Abstract:

The aim of this study is to examine the impact of the no-cellphone policy on the academic performance
of senior high students at Immaculate Heart of Mary Academy (IHMA). With the increasing prevalence
of cellphone use among students, educational institutions have implemented policies restricting
cellphone usage during school hours. However, the effects of such policies on students' academic
performance remain uncertain.

This research employed a quantitative research design, utilizing survey questionnaires as the primary
data collection tool. A sample of senior high students from IHMA participated in the study, providing
their insights on the impact of the no-cellphone policy on various aspects of their academic
performance.

The findings of this study will contribute to the existing body of knowledge on the relationship between
cellphone policies and academic performance. It is anticipated that the results will shed light on the
benefits and drawbacks of the no-cellphone policy in IHMA, providing insights for educational
institutions seeking to enhance student learning outcomes.

Overall, this research seeks to provide evidence-based recommendations to IHMA and other
educational institutions regarding the implementation and effectiveness of cellphone policies in
promoting students' academic success. By understanding the impacts of the no-cellphone policy,
educators and policymakers can make informed decisions to create a conducive learning environment
that maximizes students' academic potential.
Statement of the Problem:

The purpose of this study is to investigate the impact of the no-cellphone policy on senior high students'
academic performance at Immaculate Heart of Mary Academy (IHMA). Specifically, the study aims to
address the following research questions:

1. What are the effects of the no-cellphone policy on students' ability to concentrate in class?

2. How does the no-cellphone policy influence students' overall academic performance?

3. Does the no-cellphone policy reduce distractions and improve students' focus during class time?

4. What is the relationship between the no-cellphone policy and students' study habits and productivity?

5. Does the no-cellphone policy alleviate academic-related stress and anxiety among senior high
students?

6. How does the no-cellphone policy impact students' engagement in classroom activities and
discussions?

7. Does the no-cellphone policy improve interaction and communication between students and
teachers/classmates?

8. Does the no-cellphone policy create a more conducive learning environment in the classroom?

9. How does the no-cellphone policy influence students' time management skills and academic
organization?

10. What are the students' perceptions and attitudes towards the no-cellphone policy and its impact on
their academic performance?

By addressing these research questions, this study aims to provide valuable insights into the impact of
the no-cellphone policy on senior high students' academic performance at IHMA. The findings will
contribute to the existing literature on the effects of cellphone policies in educational settings and
inform school administrators and policymakers in making evidence-based decisions regarding the
implementation and potential modifications of cellphone policies to enhance students' academic
success.
Scope and Limitations:

The scope of this study, "The Impact of No Cellphone Policy in IHMA Senior High Students," is focused
on examining the effects of the no-cellphone policy on the academic performance of senior high
students at Immaculate Heart of Mary Academy (IHMA). The study will specifically target senior high
students within IHMA as the primary participants.

The study will assess the impact of the no-cellphone policy on various aspects of academic performance,
including concentration in class, overall academic performance, reduction of distractions, study habits
and productivity, academic-related stress, engagement in classroom activities, interaction and
communication with teachers and classmates, learning environment, and time management skills. It will
explore the students' perceptions and attitudes towards the policy and its impact on their academic
performance.

The research will employ a quantitative research design, utilizing surveys/questionnaires as the main
data collection instrument. The questionnaires will be administered to a sample of senior high students
at IHMA, selected through a purposive sampling technique.

However, it is important to note the limitations of this study. Firstly, the findings and conclusions
derived from this research will be specific to the context of IHMA and senior high students. Therefore,
the generalizability of the results to other educational institutions or different student populations may
be limited. Additionally, the study relies on self-reported data from the students, which may be subject
to response biases or inaccuracies. The research will also be conducted within a specific time frame,
which may limit the ability to capture long-term effects or changes in the policy.

Despite these limitations, the study aims to provide valuable insights into the impacts of the no-
cellphone policy on the academic performance of senior high students at IHMA, offering useful
information for school administrators, educators, and policymakers in making informed decisions about
cellphone policies in educational settings.
1. Among the 25 participants who responded to the question, a significant majority of 72.7% indicated
that they have observed a noticeable change in their ability to concentrate in class following the
implementation of the no-cellphone policy. This finding suggests that the restriction on cellphone usage
has had a discernible impact on their level of focus and attention during academic activities. The high
percentage of students acknowledging this change implies that the no-cellphone policy has not gone
unnoticed and has indeed affected their classroom experience.

2. Out of the 25 respondents, an overwhelming majority of 72.7% reported feeling that the
implementation of the no-cellphone policy has had a positive impact on their overall academic
performance. This suggests that a significant portion of the students perceive the policy as beneficial
and believe that it has contributed to their academic success. The substantial percentage of students
expressing this view indicates that the no-cellphone policy has played a role in enhancing their
educational outcomes and supporting their progress in their studies.

3. Based on the responses from the 25 participants, a significant majority of 81.8% reported that the
implementation of the no-cellphone policy has effectively reduced distractions and improved their focus
during class time. This indicates that the policy has been successful in creating a more conducive
learning environment by minimizing the potential distractions caused by cellphone usage. The high
percentage of students acknowledging the positive impact of the policy on their focus suggests that it
has positively influenced their ability to engage with the classroom material and maximize their learning
opportunities.

4. Based on the responses from the 25 participants, 54.5% of them believe that the no-cellphone policy
has had a positive effect on their study habits and productivity. This suggests that a significant portion of
the students perceive the policy as beneficial in terms of enhancing their study habits and increasing
their productivity. It is worth noting that while a majority of the respondents answered "yes," there is
also a portion who may not have experienced a significant positive impact. Further analysis and
exploration of the specific ways in which the policy has influenced study habits and productivity may
provide deeper insights into the individual experiences of the students.

5. Based on the responses from the 25 participants, 72.7% of them reported that they have not
experienced a decrease in academic-related stress or anxiety as a result of the no-cellphone policy. This
indicates that a significant majority of the students did not perceive the policy as alleviating their
academic-related stress or anxiety. It suggests that other factors or interventions may be necessary to
address and reduce stress levels among the students. However, it is important to note that there is a
portion of respondents who may have experienced a decrease in stress, indicating that the policy's
impact on stress levels may vary among individuals. Further exploration of the specific reasons behind
the lack of perceived stress reduction would provide valuable insights for potential improvements in
managing student stress.

6. Based on the responses from the 25 participants, 81.8% of them reported that they believe the no-
cellphone policy has enhanced their engagement in classroom activities and discussions. This indicates a
strong majority of students recognizing the positive impact of the policy on their level of engagement.
The results suggest that the absence of cellphones in the classroom has contributed to a more active
and participatory learning environment. The increased engagement may be attributed to reduced
distractions and greater focus on the class materials and interactions. This finding highlights the
potential benefits of implementing a no-cellphone policy in enhancing student engagement and active
participation in the learning process.

7. Based on the responses from the 25 participants, a significant majority of 90.9% reported that they
have observed an improvement in their interaction and communication with teachers and classmates
since the implementation of the no-cellphone policy. This finding indicates a positive impact on the
quality of interactions and communication within the academic setting. The absence of cellphones in the
classroom may have created a more focused and conducive environment for meaningful interactions
and discussions. Students may have experienced increased face-to-face communication, active
participation in class discussions, and improved teacher-student rapport. The results suggest that the
no-cellphone policy has positively influenced the social dynamics and communication dynamics within
the classroom, fostering better engagement and collaboration among students and between students
and teachers.

8.Based on the responses from the 25 participants, a significant majority of 90.9% believed that the no-
cellphone policy has helped create a more conducive learning environment in the classroom. This
finding suggests that students perceive the absence of cellphones as a positive factor in their learning
experience. The implementation of the no-cellphone policy may have contributed to a reduction in
distractions, increased focus, and improved overall classroom atmosphere. Students may have
experienced a greater sense of engagement, attentiveness, and active participation in their learning
activities. The results indicate that the no-cellphone policy has played a crucial role in establishing an
environment that promotes effective teaching and learning by minimizing external disruptions and
creating a space conducive to academic growth and success.

9. Based on the responses from the 25 participants, 63.6% of them reported that the no-cellphone
policy has positively impacted their time management skills and academic organization. This finding
suggests that the absence of cellphones has helped students better manage their time and organize
their academic tasks. The implementation of the no-cellphone policy may have encouraged students to
allocate their time more efficiently, minimize distractions, and prioritize their academic responsibilities.
As a result, they may have experienced improved productivity, better task completion, and enhanced
overall academic organization. This finding indicates that the no-cellphone policy has had a beneficial
effect on students' ability to manage their time effectively and maintain a structured approach to their
academic pursuits.