METHODOLOGY

Research Design

This study used quantitative research design. Quantitative research

method deals with quantifying and analysis variables in order to get

results. It involves the utilization and analysis of numerical data using

specific statistical techniques to answer questions like who, how much,

what, where, when, how many, and how. Expatiating on this definition,

Aliaga & Gunderson (2009) describes quantitative research methods as

the explaining of an issue or phenomenon through gathering data in

numerical form and analyzing with the aid of mathematical methods; in

particular statistics.

The design involves collecting of data in order to test the hypothesis

or answer questions concerning the current status of the subject of the

study. This study sought to determine the academic use of smartphones

in classroom learning activities.

Research Respondents

There were 917 Bachelor of Secondary Education students of

Agusan del Sur State College of Agriculture and Technology enrolled in

first semester S.Y. 2019-2020. This study used Stratified Random

Sampling to get the number of respondents in every course and year level

where the number of population in every course and year level divided by

the total number of population and multiply to the total number of

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respondents. Sample size calculator was used to calculate the total

number of the respondents. The computation was shown below:

Course No. Of No. Of Respondents

Population
BSED-English 1st year 97 31
BSED-English 2nd year 94 30
BSED-TLE 1st year 159 51
BSED-TLE 2nd year 120 38
BSED-TLE 4th year 29 9
BSED-Science 1st year 99 31
BSED-Science 2nd year 93 29
BSED-Biology 4th year 37 12
BSED-Math 1st year 101 32
BSED-Math 2nd year 62 20
BSED-Math 4th year 26 8
Total 917 291

Research Instruments

Research questionnaire was made by the researchers and validated

by internal validators. The research questionnaire consists of 3 indicators.

The first indicator is learning purposes consists of 7 items and based on

the idea of Alzougool and Almanzour (2017). The second indicator is

communication purposes consists of 5 items and based on the idea of

Kobackova (2015). The third indicator is usefulness consists of 5 items

and based on the idea of Johnson and Radhakishnan (2016). The

questionnaire was content-validated by the dean of the College of Teacher

Education, one professor from the College of Teacher Education and one
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professor from the College of Arts and Sciences in ASSCAT. Aquino (2017)

stressed that a minimum of three instrument validators maybe required

to maintain the credibility of the validation process.

After the validation process, it underwent Pilot testing and reliability

test using Cronbach α thus, from the Laerd Statistics it stated that

Cronbach α is the most common measure of consistency (“reliability”). It

is also most commonly used when there is a multiple Likert questions in

a survey/questionnaire and to determine if the scale is reliable such like

in this study it uses four point Likert scale on academic use of

smartphone in classroom learning activities adopted from the paper

entitled Virginia Gordon University Survey: A Guidebook and Readings for

New Students (2013). It was participated by 30 students of Agusan del

Sur State College of Agriculture and Technology. By the used of IBM SPSS

(Statistics Product and Service Solution) application, it was then the

instrument was found highly reliable with a Cronbach α = 0.841. Based

from SPSS test selector 0.5>α is unacceptable, 0.6 > α ≥ 0.5 is poor, 0.7 >

α ≥ 0.6 is questionable, 0.8 > α ≥ 0.7 is acceptable, 0.9 > α ≥ 0.8 is good

and α ≥ 0.9 is excellent.

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Scale on Academic Use of Smartphones in Classroom Learning

Activities.

Range of Descriptive Verbal Interpretation

Means Interpretation
3.26-4.00 Very High This means that academic use of
smartphones in classroom
learning activities is very helpful.
2.51-3.25 High This means that academic use of
smartphones in classroom
learning activities is helpful.
1.76-2.50 Low This means that academic use of
smartphones in classroom
learning activities is slightly
helpful.
1.00-1.75 Very Low This means that academic use of
smartphones in classroom
learning activities is not helpful.

Data Gathering Procedure

In data gathering, the researchers secured permission from the

Dean’s Office of College of Teacher Education, Department Chairperson

and Research Coordinator of Agusan del Sur State College of Agriculture

and Technology (ASSCAT) to conduct a survey to the Bachelor of

Secondary

Education Students.

The researchers personally administered the questionnaire to the

respondents and provided them a clear instruction on how to answer. The

respondents answered the questionnaire at their convenient time and

place within the school campus.

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The questionnaire was retrieve personally by the researchers. Data

was extracted from the questionnaire and classified, organized and

tabulated accordingly.

Statistical Treatments

To solve objective number one which is to determine the determine

the profile of the respondents, frequency and percentage was used and for

objective number two which is to determine the level of Academic Use of

Smartphones weighted mean was used.

To determine the significant difference on the student’s Academic

Use of Smartphones when group according to their profile, ANOVA was

used.