1

CHAPTER 1

THE PROBLEM

Cell phones are a tool of convenience. Having a cell

phone now makes people reachable in almost any location as

long as there is good reception. This makes individuals

easier to contact. Ease of access is not the only benefit of

cell phones today though, as cell phones offer features that

have many other benefits(Kirk, 2010).

Among the 3,000 adults surveyed, 85 percent own cell

phones. Mobile phones are especially in demand among younger

adults, with 96 percent of 18- to 29-year-olds owning one.

But even among those 65 and older, 58 percent have a cell

phone (Whitney, 2010).

The Philippines could be the ―texting capital of the

world, with reportedly 50 million text messages sent out

every day (Breakthrough, DLSU). Even the crippled Philippine

economy got a boost from text messaging especially its

influence to the teens. Text messaging is most popular among

teens and to the college students. Because of its popularity

in this age group, it has sprawned a new term the ―GenTxt or

 2

text generation. Part of text messaging appeal to Filipinos

probably has to do with the fact that it feeds a pre-

existing cultural urge, namely to rumor monger. Text

messaging enables a close-knit and factional society to

share information immediately. The power of text messaging

is to disseminate effect. Thus, there is no reason to think

that the flow of disingenuous texts will become less rabid

now in the most volatile of seasons. (Garrido, 2004).

As stated by Celeste (2010), there is no doubt that

modern technology has an effect on the study habits of

students today. The positive side of modern technology is

that it makes things easier for students to research for

their homework and projects. However, it is also right to

mention that technologies are also a major distraction for

students.

Ma. Shiela Escuro (2009) says that, ―Usage of this

gadget can be controllable. It‘s up to the parents to teach

their child to be responsible on their mobile phones, to ask

them to pay-up when their mobile runs out of money. Or to

get some agreement from the mobile companies that

automatically cut- off usage when the child overuses their

allowance for the month.

 3

According to Fabian (2007), the world is changing fast.

Technology continues to advance at lightning speed and

anyone who doesn‘t keep up is in danger of being left

behind. As a result, the way students study has changed

significantly. While books still remain a valuable tool, the

need to spend hours and hours sitting in the library has

reduced dramatically. Students now have numerous options

available to them when it comes to learning techniques.

Furthermore discussed by Fabian, We cannot deny the fact

that technology can be a major distraction when studying.

Using the internet itself can be distracting because of all

the social networking sites and the games that are available

with just one click. Of course there is the usual cellphone,

iPod and iPad which can really distract the students. This

will all boil down to the age and the self-discipline of the

student.

Conceptual Framework
 4

It’s no secret that smart phones are everywhere these

days. It seems like nearly everyone has one, even if they’re

not sporting some fancy new model. Students who bring cell

phones on the school has positive and negative consequences.

Many schools have set rules in place regarding cell phones

and whether they are permitted in the school or classroom.

Parents can decide whether their child should bring a phone

to school - as long as it is not against the rules - and set

appropriate guidelines regarding the use of the phone

(Cheryl Cirelli,2006-2015).

Since the first cell phone, we’ve been able to make calls

while on the go. But given the fact that almost everyone

today owns at least a basic mobile phone and the majority

have their phone on hand at all times, you’re able to get in

touch with people nearly 24/7. Our phones can do so much

these days that some people have trouble tearing themselves

away long enough to reconnect with the real world. You’ve

likely seen them around town, on public transportation, and

in stores with their eyes and fingers glued to their mobile

device. Instead of interacting with the people around them,

they ignore face-to-face conversation for virtual ones. Many

believe that our younger generation is actually less capable

of normal socializing because of this. They’ve gotten so

 5

little practice that they’re simply not comfortable with

chatting with someone they meet out in public. Since humans

are social creatures by nature who need real life

connections, this runs the risk of becoming a huge problem

for society (Nick Tomasovic, 2014).

In modern classrooms, instructors face many challenges as

they compete for students' attention among a variety of

communication stimuli. Rapid growth of mobile computing,

including smart phones and tablets, presents a double-edged

problem: along with previously unimaginable access to

information come previously unforeseen distractions. Of wide

concern to many instructors is the potential distraction

caused by students using their mobile devices to text, play

games, check facebook, tweet, or engage in other activities

available to them in a rapidly evolving digital terrain.

That concern has potential merit; recent statistics from the

Pew Foundation show that the median number of daily texts

for older teens rose from 60 in 2009 to 100 in 2011

(Lenhart, 2012).

Cell phones, and the broader array of digital mobile

devices, pose unique communication challenges for both users

and those with whom they interact. Some critics argue that
 6

texting and other digital communication behavior potentially

diminish key social skills like effective listening. As one

commentator noted, “We think of phones as a communication

tool, but the truth is they may be just the opposite”

(Skenazy, 2009).

Given the many possible ways that digital communication

tools will continue to influence practices of teaching and

learning , instructional communication scholars should enact

programmatic research to understand how these tools impact

classroom communication and subsequent learning outcomes

(Schuck & Aubusson, 2010).

As cited, the independent variables of the study are

Grade 7 students and cell phone usage effects. The dependent

variable includes the academic performance of the Grade 7

students in Camiguin National High School for the S.Y. 2014-

2015.

The conceptual paradigm of the study of the independent

and dependent variables is shown in Figure 1.

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Gender ACADEMIC

Class Section P

Family Monthly E
Income
 7

Attitude on

Cellphone

Usage

Figure 1: Conceptual Paradigm of the Study

Statement of the problem

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The study will look into the cellphone usage effects of

the Grade 7 students in Camiguin National High School and

their academic performance for the S.Y 2014-2015.

Specifically, the study will seek to answer the

following questions:

1. What is the performance of the grade 7 students

after using cell phone?

2. What is the extent by which the following cell phone

usage effects among grade 7 students in Camiguin National

High School influence their academic performance?

3. Are there significant differences in students’

academic performance when comparing the control group

against the moderate and high texting groups?

Hypothesis

Based on the following problems, these are the

following hypotheses to be tested.

1. There are significant differences in students

academic performance when comparing the control group

against the moderate and high texting groups.

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Significance of the study

The finding of this study is deemed to be of values to

the following:

To the School Administrator, this study will help them

plan and implement with what to do on the students who

becomes low on academic performance in which the reason

behind is the improper usage of the cell phone;

To the teachers, this study will serve as guide on how

and what are the possible ways to help their students become

more active in school activities rather than texting and

using cell phone while classes is going on;

To the students, this study will help them to become

aware on the effects of cell phone usage towards their

academic performance and help them appreciate the beauty of

learning without destruction involved;

To the researchers, this study will also help them

know and diagnose their selves on what effect might give

this cell phone over-using; and

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To the future researchers, this study will also help

them to get additional information, data and serve as guide

or basis for further research study.

Scope and limitation of the study

The study is focused only on the grade 7 students in

Camiguin National High School for the S.Y 2013-2014

affecting their academic performance from cell phone usage.

The respondents of the study will be the grade 7

students of Camiguin National High School who uses cell

phones especially during midnight.

Definition of Terms

To give a clear understanding, the following terms are

defined on how they will be used in the study.

Academic performance refers to the grades of the grade 7

students in Camiguin National High School of the S.Y

2014-2015.

Attitude on Cellphone Usage refers to students’ mode of

using cellphones

Class Section refers to the students section assigned with a

class size.
 11

Family Monthly Income refers to the monthly total income of

the family.

Gender refers to the students’ sexuality whether they are

male or female.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

The reviewed literature and studies are significant.

This might help in seeking the answer to the problem of

this study. Moreover, it gives the researchers the overview

and idea of the benefits and disadvantages of technology in

different aspects of society.

FOREIGN LITERATURE

Adolescence may be viewed as a transition age in human

development from childhood to adulthood. During this

period, an individual goes through many changes including

the formation of one’s values, attitudes and behavior to

adapt and adjust behavior to culturally acceptable adult

forms (Dusek, 1996)

The peak age for stressful situation varies.

Adolescence seems to represent a series of smoothly

evolving changes in development. Changes that adolescence

is experiencing within them redefine their roles as members

of their family, peer group and society as they, in turn,

perceive these changes (Dusek, 1996).

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Adolescents have a greater freedom to explore new

situations. From Agence France-Presse’s article in

Washington on December 2009, there were three teenagers who

use cellular phone to sent semi-nude pictures. According to

a survey by a US family planning organization, published in

2008, 20% of American teenagers said they had participated

in sexting- practice of sending semi-nude or nude photos to

friends by using a mobile phone.

From the blog of Matthew Bishop he says that in rich

countries, mobile phones can seem something of a mixed

blessing – particularly if you are stuck on a train next to

a teenager with a crazy frog ring tone. But in poor

countries, mobile phones have no obvious downside and have

already delivered remarkable benefits, in terms of both of

economic growth and personal empowerment. They may even

enable poor countries to leapfrog over some of the

traditional stages of the development process.

The mobile phone has spread throughout much of the

developing world more quickly and deeply than any previous

technology-based product – not least traditional fixed-line

phones. This has been helped by the fact that rolling out a

mobile phone network is far cheaper than building a fixed-

 14

line system. In Morocco in 1995, for example, after decades

of investing in the telephone infrastructure, there were

only four fixed lines per 100 inhabitants. In 2003, there

were still four fixed line subscribers per 100 Moroccans,

but there were also 24 mobile phone subscribers per 100- up

from zero in 1995, according to a recent study by the London

Business School for Vodafone, the British global mobile

phone giant. In the same period, mobile phone penetration

has risen from 0 to 36 percent in Albania, o to 30 percent

in Paraguay, 0 to 21 percent in China and 0 to 9 percent in

India.

In the past few years, Africa, so often left behind by

other economic advances, has seen the world’s most rapid

growth in mobile phone penetration (albeit from a very low

base). Subscriber growth in several sub-Saharan African

countries exceeded 150 percent; there are now eight

subscribers per 100 people across the region, up from three

in 2001. In Tanzania, it took just five years from the

first mobile phone call for the number of mobile phone

subscribers per 100 people to exceed the number of fixed

lines, compared with 15 years in a rich country such as

Britain. The true extent of mobile phone use in developing

 15

countries is far greater than these figures suggest, thanks

to all that phone sharing.

When you get a mobile phone it is almost like having a

card to get out of poverty in a couple of years. “So says

Muhammad Yunus, the founder of the microcredit provider,

Grameen Bank, and its hugely popular mobile phone offshoot

in Bangladesh, Grameen Phone.

FOREIGN STUDIES

A study from Aligarh Muslim University, India said that

the world is becoming increasingly dependent upon

technology. Technology is playing a crucial role in

contemporary society. It has transformed the world from a

primitive communal to an industrialized world. The internet

has become a major shareholder. Developing nations can

derive tremendous advantage from this technology from

updating the knowledge of its researchers and scientists.

Even Educational organizations are influenced by the

development of information technology. The most obvious

example has been the introduction of information technology

related courses.
 16

This study concluded that society expects to be able to

manipulate the information it has for its own benefits, to

increase understanding and discover new relation.

Other views suggest that people are adapting to new

communication norms in an increasingly digital world,

learning to quickly attend to, process, and respond to

multiple and sometimes simultaneous messages(Davidson,

2011).

Those texts potentially come at the expense of learning,

as texting during class reduces students' ability to self-

regulate and give sustained attention to classroom tasks

(Wei, Wang, & Klausner, 2012).

Common sense Media in San Francisco USA recently

released the results of a national poll on the use of

digital media for cheating in school (2009). The

poll,conducted by The Benenson Strategy Group, revealed that

more than 35 percent of teens admit to cheating with cell

phones, and more than half admit to using the Internet to

cheat. More importantly, many students don’t consider their

actions to be cheating at all. The results highlight a real

need for parents, educators, and leaders to start a national

discussion on digital ethics. In this poll, kids reveal that

 17

they’re teaching each other answers during tests, using

notes and information stored on their cell phones during

tests, and downloading papers from the Internet to turn in

as their own work. Because the digital world is distant,

hard to track, and mostly anonymous, kids are less likely to

see the consequences of their online actions, especially

when they feel they won’t get caught. These are the result

of the study conducted:

-41% of teens say that storing notes on cell phone to

access during a test is a serious cheating offense, while

23% don’t think it’s cheating at all. There are 45% of

teens say that texting friends about answers during tests

is a serious offense, while 20% say it’s not cheating at

all. There were 76% of parents say that cell phone cheating

happens at their teens’ schools, but only 3% believe their

own teen has ever used a cell phone to cheat. Nearly two-

thirds of students with cell phones use them during school,

regardless of school policies against it. Teens with cell

phones send 440 text messages a week and 110 a week while

in the classroom.

According to the London Business School study, this

looked at 92 countries, rich and poor, between 1980 and

 18

2003. Overall, says the study, in a typical developing

country, a rise of 10 mobile phones per 100 people boosts

the rate of growth of GDP by 0.6 percentage points a year.

That may not seem much, but compounded over a few years it

can add up to a big increase in living standards. Those

developing countries that have higher levels of mobile phone

penetration may become the success stories of the coming

decade. For instance, notes the study, the Philippines had

27 mobile phones per 100 people in 2003, compared with

Indonesia’s nine. If that gap remains, the Philippines could

expect its GDP to grow by one percentage point a year faster

than that of Indonesia.

LOCAL LITERATURE

From the journal of Jerry Liao of Manila Bulletin,

technology has brought a lot of benefits to mankind. It

made most of us more effective and efficient both in our

professional and personal tasks. But as much as there are a

lot of advantages, there are still those who are more

innovative than others – like using technology in some

other ways, the bad ways. From Ronald S. Lim’s journal, the

temptation to cheat is even easier for today’s

technologically-advanced youth. With mobile phones making

 19

the transmission of messages easier and the Internet making

the sharing of information much quicker, today’ Filipino

student can just as easily download his answers from a

computer as he can from looking at his seatmate’s answers.

However, it would seem that they tried tested technique

of looking at the answer of seatmates, passing around notes,

and “reliable” classmates are the methods preferred by

today’s young Filipinos. Technology, particularly mobile

phones, once again came under fire because of the Pinoy

youth’s new texting style. Now a national phenomenon (or a

national plague), the Jejemons’ improper use of words have

caused alarm among parents and teachers alike. Teachers have

complained about their students’ adapting this newfound

language in their regular schoolwork. In this case, instead

of making things better, technology has been distorted and

has caused bad influence on today’s generation.

However, also from Manila Bulletin, a journal of Angelo

G. Garcia, says there’s a lesson from mobile phones.

Technology has done more good than harm for the youth

admittedly. The advent of e-book readers, for instance, has

made books more available to everyone with just a touch of a

button. Laptop computers are being used as an affordable

 20

education device to children around the world. Even mobile

phones are now channels to teach children.

In 2003, Nokia, the International Youth Foundation,

Pearson, and the United Nations Development program

conceptualized the global Bridge IT program which uses

cellular technology to bring educational materials to the

developing world.

LOCAL STUDIES

In the Philippines, records from the National

Statistics Coordination Board (NSCB) show that in 2006, cell

phone use while driving ranked as the 12th most common cause

of traffic accidents. From 2001 to 2006, traffic accidents

caused by cell phone use while driving increased more than

five times in the Philippines, the highest increase among

causes of traffic accidents. There are now 40 countries

worldwide restricting or banning the use of cell phones

while driving. Sadly, the Philippines is not one of them.

Many appear unaware, however, that the MMDA has an existing

ban, issued since 2007, on the use of cell phones and hand-

held radios while operating or driving motor vehicles in

Metro Manila. The cities of Makati and Cebu have also

 21

imposed the same ban. Hopefully, our congressmen and

senators will find time to finally enact a law that will

effectively make the ban nationwide.

According to the studied conducted by Uy-Tioco (2004)

of New School University, cell phone technology has broken

through class divisions. Because of pre-paid numbers,

people without credit history, reasonable incomes, or

permanent addresses have been able to obtain cellphones.

For a country that is socially stratified, this is very

empowering. Having the capability of owning and using a

technology that the rich use is a very empowering for the

lower and lower-middle classes.

Cellphones in the Philippine are not age-specific nor

are they gender specific. While countries like Japan and

Finland attribute text messaging as a phenomenon dominated

by the youth, in the Philippines, young and old alike send

and receive text messages on a regular basis. The young may

tend to use their cellphones more to make friends, for idle

chat, or to make plans with friends; and older people tend

to use it for work, to keep in touch with family members,

and for keeping up with what is going on in the country. The

youth may be the quickest to learn a new technology, but in

the Philippines, it is not unusual to see grandmothers,

 22

society ladies, or priests and nuns tapping away at their

cell phones.

While there is no study that measures the cell phone

uses between the sexes, Pertierra, et al (2006) believe

that is neutral about gender. 92 men may text more sexually

explicit messages, and women more gossip, but the frequency

seems to be similar. Because the medium has allowed non-

confrontational communication, men and women can pursue

normally tabooed topics such as sexuality. Certainly this

small Southeast Asian nation has been a major test site for

a new cell phones. To many, this is a sign of modernity, of

being not too far behind the developed nations. The ability

to communicate with others across the world in real time

through text messaging gives a sense that the Filipino is

present in the global stage.

Widespread cellphone use has resulted in the blurring

of the private and public spheres. While the cell phone is

a private technology in that it is communication between

two people at a time, it also is a public one because we

receive the calls outside the privacy of our offices, our

homes, or phone booths. It has become acceptable for

Philippine society to take cell phone calls or to check

text messages while eating or in a meeting. Visit the

 23

Makati Nightspots and one will notice the proliferation of

cellphones on the tables in restaurants or you will notice

that not everyone in the table is engaging in conversation.

Instead, some are distracted by the constant beeping and

ringing of their cell phones. Movie theatres, banks, gas

stations, and places of worship have been actively

campaigning for the silencing of cell phones in their

premises. Countries like Germany have banned cell phone use

inside restaurants. But in the Philippines, it is part of

daily life.

With the popularity of text messaging as the main use

of the cell phone, many have become concerned on its effects

on language. Already many have begun using text shorthand in

their email messages.

Villegas (2000), a teacher at the Ateneo De Manila High

School noticed that his students have been using shortcuts

in their compositions. In addition, text messaging has

become the new way of cheating. Students send questions and

answers to each other during and in-between class hours.

That cellphones have deeply affected the lives of

Filipinos should by now be evident. The knowledge Institute

of SGV % Co, Ernt $ Young’s Philippine partner, credits the

 24

growth of the cellphone industry to its mass-market appeal,

its affordability, and the convenience of a pre-paid

service. Despite the fact that 40% of the population lives

on less %1 a day, cellphones have had remarkable market

penetration at 25%. This paper has shown that the cellphone

has made an enormous impact on Philippine culture and

society. But more than that, research has revealed that

there are cultural reasons unique to Philippines society

that have allowed cellphones to take root in the country.

The success of any medium, certainly the enormous success of

the cellphone, means it has survived a human test.

One social impact of widespread cellphone use is that

the technology ha crossed boundaries of class, gender, and

age. Filipinos of all sizes, shapes, and background have

adopted this technology. Unlike other nations where the

youth face conversation. This is especially true when

dealing with the opposite sex or dating, parents, superiors

at work, etc.

Filipinos also like to always be in the know. We may be

shy about telling a parent we love them or asking the boss

for a raise or telling a guy we are attracted to him; but

we are definitely curious about the day-to-day lives of the

 25

people around us. Years of colonization and oppressive

governments have also created an air of suspicion towards

the media and the government. The cellphone has allowed

people to verify news and information through a network of

friends and family.

While the tremendous impact of the Philippine society

and culture cannot be denied, there have also been impacts

on the economy. Since the deregulation of the

telecommunications industry in 1994, these industry has

spawned a host of entrepreneurial activity in areas such as

application programming for mobile content ranging from

simple ringtones and phone logos to Java-based games for

General Packet Radio Service (GPRS) and new cottage

industries devoted to pre-paid call and text card sales,

handset and accessory scales, service, centers, and others.

There is room for growth in creating more content for

mobile phones whether it be games, advertising, new

features, etc. As prices of cell phones and the cost of

making calls and texts go down, combined with growth in the

Philippine economy, the cell phone’s future looks bright.

As more and more people uses this technology, more impacts

on society and culture can be studied.

ACADEMIC DISTRACTIONS
 26

Some students have the habit of keeping their mobile

phones on during classes and studies, even in the library.

The do so for their classmates to know their latest ringing

tones, thereby distracting other students, even the teacher

in the class. Some even put it in vibration and are

distracted by the vibration from calls during classes and

school hours, diverting their concentration on who is

calling at the moment.

This "mobile phone" with different memory capacity is

used to download and store several music of different

lyrics and tones. The songs are being listened every now

and then with the use of earpiece in the school and at home

forgetting their academic work which is supposed to be

their priority. Some even play these songs in the class,

distracting the serious and minded students, while the

constant use of the earpiece makes it difficult for some of

them to understand conversations with low tones, and shout

while talking with the aim to be heard. The academic

distraction is getting worse by the day because those that

don't own a mobile phone are eager to get one. Once a

student brings a book to study, and a call comes, that is

the end of the study after the call, because their

 27

concentration will be on the call answered.

One of the several factors that that have distracted these

upcoming leaders of our generation has a lot to do with

mobile phones. Most students spend hours playing different

games in the phone namely real football games, soccer

games, snakezia, car race, puzzle games etc. They enjoy

these games to an extent of neglecting their academic work,

assignments, homework etc. They even discuss these games at

school encouraging others how interesting the games were,

storing games in the memory instead of their studies.

Analysis of performing an art/creative work and playing

mobile phone games in twenty-nine secondary schools

revealed that 50% can play mobile phone games very well,

27% can do their art/creativity work well while 23% can

neither do the art/creative work nor play games well. In

order words, the academic works suffers it most.

EXAM MALPRACTICE

Most of the students don't study again because of the

points mentioned above; rather indulge in exam malpractice

during internal and external examinations. Some make use of

the calculator in the mobile phone, while others store some

information in it. The worst of it is that others use it to

 28

send objective answers to those in the examination hall,

which may not be correct at the end of the day. This can end

the student's career if caught, as exam malpractice is a

punishable offense.

ABUSING THE USE OF ENGLISH

The constant use of text messages on the mobile phone,

contributes to the poor usage of proper English by

secondary student, evaluating the present performance of 

secondary school student  on English is poor since the

usage of mobile phone and these need to be critically

looked into.

In summary, mobile phones have been of help because

information is power. When a student is not informed, he/she

will be deformed, and when deformed, the student cannot

perform. I encourage students of secondary schools to make

calls at phone boot, use their parents, family or relative's

communication device to communicate rather than owning one

because the bad part of mobile phones to students in the

school premises are more than the good part (Blogger,

2011). 

CHAPTER 3
 29

METHODOLOGY

This chapter discusses the method and procedures used

in gathering data for study. It includes the research

design, population of the study, sampling procedures,

research instrument and statistical tools.

Research Design

The researcher will use the descriptive method of

research. It will design to discover the Cellphone Usage and

its Effects on Academic Performance.

Population of the Study

The respondents of this study will be the Grade VII

students of Camiguin National High School, for the school

year 2014-2015.

Research Instrument Used

The researchers will use the questionnaire in gathering

the data needed in the study. The questionnaire consists of

two (2) parts. The part one (1) includes the students

profile or personal background information of the

 30

respondents. Part two (2) is the rating scales; it talks

about the role of school on the values formation.

Validity and Reliability of Instruments

The questionnaire was personally made by the researcher

and it will be subjected for Pre- Post Test Method to test

the validity and reliability of the instruments.

Data Gathering Procedure

The researcher will ask permission from the school

principal of the respective school that will serve as the

research settings of the study through giving letter of

request and allowing the researcher to personally distribute

and administer the questionnaire to the sampled respondents

and to ensure that the respondents will thoroughly

understand each item in the questionnaire. Moreover the

researcher will also be the one who will going to retrieve

the questionnaire to and from the respondents. After it will

become accomplished, it will be scored, tallied, tabulated

and interpreted.

Scoring Guidelines
 31

The researcher will make use of the Five-point likert

Scale showing the arbitrary value, statistical limits,

description and symbols.

Arbitrary Value Limit Description Symbol

5 4.21-5.00 Very Much Affect VMA

4 3.41-4.20 Much Affect MA

3 2.61-3.40 Moderately Affect MoA

2 1.81-2.60 Less Affect LA

1 1.00-1.80 Not Affect NA

Statistical Tools

1. Weighted Mean will be used to measure the responses

along the Variables.

2. Analysis of Variance (ANOVA) will be used to test

the status of the null hypothesis.

3. Spearman rho correlation will utilize to establish

the differences of cellphone usage and its effects on

academic performance.

BIBLIOGRAPY
 32

Agence France-Presse. 2009. ’Sexting´ teenagers sue over pon

charge 2009. Inquiry.net.2009

Aloraini, Sara Ibrahim. 2005. Distance learning

Alretha Press, Dammam, Kingdom. 2005 Effects of

Modern Gadgets on Children's Values of Saudi Arabia

Campbell, S. W. 2006. Perceptions of mobile phones in

college classrooms: Ringing, cheating, and classroom

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Davidson, K. N. 2011. Now you see it: How the brain science

of attention will transform the way we live, work, and

learn, New York, NY: Viking.

Dusek. 2007. Impact of Information Technology on Societal

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Scholar Department of Library and Information Science,

Aligarh Muslim University, India

Earl, Robert. 2012. Do Cell Phones Belong in the Classroom?

Escuro, Ma. Sheila .2009. Effects of Modern Gadgets on

Children's Values.
 33

Garrido, M. 2004. Your Money or your life..or Your Vote.

Asia Times Online. Retrieved June 1,

2004athttp://www.atimes.com/atimes/Southeast_Asia/FB20A

eO4.html.s

Hadmin,D.2000.The world of Multimedia,http://vml.hqadmin.

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Appendix A

(Schedule of Activities)
 37

ACTIVITIES Time Frame

(Weeks)

Thinking and making the Title of the research 1

study

Deciding the place of the study 1

Planning of the questions to be raised in the 1

questionnaire

Thinking about the possible content of the 2

problem
Gathering data about the study 2

Making questionnaire 2

Chapter 1 (The Problem) 2

Chapter 2 (Review of Related Literature) 1

Chapter 3 (Methodology) 1

Bibliography and Curriculum Vitae 1

Preparation for the Oral Examination 1

Oral Examination and Revision of the Thesis 1

Final Encoding of the Thesis 1

Binding the Thesis 2

Submission of the Bound Thesis to the Panel of 1

Examiners
Grand Total 20

APPENDIX B

(Survey Questionnaire)
 38

Students Profile

Name (optional): Section:

Direction: Please encircle the item below which best

correspond to your views and perceptions.

Please refer to the following rating scale:

5 – Very much Affect 2 – Less Affect

4 – Much Affect 1 – Not Affect

3 – Moderately Affect

Indicators

1. I always text my friends for 5 4 3 2 1

fun.

2. I always hold my phone even 5 4 3 2 1

when I’m studying.
3. I used my phone while the class is 5 4 3 2 1
going on.

4. I sleep late at night just to 5 4 3 2 1

text.
5. I’m having too many textmates. 5 4 3 2 1

6. I always take my phone wherever I 5 4 3 2 1

go.
7. I usually forgot my phone to 5 4 3 2 1
turn off during class time.
8. I used my phone for surfing. 5 4 3 2 1
 39

9. I used my phone for dictionary 5 4 3 2 1

.
10.I listen to music and watch videos 5 4 3 2 1
on my phone during class hour.

11.I used my phone for calculation 5 4 3 2 1

12.I took pictures on photocopies 5 4 3 2 1

instead of copying.
13.I used my phone for reading e- 5 4 3 2 1
book Stories.
14.I used my phone in gathering 5 4 3 2 1
Information about my
assignments.
15.I used my phone for saving 5 4 3 2 1
important files and documents.

CURRICULUM VITAE

PERSONAL DATA

Name : Juliet E. Ucab

 40

Address : Looc, Catarman, Camiguin

Date of Birth : May 11, 1996

Place of Birth : Burgos, Cagayan de Oro City,

Civil Status : Single

Father’s Name : Jose B. Ucab

Mother’s Name : Carlita E. Ucab

EDUCATIONAL BACKGROUND

Tertiary : Camiguin Polytechnic State College

Tangaro, Catarman, Camiguin Province
S.Y.2013-Present

Course : Bachelor in Elementary Education

Secondary : Cultural Mission Academy

West Kibawe, Kibawe, Bukidnon
S.Y. 2011-2012

Elementary : Catarman Central School

Poblacion, Catarman, Camiguin
S.Y. 2007-2008