Practical

Research
II
Marlo Conag
Arjay Lumboy
Henry Boy Buhangin
Roljohn Liggayu
Alphie Acuna
Table of Contents

Title
Dedication
Acknowledgement
Abstract

Introduction
Background of the study
Significance of the study
Objectives
Scope and limitation
Definition of terms

RRL
Hypothesis
Research paradigm

Metodhologies
Research design
Population and Sampling
Instrumentation

Results
Data Analysis

Discussion
Recommendation
Conclusion
References
Impact of mobile
phones to the
academic
performance of
SHS Students.
 Dedication

We dedicate this research to our parents and who taught us

to think, understand, and express. We earnestly feel that without

their inspiration, guidance and dedication. We would not be able

to pass through the tiring process of this research.

 Acknowledgement
The researchers want to extend their gratitude to the

one who teach us in school and especially to our beautiful and

caring adviser of STEM 12 Mrs. Divina Gracia Facturan who are

always there for us and she also gave us the opportunity to

conduct this research study.

The Researchers want to extend their greatest gratitude

to our friends, Family and Classmates who became our inspiration

in doing this research study.

Last but not the least, Thank you to our creator to this

world and the savior of all things, Jesus, for guiding and

caring us while conducting this research study.

Chapter
I
 Introduction

Except with their books and school supplies, High school

students go to school with their smart phones. Almost everybody
has a mobile phones. Mobile phones connect students to one another,
for educational purposes and it is also cause of distraction.
Mobile phones can be helpful or hurtful depending on their attitude
and how they use it on the school. Picture taking and Internet
surfing is available on most cellphones. Students gather
information that they need in school. The benefit of students from
this availability of technology is they can create a more beautiful
or creative academic projects. Mobile phones can be also a
distraction. If mobile phones is not silenced, cellphones can ring
during class, everyone's attention and the flow of learning can be
disrupted. Many Teachers worry that this will be a big impact to
students school performance and it stops them from paying attention
to their studies.
 Background of the Study
A mobile phone is a device that can basically make and
receive calls over a radiolink while moving around a wide
geographic area.

Mobile phones is one of the most rapidly growing new

technologies in the world. In 2001, cellphone users were less
than a billion worldwide with the majority of the users from
the developed countries. Mobile phone users had reached five
billion worldwide with subscription from developing countries.

In recent years, different types pf mobile phones have

been produced by different phone manufacturers. Each comes with
different features for different functions. We have different
variety of mobile phones as named by their manufacturers, they
include NOKIA, Samsung, Vivo, Iphone, Cherrymobile, Oppo and so
on. We now have those that can make videocalling, take clearer
pictures, surf the internet and a lot more. They are also
installed with different features. For example 17 mega pixel
phone normally will produce clearer photographs.

This study attempts to find out how the mobile phone

usage influences their academic performance.
 Statement of the problem

1. What is the profile variable of the respondents when

grouped according to:

A. Gender

B. Age

C. Strand

2. What is the length of time which respondents use their mobile

phones.

3. Is there a significant difference between the academic

performance of students who use mobile phones for 20 minutes to
1 hour and those students who use mobile phones for 2-3 hours.
Objectives of the Study
The general objective of this study is to assess the
impact pf mobile phones on student performance in Senior
High
School.

The specific objectives are to:

1. Know the percentage of Senior High School students who

possesses mobile phones.

2. Know the length of time does student use their phone.

 Significance of the Study

This study is meant to reveal the impact of mobile

phones
on student performance in Senior High School. It will
inform the
students to the effects of spending too much time on their
mobile phones. It can also serve as basis towards achieving
better academic result.
 Scope and Limitation

This research will be conducted inside Cordova

National
High School at the Senior High School Department. The whole
Senior High School will be the respondents of the research.
There will be 60 students to be given a survey.
This research will be random sampling wherein there is no
basis
in choosing respondents.
 Definition of terms

 Impact- the effect of something on another thing.

 Mobile- Anything that can be carried from one place to

another.

 Phone- Electronic equipment that converts sound into

electrical signals that can be transmitted over
distances and then converts received signals into
sounds.
Chapter

II
Literature
Review
This study reviewed related literature from books, journals, and
internet; organized under the following sub-headings:

Meaning and Concept of Mobile Phone

Student Performance

Impact of Mobile Phones on Students’ Performance

Review of Related Literature.

2.1 Meaning and Concept of Mobile Phones

A mobile phone is a phone that can make and receive telephone

calls over a radio link while moving around a wide geographic area.
It does so by connecting to a cellular network provided by a mobile
phone operator, allowing access to the public telephone network.
In addition, modern phones also support wide range variety of other
services such as text messaging, MMS, e-mail, internet access,
short range wireless communications (Infrared, Bluetooth),
business applications, gaming and photography. (Pew Research
center, 2010)

The use of technology is a global imperative due to its

contributions to human existence and has enhanced the socio
economic relations globally. Wireless communication has emerged as
one of the fastest diffusing media on the planet, fuelling an
emergent “mobile youth culture” (Castells, Fernandez-Ardevol, Qiu,
and Sey, 2007). Thus, increased popularity of cell and smart phones
in recent years has attracted research attention. Cell phones are
seen as a mixed blessing. Teens say phones make their lives safer
and more convenient. Yet they also cite new tensions connected to
cell phone use (Pew Research Center, 2010).

As cell phones have become more available, they are

increasingly owned and used by teens. Further, as handsets
become more loaded with capabilities ranging from video
recording and sharing, to music playing and internet access, teens
and young adults have an ever-increasing repertoire of use. Indeed,
we are moving into an era when mobile devices are not just for
talking and texting, but can also access the internet and all it
has to offer (Pew Research Center, 2010).

2.2 Student Performance

Students academic gain and learning performance is affected

by numerous factor including gender, age, teaching faculty,
students schooling, father/guardian social economic status,
residential area of students, medium of instructions in schools,
tuition trend, daily study hour and accommodation as hostelries or
day scholar. Many researchers conducted detailed studies about the
factors contributing student performance at different study
levels. Graetz (1995) suggested “A student educational success
contingent heavily on social status of student’s parents/
guardians in the society. Considine and Zappala (2002) noticed the
same that parent’s income or social status positively affects the
student test score in examination. According to Minnesota (2007)
“the higher education performance is depending upon the academic
performance of graduate students. Durden and Ellis quoted
Staffolani and Bratti, (2002) observed that “the measurement of
students previous educational outcomes are the most important
indicators of students future achievement, this refers that as the
higher previous appearance, better the student’s academic
performance in future endeavours.

Lot of studies have been conducted in the area of students

achievement and these studies identify and analyze the number of
factors that affect the academic performance of the student at
school, college and even at university level. Their finding
identify students’ effort, previous schooling, parent’s
educational background, family income, self motivation of
students, age of student, learning preferences and entry
qualification of students as important factors that have effect on
student’s academic performance in different setting. The utility
of these studies lies in the need to undertake corrective measures
that improve the academic performance of graduate students.

It is generally assumed that the students who showed better

or higher performance in the starting classes of their studies
also performed better in future academic years at degree level.
Everyone can be surprised with this assumption if it could be
proved scientifically. From the last two decades it has been
noticed significantly that there is great addition in research
literature and review material relating to indicators of academic
achievement with much emphasis on this dialogue, whether
traditional achievement measures of academic performance are best
determinants of future academic gain at university or higher level
or innovative measures. However, it is also observed that many of
the researchers are not agree with this view point or statement.
Reddy and Talcott (2006) looks disagree with these assumptions
that future academic gains are resolute by preceding performance.
In their research on the relationship between previous academic
performance and subsequent achievement at university level, they
found that students learning or studying at graduate level and the
score secured did not predict any academic achievement at
university level. They also cited Pearson and Johnson (1978) who
observed that on the whole grade association of only 0.28 between
graduate level marks and university degree achievement.

It is also confirmed in the study of Oregon State University (2003)

on graduate admissions that normal measures of educational
potential and academic performance such as high school GPA (Grade
Point Average) scores showed only 30% of the deviation in initial
or starting (first) year at college. It is important to note that
even these studies do not agree with the former studies who
explored that previous achievement affect the future performance
of the students in studies, they confirmed that the admission
scores are related to academic performance at university level but
to a very minimal extent. McDonald et.al (2001) also suggested
that the scores of graduate level studies still out perform any
other single measure of cognitive aptitude in predicting success
at university level.

Parent’s socio-economic condition, which includes parents’

academic and professional qualification, revenue and occupational
affiliation, is also associated with academic gain of students.
The results of many studies confirmed that academic achievement of
students is contingent upon parent’s socio-economic condition. So
the students belonging from higher social economical backgrounds
will perform better than other students associated with low social
economic backgrounds. “Social and economical status of student is
generally determined by combining parents’ qualification,
occupation and income standard” (Jeynes, 2002). Among many
research studies conducted on academic achievement, it is not very
surprising to observe that Socio-economic status is one of the
main elements studied while predicting academic performance.

Graetz (1995) conducted a study on socio-economic status of the

parents of students and concluded that the socio economic
background has a great impact on student’s academic performance,
main source of educational imbalance among students and student’s
academic success contingent very strongly on parent’s socio
economic standard. Considine and Zappala (2002) also having the
same views as Graetz (1995), in their study on the influence of
social and economic disadvantage in the academic performance of
school students noticed, where the parents or guardians have
social, educational and economical advantage definitely strengthen
the higher level success in future. But it is also noted that these
parents make available sufficient psychological and emotional
shore up to their children by providing good educational and
learning environment that produce confidence and the improvement
of skills needed for success.

On other hand Pedrosa et.al (2006) in their study on social and

educational background pointed out those students who mostly come
from deprived socio-economic and educational background performed
relatively better than others coming from higher socio-economic
and educational area. They named this phenomena educational
elasticity. It is obvious and true that the criteria for
categorizing socio-economic standard in different countries are
different depending of their norms and values. The criteria for
low socio-economic status for developed country will be different
from the criteria of developing nations and same will be in the
case of developing and under developing countries. “The total
income of families, monthly or annually and their expenditures
also put a great effect on the learning and academic opportunities
accessible to youngsters and their chances of educational success.
Furthermore, he also pointed that due to residential
stratification and segregation, the students belonging to low-
income backgrounds usually attend schools with lower funding
levels, and this situation reduced achievement motivation of the
students and high risk of educational malfunction in future life
endeavors” (Escarce, 2003).
Considine & Zappala (2002) observed that children comes from those
families having low income make known more subsequent models in
terms of learning outcomes; low literacy level, low retention rate,
problems in school behaviour and more difficulty in their studies
and mostly display negative attitude towards studies and school.
The view point of Considine and Zappala is more strengthen by this
statement of Eamon, According to Eamon (2005) “Those students
usually come out from low socio-economic status or area show low
performance in studies and obtained low scores as compared to the
other students or their counter parts”.

It is also assumed that children learning outcome and educational

performance are strongly affected by the standard and type of
educational institution in which students get their education. The
educational environment of the school one attends sets the
parameters of students’ learning outcomes. Considine and Zappala
(2002) quoted Sparkles (1999) showed that schools environment and
teachers expectations from their students also have strong
influence on student performance. Most of the teachers working in
poor schools or schools having run short of basic facilities often
have low performance expectations from their students and when
students know that their teachers have low performance
expectations from them, hence it leads to poor performance by the
students. Kwesiga (2002) approved that performance of the students
is also influenced by the school in which they studied but he also
said that number of facilities a school offers usually determine
the quality of the school, which in turn affect the performance
and accomplishment of its students. Sentamu (2003) argue that
schools influence educational process in content organization,
teacher and teaching learning and in the end evaluation of the
all. All these educationists and researchers agreed with this
principle that schools put strong effect on academic performance
and educational attainment of students.

Students from elite schools are expected to perform good because

they attend these elite schools and the main reason behind is that
these schools are usually very rich in resources and facilities.
Some researchers have the view that school ownership and the funds
available in schools do indeed influenced the performance of the
student. Crosne and Elder (2004) noticed that school ownership,
provision of facilities and availability of resources in school is
an important structural component of the school. Private schools
due to the better funding, small sizes, serious ownership,
motivated faculty and access to resources such as computers perform
better than public schools. These additional funding resources and
facilities found in private schools enhance academic performance
and educational attainment of their students. It is also very
pleasing that students from Govt schools colleges and universities
in Punjab Pakistan are providing the laptops by the Punjab
Government, so that the students could interact with the whole
world and know about the latest developments and innovations.

2.2 Impact of Mobile Phones on Students’ Performance

Apart from the negative effect through the usage of these

phones by the students, it also have some other effects;
which maybe psychological. The addictive nature of cell
phones has concerned psychologists for years.

Recently, psychologists have warned that phone users are

especially at risk of becoming addicted to their devices. In a
recent study by Wargo, (2012), the subjects checked their phones
34 times a day. People may check their phones out of habit
or compulsion, but habitually checking can be a way to avoid
interacting with people. Some people can experience withdrawal
symptoms typically associated with substance abuse, such as
anxiety, insomnia, and depression, when they are without their
phones and all these are embedded to the course of academic relapse
of students who fall into this category. Surprisingly, these
addictions take strong toll on the student without them noticing
it and some of them find it hard to believe that they are addicted
to their phones. Thus, giving more credence to the amount of time
meted out to these phones than academics. Chóliz, (2010) pointed
out that excessive use of and dependency on the cell phone may be
considered an addictive disorder. In order to address some of the
issues attached to cell phones researchers chose different area of
interest and teasing them out.

Theory on adolescent egocentrism, pointed out heightened

self-consciousness during adolescence. The theory adolescent
egocentrism stated that it is a stage of self-absorption where the
world is seen only from one's own perspective. Thus adolescents
are highly critical of authority figures, unwilling to accept
criticism, and quick to find fault with others. Adolescent
egocentrism helps explain why teens often think they are the focus
of everyone attention. Also, adolescence is a time of considerable
physical and psychological growth and change, which falls in line
with the study of the student in the secondary Schools being
examined, on cell phone usage and acquisition among other.
Most students like to keep track ahead of their peers or
to have an ontological balance in their peer group which
they find themselves. At the expense of their notions, they try
to live the life which is expected of them in the social settings
which they find themselves instead of the ideal life; thereby
pushing them to the limit.
 It was observed that most of the students using the Internet
enabled phones get to pay some bills at the end of the month, which
is however paid with the little monthly allowance money given to
them by their sponsors or parent for upkeep in school and their
studies. Some go as long as to upgrade their phone, by buying the
current ones and selling of the old ones at a giveaway price or
“trunking” as the word is widely used, just to meet up with the
current trend. (Elkind, 1967).

These ostentatious mode of using and disposing of mobile

phones especially, the internet enabled phones at will, in order
to be abreast of current trends may inhibits the student
from focusing on their academics and allowing them to do
better in their studies which is their primary target as
students in the secondary schools. Their academic performance is
a fulcrum for their future roles and the roles that will be vested
upon them by their predecessors as the new generations.

In an attempt to discuss about the issue of this topic on

mobile phones and its impact on students performance, personal
observations has been seen among student using the phones for
visiting social platform, such as the Facebook, Twitter, 2go,
Myspace and instant messengers (yahoo messengers, msn messengers
and blackberry pinging instant messengers) especially the
internet enabled ones, during academic periods and off
academic periods indicating that the internet phones have a
strong effect on the students. Calling to mind the judicious gap
which has been mended by technology, it should be noted that the
usage of phones are not intended for negative purpose and
influence; however, the attitude and time channeled towards these
devices has enslaved the student, thereby making them addicts,
Also, they affirmed that young people between 15 and 19 admitted
being addicted to their cell phones (Naval, Sádaba and Brigué,
(2004). Also, British scientists noted that more and more people
are getting addicted to their cell phones, causing stress and
irritability (BBC, 2006). While specialists indicate that the
abuse of the use of cell phones could be typified as ‘a disorder
of addiction that has to be stopped as soon as possible’
(Paniagua, 2005). Reawakening, to the recalcitrant mode of the
student academic prowess in the academic ‘world’ there is a need
to address the students prerogative in the society which
serves as issues in empowering them towards helping to the
development of the society which also address the issue of
gender equality, if we are looking towards positive changes
in the society and development.

2.3 Review of Related Literature

Some of the common mobile phone related research

topics include cell phone use while driving (Caird,
Willness, Steel, and Scialfa, 2008; Horrey and Wickens,
2006; McCartt, Hellinga, and Braitman, 2006), cell phone
etiquette (Lipscomb, Totten, Cook, and Lesch, 2007), cell
phone cultures and behaviors (Campbell and Park, 2008;
Bakke, 2010; Ling, 2004), text messaging (Pettigrew, 2009),
health risks from cell phone radiation. Some other studies
reported that the presence of cell phones provide a higher sense
of security in potentially harmful situations. This has
contributed to an increase in cell phone value, leading
cell phone users to perceive cell phones as a must-have tool
(Nasar, Hecht, and Wener, 2007; Walsh et al., 2008). The use of
Mobile Phones has also been addressed with other focuses, such as
enhancing Academic performance in Distance Education. Jean-Marie,
Viljoen and Carl, (2009). On Semen Analysis in men attending
infertility Clinic: an observational study. During the study,
their objective was to investigate the effect of cell phone use
on various markers of semen quality, and in their conclusion
stated that "Use of cell phones decrease the semen quality in men
by decreasing the sperm count, motility, viability, and normal
morphology. The decrease in sperm parameters was dependent on the
duration of daily exposure to cell phones and independent of the
initial semen quality" Costly Cell Phones: The Impact of Cell
Phone Rings on Academic Performance. During the study, "Findings
indicated that cell phone rings during a video presentation
impaired academic performance" (Ashok, End, Worthman, Mathews,
and Katharina, 2008).

However, this study therefore seeks, to find out the impact of

the use of mobile phones on students performance. Taking students
of secondary schools as case study at both private and public
secondary schools.

The study was carried out in order to understand and bring to

fore if the students’ academic performance is affected due to the
time channelled to the phone during class hours which has
a general perception as a medium of distractions to students.
The retrieval of the information gotten from this study
was done with structured questionnaires administered to 200
students to obtain their personal opinions, while 15 in-depth
interviews were conducted to have a grounded knowledge opinions
of the students simultaneously with the data gathered
during the course of this study. The analysis of the
students’ perception showed that the internet enabled phone usage
does not affect the academic performance of the students but
distractions by the usage of phone were notably admitted.
 Hypothesis
1. There is no significant difference between the academic
performance of students who use mobile phones for 20 to 1
hour minutes and those students who use mobile phones for
2-3 hours.

Research Paradigm

Mobile Phones Academic Performance

(Independent) (Dependent)

The table shows that students academic performance is dependent to the

usage of mobile phones. The academic performance of SHS students is
affected by the usage of mobile phones. Students who use mobile phone
in purpose has good academic performance than to those who are using
mobile phones for past time has poor academic performances

Chapter III
Methodologies
A.Research Design
This study was adopted the survey research
design to find out the impact of mobile phones on
student performance in Senior High School.

B.Population and Sampling

A structured random sampling was utilized in
choosing the respondents. There will be a sample of 60
students wherein 10 representative per class both grade
11 and 12. The said sample will be conducted at the
Senior High School Department.

C.Instrumentation
Survey was used to gather information from the
respondents in regards of the use of mobile phones to the
studies and it's
impact to their academic performance. The respondents were
only allowed to choose their answers from the boxes
provided.
Chapter

IV
Data Analysis
 Table 1.a Respondent’s number according to their
gender.
Gender Number Percentage

Male 19 31.6666667

Female 41 68.3333333

Total 60 100

The table above shows the number of respondents in regards

to their gender. 19 males and 41 females are the
respondents.

Table 1.b Number of respondent’s according to their

age.
Age Number Percentage

16-18 56 93.3333333

19-21 4 6.66666667

Total 60 100

The table above shows the number of respondents according

to their age. 56 respondents whose age is 16 to 18 and 4

respondents whose age is 19 to 21.

Table 1.c Number of respondents according to their

strands.

Strand Number Percentage

ABM 19 31.66666667

STEM 20 33.33333333

TVL 21 35

Total 60 100

The table above shows the number of respondents according

to their strand. 19 respondents from ABM, 20 respondents from

STEM, and 21 respondents from TVL.

Table 2.a The length of time which respondents use their
mobile phones.

Time Frequency Percentage

20 min-1 hour 27 45

2-3 hours 33 55

Total 60 100

The table shows the length of time which respondents use their
mobile phones. 27 respondents use their phones for 20 min.-1
hour and 33 respondents use their phones for 2-3 hours.
Table 3.a

T-test for the significant difference between the academic

performance of students who use mobile phones for 20 minutes to
1 hour and those students who use mobile phones for 2-3 hours.

Time mean Standard t- P value Decision

deviation computed
20 85.44 2.75 .30 .38 Fail to
min.-1 reject
null
hour
hypothesis
2-3 85.23 2.85
hour

The table above shows the result of the t-test, wherein,

the p-value computed is higher than the standards alpha value of

.05. with this the null hypothesis is failed to be rejected.

Chapter

V
Disscussion
 Summary
This study found out that the students use their phones

in different scale of time. It also found out that the

number of students who use their mobile phones for 2-3

hours is greater than the number of students who use their

mobile phones for 20 min.-1 hour. According to the computed

p-value, the researchers failed to reject the null

hypothesis. And we say that the result is statistically

nonsignificant.
 Recommendation

Based on the findings of this study, the

following recommendations were made.
Teachers, School Administrators and students
should be more aware on the influence of mobile
phones usage on academic performance among Senior
High School Students.
Seminar, Conferences, Workshops should be
held on the influence of mobile phone usage on
academic performance among Senior High School
Students.
Students should be more aware and should be
advice by the teachers on the frequency or number
of hours or time spent in mobile phone usage and
it's influence on academic performance.
 Conclusion
In conclusion, mobile phones which are in different
types/models each for specific tasks or functions are
essential gadgets possessed by an school student. The
finding of this study, it was concluded that mobile phone
usage significantly influence academic performance among
students of Senior High School. There are some SHS students
using mobile phone for purposes while the others are using
it for past time. It can be helpful to us when we use it in
a purpose not only for fun.
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he usage and impact of Internet enabled phones on academic concentration.