Understanding how children handle screen time in addition to their academic responsibilities has become increasingly important as technology becomes increasingly embedded into their daily lives. Using a descriptive research design, 87 Grade 6 students from 2 elementary schools in Alfonso Lista, Ifugao, Philippines answered survey questionnaires that asked about their screen time activities, study habits, academic performance, and in balancing their screen time and studies. The current study aims to determine the students’ average screen and study time per day, identify the most common screen activities, assess the perceived effects of screen time on study habits and academic performance, and examine the strategies students use to balance screen and study time, including their perceived effectiveness. Data were gathered through a questionnaire and analyzed using frequency, percentage, mean, and standard deviation. Findings revealed that students spend a few hours both for screen time and study time. The most common screen activity was doing homework-related tasks, followed by gaming and watching videos. Students acknowledged both positive and negative impacts of screen time on their study habits and academic performance—highlighting benefits such as improved access to study resources but also distractions and reduced focus. Various self-regulation strategies were used to manage screen time, with studying before using gadgets perceived as the most effective. The results suggest that while respondents reported that screen time enhances learning when used appropriately, it must be managed effectively to prevent poor academic outcomes. The study recommends implementing time-management training, promoting responsible screen use, and involving parents in guiding children’s digital habits. Further research is encouraged to expand the scope and explore the long-term effects of screen usage on academic performance.

Keywords: screen time, study time, study habits, academic performance, balancing strategies, perception