PROHIBITION OF THE USE OF GADGETS INSIDE THE CLASSROOM

AMONG GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF

QUEZON NATIONAL HIGH SCHOOL

A REQUIREMENT IN PRACTICAL RESEARCH

SUBMITTED TO:

EPIFANIO R. RULIDA

SUBMITTED BY:

JARYD A. GECANA

SANSEN D. COLIPANO

JEYSON L. LAMBAN

DAGULO, JAY WARREN

 Table of contents

1.) Title page

2.) Table of Contents

3.) Abstract

4.) Chapter 1. Introduction

a.) Background of the study

b.) Statement of the study

c.) Objectives of the study

d.) Significant of the study

e.) Scope and Delimitation

f.) Definition of terms

5.) Chapter 2. Theoretical Frameworks

a.) Review of Related Literature

b.) Conceptual Framework

c.) Paradigm of the study

6.) Chapter 3. Methodology

a.) Research Design

b.) Participants of the study

c.) Sampling Technique

d.) Locale of the study

 e.) Instruments of the study

f.) Data Collection Procedure

g.) Statistical Treatment of Data

7.) Chapter 4. Presentation, Analysis and Interpretation of data

8.) Chapter 5. Summary of findings, Conclusions and Recommendations

9.) References

10.) Appendices
 ABSTRACT

The quantitative research study entitle prohibition of using gadgets inside the classroom

in grade 11 Senior high in Quezon national high school was conducted the level of affected

nor effected students using gadgets, to know how many students are strongly agreed and not

strongly Disagree to the prohibition of using gadgets inside the classroom.

The research will be using quantitative method. The research study is descriptive in

nature. The participants of the study will be the grade 11 senior high student which the

research randomly selected 144 respondents. The research employed randomly sampling

method. The research is conducted at Quezon national high school for the first semester of

the school year 2019-2020. A school with competitive and intelligent students. The

instrument employed in the study will be survey questionnaire that will be given to the 144

respondents. To gather the data the researchers formally asks permissions to the teachers and

respondents to conduct the study. The data gathered we're presented in tables and analyze the

data. The researcher use statistical weighted mean.

Based on the findings the most common responds of the student about the prohibition

of using gadgets inside the classroom have both positive and negative effect. Positive in

terms of improving the academic performances and time management. Negative in terms of

emergency situation, documentary and lack of information

As the result of the study, there are ways in order to properly implement the prohibition

of using gadgets inside the classroom the common responds of the students are these should

be room to room campaign and implementation of meeting to the parents or the guardian,

conduct offenses or warnings and the teachers should confiscate the students gadgets before

class.
 Chapter 1

INTRODUCTION

Cellphones is the gadgets that give information that we need in instant. It could be a big

help in students to gather more information in school and this has become one of the fastest

and growing communication ever. The uses of mobile devices are transforming our social

landscape as individuals. College students spends between eight (8) and ten (10) hours a day

on their cellphones (Roberts and Williams, 2016). Some students describe their phone as a

“warm blanket” that helps them stay connect and not miss an update or “like” (Conan, 2016)

but there several arguments that some instructions or teacher banned the cellphones or any

other gadgets from the class or else monitor there usage. It could be a cause that students

can’t listen to their teacher and can’t give focus on their topics specifically when they used it

in text messaging, gaming, watching, chatting through social network and sometimes it can

used in cyber bullying and causing disturbance to classes.

Students using cellphones during classes is the big problem of some teachers because

they can’t give their full attention to the teacher who discussed the topic that they need to

learn. It could be the start of a problem between the teacher and his/her students or it could

starting point that the grade of the students will be decreases. Because of this problem,

Department of Education (DepEd) sent a memorandum to all public schools in Prohibiting

students of elementary and secondary schools from using cellular phones during class hours.

It has been noted that cellphones have been proliferated with lewd and obscene pictures

messages particularly those capable of multimedia (mms). In view of this the following

policies regarding the prohibition on the use of cellphones are hereby reiterated the DepEd

strictly imposes a ban on the use of cellphones.

 Statement of the problem

The main problem of this research is to determine the perception of senior highschool

grade 11 students on the prohibition of using cellphone inside the classroom in Quezon

National High School (QNHS SY 2019-2020)

General questions:

1. What are the benefits of grade 11 senior high school students on prohibition of using

gadgets inside the classroom in terms of academic performances, classes, and time

management?

2. What are the disadvantages on the prohibition of the use of gadgets inside the

classroom among grade 11 senior high school students?

3. What are the ways in order to properly implement the prohibition of using gadgets

among grade 11 senior high school students?

Objectives of the Study

1. To determine the benefits of grade 11 senior high school students on prohibition of

using gadgets inside the classroom in terms of academic performances, classes, and

time management?

2. To determine the disadvantages on the prohibition of the use of gadgets inside the

classroom among grade 11 senior high school students?

3. To determine the ways in order to properly implement the prohibition of using

gadgets among grade 11 senior high school students?

 Significance of the Study

Beneficiaries

1. Students

2. Teachers

3. Parents

Students

-Since it was the center of learning system. They will benefit by focusing on their

academic performances since they are not allowed to use their gadgets inside the class.

They will be more productive performances.

Teachers

-The teachers will be benefit from the study if the students will be focus more on their

academic performances. The teacher will be experiencing less stress and to improve the

relationships towards the students and the teachers.

Parents

-This will help them by improving their relationships towards their children and can set

their the children’s attention and also they will be inform about the feeling of their

children about the prohibition of using gadgets inside the classroom.

 Scope and Delimitation

This study focused mainly on the student’s perception of the prohibition of using

gadgets during class hours among grade 11 senior high school students in Quezon National

High School, SY. 2019-2020

Student’s perceptions are limited only by their opinions about their Academic

performance, classes, and time managements. The academic performance for the students is

to determine their behaviors whether they are participating or nor. The reasons for classes is

to determine the differences of the classes whether they are attentive or nor, and lastly is the

time management reason is to determine if the students are doing their requirements.

The study is limited to grade 11 senior high school students of Quezon National High

School. This study will only cover the SY 2019-2020, first semester
 Definition of terms

Academic performance -the perception of the students about their academic performance of

the prohibition of mobile devices inside their classroom.

Beneficiaries -the one who benefits the study; teacher, students, parents.

Classes -the perception of the students about of the prohibiting the mobile devices inside their

classroom.

Close ended questions -a question that can answer by only Yes or No

Co-students -the perception of the students to their co-students in prohibiting mobile devices

inside their classroom.

Elicited -to get a response or information to the students perception.

Gadgets -a device that a student’s uses.

Multimedia -involving several forms of communication or expression of the students.

Perception -the way students think or understand about the prohibition of mobile devices.

Prohibition -the action of forbidding something, especially by law.

Proliferated –increase rapidly in numbers

Students -the main point and the respondents of the study.

Time management -the perception of the students to their time management in prohibiting

mobile devices.

Warm blanket -an idiomatic word which means a helpful way for the updates of the students.
 Chapter 2

THERORETICAL FRAMEWWORK

In 2003, DepEd released Order No. 83 which reiterates the Department's previous

Order such as DO 26, s.2000 and DO. 70, s.1999 both of which impose a ban on the use of

Cellular phones by students during class hours. It has been noted that cellphones have been

proliferated with lewd and obscene picture messages particularly those capable of

Multimedia Services (MMS). In view of this, the following policies regarding the prohibition

on the use of cellphones are hereby reiterated. The Department of Education (DepEd) strictly

imposes a ban on the use of cellphones by the students during class hours, and teachers and

parents should devise ways to educate students on the responsible use of cellphones to

prevent them from engaging in misguided and immoral activities ( DepEd ORDERS).

If properly managed, cell phones can be used as tools to help children learn in the

classroom. Cell phones give students access to tools and apps that can help them complete

and stay on top of their class work. These tools can also teach students to develop better study

habits, like time management and organization skills. Using social media can keep students

interested in class and encourage them to participate in the discussion. Some teachers create

twitter hashtags or message boards students can use during class discussions to share

thoughts and ideas. This can be especially helpful for students who might not be comfortable

speaking in class.Teachers can take advantage of cell phones by providing students with

resources to find more information about a topic. This can include videos, news stories,

online discussion groups, and more. Allowing students to access these resources in class can

help encourage participation and discussions. Cell phones can give students access to more

information, letting them research more about a topic while having class discussions. This is
especially true for current events that have not yet been covered in school textbooks. While

cell phones can be used as learning tools, it is a challenge to make sure students are using

them for school-related tasks. A cell phone can easily turn from “classroom learning tool”

into “classroom disruption”. When students use their cell phones to check social media and

text their friends in class, it leads to distractions for those students as well as for their peers.

This can cause disruptions in class, particularly if the teacher is constantly telling students to

turn their devices off. Cell phones can also lead to increased problems with bullying on the

school ground. Cyber bullying can be harder to see than other forms of bullying, making it

difficult for teachers to identify and stop when it is happening. Cell phones can be a helpful

learning tool in class. But they can also be used by students to access information while

taking a test, leading to cheating. Even if a student isn’t caught, this can lead to him or her

having a poor understanding of the material in the future, and is unfair to students who

studied hard to do well. While cell phones can help encourage participation by offering

different channels, this can also lead to less in-person discussion and fewer learning

opportunities. Learning to work together with others is an important part of students’

education, and can be lost with too much dependence on cell phones and other digital

technology.( Oxford Learning Centres, Inc. 2019)

In 2015, CNN reported that the academic skills of students have been risen up after banning

cellphones in schools. All schools that prohibited the students to carry cellphones has assisted

students to achieve well on exams and decreased the enticements of students to use

cellphones for the purpose which are not related to academic ( Kottsova 2015). Not all

cellphones used for the purpose of education is offensive (Ugur 2015). Misfud (2013) have

articulated that technology has a high potential feature to use it for learning at any time

anywhere.A sample of 45 questionnaires was distributed to the computer science students of

Federal Polytechnic tertiary institution laro, Ogun state in Nigeria. However, only 40 students
have answered and the response rate was 88.9%. Moreover, 15 students were interviewed

concurrently to acquire a deep knowledge along with the data gathered through the

quantitative method. This research come up with the evidence that Cellphones are providing a

negative influence on students due to the focus on texting and playing music and others by

leaving academic activities aside. This study also pointed cut that usage of cellphones are

leading the students to an irresponsible stage that results in a poor stage that results in poor

academic performance ( Jumoke, Oloruntoba, and Blessing 2015).

The purpose of the study of Kimbrough, S1, Culpepper, D1, Crutcher, T1 1Texas

A&M University-Commerce (2017) was to determine if offering positive reinforcement

(extra credit) to surrender a cellphone each class would be a positive experience for the

student and classroom environment. The results indicate that students felt that not having a

cellphone during class was both positive and increased focus, engagement, and improved

concentration. The students also felt that not having cellphones in the class was a positive

activity and changed the classroom atmosphere to be more respectful and focused. These

findings add to the growing body of research that having cellphones in class reduces learning

and leads to lower grades (Katz & Lambert, 2016 & Gingerich & Lineweaver, 2014). While

prior research has documented the correlation between cellphones in class and lower course

grades (Katz & Lambert, 2016), this study showed that not having cellphones in class

benefits class climate, enjoyment, and respectfulness toward the instructor. These qualities all

lead to a more beneficial learning environment that allows the student to engage with other

classmates and the instructor. This type of engagement in the classroom has been lost in the

last decade due to distraction (Ellis, Daniels, & Jauregui, 2010; Gingerich & Lineweaver,

2014) and in this study, the students indicated that not having cellphones in class increases

the positive atmosphere for learning.

 Cellphone addiction is a real phenomenon (Gardiner, 2016) that causes distraction and

feelings of anxiety when a person can’t access his/her phone. Offering a positive

reinforcement was suggested as a way that can offset these adverse feelings when

surrendering one’s phone (Katz & Lambert, 2016). The findings of this study support this

approach. Students overwhelmingly responded positively and would recommend it to future

classes. This was supported in the opened ended essay question with 96% of the students

supporting the activity. However, having a policy in place that allows students access to their

phones to contact baby-sitters or family members when needed is important. It is evident that

cellphones should be limited in classrooms and positive reinforcement offers an alternative to

an outright ban. This study shows that students want a cellphone-free classroom, and feel

strongly that it helps create an environment where class discussion and atmosphere are

improve.

In the result of the study of H. Mohammad, A. Fayyoumi and O. AlShathry ( 2015)

the multiple regression analysis examined the relation- ship between academic performance

and satisfaction of students from one side, and the use of mobile phones in the classroom.

The correlation table reflects that less us- age of mobile phones by students is correlated with

aca- demic performance and satisfaction of students as indicat- ed by the level of significance

of less than 0.05; that are 0.016 and 0.019 respectively. In addition to this, the re- sults also

reflect that the Pearson Correlation coefficients are in positive for academic performance and

satisfaction of students that are 0.14 and 0.127 respectively. Keeping this in view, it can be

said that less usage of mobile phones by students is positively correlated with academic

performance and also satisfaction of students.

Ieda M. Santos and Otávio Bocheco ( 2017) Mobile technology ownership among

university students continues to grow, with more students owning smartphones (Dahlstrom &

Bichsel, 2014). Students are increasingly bringing their personal devices to the classrooms.
This trend known as “bringing your own device” or BYOD is expected to be progres- sively

adopted by higher education institutions (Johnson, Adams Becker, Estrada, & Freeman,

2015). Institutions adopting a BYOD model will allow students to use their own devices for

learning (Kobus, Rietveld, & Van Ommeren, 2013). Research has discussed the educational

benefits of a BYOD model in DOI: 10.4018/978-1-5225-2492-2.ch014 the classroom (e.g.

Al-Okaily, 2015; Kong & Song, 2015; Lundin, Lymer, Holmquist, Brown, & Rost,2010). It

is common knowledge, however, that students’ devices can potentially disrupt lectures

(Sharp- les, 2002), which is a wide shared concern by many instructors (Graham & Gillies,

2016; Kuznekoff & Titsworth, 2013). Common disruptions discussed in the literature include,

for example, phone ringing or vibrating, use of social media such as WhatsApp, and sending

or receiving messages (Santos, 2015).

Approaches to manage mobile devices in the classroom are varied ranging from

adding guidelines to course syllabus to banning the devices (Bayless, Clipson, & Wilson,

2013; Langmia & Glass, 2014). In addition, many universities may not have a campus-wide

BYOD policy (Fulbright, 2013). Without clear policies, students may be uncertain about the

appropriate in-class use of their devices (Jackson, 2013). Researchers have investigated

BYOD in the classroom with the purpose of understanding disrup-tions, and exploring

policies for appropriate practices (e.g. Jackson, 2013; Tindell & Bohlander, 2012). More

research is needed to examine the combination of BYOD usage and policies (Jackson, 2013)

to advance knowledge in this field of inquiry. In addition, researchers recommended policy

development that considers student and instructor viewpoints (Synnott, 2013).

Conceptual Framework

The research study is anchored to the theory of cellphone in the classroom: Learning

tool or destruction by attention and focus, technology (April 22, 2019). It was stated that

these days, more and more students are bringing cellphones to class. Even elementary school

aged students have a cellphones in their pockets and bag packs. However, the news of

Ontario’s to ban a cellphone open again the debate about whether or not students should have

cellphones in schools.

Some student’s opinions would say that using cellphones inside the class are helpful

for them while some other students will oppose in these statement. In connection, the study

will give a solution in getting the perceptions of the students by the DepEd order about the

Prohibition of using cellphones inside the classroom

 Paradigm of the Study

•Benefits of students in the

prohibition of the use of
gadgets inside the classroom.

a.) Academic
performance

b.) Classes
c.) Time Management
• Disadvantages on the
prohibition of the use of
gadgets inside the classroom.
a.)communication
b.)gathering information
c.)cannot capture topics
Analysis of the data
through the Student’s benefits,
questionnaire and disadvantages, and
statistical treatment. ways in order to
properly implement on
the prohibition of the
use of gadgets inside
the classroom are
determined.

• Ways in order to properly

implement the prohibition of
the use of gadgets inside the
classroom.

a.)Implement a meeting
and program

b.)Confiscate the
students’ gadgets

c.)conduct offences
 Chapter 3

Research design

This research adopted a descriptive research design and will be conducted through a

quantitative survey methodology in which the researcher him/herself administered the

questionnaires and issued to all grade 11 senior high school students who had been carefully

sampled.

This phenomenological research aims of looking for the universal nature of an

experience. This is an approach that process on exploring and understanding social and

psychological phenomenon from the perspective of the subjects involved. For this study, it

only focused on the students’ perception on the prohibition of the use of gadgets inside the

classroom.

Participants of the study

The participants of the study will be coming from the whole grade 11 senior high school

students in Quezon National High School. The researcher will pick 10 respondents in each

section of the grade 11 senior high school students. The participants of the study are only

those students who oftentimes used their gadgets.

Sampling Procedure

In selecting the participants of the study, the researchers will use the random sampling

method.
Locale of the Study

The study will be conducted at Quezon National High School particularly in grade 11

Senior High School Students in grade 11 senior high school building. The school is located at

Mibando, Poblacion, Quezon, Bukidnon.

Instruments of the Study

The instruments employed in the study are the closed ended survey questionnaire for

the students in Grade 11 senior high school in Quezon National High School. These

instruments were described as follows.

The close ended survey questionnaire for the students in Grade 11 Quezon National

High School is composed of three parts. It elicited to the benefits, disadvantages and ways in

order to properly implement the prohibition of the use of gadgets inside the classroom.

Data Gathering

This study will be conducted in Mibando Quezon National High School on the

school year 2019 - 2020 first semester with the respondents of grade 11 senior high school

students who oftentimes use their gadgets inside the classroom. The researchers will give a

consent form to the principal, advisers of the participants as well as the participants of the

study who willing to give and share information in relation to the study and also to answer

the close ended questions which talk about their benefits, disadvantages, and ways in order to

properly implement the prohibition of the use of gadgets inside the classroom. In the study

questionnaire will be used in gathering information from the said respondents.

The questionnaire items were developed and were distributed to the students by the

researcher him/herself by visiting them in the classroom. A brief idea about the questionnaire

such as general purpose of survey, how to use and the questions related to the data collection
tools were described in the questionnaire and given to all the participants. In addition, the

researcher emphasized that the participation was voluntary and the responses of the

participants will remain anonymous and confidential, no information that could reveal their

identity will be used and participation of students had no bearing on their status in the course

and in no ways it will affect their marks for any courses. All data collection and analysis

procedures were performed in accordance with the permission received from the school(

Simon FERNANDEZ, 2018 ).

Statistical treatment of Data

The data gathered were presented in tables and in tabular forms and are generally viewed

the specific problems in Chapter I. The statistical analysis system (SAS) model was used.

Appropriate statistical treatment was used to analyze the data.

1. Benefits – weighted mean

2. Disadvantages – weighted mean

3. Ways in order to properly implement – weighted mean

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This Chapter over seen the presentation, analysis and interpretation of data

gathered by the researcher. This study aims to determine the benefits, disadvantages

and ways in order to properly implement the prohibition of the use of gadgets inside

the classroom among grade 11 senior high school students. Present data and examine

who answer the questions communicated in the statement of the problem the

analytical procedures are arranged according to the sequence of the specific questions.

Table 1.1 shows the benefits of the prohibition of the use gadgets inside the

classroom

TABLE 1.1

Indicators Mean Description

My academic performance

is improving 1 Strongly Agree

Our class became more

attentive 0.99 Agree

I can manage my time well 0.99 Agree

Total: 0.97 Agree

SCALE

0.1 – 0.4 Strongly Disagree

0.5 – 0.6 Disagree

0.7 – 0.9 Agree

1.0 – 1.5 Strongly Agree

Table 1.1 shows that academic performances of the students got an average of 1

whom strongly agree. It also shows that students’ class became more attentive got an average

of 0.99 who agree. Lastly, Students manage their time well got an average of 0.99 who also

Agree. The total of the indicator’s mean was 0.97 which means most students Agree.

In the table it is clearly see that the students is agree that they gain some benefits of the

prohibition of the use of gadgets inside the classroom. The result of this table was affirmed to

the statement students felt that not having a cellphone during class hours was both positive

and increased focus. The student also felt that not having cellphone in the class was a positive

activity and changed the classroom atmosphere to be more respectful and focused ( Katz &

Lambert, 2016 & Gingerich & Lineweaver, 2014).

Table 1.2 shows the disadvantages of the prohibition of the use of gadgets inside the

classroom

TABLE 1.2

Indicators Mean Description

I cannot communicate my

family during emergency 1 Strongly Agree

situation

I cannot gather more

information during 0.98 Agree

discussion

I cannot capture topics

written from the books or 1.01 Strongly Agree

from the board

Total: 0.99 Agree

SCALE

0.1 – 0.4 Strongly Disagree

0.5 – 0.6 Disagree

0.7 – 0.9 Agree

1.0 – 1.5 Strongly Agree

 Table 1.2 shows that students cannot communicate their family during an emergency

situation got an average of 1 who strongly Agree. It also shows that students cannot gather

more information during discussion got an average of 0.98 who agree. Lastly, Students

cannot capture their topics written from the books or from the board got an average of 1.01

who strongly Agree. The total of the indicator’s mean was 0.99 which means most students

Agree.

It can be seen in the table that students felt some disadvantages of the prohibition of the use

of gadgets inside the classroom like they cannot communicate their family during emergency,

cannot gather more information during discussion and cannot capture topics written from the

books or from the board. This can be clearly confirmed that cellphones can be used as tools to

help children learn in the classroom. Cellphones give students access to tools and apps that

can help them complete and stay on top of their work. These tools can also teach students to

develop better study habits, like organization skills. Using social media can keep students

interested in class and encourage them to participate in discussion ( Oxford Learning Centres,

Inc.2019).
Table 1.3 shows the ways in order to properly implement the prohibition of the use of gadget

inside the classroom

TABLE 1.3

Indicators Mean Description

The teachers should have

room to room campaign and

implement a meeting to the

parents and guardians of the 1 Strongly agree

student and prohibiting the

use of gadgets inside the

classroom

The teachers should

confiscate the student’s 0.98 Agree

gadgets before the class

Conduct offences or

warnings 1 Strongly Agree

Total: 0.99

SCALE

0.1 – 0.4 Strongly Disagree

0.5 – 0.6 Disagree

0.7 – 0.9 Agree

1.0 – 1.5 Strongly Agree

 Table 1.3 shows that students strongly agree teachers should have room to room

campaign and implement a meeting to the parents and guardians of the student for prohibiting

of the use of gadgets inside the classroom got an average of 1. It also shows that students

agree that teachers should confiscate the student’s gadgets before the class got an average of

0.98. Lastly, students strongly agree that there should be an implementation to conduct

offences or warnings got an average of 0.99 who also agree. The total of the indicator’s mean

was 0.99 which means most students Agree.

The students agree that the teachers should have room to room campaign and implement

a meeting to the parents and guardians of the students about the prohibition of the use of

gadgets inside the classroom. They also agree that the teachers’ should confiscate their

gadgets and conduct offences or warnings. Based on the results this affirm to the statement

that teachers and parents should devise ways to educate students on the reasonable use of

cellphone to prevent them from engaging in misguided and immoral activities and the

cellphone should be confiscated during class hours ( DepEd ORDERS).

Chapter 5. Summary of findings, Conclusions & Recommendation

Summary of findings

The overall purpose of this study is to determine the benefits, disadvantages, and ways

in order to properly implement the prohibition of the use of gadget inside the classroom. Out

of 144 respondents, 0.97 total weighted mean who agree that they get some benefits of the

prohibition of the use of gadgets inside the classroom, while both disadvantages and ways in

order to properly implement the prohibition of the use of gadgets inside the classroom got an

average weighted mean of 0.99 which is they agree that they get some disadvantages but they

also agree that it should implement the proper ways in the prohibition of the use of gadgets

inside the classroom.

The benefits, disadvantages, and ways in order to properly implement the prohibition of

the use of gadgets inside the classroom is being agreed of grade 11 students based on the total

weighted mean of their responses on the close ended questionnaire that distributed to them.

Conclusion

Based on the findings the most common responds of the student about the prohibition of

using gadgets inside the classroom have both positive and negative effect. Positive in terms

of improving the academic performances and time management. Negative in terms of

emergency situation, documentary and lack of information

As the result of the study, there are ways in order to properly implement the prohibition

of using gadgets inside the classroom the common responds of the students are these should

be room to room campaign and implementation of meeting to the parents or the guardian,

conduct offenses or warnings and the teachers should confiscate the students gadgets before

class.
Recommendation

In generals the researchers were confidents that the problems were correspondingly answered

with accurately and reliability. However, there are still aspects in the study that’s need to be

improve and give more accurate data conclusions. The researchers have the following

recommendations:

1. The respondents of the study were relatively small. Stronger data and conclusion can

be derived if a larger respondents will be studied.

2. It will also be helpful if there are more indictors will be served to the respondents.

This will expose more interesting correlations

3. A better and well organized questionnaire well be needed to derive more accurate

answers and response from the respondents

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 Republic of the Philippines
Department of Education
Region X
Quezon National High School
Mibando, Poblacion, Quzon, Bukidnon

September 10,
2019
Dear Teachers,
Good Day!
The researchers of Grade 12 STEM would like to conduct a study about
Student’s Perception on the Prohibition of the use of Cellphone inside the Classroom among
Grade 11 Senior High School students.
In line with we would like to ask a permission to conduct or study to your
students to give their response towards the problem in our research.
Thank you!

Yours truly,

GECANA, JARYD, ARNADO

Researcher

Approved by:

Mrs. Chona Colonia

Practical Research II Adviser
 Republic of the Philippines
Department of Education
Region X
Quezon National High School
Mibando, Poblacion, Quzon, Bukidnon

September 10,
2019
Dear Grade 11 students,
Good Day!
The researchers of Grade 12 STEM would like to conduct a study about
Student’s Perception on the Prohibition of the use of Cellphone inside the Classroom among
Grade 11 Senior High School students.
In line with this we would like to ask a permission to conduct our study to you
as our respondent. The participation was voluntary and all of your response will remain
anonymous and confidential, no information that could reveal of your identity will be used
and of your participation had no bearing on your status in the course and in no ways it will
affect of your marks for any courses. Hoping for your respond.
Thank you!

Yours truly,
JARYD, ARNADO.
Researcher

Approved by:

Mrs. Chona Colonia

Practical Research II Adviser
 Republic of the Philippines
Department of Education
Region X
Quezon National High School
Mibando, Poblacion, Quzon, Bukidnon
Dr. Alex T. Solar
Principal
Quezon National High School
Mibando Poblacion Quezon Bukidnon

Dear Sir;

Greetings! I, the undersigned is a Science Technology Engineering and Mathematics

(STEM) students in this school presently conducting a study entitled "STUDENTS.
PERCEPTIONS ON THE PROHIBITION OF THE USE OF CELLPHONE INSIDE THE
CLASSROOM IN QUEZON NATIONAL. HIGH SCHOOL S.Y 2019-2020 FIRST
SEMESTER" as part of the requirements of the program.
In this regard, the undersigned request the approval of your good office to conduct the
data gathering and collection on September 2019.
Thank you very much for your favorable approval and endorsement of this request.

Respectfully yours,
GECANA, JARYD, ARNADO
Researcher

Approve/Disapprove
Dr. ALEX T. SOLAR
Principal
 Republic of the Philippines
Department of Education
Region X
Division of Bukidnon
Quezon I District
QUEZON NATIONAL HIGH SCHOOL
Mibando, Poblacion, Quezon, Bukidnon

October 2, 2019
SUBJECT TEACHERS
Senior High School

Sirs/Mesdames:
Greetings!
The undersigned is requesting your favour by allowing the G-12 students
under ABM, Automotive A, STEM A, STEM B and GAS, to administer their survey
questionnaires among the respondents under your subject. This is relative to their research
study in the Practical Research 2 subject.
I am hoping for your favourable action regarding this matter and for that I am
very much thankful!

Very truly yours,

CHONA M. COLONIA
Research Teacher
Name (optional): Age:
Section: Gender:

General Instructions: Please check SA. if you strongly, A. if you Agree, D. if you
disagree,and SD. if you strongly disagree the following statements.
Benefits on prohibition of using gadgets inside the
classroom in terms of your academic performance,
SA A D SD
classes, and time management.
My academic performance is improving.
Our class became more attentive.
I can manage my time well.
The disadvantages on prohibiting the gadgets inside SA A D SD
the classroom.
I cannot communicate my family during emergency
situation.
I cannot gather more informations during discussion.
I cannot capture topics written from the books or from
the board.
Ways in order to properly implement the prohibition SA A D SD
of using gadgets.
The teachers should have room to room campaign and
implement a meeting to the parents and guardian of the
students about prohibiting the use of gadgets inside the
classroom.
The teachers should confiscate the students gadgets
before the class.
Conduct offences or warnings.