Chap 1 5 PR2 PAGODA GROUP8

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Republic of the Philippines

Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
GENERAL MARIANO ALVAREZ TECHNICAL HIGH SCHOOL
THE ANALYSIS OF THE ADVANTAGES AND DISADVANTAGES

OF MOBILE PHONE IN LEARNING
CHAPTER 1
INTRODUCTION
1.1 Introduction:
Every year, cellphones improve their features and lenses, which encourages many
Filipinos, particularly youths, to buy new phones. The phone has remained in the
modern era as it has been part of many people’s lives since 1849 and provides
entertainment to everyone. Everyone, even children, uncles, and parents, owns a
phone, and new phone models are introduced every year. Youth are particularly
attracted to their phones because of the social media and online trends that are so
common these days. However, for many young people, their phones serve as a
distraction from their studies and take up a lot of their time. They arrived at school
with a phone, which provided them with temptations and a source of diversion.
That is one of the problems of many teachers these days with students having a
phone with them. But also, phones provide everyone with access to news and
information. It expands our knowledge and entertains us by searching on Google.
While having a phone in school causes distraction and increases the chance of
students trying to cheat, having a phone in school but knowing when to use it
properly, being disciplined, and how to prevent distraction, there are many ways to
avoid using a phone in class.
Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

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depedcavite.gmaths@gmail.com
“GMATHSIANS, LIFELONG CHAMPIONS”
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1.2. Background of the study:
All students want to perform well academically, but having access to your phone
can sometimes make it difficult to concentrate. This study attempts to evaluate
mobile phones’ benefits and drawbacks for pupils at General Mariano Technical
High School. We are all aware of how significantly the phone has influenced our
generation, the twenty-first century. According to studies, smartphone addiction is
frequently associated with mental problems like anxiety, sadness, and
schizophrenia. Phones can also be a waste of time. The average person checks their
phone 80 times per day, or once every 12 minutes. Most of the time, folks simply
check their phones casually. Phones can be a source of diversions that can lead in
procrastination.
The benefits or advantages of having a mobile phone in the classroom include that
kids use it as a resource to learn, with the internet being the best and most readily
available. Students learn in a way they are comfortable. Having cellphones allows
them to contact their loved ones whenever they need assistance, including calling
the emergency services right away, whether they are in an emergency at school,
home, or on the streets. No longer do students have to wait until their computer
class to utilize the lab to get information. They may now use the internet on their
smartphones to check stuff from anywhere. In this way, learning happens in and
outside of the classroom. Students can do the correct thing on time; they can do
this by using an alarm to set deadlines on your device, so you don’t miss any
activities or requirements.

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The disadvantages of having a mobile phone in the classroom are Cyberbullying,

intense peer pressure to fit in, having the newest phone, and being "liked" on social
media are some drawbacks of using a mobile phone in the classroom. Mobile
image sharing can potentially be used to annoy or hurt other people. This occurs
when phones are permitted on school grounds, however some schools have noticed
an increase in mobile device use by students while in class. Since prohibiting cell
phones in classrooms, several schools have seen a decrease in bullying overall.
Inappropriate use: Students frequently use social media during class time and visit
websites that aren't relevant to their education. This is one of the things that might
cause trouble in classes, the most challenging types of interruption for a teacher to
manage. Cybersecurity, it would be hard for school administrators to keep track of
every student's phone use, leaving students vulnerable to assault and manipulation.
However, if a school provides its own gadgets for students to use in the classroom,
it is free to impose restrictions and block websites as it sees fit. Theft, when kids
have pricey electronics, burglars might easily steal them. Finally, phones may be
utilized in instances of cheating. Cheating can be unavoidable, but if it is not
prevented or stopped, it may cause negative effects on a student’s academic
performance.
1.3 Statement of the Problem:

The purpose of the study is to ascertain the benefits and drawbacks of mobile
phones among General Mariano Alvarez Technical High School HUMSS students
in Grade 12.
Specifically, the researchers sought to answer the following questions:

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1. Should students in Grade 12 HUMSS bring their phones into the classroom?
2. What is the significance of phones in General Mariano Alvarez Technical
High School students?
3. What are the advantages and disadvantages of having a mobile phone in
school premises?
1.4 Significance of the Study:

The researcher believes that this study will not only yield to data and will be
helpful to them, more so the following people:
Teachers. The study will be able to assist teachers evaluate the significance,
benefits, and drawbacks of the phone for their students. How it would enhance
learning results, raise student engagement, and make it simpler to keep students
informed about assignments.
The Learners. The students in Grade 12 HUMSS will substantially benefit from
the study’s knowledge on how to reprimand pupils for using their phones,
especially in class. Hence, the information provided in the data would explain how
mobile phones should be used in a disciplined way to prevent the drawbacks of
having a phone during class hours.
The Future Researchers. The results of this study will help them understand the
students’ worries about using technology for learning, and they will open the door
for further, in-depth research in a related area.
DepEd Officials. This would raise their understanding of both the advantages and
disadvantages of mobile phones for students.

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1.5 Scope and Delimitation:

The study's focus will be on the benefits and drawbacks of having a cell phone as a
student. The primary subject is the General Mariano Alvarez Technical High
School Grade 12 HUMSS students enrolled in the 2022–2023 academic year. This
research discusses how students can be accountable and disciplined enough to
understand the boundaries on school property. We also observed that when a cell
phone is within reach, students lose interest in learning. The responders’ section
would be Grade 12 Pagoda, that contains at least 68 students and the study would
be preformed in General Mariano Alvarez Technical High School.
1.6 Conceptual Framework:

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Figure 1: This study would use a simple survey to determine the various profiles
of Senior High School students in GMATHS based on their gender, strand, and
age. To evaluate the benefits and drawbacks of phones for students.
Figure 2: The procedure depicts the collection of student profiles, the

administration of questionnaires, the tabulation of student responses, and the
statistical analysis of the data.
Figure 3: The research aims to develop discipline and assess all students in order
to prevent further phone usage during class hours, as well as manage phone usage
in the classroom to avoid distraction and potential sources of cheating.
Research Hypothesis:
The studies presented in this chapter helped the researcher learn about and
comprehend the effects of bringing a phone into the classroom, as well as the
advantages and disadvantages. The researcher must prove the following
hypotheses:
Ho1: Students at General Mariano Alvarez Technical High School would be more
active and attentive if they were disciplined and guided by elders such as parents
and teachers when bringing mobile phones into class.

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Ho2: Phones in the classroom have a significant impact on students at General

Mariano Alvarez Technical High School.
Ho3: There are benefits and drawbacks to having a mobile phone on school
grounds.
If we increase the rules against using phones in class, then the students of
GMATHS will have fewer tractions in class and have a good performance.
1.8 Definition of Terms:
Analysis- to dissect and comprehend a subject or idea into its component elements,
then reassemble the pieces in a form that makes sense to you.
Evaluate- Described as a method of structured, methodical investigation used to

evaluate or analyze a product, service, procedure, activity, or system with the
intention of supplying data that would aid in decision-making.
Drawbacks- A study's limits are its defects or deficiencies, which may be brought
on by a lack of resources, a small sample size, or a poor methodology.
Drawbacks- The disadvantages or bad effects of the phones on General Mariano

Alvarez Technical High school students.

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Technology- Methods, systems, and devices developed as a result of scientific

knowledge and applied to practical purposes.
Cyber bullying - form of bullying or harassment using electronic means such as

cell phones, instant messaging, e-mail, chat rooms, or social networking sites like
Facebook and Twitter. It is often done by children, who have increasingly early
access to these technologies.
CHAPTER 2:
REVIEW OF RELATED LITERATURE
A review of literature is a thorough summary of previous research on a specific

topic. The literature review examines scholarly articles, books, and other sources
that are relevant to a specific area of study. It is a composite of the source materials
in a specific form that flows from broad to narrow. The primary goal of a review of
literature is to obtain an overview of research knowledge as well as to determine
what exists in the scholarly literature and to identify potential gaps in the scholarly
literature for future research.
The use of mobile phones In education is the subject of two opposing arguments,
one defending it and the other opposing it. Mobile phones in classrooms are
beneficial for educational purposes, provided that certain preliminary work is
completed, and that students’ and teachers’ digital and media skills are formed
(Calderón-Garrido, 2022). The use of mobile devices is not necessarily bad to

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education. Apps, for example, could increase children’s involvement in their

learning process and increase their enjoyment of studying. Furthermore, instant
access to an infinite source of information can supplement classroom instruction
and improve students’ learning processes (Milrad, 2003). However, even if mobile
phones are used for structured activities, allowing them in schools opens the door
to their use for recreational activities as well, resulting in distraction, as Jacobsen
and Forste (2011) explain. Indeed, the negative effects of mobile phones in schools
are explained by the fact that multitasking or task switching reduces learning,
according to computer science and educational studies.
Furthermore, while having a phone may seem insignificant if students are

completing their assignments, the truth is that students aren’t nearly as good at
multitasking as they believe (Kowalski, 2016). According to Berdik (2018),
students lose valuable information when they multitask by switching their attention
to and from their phones during class time: “We can’t pay attention to two things
simultaneously, such as reading a text string while listening to a teacher’s
instructions.” Calling or receiving calls, texting, examination cheating, sexting,
playing games, listening to music, interacting with social media, and others are the
most reported forms of mobile phone misuse in classrooms.
To summarize what has been stated, there has been much debate about the use and
presence of cell phones in schools. Cell phones can play a very beneficial role in a
classroom, especially when used effectively, but it can be hard sometimes to
control the impulsiveness of the students and they tend to lose their focus when
their mobile phones are in reach. The advantages of mobile phones that has been
presented is that they provide students and parents with a sense of safety while also

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providing the students with something to do during breaks or while waiting

between classes to entertain themselves. The disadvantages of bringing cell phones
to school are that it exposes students to online distractions such as social media,
that students may be tempted to not listen to their teachers, that they procrastinate,
and that they cheat in their seat works.
2.1 Reference:
Title: The effects of mobile phone use on academic performance: A meta-analysis,
Computers & Education
Diversity:
Author: Aaron W. Kates, Huang Wu, Chris L.S Coryn
Year: 2018
Reference: Aaron W. Kates, Huang Wu, Chris L.S. Coryn,
The effects of mobile phone use on academic performance: A meta-analysis,
Computers & Education,
Volume 127, 2018, Pages 107-112,
Link: https://doi.org/10.1016/j.compedu.2018.08.012
The effects of mobile phone use on academic performance: A meta-analysis
Author links open overlay panel Aaron W., Kates Huang, Wu Chris, L.S. Coryn

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Western Michigan University, USA

Received 27 March 2018, Revised 25 July 2018, Accepted 10 August 2018,
Available online 11 August 2018, Version of Record 24 August 2018.
Title: The effects of integrating mobile devices with teaching and learning on
students' learning performance: A meta-analysis and research synthesis
Diversity: Computers & Education 94, 252-275,
Author: Yao-Ting Sung, Kuo-En Chang, Tzu-Chien Liu
Year: 2016
References: Yao-Ting Sung, Kuo-En Chang, Tzu-Chien Liu
The effects of integrating mobile devices with teaching and learning on students’
learning performance: A meta-analysis and research synthesis
Computer and Education
Volume 94, March 2016, Pages 252-275
Link: https://doi.org/10.1016/j.compedu.2015.11.008
Department of Educational Psychology and Counseling, National Taiwan Normal
University, Taiwan, ROC
Grad. Institute of Information and Computer Education, National Taiwan Normal
University, Taiwan, ROC
Received 12 August 2015, Revised 17 November 2015, Accepted 19 November
2015, Available online 23 November 2015, Version of Record 29 December 2015.

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2.3 Citation:
• Ramos-Pardo, Francisco Javier, The Use of Mobile Phones in Classrooms:
A Systematic Review (March 29, 2022). Calderón-Garrido, D., Ramos-
Pardo, F. J., & Suárez-Guerrero, C. (2022). The Use of Mobile Phones in
Classrooms: A Systematic Review. International Journal of Emerging
Technologies in Learning (iJET), 17(06), pp. 194–210.
https://doi.org/10.3991/ijet.v17i06.29181, Available at SSRN:
https://ssrn.com/abstract=4069498
• BOOK: ‘’Cell Phones and Classroom Management: Minimizing the

Distraction of Cell Phones in the Classroom to Ensure Student Success’’’
Rachel V. Hagerman (International School of Aruba, Aruba)
Source Title: Affordances and Constraints of Mobile Phone Use in English
Language Arts Classrooms
Chapter 9: Cell Phones and Classroom Management: Minimizing the Distraction
of Cell Phones in the Classroom to Ensure Student Success (pages 165-185)
LINK: https://www.igi-global.com/chapter/cell-phones-and-classroom-
management/267570

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CHAPTER 3:
METHODOLOGY
I. Research Design:
This research study used quantitative research administered by using a

survey form to gather data about the advantages and disadvantages of mobile
phone in learning of Humanities and Social Sciences students in General Mariano
Alvarez Technical High School (GMATHS).
The survey consists of Multiple-choice questions, Interval Scale Questions,
and Ratio Scale Questions. The survey questionnaires will gather demographic
question, such as age, section, and sex. This will assess the needed information as
to how Mobile Phones affect the academic performance of the students who are
enrolled in General Mariano Alvarez Technical High School in the first quarter of
the year 2022-2023.
The given data would be analyzed by statistical software examining the
benefits and disadvantages of mobile phones in learning if it increased or
decreased the academic potential and performance of the Humanities and Social
Sciences students.
II. Population and Sample:

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The population needed in this study is the enrolled students of GMATHS in year
2022-2023. GMATHS is a large public school, located in Congressional Road,
Brgy. Poblacion 1, General Mariano Alvarez, Cavite and has over 10,000 student
population. The study sample will consist of GMATHS students who are (a)
currently enrolled in the school of GMATHS and (b) have or use a mobile phone.
Within the five grade 12 Humanities and Social Sciences section there will be 22
respondents for a total sample size of 110 respondents.
The sampling process will be conducted by the research team, by providing a
survey form to selected students of the five sections. All the students that have
been selected will then be given a assessment survey handouts. The response rate
of the students will be carefully monitored and will then be reported in the final
study report.
Convenience sampling may introduce bias and may not represent the grade 12
HUMSS student entire population. The given stratification of the five selected
sections might reduce the bias and increase the accuracy of the collection of data
that is needed in the study.
III. Instrument:
Research Instrument
In this sort of quantitative research, the researcher used a questionnaire with
multiple choice options as well as a Yes/No option. The pros and drawbacks of
using a phone in the classroom were the focus of a quiz that the researchers
conducted. The first research instrument that the researchers utilized was a set of
dichotomous questions, which can only be answered with a yes or a no and range
from 1 to 7. Another tool is a multiple-choice 1 to 2 questionnaires with questions

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like, “How much time do you spend on your phone?” “What do you do with your
phone as a student?” The third one is an evaluation tool that reflects student
opinions. The researcher also used a chart to determine whether they agreed or not
with 1-6 statements to answer by respondents.
The questions that made by researchers is total 15 and will take 8 to 10 minutes to
answer. All questionnaires are designed to be brief, easy to answer, and
understand. And the researcher goes over and checks all the questions.
IV. Data Gathering Procedure:
The researcher developed the questionnaire and works hard to make it appropriate
for senior high school students in GMATHS, which is the primary target in
answering the survey. A letter of request to conduct the study was prepared, as
well as a letter to respondents requesting them to give their time to complete the
survey. In the survey researchers also required the respondent’s grade, gender, and
age; the name was optional. A Likert scale was used in the questionnaire to
determine whether a respondent strongly agreed, agreed, strongly disagreed,
disagreed, or was neutral about a statement. There is also a yes or no answer when
asked about information related to the topic. Ms. Charisma Gredoña approved the
questionnaire, and copies were distributed to the 22 respondents per section, each
of whom are HUMSS grade 12 students. Participants were given time to respond,
and the survey questionnaires were collected that same day by the researchers.
The data collected from this research instrument were tallied and computed for
interpretation based on the frequency with which the items were checked by the
respondents. The researcher’s goal is to determine the disadvantages and benefits
of having a phone during class hours, as well as the perspectives and information

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of GMATHS students. The researcher seeks an appropriate tool for interpreting the
data and graphs to determine the survey results. And lastly, the researcher draws
conclusions and makes recommendations for this study.
V. Ethics and Human Subjects and Data Management
VI. Statistical Treatment of Data:
• Simple Percentage:
The demographic profile value of the respondents were analyzed using the simple
percentage with the following formula:
f
P= × 100
N
P : Number of percentage
F : The frequency of answer
N : Number of Sample
VII. Ethics and Human Subject and Data Management Issues:

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In this study, it is ensured that the researcher maintains research integrity. The
researcher takes maximum benefits to the respondents, not placing the research
subject in any form of harm or danger. Before collecting any data, all participants
had to give their informed consent. The purpose of the study, their rights as
participants, and any potential risks or benefits associated with the study were all
explained to participants. The respondents were also informed of the data’s
confidentiality and anonymity.
In addition to that, the data that has been collected will be stored in to a safe and
secured place. The data was checked for missing or inconsistent data and any
errors were corrected to ensure the data’s quality and accuracy. The researchers
also double-checked that the data entered corresponded to the data collected
originally.
As a result, the research ethics and human subject section protected human
subjects’ rights and welfare by obtaining informed consent, limiting the amount of
sensitive information collected, and ensuring that data was kept confidential and
anonymous.
CHAPTER 4
PRESENTATION, ANALAYSIS, AND INTERPRETATION OF DATA
This chapter presents statistical data relevant to the problems listed in the SOP.
This section of the study includes the corresponding data analysis and

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interpretation. The respondents that participated in the research are five sections of
G-12 HUMSS students in General Mariano Alvarez Technical High School.
1 Demographic profile of the respondents:

The profile of the respondents in terms of Age, Gender, and Section of the Chosen
grade level and strand were gathered and analyzed to have an accurate description
of the respondents. The following table presents the frequency distribution of the
respondents by Age, Gender
Table 1.1
Age of Respondents
Age # Of Respondents Percentage
17 years old 42 38.18%
18 years old 49 44.54%
19 years old 16 14.54%
20 years old and 3 2.76%

above
Total 110 100%
According to Table 1.1, 38.18% of the respondents has the age of 17 years old
answered the questionnaires, 44.54% from the age of 18 years old, and 14.54%

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from the age of 19 years old and 2.76% for 20 years old and above. Therefore,
most of our respondents that answered our questionnaires are from 18 years of age.
Table 1.2
Gender of the respondents
Sex/Gender # of Respondents Percentage
Female 67 60.91%
Male 43 39.09%
Total 110 100%
Table 1.2 shows the total number and percentage of the male and female
respondents from the five sections of Grade 12 HUMSS of General Mariano
Alvarez Technical High School. There are 67 Female and 43 Male respondents in
total of 110 respondents. Female respondents composed a larger percentage with
60.91% compared to Male with 39.09%.
Table 1.3
Sections of the respondents
Section # of Respondents Percentage
Dinagyang 22 20%
Karakol 22 20%
Panagbenga 22 20%

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Sandugo 22 20%
Sinulog 22 20%
Total 110 100%
Table 1.3 shows the number of Respondents in five (5) sections. The section
Dinagyang, Karakol, Panagbenga, Sandugo, and Sinulog have 22 equal
respondents each.
The questions in the survey:
Figure 4.1 shows that 93.6% of GMATHS students own a phone, with the
remaining 6.4% not owning one. This represents only 22 respondents in 5 sections.

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Figure 4.2 shows that 95.5% of the sample respondents bring their phone to
school. Only 4.5% said they did not. This demonstrates that many students bring
their phones to school for communication, entertainment, and to help with their
school activities.
Figure 4.3 reveals that most sample respondents (96.4%) agree that mobile phones
help students learn. While only 3.6% say no, phones cannot assist students in
learning. This means that phones can help students learn, but only if they are
disciplined. Phones in the classroom can be distracting, but they also help students
learn.

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According to Figure 4.4, the majority of the sample respondents (55.5%) say no to
the question of whether students learn better without phones. However, only 44.5%
said yes. This result indicates that technology has become so important in
education that students can't learn without their phones, and many students rely on
them.
According to Figure 4.5, most of the sample respondents (80.9%) say yes. Only
19.1% of those surveyed said no. Mobile learning provides multiple engagement
mediums that can be tailored to individual preferences. This aspect of mobile
learning allows students to take
charge of their education and
develop a sense of ownership.

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According to Figure 4.6, the majority of sample respondents (54.5%) say no, they
are not distracted when their phone is within reach. Only 45.5% of those polled
said yes. This indicates that some GMATHS students believe that having their
phone with them while studying cannot be distracting.
Figure 4.7 shows that 63.6% chose yes and 36.4% chose no. As a result, some
students are actually cheating using their phones. Students can use their devices to
take notes, text their friends for answers, or photograph exams and send them to
their friends.an the difference between passing and failing.

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Figure 4.6 shows that 4.5% of the students use their phone in less than 1 hour,
9.1% for 1 to 2 hours, 28.2% for 3 to 5 hours, and majority by 48.2% says that they
use their phones for more than 6 hours.
Figure 4.7 shows that 14.5% of the students use phone for Leisure time, 51.4% on
the other hand use it for communication, and 34.1% of the students use their
phones for entertainment.

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Figure 4.8 shows that 5% of Strongly Disagree that mobile technology is a useful
tool for their studies because it allows them to access course material at any time,
0% Disagrees, 15% is neutral, majority at 60% Strongly agrees, and 25% agree.
Figure 4.9 shows that 0% Strongly Disagree that mobile phone can help them to
develop their learning skills, 5% of the students Disagree, 24% says neutral, 38%
says Strongly agree, and majority by 45% of the students Agree.

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Figure 4.10 shows that 8% of the students strongly Disagree that mobile phone is
responsible for their low academic performance, 27% says they Disagree, majority
by 42% students says neutral, 5% Say they Strongly Agree, and 15% says they
Agree.
Figure 4.11 shows that 5% of the students Disagree that Mobile phones are simple
and quicker to use while looking for information, 3% of the students says they
Disagree, 27% of the student says Neutral, 29% of the students Strongly Agree,
and majority of the students by 45% says they Agree.

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Figure 4.12 show that 42% of the students Strongly Disagree that they use their
mobile phone in examination as a source of unfair means, 27% of the students
Disagree, 25% says neutral, 5% says that they Strongly Agree, and 8% of the
students Agree.
Figure 4.13 shows that 6% of the students Strongly Disagree that it’s appropriate to
use your Mobile phone to look for sources online when answering homework, 5%
of the students says they Disagree, 29% of the students says neutral, 27% of the
students Strongly Agree, and majority by 40% says that they Agree.

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CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
I. Summary:
The primary goal of this study was to determine the benefits and drawbacks of
having a cell phone as a student. The primary subject is General Mariano Alvarez
Technical High School Grade 12 HUMSS students enrolled in the 2022-2023
academic year. The first chapter discussed the topic’s introduction and how many
young people are into gadgets and how phones can really affect many younger
people right now, how phones can cause problems in many students’ learning, as
well as the positive effects such as helping them to enhance their knowledge in all
lectures. The second chapter was dedicated to a review of the literature. The third
chapter described the research project's methodology and design. Data was
gathered using survey.
The fourth chapter was focused to data analysis and interpretation using the
constant comparative method. According to the survey results, most sample
respondents (96.4%) agree that mobile phones help students learn. Phones cannot
help students learn, even though only 3.6% say no. And, when asked whether
students learn better without phones, most sample respondents (55.5%) say no.
However, only 44.5% of those responded to the survey agreed.

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II. Conclusion:
The study discovered that 5 sections of General Mariano Alvarez Technical High
School year 2022-2023 Humanities and Social Sciences students use their mobile
phones for learning benefits and drawbacks. It has been demonstrated that the
majority of students use their mobile phone while learning. Having a phone within
reach while at school has benefits and drawbacks. One benefit is that it allows
students to expand their knowledge by providing easy access to learning resource
material. However, it also demonstrated the disadvantages, as it has been observed
that some students become lazy and use their phones to cheat in activities that are
assigned to them. It is critical for students to understand how mobile phones affect
their academic performance for them to strive to their betterment.
III. Recommendations
Based on the outcomes of the researcher’s study, it is recommended that future

studies investigate the benefits and drawbacks of phone use in classrooms among
GMATHS students using our study design. This may provide information to some
researchers who want to investigate and focus on the effects of technology on high
school students. The first recommendation is that data collection must be well
planned and accurate equipment for data gathering must be used, as well as paying
attention to respondents’ answers and how to analyze their responses to the survey.
Furthermore, it would be beneficial to include a larger and more diverse sample of

students in future research studies to increase the generalizability of the findings,

(046) 443-9890, 487-3947, 487-1912
[Author]

REGION IV-A
as well as to reduce and remove unnecessary questions from the questionnaires in

the survey so that it can be easily tallied and analyzed. The researchers strongly
advise future researchers to look further into improving the entire process stage
and come up with a much more comprehensive way of improving students’
learning while using their phones in classrooms and avoiding distraction in every
lecture.

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Republic of the Philippines

THE ANALYSIS OF THE ADVANTAGES AND DISADVANTAGES

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

1.2. Background of the study:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

The disadvantages of having a mobile phone in the classroom are Cyberbullying,

1.3 Statement of the Problem:

Specifically, the researchers sought to answer the following questions:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

1.4 Significance of the Study:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

1.5 Scope and Delimitation:

1.6 Conceptual Framework:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

Figure 2: The procedure depicts the collection of student profiles, the

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

Ho2: Phones in the classroom have a significant impact on students at General

1.8 Definition of Terms:

Evaluate- Described as a method of structured, methodical investigation used to

Drawbacks- The disadvantages or bad effects of the phones on General Mariano

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

Technology- Methods, systems, and devices developed as a result of scientific

Cyber bullying - form of bullying or harassment using electronic means such as

A review of literature is a thorough summary of previous research on a specific

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

education. Apps, for example, could increase children’s involvement in their

Furthermore, while having a phone may seem insignificant if students are

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

providing the students with something to do during breaks or while waiting

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

Western Michigan University, USA

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

• BOOK: ‘’Cell Phones and Classroom Management: Minimizing the

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

This research study used quantitative research administered by using a

II. Population and Sample:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

IV. Data Gathering Procedure:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

V. Ethics and Human Subjects and Data Management

VI. Statistical Treatment of Data:

VII. Ethics and Human Subject and Data Management Issues:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Republic of the Philippines