(EFFECTS OF CELLPHONE USAGE TOWARDS THE STUDY HABIT

OF GRADE 12 HUMMS STUDENST IN LLORENTE NATIONAL HIGH

SCHOOL)

Submitted by:
Leander B. Obregoso
Jovito Grafil
Moira Brozas
Mathew Incio
Merofe Baula
Von Ryan Alota
G12/HUMMS/
Background of the Study

Technology has many to mentioned benefits such as allowing students to do research

and study online about a wide range of information that helps in understanding different body
of knowledge. The creation and infusion of gadget specifically cellphones, gave convenience
to our daily lives. Through cellphones we are offered with a market of knowledge in a snip of
our fingers that is either positive and negative in nature. We were able to capture the whole
world in a click. We even had this opportunity to explore unraveled paths through its
applications. We now have the capability to create and destroy. The future belongs to us
now. And in our hands lies all the world can offer today and tomorrow.
Nonetheless, these abrupt technological change and innovation has reached the
department of education particularly the use of cellphones or gadgets by students inside the
classroom. Here are some benefits of technology integration in the classroom (1) improves
retention and engagement; (2) accommodate different learning styles; and (3) promotes
collaboration. However, abuse of using these gadgets can lead to shorter attention span in
students and shrinking attention abilities. To support this claim Suman et.al., (2018) noted in
their study that the parents of 53% of children reported a drastic fall in their children’s grades,
and complain them to be extremely hyperactive and lacking concentration in the class or at
home while studying. It has been noticeable that students who have the access to their
cellphones during class discussions tends to use it even when their teachers are around.
Roughly if they don’t feel like listening to the teachers’ discussions, they tend to use their
cellphones. To the point wherein when someone sees these people uses it, someone else’s
follows them, making it difficult for teachers to retain their interest and keep them quiet on
their seats.
Another study conducted by Antigo et.al., (2021) in selected high schools of Zone 1,
Division of Zambales, Philippines discussed that many students are using the modern
technology improperly. Their study habits and academic standing were merely affected. They
could not focus on their studies because of too much pleasure brought about by the modern
technology such as addiction on computer games and improper browsing of prohibited
websites (Liu & Chen, 2005).
Africa et.al., (2017) also quoted that as the increasing reach of the internet has
become inextricably intertwined with classroom activities and the internet becomes more
widespread and far-reaching, so do the concerns that educators have over the students’
reduced engagement in classroom tasks and their increasing apathy towards course materials.
They discussed that as the students checks their emails and phones every minute of the day,
switching between using their digital devices and paying attention in class, their focus
becomes divided which takes a toll on their classroom performance. This manifests as poor
performance in school, jobs, and even relationships.
Richtel (2012) reported that generally, 87% of the respondents of the same survey
believe that digital technologies were creating “an easily distracted generation with short
attention spans,” and 64% said that digital technologies distracted the students more than they
helped them in school.
Also, Africa et.al., (2017) study concluded that devices such as smart phones, tablets,
and laptop computers are important classroom tools. They support student learning by
providing access to information outside classroom walls. The use of digital or electronic
devices in the classroom has positive effects on students.
There is quite a division of statements whether or not the use of gadget has a positive
or a negative impact towards student’s study habit and class performance. Thus, the
researcher finds it imperative to examine the effect of cellphone on the study habits of Grade
12 HUMMS students in Llorente National High School to better understand the impact
themselves. This research aims to understand how the use of cellphone of students can impact
their academic performances and study habits. The study may explore factors such as the
amount of time students spend on their cellphones, the types of activities they engage in, and
how these activities relate to their study habits.
To conduct this research, the study used various data collection methods such as
surveys, interviews, and observations. The findings of this study can provide insights into the
relationship between cellphone usage and study habits, allowing educators and parents to
better understand the potential impact of cellphones on students learning.

Significance of the Study

The conduct of this study helps the following persons and institutions:
Students: The results of this study will let students manage their own strategies or learning
style In improving academic performance and study habit.

Teachers. This research will provide valuable information to teachers resulting in a

developing effective strategies and interventions to support students in managing their digital
distractions and improving their overall academic performance

Principals. This study will be beneficial to school leaders since it will provide them
information to initiate planning and programs necessary for students’ academic improvement.

Parents. This study will help parents to support their children in their academic performance
and study habit by buying these gadgets and reminding them in the potential harm on the
abuse of cellphones.
Researchers. This study will be beneficial to future researchers that will conduct studies
regarding the effects of gadget in academic performance and study habit since this will add to
the growing literature and provide a fountain of knowledge about this field.

Statement of the Problem

Studying the effect of cellphone usage on the study habits of Grade 12 HUMMS Students in
Llorente National High School can’t provide valuable insights. The researchers aim in
gathering data on the frequency and duration of cellphone usage among the student, as well
as their academic performance and study habits. Here are the following:
1. How often do Grade 12 HUMMS students at Llorente National High School use their
cellphones for non-academic purposes?
2. Are there any differences in study habits and academic performance between students
who use their cellphones excessively and those who use them moderately.
3. Do Grade 12 HUMMS students who often use cellphones for their academic have
better study habits and academic outcomes than those who don’t?
4. What impact does cellphone usage have on the time spent studying and completing
school requirements?

Definition of Terms

To ensure clarity and understanding in the study on the effect of cellphone usage on
the study habit of Grade 12 HUMMS students in Llorente National High School, it is
important to define some key terms. Here are some definitions:
1.Cellphone Usage. Refers to the act of utilizing a mobile device

Scope and Delimitation

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, the analysis and interpretation of data gathered from the
questionnaire and from the survey conducted. The following data are presented in tabular
form in accordance with the questions stated in the statement of the problem.
The research study used the descriptive-research method. The respondents used
stratified sampling wherein a group of 30 people are identified into cellphone user and non-
cellphone user. The respondents of the study totals to thirty (30 students) from Llorente
National High School.
The researcher adapted a research questionnaire composed of fifteen items reflecting
study habits of students self-made by Rubio, (2019). The questionnaire is the major
instrument which was used by the researcher in this study. The questionnaire is divided into
two parts. Part 1 gathered the profile of the respondents where, name, gender and year level.
The second part gathered the study habit of the students.

1.1 Chart 1. How long do you use your cellphone for cellphone users?
shows that 2 (13.33%) among the 15 respondents showed that they spend less than 5 hours a
day using their cellphones, 9 (60%) out of 15 responded that they spend 6-8 hours using their
cellphones, and 4 (26.66 %) out of 15 responded to have been on their phones for more than 8
hours.

Number of Responses

2
4 13% <5 Hours
27% 6-8 Hours
>8 Hours

9
60%
Chart 2. How long do you use your cellphone for cellphone users?
shows that 12 (80%) among the 15 respondents showed that they spend less than 5 hours a
day using their cellphones, 3 (20%) out of 15 responded that they spend 6-8 hours using their
cellphones, and 0 out of 15 responded to have been on their phones for more than 8 hours.

Number of Responses

3; 20% <5 Hours

6-8 Hours
>8 Hours

12; 80%
 Chapter V

Summary

Conclusion

Implication

STUDY HABITS OF CELLPHONE USER

Name: _____________________________(OPTIONAL)
Grade: ________________
GENDER: ______________
1. How long do you use your cellphone?
o <5 HOURS
o 6-8 HOURS
o >8HOURS
2. What applications do you normally open or utilized?
o Facebook
o INSTAGRAM
o TIKTOK
o YOUTUBE
o GAMING (ML, COD, OTHER)
o OTHERS_____

Table 1: Study Habit Questionnaire

Scale: 3.21 -5.00- always, 2.41-3.21-oftentimes, 1.61-2.40- sometimes, 0.81-1.60-rarely,
0.01-0.80-never
 Questions Always Oftentimes Sometimes Rarely Never

1. I spend more time to

review my notes to get
high scores in the
exam/quiz.

2.I Listen attentively to the

teachers lecture.

3. I work with my
assignment to submit on
time.

4.I refer all the times with

the internet to get ideas for
my assignment.

5.I come to school on time

and ready for any
exam/quiz.

6.I study my lesson during

the vacant time for the next
class.

7.I spend most of my time

to study on weekends.

8.I participate in school

activities.

9.I participate always in

class discussion.

10.I never attempted to

copy the assignment from
my classmates.

11.I render classroom tasks

completely.
 12.I submit my project neat
and clean.

13.I ask questions to my

teachers solely for
understanding.

14.I attend my classes

every day and never absent
without valid cause.

15.I prefer to study alone

rather than with the group.

STUDY HABITS OF NON-CELLPHONE USER

Name: _____________________________(OPTIONAL)
Grade: ________________
GENDER: ______________
3. How long do you use your cellphone?
o <5 HOURS
o 6-8 HOURS
o >8HOURS
4. What applications do you normally open or utilized?
o Facebook
o INSTAGRAM
o TIKTOK
o YOUTUBE
o GAMING (ML, COD, OTHER)
o OTHERS_____

Table 1: Study Habit Questionnaire

Scale: 3.21 -5.00- always, 2.41-3.21-oftentimes, 1.61-2.40- sometimes, 0.81-1.60-rarely,
0.01-0.80-never

Questions Always Oftentimes Sometimes Rarely Never

1. I spend more time to

review my notes to get
high scores in the
exam/quiz.

2.I Listen attentively to the

teachers lecture.

3. I work with my
assignment to submit on
time.

4.I refer all the times with

the internet to get ideas for
my assignment.

5.I come to school on time

and ready for any
exam/quiz.

6.I study my lesson during

the vacant time for the next
class.

7.I spend most of my time

to study on weekends.

8.I participate in school

activities.

9.I participate always in

class discussion.

10.I never attempted to

copy the assignment from
my classmates.

11.I render classroom tasks

completely.

12.I submit my project neat

and clean.
13.I ask questions to my
teachers solely for
understanding.

14.I attend my classes

every day and never absent
without valid cause.

15.I prefer to study alone

rather than with the group.
References:
Africa, A., Cortes, F., & Gamara, A., (2017). THE EXTENT OF DIGITAL DISTRACTION
AMONG COLLEGE STUDENTS OF UNIVERSITY OF BATANGAS IN THE
PHILIPPINES.
http://jesoc.com/wp-content/uploads/2017/08/JESOC7_49.pdf

Antigo, C., & de Guzman, M.F., (2021) EFFECTS OF ELECTRONIC GADGETS

TOWARDS HIGH SCHOOL STUDENTS’ PERFORMANCE, FAMILY RELATIONSHIP
AND HEALTH CONDITIONS.
https://ijehss.com/uploads2021/EHS_4_267.pdf