Extent of Electronic Gadget Addiction and Reading Skills of Grade One Learners

Abstract

This study aimed to examine how gadget addiction affects the reading skills of Grade One learners. The study population consisted of Grade One learners aged 6 to 8, with 42% being female and 58% male. An analysis of the parents' educational attainment showed that 2% of the mothers had master’s units, while 18% of the mothers and 8% of the fathers were college graduates. Additionally, 16% of the mothers and 24% of the fathers had some college education, and 58% of the mothers and 40% of the fathers were high school graduates. Regarding family size, 50% of the learners had 1-2 siblings, and 38% had 3-4 siblings, while 58% of the families had a combined monthly income of ₱10,000 or below. The study found that the learners exhibited a moderate level of gadget addiction. In terms of reading skills, 78% of the learners were classified as outstanding, 16% as very satisfactory, 25% as satisfactory, and only 4% as poor. A statistical analysis of the relationship between gadget addiction and reading skills revealed a negligible negative correlation, with a value of -0.066, indicating that increased gadget use had a minimal impact on reading proficiency. The results suggest that while gadget addiction exists, it does not significantly hinder the reading development of Grade One learners, but continued monitoring and interventions are recommended.