03370nam a2200325 i 4500 CSPC 20250904114137.0 250903s2024 ph a b 000 0 eng d CSPC eng CSPC rda UTH BSOA Ag91u Agualada, Charlotte I., author. Use of electronic tools and gadgets and its effects on the students on the blended learning modality / Charlotte I. Agualada, John Edward M. Gabrillo, Analyn Y. Gaite, Analyn G. Ibo, Igdalino, Aljean S. 72 leaves and various pages. rdacontent text rdamedia unmediated rdacarrier volume Undergraduate Thesis (BSOA) - Office Administration Camarines Sur Polytechnic Colleges, 2024. Includes bibliographical references. This study aims to determine the Use of Electronic Tools and Gadgets and its effect on students in the blended learning Modality. Specific concerns in Profile of the respondents age, year level, gadgets/ electronic tools, Wi-Fi service provider available, Monthly Family income, Location of Residence GWA (General Weighted Average) the impact of electronic tools and gadgets in Learning Behavior, Study Habits, and Academic Performance, the effects of electronic tools and gadgets in FAce-to-face, Synchronous Online and Asynchronous, and recommendations that may be proposed to enhence the learning of the students while on blend learning modality. The participants were 169 second and third-year BSOA students of CSPC Buhi Campus enrolled on school year 2024-2025. The researchers utilized the descriptive design as the main data gathering tool in the study using weighted mean . Key findings showed that most students used cellphones with mobile data, had family incomes below 5,000, and demonstrated generally high academic performance. Students largely agreed that electrononics tools enhanced learning. However, the study also identified potential issues, such as distraction during face-to-face classes, and need for improved digital literacy skills. The study recommends: 1)Implementation of guidelines and regulations on appropriate electronic tool usage to minimize distractions while potentially leveraging their benefits. 2) The school should propose other ways of learning for those who lived in rural areas and for those who lacks in effective devices. 3) Providing support for students and instructors in rural areas with limited internet access. 4) Provide students with readily accessible and high-quality learning materials, both online and offline. 5) The students should learn to adopt blended learning modality and must possess basic digital literacy skills for their devices. Addressing digital literacy and providing support for students on areas with limited internet access are crucial for successful blended learning. Gabrillo, John Edward M., author. Gaite, Analyn Y., author. Ibo, Analyn G., author. Igdalino, ALjean S., author. Infante, Leonisa O., adviser. Oliveros, Josefin N., panelist, chair. Verona, Lea Katrine S., panelist, member Maninang, Jeorgette N., panelist, member ddc 0 UM Ag91u BSOA UTH 2024 0 0 ddc 0 1 BUHI BUHI UTH 2025-09-03 0 UTH BSOA Ag91u 2024 00231UM-BUH 2025-09-03 14:11:25 1-1 2025-09-03 UM 30285 30285