Chapter 1

Introduction

Rationale
These possibilities come with a caution that uncontrolled use of these devices
can pose a threat and negatively affect students’ academic performance.
Jones (2014) stated that using mobile phones can negatively impact on personal
interactive skills of users create emotional distance and discourage physical learning
process. Although mobile phones provide a convenient form of information sources,
they, however, lead to lackadaisical tendency as students don’t see the need of
patronizing the libraries as information is readily available on their mobile phones.
Instead of using the mobile devices for academic purposes, some students visit wrong
and harmful sites to which they become hooked.
Furthermore, Carbonilla & Bhati (2016) in the Philippines, mobile phones distract
students because of problem of ringing during class room discussion, use in cheating
during class room assessments, multi- tasking by students and use of camera in the
class room which could lead to privacy issues.

Moreover, Jumawan (2018) added that using mobile phones in schools may
affect the students’ performance in every classroom. It can cause disturbances during
class hours.

Research Objectives

The purpose of this study was to determine whether Using Mobile Phones has
significant relationship on Student Performance of the grade 11 students of SNCST.
Specifically, the study sought answers to the following objectives.

1. To determine the level of Using Mobile Phones of the students in terms of:
1.1 Anxiety
1.2 Insomnia
1.3 Depression
2. To determine the level of Students’ Academic Performance in terms of:
 2.1

2.2

3. To determine the significant relationship between using cell phones and students’
performance of grade 11 students on Sto. Niño College of Science and
Technology Inc.,

Hypotheses

The following null hypotheses at α=0.05 level of significance which state that
there is no significant relationship between students’ performance and using cell
phones of the students.

Theoretical Framework

As mobile phone technology continues its rapid development, the device appears
capable of contributing to student learning and improved academic performance. For
example, modern “smart phones” provide students with immediate, portable access to
many of the same education-enhancing capabilities as an Internet-connected computer,
such as online information retrieval, file sharing, and interacting with professors and
fellow students (Bull & McCormick, 2012; Tao & Yeh, 2013)

In addition, This particular study showed that there was really a link between
sports participation and academic achievement of the student-athletes. Sports
participations developed and enhanced academic excellence, self-discipline,
mental/cognitive development and class participation of student-athletes. Sports
involvement have positive influence on memory, students’ concentration in education,
increased learning efficiency, attained higher degree of academic achievement, and
obtained higher school grades (Montecalbo, 2017).
 Conceptual Framework

The conceptual paradigm of this study is presented in Figure 1(see on the next
page). It shows the relationship between variables of the study. The independent
variable of this study is the Using Cell Phones.

Using Cell Phones Students’ Performance

 Figure 1. Paradigm of the study

Significant of the study

The findings of the study we used as valuable information that would give a new
perspective in teaching and acquisition specifically, the study is beneficial to the
following:

Students. To help the learner improve their capability

Definition of Terms

To establish a common frame of reference, conceptual and operational definition

are both used in the study

Using Cell Phones

Students’ Performance. It is the outcome that indicates a person’s accomplished goals

that focuses in the school
 Chapter 2

Review of Related Literature

In this section, different readings from respected sources with different authors that are
related to the study are presented. The researchers

Using Cell phones

Students’ Performance
 Chapter 3

Methods

Included in this chapter were the research design, locate respondents, sampling
techniques, data gathering procedure and statistical treatment employed in the study.

Research Design

The researcher used the quantitative research design. It is a descriptive-

correlational type of research since the study was to determine the relationship of Using
cell phones (independent variable) and students’ performance (dependent variable).
This design gives statistical measure on the relationship of the variables under study
and how one variable relates the other.

Research Locale

The study was conducted at Sto. Niño College of Science and Technology, Inc. It
is located in Bonifacio St., situated in Barangay

Magugpo West, as part of Tagum City.

Population and Sample

 This study involved grade 12 senior high school students from Sto. Niño College
of Science and Technology, Inc. located in the Tagum City, Province of Davao del
Norte.

Population Sample

Grade 12

References

Jones (2014). The Effects of Cell Phone Use on Academic Performance in

Tertiary Education

Carbonilla Gorra, V. & Bhati, S. S. (2016). Students' perception on use of

technology in the classroom at higher education institutions in Philippines. Asian
Journal of Education and e-Learning, 4 (3), 92-103.

The Relationship Between Cell Phone Use and Academic Performance in a

Sample of U.S. College Students

Analysis of Mobile Phone Impact on Student Academic Performance in Tertiary Institution