Group Members: Balderas, Gallo, Gay, Maquilan, Villanueva

Mobile phones in the classroom: A beneficial or detrimental distraction?

Context and Rationale
Over time, technological advancement has revolutionized the way people live,
communicate, travel, and learn. The advent of contemporary technology has resulted in a variety
of technical gadgets that greatly assist people in coping with day-to-day issues. The smartphone
is one of these technologies that has made a huge difference in people's lives. Smartphones are
the most recent versions of mobile phones, and they are now available to students as well.
Students can use cellphones to check their emails, download apps for reading and editing office
programs, capture photos and videos, record noises for reporting, and explore the internet.
(Emerson D. et al., 2022) However, students check their phones in class more than 11 times each day on
average. This can result in a significant amount of time spent away from schooling. When pupils are
distracted, it creates more stress, frustration, and catch-up time for everyone. With students spending up
to 20% of their in-class time texting, emailing, and checking social media, it's no surprise that the mobile
phone controversy is still raging. (Oxford Learning, 2019)

Research Objectives
In the past few weeks, the researchers observed the prevalent use of gadgets among
students during class discussions in their cooperating school. The researchers wanted to provide
a solution to lessen the distractions among students. The researchers want to achieve a more
conducive learning environment.

Proposed Plan (Innovation/Intervention/Strategy)

There are at least two schools of taught on the use of technology in the classroom. One
proposal is to restrict any extra technology in the classroom, while another is to include
technology into the learning process.
According to one research conducted by Diane Sieber, a University of Colorado
professor, students performed 11 percent poorer on average than their friends who did not spend
as much time looking at their computers. However, professors find it difficult to enforce personal
technology restrictions, and student access to the Internet may enhance classroom discussions.
(Marsha L. B. et al., 2013)
The researchers proposed an intervention namely “Box of Distraction”. This box can be
made of old boxes of can juice, grocery boxes or shoe boxes, etc. The teacher should apply strict
implementation of the classroom rules wherein students must render their gadgets in the box
before the class discussion starts, they need to volume down their device at least 40 percent but
not more than 50 percent, in case of emergency calls only the closest/ assigned person will be the
one to monitor the gadget box in case the phone rings in the middle of the discussion and upon
giving back the phones"
Methods

The location, timing, participants, conditions, and standard operating procedure of the
experiment are all determined by the researcher. To each group of independent variables,
participants are assigned at random (McLeod, 2012). The experimental approach uses variable
modification to find cause and effect connections. Controlled procedures and the random
assignment of participants to control and experimental groups are the main characteristics. A
scientific theory is tested through an experiment, which is an investigation. An experiment
involves manipulating an independent variable (the cause) and measuring a dependent variable
(the effect); any unimportant factors are controlled.

The researchers receive their critic teacher's approval before watching and tallying how
many students are using their phones in class. We, the researchers, are deliberating how
frequently they use their cellphones for the benefit of their class, while the class is ongoing. As
contrasted to observing behaviors in a controlled environment, your observations may be more
accurate and natural. The fact that experiments should be unbiased is a benefit. The conclusions
of a study shouldn't be influenced by the researcher's beliefs or opinions. This is advantageous
because it makes the data more reliable and unbiased.

Work Plans and Timeline

Table 1

TASKS/ACTIVITIES PERSONS TIME INCLUSIVE OUTCOMES

INVOLVED FRAME DATES

Innovation/Pre-Intervention

1. Constructing, Researchers 2 weeks

Validating, and Research
Reliability Instructors/ Instrument
testing of Evaluators
research
instruments.

2. Formulation of a Researchers 2 days Letter of

letter to the Approval
School
Principal,
Validators,
 Parents, and
Students
(Respondents).

3. Submitting a Researchers 1 day Approved Letter

letter of request of Request
to the head of
the school for
authorization to
carry out the
action research.

4. Providing the Researchers 1 day Signed Letters

respondents with (assent/consent)
letters
requesting their
participation (for
the students) and
consent (for the
parents).

5. Conducting Researchers 1 day Commentaries

Orientation
regarding Respondents
classroom rules.

6. Drafting, Researchers 2 days Structured

Organizing, and Liquidation
Submmiting the Report
Liquidation
Report

Intervention

1. Administering Researchers 1 day Organized

classroom rules. Classroom Rules
Respondents

2. Implementation Researchers 6 weeks Improved Class

of Classroom Participation
Rules,
particularly with
relation to a
restrictions on
the use of
mobile devices
such as
 cellphones
during class
period

Cost Estimates
Table 2

QTY UNIT PARTICULARS COST TOTAL COST

1 set Ink (Printer) P 275.00 P 1100.00

2 ream Bond Paper P 300.00 P 600.00

5 pcs. Cardboard P 20.00 P 100.00

3 pax Snacks for P 150.00 P 450.00

Evaluators/Instruc
tors

5 set Bookbinding P 300.00 P 1500.00

5 pax Travel Expenses P 150.00 P 750.00

Plans of Dissemination and Utilization

The relevant observation of the researchers is the usage of gadgets during class hours where the
researchers wanted to identify whether it has advantages or disadvantages to the students' learning. In
order to show the results, the researchers may use presentations or posters showing the effects of Gadgets
or level whether it does have advantages or disadvantages on the students' learning progress specifically
in academics. With that the tool that the researchers will most likely use is a tally sheet to know how
frequent the use of gadgets over the period of classes and see where the usage is more utilized either for
academic purposes or entertainment.
With those results gathered, teachers may induce a plan of action based on how their students
behave and utilize gadgets during class hours. For the case of the researchers, they plan to use a gadget
box where students may store their gadgets during classes to avoid distractions; however, they may use it
if it is permitted or allowed by the teacher to do so or in times of emergency cases like calls.

References
Emerson D. P. et al. (2022) Effects of smartphone utilization on junior high school students’
mathematics performance
https://files.eric.ed.gov/fulltext/EJ1345146.pdf
Oxford Learning (2019) Cell Phones In The Classroom: Learning Tool Or Distraction
https://www.oxfordlearning.com/should-cell-phones-be-allowed-classrooms/
Marsha L. B. et al. (2013) Faculty Perceptions and Policies of Students’ Use of Personal Technology in
the Classroom
https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1031&context=businesscom_facultyp
ubs

(Mcleod, S. (2012). Experimental Method

https://www.simplypsychology.org/experimental-method.html

Appendices