EFFECTIVENESS OF HAVING AN ACCESS TO CELLPHONE DURING

CLASSES ON THE ACADEMIC PARTICIPATION AND PERFORMANCE OF GRADE

12 HUMSS STUDENT OF BALAYAN SENIOR HIGH SCHOOL

A Quantitative Research

presented to the Faculty

of

BALAYAN SENIOR HIGH SCHOOL

Brgy. Caloocan, Balayan, Batangas

in partial fulfilment of the requirements in

PRACTICAL RESEARCH 2

Aquino, John Raniel

Baon, Redelyn
Butor, Kim Thea
Carcabuso, Mark Kin
Macalalad, Angeline
Salva, Shane Grace
Sale, Joyce
Villena, Mitchiko

Grade 12 – HUMSS CARLOS P.

GARCIA NICOLE I. VARONA

Research Adviser

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 CHAPTER I
INTRODUCTION
This chapter of the paper presents the problem and its setting. It includes the
background of the study, the statement of the problem, significance of the study, and
scope and delimitation of the study.

BACKGROUND OF THE STUDY

Modern cultures are experiencing a tremendous expansion of technology in

many spheres, including education. In keeping with this development, information and
communication technology is being used more and more in educational settings as a
teaching and learning aid (Matimbwa and Anney, 2016). Similar to a learning
organization, academic institutions place a lot of emphasis on using cutting-edge
technology to accomplish their goals, particularly in the fields of teaching and learning
(Grabe, 2008 cited in Balash et al., 2011). Another recent technology development and
educational trend is mobile learning, which offers both teachers and students a wealth
of alternatives (Ilci, 2014). The usage of mobile technology is increasing the possibility
for efficient teaching and learning (Sanga et al., 2016; Abidin and Tho, 2018). This is a
result of mobile learning's advantages, which include its capability to promote the
development of critical thinking, collaborative learning, problem solving, and the
acquisition of lifetime communication skills. Knowledge may also be shared without
regard to time or geographical constraints (Abidin and Tho, 2018).

Mobile phone use for education has been more popular across the world. Many
organizations, particularly instructors and students, utilize these devices to share
knowledge and reference dictionaries and thesauri. They have been presented as one
of the applications for both teaching and learning, in which they are presented as a
brand-new possibility for the use of ICT in education (Lepp et al., 2015). The intention to
utilize mobile technology or the attitude toward adopting such technology is referred to
as "mobile learning acceptability" (Mittal et al., 2017). Another definition of acceptance
of mobile learning is when people acknowledge other people, a process, or a
circumstance without striving to alter them or leave them (Abas et al., 2009). Ball and
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Levy (2009) discovered that "experience" was crucial in determining whether faculty
members accepted and intended to employ new instructional technology. Chun (2019)
aimed to investigate instructors' experiences with mobile learning technologies in his
qualitative study. According to his research, there are five main areas that need to be
addressed: (a) how teachers view mobile learning; (b) reasons why people adopt mobile
learning; (c) conduct expectations when using mobile learning; (d) obstacles to the
adoption of mobile learning; and (e) the advantages of using mobile learning. Gan and
Balakrishnan (2014) also looked at aspects including pleasure, self-efficacy, and
simplicity of use that might influence student acceptance of mobile learning and improve
teacher-student interaction during lectures. Thomas et al. (2014) highlighted the factors
that influence the use of mobile learning, such as Internet connection, educational
programs, calculators, and calendars, in their study on faculty members at Kentucky
and Tennessee institutions. Potential obstacles include student cheating, inappropriate
information on the Internet, cyberbullying, and disruptions.

A quick scan of the literature reveals that mobile learning is usually regarded as
an advanced technology and that there has been a significant amount of study on it and
its uses. However, compared to studies and applications on mobile learning, relatively
little study has been done on mobile learning readiness and adoption (Ilci, 2014).
Additionally, "mobile learning" has not been effectively implemented in many nations
owing to the lack of teacher and student knowledge, acceptance, accessibility, and
technical proficiency (Chen, 2016). As a result, instructor approval is a key factor in
mobile learning's success (Mac Callum, 2010). It's critical that both students and
professors adopt mobile learning since doing so will depend on your ability to
comprehend the aspects that affect their acceptance of this approach (Ilci, 2014).
Although mobile learning has become a prominent subject of research in many areas of
the world, Liu et al. (2010) claim that there have only been a small number of studies on
the factors influencing mobile learning acceptability. Given the technical world's rapid
growth of mobile learning, study into the preparedness and acceptance of mobile
learning is also becoming increasingly relevant (Ilci, 2014).

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 The use of mobile phones in class has both benefits and drawbacks. They may
be utilized as a tool for learning in the classroom, but only if the students use them
effectively. This implies that while using mobile phones (or any other digital device) in
the classroom, teachers should establish clear guidelines and monitor student behavior.
This can be done by targeting the G12 HUMSS of Balayan Senior High School. Also,
this can be determine by the number of students and respondents in order to obtain the
objective of the study

The purpose of this study is to evaluate the effectiveness of accessing cellphone

during classes in academic participation and performance in G12 HUMSS student in
Balayan Senior High School. Students from G12 HUMSS can use their mobile phones
to contact with their professors in addition to their parents, friends, and other family
members. By doing this, students may simply provide teachers with comments and
questions,and the professors may respond whenever they have the time. This study
can help to determine the number of students who have been evaluated through
questionnaire.

STATEMENT OF THE PROBLEM

The researchers gather information regarding on the effectiveness of having an

access to cellphone during classes on the academic participation and performance of
G12 HUMSS students in Balayan Senior High School. This research is to measure the
effectiveness and to know the advantages and disadvantages of using mobile phones
during class. The researchers need to determine the number of students of the school
in order to know the percentage of effectiveness in accessing mobile phones during
class.

Specifically, the researchers sought answers to questions as follows:

1. How can having access to cellphone during classes affect the academic
Participation and Performance of Grade 12 HUMSS students of Balayan Senior
High School?

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 2. What are the Advantages and Disadvantages of allowing Grade 12 HUMSS
students of Balayan Senior High School to have access to cellphones during
classes?
3. What should be done in order to resolve these disadvantages brought by letting
students to use phones during classes?

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

4. Having an access to  Collection of Data  Having an access to

5. cellphone during  Analysis and cellphone during
6. classes affect the Interpretation of classes affect the
7. academic Data academic
8. participation and  Presentation of participation and
9. performance of Findings/Result performance and the
10.Grade12 HUMSS disadvantages of
11.students of Balayan accessing cellphones
Senior High School. during classes thus,
 The Advantages and the order resolve
Disadvantages of these disadvantages
allowing Grade 12 are determined.
HUMSS students of
Balayan Senior High
School to have access
to cellphones during
classes.
 The order to resolve
these
disadvantages
brought by letting
students to use
phones during
classes.

Figure 1
This figure shows the conceptual framework of the study. Some students want to
have an access to cellphone during classes because it makes their studying easier but
just some students want it because of their non-sense doing. One of the advantages of

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 accessing cellphone during classes is students gather some information in the internet
that related to their lesson, unlike this disadvantages the students should must have a
low grade because of their lack of focus in their academic. The order that should help to
resolve this disadvantages is make a time management or limitations to be balance and
the one should be prioritize is their studies.

SIGNIFICANCE OF THE STUDY

The effectiveness of having an access to cellphone during classes on the

academic participation and performance of G12 HUMSS Students of Balayan Senior
High School is beneficial to the following:

The Balayan Senior High School students from Grade12 HUMSS may give an
evaluation regarding on having an access of cellphone during classes by giving their
answers to the questionnaire given by the researcher.

The students from Balayan Senior High School may benefit this study. This study
would be vital for latest and future references with regards on accessing cellphones
during classes on academic participation and performance. Also, faculty members may
give their ideas on how this study will become useful for other generations.

The Balayan Senior High School, Humanities and Social Sciences Department
and for the future researchers, this study is beneficial to the academe in providing
information and knowledge in accessing cellphone during classes. Also it helps to know
the advantages and disadvantages in using cellphone during classes in academic
participation and performance. For the students, this served as foundation for better
learning and for the future researchers.

SCOPE AND DELIMITATIONS OF THE STUDY

This research sought to know the effectiveness of having an access to

cellphone during classes on the academic participation and performance of G12
HUMSS Students of Balayan Senior High School. In order to bring the objectives of the
study, the researchers used the descriptive research design under quantitative

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research.

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 The respondents of the study were chosen and identified through the use of a
sampling technique which is the purposeful technique which means that qualitative
researchers use to recruit participants who can provide in-depth and detailed
information about the phenomenon under investigation specifically the G12 HUMSS
students. It is highly subjective and determined by the qualitative researcher generating
the qualifying criteria each participant must meet to be considered for the research
study.

Additionally, the study was delimited to the G12 HUMSS students studying at
Balayan Senior High School. However, the findings of the study were primarily enclosed
by the answers given by the respondents who were available at the conduct of the
study. Thus, anything which was not specified in the research is not included and is out
of the researchers' knowledge