Learners' Cognitive Affective and Behavior in Using Personal Digital Devices: A Basis For An Intervention Plan

Abstract

This study assessed the cognitive, affective, and behavioral aspects of using personal digital devices (PDDs) among Senior High School learners at Tuao Vocational and Technical School as a basis for an intervention plan. Employing a quantitative descriptive-correlational design, data were collected from 100 Grade 12 students through a survey questionnaire. Findings indicated that the respondents, predominantly male and from the HUMSS strand, generally owned a single PDD. They perceived a positive effect of PDD use on their cognitive and affective domains, agreeing that it aided learning and emotional engagement. However, they disagreed that PDD use negatively influenced their behavior. Academic performance remained at a satisfactory level. Significant relationships were found between the perceived effects of PDD use and the profile variables of sex and academic strand. Conversely, no significant relationship was found between PDD use and academic performance. The primary issue identified was that "cellphone distracts my attention in class." In response, an intervention plan titled "Project PRUDE" (Promote Responsible Use of DEvices) was developed to mitigate classroom distractions and foster mindful device usage.