1

The effects of gadget prohibition on Senior High School students

in Colegio de San Juan de Letran Bataan

Khyle L. Abella, Densel Jan Manalansan

Colegio de San Juan de Letran Bataan

ABSTRACT

Smartphones have become a crucial part of the everyday life of students, at school as well

as in their spare time. This causes schools to provide a variety of smartphone policies and even

prohibit the use of it. In line, this study was conducted to determine the effects of gadget

prohibitions on Senior High School students in Colegio de San Juan de Letran Bataan. It looked

into the frequency of use of the gadgets on learning which are cell phones, computers,

and tablets and the impact of gadgets on learning as perceived by the students. Further,

significant relationship between the reasons of using gadgets during class hours and the

impact when there is prohibition was determined. The study was conducted at Colegio de

San Juan de Letran Bataan, which included three Grade 11 student participants and three

Grade 12 student participants. This study used the phenomenological approach as it focused

in understanding a phenomenon by how participants perceive it. The researchers based from the

in-depth interview from the participants analyzed the gathered data. It was evident that the

students often used cellphones for academic purposes to accomplish school related

activities. It was evident that even not allowed participants tend to use gadgets because of

boredom. Sighting the advantages of gadget prohibition like cellphone in school, it was

determined, that prohibition helps and allows students to focus firmly in their studies. It stated
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that gadgets become hindrance and cause distraction in doing and accomplishing their school

works. Overall, gadget could be a distraction in school if not properly used. It would be a

distraction not only to the individual student but also to the whole class. Hence, gadget

prohibition greatly helps to avoid such circumstances and help gain more attention during class

hours.

Keywords: gadget, smartphone, Senior High School, student

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INTRODUCTION

Technology nowadays is an important part of the society. Saying that technology is the

very heart of a community is very distinguishable (Simuforosa 2013). Being advance

technologically is one of the vital factors for teenagers in humanities. This generation is in the

Age of Technology due to the massive technological as technology has become the most

essential tool for the education, employment, and social life of many individuals. As such,

UNICEF (2011) asserts that networking site, computer games, sharing video sites, and gadgets,

such as iPads and cellphones are now featuring the culture of children. According to Honey et al.

(2005), 802 individuals used gadgets and cellphones with ages ranging from 12 to 17.

Smartphones and normal phones are different from each other. Smartphone is a mobile

phone that uses an operating system (e.g., Android, iOS Windows), same to a minicomputer. It

offers different features such as communication and computing capabilities, browsing,

photography, music, and navigation, while an ordinary phone can primarily use for its

communication capabilities. An ordinary phone cannot supported by an operating system, Wi-Fi,

and has no “technologically advanced” features that smartphones offer.

In 2003, the Department of Education (DepEd) released an order banning cell phones

outside class hours. The Bureau and regional managers, leaders of school boards, city

superintendents and leaders of public, elementary, and secondary schools accepted this approach,

but whether or not strictly implemented in all schools remains a matter of concern. The DepEd
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office in the Cordillera Administrative Region took an offensive stance on the issue when it

issued a circular prohibiting cellphones and connected gadgets. This also urged parents and

teachers to find how to include "healthy cell phone usage" details to students. Regional Director

May Eclar claimed that text messaging, gaming, sharing images, and referring to social

networking sites were distracting students, and could cause disturbance in senior high or college.

The usage of cell phones in school grounds has a host of negative effects not just for students but

also for employees. The use of cell phones in the school affects not just the learning performance

of students but also their behavior inside and outside the school. Both schools must impose the

prohibition on cellphones and other mobile gadgets for the benefit of the students. There are

often disruptions in and out of classrooms, school officials and teachers should see to it that

students, particularly the younger ones, focus on their lessons whilst they are in their classes.

Gadget prohibition may help the students to focus on their study according to Eddio

(2018). It gives them less distraction and helps to discipline them. Technology may distract

students while in a class and/or while studying at home, as students often dwell in social media.

It gives them fewer distractions and help to discipline themselves like not using phones in class

hours. In some way, this would prevent us to make innovation to move forward in a better

learning system.

In 2003, the DepEd released Order No.83, which supports the Department’s last Orders

such as DepEd Order 26, series 2000 and DepEd Order 70, series 1999, both of which implement

a prohibition on the use of gadgets by children during class hours. The banning applies to

elementary and secondary schools nationwide whether public or private. Cell phones prohibition
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in schools has many advantages for students paying more attention in class and better test grades if

prohibited.

The Department of Education (DepEd) Benguet Schools Division Superintendent Marie

Carolyn Verano stated that they are gathering input from the different schools prior to schools that

do have events utilizing the gadgets with the prohibition of the device. Verano added since 1999,

the use of electronic gadget prohibited inside the school premises. Ms. May Eclar, the regional

director of DepEd-CAR, said earlier that the guideline that issued later this month aims to

eliminate all disruptions during class for students. Under the report, school administrators and

parents expected to review the document at the PTA general session, the Homeroom PTA meeting

and listed in the student code of ethics, school guidelines, a child safety program or anti-bullying

legislation. Use cell phones and other electronic apps exclusively for text messages, gaming,

recording, talking via Social Network networking programs has diverted the students ' interest

from their studies, adding disruption to school.

However, smartphones in the present day are not good influence on students based on

different school departments, which caused the Colegio de San Juan de Letran Bataan (CSJLB)

to prohibit the gadgets in the whole campus since 2017. Therefore, it made a barrier for

smartphones to help the students. Smartphones may help the students especially in doing some

research and other school related activities, but when these are not properly used, they may cause

burden and problems. It leads the way for researchers to know the effects of gadget prohibition

to Senior High students in Letran Bataan. The researchers seek to distinguish the positive and
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negative contribution of smartphones in school and to make solutions regarding the conflict

between the school and the students.

Leading all these facts to pursue the use of technology in education, many schools

worldwide had implemented the curriculum, which has the Information of Computer and

Technology (ICT). ICT can be very helpful in terms of educational strategy boosting because of

visualized images and concept that students could absorb efficiently. According to Eady &

Lockyer (2013), technology can positively influence the students’ learning when teachers know

how incorporate it properly and effectively during class hours. Eady and Lockyer (2013) also

stated that ICT is starting to replace the traditional learning and teaching method (e.g., from

chalkboards to digital white boards) and could proactively lead or develop higher creative and

thinking skills in students.

The study is base from Dehmler (2009) that people today are developing in a

technologically connected world. Modern technologies have been accessible to the youth that

leads to expected and unexpected ways of usage. Globally, people are growing up in a world

where internet, smartphones, social media, and even online games conquer the power of

communication and have become essential to everyday life (Livazovic 2011).

Based on the study of Twining et al. (2005), the student’s motivation increases when

tablets and personal computers utilize in schools, which causes to a drop-in absenteeism. Aside

from improving concentration on academics, there were improvements in the children’s behavior

and communication. In addition, digital learning may improve instructing, problem solving, and
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studying. In addition, it may influence students to achieve higher scores in examinations (Olson

et al. 2011).

The study of Muzi (2014) expressed that for such a long time there has been an expansion

of cellphone utilization by students in schools. If left unregulated, the usage of cellphones by the

students while in school may adversely affect their education. Muzi (2014) discovered that a

great number of students brought cellphones to schools since not all schools have utilitarian

approaches on the utilization of cellphones within their premises. Schools need to weigh all

possible factors involved in cellphone usage that may lead to informed and appropriate decisions.

The objective of this study was to determine the possible effects of gadget prohibition on

the academic performance of Senior High School (SHS) students in CSJLB. This study asked the

following questions: (1) what are the effects of gadget prohibition and (2) how do gadgets affect

the study habits and education of SHS in CSJLB?

METHODOLOGY

Research design

Leading to useful and insightful data that allow people to give meaning to perceived

events a qualitative research approach chosen. Specifically, the phenomenological method

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that uses to understand how participants (i.e., students) perceived a phenomenon (i.e.,

gadget prohibition in schools).

Sample size and type of participants

Purposive method is use to select six (6) participants from the Senior High School

Department (i.e., three (3) from Grade 11 and three (3) from Grade 12) in the CSJLB. The

chosen students have all utilized gadgets in their academic tasks.

Procedure

A qualitative interview was the primary method used for the data collection for the

following reasons. It is used to understand how people perceived the lived world (Kyale 1996),

(2). it is a technique to discover information about things that are not easily or directly observed

(e.g., feelings, thoughts, and intentions) (Merriam 1998), and (3) it also allows for triangulation

(i.e., which include crosschecking, supplementation, and validation) of information gathered

from other sources (Lincoln & Guba, 1985). The present study involved interviewing the

participants from Grades 11 and Grade 12 of CSJLB. A semi-structured interview (i.e., using

open-ended and probing questions) is use to develop conversations that would extract more

insightful data as it gave the participants more open and free space to answer based on what they

personally deem as more essential. As a first step in the interview process, participants reminded

of the objectives and purpose of the study, as well as ethical considerations. With a participant’s
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prior approval, the interviews were audio-recorded to ensure a complete transcript in addition to

the notes taken by the researchers during the interview. Each interview lasted for approximately

30 minutes.

Ethical consideration

In terms of ethical considerations, we informed the participants that any device that can

document the desired data since it will help the researchers in the completion of their study

would record the interview. The researchers understand the participants if he/she asks for

privacy. As for giving respect to the participants, when they requested an anonymous identity to

record of their interview or not allowed to involve their name in the privacy of the participant,

the researchers considered it. The results gathered by the researchers will use for research

purposes only. The students chosen have given waivers to let their parents know that they will

be part of our research interviewee and ask them permission, when the parent of the student did

not allow his/her child to be involved, we did not try to persuade them.

Data analysis
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The researchers used a qualitative content analysis, specifically, the summative type.

Data analysis were in three (3) phases, first, data transcripts (i.e., audio recordings that were

transcribed verbatim) were coded and reviewed repeatedly to check for contrasts, patterns,

and/or regularities. This helped the researchers to come up with relevant categories. Second,

the researchers analyzed the coded and categorized transcripts and  searched for relationships

among them. Third, the researchers integrated the categories until themes emerged.

FINDINGS

The interviewed participants used Android phone, laptop and Apple’s IPhone Operating

System (iOS) in the classroom. It was evident that most of the used gadgets for researching, but

others used it for recreation while ensuring that the activities for the specific subject will be

done. However, one of them responded that he is using it to check if there are important

messages in the Messenger. It was also evident that participants tend to use gadgets even if not

allowed because of boredom, while the other one responded that he needs it for searching

information related to school. Sighting the advantages of gadget prohibition like cellphones in

school, participants agreed that it could be good and has better effects when implemented. As

one respondent said, “For me, one advantage of gadget prohibition is that it helps the students to

be well-mannered and it also helps them to stay focus in school”. It is true that sometimes using

gadgets become abusive; students use them even in not school related activities. Students must

be responsible when using them and must know all the consequences associated when gadgets

are not properly used.

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“Gadget prohibition makes our studying harder because we are not able to do researching

especially when related tasks required the used of internet and researching; also we are not able

to contact our guardians easily especially when there is an emergency”, one participant said on

his interview. This shows that respondents believe that gadget prohibition has disadvantages

also. Aside from this, gadget prohibition causes boredom also according to the five participants.

Despite of this, the respondents agreed that gadgets affect the study habits of students. Four of

the participants stated that gadgets become hindrance and cause distraction in doing and

accomplishing their school works. The students are using gadgets for academic purposes but

there is also a time that they are using them in leisure and recreational purposes. It was clear to

the respondents that gadget prohibition is one option to be undertaken when gadgets are not

properly used knowing that prohibition make students to focus on their studies and to accomplish

school related activities in time.

DISCUSSION

Since we are living in a global

world, Zimbabwean schools
should follow suit to improve
on
 12

the quality of education in

schools with cell phones. This
then implies that it is also
possible to
introduce them in all schools
without many problems. From
most parents’ perspective it is
difficult for some parents from
poor backgrounds to afford
mobile phones for learning
purposes. It is therefore
imperative for the Government
to come up with a policy that
support
 13

this initiative through the

provision of cheaper gadgets
that can be paid over time.
Others also
indicated that it was a good idea
to allow mobile phones in
schools as these were likely to
improve the quality of results in
secondary schools. The fact that
most of these students were
familiar with these gadgets and
how to use them for various
purposes was seen as a starting
 14

point in introducing mobile

technology in secondary
schools.
It is critical for teachers to make
sure that laid down rules and
regulations are followed by
learners and teachers otherwise
there will be disaster. Mobile
phones can perform many
functions that are important to
schools children. Most cell
phones have the ability to
performance scientific
calculations in mathematics and
 15

science subjects. The recording

of
lessons and field trips can help
students understand more when
revising their work. Since cell
phones are now within the rich
of many parents and learners in
Zimbabwe, they can use these
to go on internet and even load
e-books and that reduces the
shortage of text books in
schools.
Mobile phones can be used in
mathematics and other science
subjects where new information
 16

is always coming out. Students

can share assignments and other
valuable learning materials.
This could also be useful to
some of the students who might
have missed a lesson as they
can
get the recorded lessons from
friends and colleagues. Cell
phones, due to their power can
be
used as sources of entertainment
during students’ free time. They
have very interesting games
 17

and these can be relaxing to

students after a day’s hard
work. It should also be noted
that
students could use cell phones
without making calls and
blocking unwanted sites.
8. Recommendations
Based on the findings of this
study, it was observed that
mobile phones are here to stay
they
have become part of people’s
daily lives. It is against this
background that both schools
 18

authorities and parents allow

pupils to bring cell phones for
learning purposes. It is critical
for
the Ministry of Primary and
Secondary Education to come
up with guidelines on the use of
cell
phones in schools. It is also
critical to hold stakeholders’
meetings on the use of cell
phones in
schools and agree on the way
forward. The Government
 19

should avail cheap cell phones

with
basic functions which can be
paid over time.
9. Conclusion
It is a reality that cell phone
technology i
Since we are living in a global
world, Zimbabwean schools
should follow suit to improve
on
the quality of education in
schools with cell phones. This
then implies that it is also
possible to
 20

introduce them in all schools

without many problems. From
most parents’ perspective it is
difficult for some parents from
poor backgrounds to afford
mobile phones for learning
purposes. It is therefore
imperative for the Government
to come up with a policy that
support
this initiative through the
provision of cheaper gadgets
that can be paid over time.
Others also
 21

indicated that it was a good idea

to allow mobile phones in
schools as these were likely to
improve the quality of results in
secondary schools. The fact that
most of these students were
familiar with these gadgets and
how to use them for various
purposes was seen as a starting
point in introducing mobile
technology in secondary
schools.
It is critical for teachers to make
sure that laid down rules and
regulations are followed by
 22

learners and teachers otherwise

there will be disaster. Mobile
phones can perform many
functions that are important to
schools children. Most cell
phones have the ability to
performance scientific
calculations in mathematics and
science subjects. The recording
of
lessons and field trips can help
students understand more when
revising their work. Since cell
 23

phones are now within the rich

of many parents and learners in
Zimbabwe, they can use these
to go on internet and even load
e-books and that reduces the
shortage of text books in
schools.
Mobile phones can be used in
mathematics and other science
subjects where new information
is always coming out. Students
can share assignments and other
valuable learning materials.
This could also be useful to
some of the students who might
 24

have missed a lesson as they

can
get the recorded lessons from
friends and colleagues. Cell
phones, due to their power can
be
used as sources of entertainment
during students’ free time. They
have very interesting games
and these can be relaxing to
students after a day’s hard
work. It should also be noted
that
 25

students could use cell phones

without making calls and
blocking unwanted sites.
8. Recommendations
Based on the findings of this
study, it was observed that
mobile phones are here to stay
they
have become part of people’s
daily lives. It is against this
background that both schools
authorities and parents allow
pupils to bring cell phones for
learning purposes. It is critical
for
 26

the Ministry of Primary and

Secondary Education to come
up with guidelines on the use of
cell
phones in schools. It is also
critical to hold stakeholders’
meetings on the use of cell
phones in
schools and agree on the way
forward. The Government
should avail cheap cell phones
with
basic functions which can be
paid over time.
9. Conclusion
 27

It is a reality that cell phone

technology i
The students frequently used gadgets for academic purposes. According to Eady and

Lockyer (2013), ICT is starting to replace the traditional learning and teaching method (e.g.,

from chalkboards to digital white boards) and could result to higher creative and thinking skills

in students. Based on the responses, students believed that gadgets greatly help them in terms of

studying. They make studying easier because students are able to do researching and accomplish

some difficult school related activities by using these gadgets. Twining et al. (2005) discovered

that the students are motivated to attend classes when tablets and personal computers use in

schools. In addition, there was a progress in the students’ concentration, behavior, and

communication skills.

However, based from the responses of the participants it is believe that gadgets like

smartphones is not allowed in class, it was most often because they believed smartphones to be

too much of a distraction. It is true that they are very helpful but at times also, they are consider

as distractions when not properly used. Gadgets can be a distraction and a hindrance not only to

the students themselves but also to the whole class. Because of this, they believed that

prohibition must be done. Participants responded that gadget prohibition is a way to make

students to focus on their studies and for them to accomplish school related activities in time.

Eddio (2018) stated that gadget prohibition might help the students to focus on their study. It

gives them less distraction and helps to discipline them. When left unregulated, however,

technology may be a source of distraction in learning. Students tend to dwell on social media,
 28

which may distract them while in class or studying at home. It gives them fewer distractions and

help to discipline themselves. In some way, this would prevent us to make innovation to move

forward in a better learning system.

The participants’ belief that gadget prohibition must be done in order for the students to

focus on their studying and other school related activities was also evident in the Department of

Education as they implemented the banning of cellphones and gadgets in schools. As cited in

2003, the DepEd released Order No.83, which reiterates the Department’s previous Orders such

as DepEd Order 26, series 2000 and DepEd Order 70, series 1999, both of which impose a ban

on the use of cellular phones by students during class hours. Prohibition of gadgets in schools has

many benefits for students paying more attention in class and better test grades if prohibited in

schools. With this, the participants really understand the reasons why gadget prohibition needs to

implement in schools, especially when these tools are not properly use.

CONCLUSION

Students used gadgets for academic purposes, in searching information, and in

accomplishing activities in school. They are helpful but at the same time a great source of

distraction not only for the individual students but also for the entire class when left unregulated.

When this happens, prohibition greatly help to avoid such circumstances, in order to control

students, and to pay attention on what they are doing. Prohibition helps in controlling the
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unnecessary use of gadgets and makes students to focus on their studies and in accomplishing

school related activities.

RECOMMENDATIONS

Senior High School students need to be re-oriented about the proper usage of gadgets in

school not only by the school management, but also by their parents or guardians. While the

utilization of gadgets by students is not expected to drastically change, they need to be

continuously informed on the positive and negative effects of gadget usage and of the problems

associated with the over dependency and lack of regulation. Similarly, the school management

must be more active in ensuring conformity of the students to the school rules and regulations

specifically on the gadget usage while within school premises.

REFERENCES
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Honey, M, Culp, KM, & Spiehogel, R.(2005). Critical Issue: Using technology to improve

student achievement. North Central Regional Educational Laboratory. (pp. 21-49). Retrieved

from http://www3.interscience.wiley.com

/cgi-bin/book home/117909832

Unicef. (2011) The states of the world’s children; The impact of modern technology on the

educational attainment of adolescents. International Journal of Education and Research 16 (1),

1-26. doi:10.1080/15402002.2016.1163702

Simuforosa, M. (2013). The impact of modern technology on the educational attainment of

adolescents. International Journal of Education and Research 136(1), 65-86.

doi:10.1037/a0017815

Dehmler, K. (2009) Adolescent technology usage during sleep-time: does it influence their

quality of sleep, attention difficulties and academic performance. Washington, DC: American

Psychiatric Press. Rochester Institute of Technology (pp. 517-552).

DepEd Order No.83, (2019). Students Are Prohibited in Using Cellphones During Class Hours.

Retrieved from https://buhayteacher.com/students-are-prohibited-in-using-cellphones-during-

class-hours/ last May 26, 2019.

DECS Orders: Nos. 26, s. 2000 and 70, s. 1999 Allotment: 1—(D O. 50-97) PROHIBITING

STUDENTS OF ELEMENTARY AND SECONDARY SCHOOLS FROM USING CELLULAR

PHONES AND PAGERS DURING CLASS HOURS.

Marie Carolyn V. (1999). Prohibits the use of mobile use and wearable technologies within the

school premises.

Oxford, England: Oxford University Pres

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