Professional Documents
Culture Documents
Chapter I
The Problem and Its Background
phone for every purpose. A smartphone they call it. The world is at the
for the data. A mobile phone hence can be used for a number of such
applications Every mobile app has a unique feature which offers its own
new learning methods wherein there are fun games available that
indulge the students into a healthy thought process and help them
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study, this is where library apps and book search apps come into the
picture. These applications make it easy for the students to search the
closer to the study material and helps them in segregating their studying
1. Participant’s profile
Advantage of
Name
Mobile applications
Sex
for Senior High
Grade level
students.
Age
2. How Mobile
students.
Figure 1
Research Framework
OUTPUT
The study
INPUT OUTCOME about Mobile
Figure 2
Research Paradigm
1.1 Sex
1.2 Strand
1.3 Age
2.1 Advantages
2.2 Disadvantages
1.6 Objectives
The aim of this study is to determine the Perception of Selected Senior High
learning.
improve so that student can avoid some problems and improve plans.
2. For the parents this will give information to the parent on that they
this study will serve as an eye opener to the parents, hence, they can
3. For the teacher the study could help teachers to be aware on how
proper teaching.
4. For the students the study will help the students open their minds.
classroom learning.
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1.9.6 Data - a term used to describe any data transmitted over the Internet
1.9.8 Service - is consumed at the point of sale. Services are one of the two
directly for an end user or, in some cases, for another application.
CHAPTER II
REVIEW RELATED LITERATURE AND STUDIES
This study presents the related literature on the perception of selected
learning
over the years and academic experts suggest that the most appropriate way
(Networked Society Report 2013). Digital mobile devices have been evolving
at as weft pace, and the educational society needs time to assimilate and
Vázquez-Cano 2014).
There are several web technology applications which come with mobile
devices which can be used in the field of education for example: WhatsApp
using wireless technology can dramatically improve learning and bring digital
technology forms part of their lifestyle. Given the constraint of mobile phone
depend one electricity connection, are easy to maintain, easy to use audio
and text interfaces, affordable and accessible (Maharaj et al. 2015; Elder et al.
2010).
device learning) in all countries are not the same, especially in developing
awareness of M-learning, and the expertise in the field of M-learning, and the
2013).
application tool to review and revise course materials. This application can be
used either on-line or off-line. The on-line feature helped users to access
learning material through a certain URL, while the off-line feature helped
users to access learning content via the application, which had been installed
areas: science, English, and mathematics. Learners could use the application
The mobile Internet has, according to Jin and Yan [30], distinct
and sensitivity, which makes it much different from the desktop Internet. Jin
and Yan [30] maintain that the effect of mobile learning is good as all students
improve. On the other hand, some teachers as well as parents still resist to
mobile learning as they do not understand it. Moreover, the teacher needs to
invest a lot of time, and students lack self-confidence to ask questions [30].
application, and they claim that the users showed positive attitudes towards
m-learning and found it useful. On the other hand, their findings suggest that
than as the primary medium (Jamaldeen et al., 2018). Çelik and Yavuz [23]
maintain that mobile apps help integrate smartphones into radically changing
and even uncontrolled. The authors studied the effectiveness of mobile apps
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mobile apps are effective in language learning, but they warn that their
paper looks into the benefits and challenges of m-learning. According to these
motivation. On the other hand, among its downsides are, e.g., small screens,
or the fact that some teachers are difficult to convince about m-learning’s
potential. Kuimova et al. [2] conducted research into using WhatsApp for
learning English, and they conclude that mobile phones can be used for
teaching and claims that teaching writing skills by means of WhatsApp was
learners’ levels of motivation. The author states that the WhatsApp tool
should be seen as vital. Andujar [26] claims that WhatsApp with its mobile
instant messaging shows the potential to improve the student’s writing skills in
concluded that even though the traditional method brings benefits, the results
of those who used mobile phones or tablet PCs with a social networking
rather be used to encourage learners to interact with each other in the virtual
world and create a fun environment for mutual learning. Zhang [31] studied
the effect of an app called English Fun Dubbing (EFD). The author claims that
enhances learning but also makes students use mobile devices in more
reasonable ways than they usually do. According to Klimova [3], research
indicates that mobile apps help develop all language skills, primarily retaining
new vocabulary, and the use of these apps also increases students’
the apps should be selected based on students’ interests, needs and level.
Hwang et al. [28] conducted research into using video clips with either full
captions, i.e., showing all the words in the same language as the audio
output; partial captions, i.e., showing only key words in the same language; or
partial captions with subtitles, i.e., key words in the language of audio output
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(captions) and their translations (subtitles) into the language of the students.
has become popular, and their results suggest that students prefer the mobile
phone as the best tool for reading short texts. Similarly, Aghajani [27] looked
with that by means of Telegram. They conclude that Telegram makes the
autonomy, by which is meant their study outside the classroom. Their findings
more outside the classroom and are more autonomous learners than those
who are restricted from using smartphones in class. Therefore, the authors
language learning in class. Hao et al. [22] studied how m-learning may benefit
outside the classroom via the Internet. Through the convergence of traditional
and modern methods, students get to experience the best of both worlds –
they can be tutored in school and get additional lessons through the Web.
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Nikki Natividad (2016), Any experienced teacher can tell you that no
two people learn the same way. There are visual learners, auditory learners,
read-write learners, and kinesthetic learners. And because all these types of
learners are mixed in one classroom, teachers need to be able to find ways to
experience for learners, especially those with short attention spans, but it also
keeps them on their toes. Technology also makes access to learning tools
lectures. While this might seem a little generous on the teacher’s part,
own pace.
language. The lack of linguistic abilities in English could also hamper the use
address the issue of use of technology in Filipino class rooms and resulting
(Vinu, Sherimon & Krishnan, 2011), for both formal and informal contexts
(Martí and Ferrer, 2012). El-Hussein and Cronje (2010) defined mobile
Digital natives are generation of people who were born during or after the rise
Mahat, Ahmad Fauzi Mohd Ayub, & Su Luan, 2012). In fact, many mobile
learning requires a technology that can build and deploy applications. Mobile
technology devices range from basic mobile phones to tablet PCs, and
computers and other mobile devices. They are available through application
distribution platforms, which are typically operated by the owner of the mobile
operating system, such as the Apple App Store, Google Play, Windows
Phone Marketplace and BlackBerry App World. Some apps are free, while
others are not. Usually, they are downloaded from the platform to a target
laptops or desktops (Siegler, 2008). Although there are many mobile apps
teacher educators who are Filipinos. It is in this context that a research project
mobile app is called m-APP, and it will contain several features that will
integrate some of the related features found from the existing mobile apps in
recording. On top of these features, the proposed mobile app will be unique
training as handy and quick guide for teachers in the education program. This
perceived ease of use of the proposed mobile classroom manager among the
The Studies and Literature that the researchers bring are a useful
device to complete the study. The foreign and local literature along with the
classroom learning.
in the field of education because this is the most appropriate way to overcome
into the classroom and access their impact on learning. While the local
methods, students get to experience the best of both worlds – they can be
Chapter 3
METHODOLOGY
Research Method
Quantitative Research was used in the study and all use a standard
hypothesis must be provable and is the basis around which the whole
study is designed.
Research Design
Population
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Management (ABM) Strand where chosen for the population of the total
Sampling
Slovin’s Formula based on the population given the computed sample size
is 79 students.
TABLE 1
GRADE
LEVEL/ FREQUENCY PERCENTAGE SAMPLE
SEX
STRAND/ (f) (%) SIZE
SECTION
12- M 13 13% 10
STEM(A) F 12 12% 9
12-STEM M 13 13% 10
(B) F 12 12% 9
TOTAL 50
OF STEM
12- ABM M 18 18% 14
(A) F 6 6% 5
12-ABM M 13 13% 10
(B) F 11 11% 9
TOTAL 48
OF ABM
GRAND 98 100% 79
TOTAL
conducted. The data was achieved through the use of tools and
chapter.
researchers.
Slovin’s Formula.
Formula: n = ____N____ where: N – Population
1 + Ne2 1 – Constant
e – error of margin
n = ______98_______ = 78.71 or 79 student respondents
1 + (98) (0.05)2
The sampling method used is Stratified Random Sampling.
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the Male and the Female respondents per class. Get the percentage.
Refer to the table for the required sample size based on 5% margin of
3. Frequency (ƒ). This was used to get the actual count of a tally.
importance of an item.