ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— The increasing integration of digital gadgets such as smartphones, tablets, and laptops in students’ daily lives has brought both educational opportunities and challenges. While gadgets support access to learning resources, excessive and unsupervised use may negatively affect students’ academic performance. Parental monitoring plays a critical role in guiding children’s gadget use toward productive and educational purposes, yet its direct relationship with students’ academic outcomes remains insufficiently explored in localized settings. This study examined the relationship between parental monitoring of gadget use and students’ academic performance. A total of 110 parents from Macugay Elementary School, Abulug, Cagayan, Philippines, participated through total enumeration. Data were gathered using a researcher-made, expert-validated questionnaire assessing parental monitoring in terms of setting rules and limitations, supervision of online activities, and guidance on academic use of gadgets. Students’ academic performance was measured using their General Weighted Average (GWA). Findings revealed that the overall level of parental monitoring was high, with guidance on academic use obtaining the highest mean. Students’ academic performance was generally very satisfactory. Correlation analysis showed a significant positive relationship between parental monitoring and academic performance, with guidance on academic use demonstrating the strongest correlation among the monitoring dimensions. The study concludes that parental monitoring, particularly active guidance on the educational use of gadgets, significantly contributes to improved academic performance. Balanced parental involvement through regulation, supervision, and guidance is essential in maximizing the educational benefits of gadgets and minimizing their negative effects. Keywords — computer literacy, technology integration, academic performance, digital competence, secondary education