1

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

The emergence of the multipurpose mobile computing device known as the smartphone

has revolutionized our traditional social relationships and social networks. As of 2020, the

number of smartphone users worldwide has surpassed three billion. According to Statista

(2020). The smartphone is at the center of a powerful technological revolution affecting

multiple domains. In the context of higher learning, the use of smartphones among students

has been an area of interest. Some studies raised the concern that the use of smartphones,

particularly entertainment apps, has contributed to poor academic performance among

students. On the other hand, some found that the use of smartphones in classrooms enhances

students’ learning process and activities, as the students’ use some features of the

smartphone, such as a camera to capture the notes presented in class. (Hassan et al,2017).

A smartphone can induce characteristics of dependence in users, such as overuse,

tolerance, problems with withdrawal, difficulty with performing study or work, and virtual

life orientation. Previous studies conducted in South Korea of university students have

indicated associations of smartphone dependence with mental health, campus life, personal

relations, self-control, and life stress. (Choi et al,2012). Adolescents may be at higher risk for

exhibiting problems seen with the use of smartphones as compared to adults, because

younger generations typically use smartphones as the primary tool to access the Internet.

(Kwon et al,2013)

It is not surprising that educators have considered using mobile devices such as

smartphones in education given their affordable, popular and practical functions. The appeal

factor for learning through smartphones, and particularly through apps, would be the ease and
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flexibility offered by mobile learning (Ismael et al, 2013). It minimizes the barriers inherent

in traditional methods or activities that used to be carried out in schools and universities

(Valk et al, 2010). However, reported that university students often use smartphones for

personal communication rather than for learning (Abdullah et al, 2012).

This study will focus on Virtual life Orientation, Disturbance, Tolerance, Withdrawal; the

Case among Nursing Students’ Smartphone Utilization of Jose Rizal Memorial State

University. Although smartphone use has made life easier for many individuals, it has also

negative consequences in terms of mental health, interpersonal relationships, and physical

health. Nursing students are prospective healthcare professionals who will provide care for

people to promote physical, psychological, mental and spiritual health (Park 2006).

Theoretical Framework of the Study

A theory is set of interrelated concepts, definitions, and propositions that explains

or predicts events or situations by specifying relations among variables. Theory is heuristic

for it stimulates and guides further development for knowledge.

Escape theory (Faber R. J., O’Guinn T.C) has been used to explain the effects of

smartphone usage. Smartphone helps the affected individual escape negative events or

feelings. Smartphone may be used to avoid larger, more pressing problems. A constant focus

on the “here and now” helps the smartphone user avoid reflecting on issues that are

disconcerting.

The theory of smartphone learning (Sharples, Taylor, and Vavoula, 2005) is

essential when thinking of the role of the mobility and communication in learning

environments. This theory states the possible advantage and disadvantage of using

smartphone.

Constructivists theories propose that “knowledge is being actively constructed by

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the individual and knowing is an adaptive process, which organizes the individual’s

experiential world”. Students bring their own schema (past experiences) into their academics

and use it to enhance their learning by gaining more knowledge and build upon their old.

Constructivist learning theory enables the smartphone technology to focus on the student’s

ability to be self-directed and draw conclusions (Karagiorgi & Symeou 2005). The students

need to have the opportunity to experiment and utilize previous experiences to build new

understandings of the educational material.

Mobile Learning Theory

( Sharples, Taylor, &
Vavoula, 2005)
Constructivist Learning
Escape Theory - The advantage and Theory (Karagiorgi &
(Faber R.J.O’Guinn Symeou 2005) – students
disadvantage of using
T.C) adaptiveness on utilizing
mobile phone as a
-Explain the escapism mobile phones in gaining
learning tool.
of students knowledge.

Effects of Mobile phone

to the academic
performance of the
students

Figure 1. Schematic Diagram of the Study

Statement of the Problem

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This study aims to determine the Virtual Life Orientation, Disturbance, Tolerance and

Withdrawal; The Case of Nursing Students’ Smartphone Utilization of Jose Rizal Memorial

State University Main Campus, Dapitan City during the School year 2021. Specifically aims

to answer the following questions:

1. What is the profile of the respondents in terms of;

1.1 Age,

1.2 Gender;

1.3 Year level;

1.4 Smartphone usage?

2. What is the level of Smartphone Utilization among Nursing Students along the

following:

2.1 Virtual Life Orientation;

2.2 Disturbance;

2.3 Tolerance;

2.4 Withdrawal;

3. Is there a significant difference in the level of smartphone utilization among nursing

students in data when analyzed in terms of profile?

Hypothesis:

Ho1-There is no significant difference in the level of smartphone utilization among

nursing student’s when analyzed in terms of profile.

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Significance of the Study

The study desired to establish understanding of smartphone utilization among nursing

students to be aware of this certain situation and in addition to the nursing knowledge.

Furthermore, the findings of this study will benefit the following:

Nursing Students. The study will help nursing students to be aware of the effects of

too much usage of smartphone and in addition the study about smartphone utilization will

help the students as a future health practitioner/worker, it may also help the nursing students

in influencing or sharing information towards the young adults. The study may help everyone

see that health is constantly changing because of the certain phenomenon.

Parents. The outcome of the study will give an additional knowledge to the parents

on what are the behaviors that the children have been displaying. It would also give the

parents a resolution on how to influence the children on participating in activities in order to

have a wide experience in socializing.

Clinical Instructors. Outcomes of the study will help the clinical instructors on

developing an idea or strategies that may help on preparing the teenagers/students on their

future, especially involving on reality-based activities that may distract the mind of the

teenagers/students away from their smartphones.

Administration. The administration can highly influence or educate the young adults

specially the nursing students of the possible outcome of using their smartphones. This

research will help the guidance to gain more information as they educate the young adults.

Future Researchers. The findings of the study may be used as a reference data for

the future researchers in conducting a new researches as it will give them an overview of their

related study. They can also use it for learning purposes.

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Scope and Limitation of the Study

The study focused on the Virtual Life Orientation, Disturbance, Tolerance and

Withdrawal; The Case of Nursing Student’s Smartphone Utilization in Jose Rizal Memorial

State University Main Campus of Dapitan, City. The respondents of the study are the nursing

students in CNAHS with different year levels. The method used is descriptive correlational

and the questionnaire used is adopted standardize which covers some of the personal

information of the respondents relating to the virtual life orientation, disturbance, tolerance

and withdrawal.

Definition of Terms

Disturbance. This pertains to the disturbance of adaptive functions among nursing students,

where being unable or having a trouble in handling the common demands of the nursing

students towards their phone usage, having a disruptive sight of how to properly control their

usage of smartphone.

Smartphone Utilization. This pertains to the action of nursing students on how they use

their smartphone in an effective or practical manner.

Tolerance. It pertains to the capacity of endurance that a nursing student could handle.

Virtual Life Orientation. It refers to the change of point of views of the nursing students to

the virtual life because of excessive use of smartphone.

Withdrawal. It refers to the effects that the nursing students are experiencing after they

suddenly stop or reduce the use of their smartphones.

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CHAPTER II

REVIEW OF LITERARTURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher considered

in strengthening the importance of the present study. It also presents the synthesis or the art to

fully understand the research for better comprehension of the study.

Smartphone Utilization

A smartphone can induce characteristics of dependence in users, such as overuse,

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tolerance, problems with withdrawal, difficulty with performing study or work, and virtual

life orientation. Previous studies conducted in South Korea of university students have

indicated associations of smartphone dependence with mental health, campus life, personal

relations, self-control, and life stress. (Choi et al,2012).

According to Norries, et. al. (2011) Smartphone Use in Learning situations

demonstrated that students’ achievement increase significantly when students use mobile

learning devices, including smartphones, during learning time. This is because their time-on-

task completion will increase as they have the device at hand. Their study also found that

students were constantly using the smartphone camera to take pictures of abstract concepts

taught in class so that later they could relate them with the concrete ideas.

Similarly, Woodcock et al. (2012) reported that respondents in their research believed

that smartphones had allowed them to improve productivity and eventually their learning

performance.

Another study conducted by Bernard, et. al., (2012), shows the respondents in their

study do not just use traditional mobile learning applications, such as text messages and calls,

but they utilize mobile learning applications such as GPS, camera, voice calls, emails, Google

drive, and so forth, to create, upload, download and share academic resources with their

friends. All the above mentioned research illustrated that smartphones have created

sophisticated avenues for students to learn and it is undeniable that more students are

spending more time using mobile apps.

Though many current studies have shown smartphone usage benefits in learning and

demonstrated contrasting findings. Students were found always using their phones more for

playing games and other leisure activities than for learning. Among the identified factors

preventing widespread adoption of smartphones for education are physical, technical and
 9

psychological limitations Woodcock et al. (2012).

According to Lepp, et. al., (2015) reported that students who used the cell phone more

on a daily basis were likely to have a lower grade point average (GPA) than students who

used it less. Basing their conclusions on a sample of 536 undergraduates from 82 self-

reported majors at a large public university, the researchers suggested a vital need to sensitize

students and educators about the potential academic risks associated with high cell phone use.

Despite the prevalent smartphone usage among tertiary level students, the extent to

which this technology has contributed to their academic achievement is still inconclusive.

Smartphone functions are no longer limited to only texting and calling; instead a wide array

of activities need to be considered. Based on existing literature, this exploratory study was

carried out to determine the extent of smartphone use in terms of learning by students at one

Malaysian university and to investigate the relationship between smartphone use for related

learning activities and students’ academic performance. The findings of the present study

may be helpful in articulating a theoretical basis for further research Jacobsen & Forste et. al.,

2011.

Globally, smartphones use among tertiary level students has increased tremendously

over the last two years. Higher learning institutions need to develop sound strategies to

leverage students’ smartphone use in order to create a more autonomous learning

environment. To date, numerous studies have been conducted to investigate the use of mobile

devices themselves. For most of the research reporting on the benefits and limitations of

smartphone, there was very little empirical evidence to support their claims. Although there is

some evidence regarding students’ use of smartphones in higher education, there is little

research on how they have used smartphones to support learning activities and how this

relates to academic performance. This study considered the amount of time tertiary level
 10

students used smartphones in sixteen learning activities and explored how it influenced their

academic performance. Understanding the stated relationship may give insights as to whether

smartphone usage has indeed contributed to increasing students’ learning opportunities or

likewise affected their academic performance negatively (Merchant, 2012)..

The explosion of smartphone use in higher education has been phenomenal in our

contemporary digital society. As digital natives, students in institutions of higher learning

cannot be separated from their smartphones. Recent reports revealed that, on average, young

people, including students between the ages of 18 and 24 years, access and look at their

smartphone 214 times a day and 1500 times in a week. Given that digital natives are also

learners, many educational apps have now been designed to meet students’ needs. In South

Korea, it was found that approximately 99% of college students had adopted smartphones and

that having a good smartphone with diversely interesting qualities was a trend among the

students as it allows for many functions to be used anytime and anywhere Han and Yi, 2018.

In the context of smartphone use and how it contributes to student learning and

academic performance, previous studies identified several popular activities among students:

social networking, downloading course materials, reading course materials, reading and

sending text messages while attending class, and contacting peers and lecturers for academic

consultation. Based on an analysis of smartphone use among students for these activities,

previous studies have identified smartphone use as a contributing factor to poor academic

performance among students, as it decreases motivation to do academic work. Among others,

it has been suggested that there are many entertainment apps and social media platforms that

can disturb learning and encourage procrastination, such as watching videos, playing games,

or texting Jumoke et al..

Additionally, continuous usage of the smartphone for chatting and social networking
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can lead to smartphone addiction, leading to low academic performance. While smartphones

are equipped with many features that students can use to access any content, they require to

improve their academic work, as in countries on other continents, studies on students in

higher learning institutions in Africa continue to demonstrate an opposite expectation of

improved academic performance among students. Tanzania, et.al., (2017).

The study of cognitive theory, they argue that human memory is limited in its ability

to process information coming from multiple channels. This limitation means that meaningful

learning requires a substantial amount of cognitive processing to allow learners to organize

the learning materials in a coherent structure and integrate the same materials with their

existing knowledge to create meaningful knowledge. Meaningful learning is defined as a

“deep understanding” of the presented learning materials “reflected in the ability to apply

what was taught to new situations” and use various problem-solving models in response to

various existing and new novel problems (Mayer and Moreno, 2003, p. 43).

Anshari et al. (2015) assessed the possibility of having smartphone use as a powerful

learning aid or a serious interference to learning in classrooms. Their study showed that

smartphones’ size and weight are advantageous features, making it convenient to access

digital materials in a class and any other information that can be useful to students. As

students can record or take videos of the lectures, they can also use the videos or captured

notes later to study the content of the lectures and lecture materials.

Smartphones’ mobility allows students to access the same (internet-based) services as a

computer almost anywhere, almost every time Easy accessibility to these functionalities

offers students the chance to search continuously for study-related information (Lepp et.

al.,2014).

Social networking sites and communication applications may contribute to the quick
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sharing of relevant information. Faster communication between students and between

students and faculty staff may contribute to more efficient studying and collaboration (Chen,

et. al., 2015).

Furthermore, smartphone use may interfere with study-related activities. The

proximity of the mobile device can be a tempting distraction, leading to multitasking or task-

switching. A growing body of literature has shown this behaviour’s negative implications

with respect to educational performance (see, e.g. Junco et. al., 2012).

The smartphone is an indispensable device in the area of mobile learning. The

most crucial features of a smartphone are its availability with users, strong battery, touch

screen, millions of downloadable applications (GodwinJones, 2011).

According to Fordjour, Zakaria, and Afriyie (2015, p.1), a “smartphone is a

mobile phone with more advanced computing capability and connectivity than a feature

phone which has limited functionality”. Smartphones were released in the year 2000.

It was first manufactured by Ericsson and the model was called R380 (Alfawareh

& Jusoh, 2014). Smartphones support learning either offline or online. Offline access enables

users of smartphones to store any form of learning materials such as pdf, powerpoint, word,

excel, pictures, animations, symbols; irrespective of the geographical location. Internet access

is needed for learners like students and teachers to visit websites to meet their information

needs. The exploration of the smartphone has changed the dynamic of students learning

activities. It is refreshing to note that, 8 students can carry a whole semester’s learning

materials on a small smartphone which gives students the latitude to learn in an area which,

on a normal circumstance, will require a laptop or other related form of a computer.

The use of a smartphone is gradually becoming a compelling learning tool used to

enhance teaching and learning in distance education. Its usage ensures flexible course

delivery, makes it possible for learners to access online learning platforms, access course
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resources and interact digitally. The purpose of this study was to examine the use and

effects of the smartphone as a learning tool in distance education at the University of

Ghana. The study was based on the Technology Acceptance Model (TAM) and included

294 total respondents. The survey research design and questionnaires were employed for the

study. The major objectives of the study were: to find out the students’ perceived ease of

use of a smartphone in learning activities, to determine the perceived usefulness of

smartphone in students’ academic achievement, to investigate the effect of the use of the

smartphone in students’ learning activities, and to investigate the factors that inhibit the use

of a smartphone as a learning tool. The findings revealed that distance learning students find

it easier to use a smartphone in their learning activities. The findings also revealed that the

use of smartphones performed remarkable roles among the distance learning students of the

University of Ghana in their academic activities. However, the findings found a negative

effect on the distance learning students and revealed some inhibiting factors in the use of

smartphones which included smartphones freezing during important learning moments,

unstable internet connectivity, intruding calls during class hours, and the screen and key

sizes, which made the smartphone uncomfortable for learning, as compared to laptops.

(Noah Darko-Adjei, 2019).

Mokoena (2012) argues that the use of smartphones by students improves

collaborative learning through its connection to the internet. This statement implies that the

use of smartphones drives students to be more engaged in learner centered participation

learning. This is a vivid indication on numerous supports that smartphones have brought to

the students; it advances their understanding by increasing academic performance, social

media participation and information sharing; it helps their social skills by giving them

opportunities to seek academic assistance and support, and many more. It was stated that

group projects and/or work given to the students by their lecturers are easily and conveniently
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carried out with the aid of smartphones.

This further shows that students are now able to record their lecturers’ lessons

and teachings in real time. This is done by recording information during lessons, which has

been made possible by the sophisticated features available on smartphones. From different

perspectives, people try to embrace the use of smartphones because it is no longer used as

communication tools (calls and text messages) only, but also as tools for people’s social and

work lives and possibly a potential instrument in their academic lives (Cano, 2012).

Socioeconomic status

Gender, specifically male, is a risk factor for pathological Internet use (Frangos et al.,

2011). Results from multivariate logistic regression analyses have suggested 50 percent

increased odds for males to be addicted to the Internet (odds ratio (OR)  =  1.5, 95%

confidence interval (CI)  =  1.1, 2.2) as compared with females (Lam et al., 2009).

Women use the Internet mostly for social purposes and males do so for downloading

programs, getting information, and for visiting pornographic sites (Tsitsika et al.,

2009; Ybarra and Mitchell, 2005).

In contrast to Internet addiction, studies on smartphone addiction reported that

females were more dependent on smartphones than males were (Billieux et al., 2008).

Females are more likely to be involved with their mobile than males are (Walsh et al., 2011),

owing to the differences in the purpose of use of mobile phones.

It was found that female students mainly used smartphones for messenger services as

compared to the males who preferred to use smartphones for web surfing instead. A study

conducted among nursing students also found that smartphone addiction was correlated with

their interpersonal competence and performance (Lee, Kim, Choi &Yoo, 2018).
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Torrecillas (2007) reported that 40 percent of adolescents and adults use smartphones

for more than 4 hours a day to make calls and send messages. In addition, such people

showed more problems in psychosocial, health, and technological dimensions, and they

exhibited more preoccupation with smartphones and smartphone overuse as compared with

those who used a smartphone for less than 4 hours per day (Alijomaa et al., 2016).

Males are more likely to use their phones for functional purposes, such as work-

related use, whereas females primarily use their phones to keep in contact with valued people

(Lemish and Cohen, 2005; Rees and Noyes, 2007). Thus, it seems that males and females

have different smartphone use patterns.

Adolescents would be more at risk of smartphone addiction as compared with adults

because adolescents are yet to develop self-control in smartphone use. Adolescents with

working parents could be at a risk of smartphone addiction, possibly because such children

could not be cared by their parents after school and they would use smartphones without any

rules and guidance.

Specifically, adolescents are a high risk group for smartphone addiction. Adolescents

are strongly attached to their smartphone, and they regard a smartphone as their second self.

Many smartphone users have reported that they would not be able to live without a

smartphone (Wajcman et al., 2007).

Regarding the income of smartphone users, there were different research results.

While one study reported that students from higher income families spent more time and

money on their mobile phone, another revealed that lower income students used their mobile

phones more often (Chakraborty, 2006; Zulkefly and Baharudin, 2009).

As smartphone use is more prevalent among younger people, they are generally more
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exposed to the negative effects of excessive use, and smartphone addiction is seen as a

particularly high risk factor for younger people (Kim et al., 2014).

A Pew Research Center survey (2016) reported that people with more education and

higher income were more likely to use the Internet or own a smartphone than were those with

lower income and less education.

Smartphone usage pattern

Smartphone addicts spend considerable time using their smartphone. The daily use

duration of a smartphone is one of the most significant indicators of smartphone

addiction. Torrecillas (2007) reported that 40 percent of adolescents and adults use

smartphones for more than 4 hours a day to make calls and send messages. In addition, such

people showed more problems in psychosocial, health, and technological dimensions, and

they exhibited more preoccupation with smartphones and smartphone overuse as compared

with those who used a smartphone for less than 4 hours per day (Alijomaa et al., 2016).

First, ‘tolerance,’ a subdomain of SAPS as well as the internet addiction scales, is not

a core factor of addiction according to Charlton and Danforth (2007). In other words, using

the internet for many hours itself cannot be a criterion for addiction until such behavior

results in negative consequences. Since smartphones are devices that people carry around and

use everywhere, tolerance may be unfit as the core factor of smartphone addiction. This calls

for additional nationwide survey and data analyses on this topic. Moreover, the validation of

the scale could be improved by, for example, administering the scale to populations of

addicted and non-addicted youth to examine the scale's discriminant validity.

The causes of smartphone use can be attributed to the technological and content-

related features of a smartphone. Regarding technological features, Oulasvirta et al.

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(2012) reported that the motivation of smartphone use is triggered by accessibility,

portability, easiness of operation, connectedness, user interface, design, music and video

player, navigation, and so forth. In Europe, smartphone users touched their phones about 10

to 200 times a day, for a mean duration of 10–250 seconds, and they used up 1–1000 

megabyte (MB) data per day (Falaki et al., 2010). Oulasvirta et al. (2012) suggested that

smartphone addiction increased owing to the habit of checking the phone on hearing a

notification sound or message. With reference to content-related features, Van Deursen et al.

(2015)reported that social smartphone use is one of the risk factors increasing smartphone

addiction. Salehan and Negahban (2013) suggested that the predictive variable for

smartphone addiction is the use of social networking services (SNSs). Park and Lee

(2012) reported that smartphone addicts prefer to use SNSs, which could explain why

females are more addicted to smartphones than males are. Song et al. (2004) classified the

types of Internet use in relation with addictive behaviors. One type is process-related

gratifications, which are acquired during consuming or prosuming media. Pleasurable

experiences function as rewards and increase the risk of habitual or addictive behaviors.

Another type of Internet use is social usage. Smartphone addicts spend most of their time on

their smartphone for social purposes (Li and Chung, 2006; Lopez-Fernandez et al., 2014).

Furthermore, excessive use of SNSs can negatively impact one’s academic performance

(Enriquez, 2010; Junco, 2012). In relation gaming, one study reported that the use of a

smartphone for gaming and the use of multiple apps for gaming were potential risk factors for

smartphone addiction, because, in smartphone gaming, it is easy to interact with other players

through other social networking apps. Smartphone gaming, with or without the use of

multiple apps, increases the risk of smartphone addiction (Liu et al., 2016).

A study on the relative effects of content types on smartphone addiction showed that,

among smartphone contents such as study, entertainment, SNS, and game, except for study-
 18

related content, the other three contents were significant predictors of smartphone addiction.

SNS had the strongest predictive effect on smartphone addiction, followed by entertainment,

and gaming (Jeong et al., 2016; Salehan and Negahban, 2013).

Numerous research studies indicating that smartphone use is related to various facets

of dysfunction support conceptualization of problematic use being contingent upon negative

consequences associated with the use. Evidence has accumulated showing strong links

between smartphone use and social, interpersonal, mental health, cognition and academic

dysfunction, suggesting that smartphone use can result in significant negative consequences

for some individuals. (Billieux, 2012)

Lee and Lee (2017) reported that being female, focusing too much on the device, and

having conflicts in real life due to excessive and ubiquitous smartphone use were risk factors

for problematic smartphone use, while use of the device for learning was a protective factor.

Family income as a possible risk factor for problematic smartphone use has also been

investigated by several researchers, but most research found no significant association

although this study was not specifically designed to investigate this association. Moreover,

Sanal and Ozer (2017) reported no correlation between university students’ major and

problematic smartphone use.

However, time spent on a smartphone should not be a criterion of problematic

smartphone use, given that other motivations (e.g., work-related) can increase smartphone

use. (Billieux et al., 2015)

Nonetheless, recent years have seen an explosion in research considering the

prevalence of problematic smartphone use (PSU), which has been operationalised in such a

way that it maps onto concepts of behavioural addiction: tolerance, withdrawal (dysphoria
 19

when the battery dies), preoccupation, neglect of other activities, subjective loss of control

and continued use despite evidence of harm.

Synthesis and Gap

The previous literatures and studies mentioned was to know the level of smartphone

utilization among the students of Jose Rizal Memorial State University Main Campus

specifically the nursing students along with Virtual life Orientation, Disturbance, Tolerance,

Withdrawal. Smartphones have become vital to our lives due to their many features, such as

their size, portability, and access to the internet at any time and place. Smartphones have

changed human interaction as they provide the opportunity to communicate and receive

feedback, as well as to access, store, save, and share information quickly. (Park N, et al.

1770).

Smartphones’ mobility allows students to access the same (internet-based) services as

a computer almost anywhere, almost every time (Lepp et. al., 2014). Easy accessibility to

these functionalities offers students the chance to search continuously for study-related

information. Thus, smartphones provide a multi-media platform to facilitate learning which

cannot be replaced by reading a textbook (Zhang et. al., 2014). Furthermore, social

networking sites and communication applications may contribute to the quick sharing of

relevant information. Faster communication between students and between students and

faculty staff may contribute to more efficient studying and collaboration (Chen & Lepp et.

al.,2015). Smartphone use in the clinical setting could lead to a failure to fulfill the duties of

the nursing professionals. Moreover, problematic smartphone use has been related to a

decrease in clinical performance and delaying the main duties of professional nurses

(Mcbride D.L, et. al., 2015). The nursing students reported that their preceptors did not train

them properly due to their smartphone use. However, studies have not been found that

explore how the smartphone use by preceptors in the clinical setting could interfere with the
 20

training and education of the nursing students. It is necessary to further investigate this

aspect, as preceptors are role models for the nursing students and portray the image of a

professional nurse. Similarly, what preceptors teach, see or do in the clinical setting will

establish the idea of a professional nurse for the nursing students. (Arreciado-Marañón A, et

al.2015)

All literatures and studies reviewed had significant similarities with the researcher’s

study since mostly we discuss related concepts as evidently presented in the latter portion.

However, a certain gap is observed in these studies and literature. There is a gap on the study

about the Virtual life Orientation, Disturbance, Tolerance, and Withdrawal: the case among

Nursing Students’ through Smartphone Utilization. So, this paper aims to address that gap by

pursuing this study on Smartphone Utilization of the nursing students of Jose Rizal Memorial

State University.

CHAPTER III

Research Methodology

This chapter presents the methodology of the study. It includes the discussion of the

methods used, research environment, research respondents, research instruments, validation,

scoring procedure and statistical treatment.

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Research Design

The research design of this study was a descriptive correlational design. This method

of research is designed to gather information about present and existing condition of

smartphone utilization. Descriptive-correlational research design was employed in the study

in order to determine the significant relationship among the nursing students’ smartphone

utilization level. Correlational design involves the systematic investigation of the nature or

relationship, or association between and among variables, rather than direct cause and effect

relationship. According to Katzukov (2020), descriptive correlational study is a study in

which the researcher is primarily interested in describing relationships among the variables,

without seeking to establish a causal connection. It describes the variables and the

relationship that occur naturally between and among them.

Research Environment

This study was conducted in Jose Rizal Memorial State University Main Campus.

The respondents of this study will be selected in every year level of the College of Nursing

and Allied Health Sciences of Jose Rizal Memorial State University Main Campus- Dapitan

City for Academic Year 2020-2021.

Respondents of the Study

The respondents of the study was the Bachelor of Science in Nursing students from

the College of Nursing and Allied Health Sciences of Jose Rizal Memorial State University,

Main Campus. A stratified random sampling technique will be employed to determine the

sample for this study. However, given the low attrition rate of the Bachelor of Science in

Nursing program per observation, the current student population will be used to compute the

sample for this proposal. On the other hand, for better accuracy, the exact population of

Bachelor of Science in Nursing students for the second semester of AY 2020-2021 will be
 22

utilized once available. Hence, out the 619 Bachelor of Science in Nursing students enrolled

in the college in the first semester of AY 2020-2021, a total of 248 nursing students’ are the

sample respondents selected every year levels randomly where the First year consists of 79

respondents, Second year 74 respondents, Third year 74 respondents and Fourth year 21

respondent. From a random sample of 248 students it was computed using Slovin’s formula

with 0.05 margin of error.

Slovin’s Formula

where:

n = is sample size,

N= is total population

e =is desired error margin

Table 1. Research Respondents Distribution

Level Population Percentage Sample respondents

BSN 1 187 31.9% 79

BSN 2 207 29.8% 74

BSN 3 195 29.8% 74

BSN 4 30 8.5% 21

TOTAL 619 100.00% 248

The table 1 depicted the total number of population per year level and the total

number of participants per year of studies respectively.

 23

Research Instruments

The researchers was adopted standardized questionnaire by Kim D., et.al., (2014),

Development of Korean Smartphone Addiction Proneness Scale for Youth. Based on the

previously developed diagnostic scales and research findings, as well as clinical experiences

of numerous specialists, items that theoretically and empirically represent the distinct

characteristics of smartphone utilization were selected to comprise the scale. The preliminary

scale was composed of twenty-nine items, and each item was scored on a 5 -point Likert

scale (1 very low, 2 low, 3 moderate, 4 high, 5 very high. A total of 15 items that seem

adequate were selected and structured around four subdomains: virtual life orientation (2

items), disturbance (5 items) tolerance (4 items), and withdrawal (4 items). Finally, the

reliability of Smartphone Utilization Scale was verified with a Cronbach's alpha of 0.88.

Respondents use a Likert scale ranging from one (Very Low) to five (Very High). The

scoring of this questionnaire is as follows; Very Low = 1.00 – 1.49, Low = 1.50 – 2.49,

Moderate = 2.50 – 3.49, High = 3.50-4.49 and Very High 4.50 – 5.00. Prior to the preparation

of the instrument, the researcher endeavored to read several references like books, magazines,

journals and make use of the internet materials . 

Scoring Procedures

To assess the level of smartphone utilization among the nursing students of the

College of Nursing and Allied Health Sciences (CNAHS) and to draw out the respondents of

the study on virtual life orientation, disturbance, tolerance and withdrawal 5 – point likerts

format was applied with the quality to as follows; 5 = very high, 4 = high, 3 = moderate, 2 =

low and 1 = very low.

Ranges Description rating Interpretation

 24

1-1.49 Very Low This indicates that the level of smartphone utilization is

very low which suggest that respondents has very low

manifestation of virtual life orientation, disturbance,

tolerance and withdrawal.

1.50-2.49 Low This indicates that the level of smartphone utilization is

low which suggest that the respondents has low

manifestation of virtual life orientation, disturbance,

tolerance and withdrawal.

2.50-3.49 Moderate This indicates that the level of smartphone utilization is

moderate which suggest that the respondents has

moderate manifestation of virtual life orientation,

disturbance, tolerance and withdrawal.

3.50-4.49 High This indicates that the level of smartphone utilization is

high which suggest that the respondents has high

manifestation of virtual life orientation, disturbance,

tolerance and withdrawal.

4.50-5 Very High This indicates that the level of smartphone utilization is

very high which suggest that the respondents has very

high manifestation of virtual life orientation,

disturbance, tolerance and withdrawal.

Validation of Instrument

Prior to the collection of data, the researchers will submit a draft of adopted

questionnaire to the adviser for feedback and suggestions. After being reviewed by the

adviser, it will be then handed over to three authorities on the subject, then to the members of
 25

the panel of examiners for approval, before being released. When the suggestions are going to

be integrated and the researchers’ study will be accepted for the dissemination of the

questionnaire, the instrument will be reproduced.

But before the review and reproduction, the instrument will be introduced to the

adviser for corrections, after which the experts on the subjects will be asked to give their

opinion on its validity. After then, the final copy of the instrument was administered after

approval of the elements by the expert.

Data Gathering Procedure

In gathering the data, the researchers presented a letter of approval to the Dean of the

College of Nursing and Allied Health Sciences (CNAHS) asking permission to conduct the

study. The respondents also asked an approval from the Research Ethics Committee (REC)

prior to the conduct of the study to promote high ethical standards in carrying out the study.

Then, the researchers selected randomly the students from the different year levels with a

sample size comprising of 248 out from the total population of 619 nursing students of the

AY 2020-2021. The researchers advertised the call for participation of the study on social

media with the help of the corresponding Class Mayor from the different levels and the link

to the questionnaire was posted online. The distribution of the questionnaire was online

through the integration of Google forms. The benefits of using an electronic questionnaire are

low-cost and freedom for the participants to fill it out anywhere they want to. A downside is

loss of control of who actually fills it out.

There were 2 parts that were implied in the study.

Part I, the respondent answered the structured profile of the respondents

questionnaire to obtain the demographic data of the studied subject which includes the name

(optional), age, gender, year level, and smartphone usage.

 26

Part II, is a questionnaire of Virtual Life Orientation, Disturbance, Tolerance, And

Withdrawalit consist of 15 items.

The proponents also emphasized that the identity of the nursing students which were the

subject of the study especially their identity and privacy were ensured and their answers to

the questionnaire were confidential to others.

Statistical Treatment of Data

As soon as the researchers gathered the data, they will be compiled, sorted, organized

and tabulated. They were subject to statistical treatment in order to answer the questions

proposed in the study. The following statistical tools will be used:

Percentage is to be used to determine the proportion of each given data by using the

formula.

%=(F/N) X 100

Where:

%= Percentage

F= No. of respondents

N= total number of cases

Percentage and frequency count. The percentage is a number or rate that is

expressed as a certain number of parts of something divided into 100 parts while frequency is

the number of times a data value occurs. These will be used to determine the profile of the

respondents presented in tabular form.

Likert Scale. Likert scale is typically a five, seven, or nine-point agreement scale

used to measure respondents' agreement with various statements. Organizational psychologist

Rensis Likert developed the Likert Scale to assess the level of agreement or disagreement of

a symmetric agree-disagree scale. The proponents will use the five-point Likert scale. It will
 27

be used to gauge the perception of the respondents towards the Smartphone utilization.

Cronbach's alpha. Is a measure to be used to assess the reliability, or internal

consistency, of a set of scale or questionnaire of smartphone utilization.

Weighted Mean. The weighted mean involves multiplying each data point in a set by

a value which is determined by some characteristic of whatever contributed to the data point.

This will be employed to determine the level of Smartphone utilization with its corresponding

weight.

Ethical Consideration

A written consent was obtained from the nursing students to participate in the study.

During the initial interview the purpose of the study was explained. Participants were assured

that all the information was confidential and their participation in the study was voluntarily

without any cost and they have the right to refuse to participate in the study. The respondents

asked an approval from the Research Ethics Committee (REC) prior to the conduct of the

study. All the information given by the respondents were kept confidential and 6 months

thereafter the research presentation were shared.

 28

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presented, analyzed, and interpreted the data gathered to investigate the

Virtual life Orientation, Disturbance, Tolerance, and Withdrawal; The case among Nursing

Students’ Smartphone Utilization.Moreover, this also established more satisfying and

accurate information for the fulfillment of the whole research paper. It contained results

organized in tables and interpretation for further understanding. The presentation of data is

arranged based on the order of the problems formulated in Chapter 1.

Problem No. 1 What is the profile of the respondents in terms of;

3.1 Age,

3.2 Gender;

3.3 Year level;

3.4 Smartphone usage?

Table 4 shows the frequency count and percentage of the respondents’ profile in terms of

age, gender, and year level respectively. It can be gleaned from the table, there are 74.2

percent belong to a female, and 48.0 percent are within the age ranges from 20 – 22 years old

and mostly belong to the First-year level with 31.9 percent. This can be implied the majority
 29

of the respondents who participated in the study are female, who are mostly 20 to 22 years

old and Third-year nursing students.

Profile of the respondents

Table 4 Frequency count and percentage distribution of respondents’ profile

Profile Frequency(n=248
Percent
)

Age

17 – 19 years old 107 43.1

20 – 22 years old 119 48.0

23 years old above 22 8.9

Gender

Female 184 74.2

Male 49 19.8

LGBTQIA 15 6.0

Year Level

First Year` 79 31.9

Second Year 74 29.8

 30

Third Year 74 29.8

Fourth Year 21 8.5

Smartphone usage

Table 5 shows the frequency count and percentage distribution of the respondents in

terms of smartphone usage among nursing students of Jose Rizal Memorial State University-

Main Campus. It can be seen from the table, that 73.4 of them have spent more than 4 years,

49.6 percent more than 7 hours, and 46.8 percent spent an amount of 400 pesos using their

smartphone. This can be implied that a majority of them spent a higher number of hours and

course higher amount of money buying a load for the data usage of their smartphone. This

can be also supported since a majority of them stated that they use their smartphone

purposely for their studying and work need during the pre Covid-19 pandemic.

The study by Torrecillas (2007) reported that 40 percent of adolescents and adults use

smartphones for more than 4 hours a day to make calls and send messages. In addition, such

people showed more problems in psychosocial, health, and technological dimensions and

they exhibited more preoccupation with smartphones and smartphone overuse as compared

with those who used a smartphone for less than 4 hours per day (Alijomaa et al., 2016). The

study of Chakraborty, 2006; Zulkefly and Baharudin, 2009, reported that students from

higher income families spent more time and money on their mobile phone, another revealed

that lower income students used their mobile phones more often.

Table 5 Frequency count and percentage distribution of respondent’s smartphone usage.

Smartphone Usage Frequency(n=248

Percent
)
 31

Years Spent

Less than 2 years 15 6.0

2 – 4 years 51 20.6

Greater than 4 years 182 73.4

Time Spent

Less than 3 hours 11 4.4

3 – 7 hours 114 46.0

Greater than 7 hours 123 49.6

Amount Spent (Pesos)

Less than 100 36 14.5

200 – 400 96 38.7

Greater than 400 116 46.8

Primary Motivation

Interpersonal Needs 30 12.1

Amusing and Entertaining

64 25.8

Killing Time 15 6.0

Studying or Work Need 139 56.0

Virtual Life Orientation

Table 6 displays the level of smartphone utilization among nursing students’ along with
 32

virtual life orientation. It can be displayed from the table, that the computed weighted mean

value is ranging from 2.25 to 2.44 which are all described as “Low” ratings among student

respondents which means the level of smartphone utilization in terms of vitual life orientation

is “Low” . It can be observed that the statement “When I cannot use a smartphone, I feel like

I have lost the entire world” received the highest mean rating among students respondents.

This means that even without a smartphone they can still act on the day–to–day activities.

Furthermore, the table also shows that the respondents has a low level of smartphone

utilization in terms of vitual life orientation with the statement “Using a smartphone is more

enjoyable than spending time with my family or friends”. This can simply show that the

students will be more enjoyable spending their time with their family and friends rather than

using smartphones all the time. Although the smartphone is very useful as a means of

communication for studying or word needs having quality time with the family is a precious

gift.

Table Level of the smartphone utilization among nursing students’ along with virtual

life orientation.

Statement
Weighted Verbal

Mean Description

Using a smartphone is more enjoyable than spending time

2.25 Low
with my family or friends.

When I cannot use a smartphone, I feel like I have lost the

2.44 Low
entire world.

Overall 2.35 Low

Disturbance of Adaptive Functions

 33

Table 6 depicts the level of smartphone utilization among nursing students’ along with

disturbance of adaptive functions. It can be deduced from the table the computed weighted

mean value is ranging from 2.35 to 3.15 which are all described as “Moderate” which

indicates that the level of smartphone utilization is moderate. Overall, the average

weighted mean value on the level of smartphone utilization among nursing students in terms

of disturbance of adaptive function was 2.84 which is also described as a “Moderate” rating.

The statement “My smartphone does not distract me from my studies” garnered the highest

weighted mean value among students’ respondents. However, the statement was rated

moderate by the students' respondents. This can be implied that the respondents has a

moderate level of smartphone utilization and did not agree nor disagree with the statement

that their smartphone does not distract them from their studies. Thus, it can be inferred that

sometimes using a smartphone can distract them during their studies while in other scenarios

does not also show distraction during their studies.

Table 6 Level of the smartphone addiction proneness among nursing students along with

disturbance of adaptive functions.

Statement
Weighted Verbal

Mean Description

My school grades dropped due to excessive smartphone

2.35 Low
use.

I have a hard time doing what I have planned (study, do

homework, or go to afterschool classes) due to using my 3.03 Moderate

smartphone.

People frequently comment on my excessive smartphone

2.73 Moderate
use.
 34

My family and friends complain that I use my smartphone

2.94 Moderate
too much.

My smartphone does not distract me from my studies. 3.15 Moderate

Overall 2.84 Moderate

Withdrawal

Table 8 reflects the level of smartphone utilization among nursing students’ along

with withdrawal. It can be reflected from the table, that the computed weighted mean value is

ranging from 2.24 to 3.24 which are rated as “Moderate” to “Low” ratings among students

respondents. The statement “I am not anxious even when I am without a smartphone.” got the

highest weighted mean value of 3.24 with a description of “Moderate” rating among the

respondents. This can be implied that the respondents has a moderate level of smartphone

utilization in terms of withdrawal as evident also in the overall weighted mean value of 2.76

which is described as an “Moderate” rating by the respondents.

The study of Divan et al., 2012 state that children using smartphone displayed more

behavioral problems such as nervousness, temperament, mental distraction, and indolence,

and these problems worsened if the children began using a smartphone at an early age.

Table 8 Level of the smartphone addiction proneness among nursing students along with

withdrawal

Statement
Weighted Verbal

Mean Description

It will be painful if I am not allowed to use a smartphone. 2.83 Moderate

I get restless and nervous when I am without a

2.53 Low
 35

smartphone.

I am not anxious even when I am without a smartphone.

3.24 Moderate

I panic when I cannot use my smartphone. 2.43 Low

Overall 2.76 Moderate

Tolerance

Table 9 shows the level of smartphone utilization among nursing students’ along with

tolerance. It can be seen from the table, that the computed weighted mean value is ranging

from 3.29 to 3.55 which are described as “Moderate” to “High” ratings among nursing

students. Furthermore, the overall weighted mean rating on the level of the smartphone

utilization among nursing students’ in terms of tolerance was 3.41 which is described as an

“High” rating among respondents. This can be implied and indicate that the nursing students’

has a high level of smartphone utilization along with tolerance. It can be deduced further that

it is already a habit for them to spend a lot of time on their smartphones. The study of

Oulasvirta et al. (2012) reported that the motivation of smartphone use is triggered by

accessibility, portability, easiness of operation, connectedness, user interface, design, music

and video player, navigation, and so forth. The study suggested that smartphone addiction

increased owing to the habit of checking the phone on hearing a notification sound or

messages.

Table 9 Level of the smartphone utilization among nursing students’ along with tolerance.

Statement
Weighted Verbal

Mean Description
 36

I try cutting my smartphone usage time, but I fail. 3.37 Moderate

I can control my smartphone usage time.

3.55 High

Even when I think I should stop, I continue to use my

3.29 Moderate
smartphone too much.

Spending a lot of time on my smartphone has become a

3.44 High
habit.

Overall 3.41 High

Table 10 Test of difference in the level of smartphone utilization among nursing students

when the data analyzed as to their profile.

Profile H test p-value Decision on Ho Interpretation

Age Fail to Reject

0.384 0.825 Not Significant
Ho

Gender Fail to Reject

1.752 0.416 Not Significant
Ho

Year Level 9.944 0.019 Reject Ho Significant

Smartphone Usage

Years Spent 17.030 0.000 Reject Ho Significant

Time Spent 35.162 0.000 Reject Ho Significant

Amount Spent 9.921 0.007 Reject Ho Significant

Note: H test – Kruskal Wallis H test: Level of Significance alpha 0.05

Table 10 presents the test of a significant difference in the level of smartphone

 37

utilization among nursing students when the data were analyzed as to their profile age,

gender, year level, and smartphone usage indicators. It can be seen from the table, that the

data were subjected to the Kruskal Wallis non-parametric test. The data revealed that the

profile year level and smartphone usage indicators show a significant result with a p-value of

less than the level of significance alpha of 0.05. This means that data on year level shows a

significant difference in the level of smartphone utilization among nursing students’ of Jose

Rizal Memorial State University-Main Campus. This can be deduced from Table 7.1 in the

Appendix and revealed that the First years nursing students show a significant difference in

the level of the smartphone utilization as compared to the second-year nursing students.

On the other hand, along with the smartphone usage all of the indicators, years spent,

time spent, and amount spent also showed a significant difference as evident with the p-value

of less than the level of significance alpha 0.05 respectively. Furthermore, it can be seen in

Table 7.2 in the Appendix that First and Second Year, and Second and Third year nursing

students show a significant variation in their level of smartphone utilization along with the

number of years spent using smartphone gadgets. The result further illustrates that the higher

the year level the nursing students enrolled the higher the number engaged in using their

smartphones as compared to the First-year and Second-year nursing students.

Those students who spent around 2 to 4 years using smartphones have significant

differences from the nursing students who spent less than 2 years and more than 4 years as

presented in Table 7.3 in the Appendix in terms of their time spent using a smartphone. The

data further revealed that those students who spent more than 7 hours of using smartphones

had significant differences from the students who used their smartphones for less than 3 hours

or 3 to 7 hours.
 38

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and recommendations of

the study “Virtual life Orientation, Disturbance, Tolerance, and Withdrawal; The case among

Nursing Students’ Smartphone Utilization.”. Together with the presentation of this major

investigation, further information is presented by the researchers through recommendations

related to the result of this study.

Summary

This study aims to determine the Virtual Life Orientation, Disturbance, Tolerance and

Withdrawal; The Case of Nursing Students’ Smartphone Utilization of Jose Rizal Memorial

State University Main Campus, Dapitan City during the School year 2021. Specifically aims

to answer the following questions:

1. What is the profile of the respondents in terms of;

3.5 Age,

3.6 Gender;

3.7 Year level;

3.8 Smartphone usage?

4. What is the level of Smartphone Utilization among Nursing Students along the

following:
 39

2.1 Virtual Life Orientation;

2.2 Disturbance;

2.3 Tolerance;

2.4 Withdrawal;

5. Is there a significant difference in the level of smartphone utilization among nursing

students in data when analyzed in terms of profile?

Hypothesis

Ho1-There is no significant difference in the level of smartphone utilization among

nursing student’s when analyzed in terms of profile.

Methods

This study used a descriptive survey method of research design with the aid of a

questionnaire. The study will involve two hundred forty-eight (248) student nurses from

CNAHS of Jose Rizal Memorial State University with the aid of Slovin’s formula. The

adopted standardized questionnaire by Kim D., et.al., (2014), Development of Korean

Smartphone Addiction Proneness Scale for Youth used by the researchers. The researchers

also assure the ethical consideration to be applied and followed. Lastly, to analyze the data

obtained the frequency count and percentage, Weighted Mean, and Kruskal Wallis test are

the statistical tools employed in the study.

Findings

After the data was presented and tabulated the following findings were revealed:

1. In terms of the profile, 74.2 percent are female of which 48.0 percent are from 20 to

22 years of age, and 31.9 percent of them belong to the First-year level. In terms of

their smartphone usage, 73.4 percent of the nursing students have 4 years of use with

49.6 percent who spent more than 7 hours and 46.8 percent of them spending more
 40

than 400 pesos using smartphone gadgets.

2. As to the level of the smartphone utilization, the overall weighted mean value along

disturbance of adaptive functions with 2.84 described as “Moderate”, virtual life

orientation with 2.35 rates as “Low”, withdrawal with 2.76 rated as “Moderate”, and

tolerance with 3.41 rated as “High”.

3. In terms of the test of difference, it was found that there was a significant difference

in the level of smartphone utilization and year level among nursing students of Jose

Rizal Memorial State University-Main Campus. In addition, the smart usage

indicators also show a significant result along with several years spent, time spent,

amount spent, and their motivation to the level of the smartphone utilization.

Conclusions

Based on the findings presented in the study, the following conclusions are drawn. As

to the profile, a majority of the nursing students are female-dominated within the age ranges

from 20 to 22 years old and mostly Third-year level. It can be concluded further that the level

of smartphone utilization is moderate which suggest that the respondents has moderate

manifestation along with disturbance of adaptive function and withdrawal. Moreover, the

nursing students has low level of smartphone utilization along with virtual life orientation and

lastly, the nursing students has a high level of smartphone utilization along with tolerance.

Finally, in terms of the test of difference, the data did provide sufficient evidence to conclude

that the First-year nursing students have a significant difference in the level of smartphone

utilization as compared to the Second-year level nursing students. The number of years, time,

and amount spent among nursing student respondents did show a significant difference in the

level of smartphone utilization.

Recommendations
 41

Based on the findings and conclusions, the following recommendations are hereby

offered:

1. Due to the moderate level of smartphone utilization, students specifically levels 1 and

2 are advised not to use their phones for long periods to avoid being distracted from

their studies.

2. Active engagement in exercising control and minimal smartphone use may be

beneficial for student learning and studies.

3. The JRMSU-Main Campus guidance counselor may provide specific training to

promote healthy smartphone usage to decrease harm and dangers among students,

which might assist students to maximize study time and learn more successfully.

4. The researchers recommend that parents should monitor the duration of smartphone

usage of their children in terms of educational and recreational purposes.

5. Parallel studies should be carried out to assess and validate if the findings contradict

or support the current finding.

 42

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The
 48

APPENDICES
 49

Appendix A Letter to the Dean

REPUBLIC OF THE PHILIPPINES
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
GOV. GUADING ADAZA ST., STA. CRUZ, DAPITAN CITY, ZAMBOANGA DEL NORTE
COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES
February 2021

DEAN GRACE B. ABAD,EdD, RN, LPT, MAN

College of Nursing and Allied Health Sciences (CNAHS) JRMSU

Ma’am:

The undersigned are currently conducting a study on “VIRTUAL LIFE

ORIENTATION, DISTURBANCE, TOLERANCET, AND WIHDRAWAL: THE
CASE AMONG NURSING STUDENTS’ SMARTPHONE UTILIZATION” in partial
fulfillment of the requirements in Nursing NCM 111 (Nursing Research I).
In line with this, the undersigned would like to request permission from your good
office to allow him to field out the questionnaire and gather pertinent data for the purpose.
The data that will be gathered from the questionnaire is of great contribution to the success of
this endeavor. Further, the undersigned greatly assures that the data gathered shall be treated
with utmost confidentiality and shall be for the purpose of this research only.

With high hopes that this request be given a positive at your end.

Very truly yours,

ELIZABETH S. AMORA JUSTINE MALOU Z. CAGATAN

PRINCESS T. PROVIDO KESSA MARIE E. RUDAS

The Researchers

Noted by:

RIZA O. MAQUILING, RN, LPT, MN, MAN

Course Professor
Jose Rizal Memorial State University
Main Campus, Dapitan City
 50

GRACE R. ABAD,EdD RN, LPT, MAN

Dean, College of Nursing and Allied Health Sciences
Main Campus, Dapitan City’

Appendix B Letter to the Research Ethics Committee

REPUBLIC OF THE PHILIPPINES
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
GOV. GUADING ADAZA ST., STA. CRUZ, DAPITAN CITY, ZAMBOANGA DEL NORTE
COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES

February, 2021

ARNEL CUIVILLAS, PhD

JRMSU-REC Chairperson
Dipolog City

Sir:

We would like to request ethical review and certification from your office to allow us
to administer the research instrument of our study entitled “VIRTUAL LIFE
ORIENTATION, DISTURBANCE, TOLERANCET, AND WIHDRAWAL: THE
CASE AMONG NURSING STUDENTS’ SMARTPHONE UTILIZATION” to the
Student Nurses of the College of Nursing and Allied Health Sciences.

Attached herewith is our questionnaire and consent form for your perusal.

We fervently hope for your full support and kind approval on this matter.

Very truly yours,

ELIZABETH S. AMORA JUSTINE MALOU Z. CAGATAN

PRINCESS T. PROVIDO KESSA MARIE E. RUDAS

The Researchers
Noted by:
RIZA O. MAQUILING, RN, LPT, MN, MAN
Course Professor
Jose Rizal Memorial State University
Main Campus, Dapitan City
 51

GRACE R. ABAD,EdD RN, LPT, MAN

Dean, College of Nursing and Allied Health Sciences
Main Campus, Dapitan City
Appendix C Letter to the Respondents
REPUBLIC OF THE PHILIPPINES
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
GOV. GUADING ADAZA ST., STA. CRUZ, DAPITAN CITY, ZAMBOANGA DEL NORTE
COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES

February 2021

Dear Respondents,

The undersigned are currently conducting a study on “VIRTUAL LIFE

ORIENTATION, DISTURBANCE, TOLERANCET, AND WIHDRAWAL: THE
CASE AMONG NURSING STUDENTS’ SMARTPHONE UTILIZATION” in partial
fulfillment of the requirements in Nursing NCM 111 (Nursing Research I).
Please do the activities given and answer the questionnaires religiously. Your
cooperation is highly appreciated for it greatly contributes to the validity of the study and
response will be kept confidential.

Thank you very much and may God bless you always.

Respectfully yours,

ELIZABETH S. AMORA JUSTINE MALOU Z. CAGATAN

PRINCESS T. PROVIDO KESSA MARIE E. RUDAS

The Researchers
Noted by:

RIZA O. MAQUILING, RN, LPT, MN, MAN

Course Professor
Jose Rizal Memorial State University
Main Campus, Dapitan City
 52

GRACE R. ABAD,EdD RN, LPT, MAN

Dean, College of Nursing and Allied Health Sciences
Main Campus, Dapitan City

REPUBLIC OF THE PHILIPPINES

Appendix D Questionnaire
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
GOV. GUADING ADAZA ST., STA. CRUZ, DAPITAN CITY, ZAMBOANGA DEL NORTE

ZZCOLLEGE OF NURSING AND ALLIED HEALTH SCIENCES

“Virtual life orientation, Disturbance, Tolerance, andWithdrawal: The Case among

Nursing Students’ Smartphone Utilization”

QUESTIONNAIRE

PART I: DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Name: (Optional)_____________________________

Age: ( ) 17-19 ( ) 20-22 ( ) 23 above

Gender: ( ) Male ( ) Female ( ) LGBTQIA

Year Level: ( ) 1st Year ( ) 2nd Year ( ) 3rd Year ( ) 4th Year

1. How long have you been using your smartphone?

( ) <2 years ( ) 2—4 years ( ) >4 years

2. How long do you use your smart phone per day?

( ) <3 hours ( ) 3—7 hours ( ) >7 hours

3. How much do you spend on smart phone services per month?

( ) <100 ( ) 200-400 ( )>400

4. The primary motivation for using a cell phone is for (Single selection)

( ) Interpersonal need ( ) Killing Time

 53

( ) Amusing and Entertaining ( ) Studying or working need

PART II: VIRTUAL LIFE ORIENTATION, DISTURBANCE,

TOLERANCE, AND WITHDRAWAL

Direction: Put a check mark (/) on the column that corresponds to your answer. The

scaling below will guide you in answering this questionnaire.

5 - Very High 4 – High 3 - Moderate 2 – Low 1 – Very Low

Virtual Life Orientation 5 4 3 2 1

Using smartphone is more enjoyable than spending

time with my family or friends.

When I cannot use a smartphone, I feel like I have

lost the entire world.

Disturbance of Adaptive Functions

My school grades dropped due to excessive

smartphone use.

I have a hard time doing what I have planned (study,

do homework, or go to afterschool classes) due to

using smartphone.

People frequently comment on my excessive

smartphone use.

My family and friends complain that I use my

smartphone too much.

 54

My smartphone does not distract me from my

studies.

Tolerance

I try cutting my smartphone usage time, but I

fail.

I can control my smartphone usage time.

Even when I think I should stop, I continue to

use my smartphone too much.

Spending a lot of time on my smartphone has

become a habit.

Withdrawal

It will be painful if I am not allowed to use a

smartphone.

I get restless and nervous when I am without

smartphone.

I am not anxious even when I am without a

smartphone

I panic when I cannot use my smartphone.

Source: Kim D., et. al. May 21, 2004. Development of Korean Smartphone Addiction
Proneness Scale for Youth. http://dx.doi.org/10.1371/journal.pone.0097920
 55

CURRICULUM VITAE

Elizabeth S. Amora

Antonino, Labason, Zamboanga Del Norte

09353961853/bethyamora@gmail.com

PERSONAL INFORMATION:

Age: 21

Birthdate: February 24, 1999

Birthplace: Antonino, Labason, Zamboanga del Norte

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name:Elisa S. Amora Father’s Name:Arnold A. Amora S.R

EDUCATIONAL BACKGROUND:

COLLEGE: Jose Rizal Memorial State University

Bachelor of Science in Nursing
Dapitan City, Zamboanga del Norte
2018-present

SENIOR HIGH: St. Mary's College of Labason

Science Technology Engineering and Mathematics
Labason, Zamboanga del Norte
2016-2018

JUNIOR HIGH: St. Mary's College of Labason

Labason, Zamboanga del Norte
 56

2012-2016

ELEMENTARY: Labason Central School

Labason, Zamboanga del Norte

CURRICULUM VITAE

JUSTINE MALOU Z. CAGATAN

Polo, Dapitan City, Zamboanga Del Norte

09070186253/jazzyswizzle18@gmail.com

PERSONAL INFORMATION:

Age: 20

Birthdate: March 21, 2000

Birthplace: Dapitan City, Zamboanga del Norte

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: Mary Ann Z. Cagatan Father’s Name:Cerilo O. Cagatan

EDUCATIONAL BACKGROUND:
COLLEGE: Jose Rizal Memorial State University
Bachelor of Science in Nursing
Dapitan City, Zamboanga del Norte
2018-present

SENIOR HIGH: Jose Rizal Memorial State University

Technology and Livelihood Services (Caregiving)
Dapitan City, Zamboanga del Norte
2016-2018

JUNIOR HIGH: Rizal Memorial Institute of Dapitan City Inc.

 57

Potol, Dapitan City, Zamboanga del Norte

2012-2016

ELEMENTARY: Banbanan Elementary School

Banbanan, Dapitan City, Zamboanga del Norte
2016-2012

CURRICULUM VITAE

PRINCESS T. PROVIDO

El Paraiso La Libertad, Zamboanga Del Norte

09505245060/princessprovido111@gmail.com

PERSONAL INFORMATION:

Age: 21

Birthdate: March 26, 1999

Birth Place: Dapitan City, Zamboanga del Norte

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: Almira T. Provido Father’s Name: Arnold T. Provido

EDUCATIONAL BACKGROUND:

COLLEGE: Jose Rizal Memorial State University

Bachelor of Science in Nursing
Dapitan City, Zamboanga del Norte
2018-present

SENIOR HIGH: Jose Rizal Memorial State University

Humanities and Social Sciences
Dapitan City, Zamboanga del Norte
2016-2018
 58

JUNIOR HIGH: La Libertad, National High School

La Libertad, Zamboanga del Norte
2012-2016

ELEMENTARY: El Paraiso Elementary School

La Libertad El Paraiso, Zamboanga del Norte
2016-2012

CURRICULUM VITAE

KESSA MARIE E.RUDAS

021, Leonor Rivera St. Sta Cruz, Dapitan City,

Zamboanga Del Norte

09105881930/rudaskessamarie@gmail.com

PERSONAL INFORMATION:

Age: 21

Birthdate:September 9, 1999

Birth Place: Dapitan City, Zamboanga del Norte

Civil Status:Single

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: Lani E.Rudas Father’s Name: Rodolfo Rudas Jr.

EDUCATIONAL BACKGROUND:

COLLEGE: Jose Rizal Memorial State University

Bachelor of Science in Nursing
Dapitan City, Zamboanga del Norte
2018-present

SENIOR HIGH: Jose Rizal Memorial State University

Technology and Livelihood Services (Caregiving)
Dapitan City, Zamboanga del Norte
2016-2018
 59

JUNIOR HIGH: Rizal Memorial Institute of Dapitan City Inc.

Potol, Dapitan City, Zamboanga del Norte
2012-2016

ELEMENTARY: Dapitan City Central School

Dapitan City, Zamboanga del Norte
2016-2012