The aim of this study is to determine the relationship between the electronic gadgets and the study habits of Science, Technology, Engineering, and Mathematics (STEM) students in mathematics. This study utilizes quantitative research methodology, particularly adopting a descriptive-correlational research design. There are two hundred six (206) STEM students who have served as respondents. The study checked if there was an interrelationship between the time student-respondents spend using electronic gadgets to study mathematics and its impact on STEM students’ study habits using ANOVA and Pearson R. The study found that the STEM students are predominantly male, aged 17, typically in grade 12, and frequently use mobile phones for studying, spending 1-2 hours per day to study mathematics. They have strongly agreed on the impacts of electronic gadgets on their study habits in mathematics, particularly in preparation for tests. There are no significant differences in students’ gadget usage or its impact on their math study habits when categorized by demographic profile, time management, or note-taking skills. Lastly, there is a negligible correlation between the time students spend per day using electronic gadgets for studying and its impacts on their study habits in terms of preparation for tests, time management, and note-taking.