i

SMARTPHONE USAGE TOWARDS LEARNING BEHAVIOR AND ACADEMIC

PERFORMANCE OF ACCOUNTANCY, BUSINESS, AND MANAGEMENT
STUDENTS OF TACURONG NATIONAL HIGH SCHOOL
____________________________________

A Quantitative Research
Presented to the
ABM Strand of the Senior High School
Tacurong National High School
Tacurong City

____________________________________

In Partial Fulfillment
of the Requirements for the Subject
Inquiries, Investigations, and Immersion

____________________________________

SAMANTHA NICOLE G. MAGBUNAG

JOHNLERVEY A. BAJO
ZEHANN LUISE L. HERRERA
LYNDON N. CAMPOS
CHRISTINE MARIE D. LEONO
JETRO L. AM-IS
JAMSIN T. CALANZA
DONNA S. JEAN NORO
PRINCESS LIEZL E. CARITATIVO
ALBERT JOHN A. ISLA
ROSS ANTHONETTE R. ZULUETA
JONNAH D. REBAMONTE
Researchers

JOSE TOREJA DECENA III

Subject Teacher

June 2023
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ABSTRACT

The study underlined understanding the influence of smartphone usage towards

Tacurong National High School Accountancy, Business, and Management students’

learning behavior and academic performance. A descriptive-correlational research

design was applied as an approach. A total of 170 students who own a smartphone

were considered respondents of this study from the ABM strand of the SHS-Academic

Track of Tacurong National High School. The researchers utilized the purposive

sampling technique in selecting the respondents. In gathering data, the research

instruments used are, adapted and underwent modification and validation, survey

questionnaires from the study of Hossain (2019) and Nayak (2018). Mean, Pearson

product-moment correlation and frequency are the statistical tools used to analyze

gathered data. It is revealed in the study that the level of smartphone usage of ABM

students is high, indicating that it is oftentimes observed among ABM students of TNHS.

Also, the level of learning behavior is high, which indicates that it is also often observed

among ABM students of TNHS. Furthermore, the high level of academic performance

denotes that the academic performance of ABM students of TNHS is very satisfactory.

The study showed that smartphone usage has an influence towards learning behavior

and academic performance.

Keywords: education, students, smartphone usage, learning behavior, academic

performance, correlational, Philippines

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TABLE OF CONTENTS

Page
TITLE PAGE i
ABSTRACT ii
TABLE OF CONTENTS iii
LIST OF TABLES v
LIST OF FIGURES vi
ACKNOWLEDGMENT vii

Chapter

1 INTRODUCTION

Rationale 1

Objectives of the Research 3

Hypothesis 3

Review of Related Literature 4

Theoretical Framework 10

Conceptual Framework 11

Significance of Study 13

Definition of Terms 14

2 METHOD

Research Design 15

Research Locale 15

Population and Sample 16

Research Instrument 17

Data Collection 19

Statistical Tools 20
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Ethical Consideration 17

3 RESULTS AND DISCUSSIONS

Level of Smartphone Usage of ABM Students 23

Level of Learning Behavior of ABM Students 27

Level of Academic Performance of ABM Students 29

Significant Relationship Between Smartphone Usage 30

and Learning Behavior

Significant Relationship Between Smartphone Usage 31

and Academic Performance

4 CONCLUSION AND RECOMMENDATION

Conclusion 33

Recommendation 33

REFERENCES 36

APPENDICES

A Letter to Conduct Study 42

B Validation Sheets for Research Instrument 43

C Summary of Ratings of Experts 46

D Research Instrument 47

E Cronbach Alpha Results 50

F Plagiarism Checker Result 51

G Grammarly Checker Result 52

CURRICULUM VITAE 53
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LIST OF TABLES

Table Page

1 Level of Smartphone Usage 23

2 Level of Learning Behavior 27

3 Significant Relationship Between Smartphone Usage 30

and Learning Behavior
4 Significant Relationship Between Smartphone Usage 31
and Academic Performance
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LIST OF FIGURES

Figure Page

1 The Conceptual Framework Showing the Direct Relation 12

of Smartphone Usage Towards Learning Behavior
and Academic Performance

2 The Tacurong City Map and the Tacurong 16

National High School
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ACKNOWLEDGEMENT

The researchers would like to acknowledge the following eminent and supporting

individuals who succored us throughout the completion of this research paper.

First, the researchers would like to acknowledge the guidance of the Almighty

God, who gave them the wisdom, strength, and grace to conduct this study.

To their ever-hard-working and full-of-challenge research adviser, Jose T.

Decena III, who aided them in completing the paper.

To the panelists Jeanne Acosta, MBA, Leizl Castaño, Ph.D., Ronald Dela Peña,

Assistant to the Principal, Charmie A. Lagdamen, MBA, Elizabeth S. Bauzon, DBM-IS,

and Chris Bryan C. Dela Cruz, who spared their time, expertise, and effort to provide

their insights and constructive criticisms on how to improve the research study further.

To the validators who helped them assess the validity of their research

instrument. To the Principal Ma'am Ma. Teresita Escobia and their approval of the

conducting of this study.

Also, researchers will never forget their family, who gave their utmost emotional

and financial support to their friends and classmates who assisted them throughout

making this paper.

This study would not have been possible without these people. Indeed, the

researchers are thankful to everyone, and may God bless us all.

viii
 1

Chapter 1

INTRODUCTION

Rationale

Despite the convenience that smartphones and the internet bring, their excessive

use might cause adverse such as anxiety, sleep deficit, and depression effects on a

student's learning behavior (Herrero, Urueña, Toress & Hidalgo et al., 2019). It was

found in the study of Van Velthoven, Powell, and Powell (2018) that since the

introduction of the first smartphone years ago, problematic smartphone use has been a

rising public health issue because of the ease of perpetually functional connectivity, the

addictiveness of apps, and a person's psychological variables. Based on the study of

Khan, Khalid, and Iqbal (2019), students who use their smartphones for longer than five

or six hours a day have trouble with their academic performance and family life and find

it difficult to focus on their studies.

Due to their efficient learning behavior, independent students have self-

improvement using aids, are confident after enlightenment, and the following categories

perform academically well. However, students with poor learning behavior performed

worst (Mai, Bezbradica & Crane, 2022). Furthermore, this coincides with the result of

the study of Sinaga and Pustika (2021), where it was found that students demonstrated

positive learning behavior in English learning implementation, while some students

found self-problems such as a lack of self-management in following the activities.

Hence, Mahoney et al. (2021) stated that learning behavior is essential as it enhances
 2

an individual's ability to understand and manage emotions, achieve positive goals, show

concern for self and others, and make positive decisions.

Only a few studies have researched the use of smartphones in understanding

learning behavior, despite the reality that they contain several features that can

potentially benefit learning, like connectivity, interactivity, and customization (Miller &

Thomas, 2021). The findings in the study of Abbas, Aman, Nurunnabi, and Bano (2019)

disclosed that the usage of smartphones has a more negative influence on a student's

learning behavior than positive features. Also, Tokan and Imakulata (2019) agreed that

a student's learning performance is directly impacted by their genuine attempt at

effective learning behavior.

New technological innovations have ruled the modern world for the past few

years, and smartphone usage has increased, with negative and positive outcomes on

students' learning behavior (Chege, Wang & Suntu, 2020). The research gap in this

study is for researchers and future researchers to know how vital smartphone usage is

in an individual's daily life, such as its effect on learning behavior, mental health, and

academic performance. (Nayak, 2018). The reason for conducting this study at

Tacurong National High School is that a descriptive-correlational was yet to be used to

conduct a study on Accountancy, Business, and Management students of the said

locale. It was agreed by Malmqvist, Hellberg, Möllås, Rose, and Shevlin (2019) that

although research studies were frequently conducted to address issues and theories,

only a few investigations and findings are presently related to some studies.
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Objectives of the Research

The research study underlined understanding the influence of smartphone usage

towards Tacurong National High School ABM students’ learning behavior and academic

performance.

1. To assess the level of smartphone usage of students in terms of:

1.1 Technostress,

1.2 Ease of use and;

1.3 Variety seeking.

2. To measure the level of ABM students' learning behavior.

3. To ascertain the percentage and frequency of TNHS ABM students' academic

performance.

4. To resolve the influence of smartphone usage on TNHS ABM students'

learning behavior.

5. To determine the influence of smartphone usage on TNHS ABM students'

academic performance.

Hypothesis

The following null hypotheses were tested at a 0.05 level of significance:

1. Smartphone usage has no influence towards the learning behavior of ABM

students of TNHS.

2. Smartphone usage has no influence towards the academic performance of ABM

students of TNHS.
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Review of Related Literature

The section of this research study explains relevant theories, studies, and

concepts published in books, scholarly journals, or other sources significant to

smartphone usage, learning behavior, and academic performance. The RRL focuses on

collecting current and relevant literature on the variables and incorporating it into a

coherent representation of existing findings on the subject matter.

Researchers Hossain, Nurunnabi, Hussain, and Saha (2019) concentrated on

university students' academic performance where technology uses for novelty seeking

and technology reasons were obvious. They have made an effort to illustrate how

technological stress affects academic performance. Hossain et al. (2019) combined two

theoretical to ascertain how using a smartphone affects the inclination for variety-

seeking and how this affects performance in school. Variety seeking is an increasing

concern among university students, according to the findings and analysis of the

Hossain et al. (2019) study, and it can both favorably and detrimentally impact their

educational progress.

The focus of Nayak's (2018) research was on how smartphone usage, addiction,

and students' academic achievement in India relate to one another and how quickly

smartphones have penetrated society. In addition to conversing and messaging, they

can be used for live chat, information searching, mobile banking, entertainment, and

more. Exchanges over smartphones have replaced personal conversations and one-on-

one interaction. Because of how frequently it is used, it becomes an addiction. It has

been found that excessive smartphone use can lead to addiction and harm students'
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academic performance. It is interesting to note that most internet apps and services are

designed with smartphone users in mind (Nayak, 2018).

Smartphone Usage

The authors, Miller et al. (2021), showed how the smartphone is more than an

'app device' and explored differences between what people say about smartphones and

how they use them to examine how it is more than an "app device" and the differences

between common understandings of the smartphone and actual user experience. Since

smartphones are very advanced computer systems that come equipped with a variety of

sensors and communication interfaces, location systems, and context sensing,

smartphones have become an increasingly common and rapidly developing tool

(Montag, Wegmann, Sariyska, Demetrovics & Brand et al., 2021). Additionally, in

accord with Sarker (2019), smartphones can gather raw contextual data about users'

surroundings and corresponding behaviors with their smartphones regularly, thanks to

their superior features and recent advances. Given that they influence behaviors, some

studies imply a positive relationship between smartphone usage and learning

achievement (Shakoor, Fakhar & Abbas et al., 2021).

Although Holloway et al. (2021) claimed that their research suggests that digital

technology can improve geographically engaged learning for all students, Mulyani,

Razzaq, Sumadri, and Anshari (2019) disagrees with the statement that students are

more focused on using their smartphones for social networking, instant messaging, and

entertainment purposes. Furthermore, Safitri, Pasaribu, Simamora, and Lubis (2019)

claimed that when students go home after school, they prioritize their smartphones to

play games, wasting their time and leaving their homework and school tasks undone
 6

Thus, smartphone usage and low learning interest in carrying out tasks are new

problems in education. As claimed by Panova and Carbonell (2018), specific types of

smartphone-related behavior, rather than smartphone use per se, are linked to poor

mental health, and this coincides with the study of Kleisener, Meigen, Kiess, and

Poulain (2022) that excessive smartphone use for leisure has a link with problematic

smartphone use (PSU) symptoms. PSU symptoms are correlated with behavioral

difficulties. In conclusion, students who misuse their smartphones are more likely to

negatively affect their physical and mental health, including inactivity, low self-esteem,

and less social interaction (Kil, Kim, Park & Lee, 2021).

Moving further, excessive use of portable devices like smartphones negatively

impacts students since smartphones distract the younger population, resulting in poorer

test results (Han & Sy, 2019). The findings of the study by Iqbal and Bhatti (2020)

contradict the works of literature that claim that smartphone use negatively affects

students' learning behavior and academic performance because the faculty staff thought

smartphones were a useful tool for off-campus learning and communicating with

coworkers and students. They also thought smartphones were appropriate for

explaining challenging concepts to their students with audio-visual content available.

Thus, smartphones are unquestionably practical, valuable educational instruments that,

depending on a student's perspective and usage patterns, can also be a harmful source

of distraction (Hossain, 2019).

Authors Yao and Wang (2022) claimed that technostress negatively impacts a

student's achievement and well-being. Salo et al. (2018) firmly believe that smartphone

use includes stressful situations, and this coincides with the study of Upadhyaya and
 7

Vrinda, 2021), where students who experience technostress may become less

productive, drop out of school, and deviate from their academic work. Additionally,

Risco, Del-Aguila-Arcentales, Yáez, Rosen, and Mejia (2021) claimed that the amount

of time students spend online has increased as a result of the overload that persevered

use of social networks can provide, particularly when it might interfere with their

academic responsibilities and cause technostress, which has been related to reduced

quality of sleep and worse academic performance.

Ease of use, in the study of Rojas-Osorio and Alvarez-Risco (2019), is the extent

to which a person thinks that making use of a specific object makes their task greater

efficient. In the study by Al-Amri and Almaiah (2018), ease of use can be earned if there

is a user-friendly guide on utilizing smartphones to do other tasks. It was stated by

Malureanu, Panisoara, and Lazar (2021) that ease of use either directly or indirectly

explains technological behavior intentions. The findings in the study of Asnawati, Nadir,

Wardhani, and Setini (2022) claimed that behavior could be impacted by the ease of

use which Grover, Kar, Janssen, and Ilavarasan (2019) agreed that the ease of use

significantly impacts user's attitude toward smartphones.

Variety-seeking, in the study of Hossain et al. (2019), is the desire for a wide

range of goods or amenities. We contend that inherent motivations drive variety-seeking

behavior and manifest only when there are fewer perceived differences between the

choices (Liu, Fend & Liu, 2019). However, Herhausen, Kleinlercher, Verhoef, Emrich,

and Rudolph (2019) claim that it is difficult to label their activity as variety-seeking;

instead, they may be driven by worries about shifting touchpoints brought on by the

limited variety, which could lead them to alter their behavior. Despite the exceptionally
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strong levels of smartphone usage among young university students, research on the

potential effects of students' use of mobile devices for variety-seeking on their academic

performance is still inadequate (Hossain et al., 2019).

Learning Behavior

Learning behavior refers to how an individual positively or negatively towards

academic work. A positive learning behavior can improve a student's learning

achievement, while a negative one hinders learning (Mazana, Suero Montero & Olifage,

2019). Hence, Zolzaya (2021) claimed that a successful student needs to possess self-

motivation, self-control, patience, ease with technology, solid technical skills, and ability

in time management, communication, and organization. It was stated in the study by

Ghani, Rahim, Yusoff, and Hadie (2021) that efficient learning behavior produces critical

and logical thinking, problem-solving, collaborative, and communication abilities

necessary for students to be prepared for their chosen careers.

Hwang, Wang, and Lai (2021) said that scholars believe a student's learning

performance can be enhanced if they learn from other successful students' learning

behavior. In the study by Andres (2020), engaging instructors and academic self-

efficacy positively affected a student's course grade. However, the course grade of

some students was negatively affected due to task avoidance. Also, utilizing e-learning

materials helps students understand school subjects, improves language learning

achievement, encourages students to be motivated and creative, aids students to be

confident and critical thinkers, and provides practical, efficient learning behavior

(Mandasari, 2020). Although collaborative peer learning practices enhance learning and

achieve where it can improve students' motivation, self-esteem, locus of control, liking
 9

and acceptance of others, interpersonal skills, and ability to relate to others (Nicolosi &

Ancona, 2020), behavior issues, peer relationship issues, emotional issues, and

hyperactivity or negligence are indicators of learning behavior (Kliesener, 2022).

Academic Performance

Academic performance measures a student's success in the academic track, and

teachers commonly apply test scores, graduation rates, and classroom performance to

assess student achievement (Allensworth & Clark, 2020). When assessing academic

performance, grades are frequently given priority. However, other indicators can also be

considered, such as academic excellence, strong test scores, extracurricular

successes, and student leadership (Williams, 2018). Over the past three decades,

extensive study has been done on the best and worst learning methods for student

achievement (Meijs, 2019).

These days, the majority of professors utilize several forms of technology to

enhance their students' e-learning, making it easier for students to use electronic course

materials and encouraging them to use the technology more effectively to improve their

academic performance (Tawafak, Romli, Malik & Shakir, 2020). Furthermore,

educational applications may facilitate students' learning, and this theory is more

pertinent to the current study of Zafrirakou (2018), which asserts that mobile academic

applications will give students some insight into how their academic performance is

affected by these. The study by Martinez (2019) will give students insights into the

advantages and disadvantages of mobile academic applications, as well as how these

tools might help them succeed at school. A further finding that these 24/7 "online

connectedness" phenomena are swiftly becoming a distraction and concern among

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youth was that worse exam scores were found and were associated with the

problematic use of smartphones (Ahmed et al., 2020).

Theoretical Framework

This framework provides the exact variables that will be utilized to analyze and

interpret the data to be collected, hence limiting the range of the pertinent data.

According to Ainsworth and Bolby's (1973) attachment theory, a close emotional

bond between two people that endures over time and space is referred to as

attachment. It's not required for attachment to be reciprocal. There could be a

connection to someone that just one person has. Bowlby (1969) claimed that several

actions in young people, such the need to remain close to the attachment figure when

agitated or threatened, are signs of attachment. People developed addictions as a result

of becoming overly dependent on their smartphones.

The Bean Theory by Bean (1980) further asserts that students' attitudes and

behaviors impact their persistence intentions. These attitudes and actions may impact

the student's satisfaction with the institution. The degree of satisfaction could boost

support for the organization. A theory on non-traditional students, such as elderly, part-

time, and commuter students, was created by Bean and Metzner in 1985. The attrition

of these students is primarily impacted by external environment variables, including

family duties, economy, and outside encouragements, rather than university

memberships and bonds of friendship, which frequently have an impact on traditional

students.
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The Technological Acceptance Model (TAM) was first established by Davis

(1989), while Venkatesh, Morris, Davis, and Davis (2003) later provided a coherent

view. According to the theory, it is practical to predict with reasonable accuracy the

behavioral intentions that result in the actual use of any technology. The TAM theory

aids the claim that smartphone usage and academic performance correlate with using

smartphones for better academic performance.

Conceptual Framework

In this study, the researchers deliberated a model that shows the effect of

smartphone usage on Tacurong National High School ABM students' learning behavior

and academic performance.

Conceptualized by Hossain et al. (2019), the independent variable is smartphone

usage, measured by the following indicators: technostress, ease of use, and variety

seeking. Students who experience technostress may lose motivation, drop out of

school, and diverge from their academic work, which would put more of a strain on

higher education institutions (Upadhyaya & Vrinda, 2020); ease of use in the study of

Rojas-Osorio and Alvarez-Risco (2019), is the extent to which a person thinks that

making use of a specific object makes their task greater efficient; and inherent

motivations drive variety seeking and only manifests itself when there are minor

perceived differences between the choices (Liu et al., 2019).Conceptualized by Nayak

(2018), the dependent variable, learning behavior, is how an individual positively or

negatively towards academic work. It is adapted from the DepEd Order No. 79 s. 2003,

academic performance measures a student's achievement in the academic track, with

 12

teachers commonly applying test scores, graduation rates, and classroom performance

to assess student achievement (Allensworth & Clark, 2020).

Figure 1 shows a conceptual model that illustrates the direct relationship

between smartphone usage towards learning behavior and academic performance. The

framework is illustrated through two single-headed arrows connecting smartphone

usage to learning behavior and academic performance. Effects of variety-seeking

intention by mobile phone usage on university students' academic performance by

Hossain et al. (2019) shows a relationship between smartphone usage and learning

behavior. Relationship among smartphone usage, addiction, academic performance

and the moderating role of gender: A study of higher education students in India of

Nayak (2018) revealed that smartphone usage and academic performance are

significantly correlated.

Learning
Smartphone
Behavior
Usage
• Technostress
• Ease of Use
Academic
• Variety Seeking
Performance

Figure 1. The Conceptual Framework Showing the Direct Relation of Smartphone

Usage Towards Learning Behavior and Academic Performance
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Significance of the Study

Significance of the Study

Since this study focuses on understanding the influence of smartphone usage

towards ABM students' learning behavior and academic performance, it is primarily

beneficial for students to be aware of the consequences of excessive cellphone use.

These days, businesses use technology to its fullest potential, and not just students

may benefit from it. It is nearly impossible to imagine a typical workday without utilizing

tech-related tools like smartphones. When a tool is no longer available, it is the real

impact of that technology. Better communication with clients, employees, subject matter

experts, and their networks are some advantages smartphones can provide for

businesses.

The beneficiaries of this study are educational institutions, private and public

school divisions, school administrators, staff, teachers, and students.

Educational institutions, Private and Public-School Divisions, School

Administrators, Staff, and Teachers can benefit from this study by acknowledging

factors that influence a student's smartphone usage and how it affects a student's

learning behavior and academic performance and utilizing smartphones as a gateway to

students' efficient learning behavior and outstanding academic performance.

Students are the primary beneficiaries of this as they are also the sample

respondents. Success in utilizing smartphone usage can lead to outstanding academic

experiences and outcomes for students.

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Definition of Terms

To understand the study better, the variables and indicators are defined in

concise details

Academic Performance measures a student's achievement in the academic

track.

Ease of Use is the extent to which a person has a belief that utilizing a certain

tool makes their easier

Learning Behavior refers to how an individual positively or negatively towards

academic work.

Smartphone Usage is the usage of an individual who experiences technostress,

ease of use, and variety seeking.

Technostress harms a student's achievement and well-being,

Variety Seeking is driven by inherent motivations and only manifests when there

are minor perceived differences between the choices.

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Chapter 2

METHOD

This section discussed the significance of the investigation method. It covers the

research design, locale, population and sample, research instrument, data collecting

and statistical methods, and ethical considerations.

Research Design

The research design utilized in this research study is a quantitative-correlational

approach that aims to determine the number of respondents who exhibit specific

behavior, feeling, or belief. In quantitative studies, large sample sizes are typical, putting

greater emphasis on the quantity of responses than the deeper, more emotional

understanding that qualitative research seeks to uncover. Tan (2014) stated that

relationships between two or more variables are determined in a correlational study.

Research Locale

This study was conducted at the Tacurong National High School at Barangay

New Isabela, in the City of Tacurong, Province of Sultan Kudarat, in Region XII,

Philippines. The survey was conducted among Accountancy, Business, and

Management students of Tacurong National High School.

Tacurong National High School offers two tracks in Senior High School: the

academic track and TVL track courses that students choose personally to help them in

pursuing their college degree.

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Figure 2. The Tacurong City Map and the Tacurong National High School

Population and Sample

The respondents of this study are the Accountancy, Business, and Management

(ABM) students, both from grades 11 and 12, of Tacurong National High School

(TNHS), Senior High School (SHS) Academic Track, with a population of 300 students.

In accord with Raosoft, in a population size of 300, 169 respondents are enough sample

size with a 95% level of confidence. Therefore, we conducted the study with 170

respondents. In selecting the respondents, the sampling technique is the purposive

sampling method with inclusion-exclusion criteria. Students who own a smartphone are

included in the study, while those from other strands are excluded. All study

respondents received written consent after being informed of the study and its objective,
 17

and the respondents' anonymity and confidentiality were upheld throughout the

investigation.

Research Instrument

The researchers investigated how smartphone usage influenced the learning

behavior and academic performance of ABM students of TNHS.

The survey questionnaire used for smartphone usage was adapted and

underwent modification from the study of Hossain et al. (2019). The instrument is

designed to measure the smartphone usage of accountancy, business, and

management students of TNHS based on technostress, ease of use, and variety-

seeking indicators.

Range of Means Descriptive Level Interpretation

4.20 – 5.00 Very High This means that smartphone usage is
always observed.
3.40 – 4.19 High This means that smartphone usage is
oftentimes observed.
2.60 – 3.39 Moderate This means that smartphone usage is
sometimes observed
1.80 – 2.59 Low This means that smartphone usage is rarely
observed.
1.00 – 1.79 Very Low This means that smartphone usage is not
observed

The survey questionnaire for learning behavior was adapted an underwent

modification from the study of Nayak (2018). The said instrument is designed to assess

the learning behavior of ABM students of TNHS.

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Range of Means Descriptive Level Interpretation

4.20 – 5.00 Very High This means that learning behavior is always
observed.
3.40 – 4.19 High This means that learning behavior is
oftentimes observed.
2.60 – 3.39 Moderate This means that learning behavior is
sometimes observed
1.80 – 2.59 Low This means that learning behavior is rarely
observed.
1.00 – 1.79 Very Low This means that learning behavior is not
observed

The survey questionnaire used for academic performance is adapted from the

Department of Education Grading Scale stated in the Amendment of DepEd Order No.

79 s. 2003 in Public Elementary and Secondary Schools on Assessment and Evaluation

of Learning and Reporting of Students' Progress. The instrument measures the

academic performance of ABM students of TNHS based on (General Percentage

Average) GPA.

Grading Range of Means Descriptive Interpretation

Scale Level
90% – 100% 4.20 – 5.00 Very High This means that academic
performance is outstanding.
85% – 89% 3.40 – 4.19 High This means that academic
performance is very
satisfactory.
80% – 84% 2.60 – 3.39 Moderate This means that academic
performance is satisfactory.
75% – 79% 1.80 – 2.59 Low This means that academic
performance is fairly
satisfactory.
Below 75 1.00 – 1.79 Very Low This means that academic
performance did not meet
expectations.
 19

Data Collection

The procedures listed below were carried out in gathering the data to assess

smartphone usage and learning behavior among ABM students of TNHS. The adapted

survey questionnaire was put into validation by research experts. The overall rating for

the research instrument by the validators resulted in 4.48, which is perceived as very

high. Then, the researchers wrote a letter of request to conduct the research study

inside Tacurong National High School, then submitted the letter to the office of the

Principal II of TNHS. Following the approval of the request letter, a pilot test was

conducted by selecting 20 students from grade 12 HUMSS. After distributing the survey

questionnaires, the researchers attended to the respondents' questions about the

questionnaire. The survey questionnaire cumulated a Cronbach alpha of 0.86, indicating

that the research instrument's consistency and reliability are acceptable. Thus, the

researchers are allowed to conduct the study. The researchers gave each of their 170

respondents a hard copy of the survey questionnaire and explained the ethical

considerations of the research to ensure the respondents' rights. After collecting the

answered survey questionnaires, the researchers prepared for data computation,

analysis, and interpretation.

Statistical Tools

The following statistical tools were usedo to tail and handle the data collected

from the survey:

Mean. This was used to assess the level of smartphone usage and learning

behavior of Accountancy, Business, and Management students of Tacurong National

High School.
 20

Pearson Product Moment Correlation. This was used to determine the

influence of smartphone usage on the learning behavior and academic performance of

Accountancy, Business, and Management students of Tacurong National High School.

Rating Interpretation
±0.91 – above Denotes high correlation, mark relationship
±0.61 - ± 0.90 Moderate correlation denotes a substantial relationship
±0.31 - ± 0.60 Slight correlation, a definite but small relationship
±0.00 - ± 0.30 Low correlation, denotes a negligible relationship

Percentile Frequency. This was used to measure the percentage and frequency

of academic performance (GPA) of Accountancy, Business, and Management students

of Tacurong National High.

Ethical Considerations

The researchers shall follow the study protocol assessments and standardized

criteria when carrying out this study, particularly in the management of the population

and data, as stated in the following manner:

Authorship. The individual contributions of the researchers to the study and

reporting represented their authorship appropriately in this research paper. The

research adviser is considered a co-author. If a co-author uses the study, the co-

authors need to secure consent from the other co-authors.

Benefits. The study clarifies how smartphone usage affects the learning

behavior of students. The study's findings are helpful to the parents and teachers of the

student since they provide them with advice and offer some insights that can be used to

guide them.
 21

Conflict of Interest (COI). Data collection techniques that can lead to a conflict

of interest were used in this project. The study only paid attention to the core interests,

such as the respondents' health and the validity of the analysis results, and did not

consider any secondary interests.

Deceit. The respondents received assurances that the data they provided would

not harm them. The researcher will not use dishonesty or deception to deceive

the respondents.

Fabrication. Many reliable and accurate studies support the study. It is ensured

that the researchers have cited the authors' thoughts based on their understanding and

not invented a story from the literature. There will not be any purposeful presentation of

conclusions or manipulation of data or results. The manuscript is correctly referenced

and anchored.

Informed Consent Process. Respondents in the study were politely asked to

participate by providing informed permission, an essential technique for guaranteeing

that people are treated with respect. In the same way, the study questionnaire was

distributed with consent from the official channel of authority.

Permission from Organization/ Location. Before the survey was performed,

the researcher got written authorization from the Tacurong National High School, where

the respondents are situated, and a formal letter approved by the research adviser and

the principal.

Plagiarism. There is no proof that the researchers misrepresented a different

study as their own. All sources used in the research are adequately recognized and

cited to prevent claims of plagiarism or irregularity.

 22

Privacy and Confidentiality. The respondents' private and personal data that

were gathered for this survey was kept secret and confidential. The researchers

enclosed a note assuring respondents that the information gathered is kept confidential

and used only for academic reasons with the questionnaire.

Risks. Despite the present pandemic, there are no high-risk situations in the

study, so participants will not experience any economic, psychological, or bodily

dangers. If the respondents were not present or unavailable, the researcher either left

the questionnaires with them and collected them once they had finished them or asked

them about the most convenient time to conduct the survey. The researchers followed

the strictest health requirements for COVID-19 prevention. Additionally, the researcher

used Google Forms as study questionnaires to contact supervisors who could not be

reached physically.

Voluntary Participation. Respondents in this study had the option to participate

or not participate at their discretion. The purpose of the study was conveyed to the

participants, and their right to refuse to participate will be thoroughly examined and

observed. Furthermore, respondents who agreed to engage in the study were informed

of their right to withdraw at any moment and declined to answer any single question or

participate in a specific set of procedures.

 23

Chapter 3

RESULT AND DISCUSSION

This section presents the data and analysis of findings based on the

respondents' responses on the smartphone usage of ABM students in Tacurong

National High. The discussion was organized according to the following sub-headings:

level of smartphone usage, level of academic performance, and significant relationship

between smartphone usage and academic performance.

Level of Smartphone Usage

Table 1 shows the level of smartphone usage of ABM students at Tacurong

National High School. The section mean obtained on smartphone usage is 3.93, which

is determined as high; this means that the smartphone usage of the respondents is

often observed. Specifically, the three indicators got a high description. Moreover, the

mean ratings are disclosed as follows: technostress obtained a mean rating of 3.85;

ease of use got a mean rating of 4.09; and variety seeking got a mean rating of 3.88.

Table 1. Level of Smartphone Usage

Indicators Mean Descriptive Level
Technostress 3.84 High
Ease of Use 4.09 High
Variety Seeking 3.88 High
Section Mean 3.93 High

The high level of smartphone usage is attributed to all indicators: technostress,

ease of use, and variety seeking; this implies that the smartphone usage of ABM

students in Tacurong National High School is often observed. Since smartphones are

very advanced computer systems with various sensors and communication interfaces,
 24

location systems, and context sensing, smartphones have become an increasingly

common and rapidly developing tool (Montag et al., 2021). Although Holloway et al.

(2021) claimed that their research suggests that digital technology can improve

geographically engaged learning for all students, Mulyani et al. (2019) disagree with the

statement that students are more focused on using their smartphones for social

networking, instant messaging, and entertainment purposes.

Level of Smartphone Usage in Terms of Technostress

Table 1.1 shows the level of the first indicator of smartphone usage,

technostress. The gathered results from the survey indicated that Q1 received a mean

rating of 4.05, considered high; Q2 has a mean rating of 3.53, which is high; Q3 has a

mean rating of 3.91; and Q4 has a mean rating of 3.86, both considered high. The

section mean of technostress is 3.84, which is determined as a high level. The results

suggest that students are highly stressed when using their smartphones

Table 1.1 Level of Smartphone Usage in terms of Technostress

Question Mean Descriptive Level
Q1. I feel drained from tasks that require me to use my 4.05 High
smartphone.
Q2. I feel tired from using my smartphone. 3.53 High
Q3. Interacting all day with my smartphone is a strain 3.91 High
for me.
Q4. I feel burned out from using my smartphone. 3.86 High
Section Mean 3.84 High

Table 1.1 shows the level of the first indicator of smartphone usage,

technostress. The gathered results from the survey indicated that Q1 received a mean

rating of 4.05, considered high; Q2 has a mean rating of 3.53, which is high; Q3 has a
 25

mean rating of 3.91; and Q4 has a mean rating of 3.86, both considered high. The

section mean of technostress is 3.84, which is determined as a high level. The results

suggest that students are highly stressed when using their smartphones

Level of Smartphone Usage in Terms of Ease of Use

Table 1.1 shows the level of the first indicator of smartphone usage,

technostress. The gathered results from the survey indicated that Q1 received a mean

rating of 4.05, considered high; Q2 has a mean rating of 3.53, which is high; Q3 has a

mean rating of 3.91; and Q4 has a mean rating of 3.86, both considered high. The

section mean of technostress is 3.84, which is determined as a high level. The results

suggest that students are highly stressed when using their smartphones

Table 1.2 Level of Smartphone Usage in terms of Ease of Use

Question Mean Descriptive Level
Q1. I find my smartphone challenging to use. 4.31 Very High
Q2. My interaction with my smartphone is incoherent 4.15 High
Q3. It is uneasy for me to become skillful at using 3.98 High
my smartphone.
Q4. I don’t find using my smartphone useful in my 4.16 High
daily life.
Q5. Using my smartphone decreases my chances of 3.93 High
achieving things that are important to me.
Q6. Using my smartphone hinders me from 4 High
accomplishing things more quickly.
Q7. Using my smartphone decreases my 3.76 High
productivity.
Q8. Using my smartphone is hard. 4.26 Very High
Q9. Using my smartphone is stressful. 4.23 Very High
Q10. Using my smartphone is tiring. 4.08 High
Section Mean 4.09 High

Table 1.1 shows the level of the first indicator of smartphone usage,

technostress. The gathered results from the survey indicated that Q1 received a mean
 26

rating of 4.05, considered high; Q2 has a mean rating of 3.53, which is high; Q3 has a

mean rating of 3.91; and Q4 has a mean rating of 3.86, both considered high. The

section mean of technostress is 3.84, which is determined as a high level. The results

suggest that students are highly stressed when using their smartphones

Level of Smartphone Usage in Terms of Variety Seeking

Table 1.3 shows the level of the third indicator, variety seeking among ABM

students of Tacurong National High School. The result of the survey suggests that there

is a high level of variety seeking among ABM students of Tacurong National High

School. The following mean ratings are disclosed: Q1 received 3.92; Q1 has 3.85; Q3

obtained 3.93; Q4 with 3.85, and Q5 with 3.83; all the mean ratings for each variety-

seeking item resulted in a high level. The section mean of variety seeking is 3. 88,

which is high.

Table 1.3 Level of Smartphone Usage in terms of Variety Seeking

Question Mean Descriptive Level
Q1. I am not too fond of novelty and change in my 3.92 High
daily routine.
Q2. I want a job that does not offer change, variety, 3.85 High
and travel.
Q3. I do not seek new ideas and experiences. 3.93 High
Q4. I do not continually change activities. 3.85 High
Q5. I like to settle with my old experiences. 3.83 High
Section Mean 3.88 High

The high level of the indicator, variety seeking, is attributed to all five questions; it

means that the indicator variety seeking of ABM students in Tacurong National High

School is often observed. Variety-seeking is the desire for a wide range of goods or

amenities (Hossain et al., 2019). In the study of Liu et al. (2019), it was stated that
 27

inherent motivations drive variety-seeking behavior and only manifest themselves when

there are fewer perceived differences between the choices. We contend that inherent

motivations drive variety-seeking behavior. Although, Herhausen et al. (2019) claim that

it is difficult to label the alternating of behavior or activities as variety-seeking; instead,

they may be driven by worries about shifting touchpoints brought on by the limited

variety.

Level of Learning Behavior

Table 2 displays the level of learning behavior of ABM students at TNHS. The

section mean score obtained on learning behavior is 3.97, which at the descriptive level

is considered high; this means that learning behavior is often observed. The result of

the survey suggests that there is a high level of behavior among ABM students of

Tacurong National High School. All items of learning behavior received a descriptive

level of high. The mean ratings are as follows; Q1 got 4.11, Q2 is at 3.81, Q3 with 3.93,

and Q4 with 4.03, while Q5 has 3.66. Also, Q6 has 3.63, Q7 with 3.59, Q8 got 3.76, Q9

has 3.59, then Q10 with 3.74, Q11 with 3.91, Q12 has 3.87, and lastly, Q13 got 3.63.
 28

Table 2. Level of Learning Behavior

Indicators Mean Descriptive Level
Q1. I check the smartphone before something 4.11 High
else.
Q2. I tried to reduce the time spent on my 3.81 High
smartphone but failed.
Q3. If I could not check my smartphone for a 3.93 High
while, I would desire to check it.
Q4. I end up spending more time on the 4.03 High
smartphone than planned.
Q5. I am often late for my lectures because I was
occupied with my smartphone.
Q6. I have a habit of using the smartphone in the 3.63 High
class.
Q7. I am unable to pay attention for a long time. 3.59 High
Q8. I fear getting stranded somewhere if I could 3.76 High
not use my smartphone.
Q9. I panic if I run out of balance, hit my monthly 3.59 High
data limit, or my phone is discharged.
Q10. I get anxious that I cannot keep in touch 3.74 High
with my family or friends if something happens to
my smartphone.
Q11. I habitually check my smartphone in the 3.91 High
middle of the night.
Q12. My smartphone has made me lazy. 3.87 High
Q13. My mind is preoccupied with my 3.63 High
smartphone even when I am not using it.
Section Mean 3.79 High

The high level of learning behavior implies that ABM students' learning behavior

in TNHS is often observed. Learning behavior refers to how an individual positively or

negatively towards academic work; a positive learning behavior can improve a student's

learning achievement, while a negative learning behavior hinders learning (Mazana et

al., 2019). Hence, Zolzaya (2021) claimed that a successful student needs to possess
 29

self-motivation, self-control, patience, ease with technology, solid technical skills, and

ability in time management, communication, and organization; this is supported by the

study of Andres (2020), where a student's course grade was positively affected by

engaging instructors and academic self-efficacy. However, the course grade of some

students was negatively affected due to task avoidance.

Level of Academic Performance

Table 3 displays the level of academic performance of respondents of this study,

with each grading scale corresponding to a specific descriptor. The results showed that

most students performed well academically, with 62.5% receiving a "Very Satisfactory"

grade of 85% - 89% and 36.25% receiving an "Outstanding" grade of 90% - 100%. A

small portion of respondents (1.25%) received a "Satisfactory" grade of 80% - 84%, and

no one received a "Fairly Satisfactory" grade of 75% - 79% or a "Did not meet

expectations" grade of 75% below.

Table 3. Level of Academic Performance

Grading Scale Respondents’ GPA Descriptors
90-100 68 36.25% Outstanding
85-89 100 62.5% Very Satisfactory
80-84 2 1.25% Satisfactory
75-79 0 0% Fairly Satisfactory
Below 75 0 0% Did Not Meet Expectations
GPA 88.77% Very Satisfactory

These findings imply that most respondents performed at a level considered

"Very Satisfactory." Academic performance measures a student's achievement in the

academic track. Educators commonly apply test scores, graduation rates, and
 30

classroom performance to assess student achievement (Allensworth & Clark, 2020).

When assessing academic performance, grades are frequently given priority. However,

other indicators can also be considered, such as academic excellence, strong test

scores, extracurricular successes, and student leadership (Williams, 2018). Moreover,

extensive study has been done over the past three decades on the best and worst

methods of learning for student achievement (Meijs, 2019).

Significant Relationship between Smartphone Usage and Learning Behavior

Presented in Table 4 is the r-value of .975, which fell to the threshold of highly

positive correlation, and the computed p-value of 0.005 is lower than the significance

level of 0.05; this means there is a significant relationship between Smartphone Usage

and the Learning Behavior of Accountancy, Business, and Management students of

Tacurong National High School. Therefore, the first null hypothesis of the study is

rejected.

Table 4. Significant Relationship between Smartphone Usage and Learning Behavior of

ABM Students.
Category P-value R Significant
Smartphone Usage Highly
vs P<0.005 0.975** Positive
Learning Behavior Correlation
**Correlation is significant at the 0.05 level (2-tailed)

This result corresponds to the study of Hartley et al. (2020), where their study

supported the positive relationship between learning behavior and smartphone use

among students while they are studying and their genuine attempt at effective learning

behavior. The new technological innovations have ruled the modern world for the past

few years, smartphone usage has increased, and it has negative and positive outcomes
 31

on students' learning behavior (Chege, Wang & Suntu., 2020). It is backed up by the

study by Herrero et al. (2019) that smartphone usage and excessive use might cause

adverse effects such as anxiety, sleep deficit, and depression to a student's learning

behavior.

Significant Relationship between Smartphone Usage and Academic Performance

Presented in Table 5 is the r-value of 0.160, which fell to the threshold of low

correlation, and the computed p-value of 0.043 is lower than the significance level of

0.05. This means that there is a significant relationship between Smartphone Usage

and the Academic Performance of Accountancy, Business, and Management students

of Tacurong National High School. Therefore, the second null hypothesis of the study is

rejected.

Table 5. Significant Relationship between Smartphone Usage and Academic

Performance of ABM Students.
Category P-value R Significant
Smartphone Usage
vs P<0.043 0.160** Low correlation
Academic Performance
**Correlation is significant at the 0.05 level (2-tailed))

The results correspond to the study of Zafrirakou (2018), which asserts that

mobile academic applications will give students some insight into how these

applications may affect their academic performance. Although, the analysis of the

literature in the study of Amez and Baert (2020) emphasized the evidence supporting a

negative link between smartphone use and academic performance. Based on the study

of Khan et al. (2019), students who use their smartphones for longer than five or six

hours a day experience difficulty in their academic performance and family life and find
 32

it difficult to focus on their studies, and this is agreed in the study of Ahmed et al. (2020)

that worse exam scores were discovered and were linked to the excessive use of

portable devices like smartphones, showing that these 24/7 "online connectedness"

phenomena among youth, is becoming a source of distraction and worry.

 33

Chapter 4

CONCLUSION AND RECOMMENDATION

Conclusion

Based on the results of the study, the researchers concluded the following:

• The level of smartphone usage is high, indicating that smartphone usage is

observed often among ABM students of Tacurong National High School.

• The level of learning behavior is high, indicating that learning behavior is

observed frequently among ABM students of Tacurong National High School.

• The percentage of academic performance, measured through GPA, is 88.77%,

indicating that academic performance is very satisfactory among ABM students

of Tacurong National High School.

• Smartphone usage negatively influences the learning behavior of ABM students

of TNHS.

• Smartphone usage has a negative influence on the academic performance of

ABM students.

Recommendation

Based on the conclusions of the study, the researchers proposed the following

recommendations:

• The level of smartphone usage by Accountancy, Business, and Management

students of Tacurong National High School is high, indicating that it is observed

commonly. Thus, the researchers suggest that students moderate their

 34

smartphone usage and practice discipline to avoid problematic smartphone use

and its adverse effects. At the same time, teachers should help students in the

moderation of smartphone use by giving students activities that do not require

the presence of smartphones.

• The level of learning behavior of Accountancy, Business, and Management

students of Tacurong National High School is high, indicating that it is observed

commonly. Therefore, the researchers suggest that teachers should help

students improve their learning behavior to a very high level by practicing

efficient learning behaviors in and out of the classrooms.

• The percentage of academic performance of Accountancy, Business, and

Management students of Tacurong National High School is 88.77&, indicating

that ABM students perform well in class with a very satisfactory remark. With this,

the researchers suggest students improve their academic performance to

outstanding by utilizing their smartphones to achieve more positive performance.

• The high-level rating of technostress, ease of use, and variety-seeking of

smartphone usage indicates that these are often observed among Accountancy,

Business, and Management students of Tacurong National High School.

• Since it was found that smartphone usage negatively influences learning

behavior, the researchers urge other and future researchers to study how

smartphones can positively influence students' learning behavior.

• Lastly, since it was also found that smartphone usage negatively influences

academic performance, the researchers urge other and future researchers to

 35

study how smartphones can positively influence students' academic

performance.
 36

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Yao, N., & Wang, Q. (2022). Technostress from Smartphone Use and Its Impact on
University Students’ Sleep Quality and Academic Performance. The Asia-pacific
Education Researcher, 1-10.

Zolzaya, C. (2021). TEACHING ENGLISH ONLINE FOR UNDERGRADUATE

STUDENTS: A CASE OF THE MONGOLIAN UNIVERSITY OF SCIENCE AND
TECHNOLOGY. In На перекрестке культур: единство языка, литературы и
образования-II (pp. 303-307).
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Appendix C. Summary of Ratings of Experts

Validator Average Rating Descriptors

1 4.71 Very High
2 4.43 Very High
3 4.29 Very High
Average 4.48 Very High

The overall average ratings of our validators for our research instrument are very
high with the following scores 4.71, 4.43, and 4.29 resulting to 4.48, hence, the research
instrument is very good.
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Appendix D. Research Instrument

SURVEY QUESTIONNAIRE

SMARTPHONE USAGE AND ITS EFFECT TO THE LEARNING BEHAVIOR AND

ACADEMIC PERFORMANCE OF ACCOUNTANCY, BUSINESS, AND
MANAGEMENT STUDENTS OF TACURONG
NATIONAL HIGH SCHOOL

Name: (optional) ___________________________________

Instruction: Please respond to the statement honestly by indicating the degree to

which each item describes you as a student. There are no right or wrong answers.
Check (/) the space provided in each item that closely corresponds to how you think or
feel about each statement using the rating scale below.

PART I. SMARTPHONE USAGE

5 STRONGLY AGREE (The statement is always true)

4 AGREE (The statement is often true)
3 MODERATELY AGREE (The statement is sometimes true)
2 DISAGREE (The statement is seldom true)
1 STRONGLY DISAGREE (The statement is almost never true)

Technostress 5 4 3 2 1
Q1. I feel drained from tasks that require me to use my
smartphone.
Q2. I feel tired from using my smartphone.
Q3. Interacting all day with my smartphone is a strain for me.
Q4. I feel burned out from using my smartphone.
Ease of Use
Q1. I find my smartphone challenging to use.
Q2. My interaction with my smartphone is incoherent
Q3. It is uneasy for me to become skillful at using my
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smartphone.
Q4. I don’t find using my smartphone useful in my daily life.
Q5. Using my smartphone decrease my chances of achieving
things that are important to me.
Q6. Using my smartphone hinders me from accomplishing
things more quickly.
Q7. Using my smartphone decreases my productivity.
Q8. Using my smartphone is hard.
Q9. Using my smartphone is stressful.
Q10. Using my smartphone is tiring.
Variety Seeking
Q1. I am not too fond of novelty and change in my daily
routine.
Q2. I want a job that does not offer change, variety, and travel.
Q3. I do not new ideas and experiences.
Q4. I keep activities the same.
Q5. I like to settle with my old experiences.
Adapted from the study of Hossain et al. (2019)

PART II. LEARNING BEHAVIOR

Rating Scale and Description:

5 STRONGLY AGREE (The statement is always true)

4 AGREE (The statement is often true)
3 MODERATELY AGREE (The statement is sometimes true)
2 DISAGREE (The statement is seldom true)
1 STRONGLY DISAGREE (The statement is almost never true)

5 4 3 2 1
Q1. I check the smartphone before something else.
Q2. I tried reducing the time spent on my smartphone but failed.
Q3. If I could not check my smartphone for a while, I would
desire to check it.
Q4. I end up spending more time on the smartphone than
planned.
Q5. I am often late for my lectures because I was occupied with
my smartphone.
Q6. I have a habit of using the smartphone in the class.
Q7. I am unable to pay attention for a long time.
Q8. I fear getting stranded somewhere if I could not use my
smartphone.
Q9. I panic if I run out of balance, hit my monthly data limit, or
 44

my phone is discharged.
Q10. I get anxious that I cannot keep in touch with my family or
friends if something happens to my smartphone.
Q11. I habitually check my smartphone in the middle of the
night.
Q12. My smartphone has made me lazy.
Q13. My mind is preoccupied with my smartphone even when I
am not using it.

PART III. ACADEMIC PERFORMANCE

PART III. ACADEMIC PERFORMANCE

Instruction: Please respond to this survey honestly by indicating your General

Percentage Average (GPA) for the first semester of S.Y. 2022-2023. Check (/) the
space provided that closely corresponds to your GPA using the rating scale below.

Rating Scale and Description:

5 90% – 100% (The GPA is outstanding)

4 85% – 89% (The GPA is very satisfactory)
3 80% – 84% (The GPA is satisfactory)
2 75% – 79% (The GPA is fairly satisfactory)
1 Below 75 (Did Not Meet Expectation)

General Percentage Average 5 4 3 2 1

My GPA is at…
Adapted from DepEd Order No. 79 s. 2003

Thank You and May God Bless Us All!

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Appendix E. Cronbach Alpha Results

Smartphone Usage

Number of Respondents 170

Sum of the Item Variances 13.86672

Variance of Total Scores 68.21484

Cronbach’s Alpha 0.801434

Learning Behavior

Number of Respondents 170

Sum of the Item Variances 11.34336

Variance of Total Scores 43.85234

Cronbach’s Alpha 0.745715

Academic Performance

There was no need to assess the Cronbach alpha or academic performance since it is

already an input given by the respondents.

.
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Appendix F. Plagiarism Checker Result

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Appendix G. Grammarly Checker Result