Electronic gadgets enhance students’
academic performance
1st Affirmative
1. GREETINGS
Adjudicators, comrades, adversaries and
members of the floor, a wondrous morning I
bid you.
2. SPECIFY STAND
Hence begins today’s debate on “Electronic
gadgets enhance students’ academic
performance”. We the affirmative stand
steadfast in our belief the motion is true.
Based on a simple logic: positive correlation
between electronic gadgets and students’
academic performance is a means to an end,
a cause and effect correlation, there is no an
end without a means.
Therefore, we completely agree with the
motion today
“Electronic gadgets enhance students’
academic performance”
3. DEFINITIONS
Members of the floor, let us first cast light
upon darkness by addressing the definition
of the keywords in today’s motion.
First, electronic,
It is defined as having or operating with
components such as microchips and
transistors that control and direct electric
currents. It is also an adjective that refers to
something is carried out or accessed by
means of a computer or other electronic
device, especially over a network
Second, gadgets,
A small mechanical device or tool
Third, enhance
Intensify, increase, or further improve the
quality, value, or extent of
Next, students
A person who is studying at any learning
institution
Academic, on the other hand, refers to
something relating to education and
scholarship
Finally, performance
“Performance”, in the context of our motion,
the action or process of performing a task or
function.
Together, the motion today reads,
“Electrically operating devices or tools that
can increase or improve learners’ learning
and achievement in schools”. With such
motion that clearly stands true and correct,
we strongly agree with today’s motion
because it is the absolute truth that
“Electronic gadgets enhance students’
academic performance”.
4. SPECIFY ROLES
Allow me now to specify each of our roles.
I, as the first speaker, have defined today’s
topic of debate and will present to you how
electronic gadgets increase the efficiency of
learning process.
The second speaker will bring out our big
guns by developing two more factors,
electronic gadgets leads to the development
of cognitive skills and boost students’
motivation in learning and studying.
Our third speakers will M-16 all the fallacies
and false claims put forward by the
misguided opposition before we sum up our
solid caseline through our reply speech.
Today’s debate Ladies and gentlemen is a
simple case. We can and will prove that
electronic gadgets enhance students’
academic performance. Let me make few
analogies for our motion. You can’t say cars
do not help you to travel faster and easier
than walking! You can’t deny that medical
technology help to boost human’s health
when in the past, even a common flu can kill
you! Same with electronic gadgets, you
can’t refute the fact that they help to
enhance academic performance.
5. 1ST POINT – ELETRONIC GADGETS
INCREASE THE EFFICIENCY OF
LEARNING PROCESS
Our first arguments is “ELETRONIC
GADGETS INCREASE THE
EFFICIENCY OF LEARNING PROCESS”
Electronic gadgets encompass computers,
tablet phones, calculator, pen drive, internet
broadband or modem and so much more.
These gadgets have functions and features
that help students to accomplish certain
tasks, the gadgets have design that facilitate
their work and maintain their interest, it also
works as a medium of giving them more
experience and knowledge of certain
academic areas. If the students can learn
efficiently, they can perform academically
better.
Jean Piaget, a prominent scholar from
University of Auckland, claimed that the
advanced characteristics of electronic
gadgets through their functions, designs,
qualities and content are the most superior
educational tools that lead to a more
efficient learning. A research done by
Michigan Institute of Technology reveals
that 96 per cent, I repeat, 96 per cent of
students in schools claimed that they used at
least a computer in their learning. The same
study reveals that 87 per cent of the students
agreed that electronic gadgets had helped to
improve their learning. Improved learning
leads to improved academic performance.
“Why manually calculate a mathematical
problem and risk mistakes when you all
have to do is few presses on a calculator and
seconds later, you will get the accurate
answers? Why search through an entire
library for information when some pressing
in the keyboard or even a swipe of finger on
the screen can you unlimited sources of
information? These are how electronic
gadgets help learners to improve their
academic performance which the opponent
cannot deny.
Thornbury, a theorist in educational
technology of University of South Australia,
said that electronic gadgets had increased
the efficiency of learners’ learning through
its availability: where nowadays there are
many gadgets that are widely used by
everybody, its accessibility: where anybody
can use it anytime, anywhere and even for
any purpose: lastly, its comprehensiveness:
some gadgets like tablet computer has so
much functions and unlimited content with
various sources of knowledge from e-books
to internet.
Obviously, electronic gadgets enhance
students’ academic performance? Simple
analogies can explain this. You can’t deny
my dear opponent that phones and internet
had improved our ways of communicating to
each other! You don’t say that computers do
not help you to store your important
documents! Hence, electronic gadgets: they
help students to perform better in academic
areas.

We do not deny that electronic gadgets
might have harm on students but we are
talking about how they enhance students’
academic performance and not the opposite.
In fact, according to Shneiderman, one of
the pioneer of technology-based learning,
explains that technological devices have
made learning more efficient, in which its
efficiency has made leaning and teaching to
take place more effectively, faster and
easier. In addition, it also increases
students’ positive perspective towards
education and promote the culture of
learning and studying among youth. Hence,
as learning becomes more efficient with
electronic gadgets, students become more
academically competent.
6. REAFFIRM STAND
It is now crystal clear how today’s motion
stands true and no amount of tongue
twisting by the opposition today can deny
this fact! We challenge them to give us the
real proof, supported by facts and figures,
and we are sure they will fall flat.
Before I conclude my speech, I would like
to reaffirm our stand that we strongly agree
with the motion “electronic gadgets enhance
students’ academic performance”. With that,
I rest my case.
Ting 3x, Round 1.
Thank you.
7. POI
Electronic Gadgets enhance students’
academic performance
2nd Affirmative
1. GREETINGS
Adjudicators, comrades, adversaries and
members of the floor, a fantabulous morning
I bid you.
2. SPECIFY STAND
We the affirmative strongly believe
“Electronic gadgets enhance students’
academic performance”. It is solid logic the
opponents can’t refute: positive correlation
between electronic gadgets and students’
academic performance is a means to an end,
a cause and effect correlation, there is no an
end without a means.
3. DEFINITION
I refute the definition given by the
opposition team as our definition is more
accurate.
4. REBUT 1ST NEGATIVE
Allow me to get the ball rolling by rebutting
the 1st speaker from the opposition.
He/she claimed that...
My dear opponent, don’t you dare deny that
calculators make it possible for us to
calculate millions, billions and trillions of
numbers in seconds! Don’t you ever say that
internet never makes our access to any
information more efficient than ever! The
opponent team is denying that electronic
gadgets enhance students’ academic
performance by citing limited examples of
how electronic gadgets do not improve
students’ academic performance. They
failed to understand that we are not denying
the harm of electronic gadgets; we are
arguing that they help students to improve
their academic performance. All that the
opponents ever did was mentioning several
examples of the questionable negative
features of these gadgets. What they are
doing is what we call as overgeneralization
and overgeneralization is a major fallacy in
arguments.
5. 2nd Point – ELECTRONIC GADGETS
LEAD TO THE DEVELOPMENT OF
COGNITIVE SKILLS
Now that we have determined that their
caseline is weak because their arguments are
shaky, allow me now to light the candle of
truth by proving today’s motion through our
second point:
Our second argument is “ELECTRONIC
GADGETS LEAD TO THE
DEVELOPMENT OF COGNITIVE
SKILLS”. In order to obtain enhanced
academic performance, skills that range
from thinking skills, operational skills,
language skills and gadget-dependent skills,
are required in fulfilling such processes and
goals. Hence, as Peter Skehan, an
educational theorist, claims that the
multifunctional and constantly improved
features of modern devices have helped to
develop skilful and progressively competent
students. Electronic gadgets have provided
students exposure of observing the use of
such skills and have become a medium for
them to apply such skills. Hence, learners
are able to develop better cognitive skills
through electronic gadgets which certainly
help them to attain better academic
performance.
Language skills can be obtained through the
interactive nature of software or
programmes, accessed through notebooks or
table computers! problem-solving skills,
evaluation skills, decision-making skills are
skills best learnt through simulation, that can
only be effectively presented by electronic
gadgets!
A research done by University of
Montessori indicates that 75 per cent of
students in primary schools are able to
improve their problem-solving skills after
being taught through the use of notebook in
which each student was provided with one.
Another recent research on the use of tablet
computer in learning conducted by
University of Harvard reveals that learners
are able to master critical thinking skills
through the use of the device than those who
don’t: the most prominent skills are
problem-solving skills, analysis skills, and
evaluation skills.
6. 3rd POINT – ELECTRONIC GADGETS
BOOST STUDENTS’ MOTIVATION IN
LEARNING
My third argument is that ELECTRONIC
GADGETS BOOST STUDENTS’
MOTIVATION IN LEARNING
A well-known Austrian-American
philosopher, Paul Watzlawick, asserted that
“nothing can possibly be the best motivating
learning tool in modern days more than
gadgets and devices that can come with
visual, audio and diverse functions”. It is
evident that electronic gadgets motivate
students to learn and study which will
contribute to their improved academic
performance. A once prominent scholar,
Frederick Taylor, said that “motivation
derives from gadgets has direct impacts on
academic performance of students, they
invest more effort, more attention and more
engaged in their learning in order to achieve
their goals”.
There are three main factors of electronic
gadgets that keep students motivating in
learning: its novelty of working system,
gadgets such as calculator, voice recorder,
tablet computers have features that give
students’ unique, different and interesting
experience than without using any gadget.
Don’t tell me that you are more willing to
solve a mathematical problem with sticks
than a calculator!
Electronic gadgets can meet individualized
needs of students who have different
learning styles, goals, and interest. If the
students can learn better through visuals,
then he or she can watch simulation and
diagram, if the students prefer reading than
there are hundreds E-books can be fit in a
tablet phone. Name your preference!
Electronic gadgets can meet them! Lastly,
Electronic gadgets also give learners more
control as they can use it anytime and
anywhere they like, in accordance with their
needs and preference. These features of
electronic gadgets increase learners’
motivating to be more active in their
academic pursuit. In fact, a recent statistical
study published by University of Mara
Technology show that 68 Malaysian
secondary school students perceived that
electronic gadgets can help them with their
studies and nearly 80 per cent of high
achievers stated that the use of portable
computers is one of the main factors that
lead to their academic success.
No doubt that electronic gadgets might harm
students’ academic performance, we are not
denying that but the positive effects of
electronic gadgets outweigh the negative
effects. Hence, the opponent can continue
lambasting electronic gadgets but it does not
change the facts they enhance students’
academic performance.
7. REAFFIRM STAND
In conclusion, we challenge the opposition
to breakdown our concrete arguments,
which we are very sure they WILL not do,
because they simply
CANNOT go against the truth!
Our arguments are based on solid evidence,
logic, justified research and statistics and
acknowledged theories! And our opponent
has none of this. Just merely sweeping
statements, assumptions and personal
opinions.
Therefore, we the affirmative completely
believe that ‘Electronic gadgets enhance
students’ academic performance”!
Ting 3x. Round 2.
Thank you.
8. POI
Electronic gadgets enhance students’
academic performance
3rd Affirmative
1. GREETINGS
Adjudicators, comrades, adversaries and
members of the floor, a fantabulous morning
I bid you.
2. SPECIFY STAND
We strongly agree that “Electronic gadgets
enhance students’ academic performance”.
The positive correlation between electronic
gadgets and students’ academic performance
is a means to an end, a cause and effect
correlation, there is no an end without a
means.
3. REBUT 2nd NEGATIVE
Allow me to get the ball rolling by rebutting
the 2st speaker from the opposition.
He/she shot himself/herself in the head when
he/she claimed in their 2nd point that...
That is illogical!
How can you deny that electronic gadgets
enhance students’ academic performance
when electronic gadgets are breakthrough in
our education, the features and functions of
electronic gadgets alone have made students
learning more effective and efficient by
facilitating their work, giving them more
opportunities of gaining knowledge and
skills and provide them stimulating context
to learn. You can’t turn your back to
benefits of electronic gadgets by some so-
called negative examples of electronic
gadgets. You need to open your minds!
Embrace the benefits of electronic gadgets!
“You are saying that internet never make
information more accessible than ever!
calculators that can perform even the most
difficult mathematical problems are useless!
That portable computers do not help you at
all in doing assignments and storing your
documents! What a pity!
Let me make several analogies on what the
opponent is doing by declining the motion.
They are denying that airplanes, trains, cars
do not facilitate our transportation! They are
saying that phone network and internet
network do not enhance our communication
throughout the world! They are arguing that
x-ray test do not help medical experts to
diagnose people’s illnesses better! It is
irrelevant!!! But yes, that’s what they are
doing, they are denying that electronic
gadgets enhance students’ academic
performance when it is obvious that they do.
Let us now analyse the 2nd speakers 3rd
point.
He/she stated that...
Totally absurd!
We have asserted the logic of our motion
again and again but clearly the opponents
have failed to grasp the simple concept. The
positive correlation of electronic gadgets
and students’ enhanced academic
performance is based on cause and effect
relationship, a means to an end. Our first and
second speakers have presented you the
evidence, research findings, and
justifications of how electronic gadgets lead
to improved performance in academic areas,
it is clear that electronic gadget is a means, a
cause, and the end, the effect, is learners’
enhanced academic performance. Logically,
one leads to another. How can you possibly
deny the means to an end when the end
exists because of the means.
Our first speaker has asserted that electronic
gadgets increase the efficiency of learning
process in which the characteristics of
electronic gadgets: functions, designs, and
contents further help learners in their
learning that can improve their academic
performance. In addition, the obvious fact
that electronic gadgets are always available,
accessible and comprehensive allow learners
unlimited opportunities to obtain knowledge
and develop their skills regardless of any
possible barriers. How can you possibly
deny that electronic gadgets enhance
students’ academic performance with all the
advantages that they have in students’
learning.
4. REBUT 1ST NEGATIVE
Now let us shoot down the gaping
weaknesses of the 1st negative’s line of
argument.
He/She started off with a very weak
argument because he/she did NOT even
emphasise the definition of performance.
They limit the meaning of performance into
accomplishment and achievements when the
definition can be broadened to include the
learning process itself that leads to the
accomplishments. Why do you have to limit
in such way when you can go deeper?
Let’s bombard the first point put forth by the
1st negative. She/He came to his/her own
kamikaze when he/she said that...
It is just totally wrong
I don’t how many times we need to reassert
this. We do not deny the possible negative
features of electronic gadget have on
students’ academic performance but
obviously that is not the essence of out
motion, we are arguing about electronic
gadgets improve students’ academic
performance which the opponent has so far
failed to decline.
In reference to our second speaker,
electronic gadgets obviously help learners to
perform better in academic areas by
equipping them with skills needed to
accomplish the criteria of any task, test,
projects given to them and even expose
them to the most important learning skills as
claimed by Hymes,” learn how to learn”.
Hence, they become more competent
students. Such gadgets also increase
students’ motivation to learn, it keeps them
actively involved in their own education and
push them to perform better. Evidently, it is
undeniable of how electronic gadgets
enhance students’ academic performance.
A well-known Austrian-American
philosopher, Paul Watzlawick, asserted that
“nothing can possibly be the best motivating
learning tool in modern days more than
gadgets and devices that can come with
visual, audio and diverse functions”. It is
evident that electronic gadgets motivate
students to learn and study which will
contribute to their improved academic The opposition has yet to convince us about
performance. In fact, according to our caseline.
Shneiderman, the pioneer of engagement All they have done is given us a shaky
theory, explains that technological devices definition, and have not managed to rebut
have made learning more engaging, hence, convincingly
students are intrinsically motivated to learn ANY of our three points!
due to the meaningful nature of the learning Where is the proof we ask them?
environment and activities. None, nada, zilch.
Look us in the eye as you perish before our
firing squad!
5. REAFFIRM STAND
Before I conclude,
As I have successfully M16-ed all the weak I would like to reaffirm that we strong agree
arguments put forth by the negative team, that electronic gadgets enhance students’
allow me now to reaffirm our stand. We, academic performance.
the affirmative, stand one hundred armies
strong in our belief that today’s motion Ting 3x. Round 3!
stands true. Thank you.

Our arguments are based on solid evidence,

logic, justified research and statistics and 6. POI
acknowledged theories! And our opponent
has none of this. Just merely sweeping
statements, assumptions and personal
opinions.
Electronic gadgets enhance students’
academic performance
1st Negative
1. GREETINGS
Adjudicators, comrades, adversaries and
members of the floor, a wondrous morning I
bid you.
2. SPECIFY STAND
Anyway, although we have already won, we
still have to debate today so that everyone is
crystal clear how today’s motion CANNOT
stand true! We totally disagree that
electronic gadgets enhance students’
academic performance. Therefore, we, the
negative, move to strike today’s motion as it
does not hold a single iota of truth!
There is one sound logic: The relationship
between electronic gadget and students’
enhanced academic performance is based on
random coincidence instead of cause and
effect correlation. Hence, it is absurd to
agree to this motion.
3. REBUT 1ST AFFIRMATIVE
Allow me to gun down the affirmative’s first
point. He/She stated that...
The opponent has failed to see the most
essential logic in this debate. Electronic
gadgets are just tools used by people. Yes!
They are, in reality merely inanimate
objects. “You can’t say guns are responsible
for murders! You can’t say spoons cause
people to get fat! You can’t blame pens for
misspelling! Same with electronic gadgets,
how come you say electronic gadgets
enhance students’ academic performance
when the students themselves who
determine their own performance! Good or
bad, it’s them not electronic gadgets!
The opponent team is arguing that electronic
gadgets enhance students’ academic
performance. We do not deny their possible
benefits, but electronic gadgets have
limitation and setbacks that outweigh their
benefits especially in terms of academic
performance. Clearly, the opponent has
avoided addressing these issues.
Let me present you an analogy to make this
clear. “Like a shred of lettuce, perhaps a
slice of a pickle, or even that tiny bean in a
large burger,” electronic gadgets, even if
they have benefits in students’ academic
performance, it is a very minor factor.
4. DEFINITIONS
Members of the floor, we accept the
definition given by the government team but
we certainly disagree with the motion.
5. SPECIFY ROLES
Allow me now
to specify each of our roles.
I, as the first speaker,
have defined today’s topic of debate
and will present to you about
Electronic gadgets serve as an addictive
distraction for students
The second speaker will bring out our big
guns
by developing two more factors,
Electronic gadgets hinders the attainment of
important learning skills
Our third speaker will M-16
all the fallacies and false claims
put forward by the misguided affirmative
team
before we sum up our solid caseline
through our reply speech.
6. 1ST POINT – ELECTRONIC GADGETS
SERVE AS AN ADDICTIVE
DISTRACTION TO STUDENTS FROM
LEARNING
Our first argument is ELECTRONIC
GADGETS SERVE AS AN ADDICTIVE
DISTRACTION TO STUDENTS FROM
LEARNING.
Electronic gadgets encompass computers,
tablet phones, calculator, pen drive, internet
broadband or modem and so much more.
These gadgets have certain features, design
and contents that allow learners to use them
for various functions: surfing the internet,
playing video games, engaged in constant
communication such as chatting and
messaging. However, they can become
distracted and addicted to such gadgets.
Jacob L. Vigdor, a professor at Duke
University claim that the characteristics of
electronic gadgets such as mobile phones
and portable computers provide constant
stream of stimuli to students that reduce
their concentration and focus on a more
productive activity including learning. “How
do you expect a tablet phone improve
students’ academic performance if they use
it to play games 8 hours a day? It never
does!
Students’ constant use of digital technology
is hampering their attention spans and ability
to persevere in the face of challenging tasks.
Hence, they cannot focus during classroom
lesson, unable to complete tasks and
underperform in exams and tests. A recent
survey on Malaysian secondary schools by
University of Mara Technology indicate that
many teachers claim that mobile phones and
computers are the main factors of students’
failure in completing their homework.
Further results show that playing video
games and internet surfing are the two main
activities students use the gadgets for.
Hence, it is impossible to claim that
electronic gadgets enhance students’
academic performance.
As students become addicted to electronic
gadgets, they also tend to invest more of
their effort and time in tasks involving
electronic gadgets. A recent study done by
The Kaiser Family Foundation, a non-profit
international health organization, shows that
half of school students are spending about 7
hours per day on electronic gadgets for
entertainment, and not learning.
As Jean Piaget, the prominent scholar
asserted “modern devices, which refer to
electronic gadgets, appear to take learners’
attention away from more productive
activities such as learning, which will
directly impair learners’ learning”.
Therefore, electronic gadget will never
enhance students’ academic performance. In
fact, Nowadays, mobile phones have
features which allow instant access to
virtually anything from mobile games to
various internet websites. Instead of using it
for academic purpose, students spend hours
and hours playing video games, chatting and
do so many activities that do not contribute
to their academic performance. Even if there
benefits of electronic gadgets, they are just a
minor factor in academic performance. It’s
like just a tiny slice of onion in a salad full
of vegetables and fruit, without it, that salad
is still a salad.
Our argument on why electronic gadgets do
not improve students’ academic
performance is really strong, based on solid
evidence, theories, research and facts from
top universities, scholars and theorist!
Whereas, the opponent team is making
sweeping statements based on their mere
assumptions and opinions.
7. REAFFIRM STAND
L&G, it is now crystal clear
how today’s motion is false
and no amount of tongue twisting
The affirmative can’t deny our argument.
We challenge them to give us the real proof,
supported by facts and figures,
and we are sure they will fall flat.
Missing the main point that electronic
gadgets take away the students’
concentration from learning!
Before I end my speech, I would like to
reaffirm our stand that we strongly disagree
that “electronic gadgets enhance students’
academic performance”.
Ting 3x, Round 1.
Thank you.
Electronic Gadgets enhance students’
academic performance
2nd Negative
1. GREETINGS
Adjudicators, comrades, adversaries and
members of the floor, a fantabulous morning
I bid you.
SPECIFY STAND
We, the opposition team, strongly disagree
with our motion that “Electronic Gadgets
enhance students’ academic performance”.
It is a common sense that the relationship
between electronic gadget and students’
enhanced academic performance is based on
random coincidence instead of cause and
effect correlation. Hence, it is a major
fallacy to assume the motion is true.
2. REBUT 2nd AFFIRMATIVE
Allow me to get the ball rolling
by rebutting the 2nd speaker from the
opposition.
He/she claimed that...
We have tried to make it very clear again
and again but the opponent team never
understands. We do not deny the possible
benefits of electronic gadgets but they are
just minor factors, in fact, barely factors at
all in enhancing students’ academic
performance. Just like how diet, exercise,
water, and medication are important in
maintaining the immune system against
cancer while sleep, though it is crucial, it
does not really contribute at all in fighting
such illness. Hence, the role of electronic
gadgets in enhancing students’ academic
performance, either too little or just totally
insignificant.
Another weak point they brought up was...
It is just so wrong in so many ways. I feel
the need to reassert the argument brought up
by our first speaker that shows how wrong
our opponent is. It is clear, based on
research and theories, that electronic gadgets
reduce learners’ attention span, attention is
the most instrumental aspect of learning, the
very first stage of learning is attention,
hence, it is impossible for the students to
learn anything, let alone, achieve better
academic performance! Therefore, you can
never claim they help to improve students’
academic performance.
3. REBUT 1ST AFFIRMATIVE
Let’s see how the first person shot
himself/herself in the foot when he/she said
that...
The opponent team is making
overgeneralization on limited examples,
questionable evidence and unreasonable
arguments in claiming that electronic
gadgets enhance students’ academic
performance. To a certain extent, electronic
gadgets might benefit us but it never plays a
seriously essential role in students’
academic performance, let alone, enhancing
their performance.
I’m sure the opponents can never refute
what I have just saidbecause these are cold,
hard facts that no one in this world dares to
deny! Based on this alone, we are confident
that they have no caseline today. In fact, we
feel quite sorry for our opponents because
they are fighting a losing battle!
4. 2nd Point – ELECTRONIC GADGETS
HINDERS THE ATTAINMENT OF
LEARNING SKILLS
Now that we have determined that
their caseline is weak because
their arguments are shaky,
allow me now to light the candle of truth
through our 2nd point: ELECTRONIC
GADGETS HINDERS THE
ATTAINMENT OF LEARNING SKILLS
A prominent scholar, John Dewey, claims
that, in order to achieve enhanced academic
performance, students need to attain skills:
cognitive skills, communicative skills, high-
order thinking skills, and operational skills.
However, since electronic gadgets such as
calculators, computers and phones can
perform such functions efficiently, we have
utilized them to perform any tasks from
mathematical problems to information
searching. Hence, as students do not
exercise these skills on their own, they are
unable to develop their abilities and even
fail to learn any of this simple skill.
According to a study done by University of
Michigan, 70 per cent of undergraduates
students could not produce correct results of
simple tasks of multiplication questions in 5
minutes without calculators. Students
always use calculator to solve even the
simplest task of addition! Use internet to
search for answers that they should have
thought of on their own! They even use
electronic gadgets to constantly
communicate instead of a real face-to-face
conversation!
Electronic gadgets have obviously made
students passive and indolent in performing
such skills which will hinder them from
having better capacity to think, ways in
solving problems, and essential expertise.
Hence, students become cognitively
underdeveloped, intellectually shallow, and
less proficient.
Electronic gadgets have features and
functions that have facilitated students’
work no matter how simple it is, in fact, it
takes too much of their work. Hence, they
become so dependent and reliant on
electronic gadgets. Without these gadgets,
the students are vessels without well-
developed knowledge and skills.
5. 3rd POINT – ELECTRONIC GADGETS
REDUCES STUDENTS’ INSPIRATION
IN PURSUING ACHIEVEMENT
My third point Ladies & Gentleman is that
ELECTRONIC GADGETS REDUCES
STUDENTS’ INSPIRATION IN
PURSUING ACHIEVEMENT
Electronic gadgets undeniably enable people
to get what they want on the spot without
making much effort, without waiting for
some periods of time, and without difficulty.
According to instant gratification hypothesis
proposed by Sigmund Freud, the well-
known psychologist, such scenarios cause
people to develop expectation of immediate
fulfillment, with no willingness to procure it
with effort and values. In the context of the
students, they develop less determination,
investment of effort, and inspiration to
pursue their goals and accomplish them, this
includes academic performance. Students
lose sight of how they want to achieve long-
term achievement as they have become
accustomed to getting everything done
instantly with no difficulty. Unfortunately,
enhanced academic performance is achieved
through perseverance, effort, patience,
motivation and various values that electronic
gadgets have stripped students off. Hence,
electronic gadgets will never improve
students’ academic performance!
A research published in 2009 by the
University of Manchester shows that 82 per
cent of students find it irrelevant to read and
cite so many published references in their
assignments, when these sources could be
found in the internet for those who were
interested in them. This indicates that
electronic gadgets have made students lazy
and reluctant to put necessary effort in
attaining desired results.
6. REAFFIRM STAND
In conclusion,
we challenge the affirmative to breakdown
our
concrete arguments, which we are very sure
they WILL not do, because they simply
CANNOT go against the truth!
Our arguments are based on solid evidence,
logic, justified research and statistics and
acknowledged theories! And our opponent
has none of this. Just merely sweeping
statements, assumptions and personal
opinions.
Therefore, we the negative completely
disagree that electronic gadgets enhance
students’ academic performance.
Ting 3x. Round 2.
Thank you.
7. POI
Electronic gadgets enhance students’
academic performance
3rd Negative
1. GREETINGS
Adjudicators, comrades, adversaries and
members of the floor, a marvellous morning
I bid you.
2. SPECIFY STAND
We, the opposition team, strongly disagree
that “electronic gadgets enhance students’
academic performance”. I guess the
opponent failed to understand the simple
concept that relationship between electronic
gadget and students’ enhanced academic
performance is based on random
coincidence instead of cause and effect
correlation.
3. REBUT 3rd AFFIRMATIVE
Allow me to get the ball rolling
by rebutting the 3rdspeaker from the
opposition.
He/she figuratively jumped over the cliff
when he/she claimed that...
That is illogical!
How can you claim that electronic gadget
improve students’ academic performance? If
students’ academic performance improves,
logically it is the students who make it
happen, Not electronic gadgets. Electronic
gadgets are inanimate objects and you are
talking like they are alive and they cause
students to perform better. That’s like
attributing good novels to pencils instead of
the author, attributing delicious food to
frying pan instead of the cook, saying
movies are amazing because of the screen!
Such ridiculous statements and that is what
the opponent is trying to do with electronic
gadgets.
We do not deny the benefits that electronic
gadgets might have but you can’t cite these
few examples of to base your claim upon
that they enhance students’ academic
performance. That is an overgeneralization
and overgeneralization, my dear opponent,
is a major fallacy in reasoning and logics.
The 3rd speaker also mentioned something
about...
That is the worst rebuttal ever
We have given you the most solid
arguments against this motion, I am not
saying that electronic gadgets do not have
benefits at all, they do, but their benefits on
academic performance, even if there is any,
is too little to conclude that electronic
gadgets enhance students’ academic
performance, it is a crime in arguments to
make a conclusion based on assumptions
which is what the opponent is doing.
Our second speaker has already mentioned
that electronic gadgets feed students’ instant
gratification, in fact, further intensifies their
expectation for immediate fulfilment of their
desire. This actually causes students to
become less inclined, less inspired and less
invested in achieving their goals which will
hinder their learning and performance in
academic areas. Tell me my dear opponent?
How can electronic gadgets enhance
students’ academic performance if at the
first place, it diminishes their willingness to
achieve such performance? Never!
4. REBUT 2ND SPEAKER
Let us now analyse the 2nd speakers 2nd
point. He/she stated that...
I need to make it crystal clear to everybody
of how wrong our opponent is.
Can the cake slice itself? Can the pizza cut
itself? Definitely not, then why say
electronic gadgets enhance students’
academic performance when obviously it is
the students who determine their own
academic performance, whether they
enhance or decrease their own performance,
why attribute it to the electronic gadgets!
You have to admit it sounds absurd to say
that electronic gadget enhance students’
performance, ignoring the fact that students
determine their own performance. Besides
even if electronic gadgets play a role in
enhancing students’ performance, it is like a
lettuce, a pickle, a tiny slice of onion of a
burger! Yes! It is just a minor factor that
does not even deserve our attention.
The 2nd speaker also stated that...
It seems that our opponent does not seem to
understand the motion that I feel the need to
reassert the argument raised by our second
speaker that electronic gadgets hamper the
development of cognitive skills,
communicative skills, operational skills, all
the skills required to achieve academic
performance, hence, without these skills, the
learners will not even be able to perform a
simplest academic task. Hence, how do you
expect electronic gadgets to enhance
students’ academic performance?
5. REBUT 1ST AFFIRMATIVE
Now let us shoot down the gaping
weaknesses of the 1st negative’s line of
argument.
He/She started off with a very weak
definition because he/she failed to see the
actual definition of “performance”.
“performance” does not just refer to
academic accomplishment or results of
examinations, it also includes the learning
process, the activities and tasks, the effort
that students invest in their studies, their
motivation and perseverance in achieving
their goals. All these aspects are aspects of
academic performance, which the opponent
fail to explain!
And then he went saying about the so-called
benefits of electronic gadgets on academic
performance by quoting several examples.
The opponent team missed the main point
that we have tried to make them aware of,
we acknowledge its significance but not to
the certain extent of enhancing academic
performance.
In addition, students are the ones who are With that, I rest my case.
responsible for their own academic
performance regardless how excellent or Ting 3x. Round 3!
poor it is. I guess a few analogies will help. Thank you.
Who holds the spoon to the soup? Who
presses the button of the television? Who
turns the steering wheel of the car? Can it be
electronic gadgets? Ridiculous! They are
inanimate objects! Hence, students’
academic performance. Electronic gadgets
are not responsible for students’
performance, it’s the students themselves
who determine it! Electronic gadgets are just
tools.

Our arguments are based on solid evidence,

logic, justified research and statistics and
acknowledged theories! And our opponent
has none of this. Just merely sweeping
statements, assumptions and personal
opinions.

6. REAFFIRM STAND

As I have successfully M16-ed all the weak

arguments put forth by the affirmative team,
allow me now to reaffirm our stand.
We, the negative, stand one hundred armies
strong in our belief that today’s motion
stands should be rejected!.
The government has yet to convince us
about their caseline.
All they have done is given us a shaky
definition, and have not managed to rebut
convincingly
ANY of our three points!
Where is the proof we ask them?
None, nada, zilch.
Look us in the eye as you
perish before our firing squad!

Before I conclude,
I would like to reaffirm that
We strongly disagree that “electronic
gadgets enhance students’ academic
performance”
Electronic Gadgets enhance students’
academic performance
Reply Speech
2nd Affirmative
L&G,
members of this house,
we meet again.
Albert Einstein once said
“The advent of technology has impacted our
world magnificently and we need to harness it
as much as possible for humankind
advancement”
This means that even if electronic gadgets pose
harm to us, we need to focus on the positive
effects, in educational areas, we need to accept
the fact that Electronic gadgets enhance
students’ academic performance”.
Their 1st point was about...
This is absolutely wrong! Just because there are
few examples of how electronic gadgets might
not lead to improved academic performance, it
does not mean that they do not enhance
students’ academic performance, we do not
deny harmful effects of electronic gadgets but
our focus is on whether electronic gadgets
enhance students’ academic performance or
not, which they obviously do.
They then introduced
______________________ as their 2nd point.
They are making overgeneralization, a very
serious fallacy in reasoning and the
consequences of committing such false claim
are major, all the opponents ever did were
making sweeping statements one after another
on how electronic gadgets harm students’
academic performance, ignoring the fact that
regardless whether they are harmful or not,
electronic gadgets, to a certain extent, always
enhance students’ academic performance.
Finally they mentioned
_______________________ in their 3rd point.
The opposition has failed to understand
this simple concept because they assume that
just because there are few limited examples of
how electronic gadgets do not lead to improved
academic performance, they deny the motion.
This is a ridiculous idea because
As we have asserted again and again that there
is a positive correlation between electronic
gadgets and enhanced academic performance!
L&G, the opposition’s line of argument is so
weak!
They did not have give us clear and convincing
facts to support their caseline.
In fact, all they seem to talk about are
sweeping statements and
dangerous generalizations!
We on the other hand,
have provided you with 3 infallible points!
Firstly, electronic gadgets lead to an efficient
learning process, electronic gadgets have
functions and features that facilitate us to
perform academic tasks and allows more
opportunities to access information and
perform operations in a just few seconds! Don’t
you tell me you prefer to perform Algebra
problems with sticks and stones than a
calculator!
Secondly,
Electronic gadgets allow learners to develop
cognitive skills which are the basic requirement
of academic performance, electronic gadgets
such as notebooks and tablet phones help to
hone students’ learning skills: cognitive skills,
operational skills, language skills in which these
skills help learners to perform academically
better. You can’t deny how technology has
changed our education!

Finally,
Electronic gadgets boost students’ motivation in
learning and studying more than anything else,
it provides students with novel experience and
opportunities, it meets their individual learning
styles and it gives them more autonomy in
learning. Hence, these are the reasons that
make them more engaged and involved in
academic activities that will lead to their
enhanced academic performance.

In conclusion, let the truth be heard.

We the affirmative believe
beyond a shadow of a doubt that today’s
motion should be accepted wholesale.
“electronic gadgets enhance students’ academic
performance!”
L&G, Ting 3x. KO - Knock Out! Thank you.
Electronic gadgets enhance students’ academic
performance
Reply Speech
2nd Negative
L&G,
members of this house,
we meet again.
John Dewey,
One of the pioneers of our current educational
theories once claimed
“Don’t be deceived by the façade of
technology’s effects in education, it may
worsen learning without us knowing it”.
It is obvious that the negative effects of
electronic gadgets are undeniably major
especially in academic performance.
The opponent has failed to understand
this simple concept.
They have avoided rebutting
About any of our point,
electronic gadgets do not enhance students’
academic performance in any way as students
are responsible of their own academic
performance.
Let’s focus on their 3 points first.
Their 1st point was about...
They are making false claim that electronic
gadgets enhance students’ academic
performance based on extremely limited
examples, they are making overgeneralization
which is very dangerous, we do not deny the
possible benefits of academic performance but
despite these benefits, it never changes the fact
that electronic gadget do not enhance students’
academic performance.
They then introduced
______________________ as their 2nd point.
The opponents can keep citing one example
over another but they never show us any proof
that electronic gadgets enhance students’
academic performance, all that they ever did
was mentioning some questionable so-called
instances added with their own assumptions.
Finally they mentioned
_______________________ in their 3rd point.
Even if there are benefits of electronic gadgets
on academic performance, which I doubt, such
benefits are too minor to be fully acknowledged
as a factor in enhancing students’ academic
performance. You can’t say slippers are the
most important part of clothing when clothes
and pants are the most crucial ones! yes
slippers can be important but shoes are better,
hence, that’s probably the role of electronic
gadgets in students’ academic performance.
L&G, the opponent’s line of argument is so
weak!
They did not have give us clear and convincing
facts to support their caseline.
In fact, all they seem to talk about are
sweeping statements and
dangerous generalizations!
We on the other hand,
have provided you with 3 infallible points!
Firstly, we win hands down because
Electronic gadgets serve as a major distraction
to students from any productive activities that
can lead to their enhanced academic
performance, it takes away their attention, the
most crucial stage of learning. Thus, it is
impossible for electronic gadgets to enhance
students’ academic performance.
Secondly,
Electronic gadgets hinders the attainment of
skills that are the prerequisite for academic
performance, thanks to notebooks, tablet
phones, calculators, students are so dependent
and reliant on electronic gadgets that in reality,
they are nothing without these gadgets, hence,
their academic performance, no matter how
good it looks, it does not appear as it is!

Finally,
Electronic gadgets feed students’ instant
gratification, hence, they become less
determined, ambitious, patient and lose all the
virtues and values required to achieve success,
including enhanced academic performance.
They develop an unrealistic expectation on how
goals and success can be accomplished.

In conclusion, let the truth be heard.

We the negative believe
beyond a shadow of a doubt that today’s
motion should be rejected wholesale.
“Electronic gadgets enhance students’ academic
performance!”
L&G, Ting 3x. KO - Knock Out! Thank you.