TITLE

The prevalence of cellphone use during class hours and its impact on students' performance.

BACKGROUND OF THE STUDY

Globalization has altered our lives, and one of the ways it alters our lives on a daily basis is
through advancements in information and communication technologies (ICT). Cellphones are
becoming an indispensible part of our daily lives. Teenagers rely on cellphones as their primary
mode of communication. It has had a direct impact on society's accessibility, security, safety,
and educational activities (Haruna et al, 2016).

Cellphones provide diverse educational benefits, including easy access to content, support for
independent study and student organization, encouragement of student enthusiasm, support for
classroom-based collaboration and interaction, and support for inquiry-based instruction and
learning.

Cellphones can help students access information from the internet, transform it, transfer it,
collaborate with other students, and create a more media-rich approach to instruction. A
cellphone can help students learn by allowing them to explore their world through these
technologies. Because of the increased demand for highly skilled workers, the educational
system has grown to assume increasingly larger responsibilities in socialization (Jairus et al.,
2017).

According to the majority of research done so far, it was discovered that the use of cellphone in
schools is problematic. Students are expected to perform their assigned roles as students with
complete focus on their studies and no contact with the outside world. However, the cellphone
allows for the blending of students' roles with other roles, which distracts and disrupts students'
academic work (Umaru et.al, 2016).

STATEMENT OF A PROBLEM
The purpose of this research is to find out how cellphones affect students' academic
performance.

It is specifically looking for answers to the following questions:

1. What is the Respondents' demographic profile? In relation to.

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Section
1.5 Strand

2. Cellphone use is prevalent during class hours.

3. What effect does widespread cellphone use have on the academic performance of Senior
High School students?

4. Is there a link between students' academic performance and their frequent use of cellphones
during class hours?

HYPOTHESIS
There is no significant relationship between the rampant use of cellphone and students'
academic performance.

THEORETICAL FRAMEWORK
A theory is a collection of interconnected concepts and propositions that explain events and
situations by defining relationships between variables. Theory encourages further knowledge
development.

According to Jerome Bruner's (1996) Constructivist Theory, learners construct new ideas based
on their current or previous knowledge. The learners choose and transform information, and
they make decisions based on their experiences. It enables users to go beyond the information
provided. Constructivist theory, according to Karagiorgi and Symeou (2005), allows mobile
technology to focus on the student's ability to be self-directed. Students must be able to use
their prior experiences to develop new understandings of the educational material.

The role of mobility and communication in learning environments is explained in Mobile

Learning Theory. It discusses the benefits and drawbacks of using cellphones. Students can
move from topic to topic by learning across both space and time in mobile learning. The control
of environments in mobile learning can be distributed, as can the context that learners construct
through their interaction with devices (Sharples et.al, 2005).

The tendency for people to engage in behaviors in order to avoid an unpleasant psychological
reaction is referred to as escape theory. It has also been used to describe the consequences of
cellphone use. A cell phone allows the affected person to escape from negative events or
feelings. Cell phones can be used to avoid larger and more serious issues (Krych et.al. 1987).

CONCEPTUAL FRAMEWORK