The Influence of Computer Usage on Students’ Academic Performance

Abstract

This study examined the influence of computer usage on the academic performance of Senior High School students at Buenavista Integrated School in Zamboanga City, Philippines, during the School Year 2025–2026. Specifically, the study determined the level of computer usage among students, assessed their academic performance based on their General Weighted Average (GWA), and analyzed the relationship between computer usage and academic performance. A quantitative descriptive-correlational research design was employed. Data were collected from 223 Grade 11 and Grade 12 students enrolled in the GAS, HUMSS, and TVL strands using a researcher-developed questionnaire measured through a four-point Likert scale. The instrument underwent pilot testing to establish reliability prior to data collection. Academic performance data were obtained from the students’ GWA records. Descriptive statistics, including mean and standard deviation, were used to describe computer usage and academic performance, while the Pearson correlation coefficient was applied to determine the relationship between the variables. Results revealed that students demonstrated a generally high level of computer usage, particularly for academic-related tasks such as completing assignments and accessing educational resources. The overall academic performance of the respondents was categorized as very satisfactory, with a mean GWA of 85.76. However, the analysis indicated a weak and statistically non-significant relationship between computer usage and academic performance (r = –0.163, p = 0.065). These findings suggest that while computers support students’ learning processes, their academic achievement is influenced by multiple factors beyond technology use, including study habits, motivation, and learning environment. The study highlights the importance of promoting responsible and purposeful use of computers to maximize their educational benefits.