Mobile Phone Addiction of LIMA Students

King Ernest L. Babadilla

Edelson A. Barin

Nikko Andrei B. Brucal

Alvin John D. De Torres

Michael Aron G. Mercado

June 2022
 APPROVAL SHEET

In partial fulfillment of the requirements for the Bachelor of Science Marine

Transportation, this thesis titled “Mobile Phone Addiction of LIMA Students” has been
prepared by King Ernest L. Babadilla, Edelson A. Barin, Nikko Andrei B. Brucal, Alvin
John D. De Torres and Michael Aron G. Mercado for acceptance and approval.

John Iavhan M. Paz, LPT, MAELS

Research Adviser

Approved by the Panel of Examiners with a grade of _________________.

PANEL OF EXAMINERS

Jesumae L. Reña

Chairman

Laurence E. Binay Mylen M. Palay, MAEd

Member Member

Accepted and approved in partial fulfilment of the requirements for the Bachelor
of Science Marine Transportation.

Capt. Alexander A. Gonzales, PhD

Dean, LIMA
 THESIS ABSTRACT

Title : Mobile Phone Addiction of LIMA Students

Type of Document : Thesis

No. of Pages : 51

Author : Babadilla, King Ernest L.

Barin, Edelson A.

Brucal, Nikko Andrei B.

De Torres, Alvin John D.

Mercado, Michael Aron G.

Degree : Bachelor of Science Marine Transportation

Institution : Lyceum of the Philippines University-Batangas

Mobile phones are commonly used by adolescents since it's the most relevant device
in order to exchange messages with one another. Most of the people used more than
one device so that they could have a device for personal use and others for different
purposes such as business related and etc. Some people lose sleep and it is because
of the excessive use of mobile phones which might also lead a person to have a mental
disorder. It also disconnects us into our society as everyone is just focusing on mobile
phones and due to spending so much time with it, it might then be classified as an
addiction. Addiction is when people keep on doing things even if they know that they
might face harmful consequences and they even lose control over using it. This study
aims to test the mobile phone dependence of the 1st year - 3rd year college students of
BS Marine Transportation and BS Marine Engineering of Lyceum International Maritime
Academy. Specifically, this research aims to describe the profile of the respondents in
terms of year level and course, determine the symptoms and severity of mobile phone
dependence, identify the significant difference of the responses when grouped
according to profile variables and propose an action plan based on the result of the
study. This study used the descriptive design of research. The respondents of this study
were from 1st year - 3rd year college students of BS Marine Transportation and BS
Marine Engineering of Lyceum International Maritime Academy. This includes all the 1st
year - 3rd year college students who have a Mobile phone or any electronic gadgets,
both male and female. The total number of the respondents from college students is two
hundred fifty (250). The researchers used and adapted questionnaire from the research
entitled (Mobile Phone Addiction in Adolescence) as their main data gathering
instruments of the questionnaire consists of two parts. The data will be collected
through google forms survey as we are still encountering the pandemic. Researchers
will then make digital letter to be sent to teachers and the respondents and will give
further instructions on how will the respondents would answer the survey. Encoding,
tallying of data and different statistical tools were used for interpretation. Cronbach’s
Alpha is used to measures reliability or internal consistency and were utilized in this
study. Majority of the respondents are taking Bachelor of Science in Marine
Transportation and currently the 1st year student of Lyceum International Maritime
Academy (LIMA). The larger number of the respondents have been called on the carpet
or warned about using their mobile phone too much and it is said to be a symptoms of
dependence. And most of them felt the need to call someone, send an SMS, or use
WhatsApp when they haven’t used their mobile phones for a while. It was observed that
there was a significant difference on symptoms and severity of dependence when
grouped according to course and year level since the obtained p-value 0.000 and 0.006
was less than the alpha level of 0.05. BSMT and 1st Year students have greater
assessment on symptoms and severity of dependence. An action plan was proposed to
address the addiction of the adolescence in Mobile-phone.

Keywords: Mobilephones, Addiction, Technology

 ACKNOWLEDGMENT

The researcher extends his deepest gratitude and utmost appreciation to the following

for without them, this piece of work would not be possible:

Above all, to Almighty God, for the eternal guidance and gift of wisdom, skills, and

attitude necessary for the completion of this study.

To the family of the researcher, for the undying support, both financially and

emotionally, you are the researcher’s greatest source of strength which draws out the

best version of himself.

Capt. Alexander Gonzales, dean of Bachelor of Science Marine Transportation, for

giving his valuable time, advice, and criticism.

Sir John Iavhan M. Paz, research adviser, for her persistent support, patience, and

supervision.

Panel of Examiners, for their constructive criticisms and for giving their ideas for the

improvement of the study.

And to the respondents, for sharing their precious time in answering the survey

questionnaires.

Babadilla, King Ernest L.

Barin, Edelson A.
Brucal, Nikko Andrei B.
De Torres, Alvin John D.
Mercado, Michael Aron G.
 DEDICATION

This study is dedicated to

my beloved family, especially to my parents

who have been my inspiration in everything I do:

To my friends and colleagues,

who have been very supportive and kept me grounded;

To all the future researchers,

may this paper serve as your guide in your future endeavors;

And to Almighty God, my light and eternal providence!

Researchers
 TABLE OF CONTENTS

Page
Title Page i
Approval Sheet ii
Thesis Abstract iii
Acknowledgment v
Dedication vi
Table of Contents vii
List of Tables viii
List of Appendices x
Introduction 1
Objectives of the Study 2
Literature Review 2
Methods 7
Results and Discussions 10
Proposed Plan of Action 18
Conclusions 19
Recommendations 19
References 20
 LIST OF TABLES

Table No. Title Page

1 Characteristics of the Respondents Profile 10

2.1 Symptoms of Dependence 11

2.2 Severity of Dependence 13

2.3 Summary Table on Test of Mobile-phone

15
Dependence (TMD)

3 Difference Responses between Test of Mobile-phone

Dependence (TMD) When Grouped According to 16
Profile

4 Proposed Action Plan 18

 LIST OF APPENDICES

Appendix A Survey Questionnaire

Appendix B Statistical Output

Appendix C Curriculum Vitae

INTRODUCTION

Mobile phones are commonly used by adolescents since it's the most relevant

device in order to exchange messages with one another. And it's also efficient even in

conducting a business or in order to contact someone during a special event and most

especially when there's an emergency. As time goes by, technology is continuously

innovating and the mobile phone is a device which allows people to keep in touch even

when they're apart from each other. Most of the people used more than one device so

that they could have a device for personal use and others for different purposes such

as business related and etc.

Despite the fact that it's a very useful technology, there are lots of harmful

effects of using it. One thing is for sure is that having a poor vision would be one of the

major effects that will be caused by using mobile phones. Some people lose sleep and

it is because of the excessive use of mobile phones which might also lead a person to

have a mental disorder. It also disconnects us into our society as everyone is just

focusing on mobile phones and due to spending so much time with it, it might then be

classified as an addiction. Addiction is when people keep on doing things even if they

know that they might face harmful consequences and they even lose control over using

it. Diagnostic and Statistical Manual of Mental Disorders (DSM–5-TR) includes

addiction in technology such as video games, Internet and mobile phones which are

commonly used by adolescents for different purposes such as entertainment or

communication etc.

This study therefore attempts to test the mobile phone dependence of the 1st

year - 3rd year college students of BS Marine Transportation and BS Marine

Engineering of Lyceum International Maritime Academy.

OBJECTIVES OF THE STUDY

This research tested the mobile phone dependence of the 1st year - 3rd year

college students of BS Marine Transportation and BS Marine Engineering of Lyceum

International Maritime Academy. Specifically, this research described the profile of the

respondents in terms of year level and course; determined the symptoms and severity

of mobile phone dependence; identified the significant difference of the responses when

grouped according to profile variables and proposed an action plan based on the result

of the study.

LITERATURE REVIEW

The emergence of a new clinical disorder. A mobile phone includes the same

technology and is expected to have the same or an even greater effect than the

Internet. The more individuals use the mobile phone, the more they become dependent

on it and begin to experience associated problems (Hong, Chiu, & Huang, 2012). The

diagnostic criteria of mobile phone addiction were derived from criteria of material abuse

according to the Diagnostic and Statistical Manual (DSM IV) (American Psychiatric

Association, 1994). The same criteria used for diagnosing both Internet and Mobile

phone addictions consider these dependencies a disorder. People with this disorder

have difficulty controlling their mobile phone use and therefore encounter social,

psychological and health problems (Heron & Shapira, 2004).

There are several theories that explain technology and mobile phone addiction.

Behaviorism viewed it as a learned behavior that is subject to the stimulus-response-

reinforcement principle. Thus, like any other learned behavior, mobile phone addiction

can be modified. The psychodynamic theory conceived of mobile phone addiction as a

response to avoid frustrations and to achieve pleasure and forgetfulness. The socio-

cultural trend considers smartphone addiction a result of a society's culture. The

cognitive theory attributes mobile phone addiction to distorted ideas and schemata.

Finally, there is an integrative view that mobile phone addiction results from a

combination of personal, cultural, social, environmental and emotional factors (Davis,

2001; Duran, 2003).

A study by Campbell (2013) identified both appropriate and inappropriate ways

young people use the mobile phone. On one hand, it groups young people together

apart from interference by adults. On the other hand, it can lead to rejection and

exclusion of individuals who do not have mobile phones and hacking for blackmail,

which can lead to depression, anxiety and suicide. As to use patterns, Assabawy (2012)

found statistically significant differences in cellphone use in favor of males (16-25 years)

as well as unmarried users and high income users. The study also reported several

negative effects that mobile phone overuse has on the social and family life of users.

Supplementary studies highlighted the negative effects of Mobile phone addiction

among university students. They identified the nature of this type of addiction by

indicating its symptoms, classifying its levels and developing tools to measure it

(Hafidha, Abdelmajid, & Naeema, 2015). Acelajado (2011) wrote about the role that

technology plays in all aspects of modern life and students' exposure to a large amount

of varied and global information. Exposure to such vast amounts of information may

result in an inability to distinguish between valid and invalid information. Educators are
therefore required to include critical and creative thinking skills in the curriculum in order

to assist their students toward selective decisions when faced with the onslaught of

information they are continually exposed to. Despite the importance of the mobile phone

and its applications facilitating communication, cooperation and creativity, it is still

viewed as an unacceptable instructional tool in American high schools. The problem

does not relate to the mobile phone itself but rather the irrational use of the mobile

phone that needs to be modified (Geary, 2013).

According to Ishii (2010), mobile phone overuse by students may have negative

effects on their academic performance. Students overusing the mobile phone study for

shorter periods and are likely to be victims of crimes. Lepp, Barkle, and Karpinski

(2014); Javid, Malik, and Gujjar (2011), found that the student cell phone increased use

may negatively impact academic performance, mental health, and subjective well-being

or happiness. Tindell and Bohlander (2012) reported that the majority of university

students use the mobile phone in classrooms. In this respect, some studies revealed a

negative relationship between mobile phone use and university students' achievement

(e.g., Chen & Lever, 2004; Lepp, Barkle, & Karpinski, 2015).

Studies also revealed that university students view the mobile phone as

entertainment and with time use becomes habitual. Hong et al. (2012) found a positive

relationship between anxiety and mobile phone use, and a negative relationship

between its use and self-esteem. 3.5. The effect of mobile phone addiction on daily

behavior and general life Pennay (2012) found that mobile phone use while driving cars

weakens concentration, which, in turn, causes accidents. Some researchers confirm

that overuse of mobile phones (e.g., Ehrenberg, Juckes, White, & Walsh, 2011) leads to
mobile phone addiction. This overuse has been empirically supported to have negative

health effects (Toda, Monden, & Kubo, 2012). Louis (2011) reported that the amount of

time spent in face-to-face interactions with friends is a strong predictor of the social use

of the mobile phone.

The increasing use of the mobile phone has been accompanied by increasing

negative effects. One of these negative effects is the harmful reflection on health that

results from exposure to rays and wireless waves. This can cause cancer, brain tumors,

nervous disturbances, poor concentration, and problems with the function of the iris and

the immune system. It also has harmful effects on the eardrum, the wrist, the neck and

the joints. Fatigue and sleep disorders are other negative effects (Alasdair & Philips,

2011). Maya and Nizar (2016) showed that mobile phone addiction risk was positively

related to perceived stress, but the latter was negatively related to satisfaction with life.

Additionally, a mobile phone addiction risk was negatively related to academic

performance, but the latter was positively related to satisfaction with life. Mobile phone

overuse also has damaging effects on students' academic performance because of

such practices as use during lectures, sharing with classmates the latest tones, songs

and youtube videos. This diverts attention from and communication with their instructors

and interferes with their performance, learning tasks and completing assignments

(Attamimi, 2011). Students using the mobile phone can also develop bad behaviors

such as sharing inappropriate photos and videos during lectures. Furthermore, some

students have resorted to stealing in order to secure money for mobile phone use.

Finally, students can use the mobile phone to cheat on exams (Walsh, White, Hyde, &

Watson, 2014). Abo-Jedi (2013) found that 26% of Jordanian university students are
mobile phone addicts and that the number of female addicts is twice the number of male

addicts. The study also found a significant correlation between mobile phone addiction

and self-disclosure. A study by Jodda (2011) revealed that a mobile phone culture is

being shaped among Arab young people. The elements of this culture include material

aspects of devices and technologies, patterns of use, frequency of use and the effects

on values, attitudes and the social structure. Richard (2011) revealed that one is more

likely to develop brain cancer as a result of more than 10 years of mobile phone use.

Long time users of mobile phones are more likely to have a tumor in the nerve that links

the ear to the brain. They may also suffer from stress, disturbed sleep, work and study

problems, negligence of friends and responsibilities, withdrawal, irritation, and poor

body activity.

A study by Woodbury (2012) revealed that the mobile phone is basically used

with family members and friends. It also showed that students did not view the mobile

phone as a good tool for doing assignments or for getting learning materials. However,

87% of the subjects saw it as a tool that enhances cooperation with colleagues. As to

the gender differences in mobile phone use, studies revealed that females are more

dependent on the mobile phone than males (Billieux, Linden, & Rochat, 2012). Mobile

phone overuse was found to cause social isolation, lack of privacy, inability to carry out

multiple tasks, as well as negative health effects (Hatch, 2011). Although many

researchers have shown gender differences in Mobile phone addictive use (Choliz,

2012; Devis-Devis, Peiro-Velert, Beltran Carrillo, & Tomas, 2010; Walsh, White,

Stephen, & Young, 2011). Others have proved that gender and Mobile phone use are

not significantly related (Chung, 2011; Prezza, Pacilli, & Dinelli, 2012). Castells,
Ardevol, Qiu, and Sey (2012) and Zulkefly and Baharudin (2013) found that students

from higher income families spent more time and money on their mobile phone.

METHODS

Research Design

This study used the Descriptive Design of research. Descriptive Research is

used to evaluate the data gathered. It is defined as a research method that describes

the characteristics of the population or phenomenon that is being studied (Bhat, 2019).

This study used this type of data gathering method as it was deemed to analyze the

study. The study also used this type of research as it was deemed to analyze Mobile

Phone Addiction in Adolescence: The test of Mobile Phone Dependence (TMD) of the

1st year - 3rd year college students of BS Marine Transportation and BS Marine

Engineering of Lyceum International Maritime Academy, problems or difficulties

encountered causes several serious problems, effectiveness of teaching and guidance

and assessing set limits on time for phone used.

Participants

The respondents of this study were from 1st year - 3rd year college students of BS

Marine Transportation and BS Marine Engineering of Lyceum International Maritime

Academy. This includes all the 1st year - 3rdyear college students who have a Mobile

phone or any electronic gadgets, both male and female. The total number of the

respondents from college students is two hundred fifty (250). The researchers used

survey and questionnaires for determining the answers.

Instruments

The researchers used and adapted questionnaire from the research entitled

(Mobile Phone Addiction in Adolescence) as their main data gathering instruments of

the questionnaire consists of two parts. The first part is the profile of the respondents in

terms of year level and course the second part consists of the test of Mobile Phone

Dependence (TMD) in terms of learning outcomes instruction and problems or

difficulties using the following scale:

Option Weighted Mean Verbal Interpretation

4 3.50 – 4.00 Always
3 2.50 – 3.49 Often

2 1.50 – 2.49 Sometimes

1 1.00 – 1.49 Never

Data Gathering Procedure

The data will be collected through google forms survey as we are still

encountering the pandemic. Researchers will then make digital letter to be sent to

teachers and the respondents and will give further instructions on how will the

respondents would answer the survey. They will also emphasize that the honesty is

essential and confidentiality of the respondents would be guaranteed.

Data Analysis

Encoding, tallying of data and different statistical tools were used for

interpretation. Cronbach’s Alpha is used to measures reliability or internal consistency

and were utilized in this study. The profile of the respondents was analyzed through

frequency distribution. The students’ assessments on foreign language were

determined using weighted mean. The Analysis of Variance (ANOVA) was used to

determine the significant differences of the responses when grouped according to the

profile variables.

Ethical Considerations

To ensure confidentiality of the interviews, no specific names were mentioned in

the report. The respondents' identities were not revealed, except that they were college

students at the Lyceum of the Philippines University – Batangas. The researcher

provided no personal opinions, only information and results based on the data gathered.
RESULTS AND DISCUSSION

Table 1
Characteristics of the Respondents Profile
Course Frequency Percentage %

BS Marine Transportation 168 81.6

BS Marine Engineering 38 18.4

Year Level

3rdyear 75 30.1

2nd year 51 20.5

1st year 123 49.4

As shown in Table 1, 168 or 81.6 percent of the respondents are taking up

Bachelor of Science in Marine Transportation and 38 or 18.4 of the respondents are

currently enrolled in Bachelor of Science in Marine Engineering. There were 75 or 30.1

percent from 3rd year, 51 or 20.5 percent from 2nd year and 123 or 49.4 percent from 1st

year college students who were the respondents of this study. This implies that most

number of the respondents were from Bachelor of Science in Marine Transportation and

1st year college students whose taking either BS Marine Transportation or BS Marine

Engineering of Lyceum International Maritime Academy.

 Table 2.1
Symptoms of Dependence
Indicators Weighted Verbal Rank
Mean Interpretation
1. I have been called on the carpet or warned about using 3.05 Often 1
my mobile phone too much.
2. I have put a limit on my mobile phone use and I couldn’t 2.91 Often 4
stick to it.
3. I have argued with my parents or family members about 2.39 Sometimes 10
the cost of my mobile phone.
4. I spend more time than I would like to talking on the 2.75 Often 7
mobile phone, sending SMSs, or using WhatsApp.
5. I have sent more than five messages in one day. 3.00 Often 2.5
6. I have gone to bed later or slept less because I was 2.80 Often 6
using my mobile phone.
7. I spent more money on my mobile phone (calls, 2.74 Often 8
messages) than I had expected.
8. When I’m bored, I use my mobile phone. 3.00 Often 2.5
9. I use my mobile phone (calls, SMSs, WhatsApp...) in 2.88 Often 5
situations where, even though not dangerous, it is not
appropriate to do so (eating, while other people talk to
me, etc.).
10. I have been criticized because of the cost of my mobile 2.71 Often 9
phone.
Composite Mean 2.82 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 - 1.49 = Never
Table 2.1 presents the experienced symptoms of dependence of the respondents

in using their mobile-phones. The composite mean is 2.82 with a verbal interpretation of

“Often”. Among the items cited, “using mobile phone too much” was the most

observable symptoms of mobile phone dependence which obtained the highest

weighted mean score of 3.05. Mobile phone includes the same technology and is

expected to have the same or an even greater effect than the Internet. The more

individuals use the mobile phone, the more they become dependent on it and begin to
experience associated problems (Hong, Chiu, & Huang, 2012). The diagnostic criteria of

mobile phone addiction were derived from criteria of material abuse according to the

Diagnostic and Statistical Manual (DSM IV) (American Psychiatric Association, 1994).

The same criteria used for diagnosing both Internet and Mobile phone addictions

consider these dependencies a disorder. People with this disorder have difficulty

controlling their mobile phone use and therefore encounter social, psychological and

health problems (Heron & Shapira, 2004).

On the other hand, the items such as “argued with the family because of the cost

of mobile phone”, “criticized by the cost of mobile phone” and “spending much money

on mobile phone services” were rated the least by the respondents and got lowest

mean value of 2.74, 2.71 and 2.39 respectively. There are several theories that explain

technology and mobile phone addiction. Behaviorism viewed it as a learned behavior

that is subject to the stimulus-response-reinforcement principle. Thus, like any other

learned behavior, mobile phone addiction can be modified. The psychodynamic theory

conceived of mobile phone addiction as a response to avoid frustrations and to achieve

pleasure and forgetfulness. The socio-cultural trend considers smartphone addiction a

result of a society's culture. The cognitive theory attributes mobile phone addiction to

distorted ideas and schemata. Finally, there is an integrative view that mobile phone

addiction results from a combination of personal, cultural, social, environmental and

emotional factors (Davis, 2001; Duran, 2003).

 Table 2.2
Severity of Dependence
Indicators Weighted Verbal Rank
Mean Interpretation
1. When I haven’t used my mobile phone for a while, I feel 2.88 Often 1
the need to call someone, send an SMS, or use
WhatsApp.
2. Since I got my mobile phone, I have increased the 2.67 Often 12
number of calls I make.
3. If my mobile phone were broken for an extended period 2.68 Often 11
of time and took a long time to fix, I would feel very
bad.
4. I need to use my mobile phone more and more often. 2.83 Often 5
5. If I don’t have my mobile phone, I feel bad. 2.84 Often 4
6. When I have my mobile phone with me, I can’t stop 2.74 Often 10
using it.
7. Since I got my mobile phone, I have increased the 2.76 Often 9
number of SMS I send.
8. As soon as I get up in the morning, the first thing I do is 2.84 Often 2.5
see who has called me on my mobile phone or if
someone has sent me an SMS.
9. I spend more money now on my mobile phone now 2.82 Often 6
than when I first got it.
10. I don’t think I could stand spending a week without a 2.77 Often 8
mobile phone.
11. When I feel lonely, I use the mobile phone (calls, 2.84 Often 2.5
SMSs, WhatsApp).
12. I would grab my mobile phone and send a message or 2.79 Often 7
make a call right now.
Composite Mean 2.79 Often
Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 - 1.49 = Never
Table 2.2 presents the experienced severity of dependence of the respondents in

using their mobile-phones. The composite mean is 2.79 with a verbal interpretation of

"Often". Among the items cited, “feeling the need to call someone when haven’t used it
for a while” was the most observable symptoms of mobile phone dependence which

obtained the highest weighted mean score of 2.88. Mobile phone addiction is common

with individuals feeling an urgent need to keep in touch with others at all times. This

underscores the need to raise awareness of the negative effects of mobile phone

overuse on sleep, health, concentration and comprehension as well as provide

information on the consequences of mobile phone overuse that may lead to withdrawal,

depression, and destroy social relationships (Hiscock, 2004; James & Drennan, 2005;

Richard, 2001).

On the other hand, the items such as “can’t stop using the phone”, “felt bad when

mobile phone gets broken for a long time” and “increased of the number of calls make”

were rated the least by the respondents and got lowest mean value of 2.74, 2.68 and

2.67 respectively. A study by Woodbury (2012) revealed that the mobile phone is

basically used with family members and friends. It also showed that students did not

view the mobile phone as a good tool for doing assignments or for getting learning

materials. However, 87% of the subjects saw it as a tool that enhances cooperation with

colleagues. As to the gender differences in mobile phone use, studies revealed that

females are more dependent on the mobile phone than males (Billieux, Linden, &

Rochat, 2012). Mobile phone overuse was found to cause social isolation, lack of

privacy, inability to carry out multiple tasks, as well as negative health effects (Hatch,

2011). Although many researchers have shown gender differences in Mobile phone

addictive use(Choliz, 2012; Devis-Devis, Peiro-Velert, Beltran Carrillo, & Tomas, 2010;

Walsh, White, Stephen, & Young, 2011). Others have proved that gender and Mobile

phone use are not significantly related (Chung, 2011; Prezza, Pacilli, & Dinelli, 2012).
Castells, Ardevol, Qiu, and Sey (2012) and Zulkefly and Baharudin (2013) found that

students from higher income families spent more time and money on their mobile

phone.

Table 2.3
Summary Table on Test of Mobile-phone Dependence (TMD)
Indicators Weighted Mean Verbal Interpretation Rank
Symptoms of Dependence 2.82 Often 1
Severity of Dependence 2.79 Often 2

Composite Mean 2.81 Often

Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 - 1.49 = Never

Table 2.3 presents the summary on the Test of Mobile-phone Dependence. The

composite mean is 2.81 with a verbal interpretation of "Often". Maya and Nizar (2016)

showed that mobile phone addiction risk was positively related to perceived stress, but

the latter was negatively related to satisfaction with life. Additionally, a mobile phone

addiction risk was negatively related to academic performance, but the latter was

positively related to satisfaction with life. Mobile phone overuse also has damaging

effects on students' academic performance because of such practices as use during

lectures, sharing with classmates the latest tones, songs and YouTube videos. This

diverts attention from and communication with their instructors and interferes with their

performance, learning tasks and completing assignments (Attamimi, 2011). Students

using the mobile phone can also develop bad behaviors such as sharing inappropriate

photos and videos during lectures. Furthermore, some students have resorted to

stealing in order to secure money for mobile phone use. Finally, students can use the

mobile phone to cheat on exams (Walsh, White, Hyde, & Watson, 2014). Abo-Jedi

(2013) found that 26% of Jordanian university students are mobile phone addicts and
that the number of female addicts is twice the number of male addicts. The study also

found a significant correlation between mobile phone addiction and self-disclosure. A

study by Jodda (2011) revealed that a mobile phone culture is being shaped among

Arab young people. The elements of this culture include material aspects of devices and

technologies, patterns of use, frequency of use and the effects on values, attitudes and

the social structure. Richard (2011) revealed that one is more likely to develop brain

cancer as a result of more than 10 years of mobile phone use. Long time users of

mobile phones are more likely to have a tumor in the nerve that links the ear to the

brain. They may also suffer from stress, disturbed sleep, work and study problems,

negligence of friends and responsibilities, withdrawal, irritation, and poor body activity.

Table 3
Difference Responses between Test of Mobile-phone Dependence (TMD)
When Grouped According to Profile
Course F-value p-value Interpretation
Symptoms of Dependence 19.685 0.000 Significant
Severity of Dependence 17.331 0.000 Significant
Year Level
Symptoms of Dependence 9.735 0.000 Significant
Severity of Dependence 5.198 0.006 Significant
Legend: Significant at p-value < 0.05

Table 3 presents the difference between test of mobile-phone dependence when

grouped according to profile. It was observed that there was a significant difference on

symptoms and severity of dependence when grouped according to course and year

level since the obtained p-value 0.000 and 0.006 was less than the alpha level of 0.05.
BS Marine Transportation and 1st year students have greater assessment on symptoms

and severity of dependence. This translates to students spending considerable time

using their mobile phone and a dependence on the several technological applications

they provide. Students have come to depend on a mobile phone to do even the simplest

daily tasks. This overdependence can result in negative physical, psychological, social,

familial and educational effects. This is consistent with most studies researching mobile

phone addiction (e.g., Abo- Arrab & Al-Qosairi, 2014; Alasdair & Philips, 2011; Al-Jamal,

2014; Campbell, 2005; GSMA, 2011; Javid et al., 2011; Lepp et al., 2014). This finding

also concurs with the study conducted by Walsh et al. (2007) that reported a large

increase in the number of mobile phone users, and increased spending to obtain the

latest devices and apps, as well as an inability to do without mobile phones, increased

hours of use, and preoccupation with mobile phones. This indicates that mobile phone

addiction is expected to grow in the future and to become one of the most prevailing

types of addiction.
 Table 4

Proposed Action Plan

Key Results Area Activities/Projects/Strategies Persons Involved

Cost of Mobile Phone Students could have part- LIMA Students
time jobs so that they will
not financially be dependent
unto their parents.
Criticized due to cost of Enlighten the knowledge of LIMA Department
Mobile Phone the students on the LIMA Student Council
importance of budgeting LIMA Students
their allowances rather than
spending it for their wants.
Consumed so much Make rules concerning LIMA Department
money phone usage. Designate LIMA Student Council
activities where phones are LIMA Students
forbidden.
Increased the number of Set goals for when to use LIMA Department
calls mobile phones or turn it off LIMA Student Council
at certain times of the day. LIMA Students
Bad temper without the Relaxation techniques such LIMA Department
use mobile phone as mindfulness can help to LIMA Student Council
cope with cravings on the LIMA Students
usage of mobile phones or
access social media.
Dependence on mobile Have plan for other ways to LIMA Department
phone fill the time, such as LIMA Student Council
meditating, reading, or LIMA Students
chatting with friends.
CONCLUSIONS

1. Majority of the respondents are taking Bachelor of Science in Marine

Transportation and currently the 1styear student of Lyceum International Maritime
Academy (LIMA).
2. The larger number of the respondents have been called on the carpet or warned
about using their mobile phone too much and it is said to be a symptoms of
dependence. And most of them felt the need to call someone, send an SMS, or
use WhatsApp when they haven’t used their mobile phones for a while.
3. It was observed that there was a significant difference on symptoms and severity
of dependence when grouped according to course and year level since the
obtained p-value 0.000 and 0.006 was less than the alpha level of 0.05. BSMT
and 1st Year students have greater assessment on symptoms and severity of
dependence.
4. An action plan was proposed to address the addiction of the adolescence in
Mobile-phone.

RECOMMENDATION
1. Students may attend or join in extracurricular activities of the school and should
have leisure activities such as reading, bicycling and etc. rather than spending so
much of their time in surfing the internet using their mobile-phones.
2. Seek assistance. Enlist the help of family and friends to support you and offer
healthy distractions such as physical and social activities that don’t involve cell
phones. It may also be a good idea to talk to your doctor about your concerns.
3. Students can spend their free time in the facilities of the school such as the
weight room and basketball court inside the LIMA Campus. It would benefit all
the students as it would help to be physically fit and strengthen their endurance.
REFERENCES

Chóliz M. (2012). Mobile phone addiction in Adolescence: Evaluation and prevention of

mobile addiction in teenagers. Saarbrücken: Lambert Academic Publishing;
2010. 65p.

Donner J. (2007). The rules of beeping: Exchanging Messages via intentional “missed
calls” on Mobile phones. J Comp Mediated Com. 13(1):1-22.

Hong, Chiu, S., & Huang, H. (2012). A model of the relationship between psychological
characteristics, mobile phone addiction and use of mobile phones by Taiwanese
university students. Computers in Human Behavior, 28, 2152-2159.
https://doi.org/10.1016/j.chb.2012.06.020.

Jodda, A. (2011). The social effects of cellphone use by university students. Egypt: Ain
Shams University.

Maya, S., & Nazir, S. (2016). Relationship among smartphone addiction, stress,
academic performance, and satisfaction with life. Computers in Human Behavior,
57,321-325. https://doi.org/10.1016/j.chb.2015.12.045.

Oksman V. (2014). Mobile Communication as a Social Stage. The Meanings of Mobile

Communication among Teenagers in Finland. N Med Social 6(3):319-39.

Richard, A. (2011). Internet addiction. York University Press.

Woodbury, D. N. (2012). A survey of undergraduates’ use and attitudes of cell phones

for instruction, learning, and collaboration. A Master’s Paper for the M.S.In I.S
degree. April, 2012. 36 pages. Advisor: Jane Greenberg.
 APPENDIX A
QUESTIONNAIRE

Mobile Phone Addiction of LIMA Students

Dear Respondents:

We are a research group from BSMT SIV-DELTA of Lyceum of the Philippines

University-Batangas, our research entitled Mobile Phone Addiction of LIMA Students. In
this regard, we have chosen you as one of our respondents, for we believe that you will
contribute much to the completion of our study.

The success of our study greatly depends on the accuracy of the information
entrusted to us. This will be treated with utmost confidentiality and will be used for
academic purposes only.

Thank you very much and we hope for your immediate response!

The Researchers

PART I. Profile of the Respondents

A.) Course:

 BS Marine Transportation
 BS Marine Engineering
B.) Year Level:
 3rd year
 2nd year
 1st year
Test of Mobile-phone Dependence (TMD)

Indicate how frequently the statements that appear below apply to you using the
following scale as a guide:

1 2 3 4
SYMPTOMS OF DEPENDENCE
NEVER SOMETIMES OFTEN ALWAYS
1. I have been called on the carpet or warned about
using my mobile phone too much.
2. I have put a limit on my mobile phone use and I
couldn’t stick to it.
3. I have argued with my parents or family members
about the cost of my mobile phone.
4. I spend more time than I would like to talking on the
mobile phone, sending SMSs, or using WhatsApp.
5. I have sent more than five messages in one day.

6. I have gone to bed later or slept less because I was

using my mobile phone.
7. I spent more money on my mobile phone (calls,
messages) than I had expected.
8. When I’m bored, I use my mobile phone.

9. I use my mobile phone (calls, SMSs, WhatsApp...) in

situations where, even though not dangerous, it is not
appropriate to do so (eating, while other people talk to
me, etc.).
10. I have been criticized because of the cost of my
mobile phone.
 1 2 3 4
SEVERITY OF DEPENDENCE STRONGLY DISAGREE AGREE STRONGLY
DISAGREE AGREE
1. When I haven’t used my mobile phone for a
while, I feel the need to call someone, send an
SMS, or use WhatsApp.
2. Since I got my mobile phone, I have increased
the number of calls I make.
3. If my mobile phone were broken for an
extended period of time and took a long time to
fix, I would feel very bad.
4. I need to use my mobile phone more and more
often.
5. If I don’t have my mobile phone, I feel bad.

6. When I have my mobile phone with me, I can’t

stop using it.
7. Since I got my mobile phone, I have increased
the number of SMS I send.

8. As soon as I get up in the morning, the first

thing I do is see who has called me on my
mobile phone or if someone has sent me an
SMS.
9. I spend more money now on my mobile phone
now than when I first got it.

10. I don’t think I could stand spending a week

without a mobile phone.
 APPENDIX B

STATISTICAL OUTPUT

Frequencies

Statistics
COURSE YEAR
N Valid 206 206
Missing 0 0

Frequency Table

COURSE
Frequenc Valid Cumulative
y Percent Percent Percent
Valid 1.00 168 81.6 81.6 81.6
2.00 38 18.4 18.4 100.0
Total 206 100.0 100.0

YEAR
Frequenc Valid Cumulative
y Percent Percent Percent
Valid 1.00 75 30.1 30.1 30.1
2.00 51 20.5 20.5 50.6
3.00 123 49.4 49.4 100.0

Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation
A1 206 1.00 4.00 3.0534 .97383
 A2 206 1.00 4.00 2.9126 .77279
A3 206 1.00 4.00 2.3883 1.07507
A4 206 1.00 4.00 2.7476 .90223
A5 206 1.00 4.00 2.9951 .90256
A6 206 1.00 4.00 2.7961 .89834
A7 206 1.00 4.00 2.7379 .93664
A8 206 1.00 4.00 2.9951 .93442
A9 206 1.00 4.00 2.8835 .87011
A10 206 1.00 4.00 2.7087 .97911
ATOTAL 206 1.50 4.00 2.8218 .56410
Valid N 206
(listwise)

Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation
B1 206 1.00 4.00 2.8786 .97772
B2 206 1.00 4.00 2.6699 .91479
B3 206 1.00 4.00 2.6796 .91825
B4 206 1.00 4.00 2.8252 .90448
B5 206 1.00 4.00 2.8350 .94840
B6 206 1.00 4.00 2.7379 .98239
B7 206 1.00 4.00 2.7621 .90350
B8 206 1.00 4.00 2.8447 .85833
B9 206 1.00 4.00 2.8155 .90793
B10 206 1.00 4.00 2.7670 .92345
B11 206 1.00 4.00 2.8447 .89178
B12 206 1.00 4.00 2.7913 .90533
BTOTAL 206 1.00 4.00 2.7876 .58554
Valid N 206
(listwise)
 Group Statistics
Std. Std. Error
COURSE N Mean Deviation Mean
ATOTA 1.00 168 2.7643 .50982 .03933
L 2.00 38 3.0763 .71298 .11566
BTOTA 1.00 168 2.7093 .52562 .04055
L 2.00 38 3.1338 .70831 .11490

Independent Samples Test

Levene's Test for Equality of t-test for Equality of
Variances Means

F Sig. t df
ATOTA Equal variances 19.685 <.001 -3.145 204
L assumed
Equal variances not -2.554 45.917
assumed
BTOTA Equal variances 17.331 <.001 -4.196 204
L assumed
Equal variances not -3.483 46.631
assumed

Independent Samples Test

t-test for Equality of Means

Significance
One-Sided Two-Sided Mean Std. Error
p p Difference Difference
ATOTA Equal variances <.001 .002 -.31203 .09920
L assumed
Equal variances not .007 .014 -.31203 .12217
assumed
BTOTA Equal variances <.001 <.001 -.42445 .10116
L assumed
Equal variances not <.001 .001 -.42445 .12185
assumed
 Independent Samples Test
t-test for Equality of Means

95% Confidence Interval of

the Difference
Lower Upper
ATOTA Equal variances -.50762 -.11644
L assumed
Equal variances not -.55795 -.06611
assumed
BTOTA Equal variances -.62391 -.22498
L assumed
Equal variances not -.66963 -.17927
assumed

Independent Samples Effect Sizes

95% Confidence
Standardizer Point Interval
a
Estimate Lower Upper
ATOTA Cohen's d .55224 -.565 -.921 -.208
L Hedges' .55428 -.563 -.917 -.207
correction
Glass's delta .71298 -.438 -.801 -.069
BTOTA Cohen's d .56317 -.754 -1.112 -.393
L Hedges' .56526 -.751 -1.108 -.392
correction
Glass's delta .70831 -.599 -.973 -.218
a. The denominator used in estimating the effect sizes.
Cohen's d uses the pooled standard deviation.
Hedges' correction uses the pooled standard deviation, plus a correction factor.
Glass's delta uses the sample standard deviation of the control group.
 Descriptives
95%
Confidence
Interval for
Std. Mean
N Mean Deviation Std. Error Lower Bound
ATOTA 1.00 49 2.8163 .65807 .09401 2.6273
L 2.00 40 2.4975 .48753 .07709 2.3416
3.00 117 2.9350 .50400 .04660 2.8428
Total 206 2.8218 .56410 .03930 2.7444
BTOTA 1.00 49 2.8486 .68332 .09762 2.6524
L 2.00 40 2.5250 .55796 .08822 2.3466
3.00 117 2.8519 .52774 .04879 2.7552
Total 206 2.7876 .58554 .04080 2.7072

Descriptives
95%
Confidence
Interval for
Mean

Upper Bound Minimum Maximum

ATOTA 1.00 3.0053 1.90 4.00
L 2.00 2.6534 1.50 3.60
3.00 3.0273 2.00 4.00
Total 2.8993 1.50 4.00
BTOTA 1.00 3.0449 1.33 4.00
L 2.00 2.7034 1.00 3.92
3.00 2.9485 1.50 4.00
Total 2.8681 1.00 4.00
 ANOVA
Sum of Mean
Squares df Square F Sig.
ATOTA Between 5.709 2 2.854 9.735 <.001
L Groups
Within Groups 59.523 203 .293

Total 65.232 205

BTOTA Between 3.424 2 1.712 5.198 .006

L Groups
Within Groups 66.861 203 .329

Total 70.285 205

ANOVA Effect Sizesa,b

95% Confidence
Point Interval
Estimate Lower Upper
ATOTA Eta-squared .088 .024 .162
L Epsilon-squared .079 .014 .154
Omega-squared Fixed- .078 .014 .154
effect
Omega-squared .041 .007 .083
Random-effect
BTOTA Eta-squared .049 .004 .111
L Epsilon-squared .039 -.005 .103
Omega-squared Fixed- .039 -.005 .102
effect
Omega-squared .020 -.003 .054
Random-effect
a. Eta-squared and Epsilon-squared are estimated based on the fixed-
effect model.

b. Negative but less biased estimates are retained, not rounded to zero.
 Post Hoc Tests

Multiple Comparisons
Scheffe
95%
Confidence
Mean Interval
Dependent (I) (J) Difference (I- Lower
Variable YEAR YEAR J) Std. Error Sig. Bound
ATOTAL 1.00 2.00 .31883 * .11539 .024 .0343
3.00 -.11872 .09214 .438 -.3459
2.00 1.00 -.31883* .11539 .024 -.6034
3.00 -.43754 * .09918 <.001 -.6821
3.00 1.00 .11872 .09214 .438 -.1085
2.00 .43754* .09918 <.001 .1930
BTOTAL 1.00 2.00 .32364 * .12229 .032 .0221
3.00 -.00321 .09766 .999 -.2440
2.00 1.00 -.32364* .12229 .032 -.6252
3.00 -.32685 * .10512 .009 -.5861
3.00 1.00 .00321 .09766 .999 -.2376
2.00 .32685* .10512 .009 .0676

Multiple Comparisons
Scheffe
95%
Confidence
Interval

Dependent (I) (J) Upper

Variable YEAR YEAR Bound
ATOTAL 1.00 2.00 .6034
3.00 .1085
2.00 1.00 -.0343
3.00 -.1930
3.00 1.00 .3459
2.00 .6821
BTOTAL 1.00 2.00 .6252
 3.00 .2376
2.00 1.00 -.0221
3.00 -.0676
3.00 1.00 .2440
2.00 .5861

*. The mean difference is significant at the 0.05

level.

Homogeneous Subsets

ATOTAL
Scheffea,b
Subset for alpha =
0.05
YEAR N 1 2
2.00 40 2.4975

1.00 49 2.8163

3.00 117 2.9350

Sig. 1.000 .514

Means for groups in homogeneous

subsets are displayed.
a. Uses Harmonic Mean Sample Size =
55.602.

b. The group sizes are unequal. The

harmonic mean of the group sizes is
used. Type I error levels are not
guaranteed.
 BTOTAL
Scheffea,b
Subset for alpha =
0.05
YEAR N 1 2
2.00 40 2.5250

1.00 49 2.8486

3.00 117 2.8519

Sig. 1.000 1.000

Means for groups in homogeneous

subsets are displayed.
a. Uses Harmonic Mean Sample Size =
55.602.

b. The group sizes are unequal. The

harmonic mean of the group sizes is
used. Type I error levels are not
guaranteed.
KING ERNEST L. BABADILLA
P. Laygo St., Barangay Sabang, Lipa City, Batangas
09753376739
kingezekielbabadilla@gmail.com

PROFESSIONAL SUMMARY
An energetic, positive, and friendly marine student seeking to serve my future
company. Experienced being a working student. Diligent worker, perform work
thoroughly and efficiently. Motivated to follow orders to ensure the standard of company
and safety.

SKILLS

● Being loyal to the company crewmate and to myself.

● Diligent worker, perform work thoroughly and efficiently
● I am good at Time Management and Multitasking
● Can easily adapt to a different environment
● I always looking for positive in every situation

EDUCATIONAL BACKGROUND

TERTIARY: Lyceum International Maritime Academy

Bachelor of Science in Maritime Transportation
Batangas City
S.Y. 2019 – up to present

SECONDARY:
Senior High School
LCC Silvercrest
Pres. L. Katigbak Street, Lipa City, Batangas, 4217
S.Y. 2017 - 2019
 Junior High School
Lipa City National High School
Barangay uno Lipa, Batangas, 4217
S.Y. 2013 - 2017

ELEMENTARY:
G. B. Lontok Memorial School
P. Laygo St. Sabang Lipa City, Batangas, 4217
S. Y. 2007 - 2013

Character references:

Exequiel L. Magnipis
Manila
09566019784
exequielmagnipis@gmail.com
Asian Institute of Maritime Studies
Associate Professor 1

Jaimilyn D. Subol
Lipa Batangas
jaimilynsubol@gmail.com
Lipa City National High School
Grade 10 Teacher

I hereby certify that the above information is true and correct to the best of my
knowledge, belief, and ability.

KING ERNEST L. BABADILLA

Researcher
EDELSON A. BARIN
Sitio Ibaba, Banaba East, Batangas City
0945-6007498 / 0956-7299824
barinedelson@gmail.com

PROFESSIONAL SUMMARY
To employed in a company that will give me a chance to apply my knowledge
and experience, and to develop further and widen my efficiency and skills.

SKILLS
● Being loyal to the company crewmate and to myself.
● Diligent worker, perform work thoroughly and efficiently
● I am good at Time Management and Multitasking
● Can easily adapt to a different environment
● I always looking for positive in every situation

EDUCATIONAL BACKGROUND

TERTIARY: Lyceum International Maritime Academy

Bachelor of Science in Maritime Transportation
Batangas City
S.Y. 2019 – up to present

SECONDARY:
Pedro V. Panaligan National Memorial High School
Comunal, CalapanCity , Oriental Mindoro
S.Y. 2010- 2014

ELEMENTARY:
Balingayan Elementary School
Balingayan, Calapan City, Oriental Mindoro
S.Y. 2004 - 2010
Character references:

Mr. Eric Najito

Councilor
Balingayan, Calapan City, Oriental Mindoro

Mr.Ramil Evangelista
Brgy. Captain
Balingayan, Calapan City, Oriental Mindoro

I hereby certify that the above information is true and correct to the best of my
knowledge, belief, and ability.

EDELSON A. BARIN
Researcher
NIKKO ANDREI B. BRUCAL
Mainit, Mabini, Batangas
Philippines
09081268891
Nabrucal@gmail.com

PROFESSIONAL SUMMARY
To secure a challenging position in a reputable organization to expand my
learnings, knowledge, and skills. Secure a responsible career opportunity to fully utilize
my training and skills, while making a significant contribution to the success of the
company.

SKILLS

 NCII holder Computer programming software and hardware.

 Computer proficiency
 Trouble shooting
 Listening Skills
 Critical Thinking
 Flexibility

EDUCATIONAL BACKGROUND

TERTIARY: Lyceum International Maritime Academy

Bachelor of Science in Maritime Transportation
Batangas City
S.Y. 2018 – up to present

SECONDARY:
Anselmo A. Sandoval Memorial National High School
P. Balibaguhan, Mabini Batangas
S. Y. 2012-2018
 ELEMENTARY:
Mainit Elementary School
Mainit, Mabini, Batangas
S. Y. 2006-2012

Character references:

Antonino B. Brucal
09052183026
Bosun
GREG COMPANY

Peter B. Brucal
09163000036
Barangay Captain
BrgyMainit, Mabini, Batangas

I hereby certify that the above information is true and correct to the best of my
knowledge, belief, and ability.

NIKKO ANDREI B. BRUCAL

Researcher
ALVIN JOHN D.DE TORRES
Fabrica Lobo Batangas
09562459050
alvinjohndetorres1002@gmail.com

PROFESSIONAL SUMMARY
Highly motivated and enthusiastic about whatever I choose to do. Strong
interpersonal and communication skills, as well as the ability to handle and deal with a
variety of people and situations. Working independently and in collaboration with others
is equally effective.

SKILLS

 Responsible and positive attitude

 Approachable- Good listening skills
 Passionate and energetic
 Hard working
 Willing to listen and learn from other people’s suggestions.
 Loyal to other that given me

EDUCATIONAL BACKGROUND

TERTIARY: Lyceum International Maritime Academy

Bachelor of Science in Maritime Transportation
Batangas City
S.Y. 2019 – up to present

SECONDARY:
Lord Immanual Institute Foundation Inc.
Poblacion Lobo Batangas
S.Y. 2015-2019
 ELEMENTARY:
Lobo Elemantary School
Poblacion Lobo Batangas
S. Y. 2009-2015

Character references:

Exequiel L. Magnipis
Manila
09566019784
exequielmagnipis@gmail.com
Asian Institute of Maritime Studies
Associate Professor 1

I hereby certify that the above information is true and correct to the best of my
knowledge, belief, and ability.

ALVIN JOHN D.DE TORRES

Researcher
MICHAEL ARON G. MERCADO
Brgy. Soledad, San Pablo City, Laguna
09605854451
mercadoaron4@gmail.com

PROFESSIONAL SUMMARY
Highly motivated and enthusiastic about whatever I choose to do. Strong
interpersonal and communication skills, as well as the ability to handle and deal with a
variety of people and situations. Working independently and in collaboration with others
is equally effective.

SKILLS

 Responsible and positive attitude

 Approachable- Good listening skills
 Passionate and energetic
 Hard working
 Willing to listen and learn from other people’s suggestions.
 Loyal to other that given me

EDUCATIONAL BACKGROUND

TERTIARY: Lyceum International Maritime Academy

Bachelor of Science in Maritime Transportation
Batangas City
S.Y. 2019 – up to present

SECONDARY:
Senior High School
San Pablo Colleges
Science, Technology Engineering and Mathematic
San Pablo City, Laguna
S. Y. 2019-2021
 Junior High School
San Pablo Colleges
San Pablo City, Laguna
S. Y. 2013-2017

ELEMENTARY:
Soledad Elementary School
San Pablo City, Laguna
S. Y. 2007-2013

Character references:

Exequiel L. Magnipis
Manila
09566019784
exequielmagnipis@gmail.com
Asian Institute of Maritime Studies
Associate Professor 1

I hereby certify that the above information is true and correct to the best of my
knowledge, belief, and ability.

MICHAEL ARON G. MERCADO

Researcher