance to the needs of every family member at home…"
Aminah (2012) stated that the Korean wave in Malaysia leads viewers towards
Korean culture such as lifestyle and norms, fashion sense, food consumption,
music, etc.
On the local level, media scholars such as Tian Yi Lee (2014) believe the
global spread of international media content may eventually lead to the loss of
autonomous culture. The Taiwanese media scholar Hsuan Hao Chang particularly
worries that the rise of Korean drama is culturally invasive.
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Chapter 5
SUMMARY, FINDINGS, GENERAL STATEMENTS, AND
RECOMMENDATIONS
This chapter presents the summary, findings, essence, and recommendations
of the study.
Summary
This study explored the perceived effects of watching captioned Korean
dramas on improving learners' English vocabulary.
The researcher conducted the study during the School Year 2021-2021 in the
division of Gingoog City. The study utilized a qualitative method of research
employing narrative analysis. The data tools employed the interview guides using
the researcher-made semi-structured questions.
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Five purposively chosen Korean drama avid fans served as participants of the
study. They came from a different school in Gingoog City, and four participants
came from Christ the King College, while the other came from Kisandi National
High School. The study used the phenomenological data analysis by Colaizzi
(1978).
Findings
Based on the data, the following are the salient findings:
1. One grand theme emerged from the study, namely: Improved
English vocabulary and language learning
1.1 This grand theme has cluster themes, namely: (a) Driven Extrinsic
Motivation, (b) Embraced Self-satisfaction and fulfillment, (c) Acquired Language
Learning Experiences, and (d) Perceived Culture and Lifestyles.
2.1 The impact of watching captioned Korean dramas based on learners'
learning experiences in improving English vocabulary is driven by extrinsic
motivation. To begin with, learners ascertained that the unique story plot lines
and attractive characters of captioned Korean dramas gave them meaningful
learning self-realizations in improving English vocabulary. Moreover, learners'
language learning experience through the long years of watching captioned
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Korean dramas helped them discover their inner selves to be self-rewarding and
fulfilling. Similarly, learners ascertained that acquired language learning
experiences would promote learning autonomy and give learners new English
words to ponder, which helped widen their vocabulary. In the same way, watching
captioned Korean dramas has boosted their confidence in speaking Korean
phrases learned new lifestyles and cultures that instill life lessons. Finally,
learners affirmed that watching captioned Korean dramas has enabled them to
learn and be entertained simultaneously.
Conclusions
Regarding the data results and discussions, this study confirms that
watching Korean dramas with English subtitles can help learners improve their
English vocabulary. Regarding the students' learning experiences while watching
captioned Korean dramas, the study results show that the participants were more
comfortable watching with English subtitles. The majority of the
studentparticipants preferred captioned Korean dramas because they served
more exciting storylines, editing effects, and scenes/settings.
In this case, the compelling storyline, editing effect, and scene/setting may
encourage students to learn vocabulary through the English captions embedded in
Korean dramas. Meanwhile, the students were at ease with using English subtitles
because they could quickly grasp the essence of the movie's content.
Furthermore, some of the reasons why student-participants preferred to
learn English vocabulary by watching Korean dramas with English subtitles
Page | 30
include the opportunity to discover new vocabulary while watching their favorite
series, the enjoyment of watching Korean dramas with English subtitles, the belief
that watching Korean dramas with English subtitles can improve vocabulary, and
the belief that watching Korean dramas with English subtitles can be an
alternative way for improving vocabulary.
Pedagogically, the findings of this study imply that students' hobbies can
be used to learn vocabulary. As a result, we can conclude that learning a language
through something that students enjoy can boost their motivation and deepen
their vocabulary learning. Furthermore, the researchers suggested additional
research to broaden the scope of the subtitling issue by looking into the use of
subtitles to improve reading skills.
Recommendations
Based on the findings and conclusions of the study, the researchers arrived at the
following recommendations to the following entities:
1. To the School Administrators:
1.1 Plan and materialize faculty development programs, such as seminars and
symposia, specifically on the utilization of captioned movies on improving
learners' vocabulary learning that engage students authentically.
1.2 Provide in-service training for teachers to be more aware of students’
engagement and academic achievement as well as the perceived effect of
Page | 31
captioned dramas that impacted their vocabulary learning as delineated in
this study.
2. To the Guidance Office Personnel:
2.1 Beef-up intervention program like Online Kamustahan on students to
reconnect with them as they associate themselves more on watching
popular series such as Korean dramas while learning at home.
3. To the Teachers:
3.1 Devise unique teaching strategies that ignite students’ interests like using
famous Korean dramas as a thematic approach or dialogue that supplies
grammar translation.
4. To the Parents:
4.1 Constantly monitor your children in terms of their hobbies and
preferences as well as talk with them.
5. Future Researchers:
5.1 Make or follow up research with respect to the use of captioned series on
improving learners' vocabulary as well as broaden the scope of subtitling
usage by looking into the use of subtitles to improve reading skills.
Page | 32
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Appendix A
RESEARCH INSTRUMENTS
Survey Questionnaire
This questionnaire is part of a study, which seeks to determine the

perceived effect of captioned Korean dramas on improving English vocabulary
among the selected students from the different schools of Gingoog City.
Please be assured that your responses will be dealt with utmost

confidentiality and will be solely used as part of the data needed to realize the
objective of this study.
Thank you very much.
- Imee M. Fuentes and Gean Rose L. Baculanta
PART 1. Korean Drama Fascination
Instructions:
The following survey items refer to your fascination of Korean drama, as you
perceive it. Judge how frequently each statement fits you using the following
scale:
1 = not at all 4 = fairly often

2 = once in a while 5 = frequently, if not always
3 = sometimes
No. Statements: 1 2 3 4 5
1. Loves to watch Korean dramas
Page | 39
2. Prefers captioned Korean dramas

3. Finishes all episodes in a series for almost a
day
4. Learns new Korean words and its meaning in
English
5. Displays great emotions of fascination
6. Demonstrates life-lessons that is relatable
7. Tries to copy the actors way of talking
8. Replay episodes even if done watching
9. Collects memorabilia of one's favorite drama
lead
10. Skips boring and lame episodes
PART II. Semi-structured Interview Questions
PERCEIVED EFFECTS OF CAPTIONED KOREAN DRAMAS ON

LEARNERS' ENGLISH VOCABULARY
Dear participant,
The researchers would like to know your learning experience in watching captioned Korean
dramas. Rest assured that your answers will be held confidential.
Thank you very much.
Sincerely,
IMEE M. FUENTES AND GEAN ROSE BACULANTA

Researchers
INFORMED CONSENT FORM
PERCEIVED EFFECTS OF CAPTIONED KOREAN DRAMAS ON LEARNERS'

ENGLISH VOCABULARY
Page | 40
This study seeks to determine the perceived effects of captioned Korean dramas on
learners' English vocabulary.
Part of the study's methodology is to seek your consent to participate and allow the
researcher to get data from you. The consent means:
- You are willing to participate in the study; - You have the right to withdraw your
participation from the study, and your withdrawal cannot or will not bring you any harm or
trouble.
With this consent form, the researcher has entirely presented and clearly explained to me
the objectives and policies of the study and has also answered my questions and clarifications
regarding my participation and the conduct of the study. My participation is subject to the
following security measures:
- The researcher will show utmost care to keep the privacy and confidentiality of
my responses and other information, and - My primary identification (complete name) shall not
appear or be indicated in the questionnaires.
________________________________
Participant's Signature
Part A- Participant's Profile
Name of Participant: _______________________________(Optional) Age:

_____________
Gender: Male: ________ Female: ________ Address
of the School:
__________________________________________________________________
Educational Attainment: (Please check the blank that corresponds to your answer.)
_______ a. Junior High School (Please specify grade level) _______
_______ b. Senior High School (Please specify grade level) _______
_______ c. College (Please specify year level) _______
Number of years watching Korean dramas

(Please indicate the number) __________ years
Year started watching Korean dramas: ___________
Part B- Semi-structured questions
1. What motivates you to watch Korean dramas?
Page | 41
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________________________.
2. What are the benefits you can gain in watching captioned Korean dramas?
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________________________.
3. What are the difficulties and challenges you encountered in watching captioned
Korean dramas?
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________________________.
4. How did you resolve these difficulties and challenges?

__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________________________.
5. What are your learning experiences in watching captioned Korean dramas:?
a. Improving one’s English Vocabulary

________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________.
b. Perceived culture and lifestyles
________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________.
c. Korean Language Terminologies

________________________________________________________
________________________________________________________
________________________________________________________
______________________________.
Page | 42
6. What are the impacts of watching Korean dramas?
⮚ As a person
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
______________________________________________.
⮚ As a student
__________________________________________________
__________________________________________________
Christ the King College

TEACHER EDUCATION PROGRAM
9014 Gingoog City
www.ckcgingoog.ph.education
October 28, 2021
MRS. ARLENE A. ALVAREZ, MAEd

Program Head
Christ the King College, Gingoog City
Ma'am:
The bearers, Imee M. Fuentes and Gean Rose L. Baculanta are 3rd year
college students from Christ the King College major in English. At present, they
would like to conduct a study on the "Perceived Effects of Captioned
Korean Dramas on Learner's English Vocabulary" as a partial fulfillment
of their requirement in English 111-Language Education Research after
their research proposal believes that they will be able to come up with findings
that will bring valuable contribution to the school, teacher. staffs, and students in
Christ the King College.
Thereby, the researchers are humbly requesting for your permission to conduct
their research. This will enable the researchers to administer the instruments in
gathering the data.
Page | 43
Your favorable action on this request will be appreciated.

With our thanks and very best wishes.
Very truly yours,
`
IMEE M. FUENTES
GEAN ROSE L. BACULANTA
Researchers
Noted by:
JAYSON S. DIGAMON, MAEd-ELT

Research Adviser
Approved by:
MRS. ARLENE A. ALVAREZ, MAEd

Program Coordinator
CURRICULUM VITAE
Personal Data
Name: IMEE MADLOS FUENTES

Address: Brgy. Kianlagan, Gingoog City, Mis. Or.
Birthday: November 17, 2000
Place of Birth: Brgy. Kianlagan, Gingoog City
Civil Status: Single
Religion: Roman Catholic
Email Add: imeesetenuf@gmail.com
imeefuentes@ckcgingoog.ph.education
Mobile: 09559305354
Education-----------------------------------------------------------------------------------
Tertiary Education: Bachelor in Secondary Education SY 2019 - Present

Major in English
9014 Gingoog City
Senior High School: With Highest Honors SY 2017-2019

General Academic Strand
Kisandi National High School
Page | 44
Brgy. Kianlagan, Gingoog City
Technical Vocational: National Certificate II Holder SY 2017-2018

Food and Beverages Services
Goodwill Techical Skills and
Computer College
Brgy. 9, Gingoog City
Junior High School: With Honors SY 2013-2017

Kisandi National High School
Elementary Education: Class Valedictorian SY 2007-2013

Kianlagan Elementary School
CURRICULUM VITAE
Personal Data
Name: GEAN ROSE LEDESMA BACULANTA
Address: Zone 6, Brgy . 19, Gingoog City, Mis. Or.

Birthday: September 01, 1999
Place of Birth: Brgy. Dinawehan, Gingoog City
Civil Status: Single
Religion: Roman Catholic
Email Add: geanrose99@gmail.com
geanrosebaculantA@ckcgingoog.ph.education
Mobile: 09639445200
Education----------------------------------------------------------------------------------
Tertiary Education: Bachelor in Secondary Education SY 2019 - Present

Major in English
9014 Gingoog City
Page | 45
Senior High School: With High Honors SY 2017-2019

Humanities and Social Sciences
Strand
Gingoog City Comprehensive National High School
9014 Gingoog City
Junior High School: With High Honors SY 2013-2017

Gingoog City Comprehensive
National High School
9014 Gingoog City
Elementary Education: Class Valedictorian SY 2007-2013

Malibud Central School
Brgy. Malibud, Gingoog City
Page | 46

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Christ the King College – Humanities and Social Sciences

Student efficiency within the classroom while using Gadgets

Jasmine Rose Idulsa

Sidney Ivan Mainit

Kate Lourhaze Ragot

John Andre Talja

Merwen Benedict Tapon

Josh Larry Valdevilla

Xander Vin Vosotros

learning, the use of technology has significantly increased to become an auxiliary

dependency on technology may affect the students' performance in positive or

deprivation and impairing their learning as pupils is a negative effect according to

Malaysians Communication and Multimedia Commission. However, giving them

higher as a positive effect according to the British Journal of Educational

relationship of gadgets to students academic performance.

This study is anchored on the following theories, namely: (1) impact of

technology on the academic performance of students and teaching effectiveness

theory, 2) impact of technology on education theory, and 3) one to one technology

and its effect on student academic achievement and motivation.

This descriptive study determines the use of computers of teachers and

schools as cited by Monserate (2018).

The study of impact of technology on education theory determines new

possibilities for using technology in education within the context of critical

theories of education. It focuses on the risk of applying classical curriculum, in

the light of new options that appears due to technological development by

Docekal et al. (2014).

The one-to-one technology theory determine whether one to one

achievement of students and their motivation to learn by Harris et al. (2016).

Independent Dependent Dependent

Statement of the Problem

1. To what extent does the regularity of gadget utilization in classrooms

correlate with students' academic performance and learning outcomes?

2. How do various categories of devices, such as tablets, laptops, and

smartphones, influence students' participation and effectiveness in the

3. What impact do factors like digital distractions, juggling multiple tasks,

and the management of electronic devices have on determining how

efficiently students focus during classroom activities involving technology?

Significance of the Study

The findings of this study will benefit the following:

utilizing technology within the classroom with strict guidelines or circumstances.

Parents. It would be beneficial to parents whose children are

Teachers. As an essential element in learning, teachers may get

students improve their efficiency and ways to avoid misusage of technology.

Future Researchers. The ideas presented in this study are significant

as a reference for future researchers to conduct new research or analyze the

Scope & Delimitation of the Study

department, and complimented by factors such as attention span, distractions

screentime and efficiency.

more screentime than the average adult.

This section provides operational definitions related to educational

concepts in the context of the current study:

Efficiency or Efficiency rating- is the students’ academic performance whether

and represents their academic performance.

around them during class.

REVIEW OF RELATED STUDIES AND LITERATURE

support for this current study.

Foreign-Related Literature and Studies

undergraduate students bringing laptops and/or smartphones into the lecture

theater, there was no significant difference in academic performance observed